자아 정체성 확립을 위한 영웅 서사 교육 방안 연구

Abstract

본 연구는 최근 들어 인성교육의 중요성에 대한 인식에 따른 높아진 사회적 요구를 국어과에서도 적극적으로 수용하며 고전문학을 통한 인성교육의 가능성을 제시하고자 시도되었다. 이에 영웅 서사의 일반적인 구조 안에 담긴 ‘고난-극복’의 과정에 성장소설적 요소가 있음을 밝히고, 이를 통해 자아 정체성 확립을 위한 구체적인 인성교육 방안을 제시하고자 하였다. 우선 교과와의 연계를 통한 인성교육의 활성화를 위하여, 교과서에 수록된 영웅 서사 작품 중 청소년들에게 보다 친숙한 작품인 허균의 <홍길동전>과 서사무가 <바리데기>를 선정하였다. 각 작품은 남성적 영웅과 여성적 영웅이 가진 자아실현 방식의 모습을 특징적으로 보여주는 유형의 예라고 볼 수 있다. 이에 먼저 텍스트를 중심으로 주인공이 자아를 실현하는 방식을 크게 자아의 존재방식, 문제 해결 방식, 출가-귀가 방식을 기준으로 비교․분석하고, 이를 토대로 다음과 같이 자아 정체성 확립을 위한 인성교육적 요소를 도출하였다. 첫째, 영웅 서사의 주인공은 고난에 처했을 때 회피하지 않고 나름의 방식으로 극복한다는 점에서 학습자가 동일시하며 읽기 활동을 한다면 정서적 승리감을 얻을 수 있다. 둘째, 각 작품의 읽기 활동을 통해 자아실현 방식의 대립적 자질을 이해하고 이를 바탕으로 본인에게 맞는 삶의 방식을 주체적으로 선택한 뒤 이를 토대로 ‘자기성장기’ 쓰기 활동을 하면 청소년의 자아 정체성 확립에 도움이 될 수 있다. 이에 위의 내용을 바탕으로 두 작품을 통해 비교․분석한 자아실현 방식과 영웅 서사의 구조 안에 담긴 ‘고난-극복’의 원리를 활용하여 자아 정체성 확립을 위한 영웅 서사 교육의 목표와 교육 방안을 제시할 수 있었다. 이는 읽기 과정과 쓰기 과정을 통합하는 형태로 이루어졌으며, 각 과정은 ‘전․중․후’의 단계로 나누어 설계하였다. 본고는 고전문학의 한 갈래인 영웅 서사가 가진 성장소설적 성격을 통해 청소년과의 거리감을 좁히는 동시에, 전통의 계승과 창조를통한 자아 정체성의 확립이라는 고전문학 교육의 목표에 다가가고자 했다는 데 의의가 있다. 하지만 실제 수업 상황에 적용하여 교육적 효과를 검증하지 못하고 이론에 그쳤다는 데 한계점을 가진다. 본 연구의 교육 방안이 이론으로만 머물지 않고, 다양한 방법으로 활용되어 실제 교육 현장에서 쓰이면서 고전문학 속에 담긴 인간 삶의 보편적 원리를 익히고 그 가치를 계승해 나가길 기대한다.| This research is attempted to introduce the possibility of humanistic education using classical literatures. In fact, there are a great deal of social requirements in accordance with the perception related to the importance of humanistic education, I am pretty sure that this requirement will be possitively accepted in the korean language education. Thus, the primary purpose of the thesis is to identify the growth - novel components in the 'difficulties and overcome something process in the standard structure of Heroic Narrative and to introduce specific method for strengthening humanistic education to establish ego identity. First, I selected Heo kyun's <Honggildongjeon> and <Baridegi Myth> which are familiar with lots of youth and are included in the many textbook in order to promote humanistic education through connection with the subject. Each masterpiece is an example that the hero or heroine's appereance of the self - realization method particulary illustrates. So, I was able to compare and analyze how to realize ego identity based on the text. I generally divided the method how the main figure realizes the ego identity into the existence method of ego identity, problem - solving method, leave home - return home method. Plus, by considering the aforementioned method, I came to draw the educational components of for establishing ego identity. First, learners can get emotional triumph if they identify themselves with the novel's main character with an attitude to read the literature. For instance, when the main figure in Heroic Narrative faces with a lot of hardships, they would get over a difficult situation in their own way. Second, understanding oppositive attribute of self-actualizing method through reading activities of each masterpiece and independently selecting their own life style and doing writing activities named a story of self growth will be conducive to establish ego identity for youth. Thus, I was able to introduce the educational objectives and means of Heroic Narrative for establishing ego identity reflecting aformentioned self-realization ways and the principle named 'difficulties and overcome something' in Heroic Narrative structure. This process was designed by integrated forms of reading activity and writing one, each process was divided into 'before-during-after' procedures. This thesis has meanings which narrow sense of detachment between youth and the older generation through characteristic of growth-novel in Heroic Narrative and endeavor to determine the objective of the education using classical literature for establishing ego identity through succession and creation of the tradition. However, this research has just theorical limits because I did not verify my hypothesis in the actual class circumstances. I really expect that the educational method will apply in the actual class circumstances through numerous method and establish universal principle of human being life in the classical literature and succeed to the value.; This research is attempted to introduce the possibility of humanistic education using classical literatures. In fact, there are a great deal of social requirements in accordance with the perception related to the importance of humanistic education, I am pretty sure that this requirement will be possitively accepted in the korean language education. Thus, the primary purpose of the thesis is to identify the growth - novel components in the 'difficulties and overcome something process in the standard structure of Heroic Narrative and to introduce specific method for strengthening humanistic education to establish ego identity. First, I selected Heo kyun's <Honggildongjeon> and <Baridegi Myth> which are familiar with lots of youth and are included in the many textbook in order to promote humanistic education through connection with the subject. Each masterpiece is an example that the hero or heroine's appereance of the self - realization method particulary illustrates. So, I was able to compare and analyze how to realize ego identity based on the text. I generally divided the method how the main figure realizes the ego identity into the existence method of ego identity, problem - solving method, leave home - return home method. Plus, by considering the aforementioned method, I came to draw the educational components of for establishing ego identity. First, learners can get emotional triumph if they identify themselves with the novel's main character with an attitude to read the literature. For instance, when the main figure in Heroic Narrative faces with a lot of hardships, they would get over a difficult situation in their own way. Second, understanding oppositive attribute of self-actualizing method through reading activities of each masterpiece and independently selecting their own life style and doing writing activities named a story of self growth will be conducive to establish ego identity for youth. Thus, I was able to introduce the educational objectives and means of Heroic Narrative for establishing ego identity reflecting aformentioned self-realization ways and the principle named 'difficulties and overcome something' in Heroic Narrative structure. This process was designed by integrated forms of reading activity and writing one, each process was divided into 'before-during-after' procedures. This thesis has meanings which narrow sense of detachment between youth and the older generation through characteristic of growth-novel in Heroic Narrative and endeavor to determine the objective of the education using classical literature for establishing ego identity through succession and creation of the tradition. However, this research has just theorical limits because I did not verify my hypothesis in the actual class circumstances. I really expect that the educational method will apply in the actual class circumstances through numerous method and establish universal principle of human being life in the classical literature and succeed to the value.