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A Study on the Reconceptualization of Knowledge in Literature Education Kim Mi-HyeLiterary knowledge should be associable organically to literally activity. By nature, literary activity is reading, and literary knowledge can double the pleasure of reading. The present study reviewed the nature of knowledge and categorized it in the context of literary activity that learners interpret individual literary works and evaluate them in literature education. In literature education, first, as emphasized in constructivist epistemology, knowledge in literature is also constructed by the active literary activity of epistemic subjects and the result should be evaluated not by certainty but by the standard of intersubjectivity. Second, education means the continuous reconstruction of experience, so knowledge in literature education is in the process of selfrenewal. Knowledge in literature education is not a result but a process, and should be learned not through cramming from outside but through the subject’s experiences. Third, explicit and tacit knowledge dwelling in the learner grows through knowledge conversion process.Lastly, this study categorized literary knowledge using the structure of literary communication composed of writers, writings, readers and the world as the basic axis and considering the active role of learners, who are the subjects of literary activity, and interaction between teaching-learning context and learners. Again the world was divided into macroscopic context of production and communication of literary works, namely, socio-cultural context and microscopic context of actual interpretation, namely, teaching-learning context. The socio-cultural context was again divided into the context of text production and the contemporary context of communication, distinguishing the former as diachronic context from the latter as synchronic context.
