KJCKorea
Journal Central

This study started from a critical awareness of how classical literature education should respond to changes in future society, and proposed the implementation of conflict and exploration education. Focusing on the learner's agency in the future education discourse represented by transformative competencies, this was realized through conflict and exploration in the context of classical literature education. First, it was concluded that situations of conflict between various issues and differing opinions lead to active exploration to solve tasks by generating cognitive dissonance. Based on this, the characteristics and conditions of exploration were identified. In classical literature education, exploration assumes the multilayeredness of human life and the world and the multiplicity of text meaning, and has the characteristic of involving the recipient's values. Accordingly, the process and results of the exploration activity were connected not to the resolution of literary issues, but to the construction and appreciation of the meaning of the work. In Chapter 4, educational planning and design of conflict and exploration was attempted targeting <Cheongsanbyeolgok(靑山別曲)>. ‘The ambiguity of the world of work and the field of meaning’ were derived as material conditions for conflict and exploration, and in the phase of synchronization and performance of exploration, ‘traction in the composition of the world of work through cracks in meaning’ was examined. Lastly, ‘provisional decision and acquisition through participation’ was set as the reaching point of the research.

conflict, exploration, classical literature education, transformative competencies, agency, cracks in meaning, provisional decision, acquisition through participation