김윤식의 문학교육론

Abstract

This study aimed to explore the meaning of literature education to Kim Yun-sik, a literary teacher who has received insufficient attention. To fill this gap, the study examined how he established literary critics and teachers separately. This paper describes how this division regressed into contradiction and confusion. To resolve this, Kim Yun-sik tried to achieve synthesis through the work of valuing literary education and textbooks. His literary education theory began with a clear division of literary criticism and literary education. He then acknowledged and explored the impossibility of such a division. Finally, he defined literary education as connecting historical and generational consciousness. Kim Yun-sik's pride as a literary teacher was integrating narrative identity and pursuing the goal of realizing it forever. As an interpreter, researcher, and educator, he shaped his identity as a literary teacher by integrating the contradictions and gaps between works. He saw literature as the “tightrope” that guarantees generational continuity. Therefore, at the core of his literary education theory, he defined literary education as walking a tightrope to the next generation.