한국문학의 제도적 자율성의 형성 - 대학 제도를 중심으로 -

Abstract

When we say that “literature as a institute has autonomy”, it means that the literature acquires the independent domain and a separated system within the society. As it were, when we say that the institutional autonomy of literature is formed, it means that the literary field acquires the independent mechanism so that the basic systems of literary production, circulation and consumption can be operated by itself. And these basic systems relates to the matters such as the number of literary men, the procedure of literary debut, literary curriculum in universities, the way of reproduction of literary ideas. In Korea’s case, although the concept of literary autonomy was recognized and the literary writing was conducted on the basis of that recognition as early as colonial period by virtue of the studies in Japan or the transplantation of Japanese educational system, whether the literary field itself acquire the independent institutional autonomy or not belonged completely to another story. The real institutional autonomy of the Korean literature began to take form in 1950’s and was made in fact complete in early 1960’s. The problem of Korean literary autonomy relates to the production, circulation and consumption of Korean literature, and one of the key points as regards to that problem is the educational system which sustains the production system of literary men. After the liberation of Korea, the academic institutes such as Kim Dong-Ri’s Department of Literary Writing in Seo-ra-beol Art College and Seo Jeong-Ju/Cho Yeon-Hyeon’s Department of Korean language/literature in Dong-guk University played a critical role in the formation of institutional autonomy of Korean literature by founding the journal, Hyeon-Dae Mun-Hak and making the debut system called ‘Chu-Cheon-Je’, a recommendation system. The other key point as regards to that problem is the re-production of consumption, which also relates to the educational system. In case of Korean literature, the factors creating demands for Korean literature were curriculums of secondary education and university system as the training institute of secondary school teachers. The majority of graduates from the Department of Korean Language/literature in a number of universities which were founded in 1950’s, entered the secondary schools as teachers. The important role of the Department of Korean language/literature as the training institute for secondary school teachers as well as the relatively big importance given to modern literature in secondary teaching materials since early times, formed the exceedingly important basis of literary circulation/consumption, contributing to the formation of institutional autonomy of Korean literature.