The purpose of this study is to establish cooperative and critical dialogue stages as activities for empathy understanding of novels, and to establish practical plans for empathic understanding of novels through reading debates. To this end, reading debate is defined as an interaction for better und...
The purpose of this study is to establish cooperative and critical dialogue stages as activities for empathy understanding of novels, and to establish practical plans for empathic understanding of novels through reading debates. To this end, reading debate is defined as an interaction for better understanding of the audience or the debater himself by dividing the opinions into pros and cons on the form and content of the novel. In this paper, as an activity to help empathic understanding through empathy or the experience of identification, role play reading debate is used as a reading debate and its expansion concept. Role-play reading debate is an expanded form of reading discussion, adding empathic understanding and role play characteristics. Both forms are forms of discussion class as a means of reaching a broad understanding, valid interpretation of the novel.
Chapter I starts from the problem awareness that the problem of discontinuity and non-continuity of the student-centered novel class should be solved, the problem situation of learners whose thinking ability, especially the empathic thinking ability, is markedly low, and the problem that the current classroom situation needs to be overcome. The current classroom situation lacks understanding of others and the world in the midst of the death of literature and the absence of opportunities for literary interpretation. I think that one of the ways to overcome these problems is through novel reading and debate through play centered on empathic thinking.
In Chapter II, the essence of empathic understanding of novels through reading debate and the characteristics of role play reading debate were examined. Reading debate and role play reading debate were reconceptualized while dispelling misunderstandings in the debate method for understanding literary works. Reconceptualization of these terms is expected to spread the debate culture and help students understand the content of the subject in the classroom. As a process for empathic understanding of novels, the first stage consists of empathy for the characters in the novel, the second stage conflicts with the opinions of the debate partner, and the third stage consists of understanding various values.
Chapter Ⅲ analyzed the pattern of reading debate class. Pre-debate activities, it is an activity to empathize with the role character by becoming the role of empathy. At this stage, it is supported by the same-group interpretation community. The activity during debate is the process of questioning the views of the other party and answering the explanations of the audience jury in the midst of a conflict between opposing groups and subjective interpretations. At this time, the hermeneutic cycle of the whole and the part is activated. Post-debate activities expand understanding as an empathic subject while seeking fusion of the horizons of the past and the present. If the first two stages are activities in which roles are assigned, the last stage is the activity of ‘I’ in reality in the state of returning to the original self from the role debater. The post-debate activity is the final stage of empathic understanding of novels, and aims to accept various values and expand understanding through empathy as an aesthetic subject.
In Chapter IV, an educational plan for empathic understanding of novels was established. An external premise and an internal premise are presented to activate the empathic understanding of the novel. The external premise presented debate as motivation and play activity by providing an interpreter, and the internal premise presented interest in humans and enjoyment of literary autonomy. Three methods were suggested as a method of sympathetic understanding of novels through reading debate. First, it is an activity for empathic understanding after cessation of judgment after experiencing empathy for the role character at the individual level and at the level of the interpretation community. This is a pre-debate activity. Second, activities during debate may cause conflict with others and cause confusion in the process. In that situation, it is an activity that can convert empathy or solidify antipathy by revisiting the novel with intrinsic intuition while focusing on the novel itself through epoche(stopping judgment). The third step is to expand understanding. Recognizing the other as an externality, we understand the real world through the fictional world and become a sympathetic subject, expanding our horizons in aesthetic, epistemological, and ethical aspects. Finally, we move on to the stage of writing that is moved by the text of the novel. The pre-debate stage is the first stage of understanding, and the debate activity is the objectification stage of verification. The post-debate stage is a stage to express the aesthetic experience by internalizing the content you understand while fully empathizing. Beginning with empathic reading of the activity before the debate in Stage 1, critical reading of the activity during the debate in Stage 2 is performed, and after the debate in Stage 3, it takes the form of literary acceptance, reaching the moving reading of the activity.
This study, which discussed concrete practical methods for empathic understanding of novels through reading debate, has the following significance.
First, it has the significance of providing opportunities for subjective and active acceptance beyond a fragmentary and passive way of understanding novels. Second, it is the acquisition of empathic understanding of various values. Third, through the experience of collision of subjective interpretations, students have the experience of learning the method of securing the validity of interpretation. Fourth, have the experience of expanding the aesthetic expression of the novel text understanding.
The empathetic understanding and expression activities of novels through reading debates are aimed at lifelong readers. It is significant in that it guides readers who participate in novel reading debates to participate in universal cultural activities as an act of communication.
In spite of such significance, we would like to suggest the problem to be solved as a follow-up study. First, it is a study on the dispelling of negative perceptions toward reading debate and reading debate. Second, in order to understand the novel, it is necessary to study how ‘less’ reading and ‘more’ reading of the entire novel are made with one or two themes. It is necessary to find a way to fully understand the entire novel through a debate-type class conducted with a single topic. Third, it is necessary to study the solution of the problem of the combination of literature that emphasizes aesthetic experience and debate that emphasizes argument. To this end, it is necessary to develop various topics that enhance the understanding of novels through reading debates. Fourth, it is necessary to systematically study what kind of change occurred in the empathic understanding and expression of the novel by the implementation of this study as a statistical and qualitative study. This is because, according to the results of this study, the method of sympathetic understanding of novels through reading debate can be improved, and effective ways of understanding and expressing novels can be explored even if it is not the method of reading debate.
The purpose of this study is to establish cooperative and critical dialogue stages as activities for empathy understanding of novels, and to establish practical plans for empathic understanding of novels through reading debates. To this end, reading debate is defined as an interaction for better understanding of the audience or the debater himself by dividing the opinions into pros and cons on the form and content of the novel. In this paper, as an activity to help empathic understanding through empathy or the experience of identification, role play reading debate is used as a reading debate and its expansion concept. Role-play reading debate is an expanded form of reading discussion, adding empathic understanding and role play characteristics. Both forms are forms of discussion class as a means of reaching a broad understanding, valid interpretation of the novel.
Chapter I starts from the problem awareness that the problem of discontinuity and non-continuity of the student-centered novel class should be solved, the problem situation of learners whose thinking ability, especially the empathic thinking ability, is markedly low, and the problem that the current classroom situation needs to be overcome. The current classroom situation lacks understanding of others and the world in the midst of the death of literature and the absence of opportunities for literary interpretation. I think that one of the ways to overcome these problems is through novel reading and debate through play centered on empathic thinking.
In Chapter II, the essence of empathic understanding of novels through reading debate and the characteristics of role play reading debate were examined. Reading debate and role play reading debate were reconceptualized while dispelling misunderstandings in the debate method for understanding literary works. Reconceptualization of these terms is expected to spread the debate culture and help students understand the content of the subject in the classroom. As a process for empathic understanding of novels, the first stage consists of empathy for the characters in the novel, the second stage conflicts with the opinions of the debate partner, and the third stage consists of understanding various values.
Chapter Ⅲ analyzed the pattern of reading debate class. Pre-debate activities, it is an activity to empathize with the role character by becoming the role of empathy. At this stage, it is supported by the same-group interpretation community. The activity during debate is the process of questioning the views of the other party and answering the explanations of the audience jury in the midst of a conflict between opposing groups and subjective interpretations. At this time, the hermeneutic cycle of the whole and the part is activated. Post-debate activities expand understanding as an empathic subject while seeking fusion of the horizons of the past and the present. If the first two stages are activities in which roles are assigned, the last stage is the activity of ‘I’ in reality in the state of returning to the original self from the role debater. The post-debate activity is the final stage of empathic understanding of novels, and aims to accept various values and expand understanding through empathy as an aesthetic subject.
In Chapter IV, an educational plan for empathic understanding of novels was established. An external premise and an internal premise are presented to activate the empathic understanding of the novel. The external premise presented debate as motivation and play activity by providing an interpreter, and the internal premise presented interest in humans and enjoyment of literary autonomy. Three methods were suggested as a method of sympathetic understanding of novels through reading debate. First, it is an activity for empathic understanding after cessation of judgment after experiencing empathy for the role character at the individual level and at the level of the interpretation community. This is a pre-debate activity. Second, activities during debate may cause conflict with others and cause confusion in the process. In that situation, it is an activity that can convert empathy or solidify antipathy by revisiting the novel with intrinsic intuition while focusing on the novel itself through epoche(stopping judgment). The third step is to expand understanding. Recognizing the other as an externality, we understand the real world through the fictional world and become a sympathetic subject, expanding our horizons in aesthetic, epistemological, and ethical aspects. Finally, we move on to the stage of writing that is moved by the text of the novel. The pre-debate stage is the first stage of understanding, and the debate activity is the objectification stage of verification. The post-debate stage is a stage to express the aesthetic experience by internalizing the content you understand while fully empathizing. Beginning with empathic reading of the activity before the debate in Stage 1, critical reading of the activity during the debate in Stage 2 is performed, and after the debate in Stage 3, it takes the form of literary acceptance, reaching the moving reading of the activity.
This study, which discussed concrete practical methods for empathic understanding of novels through reading debate, has the following significance.
First, it has the significance of providing opportunities for subjective and active acceptance beyond a fragmentary and passive way of understanding novels. Second, it is the acquisition of empathic understanding of various values. Third, through the experience of collision of subjective interpretations, students have the experience of learning the method of securing the validity of interpretation. Fourth, have the experience of expanding the aesthetic expression of the novel text understanding.
The empathetic understanding and expression activities of novels through reading debates are aimed at lifelong readers. It is significant in that it guides readers who participate in novel reading debates to participate in universal cultural activities as an act of communication.
In spite of such significance, we would like to suggest the problem to be solved as a follow-up study. First, it is a study on the dispelling of negative perceptions toward reading debate and reading debate. Second, in order to understand the novel, it is necessary to study how ‘less’ reading and ‘more’ reading of the entire novel are made with one or two themes. It is necessary to find a way to fully understand the entire novel through a debate-type class conducted with a single topic. Third, it is necessary to study the solution of the problem of the combination of literature that emphasizes aesthetic experience and debate that emphasizes argument. To this end, it is necessary to develop various topics that enhance the understanding of novels through reading debates. Fourth, it is necessary to systematically study what kind of change occurred in the empathic understanding and expression of the novel by the implementation of this study as a statistical and qualitative study. This is because, according to the results of this study, the method of sympathetic understanding of novels through reading debate can be improved, and effective ways of understanding and expressing novels can be explored even if it is not the method of reading debate.
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