대화적 읽기의 지도 방법 탐색: 가다머의 대화 이론을 토대로

Abstract

This study proposes a reading instruction method based on dialogue theory with the aim of facilitating self-understanding. It explores instructional approaches that address changes in readers’ awareness following reading—an area often minimally emphasized in reading education—from the perspective of self-understanding. To this end, the study examines Hans-Georg Gadamer’s concepts of self-understanding and dialogue in the context of reading education. According to Gadamer, in the process of self-understanding, readers reveal themselves through their engagement with the text. It is thus achieved through a dialogue between reader and text. As readers engage with the text, they encounter a perspective distinct from their own and pose questions based on these differences. The process of asking questions and seeking answers constitutes the dialogue, through which readers attain a shared horizon, fusing their perspective with that of the text. In other words, they transform their awareness as they seek and agree upon meaning through dialogue with the text. Through this shift in awareness, they gain a new understanding where they perceive themselves from a fresh perspective inspired by the text. The text allows readers to observe their own horizons and recognize themselves within a newly shared horizon with the text. They then apply this newly realized self-understanding in their lives, thereby fulfilling the process of self-understanding. From this perspective, the goal of reading is to experience horizon fusion through dialogue with the text and to realize self-understanding based on this experience. This study discusses the characteristics and processes necessary for establishing dialogue-based reading. Additionally, it identifies the conditions that are required for dialogue-based reading and proposes instructional methods and strategies for guiding reading through dialogue.