탈진실(post-truth) 속 문학정전 교육의 가치 모색 -하이데거(M. Heidegger)의 존재론과 해석학-

Postmodernism has powered “uncanonization” in literary education since the 1990s. However, the distortion of postmodernism in the 2020s has led to “post-truth.” Post-truth blurs the boundary between truths and lies, making distinctions thereof meaningless. In this confusing age, we must re-explore teaching canon. So the problems of canon and canon education are reviewed, which is dilemma between legitimacy and autonomy. To solve it Heidegger’s ontology and hermeneutics are investigated. Because literary language shows indecisiveness, literary works lead a reader to their truths, questioning our world that we have considered to be true. A new perception of the world is a new perception of oneself, thus Literary truths renew a reader with an own individual identity (or moods). It is difficult to assume that literary truth is in non-canon; hence, teaching canon helps form a learner's intrinsic whole life. This study proposes the criteria for an educational canon following Heidegger’s philosophy; that is, it must be reproducible, not be written in contemporary times, and exhibit attitudes of value seeking. The principle of teaching canon is also suggested: A single canon must be taught as a vector of multiple truths in multiple contexts; but in a single context, finding a variant but single interpretation must be endlessly tried.