문학비평 방법론의 적용·변주를 통한 문학교육 -『작가비평·주제비평·복수의 비평적 관점을 적용한 문학교육에 대한 상상 -

Abstract

The typical problems of our literary education lie in the fact that a works theory education centering around text analysis dominates. Among works criticism(works theory), writer criticism(writer theory) and subject criticism(subject theory), only works criticism is used as methodology of a literary education. The reason that a works theory becomes main methodology of a literary education is caused by the actual conditions of a literary education where excellent canons of Korean literary have to be evenly taught. But as a works theory becomes dominating methodology of a literary education, not a few problems occurred. For example, those problems include a shortsighted angle of pieces of work, lack of insights into the whole works of a writer, lack of ability of comparing various writers who represented the same theme, an insufficient viewpoint of literary history, etc. This paper, as a method for coping with those problems, proposes to appropriate critical methodology of writers and subject criticism as a literary-education method. Also it proposes that a literary-education method, in which multiple critical viewpoints of target works and writers exist, should be adopted. Through this, learners intend to improve problems, occurring by learners respectively partially learning literary works - however excellent. The key point of this paper is that the future literary education should be a comprehensive literary education giving learners the ability to see wholly works of a writer and compare various works and a writer and the appreciative eye to be able to prospect literary history from the broad view. Such an education will be a method of an ideal literary education leading to embodiment of literary essence and efficient utilization of literary-criticism methodology as literary-education methodology.