대중 자서전을 활용한 자서전적 글쓰기 교육의 가능성 = The Educational Potential of Popular Autobiographies: Investigating Identity Formation and Self-Reflection through Autobiographical Writing

다국어 초록 (Multilingual Abstract)

This study explores the educational potential of popular autobiographies and autobiographical writing in promoting learners’ identity formation and self-reflection. Focusing on Son Heung-min’s autobiography as well as prominent examples like Nelson Mandela and Malala Yousafzai, the research highlights how autobiographies serve as accessible and engaging tools to inspire personal growth and learning. The study incorporates theoretical frameworks from Lejeune’s autobiographical pact and Ricoeur’s narrative identity, emphasizing how autobiographical writing helps learners selectively reconstruct memories and shape self-perceptions. Findings indicate that autobiographical writing enhances self-reflection, fosters narrative identity, and enables learners to connect personal experiences with broader social and cultural contexts. The study offers practical implications for incorporating autobiographical writing into educational programs to support identity exploration and self-awareness.