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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 : 2권 0호 (1998)

발간사 ( 한국문학교육학회 1998 년도 )

이대규
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 3-4 ( 총 2 pages)
1,000
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초록보기
N/A

문학교육과 학교제도

신헌재(Heon Jae Shin)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 9-24 ( 총 16 pages)
5,600
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The purpose of this article was to explore the relation of literature education and school system. Through this process, I wanted to find out the inclination point of literature education in school system. The goals of literature education from many existing studies are five as follow: the extention of literary culture, the development of imagination ability, the holistic understanding of life and world, the fostering of aesthetic emotion, the understanding and acquirement of national identity. But, these goals have been difficult to accomplish. Because our school system has heterogenous property on this goals. The property of school system is summarized as follow: ① School system emphasizes the value of respect, ② School system emphasizes the obiligation, ③ School system emphasizes sexual distinction. In addition, I intended to indicate the problems in process of canon selection and reading methods. The selection of canon has gone after susceptibly hegemonic discourse. So student could not acquire a critical view. Also New Criticism make student to read literary text with passive and conservative methods. Finally, I suggested literature education specialists should have interest in following points. 1. We must diversify and modernize literary texts so that canon may not be stagnant. 2. We must manage literature education curriculum from the viewpoint of emphasis on learners. 3. We must reinforce interaction among learners in instructional context. In brief this study focuses on the relation of literature education and school system. These prerequisites should be overcome and more effort is needed on more approachs from different points of view.

문학교육과 교과서 제도

최현섭(Hyon Sop Choe)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 25-62 ( 총 38 pages)
7,800
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The present study discussed literature education and system of compiling textbooks. The points can be summarized as follows. First, all systems have regulations that take on strictness. Systems require a stability which can be obtained by a registration process. Hence the efforts to eradicate the strictness of the systems are required. Furthermore due to the radical changes of today, elastic control of literature education, through the system of compiling a literature textbook is required. Second, ecological and reasonable viewpoints are required in order to eradicate the strictness of the systems while maintaining the stability of the systems. Ecological viewpoints does not mean that onesided view is required, but mean that the wisdom which utilizes the related complex is required. Reasonable viewpoints mean rational thinking process in decision making. Third, literature textbook must be compiled by open textbook viewpoint to reduce inversive function of textbook systems, and authorized textbook systems have to be extended toward the liberal publication system on textbooks. Fourth, we have to cope with the situation of 21st century which is called an information-oriented society. An information-oriented society is characterized by digitization and ethical relativism. But we can subjugate such problem by releasing literature from textbook systems. So we ought to get ready for literature textbook systems which are appropriate 21st century. Fifth, the need of literature education to prepare unification of south and north Korea is on the increase. Therefore we need to think south and north Korea with metacognition and to devise new canon by rational thinking process in decision making. Sixth, separation of student`s real life literature experiences and literature experiences in classroom is going to be expanded. So literature textbook which was not regarded as canon has to be carried in literature textbook and the authorities concerned ought to support creative works of youth literature.

문화재생산이론과 문학교육

박태준(Tae Joune Park)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 63-80 ( 총 18 pages)
5,800
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I analysed Bourdieu`s `cultural reproduction theory` and criticized its limitations in relation to the educational will and effects of literary works selected by a certain educational system under special circumstances. It was in La Reproduction(written in collaboration with J.C. Passeron, 1970) that the characteristic of education was described in France as violence between classes or as concealment of social relations. We can point out the limitations of this theory in the following two aspects. Firstly, their argument about ideology appears to be a synthesis integrating non scientific Marxism, scientific Marxism, Weberian theory and Gramsci`s thought, etc. But they cannot clearly derive from it relative autonomy of cultural domain which is their fundamental notion. Althusser`s papers, presented almost at the same time, provide a possible solution to the weakness in Bourdieu`s theory. Althusserian `reproduction theory` raised the specific structural problem of the Hegelian dialectic and it solved the question through the concept of overdetermination of contradictions. The concept of overdetermination of contradictions is based on the premise that the essence of things is nevertheless simple. Althusser renounced that the complexity theory of phenomena, having its origin in Plato, is the result of simplicity of essence. Instead, he insisted that complexity derives from complexity. According to Althusser, there never exists a simple basic unity but there exists the-always-already-given-of a structured complex unity(le-toujours-de´raㄱ`-donne´ d`une unite´ complex structure´e). Althusser grasps the concept of domination engraved in the complex structure and he prescribed that all things or phenomena existent in the world as structure in domination. Secondly, the limitations of Bourdieu and Passeron`s theory is due to our doubt about the possibility of forming the concept of `cultural capital` which plays the main role in Bourdieu`s `reproduction theory`. Since this concept is based on the Marxist concept `capital`, it`s very appropriate to compare these two concepts. Capital, labour power, value creation by labour and exploitation in Marxist analysis are important concepts and at the same time they consist of the necessary conditions of capitalism. Compared with this, the social or cultural capital which is the fundamental concept of Bourdieu`s analysis of capitalism, cannot go with labour and exploitation. In fact, Bourdieu gives up an analysis of a society where a capitalist product system is dominant, and instead, he just converts the distinctive groups corresponding to the distinction between cultural differences to social classes. In conclusion, Bourdieu`s `reproduction theory` is not pertinent to show educational effect and educational will through literary works. It is fit rather for explaining why some people prefer reading Henry James` novels to reading Aesop`s Fable, or why `Pierre Cardin` cannot stand among the foremost manufactures etc. If Bourdieu`s concept `distinction` can be understood as a cultural mode of existence, it cannot be a new device for a new class producing power. This is the result of a cultural Marxist`s theory into which he brought the `real collective representation` and `the legitimacy approving arbitrary and violent relations` together, and even applied the concepts-power, force, will, distinction, distance, the body, etc.-found in Nietzsche without careful reflection.

현대소설의 자기 반영적 글쓰기와 담론 생산의 문제

최인자(In Ja Choi)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 81-101 ( 총 21 pages)
6,100
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The topic of this paper is to examine the writing philosophy and it`s discourse product method in the times of mass-media through self-reflectionity in contemporary novel. Texts studied are A Day of Novelist Gubo by Choi In-hun, Wall of Rumors, A Disabled and a Fool by Lee Chong-jun. This study will provide the way how to educate the writing in the times of mass-media. This study starts from criticizing the imagism which regards `language` as a transparent mediator in writing. Instead, it will bring into focus the social signifying of language as discourse. The two texts have in common that they were written in 1970 when mass-media was strengthening it`s spreading ideological power. Choi In-hun intends to reflect that the doxa generally accepted were false. Writing is, for him, an act to interrogate dominant discourse following his memory. It`s a dialogue with another possibiliy excluded by offical discourse. For this, he developped ambivalent understanding based on various view-point. Lee chong-jun presents the way to `honest words` against the violent control of language as a good writing. `Honest words`, the basic principle of writing, starts from the writer`s hurt and get freedom by violating the bans in reality. Self-reflectionity writing has been the writing method considering both criticism for dominant discourse and possibility of subjective meaning production.

교육과 연극 ; 유명과 무명의 사이에서

안치운(Chi Woon Ahn)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 103-117 ( 총 15 pages)
5,500
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N/A

연극의 교육적 활용 ; 그 가능성과 방향

조병진(Byung Jin Cho)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 119-142 ( 총 24 pages)
6,400
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Since early 1900`s, the ideas of making use of theatre/drama as a teaching medium has been spreaded, and tried out in school and for some special social education. The result is to confirm its positive and efficient functions as educational medium. Social function of theatre demonstrates the positive value in education. Theatre, as a most valuable function, creates the situation of total involvement/confrontation which makes the mobilization of human potentiality and creativity maximal. Also theatre, for learning, provides natural and funny atmosphere through actual experience, and expresses original human nature of which education should begin from considering. The theatre for education in nature differentiates from professional theatre. To compare with professional theatre which aims at artistic outcome, the theatre, named educational theatre, places its final goal at education. Then it plays a part as teaching/learning medium. However, someone takes its aim at professional theatre work. It might be very dangerous for education which sets its goal to maximize student`s creativity. Professional work atmosphere in a sense may reduce the future of child whose growth is considered as more valuable. Because of being different each other essentially, professional theatre technique itself can not be directly put into practice for educational theatre. The direct application of professional theatre idea often brings about the problems of leaving hurt in some educational process. The essential quality of educational theatre should come from educational level, maximizing human growth, but not from professional artistic level, focusing on the audience. The purpose of the educational theatre might be found from educational medium rather than theatre art itself. The technique of educational theatre are classified into various groups by forms. There are three major kinds of educational theatre forms: Theatre-in-Education, Drama-in-Education, Creative Drama. In addition, six more forms, Children`s Theatre, Dramatic Play, Role Playing, Play Making, Participation Theatre, Developmental Drama, are made efficient use in practice.

문학교육론의 시각 - 영국 자국어 교육의 연극관을 중심으로

김대행(Dae Haeng Kim)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 143-175 ( 총 33 pages)
7,300
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Literature is not simply a subject, but also a method. And it is central in developing all major aspects of language activity. It is possible to identify three different but related aspects of literature in teaching. First, literature as a method: As a teaching-learning tool, literature can make contributions to all of the purpose of teaching Korean and to other subjects. Second, literature as communication: Literature powerfully contributes to the developments of student`s communication activity. Third, literature as text: This aspects of literature has traditionally had a significant role in the Korean language and literature curriculum. The requirements for literature of this kind can, for the most part, be found in the statements of activities for reading. This essay emphaisizes that students should approach literature through the both ways of reading and writing, in other words, appreciation and creation. These three aspects of literature should be employed and developed as skills and contents of teaching Korean.

일상담론의 이데올로기적 성격과 문학교육

이병혁(Byung Hyuk Lee)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 177-201 ( 총 25 pages)
6,500
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The theory of ideology and the study of language are two concerns which bear a close connection. For the theory of ideology has commonly sought to examine the ways in which `meaning` and `ideas` affect the conceptions or activities of the individuals and groups which make up the social world. The analysis of ideology is, in a fundamental respect, the study of language in the social world, since it is primarily whitin language that meaning is mobilized in the interests of particular individuals and groups in everyday life. The recognition of this close connection between the theory of ideology and the study of language has offered the possibility of linking the analysis of ideology to forms of philosophy which has focused on the nature of language and meaning, on the one hand, and to forms of linguistics which have been applied to literary texts and social interaction, on the other. The task of accounting for the phenomenon of ideology has called for an integrated approach to the nature and analysis of language in the social world. In this essay, we, at first, will discuss the considerations of Castoriadis and Lefort to the theme of ideology and the social imaginary. Then, we will consider the link between language and ideology in respect of the discourse analysis. Here we want to propose, in a sketchy and provisional way, an interpretative methodology which is both tailored to the task of analysing ideology and capable of incorporating former or explanatory methods. The depth-interpretative procedure which we want to propose may be divided into three principal phases. The first phase of the process may be described on the dimension of social analysis. The second phase of the process may be described as the dimension of discursive analysis. The third and final phase of the process may be called interpretation. And finally we will introduce the work of Michel Pe^cheux and his associates who have attempted to integrate on Althusserian approach to ideology with a technical apparatus for the analysis of discourse. We wish this introduction to be a reference to explore formal or explanatory discursive processes for the methodology of literary education in Korea.

고전문학의 언어와 문학교육 ; 신재효본 박타령의 경우

유영대(Young Dae Yoo)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 203-220 ( 총 18 pages)
5,800
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This study examines the characteristics of Sinjaehyo`s Paktaryong(박타령) as a revised version of Pansori(판소리) Hungboga(홍보가). Paktaryong has two contradictory intentions in it`s poetic diction and the way of exposuring subject. In it`s poetic diction, Paktaryong contains flowery words in Chinese Character and peoples spoken language. In it`s way of exposuring subject, Paktaryong describes both the nobles Yangban`s(양반) aspect, and peoples critical tone. This contradictory dualism of Paktaryong result not only from Sinjaehyo`s social status but also from the contradiction and conflict in the middle of 19th century.
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