In this paper I criticize the novel education in Korean education curriculum made of government document. Accomplishing this purpose, I investigated the history of novel education theories in Korean education discourse. The historical issues of novel education started to discover human excellences in literature including novel. But this has been exchanged by the new point of view about the language of literature. The language of literature was regarded as the same essentially of the ordinary language, and this viewpoint has expanded broadly in Korean education. In result, the education of narrative expression and the education of writing novel have the importance in the literary education.
It is the Korean education curriculum that has raised the problem. Especially the documentary curriculum is foused as core problem. So I criticized novel education in Korean education curriculum to understand between education theories and practices. Education theories and practices have the relation of 'hermeneutic circle'.
Firstly, in Korean education curriculum, novel education has been taken the wrong way to 'confinement'. This serious phenomenon has to do with the wrong way of literary education in general. Secondly, the original peculiarity of literary has been scattered broadly in Korean education. This can be called the 'dissemination' of the original peculiarity of literary. On the contrary, the speciality of genre should be considered important in literary education. Thirdly, the phenomenon of 'de-genre' in literary education gives rise to the problem of hierarchy of education. The higher literary education, the less elaborate in literary activities by the deductive educational logic. Lastly, the dichotomy of literary acceptance and production in education has the problem. We should break through this cliched dichotomy in literary education, and make discourse about the 'unification' of literary acceptance and production. The education of narrative expression and the education of writing novel should be main stream in literary education.
After all, in this paper I suggest the real community of education. To achieve it, we should be interested in the mediation of Korean education theory and practice including novel education.