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Teaching Literature after Reunification...
 Price US$16
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Author name
 Publication Date 2008.04.15
 Language Korean
 Format paperback
 Pages 176 pages
 ISBN 978-89-521-0907-1 (93370)
 Status Stocks Have in stock
Literary education in South Korea and North Korea is quite different. South Korea's literary educations sees literature as art while North Korea's literature education has considered literature a tool. Due to this difference in viewpoints, South Korea's literary education focuses on handing down knowledge, while North Korea's literary education focuses on strengthening ideology. These vastly differing approaches to literary education will not only be a stumbling block to the integration of North and South, they also stray from the essence of literature, and this there is a need for a new plan to teach literature in a manner befitting literature. In order for this plan to be practical, it must first clarify why literature should be taught, then decide what should be taught, and finally come to a concrete understanding of how it should be taught.
The question of "why teach" can be thought of as a justification for the need for and significance of literary education. Literature, as its most basic, deals with the questions of humanity, and so the questions of the mind and of life are its central themes. Consequently, of we are to teach literature in a manner befitting literature, and in a manner that will foster a literature of social integration, we need to establish the three goals of individual growth, transmission and creation of national culture, and realization of a community of humanity as principle of literary education.
With regard to "what to teach," we should observe that literature is comprised of four aspects: knowledge, experience, performance, and attitude. Literary education must allow students to acquire knowledge through literature, experience life and the mind, cultivate the ability to understand and create literature, and form their own attitudes toward the world and life. This will help foster a proper view of literature and cultivate a temperament for living a life worth living.
When answering the question of "how to teach," we must consider the plans for practical methods to be used on site, and we must consider the four parts of making these plans a reality: goals, materials, instruction, and evaluation. Goals must be both concrete and inclusive at all stages of putting the teaching-learning process into practice, materials should be appropriate to and representative of the education level of the students, instructions must be student-centered and dynamic and integral enough to help the students learn for themselves, and this practice can only be complete with evaluation designed to deepen and broaden the understanding of literature.
South korea's literary education has gone astray due to conventions, and North Korea's literary education has been distorted for political aims. If reunification is to go beyond simply making the North and South a single political entity and produce truly integrated society, one where each individual can live their own lives in a way truly becoming of human begins, the first step is to carry out literary education in a manner worthy of both literature and education.
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