21세기 한국 현대시 환유교육에 관한 시학적 연구

Abstract

If the 20th century is to be distinguished into the age of metaphor, the 21th century is to be distinguished into the age of metonymy. This distinction is also true to the Korean modern poetry. But metonymy is the most difficult part to be taught in the process of poetic education. The difficulties of metonymic education come from the extensiveness and diversity of the notion of ‘contiguity’ as an operative principle of metonymy, from the abstruseness in most of the 21th century’s Korean modern poetry making metonymy its foundation, and from the qualities of metonymy not only functioning simultaneously with other figures and working contextually but also frequenting over itself the other figures by its interpretative viewpoints owing to its own deep immanence. In this study, the four educational models are thus presented around the contiguity as an operative principle of metonymy. The basic principles constructing the contiguity are respectively distinguished into the ‘time and causality,’ the ‘space and sketching,’ the ‘hyper sensationfree association,’ and the ‘voice and signifiant.’ The poems being structurized by these principles are, then, respectively categorized into the ‘descriptive-narrative poetry,’ the ‘phenomenal-scenical poetry,’ the ‘fantastic-inward poetry,’ and the ‘linguistic-rhythmical poetry.’ These models as processes of educating in the concrete operative principle of contiguity are substantially to be identified with the distinctive aspects of the 21th century’s Korean modern poetry. The models of poetic education are used to approach poetically the metonymic system and metonymic imagination typifying the 21th century.