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논문검색은 역시 페이퍼서치

문학교육학검색

KOREAN LITERATURE EDUCATION RESEARCH


  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-487x
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 14권 0호 (2004)

머리말

신헌재
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 2-3 ( 총 2 pages)
1,000
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문학과 인간 발달 4 : 문학교육과 도덕성 발달 ; 문학교육과 도덕성 발달의 의미망

우한용 ( Han Yong Woo )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 11-40 ( 총 30 pages)
7,000
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The main goal of this paper is to clarify that the literary education how to improve moral sense of the students. For the improvement of moral sense through literary education, it is useful to accept the hypothesis that every person has two aspects in their mind; holy spirituality and brutality of animal in common. Literature is connected with these two aspects of human being that the scope of functioning is totally wide. Through literature, it is possible to cultivate the moral mind all the life before his death. To accept literature as a life long work and to take efforts to cultivate their life by themselves by literature it is necessary as a primary condition for literary education. Almost all the literature - especially good literature, it is so tightly related to the morality that it is almost impossible to separate them each other. Literature itself, I think, is the ethical practice and the sensibility of literary language is the source of ethics that literary education make sense of the ethicality naturally. Ethical sensibility is pervaded all around the everyone`s life, and literary practice introduce the reader to the retrospection of life and it can be transit to the moral practices. Literary practices functions as a reality forces for the reader`s moral imagination. For the teaching of morality or elevate the sense of morality, the education in school and out of it must be concentrated . And we must realize that historical consciousness and morality connected so tightly that it is almost impossible to separate them, or to discuss each theme. For the development of moral sense of the student readers we must teach them to get `the movement and enlightenment` from literature. This paper has a large scale scope for the development of morality in literary education, also the precise speculations on the same theme must be followed.

문학과 인간 발달 4 : 문학교육과 도덕성 발달 ; 문학교육과 도덕적 상상력

정재찬 ( Jae Chan Jeong )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 41-78 ( 총 38 pages)
7,800
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The purpose of this paper is to investigate how and in what ways our understanding and appreciation of literary works call upon and further our capacities for moral imagination and moral understanding. Imagination is responsible for a wide variety of human activities, among which four are particularly important. The first is the formation of images ; the second is resourceful problem-solving ; the third is the falsification of some aspect of reality ; and the fourth is the mental exploration of what it would be like to realize particular possibilities. Moral imagination belongs to the fourth kind of imaginative activity. It is moral because one central concern of it is with evaluating the possibilities from the perspective of a conception of a good life. Moral imagination enables us to carry the exploration of our possibilities beyond the confines of our tradition. Moral imagination thus contributes to our growth in breadth ; breadth enlarges the field of possibilities our tradition initially provides ; and the new possibilities, derived from exposure to our traditions, usually through literature, especially in narratives including novels, plays, and biographies. Thus, it is very important to make literary imagination meet moral imagination in not only teaching ethics but also teaching literature. Teaching narrative ethics can make poetic justice be social justice. It should be one of the main subjects of our profession to teach literature.

문학과 인간 발달 4 : 문학교육과 도덕성 발달 ; 문학 경험이 아동의 가치 형성에 미치는 영향

최경희 ( Kyong Hee Choi )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 79-119 ( 총 41 pages)
11,600
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Literature reflects human life. Therefore, those children who are exposed to it can be affected by its values and form their own identity at some degree, either they like it or not. This is why we should take extra care when we teach children about literature and the values in it. In this paper, a research project is carried out to see how literary experiences can affect the formation of children` values in terms of the morality development theory by Erickson and Kohlberg. Here are some results of the research. First of all, we can conclude that literary experiences can affect the formation of children`s values. It is significant to have 6 students (16.67%) who changed their values from physical-oriented to mental-oriented one and other 11 students (30.56%) who showed a sign of value change. We can assume that not only they are influenced by the experience of reading itself but also the experience of contacting other children`s different values through literary discussion gave them the chance to change their values. It is also noteworthy that other 10 students chose different category of values. This gives us the idea that literary experiences can help children to experience the inexperienced world of values, therefore leading them to choose the not-yet-experienced values sometimes. This fact implies us how important it is to deliver the right literary education to children. Second, given the fact there were five students (all males) who changed their values from the mental-oriented to the physical-oriented one, we can make a fair assumption that literary experiences can sometimes yield undesired results, affecting students to accept, what we called, improper values. fter all, this implies the impornce of the value education through literary education, and it also suggests literary education should be well planed to help student to form the desirable (positive) values. Third, various factors from outside can affect the way children to accept certain values out of literary experiences. When we take a look at the whole process of value formation among children, we can clearly see that the children show the two characters of Erickson`s development theory, one is the fourth stage of nferiority and the other is the fifth stage of identity. t the same time, it seems to be apparent that children consider and self-desire, s depicted in Kohlberg`s development theory, as some of important ethical criteria in formation of their values. Especially, we can tell that one of ethical values, the `honesty,` is clearly internalized in the children`s mind, therefore affecting the way they judge values out of literary experiences. A persons value cannot be formed overnight. It can also be different from person to person depending on the personal and environmental factors such as family, school, and society etc, apart from the literary experiences itself. Though excluded from this research, I suggest wider studies on literary education should be carried out, considering these personal and environmental factors in detail. I expect more practical study to be in progress in the future with more concrete evaluation standards of values and more literary works included as a subject to study in a way to learn how the literary experiences can have an influence on the value formation of children.
6,900
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This Essay aims to verify a influence of moral values on the classical literature education. A morality of students will be promoted through literary education As well as a reading on the moral values which expressed in literary works can elevate appreciative power of students. It is a primary supposition on this essay. To encourage moral behaviors, we strengthen moral motives participated in moral judgements. The contents of moral motives are obtained not by passive injection, but by voluntary selection. As a result, forming process of moral motives is accompanied with growth of individual aesthetic sensibility. A representative poet in Josoen(朝鮮) dynasty, Gosan(孤山) Yun, Seon-Do(尹善道, 1587-1671) wrote a 〈eobusasisa(漁父四時詞)〉 which is a yeon- sijo(聯詩調 ; string lyric) composed of forty works. A 〈eobusasisa〉 show systematic structure to us. Gosan expressed forming process of his moral judgements with this structure. And he presented not only nature-oriented moral motives but also literary aesthetic value. To utilize 〈eobusasisa〉 in moral development of students, teachers should let his students search the forming process of writer`s moral motives. It is desirable for students to read 〈eobusasisa〉 with comparative viewpoint. Through comparative reading and debating on dilemmatic values, a moral-sensibility of student`s group will be enhanced.

문학과 인간 발달 4 : 문학교육과 도덕성 발달 ; 문학교육과 도덕교육의 연계 방안

도홍찬 ( Hong Chan Do )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 151-189 ( 총 39 pages)
7,900
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There are similarity and difference between literature education and moral education. Literature education and moral education share similar educational aim on the meta level-that is self-realization of ethical man. But, the way of attaining educational aim differs. Moral education use literature which contains ethical virtue or moral dilemma to attain educational aim. While literature education is reluctant to teach moral value directly through literature. Ethical man sought by literature education is attained indirectly and latently. There are four types using literature in moral education. 1) Character education : they use literature to teach moral virtue directly. They like virtue-contained literature. They think value-oriented story make it possible to attain moral virtue and to recover meaning of life. 2) Cognitive moral development : they use literature to make cognitive disequilibrium. They like dilemma-contained literature. They think dilemma-contained story make it possible to promote moral reasoning and to take various roles 3) Caring education : they use literature to enhance caring attitude. They like story based on concrete human condition. Caring story develops sympathy on human relations. 4) Narrative moral education : They use writing method especially on moral education. They think writing on moral experiences make it possible to develop moral authority.

서사적 상상력의 작용 방식 연구 -자립적 주체 형성을 중심으로

김혜영 ( Hye Young Kim )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 193-216 ( 총 24 pages)
6,400
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This study has begins from hypothesis that Jumong mythology will discover the protype of imagination the people who have handed over mythology have commonly. Especially, this thesis named the imagination concerned with materials and structure narrative imagination presuming that imagination of the community will be reflected in the way materials and structure of story is constructed. This thesis considers Jumong mythology to be heroic mythology, and hero to be independent subject. This thesis could confirm that, in the mythology, the special narrative structure is concerned with making a hero like other narratives. In this case of hero mythology, the narrative structure of disconnection-introduction operates significantly, and in Jumong mythology, there were large parts in which disconnection with parents and hometown were made clear. In addition to it, this thesis could consider that, in this mythology, narrative imagination of Jumong mythology was operated in the way it was disconnected with parents and hometown though they operated as materials in this mythology. Disconnection with parents was concerned with the issue of denial of biological relation, and this denial of biological relationship was linked with escaping from hometown.So it became a condition of independent subject. This mythology presented pointing to imaginative parents as a way to deny the biological parents. In this progress, this mythology discovered illusion to compensate shortage. It seemed that illusion was a basic operation to disorganization of the first family relation. If the first dependent relation between object and subject comprising the relation with the family is described as a internal nature, it can be said that internal nature is denied in this mythology characteristically. Denial of internal nature is to be an instrument, and it is possible when the problem that subject secures independence denies the object, that is, it considers natural conditions to be an instrument.

모더니즘 소설교육에 관한 연구 -최인훈의 〈수〉와 최인호의 〈타인의 방〉을 중심으로

김미영 ( Mi Young Kim )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 217-246 ( 총 30 pages)
7,000
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This study presents an examination of 〈Su〉 and 〈The Room of Others〉 by Choi In-hun from the modernist point of view in novels. The trends in the 1930s include the orientation to the inner world, freshness of forms due to aesthetic autonomy, and aesthetic play to overcome aesthetic play boredom. Those trends are found in the two works, which also show a different element that was a critical mind. Choi used the metaphorical vision to reveal the inner world of the characters. In bringing out the strangeness of a new novel form, he inserted poems and adopted a concise style. Finally, he absorbed himself in aesthetic play to overcome boredom. The strong presence of delay and disclosure in the plot makes the two works the examples of modern novels. The delays in the narratives are found in the character "I" being indulged in his inner world and in the enriched presentation of the subjective time. In the processes the new facts are revealed that "1" am locked up in a mental hospital and it was his wife who put him in the hospital. Along with the shocking truth, there come out the irregular behaviors of the doctors in the hospital. In 〈The Room of Others〉, the wife`s going out represents her infidelity, which kind of behavior dose not remind the readers of moral regrets but shows how it went on and on. The modernist writing of the two works has a close relationship with the situations of the times. The absurd contexts of the society after the 4.19 and 5.16 events affected the 〈Su〉, while the author tried to show how the petit bourgeois were isolated from the industrialization and rapid growth based on economic development in 〈The Room of Others〉.

뒷이야기 이어쓰기를 활용한 소설 창작교육 연구

선주원 ( Ju Won Seon )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 247-274 ( 총 28 pages)
6,800
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A learner`s active and subjective novel reading is more deep and concrete through expressing act of understanding about novel text. And a typical and intimate way with imagination is after-story subsequent writing among expressing ways of understanding about novel text. It is Because that after-story subsequent writing assumes understanding about content of text, over this assumption, needs a learner`s reasoning ability, imagination about content of text. This thesis examined novel teaching that contained understanding and expression about novel text, through after-story subsequent writing. The reason that this thesis examined novel writing teaching through after-story subsequent writing, is that after-story subsequent writing might be core of novel teaching for imagination refinement and literary competence improvement. As a result of examination, this thesis did know that after-story subsequent writing is applicable to writing process by interpretive-reading in reading process, writing of this process needs imagination as a formative ability. And, this thesis did know that, through writing in this process, a learner could have more deep understanding and interpretation about novel text, could have self-reflective and connect his life with this. In addition, this thesis did know that, through instruction practice of novel writing teaching focused after-story subsequent writing, how did learners really write novel texts by certain thought process and discussion, and how did imagination operate in this process.

이야기 욕망 소환을 통한 글쓰기와 다시 쓰기 수업

한귀은 ( Gwi Eun Han )
한국문학교육학회|문학교육학  14권 0호, 2004 pp. 275-304 ( 총 30 pages)
7,000
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This paper has intention to reveal the necessity of recalling desire of narrative in writing story. Without the summon, writing must be pressure machine. This studying is written with Gyeongsang national university students in fourth year during one month(2004. April). In order to take out the desire, interior dialogue and experimental narrative strategies are used. For the former, we made several group and talked collectively. Each student experienced liminality of self, so they could bring success of interior dialogue. For the latter, the spectrum of narrative strategies. Left of the spectrum, so called traditional narrative strategies are composed. Right of that, experimental strategies are deposited. Students made a choice what is called postmodern technique such as noncausality of episode, open closure, polyphonic character, fantastic chronotope, multiple narrater, the second point of view, and so on. This writing enabled students make new stories never thought in the past, and the desire of narrative, I believe, is posted in their mind like guerilla.
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