논술 교육의 주요 쟁점

Abstract

The purpose of this article is to correct the misunderstanding of the essay-writing education, which students, parents and policy makers have, through the issues that were not often discussed. These issues are divided into two classes. One is for the essay-writing education in public education. Here, two claims are presented as follows. (1) As a long-term, step-by-step approach is needed in the essay-writing education, public education is more appropriate subject than private education. (2) For the essay-writing education, it is desirable to take advantage of the open-ended exploration activities in all subjects, rather than by the independent training curriculum. Another is for the methodology of the essay-writing education. Here, I present four claims as follows. (1) For creativity education there is no need for special programs. It is sufficient to use questions for the application ability cultivation in textbooks. (2) It is much more important to increase the ability to read accurately than to read a lot of texts. (3) For writing training, it is important to provide opportunities to write in a systematic schedule, and to furnish the ability to deliver his/her thoughts exactly in one paragraph. (4) For the essay-writing education, early education is unnecessary and harmful. In primary education emotional writing is much more important than logical one.