Teaching Traditional Values

Through Folk Literature in Korea

Guang-Lea Lee is
Associate Professor,
Department of Teaching and Learning,
Darden College of Education,
Old Dominion
University, Norfolk, Virginia.

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Lee

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Jin

402 \ Childhood Education

by Guang-Lea Lee

lthough Korea is a
modernized nation, the
underlying beliefs and daily
practices of its people are grounded in traditional values. Many
of the important values that Korean parents try to instill in their
children have their foundation in Confucianism. Since the Choson
Dynasty in 1392, Confucianism has been the dominant force
shaping Korean cultural values and social structures (Park & Cho,
1995), and it continues to have a profound effect on Koreans daily
lives. These values are taught in large part using folk literature,
a collection of tales passed down through generations by word of
mouth and, more recently, through printed and digital materials.
Korean parents and educators believe that folk literature is an
effective way to teach traditional values because it reflects the
thoughts and values that have guided the lives of ordinary
people for hundreds of years. Folk literature contains unique
lessons about being righteous and ideal humans, capable of
making sound moral judgments. This is a goal that remains
very important, even in modern-day Korea. The
fundamental values that permeate Korean
folk literature are filial piety, honesty, good
deeds, and wisdom (Louie, 2005; Yoon,
2005).
Through such folk literature,
children learn that individual merit
and worth are determined by a
persons actions and ability to
display them. Folktales usually
conclude with rewards for virtuous
characters who exhibited
traditional values. These
ideal human values are
considered important
to possess, more so
than ever now that
Korea has become
a fast-developing,
highly technical and
capitalistic country.
In fact, as the world
becomes more of a

global community, the positive values and sound

moral judgments portrayed in Korean folk literature
are pertinent to children all over the world. This
article describes the trends of Korean folk literature,
values taught through Korean folk literature, and
critical thinking activities to use with folk literature.

The Trends of Korean Folk Literature

Folktales are one of the worlds oldest teaching tools
and can be found in all societies (Spagnoli, 1995).
Before Korea developed its own written language,
folktales, told orally and created by the common
people, were used to awaken childrens minds and
teach the importance of good deeds and moral
judgment. They were passed down orally from
generation to generation, and spread by migrating
peoples, travelers, and even captives. Storytellers
often altered tales, depending on their own
recollections and the particular audience or locale.
In the 15th century, Koreas unique alphabet,
Hangul, regarded as the worlds most scientific
and easy-to-learn writing system (Louie, 2005), was
developed, enabling preservation of these folktales
in written form.
Educators interest in Korean childrens books began in the 1920s as part of a national movement to
protect childrens rights. After Korea designated the
fifth of May as Childrens Day in 1922, educators
became interested in writing literature specifically
for children (Kwon, 2003). However, speaking and
writing in Korean were condemned by Japan during
the colonial period from 1910 to 1945. Once Korea gained its independence in 1945, authors began
publishing the traditional folk literature in Korean.
You (2003) found that the use of folk literature to
convey moral messages became more common in
the late 1960s. The three types of folktales that
flourished from 1970s into the 1990s were fairy
tales, fables, and pourquoi tales (tales that explained
natural phenomena).
Today, folk literature is widely available throughout Korea and provides children access to the
countrys rich culture that reflects its 5,000-year
history of cherishing family, honor, trust between
friends, and hard work. It portrays values and
beliefs that have guided ordinary peoples lives for
many centuries (Kim, 2004). These include beliefs
about nature; the relationship between man and
nature; this world and the hereafter; and human
relationships within family, a clan, a close-knit community, and a rigidly hierarchical society as a whole
(Grayson, 2006; Oh & Kim, 2007). The stories
bind society together by codifying and reinforcing
the way people have thought, felt, believed, and
behaved for generations.

As a result, learning about folk literature is

considered a very important part of the national
reading curriculum for primary schools in Korea. A
total of 81 traditional folktales are included in the
primary Korean reading textbook: 7 tales for 1st
grade, 17 for 2nd grade, 23 for 3rd grade, 18 for
4th grade, 10 for 5th grade, and 6 for 6th grade.
First-grade textbooks contain fewer tales, due to the
focus at that stage on developing oral language and
listening skills. In 3rd grade, children are exposed
to the highest number of tales because they have
developed logical and critical thinking skills, are
conscious of family and social relationships, are
able to understand the consequences of actions, and
can arrive at creative solutions to conflicts (Kwon,
2006).
Folk literature included in primary school
textbooks accentuates filial piety, love and respect
between parents and children, and parents self-sacrifice and dedication to their children. Honesty and
wisdom are also emphasized, as well as good deeds
and justice, particularly with respect to the protection of the weak or powerless (Kim, 2004). The
concept of ultimate rewards for good deeds, and
evil being punished by an Ultimate Being is also
stressed (Lee, Chung, & Lee, 1974). Several studies
(Lamme, Krogh, & Yachmetz, 1992; Lee, 2001;
Lee, Lee, Jung, & Moon, 1989; Lee, Bang, & Park,
1992; Moon, 2009) have explored the application
of folktales in teaching and concluded that they are
not only effective tools for enhancing the language
arts, but also a means to convey traditional values
that adults wish to pass down to children.
Jungs (2002) study on the rationale for using
folktales in primary schools revealed that folk
literature is suitable for children because of its
imaginative appeal and simple lessons. Folk
literature contains humor, irony, and wishes;
portrays ancestral lifestyles and customs; and
presents cultural characteristics and emotions.
Parents and educators believe that folk literature
is highly educational, and that its effect can be
maximized when the key ideas and values in the
stories are relevant to childrens current lives in
Korea.
In order to create stories children can relate to
and wish to read, while preserving the original
message, contemporary authors of folk literature
add their own ideas and wit. For example, several
authors (Eu, 1988b; Kang, 1994; Kim, 1990; Lee,
1987; Lee & Son, 1990) have created modern versions of The Sun and the Moon; each version reflects
Korean peoples lives, experiences, religions, rituals,
and superstitions. Using folk literature with several
alternative versions is an effective way to engage
International Focus Issue 2011 / 403

children in thinking about character, plot, and

writing style, while they identify similarities and
differences.
Although folk literature contains important and
profound values, children can lose interest when
adults treat the stories simply as instructional
tools to convey various lessons. This can detract
from the very values the literature is intended to
instill. Some criticize Korean parents for their
overenthusiastic interest in their childrens
education and for the pressure they place on
children to read folk literature in order to pass
testsexpressing concern that such pressure will
erode the childs pleasure in reading (Moon, S. Y.,
2009). Reading folk literature is most beneficial
when children enjoy reading the stories and are
allowed to think and reflect on what they have
read (Choi & Kim, 1988). Thus, children need
opportunities to enjoy reading folktales, or listening
to digital versions, with caring adults who can help
them engage in critical thinking and discussions.

Values Taught Through

Korean Folk Literature
This section introduces some widely used Korean
folktales and discusses the traditional values
embedded within them. The emphasis is on four
specific values that appear frequently in Korean
folk literature: filial piety for parents, honesty,
good deeds, and wisdom. These are considered the
ultimate ideals that Koreans parents and teachers
strive to instill when raising and educating children.

Filial Piety

Filial Piety for Parents

Filial piety is one of the most basic Korean cultural
beliefs, defined in Confucian thought as love and
respect for ones parents and ancestors. It is an
essential character trait that children are expected
to acquire, both at home and in school. Raising
dutifully devoted children is a primary cultural
value for Koreans (Jo, 2007; Lee, 1996). As a
common Korean proverb states, filial piety is the
source of all virtues.
Well-known folk tales, such as Sim Chung
(Choi, 2005; Lee, 2006), Woodcutter and Tiger
Brother (Rhee, 1999), and Green Frog (Lee, 2007),
encourage children to build devotion and respect
for their parents. The title character in Sim Chung
demonstrates an ideal filial piety for her parents.
When she finds that the dragon living underwater
has the power to restore peoples eyesight, she offers

404 \ Childhood Education

to sacrifice her life in exchange for regaining the

eyesight of her blind father. Her action shows that
her love for her father is greater than that for her
own life. In this tale, Sim Chung is rewarded by a
marriage to the king for her selflessness (Schecter,
1993).
In another story, Woodcutter and Tiger Brother, a
woodcutter tricks a fierce tiger into believing they
are brothers. Even as a wild beast, the tiger believes
it is his duty to be a faithful and loving son to the
woodcutters mother; he brings her gifts, and later
follows her in death. The Tiger is willing to do
anything for their parents without fear of death.
The importance of filial piety is also exemplified
through the tale of a disobedient frog in Green Frog.
This tale is about a disobedient child who does the
opposite of what his mother says. One day the
mother asks, When I die, please bury me beside
the stream, knowing her son will do the opposite
of what she says and so her grave will not be placed
beside the stream, which would be an insecure
location (Lee, 2007). However, after the mothers
death, the frog decides to honor her request and
buries his mother beside the stream. From that day
on, the frog cries over and over whenever it rains,
worrying that the mothers grave will be washed
away by the pouring rain. Green Frog teaches
children to obey parents when they are alive before
it is too late (Han, 1991).
The above three stories are widely read in Korea
and emphasize the importance of obeying parents.
From those stories, children develop a desire to
respect their parents and to please them in order
to return their kindness. They listen to directions
from their parents and seek to make them proud
(Lee, 2003). Korean childrens respect for their
parents is a major motivation for self-discipline and
a focus on academics (Lee, 2004). Once children
learn to value obedience to their parents, they are
able to extend their learned behaviors outside their
home. Korean children are expected to apply their
learned obedience, compliance, and respectful
attitude when they interact with friends, teachers,
and elders in the larger society.

Honesty

Honesty

Folk literature also illustrates the value of honesty.

The Golden Ax and the Silver Ax (Kim, 2003;
Lee, 1997) contains clear lessons about honesty,
presenting honest and dishonest behavior in
contrast with one another. The story illustrates

that acts of honesty and good faith will lead to

a rich and fulfilling life, while greed, dishonesty,
and bad faith will destroy ones life. In this story,
a poor woodcutter loses his ax in a pond. As
he cries, an old man appears with a gold ax and
a silver ax and asks if either one belongs to the
woodcutter. He responds honestly that his ax is
made of humble iron and not of gold or silver.
The old man highly praises his honesty and gives
him all three axes. Next, a greedy man who hears
the poor woodcutters story wants to benefit as
well and intentionally throws his ax into the pond.
When the old man asks the same question about
the gold and silver axes, the greedy, dishonest man
says that both the gold ax and the silver ax are his.
Angry about the greedy mans dishonesty, the old
man does not give him any axes. This story clearly
depicts the rewards of virtue.
In another popular tale, Hungbu and Nolbu
(Eu, 1999; Lee, 1990a; Lee, 1990), heaven also
rewards the honest character. Nolbu, the older
brother, is dishonest and very greedy while
Hungbu, the younger, is very kind. Upon the
death of their father, Nolbu inherits the family
property and banishes Hungbu, his wife, and their
three children. Even this harsh treatment does
nothing to change Hungbus kind nature. When
he rescues an injured swallow, he is rewarded with
great riches. Dishonest Nolbu pursues the same
good fortune, but finds only ruin. Older Brother,
Younger Brother (Jaffe, 1995) is another version of
this story in which honest action is rewarded and
cruelty punished.

Good Deeds
Good Deeds

The following three folktales focus on the

importance of being righteous, showing good
manners, and maintaining positive behaviors.
These folktales reward the good deeds of righteous
and kind human beings with happiness, helping
children to think critically about the benefits of
being kind to others and avoiding evil thoughts
and actions (Song, 2005).
One popular folktale revolving around good
deeds is The Sun and the Moon (Eu, 1988b; Kang,
1994; Kim, 1990; Lee, 1987; Lee & Son, 1990).
In this story, a little boy and girl stay at home while
their mother goes out to sell rice cakes. A tiger
eats all of the mothers rice cakes, and then gobbles
her up. The tiger puts on the mothers clothes,
pretending to be her in order to attack the boy and

girl. The children wish for a rope from heaven to

escape from the tiger; when it materializes, the boy
becomes the moon and the sister becomes the sun.
They both look down on mankind, brightening
the day and night. The tiger chases after the
children on the rope, but dies when the rope is
broken. As children read and discuss the meaning
of the story, they make distinctions between good
and evil deeds.
This theme of rewarding good deeds also comes
forth in the two similar folktales of Kongi Patgi
(Early Childhood Education Research Institute,
2009; Song, 2009) and Korean Cinderella (Adams,
1982). The Korean Cinderella character, whose
name is Kongi, faithfully completes her duties to
please her stepmother. As in western Cinderella
tales, Kongi endures abuse and hardships and
works very hard. Her good deeds are ultimately
rewarded when she marries the man of her dreams.
Faerie and Woodcutter (Eu, 1988a; Lee, 1990b)
is another favorite story of Korean children. A
woodcutter lives with his mother because he is
poor and cannot get married. One day while in
the mountain, he hides a deer that is running away
from a hunter. In order to repay his good deed,
the deer grants the woodcutters wish and helps
him to meet and marry a faerie. The story teaches
children to help those who are weak and need
assistance, and reinforces the notion that hard work
and good deeds are rewarded.

Wisdom

Wisdom

Finally, Korean folk literature is used to illustrate

the importance of thinking wisely when faced with
adversity. The Hares Liver (Lee, Y. J., 1994) and
The Story of Rabbit (Gun, 1995) are two versions
of the tale commonly known as the story of
Rabbit and Turtle in Korea. In this story, a turtle
tricks a rabbit into the ocean so that he can steal
the rabbits liver. The liver is needed as a cure for
the turtles sick Queen. The rabbit realizes he has
been tricked and wonders how to return safely
home. He tells the turtle he must return to land to
get his liver, which he forgot to pack. The rabbit,
unable to swim, gets a ride with the turtle. When
they reach land, the rabbit runs away as fast as he
can. Thus, the rabbits wisdom saves his life, and is
shown as a desirable trait for children to emulate.
Similarly, in the tale of Rabbit Caught the Tiger
(Jung, 2009), a rabbit thinks deeply and uses his
wisdom to rescue himself from a tiger that wants
International Focus Issue 2011 / 405

to eat him. Using his guile, the rabbit tricks the

Tiger into swallowing a hot rock; the Tiger catches
fire, which allows the rabbit to escape. A similar
story, Rabbits Judgment (Han, 1994), also describes
how a rabbit makes a wise decision. When a tiger
falls into a deep pit and tries to get out, he finds
the walls are too steep for him. When he calls
for help, a man refuses to help him because he is
afraid of being eaten. The tiger begs desperately
and promises that he will be forever grateful to
the man. The tiger sounds so pitiful that the man
rescues him. When the tiger climbs out of the pit,
he changes his mind and attacks the man. The
man pleads with the tiger to ask the rabbit to judge
if it is right for the tiger to eat the man. The rabbit
listens to their stories carefully and suggests they all
go to the pit and demonstrate how the story began.
Without giving it a second thought, the tiger
jumps down into the pit; thus, he is trapped once
again, allowing the man to escape. These fables
teach children to be calm in the face of difficulty,
and to think carefully and make wise decisions.

Critical Thinking Activities

To Use With Folk Literature
This section reviews the benefits of critical thinking
activities, followed by four practical ideas to engage
children in critical thinking when reading folk
literature: discussion with justification, reasoning
with sequencing, creating sequels, and cause-andeffect analysis activity.

Benefits of Critical Thinking Activities

Folk literature has a natural appeal for children
because of its magical elements, logical sequences
of events, suspense, and juxtaposition of good
and evil (Barnet, 1978; Cullinan & Galda, 1994;
Hickey, 1995). Parents and teachers should
guide children to think critically when reading
folk literature, helping them to benefit from indepth discussions about the values and main ideas
in the stories. Children need opportunities to
consider various perspectives and justify their own
ideas. For example, a teacher can ask children
why good virtues are rewarded and others are not.
Traditional values can be learned more effectively
when children interpret stories through a critical
reading lens and reflect on the consequences of
actions, rather than passively accepting parents or
a teachers conclusions.
Critical thinking activities are beneficial, since
children engage in nonlinear, open-ended, highlevel thinking, which allows for multiple responses,
various perspectives and interpretations, and
recognition of relevance in their lives. These
406 \ Childhood Education

types of thinking activities help children build

independent inquiry skills, therefore eliminating
the need for prompting from parents and teachers.
This independence will foster an enhanced
positive attitude toward reading and a greater
understanding, eventually increasing childrens
ability to make inferences and apply learned
cultural values in their own lives. High-level
reasoning is one of the most valuable literacy
skills, one that will help prepare children for
success in school and life. Using critical thinking
activities requires children to consider the values
being promoted, an important tool for social
development and academic success (Bosma, 1981;
Hickey, 1990; Krohn, 1971; Nelli, 1985; Virtue
& Vogler, 2008). The pivotal principle is that
merely asking students to recite plots and believe
a standard interpretation discourages independent
thinking and the discovery of inferred meanings.
Critical thinking activities encourage respect for
the thinking of others and enhance childrens
ability to reflect upon their own ideas. By
employing critical thinking strategies, children are
better able to develop creative ideas and to foster
a love and appreciation for learning culture while
developing valuable judgment skills.

Discussion With Justification

Prior to reading a folktale, children can discuss
meanings of key words. They will benefit from an
activity in which they pick out key words, phrases,
and citations from each page and predict how they
might be used in the story. An important aspect of
this activity is to have children justify and discuss
their predictions. For example, children can
attempt to define and explain what gourd means
when they read the phrase cut the gourd in half!
from the folktale Heungbu and Nolbu.
After reading a book, children can discuss how
the story is connected with their own experiences
and feelings, while noting the things that intrigued
or surprised them and the things they did not
understand. Children also can debate whether
the ending of a tale is fair, ponder solutions to
problems, and find acceptable alternatives. To
stimulate childrens discussion, parents and teachers
can propose questions and ask children to justify
their answers. For example, when reading Faerie
and Woodcutter, a teacher can ask, Why was
the woodcutter not supposed to show the stolen
clothes to his wife? Which characters behavior is
more morally acceptablethe woodcutters or the
faeries? These questions help children to analyze,
synthesize, and evaluate various situations before
making value judgments.

Reasoning With Sequencing

With a clear grasp of story elements and sequences,
children are better able to understand the folktale
in its entirety. Gaining such fundamental
knowledge is the initial step in analyzing situations
critically and thinking creatively. During
sequencing with reasoning activities, children are
not only expected to remember the order of events
in the story, but also to analyze and synthesize
information to support their sequencing. This
will lead students to offer justifications for the
main ideas, not merely identify them. Through
such activities, students often can identify with
the characters in folktales, and will have the
opportunity to explore their own emotions deeply
and express their thoughts openly (Nelli, 1985).

Creating Sequels
Imagining what comes next is a creative and
important critical thinking activity. To create a
sequel, children brainstorm ideas for alternate
endings or new events that would follow the end of
a story and then write about them. Children also
can create new versions of the story using different
perspectives. Children are required to think about
rationales for the new events. The key idea is
to have children consider the reasoning behind
their suggested sequels and alternate endings. For
example, children can be asked to think how the
powerless rabbit is able to catch the fearful tiger
in Rabbit Caught the Tiger, and then to write a
rationale for their predictions about how the story
might continue.

Cause-and-Effect Analysis
The ability to determine why events in a story
happen is also very useful in developing critical
thinking skills. In cause-and-effect analysis
activities, children connect the actions of characters
with their consequences. For example, children
can analyze the results of the dishonest and greedy
actions of Nolbu in Heungbu and Nolbu. After the
analysis, they can explore ways that the characters
might have acted differently to make the situations
better. Also, children can synthesize the causes of
Heungbus poverty and evaluate its effect on his life
and actions. In addition, children can create charts
illustrating characters changes of emotion as they
appear in the tale and identify the causes.

Summary
For centuries, Korean folk literature has been a
pervasive tool in sustaining cultural heritage and
furthering the nations traditional values, which
are essential to the development of healthy social

relationships. The Korean folk literature cited in

this article is currently used in the United States
as children celebrate diverse ideas and beliefs
and ultimately gain insight into their own lives.
Using folk literature, regardless of its origin, can
facilitate positive attitudes toward reading, foster
pro-social behavior, and maximize understanding
of ones own culture, as well as those of others, thus
deepening an appreciation for ones own heritage
while creating global connections.
While Korea places a special emphasis on
folk literature, the author believes that children
worldwide can benefit from reading folk literature
from their own countries and from other nations.
The author hopes that parents and teachers all over
the world can support children in their quest to
inherit deeply rooted values from reading, listening
to, inquiring about, and engaging in critical
thinking activities using folk literature.
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