전쟁과 상실 고통의 공감을 위한 문학교육 - <최척전>과 연극 <퉁소소리>(2024)의 공감 전략 비교를 중심으로 - = Literary Education for Empathy Toward the Pain of War and Loss - A Comparative Study of Empathy Strategies in Choicheokjeon and the Play The Sound of the Tongso(2024) -

다국어 초록 (Multilingual Abstract)

This study examines how literature represents the loss and suffering experienced by individuals in the extreme context of war and how it evokes empathy among readers and audiences. Focusing on the classic war novel Choicheokjeon and its contemporary theatrical adaptation The Sound of the Tongso(2024), this research compares the empathetic strategies employed by the two genres and explores their educational implications in literature teaching.
Chapter 2 highlights how both works focus on the individual pain suppressed by collective violence, seek to restore broken relationships and solidarity with others, and integrate loss into life through retrospective narration.
Chapter 3 compares the empathy strategies based on genre characteristics and interprets them from the perspective of literature education. Choicheokjeon induces readers’ emotional empathy through characters’ self-confessions and extreme actions. It situates bizarre events within a context of realistic suffering, enabling them to be perceived as symbols of hope amid despair. Additionally, readers discover the healing significance of the retrospective narrative structure revealed at the end. The Sound of the Tongso allows audiences to viscerally experience the individual suffering in war, expands the scope of empathy through the tongso music as a medium, and engages the audience in the process of meaning-making around loss through the retrospective perspective of the elderly Choi-cheok.
Both works guide readers and audiences to perceive suffering not as “one event in which thousands died” but as “thousands of events in which one person died,” providing significant implications for literature education. This process fosters an ethical gaze toward others’ pain and nurtures a sensitivity to interpret it in relation to one’s own life.
The study suggests the possibility of a hybrid literature education based on intertextuality between classical and modern theater and proposes a direction for literary classrooms to become spaces for cultivating empathy and solidarity.