KJCKorea
Journal Central

This study primarily aims at probing into how <Jungkwajung(鄭瓜亭)> was accepted in Korean education so far. However, I want to make sure that the outcome of this study consists in clarifying diachronically educational awareness and judgment which affected the process of textbook inclusion rather than restoring the truth of the past or the history of textbook. That is to say, the ultimate objective of this study is checking the problems in relation to the choices of materials and inclusions in textbook, and providing the chances of new motivation and reflection in the present and the future Korean education. The premise is that textbooks are the substances that educational awareness is implemented and externalized and they carry out the function to reflect perspectives. <Jungkwajung(鄭瓜亭)> can be an effective material in that I raise a question about main causes of inclusion and exclusion as the work that had been only included continuously until the third curriculum. I examined closely special history of <Jungkwajung(鄭瓜亭)>. The work had been accepted early as the work to represent Goryeo(高麗) literature history by the record about the writer and the contexts of the work. However, the work disappeared in the textbook due to organization of textbooks as genres, advent of Goryeosokyo(高麗俗謠) and imperfection of songs of the line of Hyangga(鄕歌). I clarified the time when different educational approaches were attempted lately in not only changing genres but also tradition of Korean literature. Through the reception history of <Jungkwajung(鄭瓜亭)>, I arrived at the conclusion that textbook inclusion is the result of choices according to historical needs and prospects, and thus a variety of approaches and explorations about educational values of text.

<Jungkwajung(鄭瓜亭)>, reception history, Korean language education, classical literature, Korean textbook