‘천천히 깊게 읽기’의 문학교육적 함의

Abstract

Since the 2015 Korean language curriculum included “reading one book per semester” various educational practices to meet this goal have been sought. This study focused on paying attention to “slow reading(read slowly and deeply)” in relation to the direction of reading for a long time. In this case, it is important to understand which attributes of slow reading are educationally significant. Slow reading is a reading method applied by the teacher Hashimoto in his language class over the years to solve the problem he had been concerned about, which will be internalized as a meaningful experience for learners after the class. The language experience in reading classes could be the content of education. Therefore, the key issues are the choice of reading texts as the object of experience, and the problem of teaching and learning support to enable learners to have meaningful reading experiences based on the texts. Language experience as an educational content in slow reading is a literary experience based on literary works, which has the characteristics of aesthetic experience. The world embodied in literary works is contextualized in the classroom with the support of instructors, which is realized as “an experience” that is meaningful to learners. Based on Hashimoto’s compact design, learners experience literature by integrating logic and how they intuitively feel. Dewey specifically identified the process of aesthetic experience in which intellectual thinking and emotional response are combined through the concept of qualitative thought. Slow reading, which leads to an emotional response while deeply understanding literary works based on epistemological inquiry as an area of ​​intelligence, needs to be noted in terms of qualitative thought, and it has significant implications for the essential meaning of literary experience as educational content.