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Selection and interpretation of text is a great part of research and teaching about classical literature. Selection of meaningful texts is a fact related to personal view or discretion. However, to get a part of text off and add an arbitrary interpretation is a matter disapproval to anyone. Because it is a harm or distortion of text, in addition a sort of violence to it. Until now, education of classical poetry in school especially Goryeo Sok-ga a sort of violence to text. Therefore, to reinterpret the text of Goryeo Sok-ga relating to whole context is expansion of text horizon, at the same time to emphasize the justifiability in recovery of substance. Until now, scholarly field or educational world has educated lyrical text <Dong Dong>, under the view that it is a poem. However, it is different from contemporary poems in that process of producing, writing, transmitting text is complicated. Until now from appeared time, it has been as a united text, and its artistic and cultural context has been continued to just pre-modern age. Nevertheless, the action disregarded the artistic factors of the neighboring fields is a root cause let them repeat the logical mistake in research or education of Goryeo Sok-ga like <Dong Dong>. The poetic grammar that a lyrical speaker sings love to its sweetheart with various expressions act as a context to lyrical text <Dong Dong>, and it made lyrical text <Dong Dong> as a more productive text, meeting a context Jeongjae as a combined form of music and dance. It is important to understand or accept the cultural atmosphere through reproduced Jeongjaes performed in Joseon Dynasty. If it does not go contrary to wishes, only the way to learn by experience the cultural complexity of complex text 􀅮Dong Dong􀅯, even related to the contemporary performing arts like musical, drama, or opera meeting easily nowadays.

This paper aims to confirm the progress of methodology of Korean education research, by following the deeds of prof. Kim daehaeng􀅯s academical predecessors. Tne methodology of Korean education research he advocate have converged into the development of performative theory. The performative theory is prepared meaning as a matter of descriptive theory. He suggested that methodology of Korean education research as application study has to be different from that of Korean linguistics or Korean literature study which concentrates to a description and an actual proof, an analysis and an interpretation. By the way, I judged that there would be some question or misunderstanding in his statements. The question and the alternative is as follows ; ①What relation between performative theory and descriptive theory? In other words, can performative theory be replaced with or added to descriptive theory? ② The contents research of knowledge, experience, performance and attitude as ever isn't the jurisdiction of description theory? But if the contents research has been performed forward to plan or prescription, it will be able to be a performative theory. ③ The performative theory is effective only in the realm of educational method research or can be effective in the realm of educational contents research? The later will be right because a study cannot be completed without the study of educational method. ④ Is the main contents of each category arbitrary? Listening, speaking, reading, writing should be settled in both the category of experience and performance. ⑤ Is the concept of method is appropriate? The concept of method on the level of goal and that of aim should be distinguished.

As classical literature has a temporal and spatial distance from the contemporary age, problems in education methods can be divided largely into two groups. One is in case 􀅮prerequisites􀅯for understanding works overwhelm education. The other is in case 􀅮a work itself􀅯should be taught. What should be considered first when classical literature education is discussed academically is understanding adequately the distance between 􀅮research􀅯and 􀅮education.􀅯This means that classical poetry education theories should treat 􀅮educational phenomena􀅯as an issue. Research methodologies on literature are different from those on literature education. Therefore, theories developed through research on literature education are meaningful when they are helpful to improve actual education in the field. Therefore, it is a superficial viewpoint and an error for research on literature education to select literary heritages as the contents of education and to view that the contents are reduced to communication techniques and prescriptions. It is a correct method to approach literature education in the context of human, social, and cultural explo- 􀀙􀀙 􀳠􀦯􀞙􀒮􀨭 􀪁􀀓􀀓􀫘 rations. Here, we may set two directions for approaching classical poetry education theories. One is education that makes the learners feel and sympathize with the literary character of classical poetry. In addition, the part that classical poetry education researchers should give priority to is clarifying 􀅮the educational value􀅯of each work. This must be the most important part that should be covered by 􀅮education research.􀅯 We may consider another direction for helping learners solve their real problems through classical poetry education. This may be called pragmatic literature education, through which we may draw out a specific answer to the question of why contemporary people should read classical literature. This position pays attention more to change in learners􀅯emotional attitude achieved through the acceptance of literature than to the meaning of a work itself. This direction may redirect attention to the effects of classical poetry education.

This article has the goal that confirms the writer’s enthusiastic selfexpression used to describe the personal situation, written in Ginye Si-jo(classical poetic literature written by professional singing girl). We have been teaching students about female speakers(voices of women speakers) through poems enlisted in highschool textbooks, and the content is that the female speakers usually take the passive attitude in forming a romantic relationship, as well as in dealing with the broken heart after parting with her lovers, commonly shown by resignation, tears, and grief. Moreover, we’ve been teaching that the voice of sadness and grief belongs to female speakers and that this constitutes the main stream of Korean classical poems. Accordingly, Students are apt to get the distorted image toward classical works: a sense of difference in the feelings expressed in the works, a perception of classical literature as it belongs to a totally different world, and a distorted perception toward the feminity itself. This kind of knowledge doesn’t change easily even after the students enter adulthood; resulting in a crooked recognition regarding the relationship against the opposite sex. However, contrary to what is commonly perceived, the feeling of sadness and longing after parting with her lover, is not the general theme that can be found from the works done by Ginye[􂒗􂗑] during Chosun[􃰪􃁚] dynasty. We can see that they were very active in forming a romantic relationship and usually taking the leading role from their works. Female speakers described their own situation properly. Even eroticism was often employed in their works. Defiant attitude toward the traditional language usage is also shown by a fun(play-on-words). There are no rational reasons for relating the passive attitude to female speakers, an we can’t justify teaching the tears of break-up as belonging to the traditions of classical literature. Emotions found regarding love and parting are general which anyone can experience. We should teach poems with the respect to gender equality; in this way, we can encourage the learners’ emotional development.

This paper is intended to diagnose the subject's future through identifying the subject's dynamics and development with a concept of evolution. Evolution is originally a biological concept, but it has widely applied even to humanities and social phenomenon today. When the subject's evolution is identified, the subject (or research of subject education) is deemed as an organic existence. That is, the subject considered as a certain autonomous organism of trying to assimilating and adjusting with various ecological conditions. By analogizing from the individual type, it is equal to the method of examining the evolutionary aspect of the individual subject. As the factors for the subject's evolution, there are 1) Theorizing the subject education through academic consciousness, 2) Dynamically practicing at the school that requires the subject education, 3) System or educational system of guaranteeing the subject's features, function and power, 4) The social demands for the subject, 5) Cultural ecology surrounding that subject, 6) The combination of academic genes related to that subject. If the subject does not have the change energy because it is fixed for the 20th century's school system or the subject (knowledge)'s ideology is fixed as a dogma, such the subject will lose its elasticity of approaching the real world's users and will be finally dismissed. Subject's ideology must be more flexible and communicable according to the ecological conditions. What the subject means and how the subject works when the subject is out of the framework of the systematic school, must be studied. This problem is very important in searching the subject's future and evolution. It is important to identify and interpret what the knowledge's gene of the subject is. Through the knowledge's gene of the subject predicting and anticipating the subject's future aspect is possible. Subject educators must discern how the fitness of the knowledge's gene of the subject must be set up when the knowledge's gene of the subject responds to the own ecology. The contents of a science study which has traditionally controlled the subject will be probably significantly weakened in terms of the fitness. It is because the knowledge's gene of the subject's liquidity, transformational disposition and an inclination of self-regulation does not come from the academic thing, but is originated by pressure given by ecological conditions, social demand and cultural environment around the subject. As a direction of the discourses on subject education that the sub- ject educators/scholars must carry out for the subject evolution, it is proposed to 1) re-interpret the value of knowledge with the theory of ecology of knowledge, 2) expand the inter-subjectivity between the own subject and other subject(study), 3) search the probability about how the subject will work in the real world, 4) strengthen the study of analyzing the relations between the subject and the culture, and 5) conduct the meta study about the related aspect of the subject and technology. Therefore, the paradigm of evolved subject education will be created.

elements and should analysis, We should inquire codes and binomial confrontations. 􀅸Seok Hwa Chon􀅹shows all sorts of occurrences throughout the cross of the present and the past time. It shows love of Geo-mu and Byeol-ne, presents’ death of Byeol-ne. Naturally It connect a water demon motif that is foundation of narrative structure in 􀅸Seok Hwa Chon􀅹on the cross of the present and the past time. Traditionally, We called “sokssin” that is traditional folk belief in korea. The essay found codes of “sokssin”, elements of myth, and I studied a coordinate concept is the same about life and death throughout structure of folk religion. We have a ethnic religion that is native and popular in korea, It is “sokssin” that is based on history of 5000 years. “sokssin” become the most basically base to complete of korean culture and literature. The essay analysed 􀅸Seok Hwa Chon􀅹only in a point of view on structuralism but If we limit about analyse way, clearly we will slip about a lot of stuff. If we study about 􀅸Seok Hwa Chon􀅹throughout a specific of mutual negotiation, The Reader will become different, when Reader read 􀅸Seok Hwa Chon􀅹

This dissertation is to study recognition on the postwar reality of Son Chang-Sup. Son Chang-Sup􀅯s novel is the recognitive confrontation on urgency of the postwar reality. The dominant discourse of the imminent postwar reality is􀅮 Making a nation of modern meaning􀅯which includes 􀅮Anticommunism ideology􀅯and 􀅮Pro-American ideology􀅯in the core. The main character of Son Chang-Sup􀅯s novel becomes the subject practicing reflective thinking to get out of the world of an identification discourse like this. Let􀅯s take 􀅮Ji-sang􀅯of ?Unsettled Chapter? and􀅮 Do-yle􀅯of ?Holiday? as a concrete example. 􀅮Ji-sang􀅯of ?Unsettled Chapter? finds a lack of fantasy(Studying in America) which his father, Jinsunghoe members, and family won over 􀅮Anticommunism ideology􀅯, 􀅮Modernization of Economism􀅯, 􀅮Americanism􀅯have, making 􀅮traverse the fantasy􀅯possible, presenting a possibility of a genuine subject-a ethic subject. 􀅮Do-yle􀅯of ?Holiday? is the person who resist the identification strategy through the family system, that is, aims at the free style of life and frees himself from life surrounded by family and marriage. Son Chang-Sup has a negative understanding of the social subject called a nation. In addition, Son Chang-Sup practiced the writing as a strategy which confronts the ruling order and embodied a genuine self-identity of the subject in the same time.

This writing has the objective to investigate the two ways largely. One covers the reason that their literature is receiving the attention again. The other tries to investigate their literature with creative viewpoint. The writer takes four works for it. First of all, the writer thinks the reason for their receiving attention must be considered, coupled with historical ways of korean society of those days. Though they are located in the circumference until after the process of modernization, now they came to raise their voices in 21 century as a firm class. After staying in the place of hitters like other individual things, they appeared at the place of subjects. From this viewpoints, this writer arranged the characteristics of youth works to investigate them with 4 works; 2 works sold in big and having a large circulation from 2003 to 2004 among the works known as as a youth literature and 2 works of two writers who are famous as writers of youth works. At first, youth literature shows the time limit of taboos different from adults􀅯when considering with the relation of taboos. Second, it is revealed the youth plays a game with its nature between children􀅯 and adults􀅯plays : they trend to play a game for adults instead of playing a role of adult in some way. Third, there exists a youth level ,and width and depth of a language suitable to the world. This writer thinks that eye measurement is required that looks in the face the levels and experiences of youth for youth literature to be placed. The time of youth can be said to be a process. But there should be a flower to bear, fruit and a distinct world, an identity as a leaf ,and it has enough meaning of itself through it does not produce fruit. The viewpoint of looking at youth and their literature should be transformed in some degree during the time. The time will be advanced largely when the identity for youth literature should be placed rightly if there are given their language and world ,and their originality and distinct conformity for judging.

The aim of this paper is to analyze Korean language teachers􀅯consciousness on writing ethics and their awareness on the education for writing ethics, which is important for writing education. To do this, a lot of data were gathered from 75 Korean language teachers and analyzed by statistical methods. Analytical results were followed in the aspects of the Korean language teachers􀅯consciousness on writing ethics. Firstly, the Korean language teachers thought that they kept writing ethics well, when they are writing. Secondly, less experienced teachers were more strict to the students who violated writing ethics. Thirdly, they did not recognize that it was a violation on writing ethics to write a paper suggesting different ideas from his or her own ones, and to submit a paper used before. Another results were followed in the aspects of awareness on the education for writing ethics in the Korean language teachers. The Korean language teachers recognized the following aspects. First of all, their students did not keep writing ethics. Second, unethical soci- ety contributed to their students􀅯unethical behavior of writing. Third, their students􀅯plagiarism was the most serious violation of writing ethics. Fourth, there is a lack of writing ethics education in school. Fifth, writing ethics education must be started at the elementary school and must be done simultaneously with writing education. Sixth, writing ethics education is required to make sure the students know what writing ethics are.

The transition to a multicultural society has been proceeding very fast in Korea. Especially, in the situation that female married immigrants are increasing rapidly in a rural community, a systematic Korean language education is essential for them to adapt to their community and be a parent who can educate their children properly. Yet, it is difficult for them to have the opportunities to get a proper Korean language education because of the environmental limitations such as pregnancy, childbirth, childcare, household affairs, and so on. Therefore, the project of 􀅮Traveling Korean Language Education Service􀅯(the home-visit Korean language education for female married immigrants) started and it has been proceeding with more than 100􀅮 Multicultural Household Support Centers􀅯. However, the project of 􀅮Traveling Korean Language Education Service􀅯has some problems. Although the teachers who are taking in charge of the homevisit education are non-professional, there are not any systematic curriculums or continuing teacher education programs. Also, there is a lack of systematic study on teaching methods in accordance with the characteristics of the personal instructions conducted in the households. Accordingly, this study was focused both on the efficient operating methods of the home-visit Korean language education for female married immigrants and on the practical education programs for home-visit education teachers. In the first chapter, after the social and linguistic characteristics of female married immigrants were examined, supporting policies prepared for female married immigrants were surveyed, especially centering around the policies supporting Korean language education. In the second chapter, the situations of the Korean language education and the home-visit Korean language education in rural small and medium-sized cities were analyzed centering around the cases in Gongju, Chungnam. In addition, the requirements of the female married immigrants and the home-visit Korean language education teachers were analyzed. The purpose of the requirement analysis was to devise both the efficient education program for the home-visit education teachers and the efficient education methods appropriate for the characteristics of home-visit education. Through requirement analysis, the opinions were collected about the primary factors which affect the home-visit education, the qualifications of the home-visit education teachers, and the effective educational methods for the home-visit education teachers. On the basis of these, in the third chapter, the suggestions were presented for the effective operating methods of the home-visit Korean language education. Especially, enhancing teachers􀅯qualifications and professionalism was the focus of the study because the teachers􀅯competence is the primary factor to decide the qualities of the education due to the properties of the home-visit education which is usually conducted as personal instructions. Lastly, in the forth chapter, suggestions were made for the following studies by making a summary and clarifying the significance and limitations of this study.