한국 문학교육의 제도화 과정 연구 : 제1차 교육과정 이전의 문학 교재 변모를 중심으로 = (A) study on the institutionalization process of the Korean language education
저자
발행사항
부산 : 부산대학교, 2012
학위논문사항
발행연도
2012
작성언어
한국어
KDC
374.81 판사항(5)
DDC
375.8957 판사항(21)
발행국(도시)
부산
형태사항
iii, 173 p. ; 26 cm
일반주기명
참고문헌: p. 163-169
DOI식별코드
소장기관
The purpose of this study is to analyze the process of institutionalization of Korea literature education mainly on the change of the literary materials before the first curriculum course. The institutionalization of korea literature curriculum has been formulated that classics and national literary history is dealt with centerally and media discourse of post-korea-liberation was accepted. Mordern literature's educational status has become narrow because of the ongoing ideological control of education ministry. In this process, the classics and national literary history were given characters of advanced optional subjects. Through this paper, we would recognize that the First curriculum succeed ideas and information of post-korea-liberation and we studied the formation process of the literature curriculum which mainly formed classics and national literary history around the change of literary education media discourse.
The literary education system was not formed as post-Korea liberation. In that situation, it is difficult to afford the needs of social literacy. So a syllabus was made hastily and it need to make textbooks of literary works and a history of literature. There are 'literary readers' and 'national literary history' as supplements. But paradoxically, the educational status of a supplement exceeds the status of a main text. Therefore, the study on the institutionalization process of Korean language education should start understanding a lock of temporary educational measures. That is a restructuring about media production and distribution of literary education before the first curriculum. And understanding a lock is shown that the change of Literary education media make the subject changed.
Korean literary education is the process of ideological struggle between orthodoxy and unorthodoxy, finally orthodoxy won and we can confirm the process through the media. This study examines the formation process of literary education in the assimilation to dynamics of education and literature. Because Such ideological confrontation can be found in the aspects of literary education change.
First of all, this paper analyzes by seeking the regulation of textbooks that the constituting principle is the ideology of selective-or-exclusive, and that, especially with Literature Reader of Bang Jong-hyun and Kim Hyung-gu, which passed screening, what ‘sun’(選) implies are ideological characters concealed by objective forms. For Literature Reader is a text which shows characters of materials of literature education, and effectiveness of discourse. They eliminate or substitute works of the left in conforming to the 1949 official approval. The orientation as ideological is ironically an action of the internalization of nationalistic ideology, because the works, eliminated or substituted, no longer include ideological qualification. That the logic of reduction/substitution is based not on esthetic, but on strong ideology is the fact that the institutional process of literary education has deficiency and contradiction. Literature education has been institutionalized on center of de-ideological texts in the situation of being hard to have a structure as literary knowledge. In proximity to the first curriculum course, the history of korean literature is described and text-determined for constituting classics readers and as movement, it collects circumstantial evidence. The narration of history of Korean literature and text-determination, as a way of elimination/reduction of proletarian literature, is a phenomenon which shows process of institutionalization of literature education in nation-state ideology.
The texts which deal with the progress assimilation of the field of literature and the institutionalization of the media of literature education are a literary reader compiled by experts. Especially, this paper analyzes the progressive assimilation of education administration and culture-arts with Pupil's Literary Reader that Seo Jung-ju, Kim Dong-li, Jo Ji-hun, and Park Mok-wol wrote together. Pupil's Literary Reader shows the political unconscious of them and the experts who exercise political leverage over education administration. And this text has a form of passing down nation-state ideology. The difference of a literary reader between the experts and educators and Korean linguists is clearly distinguished. Though the publication of a literary reader by experts feign teaching and learning of elegant prose, in fact, it serves as esthetics of thought, because a literary reader relocates and integrates thought and ideology in the frame of esthetics, the current style, in institutional space, is not endowed with the status of classics literary reader or textbooks for the history of Korean literature. Although the current style is situated in composition curriculum, the importance of literature in composition is considerably shrunken and the educational status of materials of contemporary literature is shriveled all the more, since the current style is not so much a object of knowledge only as an medium for being stirred by emotion and as an appreciating object.
The literary education structure was formed in the direction of a uniform and literary education system in South Korea was forced to build content and methods based on a hypothetical unity. Therefore, after the First curriculum, the structure of literary education is standardized, moreover, literary knowledge and teaching-learning methods of literature have spiked in institutionalization procedure. Classics and national literary history have settled down as a core elective course but curriculums and textbooks were to be scrambled while accepting realistic demands-the entrance examination. Due to the institutionalization of literary education, literature students internalized ‘memory’, ‘repetition’ by learning principles. Mastering a lot of information about literature is more effective than understanding and appreciation to prep senior school entrance exam. By such a fact, we know that literature teaching and learning methods corded in ‘exegesis’ and ‘coverage’ by history of Korea literature education. While it can uncover the origins of memorizing literary education, we can reflect critically on the current symptoms of literary education.
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