문학교육 이념으로서의 주체상에 대한 질적 연구

초록

In response to the growing need to redefine the humanistic aims of education in the posthuman era, this study investigates the genealogy of the ‘ideal of the subject’ that has been discursively constructed within South Korean literary education over the past four decades (1985-2024). Employing a qualitative meta-synthesis, the study analyzes a corpus of 116 peer-reviewed articles from KCI-indexed journals. The multi-stage analysis involved an initial qualitative content analysis to identify explicit subject types, followed by a meta-ethnographic synthesis to uncover the ideological structures underpinning the discourse. Nine distinct subject categories, such as the ‘communicative subject’ and the ‘critical subject,’ were identified and subsequently synthesized into four meta-themes: the ‘Rational-Cognitive Subject,’ the ‘Social-Ethical Subject,’ the ‘Aesthetic-Creative Subject,’ and the ‘Autonomous-Developmental Subject.’ The study's central finding is that these themes converge into a single, stable paradigm: the modern ‘Cognition-Practice Subject.’ This model, rooted in Enlightenment humanism, envisions a subject who first attains a rational understanding of the self and world (cognition) and then engages in ethical and creative action to improve them (practice). However, while the ‘Cognition-Practice Subject’ model has provided a coherent and enduring framework, its inherent anthropocentrism presents significant limitations for addressing contemporary challenges. Therefore, this paper argues for a paradigm shift in literary education toward fostering new forms of subjectivity, proposing a framework based on the concepts of ‘becoming’ (Deleuze), ‘performativity’ (Austin), and ‘posthuman ethics’ (Braidotti). This research contributes to the field by systematically mapping the historical trajectory of literary education’s core ideology and providing a critical foundation for its necessary transformation in the 21st century.

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