치유; 힐링; 자기서사; 상호텍스트; 문화혼융; 문화적 기억; Literary therapy; healing; self-narrative; intertextuality; convergence of cultural texts; cultural memories
문학교육학, 2014, 43 , p.35-62(28쪽)
Literary education could be and must be one of the therapies healing the individual students and helping them to grow mentally and emotionally healthy. The therapist`s meeting to the patient through the medium of text compares to the teacher`s meeting to the students through the medium of literary text. However, in the traditional classroom of literary education, there used to a tendency to emphasize the communal, social, and cognitive values than the individual, psychological and affective values. Teachers` explanation of literary texts, though it is intended to help students understand the meaning of the text, often could be served as an intervention and oppression of the students` own interpretation on the text. So, literary education of today should focus on the individual`s healing and development, and progress the relationship between students and teachers through the medium of literary texts as a preventive therapy. Literary imagination has both exploratory and corrective aspects. The one helps us to broaden the breadth of ourselves by immersing us into to others` lives and cultures through literature, because the exploratory imagination make us acquainted with the potentials within ourselves. In contrast, the other serves us to deepen our depth which is useful to correct the faults and the mistakes that we could easily make when evaluating our potentials, because it let us turn to backwards, so to speak, turn our attention to the past. Literature gives us such a breadth and depth. In other words, it serves a role as a mechanism to make us feel sympathy and reflection. Thus, both of literary education and literary therapy should go on with each other for actualizing the true sense of well being itself.