기획 주제 : 평생 학습 시대의 독서 ; 문학 독서와 치유독자 = An Alternative to Literary Reading in Therapeutic Facilitation

다국어 초록 (Multilingual Abstract)

Discussions about the act of reading and the reader in Korea have not (or have rarely) been conducted with a focus on the inner process of the reader, but rather have focused on educational or school reading. Because a person who reads for healing assumes spontaneity, their [his or her] concerns are quite different from those who are looking at reading for educational purposes or the reading current in school systems. As we look closely into the responses readers in the field of reading for healing facilitation, we realize that it is truly difficult to lead the reader (or the participants) into the imagined world of the past without empathy and compassion. To evoke the experienced past, it is necessary for the reader to be facilitated in sympathetic participation. Thus literary reading, even if it is deemed necessary, should not be ‘taught,’ but rather should be mediated by a compassionate teacher or facilitator. This study will investigate the problem of fixed ideas and methods in the process of therapeutic reading, which readers and facilitators should attempt to overcome. I offer a new, practical system of seven recommendations against these fixed ideas which can hinder a well-integrated, spontaneous and mindful reading. 1) Above all, therapeutic readers have the right to respond to their reading, 2) so they must be free from evaluation, judgment or interpretation such as is common in school. 3) Next, we must place more emphasis on the influence which life exerts upon the reading rather than the influence which reading has upon life. That is because the responses in the inner process of reading are quite various ? infinite compared to those which the theory of reader-response expects. 4) Lastly, therapeutic readers should be oriented toward emotional catharsis rather than cognitive transition. 5) They can, for example, be provided with fictional depictions of violation with which they can identify. 6) Moral instructions should correspondingly be suspended. 7) The therapeutic reading would be held in various surroundings where the readers can feel mindful.