문학 제재와 학습자의 흥미 : 7차 중학교 국어교과서에 수록된 현대시를 중심으로

김현수 ( Hyun Su Kim ) 한국문학교육학회 2009 문학교육학 Vol.28 No.-

This paper, regarding that the original purpose for literary appreciation lies in the pleasure of reading literature, is to focus on selecting appropriate literary works. Interest is an emotional reaction arising when we are attracted to a certain object. Interest is an essential factor for literary education in that it gives learners pleasure and influences a learning motivation. Literary works that learners can enjoy are as follows: works accentuating novelty with literary imagination, works pursuing real personal values, works meeting with learners` sentiments in life, works containing concreteness and reality, works containing lessons and morals, etc. For these works to enhance interest and reap effectiveness of learning, the development levels of learners should be considered. It is needed that literary works have learning hierarchies from easy and simple works to those for learners to ponder deeply on pursuing the meaning. If we have the development of morals or interests of learners in mind, we can construct contents of learning from the works of what students can have access to in their daily routine to the ones showing the interests in their neighbor or society. However, selecting interesting literary works is not unconditionally desirable. The literary works that students prefer can not guarantee the literary or educational values. For both strengthening the flaws of interest and learners` worthy literary experience, the works that are educational materials should have literariness. When literary works in textbooks have both literariness and interest, students will enjoy reading literature and have an impressive experience in it.

문단의 ‘여류’와 ‘여류문단’ - 식민지 시대 여성작가의 형성과정

심진경 상허학회 2004 상허학보 Vol.13 No.-

This paper intends to investigate forming course of lady of letters in the colonial Korea. Here are three questions for research of this problem. First, what woman was called as lady of letters? The name of ‘Lady of letters’ was limited to woman author writing literary works, which was a wide concept concluding women from studying Tokyo, alumnae or the students of Ewha Woman’s Collage, and woman journalists of newspaper or magazine. In result, ‘mute writers without literary works’ were also named name ‘lady of letters.’ As it were, the substance of conceptual and real of ‘lady of letters’ relied upon the material of literary external like educational course, social position, and appearance as so as creating literary works. It is followed by second question, which is related with critic standards of literary works of women in that times. Literary works by women was often ignored as the non-literary or the girlish literary. Standards of this critics were generally made of references to private lives of lady of letters, by male critics or writers. If literariness were founded in works of several literary women, it could be also possible only satisfying masculine standards. ‘Literature of girl’ was a concept revealing ultimate hierarchical consciousness of gender. Considering such aspects. word of ‘the literary lady world’ proves, which come into use the second-term woman writers since 1932, that such mechanism of exclusion and discrimination imposed on entire woman writers. However, grouping the literary women mean their becoming powerful and institutional. That is this paper‘ third question. ‘The literary lady world’ was formed centering around proletarian-writers like Park Wha-sung, Kang Kyoung-ae and Song Kye-wol in the early 1930s, which couldn’t show their real ability to the entire literary lady world because of dissolution of KAPF. The very fact demonstrates that discourse of masculine centralism hold sway their destiny. In the later 1930s, the literary lady world of woman writers like Choi Jung-hee, Mo Yun-sook, No Choen-myoung, was grouped by ‘feminine lady writers’ owning in common features of the maternal, the domestic and the spiritual, which, in fact, was feminine values imposed on woman by nation and society. Therefore, both pro-writers and feminine writers was not different entirely in this respect of making form through internalizing the value system of masculine central. 문학은 한편으로는 언어와 상상력에 의해 이루어지는 비사회적인 관념의 산물이지만, 다른 한편으로는 규범, 관행, 관습, 법률과 같은 사회적 차원에서 형성된 구성물이다. 따라서 문학적 가치란 사람들의 관념 속에 존재하는 불변의 실체라기보다는 문학 외적인 기준에 의해 좌우될 수 있는 유동적인 일련의 과정이라고 할 수 있다. 식민지 시대 ‘여류작가’의 형성 과정은 바로 이러한 문학적 가치의 유동성과 비문학성을 드러내는 전형적인 사례라고 할 수 있다. 이는 세 가지 차원의 문제 설정을 통해 확인할 수 있다. 첫 번째는 ‘여류문인’의 결정 조건, 두 번째는 ‘여류문학’의 평가 기준, 세 번째는 ‘여류문단’의 형성 과정이다. 식민지 시대 여성작가의 범주를 설정하는 문제는 단순하지 않다. 그 당시에 ‘여류문사’라는 호칭은 문학작품 창작을 직업으로 삼는 전문적인 여성작가에게만 한정되지 않은 매우 폭넓은 개념으로 사용되었다. 특히 동경 유학생 출신이거나 이전 출신의 여성, 신문이나 잡지사 기자 출신 여성은 대부분 여류문사로 분류되었다. 그 결과 “작품 없는 벙어리 작가”도 ‘여류문사’로 언급될 수 있었다. 그만큼 창작 활동 여부가 ‘여류작가’ 혹은 ‘여류문사’를 판단하는 절대적인 기준은 아니었던 것이다. 이는 ‘여류문인’에 대한 평가가 전적으로 문학 내적 기준에 근거해서 이루어지는 것이 아니라, 문학 외적인 다양한 조건들, 특히 학력, 사회적 지위, 외모 등에 의해서도 이루어졌음을 보여준다. 여성작가들에 대한 끊임없는 스캔들과 그들의 외모에 대한 끝없는 관심은 특히 ‘여류문인’의 경우 이러한 문학 외적인 조건이 훨씬 더 지배적인 결정 요소였음을 암시한다. ‘여류문인’ 여부를 판단하는 이러한 문학 외적 기준들은 그대로 그들의 작품에도 적용된다. 특히 그 당시 여성작가의 신체적, 외적 인상은 물론 그들의 사생활이 여성작품을 판단하는 중요한 기준이었을 뿐만 아니라, 그러한 문학 외적 기준들은 그대로 여성문학을 평가하는 기준으로 반복 재생산된다. 그리하여 ‘여류작가’의 사생활과 ‘여류문학’은 서로가 서로를 평가의 기준점으로 삼는 거울상 역할을 하게 된다. 이러한 관점에서 ‘여류문학’의 평가 기준은 크게 두 가지로 논리화될 수 있다. 하나는 문학 외적인 평가 기준의 적용으로 ‘여류문학’을 비문학적인 것으로 가르는 것이며, 다른 하나는 ‘여류문학’의 문학성을 평가하더라도 대개 ‘남성성’을 표준 혹은 기준점으로 삼아 그것과의 관계 속에서 부차적인 것으로 주변화하는 것이다. 이는 ‘여류문학’을 문학 아닌 것으로 ‘배제’하고 남성작가의 작품과는 다르다고 ‘차별화’하는 논리에 다름 아니다. ‘여류문학’은 바로 이러한 남성중심적인 배제와 차별화의 논리에 의해 문학 아닌 것으로, 혹은 남성작가의 작품보다 미성숙한 것으로 규정된다. ‘소녀문학’이라는 개념은 바로 이러한 위계화된 젠더 의식의 극단적 표현이라고 할 수 있다. 1932년부터 제2기 여성작가들을 지칭하기 위해 사용되기 시작한 ‘여류문단’이라는 용어는 분명 이러한 배제와 차별화 논리가 여성작가 전체를 겨냥한 것임을 단적으로 보여준다. 그러나 이러한 여성작가의 집단화는 여성작가의 세력화와 제도화를 의미하기도 한다. 여성작가가 그룹화되기 시작한 때는 1930년대 초반인데, 그 당시 ‘여류문단’은 박화성, 강경...

예비유아교사의 문학교육 인식, 문학적 경험, 문학학습태도 및 문학교수효능감이 교수실제에 미치는 영향

이혜정,백정언 인문사회 21 2020 인문사회 21 Vol.11 No.5

The purpose of this study is to find out the difference in and the influence of literary education perception, literary experience, literary learning attitude, and literary school efficacy according to the literary-related experiences and practice of pre-service infant teachers.To this end, a questionnaire was distributed and collected to 210 pre-school teachers enrolled in the Department of Early Childhood Education at a junior college located in Chung cheong-do, followed by t-test and regression analysis. The results of the study are as follows. First, it was found that there was a difference in literary education perception, literary experience, literary learning attitude, and literary education efficacy according to the experience and practice related to literature of pre-service teachers. Second, the result of the influence of pre-infant teachers’ perception of literary education, literary experience, literary learning attitude, and teaching efficacy on teaching practice was that the variable that had a high influence on teaching practice was literary professor efficacy. In addition, the highest denominator of the teaching efficacy of literature was found to be the method of early childhood education among the perceptions of literature education. 본 연구는 예비유아교사의 문학교육인식, 문학적 경험, 문학학습태도, 문학교수효능감이 교수실제에 미치는 영향력을 알아보는 것에 목적이 있다. 이를 위해 충청도에 소재한 전문대학 유아교육과에 재학 중인 210명의 예비유아교사를 대상으로 설문지를 배부하고 회수하여 t검정과 회귀분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 예비교사의 문학 관련 경험 및 실습유무에 따른 문학교육인식, 문학적 경험, 문학학습태도, 문학교수효능감은 차이가 있는 것으로 나타났다. 둘째, 예비유아교사의 문학교육 인식, 문학적 경험, 문학학습태도 및 교수효능감이 교수실제에 미치는 영향력의 결과는 교수실제에 영향력이 높은 변인은 문학교수 효능감 이었다. 또한 문학 교수 효능감 중에 가장 높은 변인은 문학교육에 대한 인식 중에 유아문학교육의 방법으로 나타났다.

문학치료학과 문학교육학 사이(in-between): 따로 또 같이 그리는 미래

염은열 한국문학치료학회 2024 문학치료연구 Vol.70 No.-

This study, authored by a researcher in literary education who has closely observed the academic growth and clinical effectiveness of literary therapy, proposes the necessity and possibility of solidarity and collaboration to the collaboration to the Society of Korean Literary Therapy> at Twenty. This research examines what literary therapy, from both perspectives of the study of humanity and counseling, can achieve, and what tasks must be prioritized for this purpose. First, while literary education is characterized by conscious, cognitive, public, and social practice, literary therapy is distinguished by its unconscious, personal, and emotional nature. However, it should be noted that both are essentially and structurally similar, centered around the triad of teacher [or counselor], literary works, and learners [or clients]. The paper argues that literary education and therapy must eventually simultaneously operate separately and together, focusing on students as both social and individual entities. It emphasizes the need to focus on student agency and assets for collaboration and solidarity, suggesting that the perspective of literary therapy and an approach based on storytelling can contribute to identifying and enhancing the emotional assets of learners in classrooms. Post-pandemic, there is a dire need for literary-educational approaches and literary-therapeutic support in our schools and classrooms, which have lacked sufficient consolation and reflection time. As a researcher in literary education, there is hope that literary therapy, while expanding its scope, will internally pose introspective questions and eventually collaborate with literary education in the school setting. 이 연구는 문학치료학의 학문적 성장과 임상적 효과를 가까이에서 지켜본 문학교육연구자로서, 성년이 된 한국문학치료학학회를 상대로, 연대와 협력의 필요성과 가능성을 제안한 논문이다. 인간학이자 상담학으로서의 문학치료학이 무엇을 할 수 있으며 이를 위해 어떤 과제가 선결되어야 할 것인지 살펴보았다. 우선, 문학교육이 의식적·인지적·공적·사회적 실천의 성격을 지니는 반면에 문학치료는 무의식적·개인적·정서적 실천의 성격을 띤다는 점에서 구별되지만, 교사[혹은 상담가], 작품, 학습자[혹은 내담자] 셋을 축으로 하는 문학경험이라는 점에서는 본질적으로 그리고 구조적으로 다르지 않다는 점에 주목했다. 사회적 주체이자 개인적 주체로 살아가는 학생들을 중심에 두고 보면, 문학교육학과 문학치료학이 때로는 따로 결국에는 같이 할 수밖에 없음을 주장하였다. 그리고 협력과 연대를 위해 학생 행위주체성과 자산에 주목할 필요가 있음을 피력했으며, 구체적으로 문학치료학의 관점과 설화를 바탕으로 하는 접근 방법이 교실에서 학습자들의 정서적 자산을 파악하고 확충하는 데 기여할 수 있다고 보았다. 팬데믹 이후 충분한 위로와 성찰의 시간을 갖지 못한 우리 학교와 교실에 문학교육적 접근과 더불어 문학치료적 지원이 절실하다. 문학교육연구자로서, 문학치료학이 외연을 확장하는 한편 내적으로 성찰적 질문을 던짐으로써, 결국에는 학교 현장에서 문학교육학과 만날 수 있기를 희망한다.

민족문학과 세계문학의 역학: 제임스 조이스를 중심으로

오길영 ( Gil Young Oh ) 한국근대영미소설학회 2011 근대 영미소설 Vol.18 No.2

This essay aims at exploring Joyce`s literary project as an excellent example which compromises the tension and opposition of national literature and world literature, drawing on Pascale Casanova`s provocative study of world literary space. Casanova`s The World Republic of Letters has the merit of analyzing insightfully the unequal structure of the global literary market. Her work proffers a critical weapon in the service of all deprived and dominated writers on the periphery. This paper purposes to deal with the issues of international literary competition and the asymmetrical mechanism in the world literary space. Casanova demonstrates a detailed analysis in this ground-breaking work on the meaning of world literary space as a hegemonic site for fierce rivalries and the desire of recognition among various national literature with different competitive powers. As Joyce`s case exemplifies, entry into world literary space based on the unequal hegemonic relationship between the center and the periphery occurs in the area of international canonicity. Joyce`s case is an illustrative case which offers a critical assessment of deconstructive projects to subvert the center with valorized peripheries, and eventually the re-shaping of world literary space. Joyce chooses a strategy of dual refusal. He rejects not only the submission to colonial power that exile in London as a literary center along with Paris would have represented, but equally any display of conformity to the national literary norms of Ireland. He was free to carry out an enterprise of unprecedented and novelty. Joyce opened up a literary connection to Paris, thus providing a solution for all those who rejected the colonial alternative of retreat to Dublin or treasonous emigration to London like Yeats. With Joyce (and later Beckett), Irish literature was constituted in terms of a triangle of capitals formed by London, Dublin, and especially Paris. This literary triangle was less geographic than aesthetic and that had been imagined and created in the space of European literature in Joyce`s time. Joyce`s dual opposition to Dublin and London was spatial as well as literary. He refuses to obey either the law of London or that of Dublin. He chose exile on the continent in order to produce an Irish literature in his own terms and established a new space for his imagined Irish literature in the republic of European literature.

68혁명과 현대 프랑스 문학장

류은영(Ryu, Eun-young) 한국외국어대학교 외국문학연구소 2007 외국문학연구 Vol.- No.27

부르디외에 따르면, 문학은 추상적 담론이 아닌, 고유의 언어적 자산 혹은 문학성이라는 상징자본을 통해 사회적 헤게모니를 구축해야 하는 사회의 실체적 장이다. 다시 말해 문학은, 그러니까 문학장은 사회의 하위장이다. 따라서 문학권력 역시도 결국 사회로부터 생성되며, 특히 사회가 전환기에 있을 때 문학장의 권력지형도는 매우 역동적으로 이동 변화할 수밖에 없다. 이 같은 관점에서, 본 연구는 68혁명이라는 사회 전환기적 사건에 따른 문학장의 다변화, 즉 그 단절과 생성 그리고 재생산의 변화 양상들에 대한 고찰을 통해, 문학장의 형성과 이동 그리고 그 권력화의 메커니즘을 밝히고자 하였다. 이를 위해 기본적으로 프랑스 68혁명의 발생과 전개, 그리고 그 근본 패러다임을 이해하고, 연계적으로 68혁명 이후 프랑스 문학장의 구조적 기반이자 재생산의 원동력이었던 원리적 사상[후기구조주의], 실천적 주체[68의 지성], 전략적 이슈[페미니즘] 그리고 제도적 출판[Tel Quel]을 실증적인 동시에 이론적으로 고찰하면서, 68혁명 이후 프랑스 문학장의 원리, 실천, 전략, 제도, 재생산의 메커니즘은 물론, 문학성의 문제, 나아가 문학성과 문학권력 간의 유기적 관계에 이르는 다각적인 논의를 지향하였다. According to Bourdieu, literature is not abstract discourse, but a substantial and structural field of society that is required to construct social hegemony through unique linguistic assets or the symbolic capital of literariness. And so, the literary field is a subfield of society and literary authority also comes from the society. Therefore, when a society is undergoing a turning point or a sudden change, the authority map of literary field is indeed subject to dynamic changes. In this context, the literary field theory of Bourdieu, especially its concepts of principal, practice, strategy, institution and reproduction serve as constituent clues to our study whose purpose is to examine changes in French literature since May '68. In this study we tried to identify the formation and shift of the literary field and the mechanism of its empowerment by inquiring into the changes in the literary field, resulting from the social-transitional events of May '68, changes, that is, literary rupture, genesis and reproduction. The study begins with understanding the occurrence and development of the May '68 in France and the fundamental paradigms intrinsic in the revolution. May '68 in France was a cultural revolution, the issues of which were associated with racial and ethnic discrimination, sexual liberation, antiwar and antinuclear movements, environmental and ecological movements, and feminist movements. In terms of the literary field, these paradigms lead to the activation of feminist literature minority literature. The study is in practice the discussion about the structure and reproduction of the French literary field since May '68, in which we address the principal thought (post-structuralism), the practical subject (an intellectual of May '68, Roland Barthes), a strategic issue (feminism) and an institutional publishing (Tel Quel), which were the structural bases and basic reproduction factors of literary field at that time, and after all, we understand the organic mechanism between literariness and literary empowerment. It was an inevitable result that the '68 thought, resistance to all forms of authority, was linked with post-structuralism of resistant nature against the authoritative structuralism. Post-structuralism tried to resolve the dilemma of structuralism: separation from the public. Represented by resistance, liberation, and autonomy, the spirit of May '68 was closely connected with post-structuralism characterized by the ‘deconstruction' of structure and the emergence of the ‘subject', and post-structuralism internally brought about the lack or weakening of literariness, while deconstructing the literary forms and producing creative readers as the subject-writing, but in the external way, it discussed the problems ‘about' literature, or the ‘literary' problems, from a principal point of view and as a result strengthened the literary field. Roland Barthes, who led also the ideological flow of post-structuralism, was a leading intellectual and leading critic in the French literary field after the May '68 events, who contributed to strengthening the literary field by systematizing literature in a logical manner through the discourses across the literary topics including language and author, text and writing. The discourse of feminist literature, a new paradigm of literature since May '68, has sublimated to the level of humanism the problems about women with minorities and homosexuals while addressing human problems suppressed in a frame of structure. The discourse of feminist literature still helps enrich the contemporary literary field of France through the aesthetics of productive separation. Since 1968, the French literary field has been developed in connection with a huge system of thought, and the publishing media also has been in the same system. The publishing media, an incubator of criticism, formed a system with direct connection with the empowerment of literature, and in particular, Tel Q

개인발표 : 문학교육과정 실천태(實踐態)로서의 문학 교재와 수업에 관한 고찰

정재찬 ( Jae Chan Jeong ),박상철 ( Sang Chul Park ) 한국문학교육학회 2010 문학교육학 Vol.31 No.-

One of the points in the literary education phenomenon which claims our attention is how could literary curriculum to be converted into literary textbook, and how could the content of textbook to be converted by the teacher`s class. Thus, this study treated 7th literary curriculum and literary textbook and the conversion aspects of literary class, and the aspects that contents system(article section and the table) of "acceptance and creation of literary" in the literary curriculum was reflected to 18 kinds of literary textbook were typicalized as the "change adaptation type" which accepts the change feature which is required for the education process, and the custom of literary textbook which has been handed down, Volume I was typicalized by branch, and the last Volume was typicalized "custom-oriented type" which follows the traditional configuration based on literary history and "revision eclectic type" which treats `principles` independently and configures by branch actually. In addition, as aspects of application of textbook in the literary class, the interviews of literary teacher in high school, teaching videos and EBS special lecture for college entrance exam were analyzed, so the teacher who uses the textbook more in the literary class was typicalized as "reliant transformation type" which reappears the education process depends on textbook, and the teacher who recognizes the textbook as one of the various things was typicalized as "reconstructive repletiontype" which uses the various texts suitable for textbook and learner`s psychological, cultural demand, and the other teacher was typicalized as "practical alternative type" which substitutes the college entrance exam as a practical purpose for the textbook.

뉴욕 최초의 한인 문학동인지 연구

최미정(Choi, Mi-Jeong) 숭실대학교 한국문학과예술연구소 2015 한국문학과 예술 Vol.15 No.-

『신대륙』은 1985년 가을 뉴욕지역에서 발간된 최초의 한인 문학동인지다. 이 동인지는 비록 창간호에 이어 1986년 봄 호와 가을 호 이렇게 3호를 내는데 그치고 말았지만 뉴욕문단에서 차지하고 있는 의의는 결코 작다고 할 수 없다. 그 이유는 『신대륙』이 뉴욕지역 최초의 문학동인지로서 이후 등장하게 되는 문예지의 시발점이 되었다는 점에서 그렇다. 『뉴욕 한국일보』 문예공모가 계기가 되어 여기서 등단을 하게 된 문인들이 의기투합하여 동인을 결성한다. 1970년대와 80년대는 한인이민자가 급격히 늘어나 재미한인사회가 본격적으로 성장하기 시작한 시기다. 그들은 주로 육체노동이나 단순노동에 종사하며 힘든 이민생활을 시작하는데 『신대륙』동인들도 크게 다르지 않다. 그들은 열악한 현실 상황에서도 모국과 모국어에 대한 그리움과 갈망으로 동인을 결성하고 동인지를 발간한다. 그들의 작품에는 한인이민자들의 삶과 고통이 매우 진솔하게 드러나 있다. 그들 작품의 주제는 크게 이민자의 불안정한 신분과 경제문제, 그리고 고향에 대한 그리움, 미국생활에서 느끼는 점 등으로 나눌 수 있다. 『신대륙』은 시, 소설, 수필, 희곡 등 다양한 장르의 작품을 균형 있게 담아내고 있어 종합문예지로서의 성격과 가능성을 보여준다. 특히, 소설의 비중이 높은데 이것은 시간과 생활에 쫓기는 재미한인들의 삶의 여건을 고려해 볼 때 이례적인 것으로 볼 수 있다. 재미한인들 작가들은 그들이 사는 지역의 특성에 맞는 한글문학을 갖길 희망한다. 이것은 앞으로 재외한인 한글문학을 논할 때 우리 논자들이 주의 깊게 생각하고 고려해 보아야 할 점이다. 본 논문은 한국에는 거의 알려지지 않은 『신대륙』의 형성 배경과 동인들의 면모, 그리고 작품에 관해 논의한 최초의 본격적인 논문이라는 점에서 의의가 있다. 『Sin-Dae-Ryuk』 is the first literary coterie magazine published in New York area in 1985. Although this coterie magazine only published the second and the third issue at spring and autumn in 1986, its value cannot be underestimated in the discussion of Korean literary circle in New York area. In addition to its title of the first literary coterie magazine, it has also motivated next. 『Sin-Dae-Ryuk』 was established by literary persons who started their literary carrier through literary contest hosted by 『New York Korea Times』. During the 1070"s and 1980s, Korean community has grown up through rapid increasing immigration from Korea. Korean immigrants mostly began their new life in New York with manual jobs. The members of this literary coterie were not different from other Korean immigrants. Under the difficult condition, they started literary circle and published established literary coterie magazine. In their writings, the real life and sufferings were portrayed very well. The subject of their writings were immigrants unsecure legal status, economic hardship, longing for mother country, and feeling in new world. Since 『New Continent』contains various genres including poems, nobles, essays, and plays, it has the potentiality to be the total literary magazine. Especially it had large portion of nobles. It looks unusual for them to write nobles who had busy and hard life. Korean American writers wish to have Korean literary that fits to their new life environment where they currently live. which is well. This point is important and should be seriously considered when we read and discuss about Korean American literary. The meaning of this study can be found by the fact that this is the first study that explored the process of its establishment, the characteristics of the members of literary coterie, and the contents of the writings.

文章의 역할을 통해 본 15세기 斯文의 성격

오세현(Oh Se-hyun) 한국사학회 2017 史學硏究 Vol.0 No.127

斯文이라는 용어는 공자가 주 문왕의 유산을 계승했다는 자부심을 표현한 용어이다. 문학, 역사, 철학을 아우르는 주나라 문헌 전통의 집대성을 의미한 사문은 유학의 대명사이기도 했다. 현실적으로 사문에 대한 문장의 위상이 매우 중시되었지만, 宋代에 성리학이 정립되며 문장의 역할에 대한 부정적 인식과 함께 덕행에 기반한 도학의 가치가 일부 도학자들에 의해 강조되기 시작했다. 조선왕조도 개국 직후부터 과거제 시행 과정에서 도학에 기반한 講經과 문장에 기반한 製述을 두고 鄭道傳과 權近이 상이한 입장을 보였는데, 그 과정에서 국왕 태종은 권근의 입장을 지지하며 정치 현실과 함께 사문을 위해 문장의 역할을 강조했다. 뿐만 아니라 사문이 가장 빈번하게 사용되는 주제 중 하나인 문묘 종사 논의 중에서 권근의 문묘 종사를 주장하는 논의들이 문묘 종사 기준으로 도덕과 함께 문장을 제시하고 있던 모습도 15세기 사문의 구성 요소에서 문장이 차지하는 비중이 얼마나 중요했는지를 말해준다. 徐居正은 문장이 사문에 공을 세울 수 있음을 강조한 15세기 후반의 대표적 문인이다. 경전에 대한 해박한 지식과 그를 기반으로 하는 각종 저술들은 성리학 이념의 국가적 확산을 위한 다양한 사업에서 중요한 역할을 수행했는데 그러한 사업들이 덕행이 아니라 문장을 통해 이루어졌다는 점을 서거정은 강조했다. 金宗直은 이전부터 지속되었던 문장에 대한 관심을 지녔던 동시에 도학에 대한 새로운 관심 역시 강조했던 인물이다. 김종직에게 확인되는 이러한 두 가지 특징을 기존 연구들은 상반되는 것으로 파악했지만, 도학과 문장의 가치를 이분법적으로 구분하는 것의 문제점과 함께 현실적 효용성에 기반한 도학과 문장의 역할을 구분하여 살피는 일이 동시에 필요하다. 김종직에 의해 새로 발견된 도학의 특징을 배타적인 것으로 정의하며 비판한 成俔은 당시 사대부들에게 여전히 중요한 가치 기준으로 문장이 각광 받고 있었음을 증명한다. Sa-Mun(斯文) is the word that Confucius(孔子) express the pride of inherit the cultural heritage of King Wén of Zhōu(周文王). Sa-Mun mean the literary tradition putting together literature, history and philosophy of Zhou Dynasty and also become synonymous with Confucianism. Realistically the status of Literary(文章) toward Sa-Mun’s advance was held in great esteem. But Neo-Confucianism was built in Song Dynasty, the negative recognitions on the role of literary appear and some moralizer emphasize the value of ethics. Ethics-based explaining the confucian scriptures(講經) and literary-based literary composition show different position in the process of holding a gwageo(科擧) between Jeong Do-jeon(鄭道傳) and Kwon Geun(權近)directly after the establishing Joseon Dynasty. Taejong(太宗) of Joseon support Kwon Geun‘s discussion and emphasize the role of literary toward Sa-Mun’s advance in the reality of politics. Besides the topics most frequently discussed on Sa-Mun is the religious service on the Confucian shrine. The discussion that assert Kwon Geun is the most suitable person about the religious service on the Confucian shrine prove the important role of literary toward Sa-Mun’s advance. Seo Geo-jeong(徐居正) is the representative person who emphasize the role of literary toward Sa-Mun’s advance in the late 15th century. He emphasize that the wide knowledge about the confucian scriptures and the various kinds of writings carry out the important role of national spread of Neo-Confucianism. He also emphasize that the decisive role is up to not virtue but literary. Kim Jong-jik(金宗直) is the person who has a interest in the value of literary and the value of ethics. Existing research grasp these simultaneously character as directly-opposed feature. But we need to reconsider the problem that make a dichotomous division between ethics and literary. Also we need to partitively look the role of ethics and literary in the point of practical usefulness. Seong Hyun(成俔) who criticize the ethics as the exclusive character prove that then scholar-official(士大夫) was absorbed in the literary and regard the value of literary as a important thing.

문학공간 답사를 통한 한국어 학습자의 문화교육 방안 연구

남궁정,김경훤 한국문화융합학회 2019 문화와 융합 Vol.41 No.2

The purpose of this study is to propose plans to promote cultural education for Korean learners through explorations of literary spaces. If learners connect literary spaces with the content of literary works, they will be able to experience Korean culture and the sentiments of the Korean people as well as understand the spaces and texts together. In other words, explorations of literary spaces will open the door to an advanced level of education in a way that surpasses simple experience- based field trips. Such explorations can also propose specific methods of practice to make literature a part of one’s life and self in that they substantialize fictional literary experiences through realistic spaces. The present study thus proposes a teaching and learning model for explorations of literary spaces. Stage 1, “understanding of literary works,” introduces the goals of the unit and consists of activities to encourage appreciation and understanding of literary works. Stage 2, “identification of literary spaces and surveying & planning,” involves identifying and surveying spaces in literary works and planning exploration schedules and activities for these literary spaces. Stage 3, “exploration of literary spaces,” offers opportunities to actually explore literary spaces, compare them with the spaces in literary works, and discover the culture of the target society in the literary spaces. Stage 4, “arrangement through criticism and discussion,” provides the following options for activities: to discuss the culture of the target society discovered in the literary spaces, criticize literary works freely based on what one felt or discovered in the literary spaces, write a travel essay about spaces based on literary works, and write a critical essay about literary works, thinking of their spaces. Cultural education for Korean learners through explorations of literary spaces holds significance in a range of areas in addition to Korean education. It can create opportunities to globally promote Korean authors, literary works, and literary. In addition, it can lead to the development of tourism content connected with literary works for Korean learners, and thus promote the vitalization of concerned areas.