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영어

This thesis aims to look into significance of literary imagination in the field of literature education. The important responsibilities of such imagination are discussed as the thesis focuses on innocence of childhood observed in poems written by Jeong Jiyong. When it comes to how to define innocence of childhood, it can be associated with raw experiences of learners from an angle of literature appreciation, and such experiences are regarded as these experiences which have been already kept deep inside the learners’ minds even before the learners would actually try to recall any of them on purpose. After all, innocence of childhood is a continuum of emotions of a learner oneself, and it grows the learner’s mature inner mind as leading one to work on more advanced reflective thinking. That is why the thesis sees innocence of childhood as a good chance for a learner to exercise one’s imagination. First of all, literary imagination found in Jeong’s poems appears in a form of innocence of childhood. Back then, Jeong was feeling scared and anxious about Japan as a colonist but he still came to overcome his negative inner world with the help of innocence of childhood. In particular, Jeong’s own fairy-tale factors such as the “blue bird“ or the ”colored bottles“ like ”red bottle and blue bottle“ proved how strong his childlike ego was, and readers of Jeong’s poems are encouraged to have a positive attitude toward the world. In addition, innocence of childhood in the poems of Jeong Jiyong help the readers look right into their inner minds and there, they face with true egos of theirs. In other words, as far as the poet believed, innocence of childhood was a process of how he would recognize himself through what he was talking about, and it helped the poet survive from senses of loneliness and sadness that he was going through in the colonial period. Such aspects of the innocence of childhood may depreciate values of the works when the readers fail to see even more of the works themselves. The aspects of innocence of childhood found in Jeong Jiyong’s poems should be handled with these practical principles of poetry education. Innocence of childhood basically reminds a reader of one’s raw experiences. To be specific, innocence of childhood invites learners to understand intrinsic values of their inner minds, and that is what gives the learners an opportunity for introspection in their lives. In the light of that, the thesis suggests that the learners should get into an ‘activity to convert these poetic situations into their own epics’. In the end, innocence of childhood leads the learners unconsciously to their epics, and through their raw experiences, the learners remind themselves of their inner minds. As a consequence, the learners finally find reasons for forming their more solid identities as working on reflective thinking. As you can infer from what has been described above, since innocence of childhood works closely with experiences of learners, any of you would hardly deny the significance of the learners’ imagination. To rephrase, not only does innocence of childhood help the learners’ chances for reflective thinking but it also inspires the learners to cultivate right, positive minds. This thesis, after all, argues that in terms of literary imagination, it makes a contribution to learners’ more confident identities and plus, it invites the learners to really think of what a true life is as guiding them to a life with value.