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This article was prepared for those who attended the first meeting of Korea Society of Literary Education. At that time I wanted to get the members to realize together what serious problems teachers and students have in their literary classes in schools. I thought that by considering those problems we could be certain about what kind of study or research about literary education could helpvour schools improve current literary teaching. Severe problems in lierary educaion have been caused mainly because enormous numbers of literary terms which students are forced to memorize have been introduced into lierary classes in scools. But leaning about those terms mostly are not helpful for students to understand and appreciate literary works such as poems, fictions, or plays. It is because most of the literary terms being taught in litery classes are jargon created arbitrarily or distorted by intellectually low level Korean literary critics who did not have opportunity to be trained in professional literary study. So the terms could not be actually understood and learnt by students. This kind of teaching and learning should be abolished as soon as possible. For substitution of such an undesirable literary teaching for another more desirable one, I am making some suggestions follows: 1. The final goal of literary education ought to get students to develop the ability of interpreting and appreciating literary works. If they develop such an ability, they will become more interested in reading literary works and be able to enjoy them. 2. In order to achieve such a goal, we have to change the current teachig contents into other ones which will help students approach literary works more easily with pleasure. 3. We also have to create more effective literary teaching-learnig procdure model. Such a teaching-learnig procedure model is suggested in detail in this paper. This article also include some considerations about what subfield of study could be here in the field of literary educational study because our members are respectively majoring in different subjects. I think we might have such subfield as study for poetic education, fiction education, literary essay education, and play education. According to researchers` majors in college, there could be such subfield as study for classical and modern literature education. And according to shool level, there could be study for literay educaion in primary school, junior and senior high scool, and in general course of college. This sort of study may be much more useful for school teachers because it would be applied more easily into literay teaching in school classes. Members who are interested in educatioal theory may be able to study about literary curriculum, instructional design of literature, and evaluation of literary educational objectives. Members from College departments of foreign language and literature would be able to make great contributions to the development of literary educational study in our country by research based on studying foreign literature education in countries such as several English speaking nations, France, Germany, Japan, China, and others.

As a preliminary work, this study explored the history of Korean literary education and was designed to find a new direction in literary education. For this goal, this study first analyzed results and limitations obtained from many existing studies on Korean literary education. This analysis showed that full-fledged studies on Korean literary education began ten years ago and that all of preceding studies had just a `prehistoric` meaning. Then, this study explored some efforts to establish the academic independency and identity of Korean literary education in the area of Korean language education. Specifically, results and findings obtained from doctoral dissertations in Korea were analyzed. On the basis of the analysis, this study showed the following suggestions for a new direction of Korean literary education. First, new research approaches toward new-born discourse education and ideology were suggested. The second suggestion was that literary education could be discussed in the context of culture education-viewing literature as an aspect of language culture. Third, the close reading of a text supported by the strength of New Criticism, which had been neglected in the area of literary education, was still an effective method in literary education. Finally, this study confirmed the proposition that `open` literary education should be realized through this research methodology of literary education. This study also specified the prospect of Korean literary education, in terms of literary education through writing as well as reading and reader`s active learning of literature.

This writing is caused of the beginning self-reflection on the education of literature, and check up the paradigm of the education of literature based on these. This time is crisis in literature. So the alternative to crisis is to discuss about the education of literature. It is thought that this is the crisis of the education of literature at first. We need to reflect what we have done besides that. The education of literature is seriously worried about the ability to rescue the crisis of literature in the late period of industrial society. One of the causes which must be presented these anxities is why it is thought the concept of the education of literature only to teach literal works. When it is regarded the meaning of `education` as the earlier-learned teaches the non-learned the knowledge, the appointed task imposed on the education of literature is not discharged. So to speak, it must not be presented the prospect to the literature be forced with the crisis. Therefore, we must not limit the education of literature only to teach literature in order that it is accomplished the appointed task imposed on the education of literature. We must make it the subject of study to inquiry into the phenomenun of literature; how that the human being cognize the literature, and why the literature must be existed, or whether literariness is existed. At this point, the study of the education fo literature must expand one`s territory not only teaching literature but liteary episteniology or liteary philosophy and life-culture. Nowadays it is not only working for the education of literature that we endlessly grope for the direction the education of literature. This would be to affirm that the education of literature is an imported test whether it is a horizen If the humanity crisis. As the education of literature should be the substance but the declare.

This study examines the image of an ideal man pursued in literature education. Literature education aims at forming a man who is self-reliant not only in the reception of literary works but also in the perception of the world and the literary expressions of that perception. This man is closely related with the image of a desirable man in the society he belongs to. He, however, tries to keep a creative and healthy conflict against that image rather than just to conform to it.

One of the urgent issues, which we have to pay attention to and worry about, is to get back the activity of literature to the original and due position from our perspective of social and historical currency in the education of Korean literature. In the past, it had been regarded that selected ruling classes were only awarded the privilege of literacy in the age of old dynsaties. This trend brought about a queer stream at last, from the Japanese occupation days, in which literature was thought of as some extraodinary thing and small number of specialists or experts were allowed to participate in. No matter what it had been advocated, the due and natural position of activity of literature would be the occasions in which all of people`s life were accompanied together and organized harmoniously. All people are genuine agents in the activity of literature and any sort of life from them constitute the basic ground of literature. Two related points are stressed here so as to return our activity of literature to the due way, especially in literature education; one is that alienated oral literature should deserve appropriate respect than written literature and the other is that expressive activity should go forward importantly than the receptive activity in which the former had been oppressed in the past.

The aim of this paper is to study the moral problems of literature in literary education. In order to do it we have to illuminate the limitation of the values-neutrality("Wertfreiheit") and the autonomy of literature. In short, human being is not only a values-oriented, aesthetic being but a moral, religious existence in nature. So literature does not exist in the aspect of the absolute values-neutrality and autonomy. And it is illuminated that moral values determine the greatness of literature. The literariness of great literature will be extended in the dimensions of morality and religion. In other words, the greatness of literature can be revealed in sustaining the internal tensity between literature and morality. This paper advises that all the literature teachers take into critical considerations the fate determination of Shamanism, the morality of atheism-oriented thoughts such as Evolution Theory if Charles Darwin and Herbert Spencer, naturalism, Freudian psychology, Marxism, the theory of relativity, and Existentialism which came into being in the 19th century. Ku Sang is a great poet in Korea in this respect.

This paper attempts to invoke the hermeneutical freedom which inherently resides in the literature by opposing the traditional view that the literary interpretation should be limited to the goal-orientedness. In this endeavor, the author tries to capture the basic principle according to which the hermeneutical freedom can be realized in the behavior-oriented didactics of German literature. It is certain that the reading of literature is a model of the communicative behavior of human-being. Unlike the everyday dialogue-situation, however, the literary communication subsumes the possibility of the free constitution of meaning by the receipient. Accordingly, in the behavior-centered literature lesson, the productive method of reception and the analytic method of interpretation always circulate. By this bilateral circulation the literature lesson entails a procedual character. As a result, the qualitative standard of the literature lesson lies not in the result of the complete understanding of the text, but in the particular hermeneutical quality which the process of understanding includes. The behavior-oriented paradigms of the literature teaching in the German secondary education appeared as a reaction to the so-called science-paradigms which insisted on analysing the literary text via a science-model. The behavior-orientedness as a more conclusive concept of the literary didactics means the following: -With respect to the method of teaching, the behavior-oriented class includes the attitudes and the opinions of the students as the class-topics, unlike the traditional teaching method which heavily relied on the role of teacher. In this new approach, the students can contribute to the dynamic make-up of the class by experiencing and performing literary phenomena of their own such as role-type playing. -When it comes to the goal of learning, the behavior-oriented class goes beyond the level of analyzing the text by the cognitive method. It promotes the literary imagination and the emotional sensitivity of the students by adopting dynamic approach. Hence, the students can develop on their own how to reasonably manifest their will as a social-being. -The behavior-orientedness on the level of literary theory implies the transition from the method of work-internal (centered) interpretation to the receipient-centered method of literary interpretation. The literary text itself constitutes the object of the interpretation as well as the triggering point for the reception-behavior on the part of the reader. In brief this research focuses on the theoretical teaching method of literature for the students as text readers where they can actively participate in creating the freedom of text interpretation.

It has been over 10 years since the Ed.D. course of the literary education research(L.E.R.) was established in 1986 in Seoul National University and researched actively. During those years, many results were found and L.E.R. has been developed based on them. Even though there are numbers of reviews of L.E.R., most of them only stopped at applying the methodology of literature researches or categorizing them by subjects. Therefore, the existing researches need to be reexamined critically from a methodological dimension. After evaluating the L.E.R. of the 10 years from a point of methodology, there seemed to be these three following outcomes. 1. Regulated the concept of Literary Pedagogy and established the objects of the research. 2. Found basic terms of L.E.R. and systematized their concepts. 3. Accumulated human resources in domain of L.E.R. Regardless of these outcomes, the current thesises of L.E.R. are holding the following methodological limits. 1. Researched aimed on school education purpose. 2. Researched aimed on reading process of individual readers. 3. Insufficiency of researches on sending mechanism in literary communication due to too much emphasis on receiving mechanism. 4. Insufficiency of researches on process of task performing of literary communicative subjects. 5. Limited the research objects to Korean Literature. 6. Laid stress on the philological method. 7. Insufficiency of qualitative researches due to too much emphasis on quantitative researches. 8. Insufficiency of long term researches due to too much emphasis on short term researches. The reason such limits were found is due to the fact that most of the researches possessed these following prerequisites and were conducted. 1. Literary education is for expanding the literary competence of individuals. 2. The literary competence expands by imitating the behavior 0. manner of experts. 3. The distinctive characters of human behaviors can be approached by analyzing with variety of elements. 4. L.E.R. is an applied science of literary research. 5. L.E.R. should be accomplished by particular genre of literature. 6. L.E.R. should be formed according to the course of the education. 7. L.E.R. should present policies about practicing literary education. 8. L.E.R. should target ideal readers. 9. L.E.R. belongs to category of subordination of humanities. 10. L.E.R. can be formed by itself regardless of the fact. 11. L.E.R. has to be applied generally to the present situation of literary education. 12. In L.E.R., there are a theoretical level research and a practical level research. Therefore, in order to have the L.E.R. to earn the justification as a science, these prerequisites should be overcome and more effort is needed on finding more methodologies of research from different points of view.

The concept of literary education is very acquained to many of us. And there have been very significant articles in that branch. However, I would like to declare two things. First, it`s time to investigate the history of literature education. Second, we must establish the theory of education in creating literary work. From the beginning, the modern literary education theory has taken care about only the reader, especially about the student, so the literary creation, the important part of literary education has been more or less neglected. But in the Middle age, the literacy means also the politician, as well as the philosopher. So I research what and how the literary education excuted in the Middle age. There are three levels of poetic elements. One is the level of word, the second the level of line, the last the verse itself. As poetic levels consist three, so the transformational grammar of literature can be investigated on three levels. And I can find six ways of transformational grammar. A kind of parables is the level of word. Add of words, transform of words, compression/verbosity of words, all of these are at the level of line. Compensation of line and change of meaning are the level of the verse itself. These six elements of transformational grammar have always relation with the preceding literary works, that is the classics. I conclude that, first, in the Middle age, the literary education was excuted under the tight relationship between the creation and the consumption, the writing and the reading. And second, as the remembrance of examples of standard and classical literary works was very important capacity of literary creation, so every poet had to learn the structure of the masterpieces, mimic those works, and struggle not to forget those works. At last, the remembrance would be stronger, then the result of the literary creation be more fruitful, so the capacity of remembrance was very important. I would rather name this the poetics of remembrance. Traditionally, the poetics of remembrance, as I explained, has been called Yongsa(`用事`). By the other article I testify the easthetic value of one of the traditional poetics, Yongsa. But in this article I testify the educational value of one of the poetics, Yongsa. This poetics is similar to the poetics of `parody`. As this poetics has very deep significance in recent time as well as in the Middle age, so we can practice this poetics to the education of literary creation.