추가 적립 안내

탐구로서의 문학을 연구한 책. 독자 반응의 상호교통 과정을 연구하려는 학자와 수업에 활용하려는 교사들에게 도움을 준다. 저자의 문학, 인류학, 사회학, 교육학에 대한 방대한 지식을 집대성하여 문학과 문학을 활용한 국어 및 외국어 교육에 새로운 방향을 제시하고 있다.

이 책은 독자 반응 이론과 독서 과정의 개발에 관한 이론 및 실천서인 <독자, 텍스트, 시: 문학 작품의 상호교통 이론>의 토대를 놓아주는 동시에 상호보완의 역할을 한다. 문학과 문학중심의 언어교육을 연구하는 학자나 이를 실행하려는 교사들은 먼저 이 책에서 탐구로서의 문학을 통해 독서 행위의 문화적ㆍ사회적 양상을 이해한 다음, 저자의 다음 저서인 <독자, 텍스트, 시: 문학 작품의 상호교통 이론>을 통해 독자 반응 이론의 구체적이고 체계적인 경험 및 실제 적용으로 발전시킬 수 있다.

1. 이 책의 중요성은 로젠블렛이 일찍이 주장한 독자 반응의 상호교통 과정을 연구하려는 학자와 수업에 활용하려는 교사들에게 시사하는 바가 크고 이 책이 실제로 독자반응 이론과 독서 과정의 개발에 관한 이론 및 실천서인 [독자,텍스트,시: 문학 작품의 상호교통 이론]의 토대를 놓아주는 동시에 상호보완의 역할을 하기 때문이다.

따라서 문학과 문학중심의 언어교육을 연구하는 학자나 이를 실행하려는 교사들은, 탐구로서의 문학을 통해서 독서 행위의 문화적,사회적 양상을 충분히 이해하고 난 다음, 로젠블렛의 다음저서인 [독자,텍스트,시: 문학 작품의 상호교통이론]을 통해서 독자반응 이론의 구체적이고 체계적인 경험 및 실제 적용으로 발전시켜야 할 것이다.

2.
Literature as Exploration Author Louise Rosenblatt Dies at 100
Louise M. Rosenblatt, distinguished educator, reading researcher, and author, died Tuesday, February 8. She was 100.

Best known for the influential Literature as Exploration (1938), in which she argued that literature involves a transaction between the reader, the writer, and the text, Louise was a vital force in education for many decades, as well as a longtime and beloved friend to NCTE and its members.

NCTE Executive Director Kent Williamson shared the following thoughts for a memorial service for Louise on Thursday, February 10, in Princeton, New Jersey:

“The life work of Louise Rosenblatt has had such a profound effect on so many teachers of English and teacher educators that it is tempting to refer to her as an ‘icon’ in our field -- a stuffy label she would surely reject. From the publication of Literature as Exploration in 1938 through the present time, her remarkable scholarship and teaching changed the way teachers and students think about reading and writing. Because she never stopped being passionately engaged in the most fundamental questions about teaching and learning, her work doesn’t belong to a single era in the history of our field. Over nine decades, she worked relentlessly to create a space for the reader’s voice in understanding literature. For this alone, members of the National Council of Teachers of English revere her.

“Just a few months ago, at the ninety-fourth annual NCTE Convention in Indianapolis, all of the seats were claimed at a panel presentation on her work long before the session convened. Curiously, at 100 years of age, she had acquired ‘rock star’ status at NCTE. Why? Because her ideas and beliefs were just as fresh, as liberating, and as relevant to the challenges that teachers face today as they had been so many years ago. There is no question that her ideas will continue to influence what happens in English language arts classrooms for generations, and perhaps this is the most genuine tribute we can offer."

--Kent Williamson, Executive Director, National Council of Teachers of English

Louise M. Rosenblatt was born in 1904. She attended Barnard College, the women's college at Columbia University in New York City. Her roommate in college was Margaret Mead, who went on to become a world-renowned anthropologist.

Louise studied at the University of Grenoble in France and the University of Paris. She received her doctorate in comparative literature at the Sorbonne, the faculty of letters of the University of Paris in 1931. Her dissertation ("The Idea of Art for Art's Sake"), written in French, was on the philosophy of art and the role of the writer in society.

Louise’s first major presentation was at the 1939 NCTE Annual Convention in New York when she addressed 3,000 teachers at the Manhattan Opera House. Among numerous later NCTE speaking engagements were the 1999 Elementary Section Get-Together, the College Forum event at the 2001 CEE Luncheon, the 2002 Annual Convention, and the 2004 Annual Convention, at a celebration in honor of her 100th birthday.

Louise taught at Barnard College (from 1927 to 1938), Brooklyn College (from 1938 to 1948), and New York University's School of Education (from 1948 to 1972, when she reached mandatory retirement age). She then continued teaching: at Rutgers University, Michigan State University, the University of Pennsylvania, and the University of Miami, Coral Gables, working with doctoral candidates.

In 1953 she was appointed to the Commission on Human Relations of the Progressive Education Association. “Its purpose,” she said in a 1999 Language Arts interview with Nicholas J. Karolides, “was to publish . . . books about such topics as family relations, human development, and psychology for late high school or early college readers. . . . When my part of the work was done, I reflected on the difference between reading about human relations . . . and the discussions . . . that took place in my classes. . . . I had great respect for the impersonal, scientific approach of the books we had planned. In contrast, the class discussions of problems in human relations arose out of what the readers had thought and felt in reading the text, and were efforts to think rationally about such topics in an emotionally colored context. It seemed to me that the resulting insights might be more personally felt, perhaps more lasting. Both approaches seemed to me to be needed.”

Louise was also a member of the CCCC Executive Committee and the NCTE Commission on the English Curriculum.

Her numerous honors include the Franco-American Exchange fellow (1925-1926), Guggenheim Fellow (1942-1943), NYU Great Teacher Award (1972), NCTE Distinguished Service Award (1973), NCTE David H. Russell Award (1980) for The Reader, The Text, The Poem: The Transactional Theory of the Literary Work, Leland Jacobs Award for Literature (1981), ALAN Award (1984), IRA Reading Hall of Fame (1992), and NCTE James Squire Award (2002).

Her books include Literature as Exploration (1938, reissued in 1968, 1976, 1983, and 1995); The Reader, The Text, The Poem: The Transactional Theory of the Literary Work (1978, revised paperback edition 1994); and Making Meaning with Texts: Selected Essays (2005).

One of Louise Rosenblatt’s continuing concerns was the way in which education contributes to democracy. In the 1999 Language Arts interview, she was asked if she could discern any generative ideas that brought her to write Literature as Exploration. In response, she said, “I would say the truly generative ideas have been the value of democracy for human beings, and the importance of preserving and improving our democratic way of life. That is what colored my thinking about literature and led to my becoming involved with education, with trying to understand how schools can contribute to the growth of people able to preserve and carry into greater fulfillment the democratic society, imperfect as it may be, that we are now benefiting from.”
(NCTE : 미국 영어교사 협회)

역자 서문
머리말
5판에 부치는 서문

제1부 문학의 영역
1. 문학에의 도전
2. 문학적 경험

제2부 문학적 감수성을 위한 인간적 토대
3. 자발성을 위한 배경
4. 학생이 문학에 가져오는 것
5. 구조의 확장

제3부 통찰력의 근원이 되는 문학적 감수성
6. 몇 가지 기본적인 사회적 개념들
7. 개성
8. 감성과 이성
종결부: 수행하는 예술

제4부 재확인
회상과 전망

권장문헌
참고문헌
인명색인
작품색인
일반색인

머리말

나는 금세기에 루이스 로젠블렛 만큼 강한 영향력과 부당한 무관심이 라는 극단적인 대조 때문에 이를 즐기면서 동시에 고통 받았던 또 다른 문학비평가가 있을지 궁금하다. 그녀가 영향력을 끼쳤는가 물론 엄청나게 많은 영향을 끼쳤다. 말하자면, 얼마나 많은 다른 비평서가 1930년대 말에 초판이 나온 이책처럼 수십년간의 비평적이며 교육적인 혁신을 이루면서 5판 까지 확장될 수 있겠는가? 그러면 나는 어떻게 로젠블랫이 부당하게 무관심을 받아왔다고 주장할 수 있겠는가? 해답은 분명히 "부당하게"라는 말이 의미하는 바에 달려있다. 실제로 그녀는 각 세대별로 수천명에 이르는 교사들과 학생들에 의해 주목을 받아왔다. 그녀는 아마도 문학을 다루는 방법에 있어서는 다른 어떤 비평가들이 한 것보다도 더 많은 교사들에게 영향을 끼쳤을 것이다. 그러나 문학 비평과 이론의 세계는, 무엇이 텍스트를 구성하는가? 그리고 무엇이 결국 문학을 읽는 목적인가? 또한 왜 학생들의 읽기를 향상시키기 위해 노력하는가? 와 같은 질문들에 대한 그녀의 주장이 타당하다는 것을 최근에서야 인정하기 시작했다.