자기성장을 위한 글쓰기 방법 연구 : 윌버의 의식 수준 발달을 중심으로
Study on writing methods for self-growth : focusing on Wilver's levels of consciousness
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Human has the desire to achieve self-realization. That is, one aims for self-growth. It has long been regarded that literature is an effective tool for self-development. Especially, writing is a high level of self-expression. However, not all writing helps self-growth. Therefore, the objective of this paper is to study writing methods that help self-growth. Ken Wilber is one of the most effective philosophers and a psychological theorist who pioneered integral psychology. He thoroughly examined human growth and consciousness development, then classified consciousness into 10 levels: sensorimotor level, phantasmic-emotional level, representational mind level, rule/role mind level, formal-reflexive level, vision-logic level, psychic level, subtle level, causal level, and nondual level. This study aims to evaluate self-growth by analyzing the transformation of consciousness level, which is expressed in writing. Chung Ki-Cheol is a Korean literature theorist and an education expert. He developed a basic model of humanistic education. The model consists of 6 steps: oneself in a real life, perceiving a relationship, self-deletion, identification, self-planning, and self-actualization. He argues that one can experience self-growth if he/she applies these concepts step by step. Both Wilber's levels of consciousness and Chung's model shows spiral dynamics of self-growth. Therefore, this study evaluates self-growth using Wilber's levels of consciousness and devises writing methods using Chung's model. More specifically, procedures of journal writing, letter writing, fairy tale writing, and poem writing were devised. Also, empirical analyses were performed with eight youth study subjects. As a result, the transformation of consciousness level was observed in their writing. Based on the result, writing methods to help self-growth were demonstrated. Procedures that are suggested by this study are not fixed. One can choose, implement or restructure depending on the situation. There are limitations in this study. First, the author conducted the study evaluation, and the impact of author participation in the process might have affected the study result. Second, the small number of study subjects could limit the generalizability of study findings. The significance of the study is following. First, the study reviews the genre of literature from the human growth perspective. In result, the effectiveness of healing that is embedded in the genre of literature was confirmed. Also, a writing guideline that helps self-growth was generated. Second, while it is still unfamiliar to the study of literature, Wilber's levels of consciousness were applied. This opened the way of evaluating self-growth without a measurement. In addition, the field of writing education theory was expanded by integrating Wilber's levels of consciousness with Chung's model. Lastly, it should be noted that writing methods in this study do not serve as the sole method of self-growth. Human beings are dynamic and multitudinous and the complete growth may not exist. However, the study is interested in increasing the frequency of self-growth experiences. In this way, the likelihood of achieving a mature consciousness level is augmented. The author hopes that this study serves as a useful tool for future studies of self-growth writing.