들뢰즈 리좀 개념에 비추어 본 독서교육의 시사점

초록

Based on the assumption that the direction of reading education should not be different from where reading itself essentially heads towards and on the fact that reading should be what everybody could enjoy, this research examines the importance of an ecological view on reading education. Especially, Deleuze and Guattari’s concept of the rhizome is employed for the development of a conceptual model for ecological reading education. From an alternative perspective drawn from this philosophical concept, a critical literature review is done to survey theoretical implications that the principle of rhizome suggests regarding the development of a conceptual model for ecological reading education. This survey brings the following insights: reading education should orient to the same destination as to where reading itself brings its readers into; reading is not separable from our lives; reading is a meaning construction process through books; the current cognitive perspective of reading education performed in schools needs to be re-examined from more ecological viewpoints. Furthermore, through the theoretical lens of rhizome in Deleuze and Guattari’s philosophy, the ecological reading education is characterized as the place under constant re-creations through continuous encounters with unexpected, where any kinds of differences are accepted and respected, and where everyone deserves respect. It also suggests that the ecological reading education should be able to bring readers to the new space for meaning constructions, encourage them to draw their own maps, and give them an opportunity to introspect themselves being grown by their own reading practice.

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