통일한국에 대한 문학교육의 대응

초록

This study set out to search for the directions and methods of literary education “after” reunification of two Koreas in preparation of the inevitable event in the Korean Peninsula that had been divided for approximately 70 years. In preparations for unification, “education” should be given a priority over other fields in terms of importance and value, which is demonstrated in the Korea Institute for National Unification, which conducted a research on the specific tasks of education integration, and the Korea Institute for Curriculum and Evaluation, which investigated the development of “curriculums” in preparation of unification. Discussions about unification education at the level of individual subjects were more active among the ideological subjects such as Social Studies and Ethics than objective knowledge system-oriented ones. Korean education conducted various studies on the topic including the researches that examined and criticized the rigidity of education in North Korean through North Korean textbooks, the ones that compared North and South Korea or made proposals for the Korean education policies of North and South Korea in educational ideologies, goals, content, systems, and pedagogical methods, and the ones that addressed the changing patterns of Korean education by the periods and the content of literary education related to idolization during certain periods. In the new era of unified Korea, the direction of literary education should take a central axis in “communication and integration” instead of “understanding” in the domain of goals and in “diversity” instead of ‘homogeneity“ in the domain of content. The society of reunified Korea should embrace intercultural education policies based on interculturalism on the premise that it would become a multicultural society of some sort since the multicultural policies currently implemented at the national level show their limitations. Another direction of literary education should be humanism. If the essence of humanism includes respect for ”humanity’ and search for “true humanity,” it will be able to serve as an ideological foundation to settle and arrange complex and diverse confusion and disorder that may happen in the Korean Peninsula after unification. The practical virtues of literary education in the new era of unified Korea can include the establishment of reunified literary history and the selection of materials for literature textbooks. Acceptance of classical and world literature can be kept in mind when selecting those materials. Models of literary education after reunification need to respect the academic content of ethnic Korean scholars in China and can utilize integrated narratives.

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