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Korean Journal of General Education 2016;10(4):579-604.
Published online December 30, 2016.
A Study on ‘Healing Writing’ Technique and Learning Methodology - Focusing on association and dissociation
Jong-Hwan Choi
‘힐링 글쓰기’ 교수학습방법론 연구
The subjects of the university writing class can not be students of the humanities, science, and the arts. It is no exaggeration to say that the teaching method of writing was for students who actually adapted to college life as soon as they graduated from high school. The purpose of this study is to develop teaching and learning methods for teachers who teach the students have more social experience and mental age than incumbent college students. NLP psychology was mainly used in this process. In this study, teaching methods related to self - healing are being embodied through classes of “writing 1”(“writing for me” classes) of Kyung Hee University ‘office worker writing class’ learners. This technique was mainly applied to the theme of ‘the best moment of my life’ and ‘the instant to make me sad’ of Kyunghee University writing class 1. The first step begins with describing the painful and memorable memories of learners. The next step is the process of encouraging the time of memory to associate with the place of memory that was enjoyable. It is a way to neutralize the pain while letting their pleasurable memory reach to the painful memory. This process makes it away from the pain again. This distancing amplifies the learner’s self - contemplation effect through the role model communication writing. NLP psychology ‘anchor-dialing’ techniques are used to sustain this effect even after termination. This healing writing exercise showed that the learners’ irrational thoughts and feelings decreased by more than 50%. This response figure is expected to be a reference point for other faculty who are working on healing - writing classes.
Key Words: NLP글쓰기, 글쓰기교수학습모형 healing writing, writing therapy, NLP writing, approaching, getting away, writing teaching and learning model


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