This thesis has its purpose in discussing the social responsibility of Korean language education based on the citizenship of a democratic society. I thought that the main qualifications of citizenship were participation and responsibility and reviewed how Korean language education relates to these qualifications and what kind of efforts are required to foster such qualifications. Especially, in discussing this, I actively introduced and cited Bakhtin’s concept of alibi and non-alibi.
In the second chapter, I reviewed the meaning that the alibi and non-alibi concept has in Bahktin’s thinking structure. In his initial writing _Toward a Philosophy of the Act_, he firmly states that “there is no alibi to existence”. Bahktin called people that live by such alibi ‘pretenders’. Here, pretenders are not people who seize positions of other people but are those who do not wish to live in a specific position. In other words, they are people who purely try to live in a generalized, abstract position. They are people who live lives of non-alibi and irresponsibility.
What should writers that Korean language education foster look like? It should bring in writers that live lives of non-alibi, expressing uniqueness and exclusiveness and not those living lives of alibi like pretenders.
In the first passage of chapter III, I looked at the writing methods of writers living lives of non-alibi. In the second passage, I analyzed actual writing samples of four writers that are thought to live lives of non-alibi. In the first passage of Chapter IV, I looked at the writing curriculum and textbooks, which are educational requirements necessary in order to foster writers that live lives of non-alibi. The writing education curriculum and textbooks are not fit for writing pieces that show their own uniqueness and individuality. This is because achievement standard were not selected and textbooks were not developed in this aspect.
I proposed three things as an alternative methodology. First is to get rid of the ‘rhetorical cues’ in achievement standard statements and state only the range of genre and topic. Second, sample texts or model texts suggested by the textbooks should be selected so that the texts enable us to vividly (or delicately) sense the existence of the writer. Third, we need to firstly encourage students to select writing materials freely in the teaching-learning scene.