지식의 교환으로 본 문학 연구와 문학 교육의 소통 (The Communication between Literary Study and Literary Education on the Point of the Knowledge Exchange)

서지정보

· 발행기관 : 한국어교육학회
· 수록지 정보 : 국어교육 / 151호 / 61 ~ 91페이지
· 저자명 : 김성룡

초록

In this article I present some considerations on the communications between literary study and literary education considering this as the exchanges of literary knowledges. I think the problems of communications happened because of the differences between the justification of the literary education and that of literary study. The concepts of literature, literary knowledge, and literary education of our culture are different from those of the western culture. But our educational establishments of modern ages are based on the western traditions. We conceive the concept of knowledge on two traditions. On our traditional culture, we conceive it as a knowledge how to make and a knowledge how to explain. On western culture, we conceive it as justified knowledge and we think that it has process how to conceive the object, the capacity how to do it, and the capacity how to express it through language. In our traditional understanding knowledge there become the educational orientation to the learning and to the introspection. In the western there become the educational perspectives on the hierarch and objection. In our traditional education the goal of literary education is making literary works but in the western traditional education is reading literary works. Our modern age we received the western cultural establishments including education. The main goal of literary education has become to reading. Knowledges of literature has become to one of humanities by the understanding about the arche of the human and the world with the introspective thought. Literary education is one ot the social sciences that is calculating the utility of the investment of social commodities. The literary study and the literary education are based on quite different justification. I declare that we restore our literary educational traditions. The spontaneousness and intention of literary study are combined to those of the aesthetic experience and to be the same categories. The rationality of humanities and rationality of social science fuse together to one horizon. In this respect the study of literary education will be a new humanities of our time.

영어초록

In this article I present some considerations on the communications between literary study and literary education considering this as the exchanges of literary knowledges. I think the problems of communications happened because of the differences between the justification of the literary education and that of literary study. The concepts of literature, literary knowledge, and literary education of our culture are different from those of the western culture. But our educational establishments of modern ages are based on the western traditions. We conceive the concept of knowledge on two traditions. On our traditional culture, we conceive it as a knowledge how to make and a knowledge how to explain. On western culture, we conceive it as justified knowledge and we think that it has process how to conceive the object, the capacity how to do it, and the capacity how to express it through language. In our traditional understanding knowledge there become the educational orientation to the learning and to the introspection. In the western there become the educational perspectives on the hierarch and objection. In our traditional education the goal of literary education is making literary works but in the western traditional education is reading literary works. Our modern age we received the western cultural establishments including education. The main goal of literary education has become to reading. Knowledges of literature has become to one of humanities by the understanding about the arche of the human and the world with the introspective thought. Literary education is one ot the social sciences that is calculating the utility of the investment of social commodities. The literary study and the literary education are based on quite different justification. I declare that we restore our literary educational traditions. The spontaneousness and intention of literary study are combined to those of the aesthetic experience and to be the same categories. The rationality of humanities and rationality of social science fuse together to one horizon. In this respect the study of literary education will be a new humanities of our time.

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