Democracy operates on the assumption of members` participation. Educational democracy also should orientate to the active meaning construction and participation of learners. However, for the current Korean education, having the students get the holistic perspectives through language activities seems to be secondary to delivering separate knowledge. The content domain was separated from skills. Teachings are divided by schools, and the criteria of accomplishment. The literary education has a great effect on the overcoming this segregation. Literature itself is the resource which can integrate language activities and a work of art which actively reflect the life and realities. Thus, authentic Korean education should be reorganized with the central axis of literature. To do this, the arbitrary distinction of the content domain in the National Curriculum should be reconceptualized. The criteria of accomplishment needs to be established accordingly. Further, it needs to be clarified that the orientation of literature education is formation of subject. For the restoration of readers, we should make an effort to establish the literature discussion as a major learning activities and integrate the reading and writing through the integration of active language activities.

1) 「Guangjang」 is a piece that the situation occurred by 4.19 brought about. However there`s little evidence to say 「Guangjang」 is the product of the spirit of 4.19. 2) 「Guangjang」 is not the work focusing on ideology critique or problem of choosing ideology as it is widely acknowledged. Ideology critique or problem of choosing ideology are only the minor subject in 「Guangjang」. 3) `Guangjang` as a symbol is the main symbol among many symbols that appear in 「Guangjang」 but it is inadequate to comprehend it means just `social space`. We can categorize symbolic meaning of `Guangjang` into `social space` and `personal space`, and `Guangjang` symbolizing `social space` can be categorized into `social space`(a) which is abstract concept that constructs a categorical proposition-"Harmony between individual and society is the ideal relation form." and `social space`(b) which refers to the specific existence of reality of south and north Korea of those days. `Guangjang` that refers to `personal space` has aspects that are oppositive to `social space`(b) and homogeneous to `social space`(a). 4) `Guangjang` is the space where the love of Lee, Myung-jun, main character of 「Guangjang」, and his lover Eun-hey, and the love of imaginary family of Lee, Myung-jun, Eun-hey, and their daughter are fulfilled. Because this place makes perfect harmony with human being in that space, there`s no conflict in it and it is utmost blissful space. However this space is unrealistic imaginary space as `Guangjang` which satisfies categorical statement-"Harmony between individual and society is the ideal relation form." Even that space exists it is momentary space that vanishes soon. Therefore Lee, Myung-jun who believed this space really exists and set off his way to find it, is fundamentally unfortunate being. His suicide is due to nature of his existence that mentioned just above.

The ultimate goal of literary education should be focused on leading students` abilities in terms of `speaking/listening/reading/writing` to those of a writer. That does not mean the writer-level abilities to use the native language are limited simply to the functional or instrumental aspects of the language. Speech and literary works can never be separated from writers` lives. Accordingly, the objective of literary education to achieve a writer-level skills of the native language is naturally directed to writers` views on life and world. That is why we as educators teaching literature should consistently retrace literary works related to 4·19 Revolution. There is a general consensus among the educators that the purpose of the education lies in such modern concepts as `freedom,` `democracy,` and `citizens.` It is 4·19 Revolution period that such concepts were profoundly speculated about and the results of the speculation were turned into literary configuration nearly firstly throughout the history of this country. Consequently, education today should refer to 4·19 Revolution and be subject to self-modification. In that sense, Kim Sooyoung needs focusing on before others. As early as in 1960`s, Kim Sooyoung cast off the framework of `logocentrical thought` that we desperately try to overcome now. His goal was to reach freedom through diverse and liberal ways. Further, to put that into practice, he advocated love instead of fighting. From that perspective, the reality where they stick to the `canonicity in analyzing literary works` in the field of teaching poetic literature is considered a problem that should be coped with first. It is imperative that we should break away from the conservatism in the field of education as soon as possible to build a reality where the `plurality in analyzing literary works` is honored. Moreover, it is urgent and necessary to study on models and methods to fairly assess the ability to analyze and accept literary works as such.

In a bid to adopt broad themes and make discussions on `4·19` and "Literature Education", this paper aims to review `4·19` and modern novel education through novel works in middle and high school textbooks of the Korean Literature for the 2nd curriculum. The 2nd curriculum on Korean Literature published after 4·19 and novel works in Korean Language Textbooks reflect how the governmental institutions and nationalistic ideology is adopted and accepted in textbooks. The Novel Education for the 2nd curriculum was to establish `anti-communism` ideology based on right national spirit elevation, and to conceptualize national education planning through `anti-communism` spirit elevation. This curriculum shows that school knowledge does not provide absolute values but selects and provides certain factors and ideologies, say, contemporary political traits.

This study is discussing by putting limitation on learner`s expression aspect of emotional experience as the principle for designing a teaching－learning method in poetry writing education. First of all, it divided into the stage of consciousness and the stage of significance according to a human being`s recognition stage that Collingwood arranged. In the stage of consciousness, the real poets` creative process was examined by dividing into the experience－case as sensation and the experience－case as interpretation. In this stage, the value was confirmed not to be given as the systematized significance to the learner`s experience－case. Next, in the stage of significance, it discussed the experience－case as memory reviving and the experience－case as emotion regulation. The stage of significance is the one that a poet gives the certain value to the experience－case. At this time, it could be known to be resulted from the subjective characteristic that the poet has as for a poet`s subjective value, and from the peculiar property that the subject contains as for the subject`s objective value. According to this discussion, the teaching－learning activity, which aspect of expressing learner`s emotional experience according to a human being`s recognition stage, is thought to be likely able to be effective activity for the poetry writing education.

The purpose of this study is to devise some ways for creation activities which every member in a family participate in. Based on the `One School, One Book`, Based on the family creative writing factors and its educational principle in `One School, One Book’, this study could observe the change aspect appeared in a family`s reading attitudes and reading motives based on the application of the way participating all members of family and its conduction condition. The change in the family`s reading attitude and reading motives can induce the members` voluntary participation in the family creative writing, and can resultingly contribute to child`s emotion development which literature education aims. The premise that a family`s creative writing can increase students` interest in the literature creation, and improve their creative writing attitude is assumed as the time when the family`s common interest in creative writing is formed. It is difficult to improve each student`s attitude on creative writing, but how is it possible to improve the members of family? The key is a common interest binding the family, that is, a communication device among them. The communication devise is the very `One School, One Book` activity. The education for family creative writing through `One School, One Book` will promote family members` good creative writing attitudes and motives and will bring the children`s good personality forming and emotion development which the literature education pursues. Besides, looking from literature education`s new prospect and future-oriented context, the family creative writing will have to open the road of citizen`s daily literature-reading as well as to contribute individual`s enjoyment in daily literature and to form good values.

This research aimed to gain the contents for the novels－history description for a literary textbook. This discussion begins from the reflectively reviewing the education of novels-history until now. The preceding education of novels-history was very restrictively provided by being engaged in poor literary history education originated from the lack of consideration for literary education. The contents of novels－history description was decorative device in textbook. It has several problems, that is, schematic abstraction, no systematic structure, deviations between textbooks, etc. This article make suggestions for the education of novels-history based on the review as above. First, it is desirable for description of novels－history to provide a outgrow in approaching by criticism for textbook. Second, the contents of description is necessary to be consulted according to a view of the literature, that consists with a core of the unit. Third, it is very meaningful approach to reinterpret the `knowledge` and `context` in curriculum, the one is in the section of literary history, the other is in the section of understanding works.

In this paper the exchange, donation, based on the concept of a pure donation appeared to assimilate the meaning and value of the gift is for the purpose of navigation. First, the similarities and differences between the exchange and the donation will be examined. And look at the donation bestowed to overcome the limitations of the pure donation is explored for. In addition, exchange, donation, a pure donation to appear will be examined in fairy tale. Exchange of goods in the market value of the fixed one that can be said to be replacing stuff. In contrast, the bestowal of someone giving something to someone else means. At this point the value of a donation of goods without having to figure out the value you can find a variety. The bestowal of the obligation to return a portion of the clear nature of the exchange and is also a pastor. But the cycle of a pure gift bestowed`s had a new relationship with the community aspect of the show is both. Appear like donation and looked at a pure donation in fairy tale. In the present process of assimilation is said to look at the meaning and value of the gift was for the search. The results revealed a gift for story flow of power through a pure gift to the reader when reading fairy tales to make you feel touched, and a new relationship and hope for a glimpse of the new world that was found to be.