토포필리아 함양을 위한 지역문학 교육 연구 = Research on local literature education to cultivate Topophilia

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to design a regional literature curriculum to cultivate topophilia.
As is well known, the current Korean modern literature education, when viewed from the internal aspect of education, emphasizes too much evaluation and has the stigma of being “analysis-oriented literature education, canon-oriented literature education, and literature education unrelated to life.” , due to the rigidity of knowledge structure and teaching methods in terms of outside education, there are doubts about whether it can flexibly respond to changes in the times at home and abroad.
From the beginning of the curriculum, the “results that were intended to reveal the structure of knowledge and deliver to students” centered on an academic-centered curriculum, riding the bandwagon of the overheated educational fever caused by the rapid expansion of the national economy, downplaying the original value of literary education, and reducing evaluation. As education became a top priority, the focus of literary education was reversed.
As a result, literature education treats literature from the perspective of new criticism and structuralism, separating learners' lives and literature. New criticism, a literary research method that seeks to understand a work as an independent linguistic world and reveal its structure, methods, and forms, excluding the social background or ideology of the work's creation, the life of the writer, etc., and the study of literary works as a holistic structure Structuralism, which focuses on the relationship between the structure and structure of literary works by identifying the elements that make up the structure, can function as a framework for understanding and criticizing literature, but the purpose of educating literature from their perspective is to evaluate It cannot be denied that it is linked to the ease of learning, and considering the ultimate goal of literature education, this is only an extremely small factor.
In this way, voices seeking to self-reflect and attempt to change the reality of literary education, which is represented by teaching and learning that transmits and receives fixed knowledge centered on the canon from a superficial, decontextualized, and structuralist perspective, are continuously expressed. there is. A representative example is the attempt to apply aesthetics of reception and reader-response criticism, which gained universality in the domestic literature education field from the late 20th century to the early 2000s, to the educational field. However, learners' independent and active participation still remains secondary in evaluation-centered education.
Outside of education, the problems facing literature education are complex. The rapidly changing trends of the times and corresponding changes in the curriculum are continuing in short cycles. Following the 2015 revised curriculum, which is a competency-based curriculum with an emphasis on problem-solving skills, the 2022 revised curriculum is planned as a convergence curriculum centered on the three major knowledge (language, mathematics, and digital) and core ideas, and emphasizes character and vocational education. In the midst of changes in the curriculum, doubts clearly exist about whether literature education is actively or flexibly coping with the changes of the times, and whether it can cope with them.
In the national-level curriculum, the proportion of “literature in daily life” is gradually increasing, and literary activities are specifically and directly specified, thereby promoting changes in literature education and strengthening its closeness with learners’ lives. However, there is still a lack of interest in literature education in the field. The problem needs to be reconsidered.
In order for literature education to be closely related to the lives of learners, to use the expression of the curriculum, to grow as independent and active enjoyers of literature and to achieve the integration of literature into daily life, this study is based on John Dewey's theory of experiential education as a philosophical basis, and The goal of literature education is to design a curriculum that leads to the cultivation of learners' topophilia by linking it to the spatial scope of life called earth. In this process, an educational engineering approach is attempted through literature education and AI/digital convergence, taking into account the competency-based curriculum and the changed learning environment.
The definition of region has been regarded as having “otherness and minorityness” in that it presupposes relativity with the “center.” This is based on the dichotomous idea of ​​dividing the center and the periphery, and as Korea's modern history has seen nationalistic development centered on the metropolitan area, this dichotomous idea appears to have solidified in various fields. From the perspective of literary education, we approach the concept of the region not as a hierarchical product of modernity, but as a space for each individual's life. A region is “a living community where daily life takes place, a cultural community, and a community where problems are solved.”
In order to ensure consistency between the learner's region and literature, regional literature must be able to function as a partial component of the overall Korean literature that does not belong to the center, and for this to happen, the region's unique identity, that is, specificity, must be secured. Regarding the regionality of literature, the claim that “regions are no longer regions or outskirts tied to the center, and it is important to have a sense of local centripetalism” has significant implications. Local centripetalism is a “horizontal framework that places experiential living spaces at the center of perception,” and constructs the world around the current lives of local residents. It became a key focal point in the cultural decentralization movement by allowing regional literature, which had been dismissed as peripheral literature, to be viewed as a component of national literature. In addition, as the view is that “regional literature is an important factor that not only fosters and connects regional values, but also leads the cultural integration of local communities,” the exploration of regionality in literature has already become a core topic in the literary world, and literature education It suggests the possibility of acceptance.
By teaching local literature in this way, abstract discourse problems in learners' lives can be combined with local experiences and brought to life into the concreteness of reality. “If we can secure tension that is not buried in the region, the region will not only be aware of the problems caused by the domination method of global capitalism and the unilateral monopoly of national ruling power, but also have various possibilities for alternative life and culture. “It can also serve as a base for detailed confirmation.” This is why we need to educate local literature.
This is also in line with the ‘space’ education of literature. Space in literature is a category for understanding life along with time. “The concepts of time and space that are ‘roughly’ shared by people in a society can be said to form an important condition for understanding not only the structure of that society, but also the thoughts and actions of the members living within it, or even the entire lifestyle. Like the view, “There is,” it is a fundamental element in understanding human life. Understanding this can advance our understanding of life and expand our perspective on life through understanding space.
Space is “a space internalized with the help of a person’s sense organs and perception mechanisms, and is a space inherent in consciousness, that is, an experienced space.” In other words, it can be said to be a space intentionally created by the author to embody the world of literature. Literature is an art made up of language, and accordingly, how the reader understands the world in the work represented by the symbols of language not only contributes to the formation of the theme, but also becomes a basic constraint on the character's actions or the development of events, It may also hint at the development of a psychology or event. In addition, depending on the specificity of the description, it can induce a sense of realism in the scene, can express symbolic meaning as the background itself, and creates a certain atmosphere or mood, so it is also considered important in reader reception theory.
Furthermore, regional literature is tied to place. Regional literature explores how a place is expressed. Place is the most prominent sign that creates the identity of local literature while becoming an object of expression, and in order to explore this topic in detail, a place in the region is sometimes tracked. This place not only has a simple referential relationship that represents a place, but also has ambiguity or ambiguity implied as a literary symbol. It specifies that this sign is possible when it is not simply a representation of a place but an expression of it.
A place does not simply describe its appearance, but creates a sense of place by recreating its shape. In that respect, place can be said to belong to the realm of expression that can be infinitely expanded and folded. As a place is expressed in this way, it constitutes its identity and further creates the specificity of regional literature. As places are expressed, they are sequenced into a metaphorical structure. Places that formed a series and formed a material presence become immaterial signs, that is, unreal signs that create mental meaning. The scenery of a place is expressed through the atmosphere of appearance, and the events that occur there become the lives of citizens who create a sense of place. Also, the relationships with acquaintances formed there become memories of finding the truth. And the emergence of non-placeness contains concerns about the loss of the sense of place damaged by development and the will to restore it. The place itself can change at any time and become ephemeral, but it shows that the permanence of the place is inherent in its appearance and spirit. Of course, it is the love of place and the signs of the place that force us to find its truth that give us a stable belief that it can continue despite many external changes.
And we are examining the relationship between the creation of place and local literature. According to this, a place is an event, and this proposition proves the fundamental concept that embodies the uniqueness of regional literature as minority literature. The events of a place become the lives of its residents and become the basis for creating a sense of place. Also, the relationships with people formed there become memories of finding the truth. The place as an event divides the place as an entity into a way to express the place as the spirit of the local people and the values ​​to be pursued. As a place becomes an object of expression, it becomes the most prominent sign that creates the identity of local literature.
It can be called an image of a place and a symbol of a place, and local literature becomes a form of the local community that dynamically participates in this cultural process, performs the creation of the place, and loads the resulting place identity. At that time, the place has the non-substantive effect of containing value and creating ideology in the substance of residence and participation. Thus, these studies believe that place and regional literature are closely linked and explore the detailed expression of place embodied in literary works from the perspective that regional literature is an event of place.
If local literature and sense of place can be linked in this way, sense of place can be strengthened through local literature education and expanded into affection for place.
As an alternative to awareness and reflection on the fact that existing literature education is a standardized education centered on new criticism and evaluation, we examine the need for regional literature education in an attempt to realize a curriculum centered on learner activities that is close to the lives of learners. There is research that considers “localized education” as the goal of education. Regional literature contains the scenes of people living in a specific region and serves as a mechanism for forming the identity of local people.
Therefore, the teaching method of local literature took the perspective of student-centered, activity-centered, curriculum-centered, and justice-centered thinking activities in line with the nature and goals of regional literature education. The nature of regional literature education has the potential to expand into education that preserves pluralism, education that fosters common values ​​and attitudes of the community, education that forms regional identity, understanding of one's own social and cultural position, and education in understanding others. It is presented as a foundation for educating those who solve and create problems in the region's history and reality through acceptance of the above values.
However, localized education and regional literature education are strictly different concepts, and localization of education is an educational approach that adjusts or develops curriculum and content to suit the culture, language, history, and environment of a specific region. The goal is to adapt education to a context rooted in a specific region, emphasizing diverse regional characteristics and strengthening learners' connections with the local community. Specifically, localized education improves learners' understanding of their region by integrating not only local literature but also local history, culture, and language into the educational process.
On the other hand, Regional Literature Education is an educational method that integrates literary works into the curriculum to convey to learners the literary traditions of a specific region, the works of writers, and the language and cultural characteristics of the region. The goal is to enable learners to experience and understand the identity, history, and culture of a specific region through literature, and can promote deep feelings and connections to the region through literature.
Research on specific ways to educate regional literature, research aimed at theoretical and philosophical consideration of regional literature education, and research examining it in conjunction with curriculum and textbooks are ongoing.
In particular, from a postcolonial perspective on local literature education, students as subjects of literary education are positioned as recipients of the canon rather than subjects of literary teaching and learning, resulting in the effect of dominant discourses inherent in contemporary ideologies or works. Through this, literary experiences are delivered and accepted. In such realistic literature education, students may become alienated from their own perception or judgment. Additionally, it does not have the status of an active and dominant subject in the structure of literary education discourse. In this situation, postcolonial theory can be an opportunity to structurally readjust the framework of literary education. This is because through postcolonial theory, teachers and students can overcome the coloniality of literary education by not only reestablishing cultural literacy and the essence of culture surrounding literature, but also by reevaluating the interaction between literature and history. In addition, it can bring about a cognitive shift in literary education as a “resistance theory that can not only overcome the inner coloniality of the learning subject and reconstruct its own identity, but also reorganize the field of literary education into an open structure.”
Such research can serve as the basis for the principles of relationship and independence put forth as principles in this paper. It is important to ensure that regions are recognized as individual regions where individual learners lead their lives rather than taking a colonial approach in their relationship with the center.
This can also be looked at from the perspective of locality.
Here, an essential question is raised about how the space of the region is transformed into a place. The locality of literature must go beyond being limited and restricted by geographical boundaries and act as a ‘power of discourse to change the geographical world,’ and the discovery of places in literature must go beyond simple ‘overlapping maps.’
At this point, the educational design of this paper can be a solution. If the learner fully understands the space in his or her life and the space embodied in the text in the work, the learner can develop Topophilia. Topophilia is a term used by phenomenological human geographer Yi-Fu Tuan to mean “the emotional bond that human beings have with all material environments,” and is a space combined with a sense of openness, freedom, and threat. By distinguishing between place and sense of safety and stability, it is used to refer to the instinctive tendency of humans to structure the world around them into a habitable place.
Although research suggests that topophilia should be cultivated to restore senses in relationships with others and strengthen awareness of space and time, it has not been expanded to specific discussions.

The field of literary education is continuously changing. Today, after the post-mass media era, digital commercialization and artificial intelligence technology are invading the field of education, this paper aims to cultivate topophilia as the goal of literary education, and uses AI/digital convergence education as a literary education method (teaching method). We propose innovative changes in teaching methods using learning methods.
At the center of that change is the banner of learner-centered education. Today's learners demand innovation in the educational paradigm itself, including teaching-learning methods. It is time to explore pedagogical values ​​and methodologies that can be achieved through literary education.
Local community is not an idea, but an area of ​​life. Dealing with regional literature in a literature education setting means dealing with literature that deals with the areas of learners' lives. The goal of educating modern literature using regional literature, which “primarily aims to form a desirable region and produce regional values,” is to diversify the form of the learner’s creation and reception process, thereby reducing the existing one-way communication from writers to readers. It can function as a new way of interaction between the writer and the reader in that the reader selectively recreates the writer's message.
Through this, we can stimulate the interest of learners and at the same time develop them into independent and active enjoyers of modern literature. In addition, there is the possibility of evenly improving all competencies of “critical and creative thinking competency, cultural enjoyment competency, self-reflection and development competency, community and interpersonal relationship competency, digital and media competency, and communication competency,” which are the core competencies pursued by literary education.
Through local literature education to cultivate topophilia, learners can discover themselves through literature connected to their local background, establish local identity (locality) as a member of the region, and learn local literary resources. You can use to make education and learning more diverse. Learners can understand local history, culture, and environment more realistically and experientially. Through this, learners will promote emotional and emotional empathy and exchange with their region, cultivate affection and pride for the region, and increase learners' interest and interest in their own region. You can provide a diverse literary experience not only through the region you belong to, but also through the works expressed by various writers about their respective regions.
In order to keep up with the rapidly changing characteristics of learners and the trends of the times, we recognize the limitations of subject-centered segmented knowledge and systems, and take note of the fact that attempts at convergence education from the perspective of subject integration are continuing. In this study, we utilize a convergence teaching-learning theory that allows learners to recognize literature in connection with the region where they live and propose a literature education plan based on experiential education theory.
To achieve this, the stages of establishing educational principles, organizing education, educational goals, designing educational models, and developing evaluation indicators were followed. The principle is set as “the principle of relationship and identity, the principle of experience and practice, and the principle of mutuality between literature and the region,” and in the composition stage, recognition of the place of others embodied in language text, harmonization of the place of the other with my experience, and regionality. With the emergence and expansion of understanding, the stage of recognition – harmonization – expansion was set. The goal of education was set at each stage at the receptive level and practical level, and a total of two models were designed as educational models that combined experiential learning in local literary spaces and AI/digital convergence education. In response to this, a prototype of self-description and recognition-type questions was presented to help the learner understand his or her goal achievement level.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 문제 제기 및 연구사 검토 1
• 1.2. 연구 방법 10
• 2. 토포필리아와 지역문학 교육 14
• 2.1. 지역문학의 개념 14
• 2.2. 토포필리아의 개념과 특성 21
• 2.3. 문학공간: 지역문학과 토포필리아의 교육적 교점 24
• 2.3.1. 문학공간의 개념과 속성 25
• 2.3.2. 문학공간의 교육적 활용 30
• 2.3.3. 작품 내적·외적 문학공간 51
• 2.4. 토포필리아 함양을 위한 지역문학 교육의 명제 57
• 3. 토포필리아 함양을 위한 지역문학 교육의 원리 · 61
• 3.1. 관계성과 독자성의 원리 63
• 3.1.1. 관계 속에서의 지역 이해 64
• 3.1.2. 문학교육에서 지역의 독자적 영역 65
• 3.2. 체험과 실천의 원리 67
• 3.2.1. 장소성에 기반한 공간 체험 68
• 3.2.2. '지금, 이곳'의 작품 읽기와 문학 활동 실천 70
• 3.3. 문학과 지역의 상호성의 원리 72
• 3.3.1. 문학: 지역성의 보고(寶庫) 73
• 3.3.2. 지역: 문학 이해의 단초(緞綃) 81
• 4. 토포필리아 함양을 위한 지역문학 교육의 설계 · 88
• 4.1. 토포필리아 함양을 위한 지역문학 교육의 구성 89
• 4.1.1. 언어 텍스트로 구현된 타자의 장소 인식 91
• 4.1.2. 타자의 장소와 주체의 경험의 융화 96
• 4.1.3. 지역성의 발현과 이해의 확장 98
• 4.2. 토포필리아 함양을 위한 지역문학 교육의 목표 103
• 4.2.1. 수용적 층위의 목표 설정 107
• 4.2.2. 실천적 층위의 목표 설정 107
• 4.3. 토포필리아 함양을 위한 지역문학 교육 모형 109
• 4.3.1. 삶의 공간으로서의 문학 공간 인식과 체험 모형 111
• 4.3.2. 작품과 지역의 연계를 통한 문학의 생동화 모형 116
• 4.4. 평가지표 개발 131
• 5. 결론 136
• 참고 문헌 139
• ABSTRACT 150