세계시민 양성을 위한 문학교육 방법 연구

Abstract

Korean literary education for foreigners has not much deviated from both the view on the language-centered education for communication and the reflection theory that it is allegedly impregnated with the Korean culture. The reason why the Korean literary education could not but stay at the level of language and culture, while not clearly keeping itself, is that the discussion about the definite goals of literary education did not become serious. Therefore, this research is to advance the proposition that the Korean literary education for foreigners is aimed at further training them as world citizens as well as developing their linguistic, cultural and literary competence. Literature is linguistic arts depicting confrontation and settlement, and conflict and reconciliation, between individuals and world. For its true meaning to be applied educationally in an expanded manner, literature thus should encompass the communicative approach to the Korean language, the cultural approach, which is alleged to symbolize the Korean society and history, and the literary approach, which makes it possible to understand literature’s inherent symbolic system and personal language. At the same time, it also should include the global citizenship approach, which makes ‘self’ recognized and allows the personal qualities necessary to be a world citizen to be possessed. To this end, learners in the general-purpose Korean language education should be divided into three groups-elementary, intermediate and advanced learners, and their respective goals should be set to be well suited to the education for language, culture, literature, and world citizen. Then, literary works enabling a global citizenship education should be selected. For beginners to get access to cultural diversity via literature, they should be placed at a level to personally enjoy various genres of Korean literary works through an ‘experience- centered education.’ Intermediary learners should have works (helping taste literature’s unique characteristics) chosen primarily, and concurrently they should get a ‘literacy-centered education’ to discover and solve a questioning awareness that the world undergoes in common within the literature. Advanced learners should be provided with a ‘storytelling-centered education’ to steer the course toward a resonable understanding of human beings, based on utilization-welfare language by which cultural and daily languages can be traversed.