문학교육에서의 ‘자연 친화’ 학습에 대한 생태주의적 재구성 원리 연구

초록

This study aims to critique the dualistic limitations inherent in the concept of ‘Nature Affinity’ within current literature education and proposes principles for its reconstruction from an ecological perspective. An analysis of the 2022 revised literature textbooks reveals that existing pedagogical approaches tend to reinforce anthropocentrism by objectifying nature either as a ‘pastoral’ retreat for human comfort or a ‘wilderness’ for moral reflection. To overcome these limitations, this paper draws on Hubert Zapf’s ‘Triadic Functional Model’ of cultural ecology and the discourse of ‘agency’ in material ecocriticism. It redefines literature as an ‘ecological force’ that mediates between culture and nature, calling for an ontological shift to recognize nature not as a passive background but as an agentic subject, or ‘storied matter.’ Furthermore, through a reconstructed teaching case of Sangchungok, this study suggests concrete methods for literature education to evolve into a ‘reintegrative interdiscourse’ that restores the interdependence of human and non-human beings, progressing through the stages of ‘culture-critical metadiscourse’ and ‘imaginative counter-discourse.’

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