내러티브와 시의 목소리

Abstract

In this paper, ‘narrative’ is a key concept in Jerome Bruner’s later theory, and ‘the voice of poetry’ is one of the major terms in Michael Oakeshott’s educational theory. The purpose of this paper is to extend and refine Bruner’s narrative discourse in the light of Oakeshott’s idea of ‘the voice of poetry.’ Broadly speaking, the voice of poetry helps to reveal the specific content of narrative discourse and the kind of image of humanity to be cultivated through narrative. Oakeshott suggests that ‘conversation’ is the proper form of human intercourse and emphasizes the role of the voice of poetry in making this possible. It follows that the ‘narrative mode of thought’ is also the basis for enabling human activity. For when one works with the narrative mode of thought, one negotiates meaning with others who are concrete beings like oneself. The ‘paradigmatic mode of thought,’ which contrasts with the ‘narrative mode of thought,’ presents an image of humanity as a researcher of a system who aims to complete a logical system. The ‘paradigmatic mode of thought’ cannot operate in a narrative way because the self cannot be included in the logical system it is trying to create. What this research has shown is that the image of humanity we want to foster through narrative education is a human being who can recognize others as concrete selves and accept human universal values through the negotiation of meaning. This means that the content of education must be the humanities, including literature and the arts.