‘환경에 대한 성찰’을 주제로 한 대학 글쓰기교육 사례연구 - 『침묵의 봄』 텍스트 내용분석과 생태교육에의 시사점 고찰

Abstract

This research paper analyzed educational effects of the writing education in enhancing students’ consciousness on ecological problems and in cultivating their writing abilities through class case studies, which has a subject of introspection on the environment, showing how they utilized related texts in doing so. During the process of reading Rachel Carson’s Silent Spring, a classic book of environmental movement, and writing their thinking, discussions have focused on how students interpret and approach the texts, aiming to derive their interests and to strengthen the contents. The implications of this research on environment education and writing education are as follows. First, university’s writing class needs to be operated in configuring independent reading and writing module, setting up interesting topics. Circulation and repetition of the procedures of book reading, idea sharing, writing, and a feedback in a module is important. Second, concerning writing topics, throughout the educational process, various texts need be conflated to cultivate students’ thinking and expressing ability. In the ‘환경에 대한 성찰’을 주제로 한 대학 글쓰기교육 사례연구 123 three weeks’ module with the topic of “Environment”, students could recognize author’s critical mind through the classic book “Silent Spring”, and were motivated to expand their scope of thinking to search the subject, connected with various texts like poem, cartoons, music, and video clips. Third, including writing process in organizing and executing ecological education and/or environmental education is effective. In terms of offering the chances of introspection and contemplation to students, the writing offers important opportunities in deriving their manners of practice on the environment with their deep critical minds on it. This research could find students’ ecological concerns and critical minds on the environment are intensified during the process of writing. I hope this case study which is handling university’s writing education, with a subject of “environment”, can be utilized for ecological education as a basic material, and I also expect the effectiveness of this study in reconfiguring the educational module of reading and writing during the class activities which handles environmental topics. The era has been coming when ecological education should be handled importantly during the educational process for future generation. In that point, university’s writing education with a subject of environment is meaningful in making chances that students naturally recognize ecology as they learn the writing.