Theorizing efforts required for completing literature education as one literary field have been lacking. It is because they were under a very heavy and strong influence of literature theories and also epistemology which escapes from traditional curriculum which identifies literature subjects as a scholarship is yet to be developed. It is safe to say that literature education has formed its identity on a practical level rather than on a theoretical level. The following efforts to develop a system of theories with an identity would be needed for literature education. First, efforts to seek philosophies of literature education and establish the philosophies as a basis of literature education have been in shortage. In this respect, there is a need for examining achievements of existing educationall philosophy from a perspective of a win-win between academic fields. The philosophies of literature education in the future must meet universal topics in life and reality and demands of the real life. Second, for establishing the theories of literature education, strategic ideas for communicating and combining the theories from other fields which directly or indirectly have interaction with literature education. The current literature education does not have much room for newly establishing ``a network of theory developing`` as ``literature``. Also it is also notable that for developing theories of literature education could later become the key content in social education in addition to the academic education. Third, there must be sustainable discourses for the research community of theories in literature education. There is an understanding that theories are only significant when they satisfactorily meet the reality but, there are research communities whose pure goal is in theories themselves. Indeed, this is on the basis that literature education can contribute to overall development in some way. The current literature education is focused too much on finding development tasks and therefore, it must reflect on the fact that theories are not leading the developments.

This thesis deals with two problems. One is the research of relation between language and culture, the other is to set the details of culture education through literature. First, the relation between language and culture is to be classified into three aspects. Those are as follows: 1. Language and culture are in competition with each other. 2. Language and culture are auxiliary to each other. 3. Language and culture form the strained relationships by the action, those are deviation and attribution. Second, the details of culture education through literature are to be set up through three categories. Those are as follows: 1. category of production of literary works：contextual factors affecting to the creative process 2. category of circulation process of literature：structural factors involving in the process, from production to consumption(acceptnce) 3. category of acceptance of literature：variables working for the reading of rearers The culture captured and recognized by writer was reproduced through writer`s language, and was to be the object of communication through reader`s language. Thus it is necessary to regard contexts and factors, variables involved in the process from production to consumption of literary works as the aspects of revelation and working of culture, and we could set up those as details of culture education through literature.

The purpose of the present paper is to contend that life should be present between the literature and the education. To do this, recent discussion on literature education was examined referring to the National Curriculum 2011. Further, two similar but basically different concepts, Literary education for life and Parcticizing literature were discussed in terms of possibilities of them and thorny problems they might cause. The paper tried to suggest the future direction of literature education based on the above mentioned discussion. The objectives of literature education is raising the lifelong literature reader as in the reading education. ``Literature ability`` as one of the objectives of literature education is the ability of ``lifelong reader``. The concept of ``reader`` seems to be established in the National Curriculum 2011 but it is not certain that the concept is firmly accepted in the model of literature education. Thus, the paper proposed the model in which genre played a central role and the reader was defined as a key role in the education level.

Reader response theory has been one of the theoretical axis of Korean literature teaching since it had been introduced about 20 years ago. This article aims to investigate the effect of reader response theory in Korean literature teaching and the perspective of it. Reader response theory has been developed balancing interpretive variation and interpretive validity. And research on reader response to literature has been about unarticulated response and expressed response(：it include oral response and written response altogether). Reader response theory in Korea has been performed predominantly as reader research and research on response centered teaching-learning method. Response centered teaching-learning method is expected to actualize reader response theory in the classroom. For it to occupy firm position, Research on response centered teaching-learning method need to negotiate with various ideas of Korean language teaching. Reader research has been performed diversely, especially by teachers as a field study. Reader research need to be performed on the re-examination of concepts and reflection of research method.

This study tries to examine the problems of signs, interpretation, and readers, which are raised in the education of the interpretation of literary works, from the perspective of literary education. It discusses what literary theories have been referred to in order to solve the practical tasks literary education have faced, and how such literary theories have looked at the ``interpretive behavior of the reader,`` and what contribution they have made to the development of literary education. Based on the education of the interpretation of literary works so far, we can classify into 4 types at large the literary theories that have had influence on the education of interpretation. They are the ``writer-oriented interpretation,`` which puts writers` intention in the center of literary interpretation, the ``text-oriented interpretation,`` which requires objective analysis viewing literary works as self-sufficient subjects, the ``reader-oriented interpretation,`` which emphasizes readers` own receptions, and the ``text-reader oriented interpretation,`` which acknowledges the role of readers in the interpretation of literary works while also put importance on the text-internal approach. Though these 4 viewpoints have their own merits and weaknesses respectively, I believe that it is desirable to take the direction of the ``text-reader oriented interpretation`` at least in literary education, considering our tasks including the education of ``methods`` of literary interpretation and the emphasis on readers` activeness. Moreover, in order to be oriented toward theeducation of interpretation with consideration of readers, I believe that it is necessary to design education centered on ``substantial readers,`` and that the education of literary interpretation based on ``linguistic structures of texts`` on the side of texts. A substantial plan is needed for a method of interpretation that can serve as a support for actual readers` ability to interpret texts with consideration of them.

Writers often convey moral lessons in their stories. This study examines how writers` identity influences the morals that they chose to convey. The result of this investigation suggests that writers often promote moral ideals that they themselves failed to live up to in their youth, but for which they developed an appreciation later in life. The details of the writer`s failure to live up to a particular moral ideal in a particular scenario are reproduced in the story that he writes. The protagonist--just as the author in real life--also fails to live up to this moral ideal, but is ultimately put in a position to develop an appreciation for it. The writer`s psychology can be analyzed as containing desires of different orders. First-order desires are those that motivate behavior. Second-order desires (or volitions) with which the writer identifies correspond to behaviors that he would like to engage in, i.e., that he wants to want. Moral values are represented by second-order desires, and failure to live up to those values is the result of opposing first-order desires. Writing stories that promote their second-order desires is one way in which writers honor the corresponding values.

The concept of rhythm and the elements that form a rhythm are the basic learning contents in the education of poetry. This study considers rhythm from a broader viewpoint that it is ``sound tissue``, beyond the narrow opinion that rhythm is only synthesis of rhyme and meter, and examines the elements that form rhythm from the three aspects of the repetitive element, the syntactic element, and the denotational element. Learning these three elements in poetry class is for understanding the intrinsic properties of poetry and for enjoying the beauty of poetry. To achieve this intrinsic purpose, the educational content of the poetry rhythm class must be clear and suited to the level of the learner. If education on rhythm is to be conducted so as to enable the learner to experience the beauty of poetic language, an adequate hierarchy of the education contents is necessary. Poetry rhythm education must be organized in a way that suits the level of the learner by considering not just the difficulty of the poem but also the elements forming the rhythm. Although the repetitive element and denotational element are explicitly revealed in the poem, the syntactic element has the characteristic of being internal and abstract because its interpretive method creates connotative meaning. Therefore, in poems where the syntactic element is prominent, analysis and learning would be more effective to apply them to the level of high school students whose thoughts have more maturity.

This paper is intended to update the literary educational value of the allegorical epic that is currently dealt with in the literary history taught in high schools as well as appraise the direction of education. With this purpose in view, the writer first examines the characteristics of allegorical epic as a method of communication, and tries to assess its value in literary education. Subsequently, the discussion is focused on , , , that are chief allegorical epic in textbooks. Allegorical epic is formed by creating imaginary space and characters through personification, but historically it appears in various genres according to the way the characters and arguments are used. is a way to convey the gist of the story by simplifying complex reality. is a way to provide a fresh view by setting up a perspective on a spot different from reality and putting together bits and pieces of reality. and have educational values to see the values of allegorical epic as strategies of persuasion. They also have additional educational values to see the values of allegory and reasoning of allegorical epic, and to study the dual writing methods. is a way to express one`s thoughts and desires by putting together preceding texts. is a multi-vocal writing strategy that lays one`s own interpretation and ideas on the original text. Consequently, and , as ways to form allegorical epic that make uses of preceding texts which are reading experience, have educational values that help to see the value of classics and reading, and to see and study the value of writing that forms new texts by re-forming or overlaying various information. Also, they have values of enabling to study literature by receiving a text as multiple meanings. None of the four allegorical epics above is a cause and effect type of epic. All of them are structured with non cause and effect links. Therefore, the study of ways of thinking inherent in allegorical epic and the value of the genre would help to give up the inertia to understand epic from the perspective of realism and form a balanced view on epic.

The emotion is regarded as a primary element in poetry reading. But there has been a tendency of dealing with the emotion in poetry reading as a abstract activity or covert behavior. Thus, this study tries to make the concept ``emotion`` and its practical formation concrete. As Sartre and Frijda said, emotion is a relational appraisal to the object which the subject meet in the specified situation. And emotion formed in the process of poetry reading takes images as the object. When readers read poetry, they make images from their fore-experiences. And they form emotions in several layers by palpating the representational object as image. In this processes, a central emotion that a reader forms exerts its influence to other images and to forming subordinate emotions. This means that poetry education has to consider the similarity between interpretation and forming of emotion. And poetry reading has to be presented as a focused task on reader`s palpation.

The aim of this essay is to search creative writing`s education of poem for therapy of teenagers` trauma. Of course, this essay focused on case of autobiographical narrative-poem`s creative writing is search scope. I thought that teenagers` trauma invaded by many kinds of problems, namely by teenagers should be possible through creative writing`s education of autobiographical poem. That is why the value of self-therapy and growth through autobiographical narrative-poem`s creative writing happen during creative writing`s education of autobiographical narrative-poem connected with experience of invaded traumas. According to this question, first of all, In second chapter this essay try to search meaning and purpose of poem`s creative writing for therapy. In third chapter, this essay accepted that creative writing`s value of autobiographical narrative-poem written by the poet Lee, S. H. is self-therapy. Therefore, I scheduled creative writing`s education program of autobiographical narrative-poem for the purpose of teenagers suffering with experience of invaded traumas. In fourth chapter, this essay verified that creative writing`s education of autobiographical poem for self-therapy of teenagers` trauma is necessary and important in case of Park,○○ in S high school. that is why Park,○○ in S high school took a self-therapy about trauma invaded by colleague in elementary school through creative writing`s education program of autobiographical narrative-poem especially composed of plan of autobiographical narrative-poem, creative writing of autobiographical narrative-poem, colleagues` advise and support, polish of autobiographical narrative-poem and so on. After all, I concluded that creative writing`s education of autobiographical poem for self-therapy of teenagers` trauma is necessary and important in literary education for teenagers. But, some teenagers who dislike writing do not read and write poem, and did not participate in creative writing`s education program of autobiographical narrative-poem. Also, researcher did not know how to fulfill creative writing`s education of autobiographical poem until now. Therefore, more deep search of literary education and knowhow about creative writing`s education of autobiographical poem should be done to solve many kinds of teenager`s traumas.