김수영의 「눈」에 대한 비판적 분석을 통한 문학 교육에서의 대안적 해석 모색

Abstract

Kim Soo-young’s(1921–1968) poetry has long been used as educational material in textbooks and student reference books in South Korea. However, there is a need to determine how well his works have been interpreted in school education owing to the “difficulty” of interpreting his poems, which has been mentioned in various papers and is another research issue in itself. This implies that a thorough logical verification must precede the use of Soo-young’s poems as educational material. Therefore, this study aimed to examine the interpretation of Kim Soo-young’s poem, “Snow,” in literary education through a critical analysis and seek alternative interpretations. It confirms Soo- young’s status in literary education by investigating the current status of his poems in South Korean school textbooks. Furthermore, the explanation of “Snow” in textbooks and reference books, which has been repeatedly discussed in the educational field, was critically examined. The interpretive views of several scholars on this topic were synthesized to systematically establish the function of literary education as an applied discipline. Based on researchers’ opinions, the conventional interpretation of “Snow” in school education was objectively criticized and defined as a false explanation. In addition, the reason why incorrect commentary has been used uncritically in terms of educational limitations that pursue prejudice and convenience of interpretation was identified. Through a critical analysis, this study attempts to methodically summarize the issues in the interpretation of “Snow” and seeks alternative interpretations that could be accepted in the educational field. Specifically, by proposing a valid and logical interpretation, it proposes an image that will help students to become an ideal reader.