예술고등학교 무용전공생의 자기비판과 자기자비 경험에 관한 현상학적 연구

초록

This study phenomenologically explored the essential structure of self-criticism and self-compassion experienced by dance majors who graduated from arts high schools and are now first-year university students. In-depth interviews with eight graduates (Korean dance, ballet, and contemporary dance) were analyzed using Colaizzi's (1978) method. Self-criticism targeted the dancer's body itself rather than skill, internalized as self-negation through self-surveillance before the mirror and at times manifesting as somatized suffering. It was formed on a soil of evaluation centered on scores and rankings, stigmatizing teacher feedback, and routinized body management and peer comparison. Self-compassion was perceived along a differentiated spectrum—from wariness that "leniency leads to regression," to a self–other asymmetry in which compassion was available to others yet closed to oneself, to a conditional opening after the college-entrance examination. This study illuminates self-criticism and self-compassion as two sides of a single self-relation and suggests that teachers be redefined as external providers of compassion and as facilitators who observe students' psychological states.

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