문학 교육에서 비평의 실천적 개념과 위상 정립을 위한 고찰 -2022 개정 교육과정에 나타난 ‘비평’의 개념 변화를 중심으로-

Abstract

This paper examines the use and changes in the terminology of “criticism” in the curriculum of Korean language and proposes a direction for establishing the practical concept and status of criticism in literature education. Unlike past curriculum that were hesitant to use “criticism” as an educational term, criticism is positioned as a functional category of literary ability, and established as an activity that could be done at various level across the whole school in the 2022 revised curriculum. In response to these changes of curriculum, this paper defines the practical concept of criticism as a whole activity of acceptance that encompasses reading, understanding, interpreting, and appreciating in a broad sense, and a reflective activity that explains and justifies the preceding activities and expresses the results of transaction with the work in a narrow sense. This two-tiered view of criticism as a whole activity of acceptance and a reflective expressive activity may pave the way for a concrete methodology for criticism education that connects reading and writing.