교양소설의 문학교육적 의의 연구

Abstract

본 연구는 최인훈의 『회색인』을 중심으로 교양소설의 특성을 살펴보고, 이를 바탕으로 교양소설 교육의 방안을 설계하고 교양소설의 문학교육적 가치를 밝히는 것을 목적으로 하였다. 본 연구는 청년기 주인공의 성장과정을 묘사한 교양소설이라는 장르에 주목하였다. 교양소설은 고뇌하는 젊은이가 자신이 속한 세계에 대응하며 내면적 성장을 꾀하고 자아를 완성해가는 과정을 그려낸 소설 유형이다. 교양소설의 주인공은 미성숙하지만 스스로 판단하고 행동할 수 있는 적극적인 경험주체이자 지식인으로 나타난다. 본고에서는 교양소설의 장르적 특성을 교양주체라는 인물유형과 역사적 맥락과의 긴밀한 상관성으로 간주하고 이를 바탕으로 교양소설의 교육적 의의를 논하고자 하였다. 본격적인 논의를 하기 위해 우선 교양소설 작품 중 최인훈의 『회색인』을 선택하여 교양소설의 장르적 특성을 분석해보았다. 최인훈의 『회색인』을 대상 작품으로 선정한 이유는 한국의 근대화 과정에서 주체의 문제가 본격적으로 대두된 시기가 1960년대이며, 주체의 문제에 천착하여 작품 활동을 하였던 대표적인 작가를 최인훈이라고 보았기 때문이다. 또한 최인훈의 여러 작품들 중에서 『회색인』은 1950년대에서 1960년대로 이행기를 배경으로 하고 있어 역사적 맥락과의 상관성이 뚜렷하게 드러나는 작품일 뿐만 아니라 주인공인 독고준을 포함하여 다양한 유형의 교양주체가 다수 등장하는 작품이므로, 교양소설을 교육하는 데 있어서 활용하기에 적합한 제재라고 판단하였기 때문이다. 교양소설의 장르적 특성을 살펴본 후에 교양소설이 ‘주체 형성의 문학’이라는 점에 주목하여 교양소설 교육의 목표를 설정하고 목표 성취를 위한 교육 방향을 탐색하였다. 교양소설을 통한 교육의 목적은 교양 형성을 다방면에서 촉진하여 학습자가 현대 사회를 살아가는 바람직한 주체로서의 개인으로 성장하도록 하는 것으로 간주하였다. 이때 바람직한 주체는 세계를 총체적으로 인식하는 비판적인 관점과 이해능력을 갖추어 사회적 시민으로서의 역할에 부응하는 개인이다. 또한 자아의식을 보존하는 가운데 세계에 융화될 수 있는, 자아정체성을 형성한 성숙한 개인이다. 교양소설 교육에서 목표로 삼아야 할 주체의 성격을 성찰하는 주체, 비판적 주체, 화합하는 주체로 정리하였다. 그리고 이를 성취하기 위한 교육의 방향으로 가치 내면화와 현실의 총체성 함양을 제시하였다. 본 논문은 교양소설의 장르적 특성에 주목하여 교양소설 교육의 필요성을 제기한 연구로, 교양소설의 문학교육적 의의를 밝혔다는 의의가 있다. 교양주체가 근대 사회의 지식인 청년으로 묘사된다는 교양소설의 특징에 주목하여 교양소설 교육의 목표를 설정하고 그에 맞추어 교육 방안을 설계하였다. 본 논문의 한계점은 다음과 같다. 이 연구는 교양소설 작품 중에서 최인훈의 『회색인』을 연구 대상으로 삼고 교양소설로서의 특성을 분석하였다. 하나의 작품을 정치하게 분석함으로써 얻을 수 있는 연구의 성과도 물론 있겠으나, 하나의 작품만을 대상으로 하여 교양소설 작품 전체를 아우르는 특성을 도출하고 그 교육적 의미를 완전하게 파악하기 어렵다는 한계점을 가진다. 이러한 한계는 후속 연구에서 한국 교양소설의 계보를 살펴 각 연대 별 교양소설 작품을 비교분석함으로써 보완할 수 있을 것이다. 또한 이러한 연구를 통해 교양소설 작품 전체를 아우르는 장르적 특성뿐만 아니라 연대 별 교양소설의 특성을 도출하는 것도 가능할 것이며 이를 통해 교양소설을 활용한 문학교육의 방안 설계 역시 보다 구체적인 논의로 나아갈 수 있을 것이다.| This study set out to examine the characteristics of bildungsromans with A Gray Man by Choi In Hun, thus designing plans for bildungsroman education and figuring out the values of bildungsromans in the aspect of literature education based on the characteristics. The study focused on the genre of bildungsromans that usually depicted the growth process of protagonist in adolescence. Bildungsromans describe young protagonists in agony making internal growth by reacting to the world they belong to and completing their egos. In bildungsromans, the protagonists are depicted as active subjects of experience and intellectuals that are immature and yet capable of making their own judgments and acting based on their judgments. The study regarded close correlations between the type of character, subject of culture, and historical contexts as one of characteristics of bildungsromans as a genre and discussed the educational significance of bildungsromans based on them. Before a full-blown discussion, the investigator first selected A Gray Man, a bildungsroman by Choi In Hun, and analyzed the characteristics of bildungsromans as a genre. The novel was chosen partially because it was in the 1960s that the issue of subject emerged in full scale in the modernization process of South Korea and partially because Choi In Hun was one of representative authors that wrote novels based on the issue of subject. In addition, his A Gray Man was considered as a proper material for the education of bildungsromans since it clearly showed correlations with historical contexts, being set in the transitional period from the 1950s to the 1960s, and presented various types of subject of culture in large numbers including the protagonist Dokgo Jun. After delving into the characteristics of bildungsromans as a genre, the investigator set the goals of bildungsroman education by focusing on the fact that bildungsromans were "literature of subject formation" and searched for educational directions to achieve the goals. The goals of education through bildungsromans include facilitating the formation of culture in many different aspects and helping learners make personal growth as the desirable subjects living in the modern society. Here, the desirable subjects refer to individuals that have a critical perspective and understanding ability to perceive the world in a total fashion and play the roles of social citizens. In addition, they are also mature individuals that have formed an ego identity to harmonize with the world while preserving their self-consciousness. In the present study, the personality of subject that should be sought after as an objective in bildungsroman education was categorized into reflective, critical, and harmonizing subject. Then, internalization of value and cultivation of totality in reality were proposed as directions for the education to achieve them. The present study raised a need for bildungsroman education by focusing on the characteristics of bildungsromans as a genre and shed light on their significance in the aspect of literature education, thus claiming its own significance. Paying attention to the characteristic of bildungsromans that the subjects of culture were depicted as young intellectuals in the modern society, the study set the goals of bildungsroman education and designed educational plans according to them. The study has its share of limitations as follows: it chose A Gray Man, a bildungsroman by Choi In Hun and analyzed the characteristics of bildungsromans through the work. There are, of course, research findings that can be generated by analyzing a single work in a minute manner, but it is difficult indeed to identify the characteristics to encompass all of bildungsromans and figure out their educational meanings completely with a single work. That limitation can be supplemented by comparing and analyzing bildungsromans by the periods in the genealogy of Korean bildungsromans in follow-up study. Such a research effort can help to identify the characteristics of bildungsromans by the periods as well as the ones to encompass all of bildungsromans as a genre and lead to more specific discussions about plans for literature education based on bildungsromans.; This study set out to examine the characteristics of bildungsromans with A Gray Man by Choi In Hun, thus designing plans for bildungsroman education and figuring out the values of bildungsromans in the aspect of literature education based on the characteristics. The study focused on the genre of bildungsromans that usually depicted the growth process of protagonist in adolescence. Bildungsromans describe young protagonists in agony making internal growth by reacting to the world they belong to and completing their egos. In bildungsromans, the protagonists are depicted as active subjects of experience and intellectuals that are immature and yet capable of making their own judgments and acting based on their judgments. The study regarded close correlations between the type of character, subject of culture, and historical contexts as one of characteristics of bildungsromans as a genre and discussed the educational significance of bildungsromans based on them. Before a full-blown discussion, the investigator first selected A Gray Man, a bildungsroman by Choi In Hun, and analyzed the characteristics of bildungsromans as a genre. The novel was chosen partially because it was in the 1960s that the issue of subject emerged in full scale in the modernization process of South Korea and partially because Choi In Hun was one of representative authors that wrote novels based on the issue of subject. In addition, his A Gray Man was considered as a proper material for the education of bildungsromans since it clearly showed correlations with historical contexts, being set in the transitional period from the 1950s to the 1960s, and presented various types of subject of culture in large numbers including the protagonist Dokgo Jun. After delving into the characteristics of bildungsromans as a genre, the investigator set the goals of bildungsroman education by focusing on the fact that bildungsromans were "literature of subject formation" and searched for educational directions to achieve the goals. The goals of education through bildungsromans include facilitating the formation of culture in many different aspects and helping learners make personal growth as the desirable subjects living in the modern society. Here, the desirable subjects refer to individuals that have a critical perspective and understanding ability to perceive the world in a total fashion and play the roles of social citizens. In addition, they are also mature individuals that have formed an ego identity to harmonize with the world while preserving their self-consciousness. In the present study, the personality of subject that should be sought after as an objective in bildungsroman education was categorized into reflective, critical, and harmonizing subject. Then, internalization of value and cultivation of totality in reality were proposed as directions for the education to achieve them. The present study raised a need for bildungsroman education by focusing on the characteristics of bildungsromans as a genre and shed light on their significance in the aspect of literature education, thus claiming its own significance. Paying attention to the characteristic of bildungsromans that the subjects of culture were depicted as young intellectuals in the modern society, the study set the goals of bildungsroman education and designed educational plans according to them. The study has its share of limitations as follows: it chose A Gray Man, a bildungsroman by Choi In Hun and analyzed the characteristics of bildungsromans through the work. There are, of course, research findings that can be generated by analyzing a single work in a minute manner, but it is difficult indeed to identify the characteristics to encompass all of bildungsromans and figure out their educational meanings completely with a single work. That limitation can be supplemented by comparing and analyzing bildungsromans by the periods in the genealogy of Korean bildungsromans in follow-up study. Such a research effort can help to identify the characteristics of bildungsromans by the periods as well as the ones to encompass all of bildungsromans as a genre and lead to more specific discussions about plans for literature education based on bildungsromans.