The aim of this paper is to explore how the history of images and conceptual metaphors resulting from them that we use in educational reflections are formed regardless of if they are problematized in practical life. Insight into history shows how these images are shaped not only by our own experiences and by the context of our lives, but also by the history of such images, which are unconsciously inscribed in our metaphorical speech through so called “residues of meaning”. (...) The paper clarifies this, using the examples of alimentary images, that are a transition from nutrix (wet nurse) to nutritor (teacher). The text offers selected examples of consideration of alimentary images. These are among the most primitive and therefore the deepest images of human experience. This history is an example of a cultural line that goes from ancient educational imagination to the more recent forms of such images, even if always with different accents. (shrink)

Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education (for example, [Lakoff, G. & Nuñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books]) suggests that the difficulties stem from an inability on the part of students to decipher the metaphorical properties of the language in which such problems are cast. A 2003 pilot study [Danesi, M. (2003a). Semiotica, (...) 145, 71–83] confirmed this hypothesis in an anecdotal way. This paper reviews the implications of that study and of a follow-up one that is described here as well, in the light of how the metaphorical analysis of word problems allows learners to overcome typical difficulties in word problem-solving by teaching them how to flesh out the underlying concepts and convert them into appropriate representations. (shrink)

A growing, interdisciplinary field of cognitive linguistics has developed in recent decades, bringing together research from many fields to explore the ways that metaphors provide structure and semantic content to thought and language. In this article, the American public school disability emotional/behavioral disorder (E/BD) is examined in regard to the primary metaphors that frame the basic concepts of the disorder. The metaphors of 2 versions of E/BD, psychodynamic and behavioral, are investigated. A series of critical questions about the E/BD construct (...) are posed, and possibilities for new metaphors are proposed. (shrink)

The purpose of this paper is to propose that the notion of the conceptual metaphor, as defined in the theoretical framework of embodied learning, can have a role in the construction of children’s arithmetic and, in particular, in their invention of calculation strategies. In doing so it acknowledges the role of the sensory perceptual world in the development of children’s arithmetic. A Piagetian framework makes a distinction between an embodied world of learning and the operational world of arithmetic. (...) The two theoretical frameworks are compared in relation to children’s realisation of the equality of commuted pairs in addition. The proposal is that the conceptual metaphor can be seen as an additional cognitive tool to explore children’s analogous reasoning in abstractions from the results of operations. The potential of the conceptual metaphor in this role would be to provide a theoretical framework to explore children’s development of arithmetic in terms of their everyday, perceptual experiences. In doing so it supports the notion of analogy as a key part in the creative process of arithmetic. (shrink)

The current emphasis on rising educational standards in Australian society (eg A Commonwealth Government Quality Teacher Initiative, 2000) has stimulated a growing interest in Vygotsky's socio-cultural theory widely renowned for its profound understanding of teaching and learning. The metaphor of scaffolding commonly viewed as underpinned by socio-cultural theory and the zone of proximal development in particular, has become increasingly popular among educators in Australia (Hammond, 2002). Teachers find the metaphor appealing as it "offers what is lacking in much (...) literature on education - an effective conceptual metaphor for the quality of teacher intervention in learning" (Hammond, 2002, p.2). However, there is no consensus of opinion among educators on the specific characteristics that constitute successful scaffolding. On the contrary, the current interpretation of scaffolding seems to have been drifting away from the Vygotskian view of teaching and learning and appears to have become an umbrella term for any kind of teacher support (Jacobs, 2001) and therefore, cannot serve the purpose of justifying the quality of teacher intervention. Furthermore, when taken out of its theoretical context, scaffolding tends to be interpreted as a form of direct instruction (Donovan & Smolkin, 2002), which invalidates the Vygotskian idea of teaching as co-construction of knowledge within student-centred activities. Such an interpretation of the metaphor of scaffolding is an unfortunate step back to a traditional, pre-Piagetian way of teaching which is adult-driven in nature and often results in "the imposition of a structure on the student" (Searle, 1984, in Stone, 1998, p. 349). In spite of a number of limitations of the metaphor, that have been discussed by socio-cultural theorists (e. g., Stone, 2001), it remains highly popular among educators. To fulfil teachers' expectations of scaffolding as being an effective teaching tool, it needs to be understood within the framework of its underlying theory. This project aims to analyse understanding of the concept of scaffolding by educational researchers and practitioners in its connection to the Vygotskian view of the role of instruction in nurturing children as active learners. (shrink)

This article shows how Arab students at an Arab college in Israel, majoring in teaching of mathematics, English, and science, rely on metaphor as an important rhetorical tool for the advancement of their ideological positions and for criticism of the policies of the Israeli government, which discriminates against and disenfranchises Arab Israelis. The underlying hypothesis of the article is that the way Arab students in Israel use metaphor in their writing has unique rhetorical aspects that help to sharpen (...) their message in pursuit of the broader goal of emphasizing Arab Israelis’ suffering and changing for the better the Israeli government’s discriminatory patterns of action against them. (shrink)

This collective paper on radicalization and violent extremism part of the ‘Philosophy of education in a new key’ initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the ‘conventional wisdom’ associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By (...) providing conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than ‘radicalization studies’ has been eager to acknowledge. (shrink)

Emotional experiences are often described in metaphoric language. A major question in linguistics and cognitive science is whether such metaphoric linguistic expressions reflect a deeper principle of cognition. Are abstract concepts structured by the embodied, sensorimotor domains that we use to describe them? This review presents the argument for conceptual metaphors of affect and summarizes recent findings from empirical studies. These findings show that, consistent with the conceptual metaphor account, the associations between affect and physical domains such (...) as spatial position, musical pitch, brightness, and size which are captured in linguistic metaphors also influence performance on attention, memory and judgment tasks. Despite this evidence, a number of concerns with metaphor as an account of affect representation are considered. (shrink)

This study explores African students' use of cultural metaphoric reasoning in classifying everyday situations as hot or cold, as is part of Sotho cultural tradition. It documents the extent to which such metaphoric reasoning is related to the use of science (mis)conceptions of heating. Written probes were used to document cultural metaphoric reasoning and science misconceptions of students entering a university science program. The same instruments were used as postprobes after a 4-week teaching intervention using experimental cognitive conflict strategies for (...) various standard misconceptions on heating. The findings show that almost a third of the sample used metaphoric reasoning consistently. This group was, as expected, significantly dominated by Sotho speakers. Initially, a large percentage of students explained the particulate effect of heating in terms of melting, shrinking, or breaking up of atoms. Most students identified specific materials as good insulators against coldness or against heat. Heat transfer was frequently explained in terms of absorption, diffusion, or reflection rather than conduction. There were no significant differences in the type and frequencies of these alternative concepts held by cultural metaphoric and noncultural metaphoric reasoners before the intervention. The teaching program did not affect cultural metaphoric reasoning, but had significant and equal benefits for the conceptual understanding of both groups, with the exception that the cultural metaphoric reasoners were more persistent in attributing observable properties to atoms. The present study suggests some further modification to the teaching strategies and concludes that, at this level of education, students are able to distinguish between different types of reasoning appropriate for cultural everyday situations and scientific contexts. (shrink)

This paper plays with education through the analogy of karaoke to tease out the instructions of a situated educational practice. Here, Cremin's conceptualization of education as a deliberate, systematic and sustained effort is employed as a starting point to enable an understanding of educational practice between members elicited by karaoke. Using Garfinkel's ethnomethodological framework, the paper investigates modes of education through karaoke practice as part of the ‘live’ narrative, that of instructing and being instructed with the ‘curriculum’ (...) of the event at hand. (shrink)

With globalisation and neoliberalism as significant phenomena impacting the function and role of higher education institutions (Barnett, 2013), the discursive practices of such institutions as mani...

The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up (...) towards a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production. (shrink)

This study tested to what extent young listeners metaphorically conceptualize basic musical relations. Ninety children aged 11 (30 attending a music school and 30 Serbian and 30 Romani children with no musical education) were played 5 stimuli with mutually opposed musical elements and asked to respond what the first and what the second one was like. Their answers were classified into metaphors according to the tenets of the conceptual metaphor theory. The results suggest an overwhelming dominance of (...) metaphorical replies, in which most mappings were based on image schemas within a predominantly visual–spatial modality. There were some differences in conceptualizations, however, with “high and low” tones also perceived as “big and small,” or “upward” musical motion seen as “forward.” This article analyzes the possibility of finding a common denominator for seemingly disparate replies, where the study of musical conceptualization might be instrumental in the cognitive semantic quest for metaphorical universals. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to C. Victor Fung and Leonard Tan, “‘Love of All Wisdoms’: Toward A Multiphilosophical Approach To Music Education”Lauren Kapalka RichermeFung and Tan’s arguments regarding the limits of our profession’s longstanding narrow focus on Eurocentric and American philosophical traditions are crucially important, and I think the majority of PMER readers will agree about the need to engage with philosophies written by those from diverse geographic locations and with (...) other forms of contrasting lived experiences. Additionally, this essay contains many thoughtful clarifications, including the importance of local and individualized needs, accruing philosophical wisdoms over time, and ongoing reflexivity. I found the conceptualization of boundaries “as a connecting agent rather than a separation device” particularly intriguing. Moreover, I applaud Fung and Tan for their work outside of this paper; their efforts to translate and extend various Asian philosophical ideas have certainly enriched the graduate philosophy classes that I teach.1 For me, the joy of any philosophical inquiry is the questions and imaginings it incites, and these authors have certainly given me a lot to contemplate. I begin this response with a couple of wonderments and then provide a possible extension of this valuable work. [End Page 185]One of my wonderments regards the relationship between culturally sustaining pedagogy and the proposed multiphilosophical approach. Fung and Tan write, “Ontological and axiological questions regarding the meaning of music in education and in the broader life are still unaddressed” and specifically ask “To what extent should musics of the students’ cultural tradition be customized and incorporated in the curriculum?” Culturally Sustaining Pedagogy or CSP, which is a primary contemporary outgrowth of the multicultural education movement, provides a clear response. Django Paris and H. Sami Alim write that Culturally Responsive Pedagogy:seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. CSP positions dynamic cultural dexterity as a necessary good, and sees the outcome of learning as additive rather than subtractive.... Culturally sustaining pedagogy exists wherever education sustains the lifeways of communities who have been and continue to be damaged and erased through schooling.2Given the similarities between this explanation and Fung and Tan’s description of a multiphilosophical approach, I wonder if they could say more about points of alignment and disagreement. Might their arguments serve as an extension of CSP?Another wonderment I have is: What does a multiphilosophical approach exclude? I’m intrigued by Fung and Tan’s rich metaphor of a Chinese medicine cabinet and find it applicable to an array of philosophies. Yet, equating students to “patients” and a music educator to a “doctor” who “writes a prescription for a patient” is incompatible with some philosophies. For example, such language implies a banking model of education that undermines Brazilian philosopher Paulo Freire’s core tenets.3 Given that no metaphor or philosophical approach can address everything, I wonder if in addition to inclusions, a multiphilosophical approach necessarily relies on certain exclusions. I spend the remainder of this response positing three potential ways that exclusions might extend Fung and Tan’s ideas.First, inclusive approaches such as Fung and Tan’s multiphilosophy necessarily exclude philosophies resistant to openness and varying viewpoints. Philosophies that forward single prescribed educational ends or limited ways of being musical cannot function within a multiphilosphical approach and therefore must be excluded. Moreover, Fung and Tan’s references to democracy and use of Dewey suggest that a main purpose of a multiphilosophical approach is to propagate liberal pluralism. Such thinking aligns with Meira Levinson’s ideas about liberal education. She writes: “liberal citizenship does require certain habits and virtues, and pluralism is rightly restricted to individuals holding conceptions of [End Page 186] the good which are compatible with liberal citizenship.”4 Specifically, Levinson argues that these habits and virtues include respecting the democratic process, paying attention to public issues, and public involvement through voting and other forms of engagement. While I agree with Fung and Tan that “contemporary diverse needs are localized and always evolving,” those needs exist within larger socio-political-economic structures that inevitably rely on certain exclusions. The nature of those exclusions informs how “diverse needs” are understood and addressed... (shrink)

This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut image is an indigenous, (...) holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)

Health metaphors are commonly used in a variety of contexts. While war metaphors are common in medicine, there are also other conceptualizations and other metaphors employed in different contexts. In policies, metaphors can play an important role in framing thought and discourse, and have an important effect, and even more so in educational policy. In this article, we analyze the two South African policies regarding HIV and AIDS in the educational context – the first policy from 1999, and the one (...) that replaced it in 2017. The focus is on identifying and categorizing the metaphors directly related to HIV and AIDS. We identified 29 such metaphors in policy 1, and 71 in policy 2, using the principles from the MIPVU, and thematic discourse analysis was used to categorize the metaphors into themes. The most prominent changes in the metaphors from policy 1 to policy 2 regard the focus of the imagery, as well as the conceptualization of HIV itself. These are then interpreted in the Southern African context. (shrink)

This paper is a cognitive semantic analysis of a CCTV educational commercial, which is one of a series designed and produced in preparation for, and in celebration of, the Beijing 2008 Olympic Games. Called the “Beijing Opera Episode”, this TV commercial converges on the theme: “To mount the stage of the world, and to put on a show of China”. That is, China sees her hosting of the 2008 Olympics by Beijing as a great opportunity for her to step onto (...) the international stage to perform a show of China. This theme, which alludes to China's globalization and retention of cultural identity, is conceptualized and expressed in terms of a central metaphor of theatrical performance: hosting the beijing olympics is performing beijing opera on an international stage. This study first analyzes in detail how this central metaphor is manifested multimodally through visual and aural as well as verbal discourse, thus examining it as a multimodal metaphor. The study then applies a decompositional approach, based on the distinction between primary and complex metaphors, to analyzing the central metaphor as a metaphorical compound with its internal structures and components, which is nevertheless built on a more general cognitive foundation. The study also offers a linguistic perspective on a cultural model underlying the central metaphor, which is arguably a Chinese cultural model for understanding various aspects and events of life in general. At the core of this cultural model is the widespread life is a stage metaphor, which however has a specific manifestation within the Chinese cultural context. (shrink)

The size and distance of an object are crucial pieces of information that every human being processes from an early age (see, e.g., Day & McKenzie, 1981; Granrud, 2006). For infants, the distance o...

J. M. Kennedy and J. Vervaeke argue that my view of the bodily and imaginative basis of meaning commits me to a mistaken reductionism and to the erroneous view that metaphors actually impose structure on the target domain. I explain the sense in which image schemas are central to the bodily grounding of meaning, although in a way that is not reductionistic. I then show how conceptual metaphors can involve pre-existing image-schematic structure and yet can also be partially constitutive (...) of the conceptual structure of the target domain. In this way human conceptual systems can be both rooted in patterns of our bodily interactions and at the same time can be subject to various kinds of imaginative development and extension. (shrink)

The current paper expands on previous work done on the influence of learners’ language and preexisting knowledge on understanding physics terminology by exploring the concept of ACCELERATION in Arabic and English. The study attempts to answer two questions: (1) what are the similarities and differences between the polysemy of Arabic تَسَارُع (tasāruʿ) (acceleration) and the polysemy of English acceleration, and (2) to what extent do prototypes and factors motivating the conceptualization of تَسَارُع (tasāruʿ) and the conceptualization of acceleration converge or (...) diverge? To this end, Arabic and English dictionaries and corpora, the ArabiCorpus (Arabic Corpus Search Tool) and the British National Corpus (BNC), were employed. The dictionaries were surveyed to explore the various meanings of تَسَارُع (tasāruʿ) and acceleration, while the ArabiCorpus and the BNC were employed to investigate the senses and to identify the most frequent collocates and so the prototypes of these terms. The meaning extension of the terms is examined on the basis of the cognitive mechanisms which appear in the corpora. Theoretically, the paper is informed by the prototype theory (Rosch, 1973; 1975), image schemas (Johnson, 1987), and conceptual metaphor (Lakoff & Johnson, 1980/2003). The results show that تَسَارُع (tasāruʿ) (acceleration) and acceleration generally overlap in terms of polysemy, prototype, and images schemas as well as conceptual metaphor that organize the conceptualization of these terms. It was also found that both Arab and English speakers mix ACCELERATION up with SPEED and so misunderstand them in a scientific setting. The present findings have several implications for science curriculum design, education, and research on universal and culture-specific properties of language. (shrink)

This paper addresses the growing problem of retractions in the scientific literature of publications that contain bad data, also called “false science.” While the problem is particularly acute in the biomedical literature because of the life-threatening implications when treatment recommendations and decisions are based on false science, it is relevant for any knowledge domain, including the social sciences, law, and education. Yet current practices for handling retractions are seen as inadequate. We use the metaphor of a virus to (...) illustrate how such studies can spread and contaminate the knowledge system, when they continue to be treated as valid. We suggest drawing from public health models designed to prevent the spread of biological viruses and compare the strengths and weaknesses of the current governance model of professional self-regulation with a proposed public health governance model. The paper concludes by considering the value of adding a triple-helix model that brings industry into the university-state governance mechanisms and incorporates bibliometric capabilities needed for a holistic treatment of the retraction process. (shrink)

Studies on difficulties in understanding scientific terms have shown that the problem is more serious among non-Western learners. The main reasons for this are the learners' pre-existing knowledge of scientific terms, their native language incommensurability with Western languages, and the polysemy of the words used to denote scientific concepts. The current study is an analysis of the conceptualisation of scientific concepts in two culturally different languages, i.e. Arabic and French, which represent a non-Western language and a Western language respectively. Physics (...) concepts which are considered as some of the most challenging concepts for non-Western languages (Loo 2005; Aranador 2005) were selected for analysis. To this end, the terms that refer to two physics concepts, "weight" and "mass" in Arabic وَزْن (wazn) and كُتْلَة (kutla) and in French poids and masse were semantically analysed. The analysis of the concepts in both languages is informed by the prototype theory by Rosch (1973; 1975), idealised cognitive models (ICMs) by Lakoff (1987), and conceptual metaphor and conceptual metonymy by Lakoff and Johnson (2003). The data for analysis were retrieved from two comparable Arabic and French corpora, namely the ArabiCorpus and the Concordancier-Corpus Français. The results suggest that there are both similarities and differences between the Arabic and French concepts in terms of meanings, prototypes, and metaphorical as well as metonymic semantic extensions. These findings support the argument that the human conceptual system is related to our environmental and cultural experiences and also importantly, validate previous claims on the need for educators to be cognizant of the culturally relevant meanings of scientific words found in everyday language that may impede learners' understanding of scientific concepts. (shrink)

Over the last decades, education has shifted more clearly to a learner-centered understanding, including particularly constructivism, leaving little room conceptually for a substantive role for the teacher. This article develops a Levinasian framework for understanding the teacher as other. It begins by exploring the spatial metaphors of Levinas’s idea of the teacher as transcendent but shifts to Levinas’s idea of time as instants (durations) that come to the ego as a gift from the future. The article employs these temporal (...) metaphors to understand better the transcendence of the teacher. (shrink)

The purpose of this paper is to contextualize the study of metaphors within constructivist-informed research, in the hope that this process will orient cognitive scientists to the usefulness of implementing qualitative research methodologies, especially to using the person of the researcher as the primary research instrument. First, I explore some of the differences between Johnson and Lakoff’s Contemporary Metaphor Theory (CMT) and approaches evolving from it on one hand, and the clinical approach to metaphor based on a constructivist (...) therapy model, on the other. CMT has been one of the most significant forces that helped shift cognitive science toward an embodied approach to cognition. While it has succeeded to place physical experience back where it belongs in reason and meaning, CMT has, however, also fallen into some positivist traps which lead to problems such as a dualism, a split between the knower and the known, and with that, to a distrust of introspective, first-person accounts. In the process of finding conceptual metaphors — generalizations that govern metaphorical expressions — CMT often deletes the idiosyncratic characteristics and presuppositions implicit in linguistic metaphors; it divorces them from people’s sensory experiences, the “here and now” and the intent of their communications. The constructivist approach to metaphor that I present here accepts as a priori assumptions much of what workers of CMT are out to prove. In particular, it takes the correlation of conceptual metaphors and physical experience, as well as the unity of language and thought as pragmatic givens. Emulating the constructivist therapist’s approach to metaphors, I show how it is possible to deconstruct conceptual metaphors into minute sensory distinctions, using one’s own person as the main tool, for the purpose of helping people change their experiences in desired ways, at will. I illustrate this process by numerous examples from a wide field of applications, including mathematics education and psychotherapy. (shrink)

Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for teaching. (...) Conceptually, this book is unique in the educational literature. As a whole, it presents an overview of the major underlying philosophical and ideological concepts and traditions related to knowledge, learning, and teaching in the Western world, concisely introducing readers to the central historical and contemporary discourses that shape current discussions and beliefs in the field. Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness. The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions. Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education. (shrink)

In this article, I discuss how the space of the classroom is a contested object that is constituted by historical, cultural, political, social, psychological, and discursive practices (Lefebvre in The production of space, Blackwell, Oxford, UK, 1991). I then employ Deleuze and Guattari’s notion of “assemblage” to characterize the ways in which educational spaces cohere “content and affect” quoted in Puar (Terrorist assemblages: Homonationalism in queer times, Duke University Press, Durham, 2007, 193) into discursive figures of the heteronormative and racialized (...) national “family.” Finally, I argue that in order to advance contemporary theorizing on safe space we might consider shifting the metaphor of the classroom (and/or schooling) as a situation of home (in loco parentis) to that of a metaphor of camp. As a discursive practice, “camp” is like “home” in that it has multiple associations of past histories. However, the advantage of the metaphor of classroom as camp allows for a more capacious range of past histories of association, from recreation to temporary inhabitation to forced relocation, thus foregrounding the innate political implications of theorizing space. Moreover, the metaphor of camp implies transience (whether real or imaginary) while keeping in mind the partial and situated nature of particular places and spaces. Foregrounding the transient component/feature of safe space allows us to make visible and explore the possibilities and limitations of conceptualizing relations of power as circuitous, contested and performative through competing claims to particular places as objects of safety. (shrink)

ABSTRACTWe suggest that disability is metaphorically represented in people’s minds as heaviness. In three studies we demonstrate the existence of a mental association between physical weight (light...

Conceptual metaphor theory (CMT) has become prominent in metaphor scholarship because of its explanation of the relations between people's metaphoric thoughts and their use of metaphoric discourse. Our aim in this article is to explore the temporal characteristics of how conceptual metaphors shape verbal metaphor use. We argue that cognitive linguistics and psycholinguistics mostly adopt simplistic, and psychologically implausible, views of how conceptual metaphors are activated and then constrain people's comprehension of metaphoric language. But (...) more contemporary ideas on how cognitive processing unfolds over time in human experience provide better models of how conceptual metaphors shape verbal metaphor use. The implications of this newer vision of CMT are discussed, particularly in regard to methods for studying how conceptual metaphors support interpretation of linguistic metaphor. (shrink)

The concept of dominance poses several dilemmas. First, while entrenched in genetics education, the metaphor of dominance promotes several misconceptions and misleading cultural perspectives. Second, the metaphors of power, prevalence and competition extend into science, shaping assumptions and default concepts. Third, because genetic causality is complex, the simplified concepts of dominance found in practice are highly contingent or inconsistent. The conceptual problems are illustrated in the history of studies on the evolution of dominance. Conceptual clarity may (...) be fostered, I claim, by viewing diploid organisms as diphenic and by framing genetic causality modestly through individual alleles and their corresponding haplophenotypes. (shrink)

Research on COVID-19 has drawn the attention of scholars around the world since the outbreak of the pandemic. Several literature reviews of research topics and themes based on scientometric indicators or bibliometric analyses have already been conducted. However, topics and themes in linguistic-specific research on COVID-19 remain under-studied. With the help of the CiteSpace software, the present study reviewed linguistic research published in SSCI and A&HCI journals to address the identified gap in the literature. The overall performance of the documents (...) was described and document co-citations, keyword co-occurrence, and keyword clusters were visualized via CiteSpace. The main topic areas identified in the reviewed studies ranged from the influences of COVID-19 on language education, and speech-language pathology to crisis communication. The results of the study indicate not only that COVID-19-related linguistic research is topically limited but also that insufficient attention has been accorded by linguistic researchers to Conceptual Metaphor Theory, Critical Discourse Analysis, Pragmatics, and Corpus-based discourse analysis in exploring pandemic discourses and texts. (shrink)

This study investigates metaphoric gestures in face-to-face conversation. It is found that gestures of this kind are mainly performed in the central gesture space with noticeable and discernable configurations, providing visible evidence for cross-domain cognitive mappings and the grounding of conceptual metaphors in people's recurrent bodily experiences and in what people habitually do in social and cultural practices. Moreover, whether metaphorical thinking is conveyed by gesture exclusively or along with metaphoric speech, the manual enactment of even conventional metaphors manifests (...) dynamism in communicating metaphors. Metaphoric gestures can provide salient, additional information about the aspect of the conceptualization which is the speaker's focus of attention in real-time multimodal communication. (shrink)

Conceptual metaphors have received much attention in research on discourse about infectious diseases in recent years. Most studies found that conceptual metaphors of war dominate media discourse about disease. Similarly, a great deal of research has been undertaken on the new coronavirus, i.e., COVID-19, especially in the English news discourse as opposed to other languages. The present study, in contrast, analyses the conceptual metaphors used in COVID-19 discourse in French-language newspapers. The study explored the linguistic metaphors used (...) in COVID-19 discourse in these newspapers and conceptual metaphors that underlie and motivate them, using a conceptual metaphor theory framework (CMT). Therefore, two North African French-language newspapers, namely Libération, published in Morocco, and La Presse de Tunisie, published in Tunisia, formed the corpus of the current study. The results showed that the most frequent framing of COVID-19 was in terms of WAR, followed by DISASTER and KILLER, respectively. (shrink)

The importance of pedagogy as a science is in exploration and improvement of education as an integral part of the social reality. Theory of education, General pedagogy and Methodics of educational work are the scientific disciplines that are most directly related to examining the educational work, and represent its theoretical and methodological basis in the process of its realization. Educational work provides the essence of the overall education process, since it refers and unites the knowledge, skills, attitudes, (...) beliefs and values of the individual, and its results are seen in developing student’s unique personality. In this paper the focus is on the Methodics of educational work, as a pedagogical discipline which is most closely related to the process of realization of educational work. The aim is through analysis of the basic theoretical and terminological aspects to emphasize its role in the overall education process. Taking into consideration the complexity of educational work and difficulties related to the process of assessment of the outcomes, application of the taxonomy of the affective domain is suggested as a possible approach. Also, the importance of some topics that are particularly relevant in pedagogy is emphasized, but which, due to terminological inconsistencies, are not sufficiently recognized as part of the Methodics of educational work. (shrink)

In the UK and elsewhere management has become a root metaphor. Educational practitioners must now acquire competence in management discourse. Yet education and management are different social processes. They interpenetrate since much education occurs in schools, which have to be managed. But teaching is not management. This paper identifies how metaphors of management have been absorbed into political discourse and makes a case for metaphoric re-description in education.

This article looks at recent work in cognitive science on mathematical cognition from the perspective of history and philosophy of mathematical practice. The discussion is focused on the work of Lakoff and Núñez, because this is the first comprehensive account of mathematical cognition that also addresses advanced mathematics and its history. Building on a distinction between mathematics as it is presented in textbooks and as it presents itself to the researcher, it is argued that the focus of cognitive analyses of (...) historical developments of mathematics has been primarily on the former, even if they claim to be about the latter. (shrink)

Darwin's book On the Origin of Species by Means of Natural Selection (henceforth The Origin) abounds with metaphors. In fact, the very theory of natural selection is couched in a system of metaphors that exhibit striking consistency and coherence. I argue that the phenomenon for which Darwin tries to detect the basic mechanisms, that is, biological evolution, involves vast, indeterminate, and ambiguous observations that are difficult to subject to the empirical methods. This fact motivates Darwin's extensive use of metaphors to (...) organize his observations, structure the vague concepts, and ultimately render his observations meaningful and intelligible. I demonstrate that Darwin's metaphors, as far as they are elements of Idealized Cognitive Models, prove valuable in achieving this goal. First, I identify the conceptual metaphors underlying the main metaphorical expressions and show how these conceptual metaphors give rise to entailments and inferences central to Darwin's theory. The conceptual metaphors I identify are “NATURE IS A MOTHER,” “NATURE IS A BREEDER,” “LIFE IS WAR,” “LIFE IS A RACE,” and “EVOLUTION IS PROGRESS.” I also comment briefly on the conceptual blending involved in these metaphorical mappings. I then turn to characterizing the idealized cognitive models (ICMs) that function as the pre-conceptual ground in virtue of which Darwin's metaphors are meaningful, coherent, and helpful to scientific thinking. These ICMs are the ICM of STRUGGLE and the image-schema of SOURCE-PATH-GOAL. (shrink)

The issue of this paper is cultural plurality as a problem for public, general education and for identity. In order to examine this question, one needs to be clear about the meaning of the concepts of general education, on the one hand, and cultural diversity on the other. In the first section, we will fix the meaning of these concepts. A conceptual distinction between ‘cultural diversity’ and ‘cultural pluralism’ will be introduced. In the second section, it will (...) be argued that open pluralism can only be maintained if there is a basic common culture apart from the cultural diversity that pluralism affirms. Therefore, there is yet an indispensable role for general education in an open, pluralistic society. In the third section we will look at two metaphors that give an opposite significance to the relation between identity and diversity: the conversational metaphor and the food metaphor “mishmash”. The final section expands on the ‘conversational’ metaphor by way of an exposition of Ricoeur's hermeneutics of the self. It supplies us with a promising concept of identity that is not in complete opposition to diversity. (shrink)

The notion of Bildung has been a catalyst for educational theories about the human relation to the material and social world. Place, both as a concrete spatial location and as metaphorical spatialization have been central to the understanding of Bildung. Nevertheless, the tradition of Bildung has treated the material world mainly as a restricting and adversarial space for human becoming. By asking why the role of belonging to a concrete place is absent from several contemporary debates on Bildung, we discuss (...) themes in Hegel’s and Humboldt’s conceptions of human formation, and argue that the preoccupation with different ideas of becoming human, through moving beyond material restrictions, centres on a notion of Bildung as a movement in time, a temporal dialectic. In contrast to conceptualizations of the world as binding and restricting, we then ask what place there is for ‘place’ in a theory of Bildung, and argue that the relation between the subject and the world can be perceived as a much more supportive dialogical relationship than these discussions suggest. With reference to insights from Rudolf Laban’s and Irmgard Bartenieff’s Movement Studies (LBMS), we illustrate an alternative perspective on the role of the material world in human physical, social, and cognitive development. These dimensions of development suggest that becoming and belonging in the world necessarily involve a simultaneously functional and expressive element, where the subject’s expressive movement of freedom and intention is balanced by their trustful resting in a concrete place. (shrink)

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child and adult. Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view (...) class='Hi'>education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education. (shrink)

In this essay, I challenge the use of Conceptual Metaphor Theory in the premodern Chinese setting. The dominant, implicit assumption in the literature is that conclusions reached by CMT on the ways in which cognition operates can be applied in toto and without qualification onto the makers of classical Chinese texts. I want to challenge this assumption and argue that textual evidence from premodern Chinese points to a different cognitive process. Differences in the use and conceptualization of image-based (...) thinking as well as differences in the understanding of the relationship between words, images, and the world reveal a different cognitive process. However, I do not wish to argue for a total abandonment of the insights of CMT. Rather, I call for the need to properly qualify its findings in light of premodern Chinese use and conceptions of image-based language. (shrink)

이 연구의 주된 목적은 체험주의(experientialism)의 은유 분석을 통해 유학에서의 초월적 존재의 ‘탄생’과 그것이 정치적ㆍ사회적 구조를 정당화하는 근거로 ‘변용’되어 가는 경로를 추적하는 것이다. 구체적으로 이 연구는 전국시대 말 이후 새롭게 등장한 유학의 초월 개념 ‘태극’(太極) ‘태일’(太一) ‘하늘’[天]이 어떤 은유적 확장을 통해 ‘만물 생성의 시원’을 유추하는 문제에서 ‘정치적ㆍ사회적 구조를 정당화하는 근거’로 변용되는가를 논증하는 것이다.BR 1)『계사전』의 ‘태극’은 우주 만물의 시원(始原)을 설명하기 위한 새로운 은유적 확장물이다. 『계사전』은 『태극은 만물의 시원』 『태극은 우주 만물 변화의 원인자』 등의 은유를 탄생시킴으로써 우주의 생성론적 물음에 답할 수 있도록 유학적 (...) 단초를 제공했다. 2) 여씨춘추의 통일제국에 대한 지향은 만물의 시원을 넘어 객관성ㆍ보편성ㆍ법칙성의 표상하는 『태일=도(道)=군주』 은유를 탄생시켰다. 그리고 『태일=도=군주』 은유를 중심으로 『태일[도]ㆍ군주/만물ㆍ신하』 『군주는 명령을 제정하는 자/신하는 명령을 따르는 자』 은유들을 조직, ‘수직적 계급 구조’를 구축했다. 3) 동중서는 초월자 ‘하늘’을 ‘왕권 신성화의 표상’으로 해석한다. 그는 『군주=하늘』 은유를 중심으로 『인간은 하늘과 동류』 『군주는 하늘의 아들』 『군주의 권능=하늘의 권능』의 은유 체계를 조직, 군주의 힘과 위상을 신격화한다.BR 무엇을 어떻게 의미화 할 것인가는 특정 개념을 사용하는 우리의 ‘목적’과 ‘의도’에 따라 조정되고 확대, 혹은 축소될 수 있다. 그런 의미에서 모든 개념들은 비고정적이다. 이 연구가 시도하는 초월 개념의 탄생과 변용에 대한 검토는 ‘개념 그 자체’에 대한 탐색이 아니라, 그것에 투영된 사용자들의 ‘목적’과 ‘의도’를 읽는 것이다. 그리고 우리의 삶을 지배하고 있는 개념체계를 되돌아보게 하는 것이다. (shrink)

Conceptual metaphor theory provides a useful tool with which to think about different philosophical traditions, as it can reveal the deep structure of networks of ideas. Conceptual metaphors are not just linguistic devices, rather they organise whole networks of thought, experience and activity. Paying special attention to the role of the metaphor of sight in certain Indian traditions and that of Dao in Chinese traditions, I explore the idea that different philosophical traditions have developed and matured (...) around particular conceptual metaphors, each giving rise to a distinctive conception of both the practice and the goal of philosophy. I suggest that what it means to practice philosophy in these traditions is governed by the dominant conceptual metaphor in use. I consider the implications of this for the traditional Western conception of philosophy as the love of wisdom. I conclude with some reflections on analytic philosophy, considering to what extent it too can be regarded as a philosophical tradition structured by a dominant conceptual metaphor. (shrink)

In America, White and affluent middle-school students outperform minority students and those of low socioeconomic status on measures of academic performance. This achievement gap is partly attributable to differences in academic engagement. A promising strategy for engaging students is to elicit an academic possible identity: an image of oneself in the future as an accomplished student. Tests of this strategy’s efficacy show mixed results, however. According to Identity-Based Motivation Theory, this is because a salient possible identity enhances goal engagement when (...) it is perceived to be strongly connected to one’s current identity. Still, the connection between temporally remote identities is an abstract concept that students may have difficulty grasping. According to Conceptual Metaphor Theory, this connection may be easier to conceptualize metaphorically in terms of a dissimilar concrete experience – in particular, a physical journey between locations. Integrating these theories, prior studies show that priming a journey-metaphoric framing of an academic possible identity increased academic engagement among college students. The current study tested whether this prime would similarly motivate middle-school students in an economically disadvantaged school setting. Results show that students framing their academic possible identity as a destination on a physical path, versus without a provided metaphor, reported higher academic engagement. This finding extends metaphor priming effects to low-income and minority adolescents, a crucial population in educational research, and points to low-cost, theoretically grounded interventions for boosting academic engagement. (shrink)

Abstract:Contemporary painting is a complex practice, and artists regularly incorporate elements from different media such as photography, textile, and performance. Despite its status being diminished by different conceptual art movements, painting still has a critically important place in the artworld. This importance is largely due to painting’s ability to stretch across media and make a direct appeal to the senses. In this article, an attempt is made to theorize the facility of painting to incorporate different media and its resulting (...) reflexivity. Maurice Merleau-Ponty’s theory of embodiment and phenomenological theory of metaphor provide the theoretical means to articulate reflexivity in painting. Curatorial writing about contemporary painting and case studies of young painters from India form a backdrop for the analysis of examples from the painting practice of one of the authors to demonstrate the material dynamism of painting. It is shown that this reflexivity is intimately related to the sensuous texture of materials used in the creation of the paintings under discussion. The first-person narrative of artistic process and production provides insight into the embodied process of making and manipulating media and evidence that painters can create new insights about the ontology of painting. (shrink)

Conceptual metaphor theory is among the challenging theories that the cognitive linguistics has presented to the field of metaphor in recent years. By leaving aside the relationship of species-genus, transmission and similarity, a new metaphor mechanism is introduced by this theory. Moreover, this theory reveals that metaphors belong to concepts based on experience, not to words. The Conceptual Metaphor Theory, which made a remarkable contribution to metaphor studies, has also attracted the attention of (...) those who are interested in the Qur'an studies. As a result, literature dealing with the metaphors in the Qur'an through the lens of this theory has emerged. This theory is implemented to analyse metaphors existing in everyday language and does not aim to offer an approach to the analysis of metaphors in sacred texts. Despite this, the number of studies examining the Qur'an through the lens of theory is increasing day by day. By focusing on this paticular literature, this study discusses the method followed by researchers, how they apply the theory, its contribution to the Qur'anic studies, and the existing deficiencies in the literature. This study questions the extent to which the theory contributes to the field of Qur’anic studies, the problems it has created in the field and whether it could be resolved. (shrink)