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We have been confronted with the unexpecting situation of the economic crisis last two years. Under the half-colonial economic management of IMF, most Korean realized our political and economic system is so fragile that we should scrutinize over the reason and process of that situation. We have two important themes about our Nation, the one is the unification of north and south Korea, the other is the development and prosperity of the nation. When we met with the worst economic hangover we concerned about the feature of our nation. Most important thing we have to know is history of the world and relationship between Korean history and World history. New-liberalism came before we know it, that is new ideology of science of the intelligence and financial capitalism. Then, what could we do under such fluctuation? What should we prepare for the literature education of the 21th? I would say several brief items for the literature education of the 21th century. First, we`d rather prepare literature education under the union of two nation, south and north Korea. Second, we can seek for the imagined community of Korea through legacy of traditional literature. Third, we must undertake literature education from the East-Asian point of view. Forth, we need unification-oriented way of life and open mind of literary teacher for the unification. Fifth, education process, content of the education items, publishing of the textbook should be designed for overcome such divided system. One state want to control the general education and their own peoples and to spread the goal of the Nation based on special ideology. So literature education usually was ideological and utopiaoriented tendency. Then what will be happen in the feature if we can`t get over this divided situation of south and north? We encourage student to prepare unification-oriented mind for our literature education of 21th century. In that case, literature education is useful for that through the imagined community of Korea.

The standpoint of this paper is that literary text is very efficient in developing all major aspects of language activity. It is central issue in this paper to grope for a method of teaching literature through the variation of the communication-structure in literary text. Literary-history is the representative concept of revealing the variation mode. Literary-history is substantial phenomenon that connote the principal idea of the language. Literary-history shows us the various and useful mode of vividness and refinement in language activity. Teaching historical variation of communication-structure in literary text is closely connected with the contemporary variation. Contemporary variation of communication-structure in literary text is the problem of competitive power against other cultural genre, especially mass culture genre. Knowing the principle of literary communication is learning the way of pleasuring literature. Teaching the mode of literary communication-structure leads students to the fluent speaker of Korean language and foreign language.

The creation of literature has not been included in curriculum since Korean language education was come into operation. But in the 7th curriculum the creation of literature comes to be content of literary education. We need to pay attention to the concept of creativity when we discuss the creation of literature and writing. When we teach language, we keep in mind that language is both rule-governed and creative. A writing teaching theory, like a linguistic theory, must take into account the regularities(rule, patterns, structure, habits) as well as the possibility of making use of the regularities in varied novel and unique ways as demanded by a given situation (the creative aspect). There is a view that presents the characteristics of writing in literature education as `creative use of language as nonstandard`. It appeared to me that some problems in this view. Firstly, it is feared that learners may misconceive the nature of literature language. Secondly, learners may pay attention to form rather than content. Thirdly, learners may consider the creation of literature as professional writer`s. Therefore in educational setting we need to think `creative writing as nonstandard` carefully and consider stages and sequence of contents.

Among the methods of assessment in Korean education, the performative assessment recently gained more importance in the field. This thesis argues that the philosophy behind the performative assessment in literature education should be based on integration. Integration, as a foundation of the performative assessment in literature education, is more than aggregation of speaking, reading, listening, and writing. On the contrary, the performative assessment in literature education must focus more on integration of cognition, and emotion and integration of knowledge and activity, which, as this thesis argues, can be realized by activity of literary criticism. The most realistic activity of literary criticism in secondary educational institution is to write critical essays complying with the concrete direction, which enables both convergent and divergent reading. To write a critical essay, one must not only have a good command of grammar and usage of Korean language but also understand culture and tradition of Korea and features of diverse modes in usage of Korean language but also understand culture and tradition of Korea and features of diverse genres in Korean literature. At the same time, it is also essential to have ability to read and understand various aspects of materials in question and to find certain problems in them or to criticize characters in them. In this respect, the performative assessment in Korean literature cannot be fully separated from the performative assessment in Korean language education. This thesis is not to invalidate integration of literature and such linguistic function as speaking, reading, listening, and writing, but to question mere aggregation of them.

Knowledge, whatever kind it is, must be taught in korean language education. This is the same case in expression education. The purpose of this study is to show what knowledge is needed in expression education and to describe the relationship with expression knowledge and expression ability. Procedural knowledge (know how) has been regarded as the more important contents than declarative knowledge (know that) in expression education. We have shown that it is not right anymore. All kind of knowledge which is taught, is accepted as a mode of propositional knowledge to students. Therefore it is urgent for us to construct the concept of expression knowledge beyond the above primitive understanding about knowledge. Expression knowledge is a kind of structure of knowledge which includes in machenism of expression. So being seperating from real expression, procedre of expression-planning, constructing ideas, expressing and adjusting……-must be not presented in expression education.

According to the above discussion, Wonwangsaeng-Ga (Song of wish for the Western Paradise) can be interpreted as follows: Is the moon throughout Going with wish to the Western Paradise? In front of Amitabha Please take a report and tell Him: "Looking up the Buddha who vowed deeply Puting together and straightening two hands, `I wish to go the Western Paradise, I wish to go the Western Paradise` There is a man who has been said so." Ah, If He leave me, How He could achieve the forty eight vows?

Sa-dae-bu(사대부), the ruling class of Cho-sun Dynasty, published their Metaphysical view of the world through various kinds of literary anthologies from the first stage of the Dynasty. The anthologies include the introductions or prefaces and these are very important material for the survey of the literary view of the Sa-dae-bu, in that the authors were very eager to express their viewpoints of the literature in these writings. This article examines the literary view of the first stage of Cho-sun Dynasty on the introductions or prefaces of the enthologies published in those periods as well as explores its implications from the viewpoint of literature education. 1. The Nature of the Literature Sa-dae-bu`s literary view can be divided into three different approaches. First one focused on the language, the medium of the literature and argued that the literature could be achieved on the culmination of the language and that it could not be explained in words. Second one regarded the writing as the manifestation of the author`s virtue. In other words, for them, literature was the expression of the virtue deep inside the author`s mind to the outer world, Third one sees the literature as the materialization of the spirit(氣). 2. Criteria for "Good writing" First, they put a high respect on the literary writings which expressed human spirit harmoniously, based on gracefulness. Second, they thought highly of the writings with no decoration and with reserved words. Third they respected writings whose ideas have no evil, which was originated from Confucius` literary view. Fourth, they think that our own writings is better than those of Chinese. 3. The usefulness of literature The pragmatic viewpoint of the usefulness of literature features the literary view of this age. First, the `literature-is-the-bowl-containing-the-truth(道)` opinion is expressed by the majority of authors. Second, they thought that the literature based on the realization of language inspired human mind and had great usefulness in enlightening the world. Third, they knew that literature had so much to do with the politics or ups and downs of the age and that it was an important apparatus to usher the people into the political enlightenment. Through the discussion we had above, we came to know that early Cho-sun was not the age whose people the literary view that took truth as the essence of all things and literature as low dominated but the age in which the viewpoint that literature had its own value existed in equal status with `truth-oriented` view. This conclusion opens the possibility for our approach to the literary view of the initial stage of Cho-sun Dynasty from the viewpoint of literature education. The literary view of early Cho-sun cast much light on how and on what principles creative writing instruction-the new area of literature education which is gaining much attention-should be conducted.

The problem of human cognition has been an important issue not only in literature but also in philosophy. The core issue is whether, on to what exte nt, the world influences consciousness and whether, on to what extent, consciousness influences the world. The issue was a concern for the poets of the Chosun-Dynasty. Among them, Jibong, Lee Su-Kwang(1563∼1628) regarded poetry as involving a harmony between subjective emotion and objects in the world. This Jibong`s concept came from that he believed that the world reflects on a cognition. Indeed he thought that emotion must be expressed by means of appropriate objects. He insisted that poets have to write their poetry with an objective attitude and that they must apply the self to the world. Jibong claimed that poets should their subjective emotions too much, but should instead use adequate metaphors to express implied poetic meaning. Futhermore, poets must have interest in mutual transactions between self and world because metaphors are made from these relation. An ideal function of poetry education is to enlarge students` perspectives on the world. And poetry education should help students to form desirable views about the world. If students have experiences in the activities related to the replacement of self and world, object modification, and the application of self and object to other poetry works, they can extend their view of the world. Teachers should guide students to read understand the works through the relationship between self and object and to combine their experiences with the relationship of self and object expressed in a text. This teaching method is a good way to unite critical poetry reading and creative poetry writing. Through these activities, students will be concerned about events in their lives, and they will be interested in individual objects in the world. Students will look at their lives with new eyes. In the end, they can move beyond their egocentric perspectives to understand their neighbors. With an extended and unrestricted view of the world, students can imagine an integrated world instead of a separated one.

If education intends to bring up adaptable people, it should focus on developing the ability of solving problems. The curriculum of the department of Korean education shows the importance of problem-solving ability in teaching mother tongue. This thesis will inquire into the problem-solving way of speaking in the Story of Solving Stepfather`s Problem* by analyzing speaker`s `story in story.` The procedures are as follows: To begin with, grasp the essence of the problem. Then explain the characteristics of the performance-arena in `story in story.` After that look into the function of `story in story` in the context of solving problems. In that story, the stepfather has a problem with his son`s natural father. The natural father asserts that the son is his. He insists on the ideology that the paternal line takes precedence of maternal line. Because the stepfather regards the ideology as right, he is torn between keeping his son and sending him back to the natural father. To solve his stepfather`s problem, the sun emphasizes the importance of `love and devotion` instead of `the paternal line` in the relationship of father to son. But it is difficult to convince people of the new ideology in direct way. So the performance-arena-the banquet and the encounter-is created. There are many people in the banquet and court. The king stands for the official event, and the natural father is the person concerned. So the result holds in all cases. By the way, `the story of seeds and fields` asks for the listener`s decision. That story features the trivial matters and common things in life the importance of love and devotion. By performing this story, the speaker let the listener make his own decision, and that the speaker finds some common ground as a basis for his opinion. Therefore, performing the story which is similar to one`s own problem can be regarded as a way of persuading the other party.