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Education of literature stands at a crossroad, and faces a choice which is urgent necessity of moving the views from the old to the new. The new viewpoint could be named as Practising Literature, and there are several binary sets of views for choice. Firstly, in the aspect of concepts for literature, the nature of literature have to be regard as activites not substances. And cultural studies, for literature education, would be better than the view of art for art`s sake. Secondly, in reference to the property of education, we have to support education as one`s individual life itself not as one of institutions of society, and have to count it as a spontaneous process not as a result of investment. Thirdly, on the total sphere of literature education, we have to teach it as a way of being humanistic through literature not merely as one of subjects to be learned. And considering literature as contents for comprehension or appreciation is of no use, on the other hand, looking upon literature as method for viewing, speaking, listening, writing, and reading is helpful. Education of literature must involve honest discussion about quality, must involve analysis and dissimilation. The real reason for taking criticism seriously is the desire to take art seriously, as an exploration, an investigation, a fundamental probe into our moral, our spiritual and imaginative life, that depends on a desire for standards, for judgement, for the endless shifting of the better from worse. It could be done by paradigm shift for Practising Literature.

The concept and rules of `Gook-eo` (language of a nation: Korean in this case) need to be separated from the question of the production of `Gook-eo` textbooks. First of all, I think that the true nature of `Gook-eo` is in language education Therefore, the question of what `Gook-eo` is can be concluded as a question of what language is. We can define language simply as a "system of phonetic and visual signs for the straight delivery of thoughts and feelings." However, the definition of language from what is called the functional aspect cannot be understood as the real nature of language. The aspect that is more important is the generative language. For the delivery of thoughts and feelings, there needed to be a language. But the act of making language is the manifestation of the self and object, understanding of the world, meaning of creation, and existence. Therefore, from the point of view of the generative language, language itself becomes the awareness of the world, the creation of meaning, and the consciousness of thinking. If the functional language is the tool of language, then the generative language is the ontological language. The improvement of thinking power, development of the imaginative faculty, and cultivation of one`s understanding of the world and analytical ability can be achieved through the ontological aspect of language not the functional aspect of language. We should notice that the generative language is the language of literature, especially the language of poetry. This is the reason why literary education is important in the process of `Gook-eo` education in high school. We can say `Gook-eo` education should be the education of literature itself. Another purpose of `Gook-eo` education supports the idea that literature itself is `Gook-eo`. It means that `Gook-eo` establishes the national identity and allows each constituent to fulfill the duty of joint ownership of the `national Geist`. It is only through the subjects of `Gook-eo` and `Gook-sa` (history of a nation: Korean history) that this duty is achieved in the curriculum of elementary and middle schools. I will now present my ideas on the topic of `Gook-eo` textbooks. Since I am not an expert, I am not sure how I should edit and publish `Gook-eo` textbooks. I, however, believe that textbooks should meet two requirements. One is that textbooks should contain the most suitable material for the development of speaking, listening, reading, and writing skills, which can foster the growth of thinking power, the imaginative faculty, perception of the world, and national identity. From this point of view, the contents of `Gook-eo` textbooks should be the most suitable material for language education and a model discourse. The other is the theory that leads students to gain language skills effectively, whether functional or ontological. In this case, there are two kinds of theory, one for the teacher and another for the student. The former need not be considered in `Gook-eo` textbooks. Finally, the contents of `Gook-eo` textbooks should basically include 1) the most suitable material for language education, 2)the standard language, 3) writings which have the theory that leads students to develop language skills. If this is the case, then the conclusion becomes more clear. As I have mentioned before, these requirements can be met in `Gook-eo` textbooks through the inclusion of works of literature. Through compiled works of literature in `Gook-eo` textbooks, we can teach speaking, listening, reading, and writing, cultivate thinking power and the imaginative faculty, and establish the national identity.

Harmonizing literature with daily life means that literature settles into the whole aspects of life as a significant mechanism. It is one of the important tasks in the education of literature. I tried to present the ways of harmonizing literature with daily life centering on folk songs, traditional Korean novels, and Paesasopum. First, in Jeong Seon Arari, one of the most famous folk songs, life and literature are well harmonized into one and are reflected in social motives of the contemporary world. At the same time, folk songs release the stress of hard life. Moreover, the attachment to the daily life reflected in these folk songs shows the striking recognition of the contemporary society and history. In short, harmonizing literature with daily life such as singing folk songs, means the very high recognition of life. Secondly, in case of traditional Korean novels, daily life started to appear in Pansori, by which literature could pose the questions of life and provide the alternatives. Various copies of Pansori were the gates through which to explore the alternatives of life. The positive reception of daily life in the traditional Korean novels paved the way for harmonizing literature with daily life, which is itself pursuing the ideal life. Thirdly, I tried to find the ways of harmonizing literature with daily life in Lee Ok`s(李鈺) proses - miscellanies. His writing dives into the daily life, trying to find out the meanings of the trivial things hidden in the daily life, and portrays them vividly. Thus his writings could identify the lives of the people and give comforts to them. Thus literature enables people to realize their own beings. We can see easily the ways of harmonizing literature with daily life in the classiclal literature, in which literature and life cannot be separated explicitly. In short, the study of harmonizing literature with daily life is to examine how literature exists and functions in the whole aspects of life. The ways of harmonizing literature with daily life are widely varying as much as the ways of living of the individuals. What is the most certain is that it enlightens and enriches our lives.

Many people share the recognition that today`s school education comes to a crisis. The present crisis of school education which has played a critical role in spreading a variety of modern values and establishing a new world accounts for its inability to cope with today`s social changes. The present crisis of school education is not only confined to Korea.The serious crisis of school education in Japan and America makes us have the impression of being poles apart, recalling the 20th century when the modern education spreaded fast as the gospel. Is the literary education to disappear? Even if the death of literature approaches, are the literary activities not alive? The time has come that we should find a new guide or clue to the literary education, other than the past educational methods or theories. Otherwise, the literary education cannot exert any influence on the public any more. The literary education has been regarded as important as the human education in the modern education as well as the traditional education. Nevertheless the present situation requires we should change the literary education: from technical education to art education. The literary education cannot fulfill its duty if it confines itself to technical and information education. What is the education? It aims to enlighten human character. If so, the present problem is whether we should continue the literary education or not, in order to carry out the aim of the education. The literary education which has been extended in Korea up to now is said to be inappropriate for the education of human character, which accounts for the present crisis of the literary education. The thing is that the present crisis of the educational crisis, in some respect, can be considered as the opportunity of the literary education. It is because in this highly digitalized society the human education will come to an end if we even give up the literary education. Furthermore it makes us have a gloomy prospect of the world that humans are governed by not-humans, human clones or cyborgs instead of keeping humans as humans. As for the orientation of the literary education in this rapidly changing society, I am going to set forth my points as follows: First, the literary education should be developed to be pleasurable. Secondly, the literary education aims at finding the way of self-expression rather than finding the right answer through analysis and interpretation Thirdly, the literary education aims at educating creative human beings, and human creativeness derives from the literary education. If we establish the national goal that we should educate men of creative mind to prepare for the 21st century, the literary education will be looked upon as an important one not less than any other education. The above points cannot be separated from each other. When the three points are organically connected with each other, the literary education will ultimately prove its true significance as the human education.

The ideal of novel-education is found in the classics-centered education and the present of novel-education is confirmed in the best-seller list. In high school and university, classics or masterpiece were proposed as absolute standard but afterwards most people had tendency to choose popular fiction, melodrama, trivial novel. The history of survey about popular fiction and trivial novel indicates us that the high brow novel elevates the common sense, middle brow novel preserves the common sense, low brow novel bring down the common sense. Compilation of literary textbook and drawing up of masterpiece list is basic and full-scale work. We have met various masterpiece list, but perfect list cannot be found Applicants for writer and applicants for theorists should read widely from classics to the middle brow novel or melodrama, while general readers should read the chosen novels as classics or masterpieces.

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The true sad story of Korean Education(국어교육) comes from the Korean juvenile. They criticize the Korean educational system more seriously than any other area or section. They were taught Korean literary canon with the text book, Korean(국어), by their teachers. When it comes to the canon of Korean Literature, that notion of canon might be quite different depending upon the view point, age, historical background and ideology of the Nation. Canon have been historicized by Koran history as well as social situation. In Korea the literary works in the text book Korean(국어) divided into two systems by the South and North Korea. Actually, we should know that canon and method of literary education be decided by the institution and ideology of the Nation. One Nation wants their people to have the common sense and general attitude. That would be the fundamental idea and the whole contents of the text in the compulsory education, that is to say, from elementary school to high school, first grade to 12th grade. In these rapid changing age, the emotion and intelligence of the juvenile change at the rate of the speed of world But most text books and teachers compel their students to accept the traditional system and emotion. Each nation has their own national goal and vision. The leaders of the nations have a plane that the secondary education of Korea should be shared their goal and vision through the teaching. There exists big gag between the younger generation and the older generation. Emotion of most juvenile opens to chance of indulging in the sensible feeling. Naturally, they like popular literature and culture instead of the formal and systematical canon. Even though nation would like to control the emotion of the secondary school students, it didn`t work easily. So, I believe that compiler of text book Korean(국어) must consider such a inclination and trend. Moreover, editor would rather balance between literary canon and popular literary works, i.e. words of popular songs and fantasy novels which have the possibility of touching by the secondary school students. In these multi-media and image era, Korean education(국어교육) should cope with that situation and trend. We, older generation and owner of the authorities for the education and literature must open our mind to permit the new age`s emotion and attitude. It is the time that we embrace the popular culture and literature.

This study is to find out how literature enjoyers accept and reproduce literature by researching the variations of Mrs. Kwak`s death part in Shimchungjeon. This is based on the assumptions that the variations of a certain literature ate another reproduction and that the history of literature enjoyment can be the history of its reproduction followed by the acceptance of the literature, which is the essence of enjoying literature. The process of the reproduction can be researched through various versions of literature, particularly classical literature. This study structured the process of the variations of a particular part of Shimchungjeon, Mrs. Kwak`s death part, and suggested the significance of those variations. This study revealed that Mrs. Kwak`s death part changes around the axis of three elements; Mrs. Kwak`s last will, Mr. Shimbongsa`s lamentation, and funeral procedure. The variations of these three elements show how readers reacted and empathized the literature differently. And these changing aspects demonstrate the motive and factor of literature enjoyment which are fundamental premises of literature education.

Manju in the korean modern novel have the various characteristics. Manju are the space of urgent existence, of death, of inequality, of despair, of open possibility. The compulsion of urgent existence breeds the logic of existence. The compulsion of escape from the death breeds the revolutionary political consciousness. The characteristic of inequality breeds the investigation into the original nature of the human being and the investigation into the absolute character. And the characteristic of despair breeds the self-confirmation of the ruined revolutionists. The characteristic of open possibility breeds the romantic walking and the journey of strong will.