미완성으로서의 완성, 완성으로서의 미완성: 메를로-퐁티를 통한 「초등학생들 사이에서」 읽기

This article aims at rereading “Among School Children,” particularly with a focus on the last line of the poem, through the lens of Maurice Merleau-Ponty’s notion of “phenomenological perception.” While Yeats reacted variously and in contradictory fashion to events in his life and the life of his country, he continued to advocate openness to experience and to be extraordinarily intent upon improvement. If no single path through such a labyrinthine imagination as his can be mapped with any degree of certainty, Merleau-Pontian embodied perception can serve as a key with which to unlock the door to the mystery of the Yeatsian world.