디스토피아 소설의 문학교육적 함의 및 교육 방안 연구

Abstract

Objectives This study attempted to explore the literary educational potential of dystopian fiction that shape negative prospects for the future through the imagination of catastrophe and end.
 Methods To this end, this study conducted interpretative phenomenological analysis focusing on the works of Pyeon Hye-young, Yoon Yi-hyung, and Kim Cho-yeop among the novels created since the 2010s. This study first went through an interpretation process of watching the experience embodied in the text itself, synthesizing and grasping its essential meaning in context. This study categorized the dystopian attributes of each work derived in this way into Heidegger's philosophy of existence to explore the possibility of literature education and devise an educational plan for dystopian novels.
 Results According to Heidegger, the essence of human existence lies in that he is ‘a being that leads to death’. ‘Dasein’ faces its essence of existence by “running ahead and looking ahead” toward death, and through this, it can only exist as its original self. The dystopian fiction is a genre that makes us reflect on what our lives should be like in the face of death by staring at and embodying the possibility of the end of human society.
 Conclusions The dystopian fiction has literary educational significance and potential in that it allows readers to face the possibility of catastrophe, ask questions about catastrophe, find answers to it, and search for action orientation and concreteness through ‘Sorge’ toward death and life. This study proposed an educational plan for self-reflection for face-to-face with text, deepening reflection through questions, and existential conversion for dystopian novel education.