목차
문학이론과 영문학 교육
본문내용
지만, 문학 분야에서도 우리가 눈여겨 보았던 독자반응이론과도 놀랄만큼 유사한 인식을 함께 하고 있다. 가령 우리의 관점에서 외국의 문학과 문화를 바라보고 비판하는 주체의식의 관점 전환을 가능하게 한 점이다. 이러한 관점의 변화는 커리큘럼의 조정이나 소위 정전의 재검토를 시도하도록 유도했지만 무엇보다도 읽기에서 독자의 역할을 높이는 근거를 단단히 해 주었다고 할 수 있다.
결국 영문학 교육은 단순한 사실의 분석이나 지식의 전달뿐만 아니라 이를 출발점으로 삼아 진실한 "나와 우리의 삶"의 경험이 되도록 독자/학생들을 도와주는 일이 아닌가 하는 새로운 사유로부터 시작되어야 한다. 텍스트의 가용성이 독자의 삶과 직접성을 가질 때 문학 교육은 그 생명력을 갖게 될 것이다. 낯선 세계를 낯설지 않게 만날 수 있도록 도와주고, 그리하여 지적이면서도 정서적인 충격 같은 참신한 삶의 경험을 하며 즐거움을 느낄 수 있도록 도와주는, 교육이라는 이 일이야 말로 그래서 늘 벅차게 느껴지는지도 모른다.
인용 문헌
Culler, J. "Prolegomena to a Theory of Reading", Eds. Sudan R. and Inge Crosman, The Reader in the Text, Princeton UP, 1980.
Fish, S. Is There a Text in This Class? Harvard UP, 1980.
Griffith, P. Literary Theory and English Teaching, Thomson Litho, Scotland, 1987.
Holland, N. 5 Readers Reading, Yale UP, 1975.
Iser, W. "Interaction between Text and Reader", Eds. Sudan R. and Inge Crosman, The Reader in the Text, Princeton UP, 1980.
Iser, W. The Act of Reading, London:Routledge and Kegan Paul, 1978.
Jakobson, R. "Closing statement:linguistics and poetics", Ed. T. Seboek, A Style in Language, MIT UP, 1960.
Jonassen, D. H. "Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm?", Educational Technology Research and Development, Vol. 39, No. 3(1991), pp.5-14.
Richards, I. A. Practical Criticism, New York:Harcourt, Brace & World, 1929.
Rosenblatt, L. M. The Reader the Text the Poem, Southern Illinois UP, 1978.
Selden, R. A Reader's Guide to Contemporary Literary Theory, Sussex:The Harvester Press, 1985.
Literary Theories and English Literature Education
Abstract Sung-ho Lee
As we look back on the history of the theory of literature, we become aware of the shifts of emphasis. Throughout the centuries either the author or the text has received primary attention, with the reader remaining in shadow. Only recently some critics and literary theorists have begun to recognize the reader as an active role player in meeting with the text. Their theories and practices have greatly contributed to bringing to light the various viewpoints of the relationship between the author, the text and the reader, which turned out to be of great help for the English literature education.
Important reader-oriented theorists, such as Louise Rosenblatt, Wolfgang Iser, Stanley Fish, and others are especially concerned with the reader who has hitherto been neglected. They believe that the text remains a set of response-inviting potentialities until the reader evokes from it a literary work.
Literary theories may raise questions from various points of view. The literature teachers, however, should think of the way how to take advantage of them in the literature teaching classes. They may make use of other points of view as starting points within the framework of the chosen approach. Whatever it may be, it seems apparent that they can no longer talk in the teaching about the meaning of the text without considering the reader's contribution to it.
결국 영문학 교육은 단순한 사실의 분석이나 지식의 전달뿐만 아니라 이를 출발점으로 삼아 진실한 "나와 우리의 삶"의 경험이 되도록 독자/학생들을 도와주는 일이 아닌가 하는 새로운 사유로부터 시작되어야 한다. 텍스트의 가용성이 독자의 삶과 직접성을 가질 때 문학 교육은 그 생명력을 갖게 될 것이다. 낯선 세계를 낯설지 않게 만날 수 있도록 도와주고, 그리하여 지적이면서도 정서적인 충격 같은 참신한 삶의 경험을 하며 즐거움을 느낄 수 있도록 도와주는, 교육이라는 이 일이야 말로 그래서 늘 벅차게 느껴지는지도 모른다.
인용 문헌
Culler, J. "Prolegomena to a Theory of Reading", Eds. Sudan R. and Inge Crosman, The Reader in the Text, Princeton UP, 1980.
Fish, S. Is There a Text in This Class? Harvard UP, 1980.
Griffith, P. Literary Theory and English Teaching, Thomson Litho, Scotland, 1987.
Holland, N. 5 Readers Reading, Yale UP, 1975.
Iser, W. "Interaction between Text and Reader", Eds. Sudan R. and Inge Crosman, The Reader in the Text, Princeton UP, 1980.
Iser, W. The Act of Reading, London:Routledge and Kegan Paul, 1978.
Jakobson, R. "Closing statement:linguistics and poetics", Ed. T. Seboek, A Style in Language, MIT UP, 1960.
Jonassen, D. H. "Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm?", Educational Technology Research and Development, Vol. 39, No. 3(1991), pp.5-14.
Richards, I. A. Practical Criticism, New York:Harcourt, Brace & World, 1929.
Rosenblatt, L. M. The Reader the Text the Poem, Southern Illinois UP, 1978.
Selden, R. A Reader's Guide to Contemporary Literary Theory, Sussex:The Harvester Press, 1985.
Literary Theories and English Literature Education
Abstract Sung-ho Lee
As we look back on the history of the theory of literature, we become aware of the shifts of emphasis. Throughout the centuries either the author or the text has received primary attention, with the reader remaining in shadow. Only recently some critics and literary theorists have begun to recognize the reader as an active role player in meeting with the text. Their theories and practices have greatly contributed to bringing to light the various viewpoints of the relationship between the author, the text and the reader, which turned out to be of great help for the English literature education.
Important reader-oriented theorists, such as Louise Rosenblatt, Wolfgang Iser, Stanley Fish, and others are especially concerned with the reader who has hitherto been neglected. They believe that the text remains a set of response-inviting potentialities until the reader evokes from it a literary work.
Literary theories may raise questions from various points of view. The literature teachers, however, should think of the way how to take advantage of them in the literature teaching classes. They may make use of other points of view as starting points within the framework of the chosen approach. Whatever it may be, it seems apparent that they can no longer talk in the teaching about the meaning of the text without considering the reader's contribution to it.
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