생태의식 함양을 위한 바람직한 문학 교수 모형 연구

A Study on the Development of a Teaching Model for Literary Ecology for Promoting Ecological Literacy

This study aims to propose a teaching model for literary ecology, which has recently been widely recognized as an important branch of literary studies in Korea as well as in the rest of the world, Literary ecology, roughly defined as "the study of the relationship between literature and the physical environment," initially appeared as a response from the profession of literary studies in an age of environmental crisis, Because of its relative newness, although growing rapidly, literary ecology has yet to develop an appropriate educational program which has the content and methods of its own, Conducted in the spirit of commitment to environmental praxis, literary ecology primarily aims to change behavior culturally as well as personally rather than acquire knowledge about environmental issues, Embracing this generally accepted idea, this study proposes the four goals of literary ecology in the pedagogical context: (1) to understand the complexity of nature; (2) to understand the interaction and interconnection between man and nature; (3) to explore the language and the rhetoric in environmental discourse including the representation of the physical environment; and (4) to internalize the life-centered values, Each goal may have a more specific agenda for its achievement, which is also offered here for illustrative purposes. This study also makes some suggestions which a course on literary ecology should take into consideration in order to achieve its primary aim, the promotion of ecological literacy: (1) the course should be designed from a conscientiously interdisciplinary, multidisciplinary. or trans disciplinary perspective; (2) the course should be conducted with a strong ethical sense of mission and guided by a long-termed vision of the amelioration of environment; (3) the course should include a variety of outdoor experiences of observing, investigating, or exploring nature closely; and (4) the course should lead the students to pay attention to the bioregional issues surrounding their immediate environment.