자신을 위한 글쓰기냐, 비판적 글쓰기냐? -니체와 사르트르의 글쓰기 논제와 글쓰기 교육-

Abstract

More than a decade has passed since writing education has become a major trend in liberal arts college education. Up until now, case-oriented research and improvement of teaching methodology have been consistently recommended. This article examines current writing education based on the writing theses of Nietzsche and Sartre, which have not been addressed in discussions on writing. The writing theses of the two thinkers can become the theoretical foundation of the self-reflective writing education model and the critical writing education model. At the same time, they provide grounds to criticize the problems of the two writing education models. The writing theses of Nietzsche and Sartre, the teaching-learning methodology of writing, and the measures to measure and promote educational effectiveness, etc., which are addressed in numerous case-oriented studies, are a theory of writing skills. The two theses call for a fundamental rethinking of writing education both in terms of liberal arts – writing - value education and self-understanding - social understanding - world understanding, and in terms of the purpose of writing for oneself and critical writing. The self-reflective writing education and critical writing education models need to critically embrace the theses of Sartre and Nietzsche. Based on a critical review of the principles implied by the two theses, I present directions and specific measures related to redesigning the purpose of writing education, the attitude of teaching-learning, and improvement of evaluation methods, as well as a comprehensive evaluation of writing education,