문학교육에서 실존의 교육 가능성에 관한 시론적 고찰 -<구운몽>을 중심으로 살펴본 실존적 감수성 교육의 가능성-

Abstract

This paper discusses the educational possibility of “Existenz” on a trial basis. In particular, focusing on Guunmong, it explores the possibility of existential sensitivity education that can be done in literature education. “Existenz”, which means a question about existence, has been recognized for its importance as a key theme of modern philosophy in that it provides a mechanism to illuminate and solve the lives and knowledge of modern people who do not exist as themselves and provide clues to overcome the problems of modernity. On the other hand, if education aims to be elevated to universality rather than individuality, and if the role of literature is to lead humans to a good life through thought experiments, and the core role of literature education can be found here, “Existenz” is a topic that must be paid special attention to literature education. However, considering the aspects of individuality and possibility of practice, there has been little discussion on the possibility of education both at home and abroad because it is difficult to implement it with a universal educational view. Nevertheless, this study discusses that the ontological and educational meaning and value of “Existenz” can be realized in literature education dealing with language art. Education for “Existenz” can be conducted by focusing on the part that reminds us that existential questions and thoughts are required when we want to live an original and ontological life and makes it easier to develop. In particular, the educational possibility of “Existenz” in literature education can be realized through existential sensitivity education aimed at cultivating such a sense of existence. Considering the structure of existential questions and thoughts, existential sensitivity education can be implemented by dividing into a part that discovers and exists the original self, and a part that listens to various meanings and existence of the things that exist based on this. However, this paper only discusses the issues of existential sensitivity education related to the previous one, focusing on Guunmong. “Existenz” is expressed only through individual practice, but we can realize its importance by experiencing it indirectly through literary works. For example, the reader can secure existential sensitivity by indirectly reflecting on the fact that worldly values can be futile through works such as The Death of Ivan Ilich and that he may have only lived the lives of people in the world, not his own. In The Death of Ivan Illich, the world is relativized by the sudden death that causes the relationship with all existing things to disappear. However, Guunmong is even more remarkable in that it allows the reader to think about the worldly life to the end possible through reflection that begins at the end of a successful life that there is nothing more to achieve, allowing the reader to express existential thinking on their own and more completely. In addition, everyone has no choice but to live in the one world in which they are standing. However, in Guunmong, there are multiple worlds and a scene of relativizing each world is described, and the relationship with the world can be explored in more depth through the relativization of the two worlds. Furthermore, in the last scene, it does not simply affirm one world, but also makes us realize the direction of existential sensitivity about having to live a “ex-zentrisch” and ontological life based on the teaching of the relationship between the two worlds. Here, we can discover the great value of Guunmong in existential sensitivity education. In spite of the limitations of this article, I hope it will be of some help to the previous movement to explore the modern role and value of Korean classical literature and expand both the meaning of Guunmong as a classic and the horizon of literary education.