상호텍스트성에 기반한 문학교육의 실천

초록

The society of literary education has recently moved its direction from the canon and the teacher centered orientation to the text and the learner centered orientation. This reorientation would lead our students to have their own subjectivities and originalities. But, how come? I suggest the way to teach by intensifying the intertextuality of the texts, not only literary ones, but also various non-literary cultural ones. Actually, I produce the text for my lecture by the intertextualities between poetry and other artistic, cultural texts. I try to go beyond and traverse the border between them, and concentrate to find the similarity and the difference, then make my own text composed by various texts. I often use the internet which is a very powerful tool to search the intertextualities, because the hypertextuality of internet could bring me some ideas I had never dreamed of. In the classroom, I show my own text on the screen and link other texts including paintings, musics, photos, and mass media, etc. My students enjoy them very much, because before my presentation they never thought there would be any relationship among the texts. At the end of the semester, I ask them to hand in their essay with uniqueness and creativity focusing the intertextuality among the texts they had read or experienced. Many of them succeed. In addition, I suggest the way to approach to the , one of the most difficult text to understand and teach. I think it would be easier to teach it by intertextuality with film and paintings such as abstract arts. As such, sometimes the pedagogical content knowledge advance the content knowledge itself. Finally, I propose that we acknowledge that most of students are amateurs in terms of lovers, not professionals. The classroom with intertextuality gives us a pleasure to find, create, share and communicate each others` interpretations and subjectivities.

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