글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

논문검색은 역시 페이퍼서치

> 한국문학교육학회 > 문학교육학 > 28권 0호

문학교육과 문학능력 : 고전 비평과 문학능력

Korean Classic Criticism and The Literary Ability

김성룡 ( Seong Ryong Kim )

- 발행기관 : 한국문학교육학회

- 발행년도 : 2009

- 간행물 : 문학교육학, 28권 0호

- 페이지 : pp.223-258 ( 총 36 페이지 )


학술발표대회집, 워크숍 자료집 중 1,2 페이지 논문은 ‘요약’만 제공되는 경우가 있으니,

구매 전에 간행물명, 페이지 수 확인 부탁 드립니다.

7,600
논문제목
초록(외국어)
I think that the criticism in Western Europe is different from the East Asian "비평(批評: /Bipyeong/)." There must be differences between the Modern criticism and the Middle Age criticism, there also be differences between the Western Europian criticism and East Asian criticism. In the East Asia the criticism was developed in the 4~5th century in China when there were in a state of disorder. Too many intellectuals were set fee from the tie of their native province and they were invited by many of the ambitious persons. Jong Yong[鍾嶸 469?∼518?]`s important book titled Si Pum[詩品] was brought out under the circumstances of these necessity. Pum[品] means evaluation and ordering by criterion. Pum[品] became the same thing as Pyeong[評], the criticism. A few centuries later there brought out Bi[批] as a kind of literal activity. But like Pyeong[評] it was an ordinary cultural activity at first. In Song Dynasty, Bi[批] meant choosing good literary works and indicating the reason why these were good. It followed mark with dots on the side of good phrases or characters. And after a long time, in a certain period, these two different literary activities, Bi[批] and Pyeong[評], merged into one literary activity the same as we know Bi-Pyeong[批評], the criticism. During the Middle age Korean literacies and aristocrats used the two things in three way. One is the grading literary works in Kwageo[科擧], the highest level state examination to recruit ranking officials. The official examiner evaluated the examination papers which were always in the form of literary works. Then give marks and grade the candidates. They did Bi[批] and Pyeong[評], evaluating and ordering. And the second is in the field of literary education. In the middle age the official school were not so efficient method to pass the state examination. So the candidates must study in private school and learning was more important than the education in the case of literary education. Good books were very important to study by themselve. These books contained selected prose and poems with the marks and evaluations that worked a good indication how literary works were written. Third, on the way of creating literary works the criticism did a critical role in its literal sense. Creators of literary works sent his literary works to his friends or masters to seek the criticism. Then the critics used to commented good advises, but in some cases the critics mended or changed the literary works. As the critics were plural so the comments sometimes collided. At that case the worker must decided but what is more important is that the critics and the criticism also was not the kind of consumer, a distributor and a guide. These were the case in the Modern Western Europe not in the Middle Age of East Asia. Nowadays the culture and education became democratic. I expect that the culture and the education will be immanent in every person`s personalities so the critics will be. So the critic systems of Modern Western Europe will be collapsed into an every person`s culture which is similar to that of the Middle Age of East Asia.

논문정보
  • - 주제 : 어문학분야 > 기타제어문
  • - 발행기관 : 한국문학교육학회
  • - 간행물 : 문학교육학, 28권 0호
  • - 발행년도 : 2009
  • - 페이지 : pp.223-258 ( 총 36 페이지 )
  • - UCI(KEPA) : I410-ECN-0102-2012-810-000899911
저널정보
  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기 : 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-487x
  • - 수록범위 : 1997–2022
  • - 수록 논문수 : 861