문학교육과 정전 구성

Abstract

An apt canon for the curriculum of literary education should verify that certain canons are both included and excluded by the established textbooks. And also, it must thoroughly satisfy the purposes of literary education : to have an appreciation of literature through the literary knowledge, to improve the linguistic ability through literature, to increase the understandings on human and the society. First of all, the problem is that the literary texts are treated as objective knowledge and educated by cramming and describing method of teaching. These objective discourses on education mystify the literature and obstruct the possibility of re-interpretation. So, there are no realistic points of contact for mystified literature to find. These results might be caused by the influence of the New Criticism. But, as the subjects which are easily crammed and described became the mainstream, there are new discussions on the act of education as the reproduction of a certain valuable subject which is objective. Traditional Rhetoric and New Criticism provided the theoretical backgrounds of these educational methods. As the canon of literary text changes, the canon of literary education also changes. It is because they are due to the principle of historicity. The changes can be viewed by analyzing the ideology of the educational canon. After the division, the use of education for the dominant ideology is indispensably considered. It is a matter of common knowledge that the pure literature took the initiative and wielded the authority upon designing the curriculum. And moreover, it is a well-known fact that Traditional Rhetoric and New Criticism are fully used as a way to justify the pure literary intention. In this point we should disseminate making principles of the canon on pure literature tradition which we believed it existed substantially into various centers. We should consider the systematization of new educational value through oppressed literate values ; for example, even though matter of resistance in composition of confrontation among peoples was handled positively, inner variables such as gender, class and locality in composition of confrontation in a nation-state were disregarded.