청소년의 공감능력 함양을 위한 허난설헌 시가 교육 연구 - 소수자성을 중심으로 - = A Study on the Education of HeoNanseolheon’s Poetry for Cultivating Adolescents’ Empathic Ability - with a focus on Characteristics of Minority
저자
발행기관
학술지명
권호사항
발행연도
2024
작성언어
-주제어
KDC
700
자료형태
학술저널
수록면
101-145(45쪽)
제공처
This article aims to propose the content and method of educating HeoNanseolheon’s poetry for cultivating adolescents’ empathic ability.
The ability to empathize with literary text is a key competency that literature education should make learners cultivate. Yet, it has always been a problem that the unfamiliar otherness of classics is easily likely to be recognized only as ‘a difference’, which is difficult for learners to empathize with. Accordingly, this study believes that we need more researches to scrutinize the problem of ‘familiarity’ or ‘similarity’ that classics can have for learners. Therefore, this study aims to design an education that can foster empathic ability grounded on intersubjectivity while learners experiencing HeoNanseolheon’s poetry through the similarity, the characteristics of minority. To achieve the goal, this study elaborated on those things below.
First of all, I revealed the concept of ‘empathic ability’ this study aimed at and its components to provide a specific theoretical background. Through that process, empathy was conceptualized as ‘an ability related to all cognitive and emotional attempts to approach others who cannot be returned to me through similarity/commonness’. Also, As components of this empathy ability, 1) ‘Cognitive perception ability through discovery of similarity」, 2) 」Emotional response ability through resonance of affect(情動), and 3) 」Communication ability through transposition of gaze」were derived
Second, in order to prepare the conditions for communication between HeoNanseolheon’s text and adolescent readers, ‘the characteristics of minority’ was recontextualized by comprehensively referring to the discussion of G. C. Spivak and G. Deleuze.
Third, the term ‘text-other’ was introduced to refer to a personified other composed by the learner through the voice heard from the text. In order for readers to compose the personified other from the text, they should pay attention to the “body” implied in the text. In this context, the ‘body’ includes the movements, posture, facial expressions, and gaze, accompanying the voice from the text when it takes expressive actions.
Fourth, through the discussion above, this study supposed that HeoNanseolheon’s text and youth learners share characteristics of minority as similarities in that they are ‘prone to lack of basic psychological needs due to the position where they are oppressed’, and ‘latent in the desire to resist not to belong to the mainstream order.’ In addition, by specifically reviewing a number of HeoNanseolheon’s texts, this study confirmed that characteristics of minority of youth and those of HeoNanseolheon’s texts can be considered in the context of similarity.
Fifth, based on the above discussion, this article set up three phases to cultivate empathic ability, which were 1) Detecting emotion through microscopic-reading of the text-other’s body, 2) Actualization of the text-other through the mediation of a minority-body of learners, and 3) Building a mutual intersubjective relationship through a meta-view.
Finally, by using the above discussion as a stepping stone, I designed a set of education of HeoNanseolheon’s poetry for cultivating adolescents’ empathic ability. Section 1 suggested educational contents such as, 1) Formulation of the other through intertextuality among numerous HeoNanseolheon’s poetry, 2) Awareness of spatiality of Gyubang (which is a room where gentry women stay in the Joseon dynasty era) and classroom, and 3) Setting standards for text-retelling on the theme related to characteristics of minority. Lastly, Section 2 proposed specific ways to practice these educational contents, like 1) Expanding cognition about the author using ‘expert-learning-activity models’, 2) Interpreting space through creating soundscape, and 3) Writing a dialogue play for empathic communication.
This study demonstrated that learners can communicate through similarity with classical text which used to be considered too unfamiliar due to spatio-temporal distance, and that they can cultivate empathic ability in the middle of appreciating the text. This would be meaningful in that learners can enhance abilities to 1) participate in texts using their bodies, 2) deepen their abilities to read medieval women’s poetry in ethical ways, and 3) enrich the capability to view their selves and the world where they live through otherness.
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