저자의 고유성 강화를 위한 글쓰기 교육의 의의와 방향

Abstract

Writing education should be reconstructed in a way that among the factors comprising the rhetorical context, the author, or especially the uniqueness of the author is strengthened. Considering that a new writing becomes possible when the uniqueness of the author is emphasized, this study is designed to discuss what the uniqueness of an author is and explore the meaning and approach of writing education which is oriented towards the uniqueness of an author. Uniqueness refers to ‘something which is absolutely different’. It exists above all other layers of life in terms of space while it is expressed across all life cycles in terms of time. When emphasis is made on the uniqueness of the author, the author would be put at the center of writing education rather than strategy or skill. At this time, writing education would be recognized as activities helping the student author to achieve self-realization and self-creation. What is important in writing education which emphasizes the uniqueness of an author is as follows; 1) to understand the value of uniqueness and help it to be realized, 2) find out the uniqueness and actively encourage it to be expressed, and 3) help the uniqueness of the author to be communicated based on its distinguishing properties. Through this writing education, the student author will form the perceptive and ethical sensitivity which identifies and recognizes the distinguishing properties through the writing education, the aesthetic sensitivity which further enjoys the distinguishing properties, and the political sensitivity which adjusts the distinguishing properties. For the writing education emphasizing the uniqueness of the author, the viewpoint and methodology of expressive approach and the romantic school, which put priority on the author’s opinion, need to be actively introduced. In addition, the viewpoints of Park Ji-Won and Bakhtin, which emphasized the writing context of ‘now here’ should be given a new spotlight. From the perspective of the educational process, the expressive writing genre should be expanded, and the statements related to detailed skill should be deleted from the achievement standard and the inclusiveness of the statement should be enhanced.