문학을 활용한 사회적 글쓰기 교수-학습 사례 고찰

Abstract

“reading,” communicate and reflect on it, critically “think” it and discover and express new meanings through “writing.” The curriculum, in which professors set text around existing “theory books” and “the essay,” reveals limitations to active-logical-judgment thinking aimed at writing, such as satisfying learners to sympathize with or comfort with the writer’s opinions or aligning with the professor’s values and intention to choose text. This study looked at social writing using literary works that contain the lives of various figures. Literature is a language art that reflects society and reality, and through works, one can recognize current social problems and think critically. By choosing literary text in person, not by the choice of a professor, learners can draw attention away from the burden of social writing. After writing, through a process of review and discussion, one can discard one’s stereotypes about problems, causes and methods in society and expand one’s reasons by accepting opinions from other learners. As such, social writing using literature requires change rather than complacency through reflection and critical thinking, and can build a better future.