2022 개정 문학 교육과정의 생태 인식에 대한 비판적 고찰

초록

This study adopts a discourse perspective to explore the background of the integration of ecological transition education into the literature curriculum, and uses an ecolinguistic lens to critically examine how the 2022 revised literature curriculum incorporates ecological awareness. The analysis employs Stibbe’s concepts of frame, metaphor, evaluation, and erasure as analytical tools. The results reveal that the 2022 revised literature curriculum seeks to understand the relationship between ecosystems and humans from an integrated and interconnected perspective. This shift is regarded as the beginning of an “ecotone” transition, whereby literature education can function as a mirror reflecting a world in which humans and nature are intertwined, rather than one limited to the human world. However, a human-centered view of nature remains embedded, and there are limitations to approaching ecological issues through a simplistic “problem-solution” framework. Addressing these issues requires acknowledging the agency of non-human life forms and the intrinsic value of nature itself. It also calls for educational content that fosters an epistemological shift toward recognizing the interdependence among living organisms, between organisms and the environment, and the “holistic unity” of humans and nature, as emphasized in ecological thought.

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