문학교육 이념으로서의 주체상에 대한 질적 연구
A Qualitative Study on the Ideal of the Subject as an Ideology in Korean Literary Education
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본 연구는 포스트휴먼 시대의 교육적 요구에 부응하여, 지난 40년간 한국 문학교육 학술 담론이 지향해 온 ‘주체상’의 계보를 질적으로 규명하고자 하였다. 이를 위해 1985년부터 2024년까지 발간된 KCI 등재 학술지 116편을 대상으로 질적 내용 분석 및 질적 메타분석을 수행하였다. 분석 결과, 담론이 추구해 온 주체상은 ‘비판적 사고 및 해석’ 등 9가지 유형으로 범주화되었으며, 이는 다시 ‘이성적-인지적 주체’, ‘사회적-윤리적 주체’, ‘심미적-창의적 주체’, ‘자율적-발달적 주체’라는 네 가지 상위 범주로 수렴되었다. 최종적으로 이 상위 범주들은 이성적 인식을 토대로 윤리적·창조적 실천을 수행하는 근대적 ‘인식-실천 주체’라는 단일한 구심점으로 귀결됨을 확인하였다. 이후, 이러한 근대적 주체 모형이 지니고 있는 인간중심주의적 한계를 지적하며, 미래 문학교육이 ‘되기(becoming)’, ‘수행성(performativity)’, ‘포스트휴먼 윤리’를 바탕으로 한 새로운 주체성 교육으로 전환될 것을 제언하였다.
Abstract
In response to the growing need to redefine the humanistic aims of education in the posthuman era, this study investigates the genealogy of the ‘ideal of the subject’ that has been discursively constructed within South Korean literary education over the past four decades (1985-2024). Employing a qualitative meta-synthesis, the study analyzes a corpus of 116 peer-reviewed articles from KCI-indexed journals. The multi-stage analysis involved an initial qualitative content analysis to identify explicit subject types, followed by a meta-ethnographic synthesis to uncover the ideological structures underpinning the discourse. Nine distinct subject categories, such as the ‘communicative subject’ and the ‘critical subject,’ were identified and subsequently synthesized into four meta-themes: the ‘Rational-Cognitive Subject,’ the ‘Social-Ethical Subject,’ the ‘Aesthetic-Creative Subject,’ and the ‘Autonomous-Developmental Subject.’ The study's central finding is that these themes converge into a single, stable paradigm: the modern ‘Cognition-Practice Subject.’ This model, rooted in Enlightenment humanism, envisions a subject who first attains a rational understanding of the self and world (cognition) and then engages in ethical and creative action to improve them (practice). However, while the ‘Cognition-Practice Subject’ model has provided a coherent and enduring framework, its inherent anthropocentrism presents significant limitations for addressing contemporary challenges. Therefore, this paper argues for a paradigm shift in literary education toward fostering new forms of subjectivity, proposing a framework based on the concepts of ‘becoming’ (Deleuze), ‘performativity’ (Austin), and ‘posthuman ethics’ (Braidotti). This research contributes to the field by systematically mapping the historical trajectory of literary education’s core ideology and providing a critical foundation for its necessary transformation in the 21st century.