문화인지 관점에서 본 영국의 독서 교육

Abstract

According to the culture theory, an individual’s values and world views formed by his or her social relationships will affect the behaviors and attitudes of the individual. Therefore, reading education is not in the private and personal sphere but in the cultural sphere related to the sociocultural environment. In this context, historical-cultural anthropology suggested by Wulf (2013, 2007, 2006, & 2004) offers a new approach in understanding the British reading education. According to him, core mechanisms to explain cultural cognition are systematized by the five components: physical characteristic, mimesis, performance theory, rite, and image. They can serve as a useful tool to analyze the British reading education. Thus the purpose of this research was to investigate the British reading education using Wulf's five core mechanisms as an analytic frame. To achieve this goal, the library reading activities for young children were observed and recorded using a camera, and field notes were used as data collection procedure for 14 weeks from 15 September 2014 to 19 December 2015. Especially, group reading activities were more closely observed. Cultural scenes observed and recorded for thirty eight times, which took about twenty hours of observation. These data are analyzed by the method of analytical phenomenology. Results of the research show that there are the five elements as follows: (1) physical characteristic: the pleasure of literature embodied through wordplay (2) mimesis: emulating people reading books in the library, (3) performance theory: activities performed with literature (4) rite: Summer Reading Challenge as a ritual, and (5) image: book images through conversations with authors.