마해송 동화 연구(A)Study on the Fairy Tales of Ma Hae-Song

[김영훈]

마해송 동화 연구

(A)Study on the Fairy Tales of Ma Hae-Song

저자명

김영훈

문서유형

학위논문(박사)

발행정보

중부대학교 |2008년 |국어국문학 |한국 |한국어

주제분야

인문과학 > 언어학

서지링크

국회도서관 (청구기호 411 -8-331) , 한국교육학술정보원

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초록

This study is written in order to grasp the main idea of Ma Hae-Song's fairy tales. The purpose of this study is to grasp the main idea by researching the aspect of forming text and creating the main subject on the course of writing the fairy tales, its material was chosen in life. First, I researched the life and the literary view-point of him. And then, I analyzed his fairy tales, relate to intended main subject by researching the whole course of creation; choosing material, complicative construction, forming contents by creating characters, and expression‎; in order to 'The study on main subject' among the literary characteristics.
Ma Hae-Song has been estimated a children's cultural activist on the basis of respect children in his lifetime, and he had wrote fairy tales for children in his life, in addition to literary achievements. In other words, he wrote fairy tales, he made an effort to children's cultural movement. In addition, he was an author of fairy tales, and he did movement of respect of children's human rights with Bang Jung-Hwan and others, during the Japan's colonial. After liberated from Japan's colonial, he leaded to made the children's charter, and so on. Because of that, many of his literary works was included resistant subject reflecting social contradiction. His debut, the masterpiece, 'the rocklily and the smallstar' is also belong to that category. This work has been estimated as the fairy tale containing of new and high artistic sense which overcame the form of the old story of the instructive content. Like this, he contributed to improving of juvenile literary works as the leader of Korean creative fairy tales.
Therefore, this study focused on research which traces his life and the fairy tales creation's world, centers on the main idea. At first, I considered in the concrete the fairy tales which focus on 'resistance', 'free will', 'criticize reality', 'respect children', and story material that is chosen on the purpose of creating various works which main idea is human's natural virtue, and an aspect of structure, set up of characters or create of contents. The last, I investigated how to reflect the main idea into the work related expression‎ techniques of the fantastic story.
In result, the aspect of choosing the subject matter, Ma Hae-Song set up the main idea, properly. The main idea was that respect children's rights, increase children's roles at the legendary·allegorical fantastic fairy tales. The legendary material of the story was borrowed from the works of the early days, which is written by him. After midterm, it was possible to recognize the expression‎ of resistant subject at the fairy tales emphasized on recognition of reality in situation of a period. And it is available to consider how to set up the main idea of fairy tales of kind of a fable to readers. With this subject matter, created contents and organized, and then the fairy tales were written by using techniques of fantastic·satirical expression‎, there was the impressive main idea.
He was opposited to the system of 'the father is best at home' of traditional Confucian society when he was childhood. Because of that, he revealed Oedipus complex, and trauma. He leaded to children's rights and loving children, Because of his growth circumstance and opposition to the traditional Confucian society lack of loving children. After childhood, he lived a time of gloomy conditions and political pressure, so he published works of resistant main idea and many kind of main idea.
With that reason, the world of Ma hae-song's stories has focused on respecting children and set up 'resistance' to challenge his reality on the other hand. That's why he was recognized as a writer to look forward to Korean's national identity and free will for democracy. Beside of this kind of stereotype his stories have plenty messages.
To look into this specific, he set up more than 2 subjects in his juvenile story in complex concepts which are consciousness in the traditional society, resistance for the pressure and idea of respect for children. He had also emphasized that children are the hopeful existence to open the gate of the future through increasing their role in the society. His idea of respect for children had been a topic in the academic world all the time.
There are two more types in his fairy tales on the situation of his period of the time. When Korea was a colony of Japan, he wrote his fairy tales focusing on resistance and independence of Koran. After liberation from Japan, he wrote again his fairy tales focusing on 'resistance' against dictatorship with his political ideology, after being embossed to readers he was recognized as a writer of 'resistance'
In the fairy tales like allegories, the main idea on the surface is kind of animals or plants giving an instruction to live normal life wiser with national sentiment and intelligence. However, there is irony which it set up the hidden idea using metaphor with animals or plants to express two different people who rule or ruled. The weak always win the stronger in the story to express suppression.
He wrote his stories without difference which distinguish real and fantasy; he used irony to express real life like patriarchy instead of indicative mood. But he never forgot giving some instructions like 'resistance', 'free will', 'respect children'. He wrote his stories adequately describing a rapidly changing Korean situation with a satire for the national absurdity, also there were interest and artistry in his stories, and he didn't make a compromise with reality and be a coward. Nevertheless his stories were regarded as a bad story to educating children because he expressed 'war', 'death' directly.
His stories reflect his character by his base environment like birth, growth, education and job, and there are some evidences in his stories. Especially when he was young, a small piece of memory about colonial life and traditional Confucius life sublimates allegories to criticize his society. In conclusion this thesis is to applaud his literary works. In that point I am looking into Ma hae-song's stories, I want to find the process which make main idea from text, moreover the expression‎ main idea using irony and patriarchy.

목차

표제지
목차
I. 서론 7
1. 연구 목적 7
2. 연구사 10
3. 연구 범위와 방법 15
II. 생애와 문학관 21
1. 생애 21
2. 아동문학관 29
III. 텍스트 분석 39
1. 소재 선택 39
2. 갈등 구조 68
3. 인물 성격 109
IV. 주제 탐구 161
1. 아동애 161
2. 저항성 182
3. 도덕성 203
V/IV. 결론 217
※참고 문헌 223
ABSTRACT 228
표 목차
〈표 1〉 「바위나리와 아기별」의 시간(낮과(낯과) 밤) 대응표 70
〈표 2〉 「바위나리와 아기별」의 공간(하늘과 땅)의 대응표 71
〈표 3〉 「바위나리와 아기별」의 주인공 아기별의 이동 경로 71
〈표 4〉 「소년특사」 주인공 두 소년의 이동 경로 78
〈표 5〉 「호랑이와 곶감」의 공간(방안과 방밖) 대응표 80
〈표 6〉 「호랑이와 곶감」의 화자와 청자의 대응표 80
〈표 7〉 「호랑이와 곶감」의 공간(호랑이 굴과 여우 굴) 대응표 81
〈표 8〉 「호랑이와 곶감」 주인공호랑이의 이동 경로 82
〈표 9〉 꿈속의 능금 대 현실의 능금 대응도 84
〈표 10〉 상봉이의 이동 경로 85
〈표 11〉 「토끼와 원숭이」의 공간(개울 동쪽과 서쪽) 대응표 89
〈표 12〉 「토끼와 원숭이」의 공간(원숭이나라와 뚱쇠 나라) 대응표 91
〈표 13〉 「떡배 단배」의 민족 자본과 외래 상품 대응표 92
〈표 14〉 「물고기 세상」의 주인공 영애의 시간적·공간적 이동 경로 96
〈표 15〉 「꽃씨와 눈사람」의 사건·주인공 대립과 갈등 조견표 99
〈표 16〉 「사슴과 사냥개」 주인공 비호의 공간적 이동 경로 103
〈표 17〉 「사슴과 사냥개」 주인공간의 대립과 갈등 104
〈표 18〉 「개한테 잡힌 호랑이」 주인공 멍멍개의 이동(공간) 경로 106
〈표 19〉 「학자들이 지은 집」의 사건·주인공간의 대립과 갈등 조견표 108
〈표 20〉 「바위나리와 아기 별」의 등장인물 성격 비교 113
〈표 21〉 「바위나리와 아기 별」 등장인물 간의 성격 대응표 114
〈표 22〉 「소년특사」 등장 인물들의 성격 비교 115
〈표 23〉 「소년특사」 등장 인물간의 성격 대응표·1 118
〈표 24〉 「소년특사」 등장 인물간의 성격 대응표·2 118
〈표 25〉 「소년특사」 등장 인물간의 성격 대응표·3 119
〈표 26〉 「호랑이와 곶감」 등장 인물들의 성격 비교 120
〈표 27〉 「호랑이와 곶감」 등장 인물(호랑이와 여우)의 성격 대응표 122
〈표 28〉 「어머님의 선물」 등장 인물(상봉이의 가족)의 성격 123
〈표 29〉 「상봉이와 어머니의 성격 대응표 125
〈표 30〉 상봉이와 식민지 백성의 설움 대응표 126
〈표 31〉 「토끼와 원숭이」 등장인물들의 성격 비교 130
〈표 32〉 「토끼와 원숭이」 등장인물간의 성격 대응표·1 130
〈표 33〉 동화 「토끼와 원숭이」 등장인물 성격 대응표·2 131
〈표 34〉 「토끼와 원숭이」 등장인물 간의 대립과 갈등 131
〈표 35〉 동화「토끼와 원숭이」 등장인물 성격 대응표·3 132
〈표 36〉 동화「토끼와 원숭이」 등장인물 성격 대응표·4 132
〈표 37〉 「떡배 단배」 등장인물들의 성격 비교 138
〈표 38〉 「떡배 단배(답배)」 등장인물 성격 대응표·1 138
〈표 39〉 「떡배 단배」 등장인물 성격 대응표·2 138
〈표 40〉 「떡배 단배」 등장인물 성격 대응표·3 138
〈표 41〉 「떡배 단배」 등장인물 성격 대응표·4 139
〈표 42〉 「떡배 단배」 등장인물 간의 대립과 갈등 139
〈표 43〉 「물고기 세상」 등장인물들의 성격 142
〈표 44〉 「물고기 세상」 등장인물간의 성격 대응표 142
〈표 45〉 「꽃씨와 눈사람」 등장인물들의 성격 비교 145
〈표 46〉 「꽃씨와 눈사람」 등장인물 성격 대응표·1 145
〈표 47〉 동화「꽃씨와 눈사람」 등장인물 성격 대응표·2 146
〈표 48〉 「사슴과 사냥개」 등장인물들의 성격 비교 151
〈표 49〉 「사슴과 사냥개」 등장인물 성격 대응표·1 151
〈표 50〉 「사슴과 사냥개(토끼와 원숭이)」 등장인물간의 성격 대응표·2 152
〈표 51〉 「사슴과 사냥개」 등장인물 성격 대응표·3 152
〈표 52〉 「개에게 잡힌 호랑이」 등장인물 성격 비교 154
〈표 53〉 「개에게 잡힌 호랑이」 등장인물 성격 대응표 154
〈표 54〉 「학자들이 지은 집」 등장인물들의 성격 비교 157
〈표 55〉 「학자들이 지은 집」 등장 인물간의 성격 대응표 157

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키워드

아동문학, 마해송