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논문검색은 역시 페이퍼서치

문학교육학검색

KOREAN LITERATURE EDUCATION RESEARCH


  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-487x
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 2권 0호 (1998)

창작교육의 이념과 지향

우한용(Han Yong Woo)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 221-251 ( 총 31 pages)
7,100
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It is very restrictly permitted that teaching of creative writing in the education of Korean because of some misunderstandings about the creative writing. But the creative writing should be officially offered at school for the students. The goal for teaching of literature is developing the literary competence. The literary competence does not mean only ability of understanding literature and that of appreciation. It contains ability of production of literature. For the perfect existence of literature there must be three dimensions production, transmission, criticism. It brings into existence the perfect phenomena of literature. The ability of creative writing is very meaningful part among language activity. The ability of creative writing is one of the literary competence and it means the whole ability of producting literature. The ability of creative writing is composed of some concepts as follows. They are ability of problem finding, of composition, of rhetoric, of self regulation with his own works. In other words they are sensibility to the outside world and making his own world and so forth. The person who teaches creative writing must take his starting point of creative writing at the read experience to write by self of students. As well as teaching writing and he asses the result of creative writing. The common experiential foundation of teacher and student mediated by language lead them to the possibility of creative writing teaching and learning. The status of creative writing teacher between student is a kind of critical comrade. The ideal of creative writing is arranged like following. 1. Creative writing can be estimated as an education of liberal art that to manage the troubles in the every day life of individuals. 2. In the course of creative writing education students may experience the joy of integrated life establishment and overcoming of alienation. Creative writing can be evaluated as a way of life and world making. 3. We persue the liberty through the way of figurative language in life. With the figuration competence it may be possible to capture the totality of life. 4. We must get the ability of self awareness through creative writing education. Self awareness implies awareness as a social being, as a historical being and as a ethical being. Teaching creative writing rightly, we are concern about improving of the curriculum, adjustment of proportion with other subjects, development learning method, definition of creative writing ability, way of evaluating creative writing and so on.

술이불작 (述而不作)' 에 관한 질문 ; 창작 개념의 확장과 창작 교육의 방향

김창원(Chang Weon Kim)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 253-273 ( 총 21 pages)
6,100
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There are many discussions on teaching creative writing at literary education research. It is an evidence of creative writing`s importance that establish newly `literary reception and expression(문학의 수용과 창작) part at the 7th national literary curriculum. In this case, the main pont is that methode of teaching creative writing is changed by various vision to creative writing. In quote of `述而不作` mentioned by Confucius(孔子), and regarded as a principle of writing in cultural area of Chinese characters, creative writing is classified to `a sort of writing(述)` and `a sort of creating(作)`. The 7th national literary curriculum restricted creative writing to `a sort of writing` and treated property of `a sort of creating` as impossible to teaching. But writing(述) and creating(作) in creative writing are not contrary concepts, and we must consider `creative writing as a sort of writing` and `creative writing as a creating` as one synthetic concept. Only so we can develop methods of teaching creative writing. Ultimately, the purpose of teaching creative writing is to educate literary subjects who can `writing, and creating(述而作)` through overcoming the separation of writing and creating. In concerned with the concept of `述而作`, the scope of necessity and possibility of teaching creative writing will be enlarged. The 7th national literary curriculum, although seems to be partially failed in such compromise, is important because it deals firstly with the task of curriculum development of teaching creative writing.

상호 텍스트상과 문학교육 - 「 숨은 꽃 」 과 「 꽃을 위한 서시 」 를 중심으로

안성수(Seong Soo Ahn)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 277-300 ( 총 24 pages)
6,400
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This article was written with two aims. One is to investigate the intertextuality through an examination of the texts of "Gottseuleuyhan Seosi" and "Soommeun Ggots" which are involved in different genre each other and to investigate its semantic process. And the other is to search after what kind of effectiveness could be generated if the intertextuality would be associated with the literary education. All the literary writing have the intertextuality in the light of the fact that all the literary writing have the ultimate purpose with search for the essence about the universe, the nature and the human being regardless of any genre. However the dream of an ideal writing in the personal level can be never accomplished, nevertheless all human being are trying to create the literary works. And they try to approach to the world of the ultimate essence through the semantic dialogue with the other person in the universe of texts. Two works above mentioned were found to have the common intertextuality by presenting the similarity and the sameness in the title, the method and process of search for the essence, the purpose and the result of the investigation. The former is formed on the basis of the poetics of symbolism and makes an effort to search after the ultimate purpose of the literary writing by using the mono phonetic and confessional method. On the contrary to the former, the latter is on the basis of the poetics of metafiction and tries to search for the ultimate purpose of the literary writing by using the polyphonetic and dialogic method. The study on the intertextuality and its relatedness to the literary education presented us the importance in that if we connect the intertextuality with the literary education, we could interpret the texts dealt more profoundly and in several ways. The understanding of the literary works on the basis of the intertextuality in language and genre, the structure and the methodology of literary works, the desire of character, title, and pluralistic reading and the description of the history of literature was proved to enhance the process of the literary imagination and of signification, and multiply the rousing effect emotionally.

문학교육에 있어 다매체 환경의 활용

최병우(Byeong Woo Choe)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 301-322 ( 총 22 pages)
6,200
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This paper reflects a current trend of how multimedia will be applied in teaching literature. In this modern world, our lives and education environment are faced with a rapid change caused by multimedia. Besides, it is sometimes argued that distance education may be realized thanks to the openess of multimedia. Therefore, even in teaching literature, it is required to develop various effective teaching methods through multimedia. Literature is closely related to man`s emotion or imagination and that is why it is difficult to apply multimedia to teaching it. However, though they are just attempts of personal level, it is true that some methods are tried. Some examples are like these: to increase the effect of teaching through videos and audios, to develop and use CD-ROMs, and to teach literature through internet. But there are some problems to be solved beforehand. The first one is the problem of building network for using internet. The second one is the problem of the cooperation of computer programmers, specialists of literature, and specialists relating to multimedia. The third one is the problem of building data base of literary works for using them in computer. When these are prepared, the argument and applicaction of multimedia in teaching literature can be flourished.

환상적 텍스트의 미적 근거 연구

김성룡(Seong Ryong Kim)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 323-344 ( 총 22 pages)
6,200
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Some literary works of art give us aesthetic pleasure in the course of representing the actual world. However, the other kind of literary works of art give us the same pleasure by freeing us from the actual world. So we can assume there are two kind of aesthetics in literary works of art. We name the first as the aesthetics of mimesis, the latter as that of fantasy. In recent days the first has been specifically dealt as the major aesthetics of narratives, but the latter has been considered as relatively less important than the first. Of course the narratives have two kind of element, one the mimetic elements the other the fantastic, or at least the imaginative elements. The elements of fantastic, nay the imaginative are the object of this article. Because during those two last decades, many of scholars are major in the first, and the result, the importance of the first is overestimated, contrarily the importance of the latter is underestimated. In some articles I have searched for the value of the aesthetics of the fantasy, and in this article I would like to investigate the structure of fantasy in the Korean classic narratives. Some western scholars, like Scholes, say that the mimetic theory of narratives is characteristic in the western tradition especially in the modern time. I considered the typical fantasy in Korean classic narratives, that is the name of 「Yu Chung Yol」<유충열전>. But the result of this research is not only that of the specific literary work, but that of the fantastic narrative general. I have used three useful concepts to investigate the fiction. First, the concept of Fact that means what happened in actual world or imaginary world. Second, the concept of Text that narrates the Fact. And last, the concept of Literary World that is formed by the Text. The relationship among these three concepts are schemed as the followings. ◁그림 삽입▷(원문을 참조하세요) The conclusions are those. 1. One fact can be textualized in various texts. 2. But if the text is not same, then the fact that is textualized is not the same. 3. Fact, Text, and the Narrative World are different concepts. 4. The fact that is textualized is valued whether it is perfectly represented the fact or not. The representation of the Fact is the base of the aesthetics of realism. 5. We can conclude one is fiction or not by considering whether the Fact that is textualized is actual or not. And I can conclude that the fictionality is bound to the Fact not of the textualized fact. 6. Fantastic aesthetics is investigated by two ways, textualization and plot. When some facts can not be happened in the actual world, but can be happened in the possible world, and the every motifs are ordered by the artificial law of cause and effect[that the plotical law of cause and effect], then the fantastic aesthetics is formed. 7. In Korean Classic Narratives, the alternation of the fantastic and the real cause the sense of contentment and agony. So the readers might have chosen the Korean Classic Narratives to ease the pain that had been caused by the actual world.

소설의 담론윤리적 특성에 대한 연구 - 『 광장 』 을 중심으로

임경순(Kyung Soon Lim)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 345-365 ( 총 21 pages)
6,100
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The aim of this thesis is that grope for the answer about why the ethics (morals) is problematic in literary education. The ethics is about selection or judgement of human behavior and involve the view of invalue in that. A human act language activity is selective, judgemental, expressive act. In this time, we must think responsibility of speaking subject. The communication is based the human life. But when it is restricted, when it is centered himself, it is not hopeful discourse activity. In this point, the novel discourse subject`s words and activity is the ethical. But the discourse of novel diverse. Therefore we need scrutinize the discourse aspect and the meaning of the novel. The human is being as asking and answering. If he has not it, he lose the life. The human take shape the relation of subject and subject, not subject and object through the process the asking and answering. Their relation is realized through the discourse. The novel discourse composed of inner discourse and outer discourse. The narrator is also involved. Therefore the dialogical relation of narrator and subjects is primary characteristic of the novel discourse. The novel discourse subjects direct dialog. But when it is restricted, the realization of the subject discourse is difficult. Therefore, it is the first evaluative element to see the aspect of that. The narrator and hero are interweaved in "Kwang Jang." The narrator cite and comment hero(Yi Myung Joon) thought and psychology. This is prove the coownership of ideology of the narrator and the hero. But the hero`s everyday discourse and inner discourse is different mode. The hero`s everyday discourse is close to social intercourse discourse. Inner discourse is discourse of reveal of life conflict and disharmony. But Inner discourse is very unstable. Because it is the voice of instant unidentified. Therefore we anticipate that he will lose a sense of attachment. The hero lose a sense of attachment at the south korea and the north korea. And He can`t go the third country. He try answer in women. But he failed. The hero`s discourse with others try to continue dialogue. But we can see the surplus of idea in critic of reality. Also violence prevent subjects from dialoging. For example, police in south and self critique in north. For solution of this dilemma, we need new direction in discourse activity. Therefore, discourse subject-live in the crack of subject and world must find dialogical praxis. Discourse praxis is not limited in itself. It is exist in dynamical operation both discourse and world. In this point, Bakhtin provide normative principal. It is that reveal negative author and power, liberate unexpectable communication, construct dialogical relation of subjects. In disruption of subject and world, subject must have creative negative mind and dialogical praxis. Praxis of discourse ethics is in continuous dialog about world with others, and try reflection and dialog by himself. After all, discourse ethics is praxis norm to realize ideology, value, view of world, attitude through the dialog of subject and others (world).
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They say that process of thought and of expression are necessary for writing. But in reality, we fail to teach the process of thinking. In this paper "analogy" will be studied among various principles of thought. This paper will chase backward and construct the process of thinking from a completed composition. The subjects of this study are Chang Yu`s , and . It is interesting to find that these works are made up of same "analogy" logic, but they show different aspects. This different aspect of analogy can be "a principle of thinking" and be used practically. is `the extension of similar structure` type. This regards brush and man in the same light, and extend the structure of brush to the structure of man`s world. This type conducts a new conclusion from the similarity of two subjects. is `the circulation structure` type. This pursues the man`s moral nature in view of the case of bamboo. This type is same at `the extension of similar structure` type in having a base of similarity of two subjects, but it is different because it finds a needed nature from the original source. This type is a form of abstraction of a needed condition or an essential element for the sake of the alikeness. is `the duplex structure` type. In this type, analogy is developed twice. At first, crooked trees and men are regarded in the same light. Then the focus moves to the difference between two subjects. Finally, on the basis of the difference between trees and men, it is concluded that men`s world is much more wrong and crooked. This type is developed in similarity first. Secondarily, it conducts a new view on the basis of difference. According to the types of analogy, the mechanism of analogy is divided into three patterns. In the `the extension of similar structure` type, the mechanism is "relating". In the `the circulation structure` type, the mechanism is "making up for". In the `the duplex structure`, the mechanism is "discriminating." As a result, it seems the study on the type and mechanism of analogy is significant in creative writing. Analogical inference can be used as the method for not only to get a new view on knowledge, but also to express them.

전통적인 글읽기의 성격과 과정 - 『 성학집요 (聖學輯要) 』 를 중심으로

조희정(Hee Jong Cho)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 391-411 ( 총 21 pages)
6,100
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It is regarded `Dok-su-bak-pyon-ui-ja-hyun` as the method of traditional reading. But `Dok-su-bak-pyon-ui-ja-hyun(讀書百遍義自見)` is misconceived that the text is understood automatically, if repeat reading. This article`s aim is to change the misunderstanding of traditional reading` system and to show the character and process of traditional reading. For this aim, this article proves the character, process and extension of traditional reading. The purpose of traditional reading is not so much extensive reading as close reading. The close reading is named `hamyong(涵泳)`, which is not to abandon oneself to reading the text but to read the text closely, with having doubts. The process of traditional reading follows. First, reading the text with doubts and reflecting on oneself. Second, perusing and reading with consideration. Third, comparing several notes. Finally, learning the text by heart to practice. This process is always not successive. The character of traditional reading must be put the content of text into practice. It is undesirable that reading be over reading. Accordingly the process of traditional reading is accomplished by learning the text by heart to practice. Here, this memory is the important step to master, or practice. Today, the purpose of reading is extensive reading. Under the present conditions, traditional reading may be abolished. But extensive reading is not a only purpose of reading. It is necessary that we read one text extensively and another closely. Further, close reading is necessary for extensive reading. Traditional reading is limited to canon. Therefore it must be compared with modern another reading theory to expand to contemporary reading theory.

소설교육의 카니발적 방법과 실제 적용 방안

한귀은(Gwi Eun Han)
한국문학교육학회|문학교육학  2권 0호, 1998 pp. 413-437 ( 총 25 pages)
6,500
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Fiction must be appreciated and taught as art. The purpose of study is to show how to appreciate and teach literature as art. Fiction is not merely "readerly/lisible text" but "writerly/scriptible text". So, all the readings are misreadings. Because of this feature of the text, the teacher must lead the readings of students to the creative misreadings. In order to help the creative misreadings, I introduce Creative Drama through the Fictional Space. This method or media would be accomplished well, participants will understand that the text is polyphonic and deconstructive. At last, the education of fiction is a Canival in the activity of participants and media of fiction education. Creative drama in the fictional space gives the participants an opportunity to develop the imagination, an opportunity for independent thinking and an opportunity to establish self-identity. Particularly, a Talk-Showing Drama stimulates imagination by process asking-answering between the participants. Participants respond as characters in the text. The process of the responds, the self-consciouseness are intense in the application and the imaginable or reconstructive power are used. And a Play within a play could be inserted. So, participants could do mime or pantomime, still-image, vaudevill-sketches, and so on. All this drama is a kind of improvisation. The improvisation is a best media of the educational media to improve imagination and creativity. By the way, there is also a problem; it is self-consciousness. But if the spatiality of classroom is accomplished well, self-consciousness will be weaken. In short, the teacher must create an atmosphere of fiction and imagery. By the way, the creative drama is not only acted through fictional space. The appreciation and cognition space is interspatiality; between fictional and real space. So, participants sometimes intense in the text, sometimes are distant from the text. To be brief, Creative Drama through the Fictional Space could be the effective methods and media to improve the imaginations of students.
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