In this paper, I suggested that literary education must pursue academic connectivity and productivity. The point is that literary education practised in the direction of literary production. Many methodologies have developed all over the field of literary education. But exclusively differentiation of theory can undermine the strength of literary practicality. Literary education is pedagogical projects for learner`s self-understanding and self-formation. In this sens, literary education and hermeneutics have a academic connectivity. On the one hand, what is a good literature may be a painful question, that it connected the question "What is a good life?" The realization of literary education should contain the intense ethical activity and value inquiry. So literary education is inseparable from ethics or moral philosophy. Interdisciplinary research pursue an united science by involving more than one academic subject. In this point, literary education should be an interdisciplinary study for the restoration of native corporality and productivity.

In order to draw some possible ways of literature-teaching for today`s students from the one of the most famous traditional culture, the interaction of poem and painting, this paper discusses the roles "graphic image" of painting played in the ancient interactive process of two genres. "Graphic image" in this paper is a modernized term of "xing 形" usually translated into "form." It is different from "xiang 象," a kind of higher image inexplicable by the ordinary eyes, in that "graphic image, xing" is an lower image to recognize easily without any special capability. Although in the area of East Asian aesthetics especially since the Sung dynasty "graphic images" of painting or forms of outward appearance has been disregarded as an insignificant thing but with regarding ideas or interior mind as significant one, this paper focuses on the actual functions of "graphic image" in making and understanding the two genres, poetry and paintings in the pre-modern period. During, or at least until the Tang dynasty, graphic image of painting performed an effective conveyance of the religious or didactic books, by illustrating the narrative stories and showing the subject clearly. This conveyal function of graphic image was recognized as a valuable one at that time. Since the Sung dynasty, however, the scholars suggested that painting ought to show ideas, or yi 意, originally categorized as the contents literature can show. The Sung scholars dismissed representational skills by professional masters as "form"-likeness, proposing to abandon the form on the painting after realization of the ideas in it. In fact, however, painting form or the graphic image of painting actively helped to convey the poetic ideas. Graphic images visualized the verbal or mental imagery and metaphor, the important idea or the subject of a poem. Lots of scholar-amature painters actually employed this function of graphic image to express their poetic subject effectively. More powerful function of graphic image of painting is to manipulate scholars` purely literary activities of imagination and understanding of poems or any literary works. The change of graphic images for one poem, for instance, indicates the chronicled change of literary responses in concrete ways, and the changed graphic images must influence on the literary imagination and creations. Today`s student can understand the roles of graphic image played in the literary activities, and could tell or show his/her own graphic image out of reading any literary works, or make classmates show their graphic images after making them read his/her literary creation.

Literary therapy should pay attention to the ethics of mourning not to be biased to the prescription. This article reviewed Shin Gyeong-suk`s early short stories such as ``Remote Room``(「외딴 방」), ``On the Far and Endless Road``(「멀리, 끝없는 길 위」) and ``The Potato Eaters``(「감자 먹는 사람들」) to suggest the ethics of mourning. According Freud, mourning is the process to acknowledge that the object does not exist anymore and return to the reality. On the other hand, patients suffering from melancholia identify the object lost and self, losing self-esteem. Freud considered mourning as ``Killing the object twice.`` However, mourning in literary works is normal and the dichotomy that mourning is normal but melancholia is abnormal should not be made. The dilemma of mourning that it should be forgotten but cannot be done is a characteristic of aesthetical mourning in literary works. Three short stories of Shin Gyeong-suk show various aspects of mourning from the evasion of mourning to over-mourning. The writer paid special attention to the work which constantly expressed her doubt if she could deliver the truth of her dead friend in full. Especially, in ``On the Far and Endless Road`` she hesitated overcoming the sorrow completely and refused the assimilation of the other person to her own memory. It is because it will suppress ``Ganzanderheit`` of the other person. The writer considered it as a characteristic of ``Ethical Mourning.``

Geography and literature have something in common with writing about places. Because of this, geography have had interests in literatures. This study attempted to classify how literary geography to approach to literatures and looked into the various case studies. These attempts will contribute to the evolving relationship of literatures, geography and the education of geography. First, the types that literary geography has approached to the literatures can be divided in two. One type is that geography regards literary works as recording places, the other type is that geography regards literary works as making places. Secondly, one type as recording places in turn can be classified in three approaches, that is, positivistic, humanistic, structural. The other type as making places focuses on the phenomena that popular literary works become to have a power to change geographical worlds. The literary works having such a power can make the specific gazes on the place or, maybe and can change the physical characters of the places. Also the education of geography has come to use the literary works, because the literary works can enhance the sense of place and can be rich sources of learning material about regions. The literary works are utilized as learning materials to teach the topics of school geography lessons effectively and as models of geographical writing. But so far the education of geography could not take full advantage of the educational values of literary works. Therefore in future the education of geography seems to be necessary to introduce the rich research achievements of the literature and the education of literature.

This study aimed for inquiry on the matter of ``comprehension``, one of the core concepts. This concept had been plentifully discussed based on the each different philosophical arguments, but in case of cognitive process of literary comprehension was far less, moreover sometimes had turned into attempts to elucidate the inherent properties. From the viewpoint of symbolic interactionism on the interactional condition of comprehension and the role of ``preconception``, I studied on the process and way of the literary comprehension. This process and way are interpreted as follows; -If a reader is aware of a text as a literary text, (s)he would attempt to get imaginative experience on the exemplified object of the text. -When a reader reacts a text, perceived as a literary text, (s)he could be told as being in state of accepting that literary utterance made exemplification of object, and imaginative reception made literary work as its content and product. -This process occurs on the each level(an utterance, a word, and a letter/sign) of the text independently and integratedly through recognition, meta-cognition, and recall.

The 1st School Curriculum, designed after the educational direction of in 1955, was the beginning of the national school curriculum which established the direction of later national curriculums. Since the 2nd School Curriculum, designed in 1963, is similar to the 1st one in terms of the direction of ideology and philosophy, it would be effective to examine both together. The 1st School Curriculum was discussed during the Korean War and introduced after the war. Therefore the meaning of The 1st School Curriculum could be found through comparison against the contemporary movement of Korean poetic circles. Korean modern poetry after the war developed into two forms, modernism and pure lyricism, according to the reaction towards the war trauma. However, the modern poetry education took different direction by education planners` perspectives. They regarded the poetry education as a refinement, composed textbooks focusing on ``pure`` lyrics, and seemed to believe the possibility of sharing emotions between suppliers and consumers directly. The poetry education during 1st and 2nd School Curriculum Periods was not confirmed in detail. Yet, the poetry education introduced in 1st and 2nd School Curriculum Periods has been maintained very much as it was founded, without major change. Therefore it is necessary to contrast and analyze the poetry education in the 1st and 2nd School Curriculum Periods against the current poetry education.

The purpose of this paper is to analyze literary works in 26 new literature textbooks for Grade 2 students of high school. The characteristics of modern short stories and novels in new literature textbooks compared with those in the 7th curricular ones can be summarized as follows: 1. Literary works portrays the life of the lower class and social structure are selected more. 2. Literary works presented by mass media such as films, TV dramas, cartoons, portal sites on the internet, social network systems are selected more. 3. Foreign literary works are increased in new textbooks compared with those in the former curricular textbooks. And literary works of the Third World countries are accepted more widely. 4. Literary works by compatriots in China and North Korea are selected more. And local literary works attracted attention. 5. Literary works about multicultural society, gender equality, minority group, ecology, and future of society are selected. 6. Literary works of similar types are used for the learning of novel theory. 7. The emphasis on a particular work or an author has changed and the proportion of new works is increased. 8. Overlapping between the literary works in new literature textbooks and those in Korean textbooks for Grade 1 students of high school is reduced. 9. Literary works are balanced more in terms of the times that they are written. 10. Over a half of selected literatures are short stories, and extracting a part of a literature becomes more popular. 11. Over a half of works take P.O.V of Omniscient narrator whereas few works take P.O.V. of narrator as observer. New literature textbooks have some defects in the works selected as follows: 1. As literature works to enhance students` imagination, foreign literatures and particular authors` works are preferred, which may causes a sort of biases. 2. Presenting mass media only with no mention about the original novel may deprive the opportunity for students to compare the characteristics of the two text in depth. 3. Discursive factors such as points of views and narrations need to be mentioned more compared to storytelling factors such as characters, backgrounds and plots. 4. Works of women writers and feminists need to be selected more. 5. More caution needs to be paid on the selection of contemporary popular works with a consideration of educational values. 6. Presenting an excerpt of a work without any mention of the whole work has been increased. Since it might causes biased understandings of the work, supplementary guides need to be provided.

This paper is equivalent to commentary with a case for how to evaluate mathematical symbols(concept) to sound out the possibility of utilizing Gososeol(古小說) education topics is in the Gososeol education class. Students` basic knowledge of literature relating to the subject matter and adaptability, and creativity throughout the assessment would by presenting a theorem relating to the subject matter literature in utilizing the mathematical symbol for the content. By checking how to evaluate them in class, Gososeol`s general reconciliation theme or world-view can be applied to education what if the effect and significance are, and looked around them worth noting. As a result of mathematical symbols(concept) the possibility of utilizing education Gososeol topic, the following effects can be expected. First, students can learn an accurate understanding of knowledge and can learn concrete ways to express that knowledge. When students want to structure and analyze the content literary by classification object, utilizing graphical representation can be explained logically. Second, Gososeol topic education utilizing mathematical symbols(concept) will be helpful in improving the adaptability and creativity. In addition, when assessing such skills can be effective. Third, co-operative discussion learning and interdisciplinary inquiry activities can be expected. Points to remember some of the following also should think about. First, the instructor can judge the adequacy of self-learning content in its own objective criteria(scale) should be provided. Second, the instructor should give feedback to students who presented in class or answered in a written test. In other words, it is necessary to review and modify whether utilizing math concepts applied to education really is valid, and whether it is applicable realistically. Third, when you want to mobilize on mathematical concepts and symbols in university lectures, such as the learner`s level of basic education should be considered. Fourth, the instructor`s teaching skills are also important requirements. Basically when instructor have the concept of mathematical knowledge and can know understanding of learners, instructor can at least assess or modify logical feasibility and adequacy which student present.

The purpose of this study is to investigate how readers` literature experiences change with time. The meaning of time in the reading experience of literature is important because the meaning is not determined at a specific point but is constructed throughout the whole time of reading. Reading acts can be explained with the three categories based on the timeline: the acts of literature reading, the acts of after reading, and the revealing acts of literature-reading experiences. Among these, this study concentrates on the third one, the revealing acts of literature-reading experiences, since it has been rarely treated as a critical concept despite of its importance in studies and practices of literature education. This study shows the various revelations of reading experiences of literature. First, memory and meanings of texts slowly sink into oblivion. Second, emotions are expressed by emotional language. Third, certain images are visualized. Finally, specific texts are emerged from similar situations or experiences with the texts. In conclusion, some practical strategies of literature education were suggested in order to make readers visualize and reflect reading experiences of literature into daily lives.