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Mason, Zachary J. "CorMet: A Computational, Corpus-Based Conventional Metaphor Extraction System." Computational Linguistics 30, no. 1 (March 2004): 23–44. http://dx.doi.org/10.1162/089120104773633376.
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CorMet is a corpus-based system for discovering metaphorical mappings between concepts. It does this by finding systematic variations in domain-specific selectional preferences, which are inferred from large, dynamically mined Internet corpora. Metaphors transfer structure from a source domain to a target domain, making some concepts in the target domain metaphorically equivalent to concepts in the source domain. The verbs that select for a concept in the source domain tend to select for its metaphorical equivalent in the target domain. This regularity, detectable with a shallow linguistic analysis, is used to find the metaphorical interconcept mappings, which can then be used to infer the existence of higher-level conventional metaphors. Most other computational metaphor systems use small, hand-coded semantic knowledge bases and work on a few examples. Although Cor Met's only knowledge base is Word Net (Fellbaum 1998) it can find the mappings constituting many conventional metaphors and in some cases recognize sentences instantiating those mappings. CorMet is tested on its ability to find a subset of the Master Metaphor List (Lakoff, Espenson, and Schwartz 1991).
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Gibbs, Raymond W. "Why many concepts are metaphorical." Cognition 61, no. 3 (December 1996): 309–19. http://dx.doi.org/10.1016/s0010-0277(96)00723-8.
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Holmquist, Kelly. "Shifting meanings, forgotten meanings: metaphor as a force for language change." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 22, spe (2006): 95–107. http://dx.doi.org/10.1590/s0102-44502006000300008.
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All living languages are in a constant state of evolution. Metaphorical usage is an important driving factor in that process of evolution; the blending of concepts within metaphor leads to the diversification of the reference of words used metaphorically. It can occur that a metaphorical usage becomes conventionalized. This, in turn, leads to shifts in the meanings of those words. Metaphorical usage can occur in a variety of forms, including metonymy, synecdoche, and euphemism. The effects of metaphorical usage-and the closely related figure, simile-can even be seen in the evolution of the grammatical structures of many languages. I present various examples which demonstrate the role of metaphorical usage in the evolution of word-meanings and grammatical structures from PIE to modern Indo-European languages.
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BRUGMAN, BRITTA C., CHRISTIAN BURGERS, and BARBARA VIS. "Metaphorical framing in political discourse through words vs. concepts: a meta-analysis." Language and Cognition 11, no. 1 (March 2019): 41–65. http://dx.doi.org/10.1017/langcog.2019.5.
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abstractConceptual metaphor theory and other important theories in metaphor research are often experimentally tested by studying the effects of metaphorical frames on individuals’ reasoning. Metaphorical frames can be identified by at least two levels of analysis: words vs. concepts. Previous overviews of metaphorical-framing effects have mostly focused on metaphorical framing through words (metaphorical-words frames) rather than through concepts (metaphorical-concepts frames). This means that these overviews included only experimental studies that looked at variations in individual words instead of at the broader logic of messages. For this reason, we conducted a meta-analysis (k = 91, N = 34,783) to compare the persuasive impact of both types of metaphorical frames. Given that patterns of metaphor usage differ across discourse domains, and that effects may differ across modalities and discourse domains, we focused on one mode of presentation and one discourse domain only: verbal metaphorical framing in political discourse. Results showed that, compared to non-metaphorical frames, both metaphorical-words and metaphorical-concepts frames positively influenced beliefs and attitudes. Yet, these effects were larger for metaphorical-concepts frames. We therefore argue that future research should more explicitly describe and justify which level of analysis is chosen to examine the nature and effects of metaphorical framing.
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Dobosh, Oksana, Solomiia Albota, and Olesia Saban. "CONCEPTOLOGY OF NATURAL ELEMENTS COMPARED TO THE “BREXIT” CONCEPT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 35–39. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-35-39.
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The article deals with the concepts of natural elements in comparison with the concept of “Brexit” from the perspective of cognitive linguistics. Metaphorical models of “Brexit – The Element of Earth”, “Brexit – The Element of Water”, “Brexit – The Element of Air” and “Brexit – The Element of Fire” have been developed and the structure of each of them has been considered. The structure of the metaphorical model has been represented by such frames and their slots: the metaphoric model “Brexit – The Element of Earth” (Frame: Earth Movements; Slots: “Earthquake”, “Landlide”; Frame: State of the Earth; Slot: “Drought”), the metaphoric model “Brexit – The Element of Water” (Frame: State of the Water; Slots: Ice, Boiling Water, Clouds; Frame: Water Motion; Slots: Water Stream, Storm, Waves, Murky Waters), the metaphoric model “Brexit – The Element of Air (Frame: Speed of movement of air masses; slots: “Wind”, “Hurricane”, “Tornado”) and the metaphoric model “Brexit – the Element of Fire” (Frames: Flame, Light; Fire; Volcano). It has been established that the latest metaphorical blend of “Brexit – The Element of Fire” is not subdivided into slots. The peculiarities of the usage of verbal means in the examples of contemporary English political journals, which illustrate the above structure of the research, have been regarded.
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Деева, Наталья. "Перцертивные метафоры в репрезентации концептов «ЖИЗНЬ» и «ŻУСIE»." Acta Polono-Ruthenica 4, no. XXII (October 2, 2018): 71–81. http://dx.doi.org/10.31648/apr.1239.
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A special role in the representation of abstract concepts belongs to the metaphor. The concept “life” in Russian and Polish languages is objectified through metaphors of perception. Metaphorically life is described through signs of color, taste, smell, tactile characteristics. The metaphors of perception, which are used as a means of representation of these concepts, are a way of expressing an emotional assessment. The similarity of a large number of metaphorical models in Russian and Polish languages says about stereotype representation by the speakers of both languages such abstract form as life.
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BEZEN, Sevim, Isil AYKUTLU, Nilgun Secken, and Celal BAYRAK. "Metaphorical Perceptions of the Concepts “Teaching Profession” and “Raising Students”." Eurasian Journal of Educational Research 17, no. 71 (October 20, 2017): 141–58. http://dx.doi.org/10.14689/ejer.2017.71.8.
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Alyabysheva, Yu A., A. A. Veryaev, and B. B. Ermakov. "Metaphoric Nature of Views on Digital Transformation of Education." Prepodavatel XXI vek, no. 4, 2019 (2019): 9–19. http://dx.doi.org/10.31862/2073-9613-2019-4-9-19.
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The article considers one of the current directions in the development of pedagogical knowledge that affects pedagogical practice and is based on the use of metaphors. Metaphors in pedagogy are quite widespread. This statement is illustrated by several examples. Often metaphors are hidden and are clearly not recognized. The article attempts to detect and describe some patterns of the process of pedagogical signifying and comprehension of metaphorical concepts. In the text of the article, the authors focused primarily on the metaphors of numbers, digital transformation and the route or individual trajectory in education. It is shown that the most contradictory definitions of metaphorical views are associated with the complex and multidimensional nature of pedagogical concepts, in particular, the larger the time/duration scales implicitly inherent in a pedagogical concept, the more diverse the content attributed to a metaphorical concept can be, the more values are generated, the more discrepancies are present in definitions given by pedagogical researchers to metaphorical concepts. It is concluded that it is necessary to take into account the definitions of the multivalent nature of concepts and ideas used in pedagogy.
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Kolokolnikova, Oksana. "The Basis of Robert Bridges’ Metaphoric System in his Late Lyrics." Izvestia of Smolensk State University, no. 1 (53) (April 12, 2021): 143–55. http://dx.doi.org/10.35785/2072-9464-2021-53-1-143-155.
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The author’s metaphorical system is an important feature of an individu-al style. The metaphor studies provide information of peculiarities of the au-thor’sconcepts sphere or his mental picture of the world. The article considers the metaphorical system features in the late lyrics of Robert Bridges, the poet-laureate, a prominent representative of the English poetry of the late 19th –ear-ly 20th centuries. The article focuses on the most frequent concept-targets and concept-sources, namely those phenomena that have attracted the writer’s greatest attention and, to his mind, need to be rethought and concepts that are more intuitively clear in the author’s opinion.As a result of the metaphor analys of the poems by Robert Bridges, the information about the peculiarities of the author’s concepts sphere realized in his late lyrics has been received and the frequency core among the concept-sources and concept-targets has been identified and described. On the basis of the obtained data, the article has compared the peculiarities of the metaphoric interpretation in R. Bridges’ late and early lyrics, identified similar features and differences, as well as made conclusions about changes in the author’s mental picture of the world.
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Shan, Xinxin, and Aunga Solomon Onchoke. "Metaphorical motion in Chinese." Cognitive Linguistic Studies 5, no. 2 (December 31, 2018): 230–60. http://dx.doi.org/10.1075/cogls.00020.sha.
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Abstract This paper focuses on metaphorical motion in the Chinese language by investigating how various abstract concepts are construed in terms of spatial motion. The claim that the primary metaphor, change is motion, is central to metaphorical motion is confirmed, and we further examine sorts of target domains that are structured by spatial motion, the corresponding mappings in metaphors of entity-location pairs and orientational metaphors. Moreover, we explore how systematicity and complexity have structured the whole system. Through systematicity, coherence between different mappings and within one mapping are analyzed, and two concepts of “event” – event in “event-structure concepts” and in “motion event frame” are observed and are shown to be interrelated. By means of complexity, the specific issue of entity-location duality in metaphorical motion is discussed, and experiential bases – including physical, social and cultural basis for metaphorical motion is also considered.
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Kövecses, Zoltán. "Creating metaphor in context." International Journal of Language and Culture 1, no. 1 (August 22, 2014): 21–41. http://dx.doi.org/10.1075/ijolc.1.1.02kov.
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The issue of context has been, in the main, neglected in cognitive linguistic and much other work on how conceptual systems change and vary. In most recent work on conceptual systems, the issues of embodied cognition and the universal nature of cognitive operations have been emphasized. By contrast, my major goal in this paper is to attempt to characterize some of the contextual factors that are involved in shaping the conceptual system. My focus will be on metaphorical concepts, as well as on the interaction between metaphorical aspects of the conceptual system and contextual factors. I also suggest that the different conceptual factors do not mechanically and automatically lead to differences in the metaphorical conceptualization of a concept. Instead, they can affect non-metaphorical aspects of concepts.
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Carston, Robyn, and Catherine Wearing. "Metaphor, hyperbole and simile: A pragmatic approach." Language and Cognition 3, no. 2 (June 2011): 283–312. http://dx.doi.org/10.1515/langcog.2011.010.
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AbstractAccording to recent work on lexical pragmatics within the relevance-theoretic framework, grasping the intended meaning of a metaphorically used word requires a process of adjusting the linguistically encoded concept to derive an ad hoc concept whose denotation is broader than that of the lexical concept. Metaphorical uses are claimed to be one kind of loose use of language, on a continuum with approximations, hyperboles and other kinds of meaning extension. The question addressed in this paper is whether this account fully captures the processes involved in understanding metaphors and the kinds of cognitive effects they have. We tackle this question by examining the similarities and differences between metaphors and hyperboles and between metaphors and similes. The upshot of our analyses is two proposals, both requiring further investigation: (a) that a distinction should be drawn between the kind of ad hoc concepts derived for hyperbolic and other loose uses, on the one hand, and metaphorical uses, on the other, and (b) that the understanding of some metaphorical uses, in particular extended and/or novel creative cases, is achieved by a different mode of processing altogether, one which gives much greater weight to the literal meaning.
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Rafita, Ani Adella, and Sri Suryanti. "Pengaruh Pendekatan Metaphorical Thinking Terhadap Pemahaman Konsep Matematika Distance." Postulat : Jurnal Inovasi Pendidikan Matematika 1, no. 1 (August 31, 2020): 77. http://dx.doi.org/10.30587/postulat.v1i1.1777.
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Mathematics should be studied systematically and regularly and it must be presented with a clear structure, therefore an appropriate learning approach is needed. One approach to learning in mathematics is metaphorical thinking. This approach can encourage students to think metaphors to understand a mathematical concept. This study aims to determine the effect of the metaphorical thinking approach on understanding mathematical concepts. This type of research is experimental. Research subjects class VIII-E and VIII-F in MTs Negeri 2 Lamongan. The research instrument used to measure understanding of mathematical concepts in the material Surface Area of Flat Side Space is in the form of description. The results showed that students' understanding of mathematical concepts using the metaphorical thinking approach (experimental class) was better than students who used the deductive learning approach (control class). Data analysis used two independent samples t-test which showed a sig value of 0.011 <α = 0.05, then reject Ho. Thus the learning of mathematics in the material Surface Area Build Flat Side Space by using the metaphorical thinking approach affects the understanding of students' mathematical concepts
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Štrmelj, Lidija. "Mediaeval and Modern Metaphorical Concepts of Emotions." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 2 (May 8, 2014): 37–47. http://dx.doi.org/10.4312/elope.11.2.37-47.
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This article aims to study emotion metaphors found in a selection of Chaucer’s Canterbury Tales and compare them with conventional modern metaphors from current dictionaries and other sources, in order to find out whether mediaeval emotional metaphorical concepts have survived to the present day and, if so, what changes can be perceived in them. The study is based on the cognitive theory of metaphor, as developed by George Lakoff and Mark Johnson (1980) in Metaphors We Live By.
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Steen, Gerard. "Towards a procedure for metaphor identification." Language and Literature: International Journal of Stylistics 11, no. 1 (February 2002): 17–33. http://dx.doi.org/10.1177/096394700201100103.
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This article aims to demonstrate the possibility of a stepwise procedure for metaphor identification. It is situated against the background of a more encompassing and complete five-step procedure for deriving conceptual metaphorical mappings from linguistic metaphors. The mainly cognitive linguistic assumptions of this overall approach are explicated first, with an emphasis on the purpose of identifying metaphor in language rather than in language behaviour. The compatibility between this cognitive-linguistic and a more generally cognitive psychological approach to metaphor is guaranteed by then introducing the notion of metaphorical propositions as the bridge between linguistic metaphors and metaphorical mappings. Moreover, reliability is hopefully increased by adopting the strategy of beginning with clear cases, which means that the initial focus is on all nominal, verbal, adjectival and adverbial concepts. As a result of this, a minimal procedure for finding metaphorically used words and concepts may be presented in the form of a list of seven instructions. A demonstration of this procedure is finally provided in the form of a detailed analysis of Robert Browning’s ‘Parting at Morning’.
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Stefanowitsch, Anatol. "The function of metaphor." International Journal of Corpus Linguistics 10, no. 2 (June 14, 2005): 161–98. http://dx.doi.org/10.1075/ijcl.10.2.03ste.
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This paper presents a corpus-based approach to investigating the function of metaphor, specifically to the question whether the use of metaphorical language is motivated primarily by stylistic considerations or by cognitive principles. The paper focuses on concepts that can be expressed alternatively by a literal or a metaphorical linguistic expression with the same structural properties. Such expressions can be individual words (such asgraspandunderstand, which can both encode the concept UNDERSTAND), or fixed phrases (such asin the heart ofandin the center of, which can both encode the concept IN THE CENTER OF). It turns out that a comparison of the distinctive collocates of the literal and the metaphorical variant in each case provides clear evidence for the hypothesis that metaphorical language has a cognitive function.
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Fredriksson, Alexandra, and Susanne Pelger. "Metaphorical concepts in molecular biology students’ texts – a way to improve subject-matter understanding." Nordic Studies in Science Education 12, no. 1 (April 26, 2016): 90–106. http://dx.doi.org/10.5617/nordina.1593.
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Earlier research brings evidence that metaphors facilitate our understanding of the world. In this study we explore Bachelor students’ popular science articles on molecular biology with the aim to determine the frequency and nature of metaphorical concepts used in the articles. For this purpose, a comparative metaphor analysis of students’ texts was conducted. The results show that only few students (5 out of 47) use metaphorical concepts when writing about complex molecular biological mechanisms to non-specialist readers. We discuss that the use of metaphors not only reflect, but may also support, the writer’s subject understanding, especially when metaphorical concepts are created by the writer herself. We suggest that the invention of metaphorical concepts when explaining subject-matter to a layman could be a way for students to improve their subject understanding.
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Beliaevskaya, E. G. "ANTHROPOCENTRIC CONSTITUENTS IN THE STRUCTURE OF METAPHORICAL CONCEPTS." Kognitivnye Issledovaniya Yazyka 27 (2016): 119–27. http://dx.doi.org/10.20916/2071-9639-2016-27-119-127.
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Izyumtseva, Ganna. "METAPHORICAL CONCEPT “BODY” IN THE SACRED PENTATEUCH TEXTS OF THE ENGLISH BIBLE." Scientific Journal of Polonia University 43, no. 6 (June 18, 2021): 38–46. http://dx.doi.org/10.23856/4305.
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The aim of the paper is to determine the content and structure of a basic metaphorical concept BODY identified in the Pentateuch texts of the English Bible. The nature and mechanism of the metaphorical concept is considered in the light of recent linguo-metaphorological investigations with the emphasis on distinction between the notions of “metaphorical concept” and “conceptual metaphor”. The method used in the research includes procedures of the analysis of metaphorical concepts elaborated by Yu.V. Kravtsova within the semantic- cognitive approach to study of metaphors and modelling of metaphorization. As a result, first, the composition of the content of the metaphorical concept at the semantic and cognitive levels of its stratification was established; second, the identified cognitive features were structurized according to their significance within a given ethno-culture; the third, the hierarchy of senses relevant for the concept bearers was revealed. Overall, the conducted analysis has offered a fresh insight into the author-specific conception of reality as a human body, in its various forms and manifestations.
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Celiešienė, Vilija, and Saulutė Juzelėnienė. "Metaphorical Nomination in IT Terminology in Lithuanian and English Languages." Journal of Language and Cultural Education 7, no. 1 (May 1, 2019): 84–102. http://dx.doi.org/10.2478/jolace-2019-0006.
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Abstract Metaphorical nomination is peculiar in every language, it is related to reality and world view perception, it also reveals the traits of nation mentality. However, there are universal models of metaphorical nomination. In both languages, special concepts can be nominated according to similar areas, e.g. human body, its physiological and mental peculiarities, mode of life, fauna, flora, objects of natural world, etc. The aim of this article is to analyse tendencies of metaphorical nominations in IT terminology in English and Lithuanian languages, reveal universalities and peculiarities of metaphorical nomination models. Research data of Lithuanian metaphorical terms and their English equivalents show that semantic loan-words constitute the major part of Lithuanian metaphorical terms. Consequently, their metaphorical meanings are borrowed but a substantial part of them are fairly motivated in the Lithuanian language and only a small part of them have a doubtful motivation. Having analysed various ways of metaphorical transference it is possible to claim that figurative nomination of concepts is the most universal with reference to flora names and items of mode of life. It is noted that there is a tendency to nominate concepts meaning particular objects in both English and Lithuanian languages whereas analogies of abstract things are less abundant.
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Trotta, Roberto, Daniel Hajas, José Eliel Camargo-Molina, Robert Cobden, Emanuela Maggioni, and Marianna Obrist. "Communicating cosmology with multisensory metaphorical experiences." Journal of Science Communication 19, no. 02 (April 27, 2020): N01. http://dx.doi.org/10.22323/2.19020801.
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We present a novel approach to communicating abstract concepts in cosmology and astrophysics in a more accessible and inclusive manner. We describe an exhibit aiming at creating an immersive, multisensory metaphorical experience of an otherwise imperceptible physical phenomenon — dark matter. Human-Computer Interaction experts and physicists co-created a multisensory journey through dark matter by exploiting the latest advances in haptic and olfactory technology. We present the concept design of a pilot and a second, improved event, both held at the London Science Museum, including the practical setup of the multisensory dark matter experience, the delivery of sensory stimulation and preliminary insights from users' feedback.
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Berber, Nilüfer Cerit. "Engineering Candidates' Metaphorical Perceptions of About Energy." Journal of Education and Training Studies 6, no. 12 (October 24, 2018): 139. http://dx.doi.org/10.11114/jets.v6i12.3612.
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It is generally difficult to define abstract concepts for students. However, perceptions related to abstract concepts or facts can be revealed using metaphors because people frequently express their emotions, ideas and perceptions by means of metaphors. Through metaphors, students can express what they want to say more effectively with fewer words. Metaphorical perceptions are verbal expressions of individuals related to their perceptions about the external world, and these may help them to reveal the current situation related to the concept on their minds. Energy is a complex concept since it is abstract as well as it concerns all scientific fields. The purpose of this study is to determine metaphorical perceptions of the engineering candidates about energy. The research was conducted using the phenomenological research method which is a qualitative research method. The research population consisted of 148 grade 3 students who were studying at Necmettin Erbakan University Faculty of Engineering and Architecture during the spring semester of Academic Year in 2016-2017. Considering the results of the research, the metaphors of the engineering candidates about energy were classified in 7 categories. These categories are; energy as the reason of existence, energy as an issue of physics, energy as the base of technology, energy as the base of development, energy as a non consumable substance, energy as a consumable substance and energy as a transformable substance.
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Zhujkova, O. V. "Artifact Metaphors as Verbal Means of Objectivization of the Concept "Language" in the Philosophical Discourse of W. von Humboldt." Bulletin of Kemerovo State University, no. 3 (October 27, 2018): 177–86. http://dx.doi.org/10.21603/2078-8975-2018-3-177-186.
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The research features the metaphorical representations of the language in the individual author's worldview expressed by W. von Humboldt via artifact metaphors. The linguistic personality of the great scientist remains surprisingly understudied, so it seems important to study the language means of verbalizing the basic concepts in his philosophical discourse. The research concentrates on the verbalization of the phenomenon "Language" by means of artifact metaphors in W. von Humboldt’s "On the Difference of the Structure of Human Languages and its Influence on the Spiritual Development of Mankind" (Über die Verschiedenheit des menschlichen Sprachbaues und ihren Einfluss auf die geistige Entwicklung des Menschengeschlechts, 1836) [1]. The analysis of empirical material included the method of linguocognitive analysis, the method of component analysis based on dictionary definitions, the method of interpretative analysis of contexts, conceptual and semantic-cognitive analysis of artifact metaphors, etc. The article reveals some features of the cognitive structure of the phenomenon "Language" on the basis of artifact metaphors "language as tool" and "language as fabric". As a result of the research, the frame structure of the artifact metaphorical models of the language concept has been revealed, as well as the ontological components of the language structuring various types of slots. The basic frames "language as tool" and "language as fabric" objectify the concept "Language", represented by the metaphorical model "Artifact" in the philosophical discourse of W. van Humboldt. The "language as tool" metaphor explicates the correlation of Language with such phenomena such as Spirit, Thought, andMan.The metaphorical identification of language and instrument explores the mediatory power of language in relation to Nation and Spirit. The "language as fabric" metaphor objectifies language as a complex entity, whose relevant features are anthropological qualities dominated by intellectual and sensualistic components in the diversity of their manifestations. Individuality is one of the dominant epistemological features of the concept "Language", represented by the artifact metaphorical model in W. von Humboldt’s philosophical discourse. The study proves a high degree of metaphoricity of W.vonHumboldt's linguistic worldview as a whole. One of the important concepts in his philosophical discourse is the "character of language". The scientist metaphorically "humanizes" the language, giving it individual features inherent only to human. The character of the language emphasizes the inseparable interdependence of Spirit and Nation, in its turn, being influenced by the external (verbal) form of the language.
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Koseoglu, Pınar, and Hulya Pehlivan. "High school students’ metaphorical perceptions of biology and biology teacher concepts." Cypriot Journal of Educational Sciences 13, no. 1 (April 20, 2018): 41–52. http://dx.doi.org/10.18844/cjes.v13i1.3312.
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The purpose of the study was to identify and analyse high school students’ metaphorical perceptions of biology and biology teacher concepts. The sample comprised all the 515 students studying in the Etimesgut district in Ankara in the spring semester of the 2015/2016 academic year. The data were gathered through a form which included the phrases ‘Biology/the biology teacher is similar to/the same as…, because…’ The data for the research were collected through qualitative research methods. The research approach adopted was phenomenological. Content analysis was used for the data analysis. According to the results, high school students use different metaphors to describe the biology concept. These metaphors are united under different conceptual categories in terms of their common qualities. The study results show how metaphors can be used as an important research tool in understanding and explaining the perceptions of students towards biology and biology teacher.
Keywords: Biology, biology teacher, metaphor, metaphoric thought, phenomenological research.
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Koseoglu, Pınar, and Hulya Pehlivan. "High school students’ metaphorical perceptions of biology and biology teacher concepts." Cypriot Journal of Educational Sciences 13, no. 1 (March 29, 2018): 41–52. http://dx.doi.org/10.18844/cjes.v13i1.3368.
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The purpose of the study was to identify and analyse high school students’ metaphorical perceptions of biology and biology teacher concepts. The sample comprised all the 515 students studying in the Etimesgut district in Ankara in the spring semester of the 2015/2016 academic year. The data were gathered through a form which included the phrases ‘Biology/the biology teacher is similar to/the same as…, because…’ The data for the research were collected through qualitative research methods. The research approach adopted was phenomenological. Content analysis was used for the data analysis. According to the results, high school students use different metaphors to describe the biology concept. These metaphors are united under different conceptual categories in terms of their common qualities. The study results show how metaphors can be used as an important research tool in understanding and explaining the perceptions of students towards biology and biology teacher.
Keywords: Biology, biology teacher, metaphor, metaphoric thought, phenomenological research.
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Danesi, Marcel. "Metaphorical “networks” and verbal communication: A semiotic perspective of human discourse." Sign Systems Studies 31, no. 2 (December 31, 2003): 341–64. http://dx.doi.org/10.12697/sss.2003.31.2.02.
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This paper presents the notion that verbal discourse is structured, in form and contents, by metaphorical reasoning. It discusses the concept of “metaphorical network” as a framework for relating the parts of a speech act to each other, since such an act seems to cohere into a meaningful text on the basis of “domains” that deliver common concepts. The basic finding of several research projects on this concept suggest that source domains allow speakers to derive sense from a verbal interaction because they interconnect the topic of discussion to culturally-meaningful images and ideas. This suggests, in turn, that language is intertwined with nonverbal systems of meaning, reflecting them in the contents of verbal messages. Overall, the concept of metaphorical networks implies that human cognition is highly associative in structure.
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Park, Hwan-Young. "Metaphorical and Ideological Concepts of Post-Socialist Mongolian Kinship." Inner Asia 5, no. 2 (2003): 139–62. http://dx.doi.org/10.1163/146481703793647325.
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AbstractThis paper focuses upon changes that have occurred in the use of metaphors and ideologies of kinship in post socialist Mongolia. Three major kinship metaphors and symbols (bone, blood and flesh), which were used historically and are now in the process of being transformed, are examined. It also looks at various types of non-kin relations that imitate kinship. Then I outline the ways in which the new metaphors of ‘blood’ are involved in the discourse of ethnicity among the Halh Mongols.
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Andryukhina, T. V. "CROSS-CULTURAL ASPECTS OF METAPHORICAL FRAMING IN POLITICAL DISCOURSE." MGIMO Review of International Relations, no. 1(46) (February 28, 2016): 63–69. http://dx.doi.org/10.24833/2071-8160-2016-1-46-63-69.
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The article examines cross-cultural aspects of metaphorical framing in political discourse. The author notes the importance of conceptual metaphor in framing the conceptual domain of politics, political discourse as a whole, its perception as well as political reality itself. The author shares an opinion that the metaphorical structure of basic concepts of a nation always correlates with its fundamental cultural values. However, the examination of political discourse from the cross-cultural perspective reveals the cases of metaphor uses that don't meet the requirements of cultural coherence and may lead to negative cognitive and communicative consequences. Along with admitting a wide discrepancy between metaphorical models in western and oriental political discourse, the author gives some examples of metaphorical coherence as well as its violation in a number of basic metaphors in American, British and Russian political discourse. To illustrate how cross-cultural factors determine the specific character of metaphorical framing, the article analyses the dynamic character of metaphorical models that can realize diverse scenarios in different national varieties of political discourse. An observation is made about the dependence of metaphoric scenarios in different national varieties of political discourse on the cultural, historical, social and political components of the national cultural cognitive map. The latter is heterogeneous as it is structured by the objectified individual, group, and national verbal and nonverbal experience. This explains, for instance, why there are examples of similarity as well as discrepancy between metaphorical framing in ideologically different party varieties of political discourse within the national political discourse as well as in the rhetoric of politicians belonging to different generations. The observations are illustrated by cross-linguistic data proving the dynamic character of metaphorical models, their variability and potential for conveying new meaning nuances that reflect culture-specific characteristics of the political situation in discourse.
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Somov, Alexey. "Metaphorical Representations of the Biblical Concepts of Death and Resurrection When Translating in a Buddhist Context." Bible Translator 68, no. 1 (April 2017): 51–63. http://dx.doi.org/10.1177/2051677016687617.
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This article applies Lakoff and Johnson’s cognitive metaphor theory to the key terms of death and resurrection in the Scriptures and examines the translation of these terms into languages with a traditional Buddhist culture whose worldview is different from that of the Bible. The present analysis indicates that in the conceptual system of the biblical authors, the concept of death is metaphorically described as sleep while resurrection is pictured as waking up and standing up. However, in the Buddhist worldview the concept of the resurrection is absent and the concept of death is not always metaphorically extended as sleep. This article discusses the practical possibilities and limits of the representations of these metaphorical extensions in three Buddhist-context translation projects of the Institute for Bible Translation in Russia: Buryat, Kalmyk, and Tuvan. It also offers some suggestions about searching for their possible representations in the target language.
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BÜYÜKALAN FİLİZ, Sevil, Ersoy ÇARKIT, and Feride BACANLI. "Metaphorical Perceptions of High School Students in Rural Area Related to Career, Profession, and Job Concepts." International Journal of Psychology and Educational Studies 9, no. 1 (January 30, 2022): 51–62. http://dx.doi.org/10.52380/ijpes.2022.9.1.446.
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This study aims to reveal the metaphorical perceptions of Turkish high school students in rural area about the concepts of career, profession, and job. The participants consisted of 160 (82 females and 78 males) high school students in the rural area. Participants are 10th (n=65), 11th (n=40), and 12th-grade (n=55) students. In order to reveal the metaphorical perceptions of the students about the concepts of career, profession, and job, each student was asked to complete the sentences of ''career is like ............ '' and '' because it is ... ''; ''profession is like ............ '' and '' because it is ... '' and 'job is like ............ '' and '' because it is ... ''. In this study, the phenomenology design was used and the data were analyzed by content analysis. Participants created total of 121 metaphors related to the career concept, 73 metaphors related to the profession concept, and 108 metaphors related to the job concept. The results are discussed basing on the career psychological counseling literature and presented suggestions for future studies.
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Tikhonova, I. B. "Cognitive Potential of Metaphor in Professional Discourse." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 549–57. http://dx.doi.org/10.21603/2078-8975-2020-22-2-549-557.
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The article focuses on the cognitive function of metaphor in professional discourse, which is a professional terminology system and a linguistic manifestation of a professional world view. The article demonstrates evolution of different approaches to the phenomenon of metaphor in scientific discourse and professional terminological systems. Convergence of research directions and methods, as well as integration and interpenetration of approaches to the object under study, made it possible to build the framework of the conceptual logic of mental knowledge structures objectified in systems of terminological units. A conceptual analysis of metaphorical terminological derivates enriched with semantic analysis of term definition components provided the empirical evidence that anthropocentric principle is the basic trend in the process of metaphor forming in the professional discourse of petroleum refining. The author sees metaphor as a cognitive mechanism that associates new unknown concepts with familiar phenomena from everyday human life. The dominant conceptual metaphors develop on the principle of anthropocentrism by combining the source-domain, including a system of deep ontological knowledge about a person and a target-domain representing special concepts of professional discourse. The cognitive potential of metaphorical models is described on the basis of the metaphorical derivation of the professional oil refining terminology system. In addition to their nominative function, metaphorically formed terminological units perform explanatory function by visualizing the processes of petroleum refining to provide an opportunity to understand complex structural organization of professional discourse.
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Peculea, Lorena. "THE METAPHORICAL PERCEPTIONS OF PROSPECTIVE ENGINEERING TEACHERS TOWARDS THE “EDUCATION”, “TEACHER” AND “TEACHING” CONCEPTS." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 95–111. http://dx.doi.org/10.24250/jpe/2/2017/lp2.
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Sánchez García, Jesús M. "Lexical structure, lexical concepts and metaphorical concepts : the case of "change" verbs in English." Journal of English Studies 1 (May 29, 1999): 257. http://dx.doi.org/10.18172/jes.51.
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The aim of this paper is twofold: (i) To examine some of the notions current in the FLM (L. M. Mingorance¿s Functional Lexematic Model of semantic description) concerning lexical structure and knowledge, in the light of the cognitive paradigm; and (ii) to analyse some of the connections that can be established between the English lexico-conceptual domain of CHANGE verbs and other domains via the definitional structure of such lexical concepts as those of change verbs -as structured by the FLM-, in order to identify the underlying metaphorical concepts and processes involved.
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Marmolejo-Ramos, Fernando, Omid Khatin-Zadeh, Babak Yazdani-Fazlabadi, Carlos Tirado, and Eyal Sagi. "Embodied concept mapping." Pragmatics and Cognition 24, no. 2 (December 31, 2017): 164–85. http://dx.doi.org/10.1075/pc.17013.mar.
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Abstract Metaphors are cognitive and linguistic tools that allow reasoning. They enable the understanding of abstract domains via elements borrowed from concrete ones. The underlying mechanism in metaphorical mapping is the manipulation of concepts. This article proposes another view on what concepts are and their role in metaphor and reasoning. That is, based on current neuroscientific and behavioural evidence, it is argued that concepts are grounded in perceptual and motor experience with physical and social environments. This definition of concepts is then embedded in the Structure-Mapping Theory (SMT), a model for metaphorical processing and reasoning. The blended view of structure-mapping and embodied cognition offers an insight into the processes through which the target domain of a metaphor is embodied or realised in terms of its base domain. The implications of the proposed embodied SMT model are then discussed and future topics of investigation are outlined.
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Huo, Mingjie, and Jiaxuan Chen. "On Embodiment of Predicative Metaphor: A Case of English Body-action Verbs." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1114–20. http://dx.doi.org/10.17507/tpls.1109.19.
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This paper presents an analysis of embodiment of predicative metaphor which is an important topic in cognitive linguistic study. Previous researches are mainly about the identification, classification and construal of predicative metaphor, while its cognitive motivation has not been discussed. Based on the conceptual metaphor theory and embodied philosophy, the cognitive motivation of the metaphorical usage of English body-action verbs is discussed. It is concluded that the metaphorical usage of English body-action verbs arises from the embodied experience. Concepts related to human body are preferred to be the source domain of the cross-domain mapping used to understand other concepts. The metaphorical usage of English body-action verbs is created through human body metaphor.
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Sukma, Agustien Pranata, Sri Purwanti Nasution, and Bambang Sri Anggoro. "Media Pembelajaran Matematika Berbasis Edutainment dengan Pendekatan Metaphorical Thinking dengan Swish Max." Desimal: Jurnal Matematika 1, no. 1 (January 29, 2018): 81. http://dx.doi.org/10.24042/djm.v1i1.2026.
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This study aims to produce swed max edutainment based instructional media through metaphorical thinking approach to understanding mathematical concepts of trigonometric material. This research method used stages of Borg and Gall model development modified by Sugiyono with the aim to create a specific product and test its effectiveness. The results showed that the development of learning media has very good criteria with the average assessment of material experts of 88.8% and media by 85.7%. In the attractiveness, the test has very good criteria in small groups average percentage of 88.4% and field trials 89.6%. Learning media also affect the understanding of mathematical concepts of learners evident from the test results before and after showed improvement indicators of mathematical concepts from low to high category. The conclusion of this research is developed instructional media have very good criteria and improve understanding of the mathematical concept of learners.
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Obletsova, Elena, and Vladimir Gurin. "Metaphorical representation of the emotional concept of LOVE in W. S. Maugham’s artistic worldview." Litera, no. 2 (February 2020): 37–44. http://dx.doi.org/10.25136/2409-8698.2020.2.29326.
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This article is dedicated to examination of metaphorical nomination of the emotional concept of LOVE in the works of William Somerset Maugham. The novels “Mrs. Craddock”, “The Hero”, “The Theatre” and “Of Human Bondage” served as the material for this research. Emotional component serves as organizing core of the literary work; while metaphor is the means for representation of emotions. It is based on the shift of the existing knowledge on the world onto the emotional sphere of a person. The goal of this study is to describe metaphors used by W. S. Maugham for designation and representation of the concept of LOVE. The research is carried out in the context of cognitive linguistics. Despite a vast number of studies dedicated to cognitive metaphor, it remains relevant as it helps comprehending complicated abstract concepts. Metaphor becomes the means for accessing the emotional concepts. Analysis of metaphorical representation of the emotional concept of LOVE in the works of W. S. Maugham allowed revealing metaphorical models that are realized through cognitive metaphors: love is water, love is fire, love is illness, love is madness, love is pain, love is a person, love is a beast, love is a parasite, love is a construction, love is fetters, love is a valuable thing.
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Bolognesi, Marianna, and Paola Vernillo. "How abstract concepts emerge from metaphorical images: The metonymic way." Language & Communication 69 (November 2019): 26–41. http://dx.doi.org/10.1016/j.langcom.2019.05.003.
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Gedzevičienė, Dalia. "Metaphorical Expressions of ‘Limits’ Concepts in Academic Legal Written Language." Respectus Philologicus 28, no. 33 (October 25, 2015): 99–108. http://dx.doi.org/10.15388/respectus.2015.28.33.10.
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The conceptualization of limits in academic legal written language is the focus of the present article. The main problem of the research is the controversial evaluation of such metaphorical expressions from the normative point of view. In academic legal papers, the upper limit of various payments is named as ‘ceiling’. Thus, the implemented conceptual metaphor shows that THE SYSTEM OF SOCIAL SECURITY IS A ROOM. In the same papers, the minimal limit of incomes of inhabitants and of lawbreaker at which some social measures are applied or at which some sanctions start to take effect is named as ‘threshold’. Therefore, these metaphorical expressions implement the conceptual metaphor CIRCUMSTANCES (OF INHABITANT OR OFFENDER) IS A ROOM. Though the figurative meanings of both ‘ceiling’ and ‘threshold’ in the Lithuanian language had formed due to the impact of foreign languages; the figurative meanings of the word ‘threshold’ are included in the dictionaries as the correct ones, but the expressions with ‘ceiling’ are evaluated like semantic calques.
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Taseva, Emilija, and Biljana Ivanovska. "METAPHORICAL CONCEPTS OF SOMATIC EXPRESSIONS IN GERMAN AND MACEDONIAN PHRASEOLOGY." PALIMPSEST/ ПАЛИМПСЕСТ 6, no. 11 (2021): 73–84. http://dx.doi.org/10.46763/palim21116073t.
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RADMARD, Somayyeh. "Investigation of Pre-Service Teachers’ Metaphorical Images towards the Concepts of “Teacher Candidate” and “Teacher Educator”." Journal of Higher Education and Science 11, no. 2 (August 31, 2021): 367–84. http://dx.doi.org/10.5961/jhes.2021.456.
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The purpose of this study was to describe the metaphorical images of the prospective teachers, who were employed in different teaching programs of education faculties, regarding themselves and their educators, and to evaluate the standard teacher education program in a critical manner. Even though prospective teachers’ metaphorical images pertaining learning, teaching, school and so forth were extensively examined in the previous studies, their personal theories for themselves and their educators have not been subjected to any research study. The current study was designed and conducted as a single survey study. The study was carried out with the participation of 1130 prospective teachers studying at the education faculty of a foundation-supported (private) university in Istanbul. Metaphorical images were taken from all participants towards themselves and their educators. As a result of the interpretive and inductive analysis, the prospective teachers generated metaphorical images for themselves such as: something that needs to be cultivated, leader of future, a fixed-static object, the candidate of the molder, something deceptive, something needs to be shaped, obedient, knowledge receiver, racer, etc. The prospective teachers also produced metaphorical images for their educators in the following manner: bridge function, organic growers, knowledge transmitter, a valuable object, competitors. In general, it was observed that pre-service teachers held a considerably pedagogically subjectcentred or teacher-centred or authority-centred “self ” and “educator” perception. Recommendations were offered regarding pre-service teacher education
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Yeremenko, Oleksandr, and Viktor Okorokov. "Metaphorics of "critique of pure reason"." Grani 23, no. 4 (July 5, 2020): 118–31. http://dx.doi.org/10.15421/172047.
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An attempt is made to apply metaphorical analysis to certain aspects of the Kant’s work. In other words, can we look at the transcendental teaching of the German thinker using the same method that he himself proposed (or at least used in his work)? A metaphorical reading of Kant's transcendental teaching made it possible to reveal some patterns and trace the linguistic boundaries of his work. With great caution, we only tried to express the idea that Kant's metaphorics is a well-thought-out semantic boundary of its transcendental logic. First of all, we are interested in the field that usually eludes philosophical research – the military metaphor of «Critics of Pure Reason». In our opinion, the metaphorical series is most representative in this work. It was important for us to show that Kant's transcendental method is a fundamental metaphor that stands over arguing philosophers (skeptics, relativists and dogmatists) and makes it possible to give precise and clear laws (boundaries) to a chaotic philosophizing mind. In this approach, the reflexivity of Kantian discourse is revealed (as the eternal debate between the logic of discourse and the metaphysics (metaphorics) of dialectics). That is, in essence, we tried to discover that the transcendental criticism of the mind is just another metaphorical approach that allows us to go beyond the classical (dogmatic and skeptical) mind to find a place for a new (deeper, in par-ticular, phenomenological) the method of immersion in the mind (through the awakening of classical consciousness from "sleep"). It was also important for us to reveal that the metaphorical approach leads to an understanding of the new semantic boundaries of the thinker's creativity, to the understanding that Kant turned out to be not only a outstanding logician, metaphysician and fine connoisseur of dialectics, but also a thinker who perfectly felt the semantic series of formation concepts and was close to the linguistic interpretation of pure reason. Also we seek to show that the metaphorical approach used by Kant allowed him to weigh (foresee) many of the philosophical events of XX century culture. In this context, Kant was not only a critic, but also a visionary of many modern philosophical events.
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OZENC, Emine Gul, and Mehmet OZENC. "Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis." International Education Studies 11, no. 1 (December 22, 2017): 100. http://dx.doi.org/10.5539/ies.v11n1p100.
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The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.
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Néron, Pierre-Yves, and Wayne Norman. "Corporations as Citizens: Political not Metaphorical." Business Ethics Quarterly 18, no. 1 (January 2008): 61–66. http://dx.doi.org/10.1017/s1052150x00008150.
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At the center of our article “Citizenship, Inc.,” is a puzzle about a metaphor. Are corporations really a kind of citizen, or like citizens in some real way, or is talk of “corporate citizenship” all just a misleading metaphorical extension of the age-old concept of individual citizenship? In this reply to four very spirited responses to that article, we will not be defending our particular analysis of that metaphor so much as joining our colleagues in reflecting on the question of what academics are doing, or should be doing, when they take on the vocabulary of politics and business in this way. What can philosophers or social scientists expect to accomplish by telling fellow academics, or fellow citizens, that they should be using concepts like “corporate citizenship” one way rather than another? Is there a respectable methodology for shoring up this kind of advice? Or rather, are we all engaged in some kind of urbane political discourse attempting to push a vocabulary most likely to favor our own preferred ideological positions? We had relatively little to say on these questions in the original article, but we found many of the most interesting critiques or “friendly amendments” in the responses to be essentially about these “meta” and methodological questions (or derived from different answers to them).
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Radchenko, Viktoria Vyacheslavovna, Oksana Vasilievna Sizykh, Anastasiya Egorovna Alekseeva, and Anna Sofronovna Starostina. "Cognitive Metaphor in the Work of L. S. Petrushevskаya." Educação & Formação 6, no. 1 (January 4, 2021): e3378. http://dx.doi.org/10.25053/redufor.v5i15.3378.
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The paper dwells on functioning of cognitive metaphor in the literary texts. The metaphor in literary text is the active creative mechanism. Many researches focused on the analysis of the development of metaphorical relations, images, concepts that evolve from myth to symbol. The metaphor in the literary text is not just a means of expression, but a way of thinking and knowing the world. The academic novelty of the paper consists in the study of the author’s perception of reality through conceptual images that expand the boundaries of the metaphorical space of the text. The study reveals the ways cognitive metaphors function in the short stories by Lyudmila Petrushevskaya, also describing the author’s individual style, the manner of understanding reality, the peculiarity of author’s thought, her contribution to the development of metaphorization, and the expansion of the metaphorical space of the text. The author’s interpretation of already known symbols, images, concepts is of great importance. A substantive base that forms a metaphor in the work of Petrushevskaya is also relevant, together with the factors that influence the development of metaphorical relations, those events or phenomena that are an incentive for the development of a metaphor in the writer’s work. The paper identifies algorithms of metaphorical transformations, as well as metaphorical structure of cognitive metaphor, typical of author’s way of thinking and individual artistic style.
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Kondratyeva, O. N., and Yu S. Ignatova. "Strategies for the Mediatization of Legal Concepts in Russian Mass Media of XXI Century (Concept LEGITIMACY)." Nauchnyi dialog, no. 3 (March 27, 2021): 69–85. http://dx.doi.org/10.24224/2227-1295-2021-3-69-85.
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The role of mass media in the processes of interpretation and assessment of various fragments of reality is discussed in the article. The problem of the entry of legal concepts into the media discourse is raised and the task is set to study the changes occurring in this process, which ultimately lead to the formation of new conceptual units — media concepts. The designated task is solved in the process of analyzing one of the key legal concepts LEGITIMACY. It has been demonstrated that the Russian mass media significantly modify each of the three components of the legal concept, that is, the media virus is “implanted” into the conceptual, figurative and value layers. It allows us to speak of three strategies of mediatization: definitional, metaphorical and evaluative. It is shown that the definitional strategy contributes to the emergence of new features in the conceptual layer of the LEGITIMACY concept (‘trust’, ‘approval’, ‘support’, ‘respect’, ‘fairness’, ‘the phenomenon of consciousness’ and ‘subjective feeling’). It is noted that the metaphorical strategy additionally forms such linguo-culturally specific features as ‘defectiveness’ and ‘object of political manipulation’, the evaluative strategy gives the positively perceived concept of LEGITIMACY a negative connotation (conceptual signs of ‘doubtfulness’ and ‘imaginary’ develop), which is an alarming marker reflecting the current situation in Russian society. It is pointed out that the recorded changes indicate the importance of the discursive factor in the study of concepts.
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Romero, Esther, and Belén Soria. "RELEVANCE THEORY AND METAPHOR." Linguagem em (Dis)curso 14, no. 3 (December 2014): 489–509. http://dx.doi.org/10.1590/1982-4017-140303-0314.
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In this article we show the evolution of the view of metaphor in relevance theory and challenge its deflationary account of metaphor, defended from its inception, as loosening in a continuum. In current relevance theory, loose uses not only convey implicatures but also explicatures in which ad hoc concepts appear (CARSTON, 2002, 2010a; SPERBER; WILSON, 2008). These, in the case of metaphor, cause the emergent property issue which, according to them, is solved taking into account that a loose use may be included in a loose use (WILSON; CARSTON, 2008). In addition, the most creative cases have to be explained considering an interpretation route different from ad hoc concept construction (CARSTON, 2010b). These moves generate new problems and thus we argue that metaphorical interpretation can be better explained resorting to metaphorical ad hoc concepts that result from a partial mapping from one conceptual domain into another (ROMERO; SORIA, 2005).
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Alliney, Guido. "Per velamina veritatis." Bochumer Philosophisches Jahrbuch für Antike und Mittelalter 5 (December 31, 2000): 97–127. http://dx.doi.org/10.1075/bpjam.5.06all.
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A long philosophical tradition has regarded the use of metaphorical utterances as a stylistic figuration without any cognitive aspect. Metaphors are categorial mistakes diverting the ordinary usage of concepts, and therefore are in logical opposition to standard meaning. However, a metaphor can be regarded not only as a vague linguistic enunciation, but also as a significant process of thought. In other words, metaphor is a figure of the mind, a necessary way of thinking, because the language-world relation is not bijective. Metaphorical truth implies meanings not initially perceived as rational, yet full of possible features which have to be historically and socially determined. This successive interpretation yields new concepts and produces a growth of knowledge. In addition, the metaphorical usage of language allows us to name what is outside the range of logically formalizable language: interior experiences, God and so forth. The metaphorical mind is capable of moulding different views of the world, including those selected in accordance with the current social needs of the human community. This essay suggests that the use of metaphors is already present in medieval philosophical thought, and it tries to ground this statement through the analysis of late-scholastic metaphorical reasonings in ontology, biology and theology.
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Martin Hard, Bridgette, Nathan Liang, Michelle Wong, and Stephen J. Flusberg. "Metaphors we teach by." Metaphor and the Social World 11, no. 1 (September 8, 2021): 46–70. http://dx.doi.org/10.1075/msw.19021.har.
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Abstract Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed related questions largely via researcher intuition and qualitative analyses of teacher attitudes. We sought to develop a more principled method for mapping the entailments of metaphorical concepts, using teaching metaphors as a case study. We presented participants with one of four common metaphors for the teacher-student relationship (identified in a preliminary study) and asked them to rate the degree to which a series of teacher attributes fit the metaphor. We then used iterated exploratory factor analysis to identify a small number of dimensions that underlie people’s conceptions of teachers and examined whether the metaphors systematically differed along these dimensions. We found that teaching metaphors bring to mind distinct, coherent clusters of teacher attributes and different intuitions about teacher responsibility and power – a finding we replicated in a larger, pre-registered follow-up study using a new set of participants. This work provides a novel method for mapping the entailments of metaphorical concepts and sets the stage for educational interventions centered on shifting lay theories of teaching.
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Sharma, Sunil. "Metaphorical imagery of honour and dishonour in Hindi phraseology." Yearbook of Phraseology 6, no. 1 (October 1, 2015): 87–102. http://dx.doi.org/10.1515/phras-2015-0006.
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Abstract Being inspired by the Cognitive Theory of Metaphor (Lakoff and Johnson 2003) and the theory of Symbols in Language and Culture (Dobrovol’skij and Piirainen 1996), the current research article aims at analysis of metaphorical image components, symbolic motivational factors and cultural aspects which are associated with the socio-cultural concepts honour and dishonour in Hindi phraseological expressions. By analyzing the conceptualization of these socioculturally prevalent concepts, this research article attempts to explore the potential of marginalized Hindi phraseology for further theoretical contribution to the international phraseology research.