The purpose of this study is to provide Ecofeminine-poetry education for high school students in order to solve social community problems. So we develop a social community culture of embracment and care, cooperation and harmony, equality and win-win, consideration and sharing. Therefore it is intended to help solve social community problems by practicing this in society.
And I want to develop and practice ‘community culture’ of 2015 revised literature curriculum. Because, the world needs a culture of social community more than ever because of Corona (COVID-19). In addition, the ecological crisis, and environmental pollution, sexual harassment and sexual violence are getting more serious. It is necessary for the people of the world to seriously recognize the problems of the social community and to seek ways to solve them. This study starts from the concern about what the culture of social community we should have to solve these problems of social community. In other words, it is researched to find the cause and solution the problems of social community.
Ecofeminism, which originated in the West, fuses Feminism and Ecology to solve both female problems and ecological crises together. This is a discourse that began in France in 1974, and it is defined as the cause problems of social community as the oppression and exploitation of the weak by the strong. In other words, female problems are considered that men treat women as underdogs, oppress and exploit them, resulting in female problems caused by sexual harassment and sexual violence are getting more serious.
Likewise, the ecological crisis also seems to have caused ecological crises such as environmental pollution by developing and damaging nature by recognizing that human beings are superior to nature. So, in order to solve the problems of these social communities, we try to solve problems by utilizing the values of women in ecological problems.
It is Ecofeminine-poetry that embodies these discourses with poetic imagination. In other words Ecological-poetry is the embodiment of ecological discourse in poetic language, and Feminine-poetry is the embodiment of feminist discourse in poetic imagination. Therefore, if Ecology and Feminism are integrated and become Ecofeminism, the fusion of Ecological-poetry and Feminine-poetry becomes Ecofeminine?poetry. In other words Ecofeminine-poetry is the embodiment of Ecofeminism discourse as an implicit language.
Chapter Ⅰis the background, purpose, and prior research of the study. The background of this study is not unrelated to the situation problems of social community such as the pandemic Corona (COVID-19), sexual harassment and sexual violence, and the ecological crisis caused by civilization development. In other words, in order to solve problems of social community , we reflect on the cause of the problem and what education will be provided to prepare measures to solve it. The purpose of this study is to develop the‘community culture’ of the 2015 revised literary curriculum. The preceding studies have significant research achievements as prior studies on Ecofeminism Theory or Ecofeminine-poetry. However, research on Ecofeminine-poetry Education is still lacking. In this context, this study is meaningful in that it confirms the necessity of Ecofeminine-poetry education and suggest an education plans.
Chapter Ⅱ examines the Ecofeminism discourse and the Ecofeminine-poetry that embodies this discourse. Ecofeminine-poetry is a discourse that came from the West, characterized by the content principles and expression techniques of Ecofeminine-poetry.
First, the principle of Ecofeminine-poetry is to solve the problem of social community by embracment and caring feminine values for natural healing and ecological recovery. Second, the problem of social community is solved by accepting cooperation and harmony which is a feminine value with the circulation of body and nature. Third, the social community problem is solved by equality and win-win by placing importance the local and surroundings. In other words, because everything in the world is equal by placing importance on the socially weak. Fourth, The social community problem is solved by the value of consideration and sharing with the mythological principle of wisdom.
As a formal characteristic of these Ecofeminine-poetry, there is an expression technique.
First, Ecofeminine-poetry is the same in that nature and women are the underdogs of oppression and exploitation. Therefore, the mutual subjective anthropomorphism in which nature and women are the same appears well in Ecofeminine- poetry.
Second, it represents the ring of life circulating in the list of equal cyclical substitutions. So, we often use the expression of repetition and list that nature and women replace equally to realize the value of equality, harmony and cooperation.
Third, Ecofeminine poetry uses spiritual symbols of wisdom to shape that women and nature are the same values. In other words, it symbolizes nature and women and reveals the polysemism and implication of meaning.
Fourth, Ecofeminine-poetry expresses equality and win-win well by pursuing the overall image of harmony. The damage or destruction of nature and women is caused by modern male-centered thinking in pursuit of visual pleasure. Therefore, by using not only the visual image but also the senses of taste, touch, and hearing as a whole, we solve social community problems through equality and win-win.
Fifth, the poetic speaker of other-understanding can be nature in Ecofeminine-poetry. Because nature and women are the same, it is an expression technique that listens to the voice of nature itself. This promotes empathy through understanding others, helping to solve social community problems through mutual coexistence, win-win, and cooperation, etc. This course educates students to foster and develop a social community culture by understanding the content principles and expression techniques of Ecofeminine-poetry.
Chapter Ⅲ examines the results and limitations of Ecological-poetry and Feminine- poetry education of against the backdrop of the 1990s. Through this, we understand the need for Ecofeminine-poetry education that combines Ecological-poetry and Feminine- poetry. In other words, the world’s poetry trend has changed to the interest of individuals since the 1990s, and these changes are shown in Korea as Ecological-poetry, Feminine- poetry, and Multicultural-poetry. This was reflected in the 2009 and 2011 revision of the literature curriculum, and Ecological-poetry education, Feminine-poetry education, and Multicultural-poetry education are provided in the high school‘literature'' textbooks. In detail, Ecological-poetry education accepts ecological discourse as a poetry genre and develop ecological consciousness through internalization through literary sensitivity. Or Feminine-poetry education is also a form of feminism discourse embodied in poetic language and awareness and criticism of women''s roles are taught. However, Ecological-poetry education failed to provide a way to overcome the ecological crisis, and Feminine-poetry education has resulted in a confrontation between men and women, this is progressed to a phenomenon that rejects even if the word “feminine- poetry”. Therefore, it is necessary to educate Ecofeminine-poetry that converges Ecological-poetry and Feminine-poetry, and it is necessary to educate the thinking of harmony and cooperation rather than confrontation between men and women.
Chapter Ⅳ designs the educational plan according to the 2015 revised literature curriculum to learn Ecofeminine-poetry in the high school ‘literature’ subject. The goal of learning through the design of Ecofeminine- poetry education is to fuse 1 the essence of literature and 4. attitudes toward literature in the 2015 revised literature curriculum. The learning content is Ecofeminine-poetry principle and expression technique. The learning method utilizes the genre-linked education method and the space-linked education method of home, school, society.
Chapter Ⅴ examines the practical application of Ecofeminine-poetry to the educational field in detail. In the content area of the 2015 revised literature curriculum, 1. The essence of literature and 4. the attitude toward literature are fused to set learning goals, The content element is to find the expression technique which is the principle and form of Ecofeminine-poetry directly in the works of Ecofeminine-poetry. As an educational method, they read various works together with genre-linked and find social community problems and solutions in Ecofeminine-poetry. Spatial link learning links the space of home, classroom, society to develop culture of social community through Ecofeminine?po etry education, and even learn attitudes to practice in society.
Specifically, this study suggests a plan to make the culture of social community of embracment and care through natural healing and restoration of vitality, which are the principles of Ecofeminine-poetry, and to develop and practice the culture of social community of cooperation and harmony through the circulation of body and nature. In addition, we will develop a social community culture of equality and win-win with the emphasis on the local and the surrounding areas, which are the principles of Ecofeminine-poetry, and learn attitudes to develop and practice social community culture of consideration and sharing through mythology principle of wisdom. Therefore, we educate high school students to underst and the differences between the existing Ecological-poetry and Feminine-poetry education to have an attitude of striving to solve problems of social community.
The literary educational significance of Ecofeminine-poetry is as follows:
First, it educates all men and women to go away confrontation and to pursue the perspective of cooperation in solving problems such as sexual harassment and sexual violence, ecological crisis, and global pandemic.
Second, it is meaningful in that it newly inherits literature and social community culture education. This means that we have made a new breakthrough in the education of feminine poetry, which has been rejected or hated in the existing literature education. In addition, Ecofeminine-poetry education has the effect of activating feminine poetry education that are rejected in existing school education by pursuing mutual win-win and coexistence with cooperation and equality rather than exclusion or hatred.
Third, the education of Ecofeminine-poetry can contribute to developing the human merchant who pursues the competency-centered education of the 2015 revised curriculum, “a person who lives together with consideration and sharing.”
Fourth, it is meaningful in that it develop an attitude that contributes to cultural development by directly practicing the social community culture cultivated through education on Ecofeminine-poetry.
Fifth, the significance can be found in contributing to fostering people living together by setting nature as the poetic speaker of understanding others.
However, there is something to be equipped for the activation of Ecofeminine-poetry education.
One, it is necessary to integrate the contents of the 2015 revised literature curriculum in order to create conditions for Ecofeminine-poetry education. In the 2009. 2011 revised literature curriculum, there is a basis for education on Ecological-poetry or Feminine-poetry in the content area as ‘ecology, gender equality’ or ‘ecology, socially underprivileged’. However, in the content area of the 2015 revised literature curriculum, the content of social community culture is not specifically specified. However, as an ‘attitude towards literature’, it develop an attitude that contributes to the cultural development of the social community as an affective domain. Therefore, teachers should be interested in Ecological and Female issues and educate them in order to educate Ecofeminine-poetry.
Two, it is necessary to provide concrete methods to educate Ecofeminine-poetry and to practice it in everyday life with positive feedback. In other words, high school students are in the process of entering college or entering society, but they should continue to learn attitudes to practice them in their lives through education on social community culture.
Three, the study on Ecofeminine-poetry education should be actively conducted. Especially, the development of social community culture is based on social learning practiced in society, so various educational plans for experience and participation learning should be actively studied. Through this, the life of literature should be made.












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