피츠제럴드의 <야곱의 사다리>읽기 : 문학치료 상황으로 살펴 본 촉진자와 참여자의 관계

초록

This paper examines the relationship between Jacob and Jenny in F. Scott Fitzgerald’s <Jacob’s Ladder>(1927) in view of the context of literary therapy With its change of emphasis on from reading to interactive process, interactive bibliotherapy emphasizes the role of a facilitator and purposes to remedy problems through the triad of participant-literature-facilitator. In the triad, facilitators must make their efforts to produce positive effects by interacting with participants. In <Jacob’s Ladder,> the relationship between Jacob and Jenny resembles that between a facilitator and a participant. Jacob, a scouter, leads Jenny to be an actress and helps to solve a myriad of her problems as if a facilitator deals with a participant’s mental problems. Jenny, from a broken family, is a teenager girl with adolescent problems such as low education level and an aimless life. Taking her backgrounds into account, Jacob wisely gives her different situations not a book, as a text. As a matter of fact, in the current bibliotherapy, a text is not limited to a book but includes a variety of materials-videos, plays, pictures and so on. The process of Jenny becoming an actress shows Tetra System of bibliotherapy, which consists of Initial phase, Action phase, Integration phase, and Reorientation phase. Going through such a remedy, Jenny enriches her vocabulary and develops social skills. Thus, she can finally assimilate herself to the mainstream society. It is crucial that her assimilation means that existing society accepts a new woman who has an individuality different from that of a traditional woman.

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