문학을 통한 인권감수성 형성과 인권 교육

Abstract

Previously, human rights was the exclusive property for legal discourse, and the human rights education was also performed limited to the education of law, teaching law and order. However, legal thought has its limit that makes third parties as the passive lookers-on, by restricting the problem of human rights by dichotomy: attacker-victim. In order to establish a habit to actively act, it is necessary to change paradigm of human rights education by instructing to learn the attitude and behavior to directly practice human rights by escaping from the existing human rights education that has been taught with knowledge related to human rights problem. Here, the most important factors to form human rights culture are to feel sense of responsibility for the other party's human rights, cognize correlation, and emotional ability to emotionally sympathize and feel human rights situation. Generally, readers experience various change in identity and sympathy when reading literary works through imagination by escaping from one's own interest or experiential self. They cognize that the situation of human rights violation in the past is not completely unrelated to oneself through the literature, or besides getting angry at the position of a victim, they experience a new understanding of a fact that they share the experience of violation that they even did not recognize. This way, literature can be a new methodology of human rights education in regard that it enables more active practice and behavior by raising human rights sensitivity and accepting others' human rights problem as theirs through the process of sympathy.