earticle

영어

Although we tend to think that writing should be an honest expression of one’s own feelings, this was not the case in Joseon. Dominant atmosphere in Joseon was that prose was supposed to follow early Qin two Han styles and poetry was supposed to follow Tang style, which could be summarized as ancient style. However, writings about miscellaneous things, which were popular in late Joseon opposed to this kind of writing, and were hence considered by the king and the dominant class as heresy. It was not only because they destroyed the form of ancient style and created an original style, but also because they were expressive writings that did not filter out one’s emotions, which were directly opposed to Neo-Confucian idea of asceticism. Nonetheless, it is my belief that the writing style of late Joseon is something that could shed new light on the writing education in current university education system. Hence, in this paper, I suggest the writings by writers such as Bak Ji-won, Yi Ok, and Bak Je-ga, that emphasized ‘content over form’, ‘present over past’ and ‘oneself over others’ as a new direction for current university writing education. Bak Ji-won criticized the writings that were fettered by form and did not express one’s feelings honestly and tried to write something alive. Yi Ok thought that as a contemporary human being he should not be fettered by past and restrain one’s mind, and tried to write something that expressed what he felt here and now. Bak Je-ga criticized Confucianists who only thought according to fixed rulesand standards, and urged that one should write one’s own thoughts and not copy someone else’s or ancient people’s thoughts. Though current writing is not entirely identical to the inflexible writing of Joseon dynasty that rigidly follow ancient style, but there is a tendency that one writes for others than what is in one’s heart. Hence, just as the writers of late Joseon criticized the writing that emphasized ancient style and pursued a way of writing that broke away from form and expressed one’s feelings as they were, our university writing education should also encourage students to express their own thoughts. First of all, students should be taught to focus on writing a lively piece that underscored content than being cautious not to break away from form as Bak Ji-won did, and to express what one feels here and now just as Yi Ok did. If students were to break away from conformed writing customs and write something that is lively and colorful, they should be taught to write their own thoughts rather than what you are supposed to think or what others think.

한국어

글쓰기란 자신의 느낌을 솔직히 표현하는 것임에도 불구하고 조선시대 문풍은 그렇지 못했다. 문장은 반드시 선진양한을 본받고, 시는 반드시 성당을 본받아야 한다는 이른바 고문위주의 글쓰기가 조선의 문풍을 지배했다. 그런데 조선후기에 성행한 새로운 글쓰기인 소품문은 이러한 고문위주의 글쓰기에 반기를 들었고, 이 때문에 국왕은 물론 당시 지배층에게 이단⋅사설로 취급되었다. 왜냐하면 소품문은 고문의 형식을 파괴하고 그 내용마저도 자신의 감정을 절제치 않았기 때문에 성리학의 수양론과는 배치되었다. 하지만 본고는 바로 이러한 소품문의 특징과 정신이 우리의 대학 글쓰기 교육에서 필요하다고 생각한다. 조선시대 글쓰기가 남에게 잘 보이기 위해 형식만을 베끼는 고문위주의 글쓰기였던 것처럼 현재 우리의 대학 글쓰기 자신은 배제한 채 타자만을 위한 글쓰기를 하고 있는 것이 현실이다. 그러므로 조선후기 소품문 작가들이 고문위주의 글쓰기를 비판해 형식을 파괴하고 자신의 감정을 있는 그대로 드러내는 새로운 글쓰기를 추구했던 것처럼 우리의 대학 글쓰기 교육 또한 자신의 생각을 드러낼 수 있는 방향으로 나가야 할 것이다. 그러기 위해서는 연암 박지원이 추구했던 글쓰기처럼 형식 보다는 내용을 중시하는 살아 있는 문장을 쓰는 데 집중해야 할 것이며, 이옥이 추구하는 글쓰기처럼 현재의 위치에서 자신이 느끼는 감정을 자유롭게 표현하는 글쓰기를 가르쳐야 할 것이다. 그리고 박제가가 추구하는 글쓰기처럼 하나의 틀에 갇히지 않고 다양한 맛을 내는 살아있는 문장을 쓰기위해 타자의 생각이 아닌 나만의 생각을 글로 표현할 수 있는 교육을 해야 할 것이다.