ScholarWorks@중앙대학교

초록

The new rise of classical reading education is one of the important features of liberal arts education in recent years. This study aims to diagnose the performance of classical reading education through pre- and post-surveys of students takingclassical reading courses at four universities in Korea, and analyze the results to determine what specific outcomes classicalreading education can achieve. Based on a total of 339 students who took a classical reading course in the second semesterof the 2023 academic year at four universities, two in the Seoul metropolitan area and one each in the Chungcheongbuk-doand Daegu/Gyeongbuk regions, the results showed that classical reading education promotes not only reading comprehensionbut also communication, creativity, and problem-solving efficacy, despite the characteristics and differences in the courseoperation of each university. In particular, classical reading education was found to foster contextual reading, thethree-dimensional reading of texts, and inferential reading. Through discussions and debates with classmates, reflective writing,and reflection, the classical reading experience allows students to grow and mature by developing a precise and in-depthunderstanding of the text, as well as through the discovery of new content and meanings that they hadn't noticed before. These experiences, coupled with the results of fostering students' creativity and increasing their problem-solving efficacy,support the benefits of classical reading. Classical reading has also been shown to positively change students' personal andcontextual interest in academics. This change in students' willingness and attitude toward academics is very important becauseit is closely linked to the development of an active learning approach. This study confirms that classical reading educationhas the effect of broadening and deepening thinking, stimulating and satisfying intellectual curiosity and thirst for knowledge,and renewing students' commitment and attitudes toward their lives and their studies. In particular, the fact that these outcomeswere not identified at the level of individual universities, but were common to four universities in different regions, servingstudents at different levels, and operating in different ways, proves this study to be an objective confirmation of the universaloutcomes of classical reading education. A more politicized analysis of the specific factors that drive these outcomes andthe search for effective teaching methods is a future task.

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