고전문학교육과 텍스트 해석의 문제 - 2009 개정 문학교과서 소재 사설시조 작품들을 대상으로 -

Abstract

The existence of a ‘great’ interpretation is essential to secure the not inconsiderable educational meaning of one text. Therefore, in a certain aspect, the analytic level problems drawing a certain meaning from text among many problems connected to text are prior to the ideological level problems choosing text or the problems discussing the physical nature of text. When can the classical literature text have better educational value with how the text is interpreted? In this thesis, I have tried my own explanation on the problems through the Saseol Sijo works placed in the 2009 revised literature textbook. Literature is basically the products of others. Nonetheless, the reason we read and appreciate literature works which are irrelevant to ‘me’ is that the quantity of experience we experience throughout a lifetime is quite limited, and it is essential to go through others’ other experience to enlarge the finite world which is ‘me’ in its instead. If the use of literature is like this, it is not different from the objective of literature education either. Consequently, the indication which is ‘something we learn about other period or others’ lives’ is still valid for the condition of desirable literature education. That’s because we can have an opportunity to look back our present lives and present ourselves through them. As classical literature education is also a part of literature education, it is adhered to the stated above. With educating classical literature text, if we don’t have ‘a human being’s’ problems in mind, it is hard to surpass the strong walls which are physical time and space.