Barthes의 텍스트론 기반 대학 글쓰기 교육의 재개념화: 닫힌 작품에서 열린 텍스트로

초록

This study critically examines the epistemological limitations of university writing education and proposes an ‘open text’-centered reconceptualization based on Roland Barthes’s post-structuralist theory of the text. It identifies three limitations—a pre-given view of meaning, a finalized view of text, and an author-centered writing subject—and explores pedagogical criteria for transferring Barthes’s seven propositions, intertextuality, and the five codes in S/Z , primarily discussed in literary and semiotic discourse, to university writing education. Based on this transfer, the study reconceptualizes meaning, text, and the writing subject through generative meaning, open text, and a relational-performative subject, while suggesting pedagogical directions through the five codes. Ultimately, it reframes the crisis of university writing education as an epistemological rather than merely instructional issue and calls for a writing space that enables meaning generation and expanded thought without absolutizing forms and norms.

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