ВЕРБАЛЬНА ОБ’ЄКТИВАЦІЯ КОНЦЕПТУ «ВИХОВАННЯ» В УКРАЇНСЬКІЙ АКСІОЛОГІЇ

Abstract

Image components are formed with the help of mostly verbal metaphors, which was confirmed by our linguistic research on the concept of “education”. Verbal metaphors are mostly related to fixed speech constructions, much less to individual-authorial ones, as well as paremias, which are usually semantically related to two conceptual fields – “family” and “human behavior in society”. The purpose of the paper is isolation and linguistic qualification of means of verbal objectification of the concept of “education” as a component of the system of Ukrainian axiology. This goal requires the following tasks: to outline the theoretical foundations of the study of axiological concepts in linguistics; describe the principles of determining the means of verbal objectification of the concept of “education” as a component of the system of Ukrainian axiology; to fix and qualify from the classical linguistic positions the means of verbal objectification of the concept of “education”, based on the theory of V. Karasyk. Methodology of the study is based on different methods: inductive and generalization methods are used for the formation of the theoretical unit of research; descriptive method helped to describe and clarify the leading features and structural features of the concepts; method of conceptual analysis was applied to identify conceptual, figurative and evaluative components in the structure of the studied concept; structural (method of component analysis) was utilized in order to determine the semantic meaning of the conceptual, figurative and evaluative components of the studied concept. The use of the mathematical method of quantitative calculations made it possible to determine the most and least dynamic in terms of verbal representatives of the concept. Results of the survey showed that axiology was the first science to study the concept of “value”, later, the object of its attention attracted other humanities, which equated it with the notion of “concept” (primarily as an axiological concept). The axiological concept in linguistics is regarded in term of several research approaches. The most relevant for our work are linguistic and linguocognitive approaches due to its representation in the linguistic consciousness as a multidimensional grid of meanings. These meanings are expressed by lexical, phraseological, paremiological units, precedent texts, etiquette formulas, as well as tactics of speech behavior that reflect fragments of social life. Practical implications. For the practical analysis of the axiological concept of “education”, which we had been studying, we tested the approach of V. Karasyk in order to establish all the vocabulary meanings of the concept under consideration, its metaphor quality and the range of assessments that characterize it. Value/originality. Identifying the conceptual components of “education” made it possible to identify two lexical and semantic variants, one of which has purely verbal semantics, thirteen derived concepts, including 5 nouns, 3 adjectives, 4verbs and their forms, 1 adverb, and more than 40 synonyms, most of which are verbs. Such an investigation can solve precise conceptual problems in linguistics, namely a valuable component of verbal objectification.