『조선어독본』에 수록된 이솝우화 연구 - <개미와 베짱이>류 이야기를 중심으로 (The Study of Aesop’s Fables in "Basic Reader of Joseon Language" - Centering on a kind of the story )

서지정보

· 발행기관 : 단국대학교(천안캠퍼스) 한국문화기술연구소
· 수록지 정보 : 한국문화기술 / 12권 / 2호 / 81 ~ 106페이지
· 저자명 : 백현주

초록

As japanese occupation period began, Chinese epic vanished and one of the epics replacing it was Aesop’s fables. Although Aesop’s fables were written by Aesop, a Greek in 6 B.C., they were spread over a wide area, so that the expression forms of them vary depending on a certain period and region. In the East, fables would be called ‘woo-un’ by Chuang-tzu in 4 B.C. Fables have multi-layered meanings. An upper-layered allegory is the symbolization of stories that surface; an inter-layered allegory is the interpretation based on structuralism and the realities of the present age when allegory is said on works; and a low-layered allegory displays the universal values of mankind. As time went by and fables, which had been an orally transmitted literature, appeared in textbooks, the inter-layered allegory began to receive attention due to educational effects. Because of this characteristic, fables have been included in textbooks. In addition to 『SinJung-SimSang-SoHak』in 1896, new textbooks were published including Aesop’s fables after conclusion of Japan-Korea Treaty of 1905 and establishment of Residency-General and they have appeared since liberation. Especially, The Ants and Grasshopper in Basic Reader of Joseon Language, a textbook in Japanese occupation period, played a role to teach important ideology. Through The Ants and Grasshopper, it is emphasized that ants’ diligence is the necessary value to be learned but the grasshopper’s laziness is an old custom that should be avoided and enlightened. In Basic Reader of Joseon Language, ants’ diligence is shown in the way the role of grasshopper is emphasized. The inter-layered allegory implied in Grasshopper is that Koreans should be hard-workers unconditionally regardless of changing Japanese governing method and are those who have values to be resolutely eliminated as well as targets of discrimination. According to this analysis, textbook authors at Japanese colonial era used the characteristic of fables actively to teach ideology for the ruling powers. What’s more, it can make sense that not only fables but other literature was used as a tool of teaching ideology in textbooks.

영어초록

As japanese occupation period began, Chinese epic vanished and one of the epics replacing it was Aesop’s fables. Although Aesop’s fables were written by Aesop, a Greek in 6 B.C., they were spread over a wide area, so that the expression forms of them vary depending on a certain period and region. In the East, fables would be called ‘woo-un’ by Chuang-tzu in 4 B.C. Fables have multi-layered meanings. An upper-layered allegory is the symbolization of stories that surface; an inter-layered allegory is the interpretation based on structuralism and the realities of the present age when allegory is said on works; and a low-layered allegory displays the universal values of mankind. As time went by and fables, which had been an orally transmitted literature, appeared in textbooks, the inter-layered allegory began to receive attention due to educational effects. Because of this characteristic, fables have been included in textbooks. In addition to 『SinJung-SimSang-SoHak』in 1896, new textbooks were published including Aesop’s fables after conclusion of Japan-Korea Treaty of 1905 and establishment of Residency-General and they have appeared since liberation. Especially, The Ants and Grasshopper in Basic Reader of Joseon Language, a textbook in Japanese occupation period, played a role to teach important ideology. Through The Ants and Grasshopper, it is emphasized that ants’ diligence is the necessary value to be learned but the grasshopper’s laziness is an old custom that should be avoided and enlightened. In Basic Reader of Joseon Language, ants’ diligence is shown in the way the role of grasshopper is emphasized. The inter-layered allegory implied in Grasshopper is that Koreans should be hard-workers unconditionally regardless of changing Japanese governing method and are those who have values to be resolutely eliminated as well as targets of discrimination. According to this analysis, textbook authors at Japanese colonial era used the characteristic of fables actively to teach ideology for the ruling powers. What’s more, it can make sense that not only fables but other literature was used as a tool of teaching ideology in textbooks.

참고자료

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