• 한국환경교육학회지:환경교육
• /
• 제24권4호
• /
• pp.41-50
• /
• 2011

This study examines how literary experiences cultivate environmental sensitivity. In this study we have 3 children(6th graders) to experience 3 selected literary works. The experience of 3 children focusing on characters is divided into 'sympathy', 'identification' and 'hostility' by empathy types. In literary experiences, children naturally support the values pursued by main characters. The experience focusing on plot events is consists of 'sympathy' and 'advice'. The children agreed with the way how the characters solved environmental issues while involved in the events by offering advice to characters whose actions they did not agree to. The experience focusing on topics is divided into 'assimilation' and 'reflection'. The children experienced the assimilation process. Furthermore, they reflected on new environmental issues. This result suggests literary experience subserve children to reflect value through empathy and cultivate their intention toward pro-environmental behavior by generating environmental sensitivity.