1990년대 중반 이후 중국 내 문학교육에 관한 몇 가지 견해 ― ‘심미성 배양’과 ‘제도’로서의 문학교육론을 중심으로 (Some views Associated with the Literature Education after the Mid-1990’s: Focused on a literature education theory as an ‘aesthetic impression’ and a ‘system’)

서지정보

· 발행기관 : 한국중국현대문학학회
· 수록지 정보 : 중국현대문학 / 78호 / 35 ~ 55페이지
· 저자명 : 박민호

초록

After the dispute about humanistic spirit in the early 1990s, an interest on ‘cultural study' and a presentation of a problem related to ’literature education' have begun to appear in Chinese literary circles. With the awareness of a problem that the previous literature education has been excessively focused on knowledge transfer, various literators have started to emphasize on a literature education in a perspective of ‘aesthetic impression'. However, among those arguments, there are some contentions to make the mistake of depreciating an importance of external factors of literature influencing on creation and change of literature by isolating a literature education at the aesthetic appreciation view. In contrast, Luo Gang et al. has expressed resistance on the position which confines a literature as a ‘pure' field, and has tried to establish literature and literature education as a type of ‘system resisting to system’. Such paradoxical expression deserve attention in that it tries to discover ‘vitality’ that literature and its education should be possessed from endlessly deviating attitude without excluding systemic characters of literature and its education.
The ‘discussions on literature education’ unfolded in China as above provide critical inspiration to our current literature education. Apparently, an existing ‘literary history’-oriented literature education has shrunken an aspect of ‘aesthetic appreciation cultivation’ or ‘sensibility education’, and it needs to be enhanced. A proper literature education, however, should not be sacred an aesthetic appreciation by confining literature as an aesthetical dimension, and an attitude to view literature and literature education objectively from external view should be established. In addition, guarding or forbidding an ‘aesthetic ability’ developed through literature education to expand as problems of humankind and society will only cause result to alienate literature more than that of present.

영어초록

After the dispute about humanistic spirit in the early 1990s, an interest on ‘cultural study' and a presentation of a problem related to ’literature education' have begun to appear in Chinese literary circles. With the awareness of a problem that the previous literature education has been excessively focused on knowledge transfer, various literators have started to emphasize on a literature education in a perspective of ‘aesthetic impression'. However, among those arguments, there are some contentions to make the mistake of depreciating an importance of external factors of literature influencing on creation and change of literature by isolating a literature education at the aesthetic appreciation view. In contrast, Luo Gang et al. has expressed resistance on the position which confines a literature as a ‘pure' field, and has tried to establish literature and literature education as a type of ‘system resisting to system’. Such paradoxical expression deserve attention in that it tries to discover ‘vitality’ that literature and its education should be possessed from endlessly deviating attitude without excluding systemic characters of literature and its education.
The ‘discussions on literature education’ unfolded in China as above provide critical inspiration to our current literature education. Apparently, an existing ‘literary history’-oriented literature education has shrunken an aspect of ‘aesthetic appreciation cultivation’ or ‘sensibility education’, and it needs to be enhanced. A proper literature education, however, should not be sacred an aesthetic appreciation by confining literature as an aesthetical dimension, and an attitude to view literature and literature education objectively from external view should be established. In addition, guarding or forbidding an ‘aesthetic ability’ developed through literature education to expand as problems of humankind and society will only cause result to alienate literature more than that of present.

참고자료

· 없음