Implicit Metaphors Research Articles

Feminist metaphors: Women and lesbians in Portrait of a Lady on Fire

The Portrait of a Lady on Fire is directed by Celine Sciamma and premiered at the Cannes Film Festival on 19 May 2019. The story in this film happens in France in the 18th century when homosexuality was not admitted, and the female social situation is like a commercial good to accomplish their duty for family and wealth. Hence, Celine Sciamma uses some implicit metaphors to release the disadvantaged social status of ladies and to show the ladies' effort to pursue their identity. The metaphors depict the change in the protagonists' inner thoughts. Like the portrait, in the beginning and end of the film, the meaning is different. This paper is based on the scene and plot in The Portrait of a Lady on Fire to analyze how the key metaphors convey the message of feminism and the love between lesbians. By telling the love of lesbians, Celine Sciamma shows that lesbians search for recognition of their homosexual identity and want a homosexual discourse. Feminism is comparatively directly depicted by the camera movement, which gives the power for ladies to gaze at others.

METAFORA LIMA BUAH SAJAK SAPARDI DJOKO DAMONO DAN PENGGUNAANNYA DALAM PEMBELAJARAN SASTRA

This study aims to review the semiotic technique of Sapardi's poetry in five selected poems from Sihir Hujan. This research is qualitative descriptive research. The analysis technique used is the semiotic theory with a heuristic-hermeneutic reading from Michel Riffaterre. Of the five poems that became the object of the study, it was found that almost all of them used implicit metaphors. Sapardi in Sihir Hujan relies on sound elements to form a rhythm, support the mood of the rhyme, and emphasize the meaning of the rhyme. Thus, it can be stated that the meaning of Sapardi's poem is something that is behind the textual expression of the poem. This study also came to the conclusion that the poem "Yang Fana Adalah Waktu" is the only poem out of the five selected poems that can be used as learning material for literature and figurative language for elementary, junior high, and high school education levels.values both in terms of religious values, moral values, social values, and aesthetic values.

Evolving Implicit Metaphors for Understanding Giftedness: From Banks to Foundations

ABSTRACT Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets.

The Performance of Conceptual Metaphors in Different Language Systems

Metaphors are everywhere in peoples daily life, and one way to make abstract cognitive systems visualizable is by looking at the language people are using. Language is used as a tool or medium to surface abstract things with figurative concepts or to express two different concepts with a new expression, which is widely used by linguists and people in daily life. Meanwhile, we communicate or express ideas through implicit metaphors in language that also relate to our environment, our own body or mental state, and some linguistic metaphors overlap in different languages. The purpose of the present review is to comparatively analyze several languages and use the view of conceptual linguistics to summarize the relationship between peoples cognitive activity and conceptual metaphor in different language systems, including Chinese, English, and Uzbek, and in a different context, including the social environment.

Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook

Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project.

Metaphor in Children's Poetry Composed by Mahmoud Kianoush and Soleiman al-Issa

Mahmoud Kianoush, known as the Father of children's poetry in Iran, is one of the contemporary poets who composes simple and straightforward poems. Kianoush's poetry is the reflection of his thoughts and contemplation on the innate relationship between human and nature. Kianoush is a poet whose mind is abundant with people's issues. Among his works, there are 8 books which are specifically written as poems for children and young adults: The Language of Things, Indian Green Parrot, Gold Tip - Silver Wing, Garden of Stars, World's Children, Seven-Colored Arch, the Sun of our House, and Poem by Poem. Considering literary status, Kianoush's poetry can be considered among the most eminent kinds of poetry. The figures of his poetry include imagery especially simile, metaphor, and personification. Soleiman al-Issa is one of the outstanding Syrian poets whose predominant themes are motherland and ethnic sentiments. He has dedicated a major part of his odes (poems) to children especially to suffering Arab children. In his odes, Soleiman al-Issa uses some types of imagery which are easily understood by children. The variety of nominal, verbal, explicit, and implicit metaphors are especially noticed in his poetry. Also, he uses Personification which creates synesthesia and enlivens his poems. Focusing on metaphors, the present study aims to analyze and investigate children's poetry composed by the two Persian and Arab poets, Mahmoud Kianoush and Soleiman al-Issa.

Metafora dalam Lirik Lagu “Mendarah” oleh Nadin Amizah

The use of literary techniques such as metaphor is commonly found in imaginative writing such as song lyrics. In addition, metaphors can enrich the aesthetic and atmospheric elements in a musical work. This study aims to discuss the element of metaphor in the lyrics of the song "Mendarah" by Nadin Amizah. This research is a qualitative research with descriptive method. Data collection techniques were carried out through observation and note-taking methods. Data analysis was carried out using a direct-directed content analysis method. Analysis of the use of metaphors in the lyrics of this song can be implied in the semantic perspective. The results of this study indicate that there are 3 explicit metaphors (in praesentia) and implicit metaphors (in absentia) in the song "Mendarah". The selection of explicit metaphors (in praesentia) and implicit metaphors (in absentia) have been proportioned in such a way as to produce songs that are not only good to listen to, but also able to convey the message contained in them.

‘A horse is no machine’: character in Jane Smiley’s Horse Heaven

ABSTRACT Jane Smiley’s novel Horse Heaven (2000) presents a diversity of human and equine characters related to the world of American thoroughbred racing. The text, which gives equal weight to each species, emphasising their co-dependent nature, delineates human characters primarily by their treatment of horses, revealing moral strengths and weaknesses. Actions related to ‘touching’ and ‘breathing’ enhance characterisation. Two key themes are mediated through this strategy. Firstly, respect and compassion, fostered through interspecies communication, benefit both animal and human. Secondly, insight into oneself leads to insight into nonhuman animals, creating a reciprocal exchange that enhances life and can promote psychological healing. The appropriateness of these actions and implicit metaphors related to them, focused around harmonious relationships that encourage a sense of hybridity or transcendence, has a basis in Equine-Facilitated Psychotherapy. This analysis of Horse Heaven suggests how social science and scientific research can illuminate literary texts.

Do we have all the necessary data? The challenge of measuring populism through metaphors

The aim of this paper is to highlight one possible method how to recognize populism in political communication. The method synthesizes frameworks of content analysis, metaphor analysis and Laclau’s perspective of populism as a style of communication that operates with empty signifiers. Laclau argues that populist statements usually contain stereotypes that are demonstrated as facts. These “facts” serve to strengthen social frustration of the masses, provoke their feeling of social injustice, and continually creating a gap between the elites and the people. All of this serves the populists, who use these “facts”, to gain popularity. Populists use categories like “nation”, “ours”, “theirs”, “migrants”, “good culture”, “bad Islam”, but they do not explain the proper meaning of these terms. The populist rhetoric is only about the style of communication, not the content. We can explain these categories through metaphors that link the reference terms to values. Populists can create implicit metaphors like CZECH NATION IS HUMANE (good) and its opposite—MIGRANTS ARE PSEUDO-HUMANE (evil). Thus, they create specific mentality of evil/good. In order to demonstrate the step-by-step method, the article focuses on the Czech political party called Freedom and Direct Democracy, especially on the speeches of their chairman Tomio Okamura. The data set is based on the discussion of the Czech parliament about the so-called “migration crisis”. According to the analysis, it is possible to distinguish populist rhetoric, and to find all populistic clauses in the examinated text.

The pedagogical value of conceptual metaphor for secondary science teachers

AbstractThe abstract nature of energy encourages metaphorical language. In educational settings, teachers and students use conceptual metaphors subconsciously to express their ideas about what energy is or how it functions in particular scenarios. However, research on scientific analogies and metaphors has predominantly focused on explicit instructional analogies, rather than implicit, everyday metaphor. In professional development for secondary science teachers, we sought to make explicit the embeddedness and ubiquity of conceptual metaphor in everyday language and in science—particularly, in energy—to expand teachers’ understanding of their students’ ideas. In our microcase study, we observed and video recorded four secondary teachers discussing metaphor. We used interaction analysis methods, focusing on how both discursive and nonverbal interactions between people, objects, and environment change over time, to analyze the collected data. We found evidence of teachers’ (1) learning about conceptual metaphor theory and (2) finding value in understanding conceptual metaphor in educational settings. In particular, teachers acknowledged that if they identify implicit metaphors in students’ science language, they will better understand students’ ideas about energy. We present possible mechanisms for teacher learning about and valuing of energy metaphor; we also suggest how to support teachers in noticing and valuing metaphors for energy instruction.

Metaphors of Postmodernism in Neo-Victorian Fiction: “The Trial of Elizabeth Cree” by Peter Ackroyd and “The Decorator” by Boris Akunin

<p>One of the features that characterizes postmodern fiction is an intense interest in the past, and especially so – in Victorian period, chiefly in its sensational aspects. Therefore we witness a revival of Victorian crime novel and this tendency can be traced not only in recent English literature, but in other literatures as well, Russian in particular. This gave birth to the term “neo-Victorian novel”, referring to the pieces, which recreate the atmosphere of the period, introduce a lot of intertextual allusions and references to the well-known Victorian novels and exploit most popular subjects of the 19th century literature. However as we will argue in this essay the authors often use these plots as implicit metaphors of postmodern art as such. It will be demonstrated on the example of two Neo-Victorian novels – “The Trial of Elizabeth Cree” by Peter Ackroyd (1995) and “The Decorator” by Boris Akunin; for the latter Ackroyd’s novel can be also regarded as one of the precedent texts. Both novels give their versions of the story of <em>Jack the Ripper</em> but what is more important in our case – employ akin plot structures, images and artistic devices, which in fact become metaphoric actualization of postmodern techniques.</p>

Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories

ABSTRACTThis collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes.

Metaphors and Translation Prisms

Metaphors, along with similes, are often viewed as translation problems. Many prescriptive guidelines for how to treat them have been proposed, but there is a paucity of descriptive analysis on the nature of the transformation of metaphors, especially between languages that are linguistically and culturally distinct, for example, between English and Asian languages. Furthermore, the study of multiple translations within one language is even more limited. The present paper descriptively analyzes multiple English translations of the same Japanese literary text published in the past century. It shows that: i) a metaphor's life can be ceased or revived; ii) a metaphor's strength, markedness, linguistic state, pragmatic domain, and sociocultural base may change; iii) explicit metaphors and implicit metaphors interact; iv) a metaphor may be deleted or newly created, through translation. These findings empirically show that metaphors are open expressions with some room to be filled, left open, eliminated, or altered through translation, and thus they can serve as venues for varied translation approaches.

Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet<br>Metaphors and analogies in thermodynamics in upper secondary chemistry textbooks

Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings.

"Tan ancha como tu abuela": adivinanzas en náhuatl del Guerrero Central

In this extensive study which was originally givento Tlalocan in 1987, Amith presents, classifies and analyzes the morethan 129 riddles that he has collected from central Guerrero, in particularfrom Ameyaltepec and San Agustín Oapan. The author situates the riddles both asa world-wide genre and within the Mesoamerican oral tradition. Amith alsodescribes the geographical region, and presents salient features of theAmeyaltepec and Oapan dialects of Nahuatl. In addition, he has provided amplenotes that identify and explain the references in the riddles, as well as anAppendix which lists the explicit and implicit metaphors.

Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics

AbstractVarious features of scientific discourse have been characterized in the science education literature, and challenges students face in appropriating these features have been explored. Using the framework of conceptual metaphor, this paper sought to identify explicit and implicit metaphors in pedagogical texts dealing with the concept of entropy and the second law of thermodynamics, an abstract and challenging domain for learners. Three university‐level textbooks were analyzed from a conceptual metaphor perspective, and a range of explicit and implicit metaphors were identified. Explicit metaphors identified include entropy as disorder, thermodynamics processes as movements along a path, and energetic exchange as financial transactions among others. Implicit metaphors include application and elaboration of the generic Location Event Structure metaphor, application of the Object Event Structure metaphor, and others. The similarities and differences between explicit and implicit metaphors found in the textbooks are also described. Two key pedagogical implications are discussed: that the selection of explicit instructional metaphors can be guided by consistency with implicit metaphors; and that the range of implicit metaphors found in pedagogical texts implies that a multiple instructional metaphor strategy is warranted. The depth of the phenomenon of conceptual metaphor and its implications for future research are also discussed. © 2012 Wiley Periodicals, Inc. Sci Ed 96:818–848, 2012

Language Fouls in Teaching Ecology: Why Traditional Metaphors Undermine Conservation Literacy

We believe that the language commonly used in teaching actually hinders the creation of conservation literacy. We examined four frequently used ecology and environmental studies textbooks and considered the ways in which commonly used language can obscure or enhance an understanding of ecology and conservation. Specifically, we used the Sapir-Whorf hypothesis (a.k.a. linguistic relativity) and framing theory to examine the approaches reflected in three elements of the texts: introductions and treatment of two key ecological concepts (matter cycling and energy). Language used in the texts contained implicit metaphors that portrayed nature as a resource; resisted ecological realities, such as the finite nature of matter and the loss of energy with each transformation; and fundamentally served to separate humans from nature. Although the basis of conservation literacy is understanding of the complexity of ecological systems, culturally based communication as exemplified in these texts does not encourage students or educators to recognize the feedback loops that clarify human membership in the ecosystem. Consequently, the language used to teach ecology perpetuates the idea that humans exist outside of its laws. With this paper, we hope to initiate a dialogue about how to retool the language used in teaching and communicating about ecology such that it resonates with, rather than undermines, conservation.

Regular, Dependable, Mechanical

This article examines the de facto rule of Johann Friedrich Struensee from 1770 to 1772 in Denmark, in which an effort was made to implement administrative reforms inspired by the ideas of French materialism and Prussian cameralism. Metaphors, particularly mechanical ones, had an important role in Struensee's attempt to legitimize his actions. Based on theoretical premises first presented by Hans Blumenberg, this article investigates two issues: first, how explicit and implicit mechanical and machine-like metaphors were used by Struensee to indicate the ideal architecture of the Danish absolutist state in the 1770s; and second, how his opponents made use of the same metaphors to describe what they saw as Struensee's illegitimate reach for power.

Do the Experts Mean What Their Metaphors Say? An Exploration of Metaphor in Mediation Literature

[This is an extended version of of an article later published as Experts Educate, What Do Their Metaphors Say? Complex Metaphor Structure in the Professional Conflict Resolution Literature in Iberica 17 [2009]: 175-196, http://ssrn.com/abstract=1330827]Much of what mediators do will be influenced by how they think about the mediation process. This, in turn, depends on powerful, implicit metaphors - consciously or unconsciously adopted - about what the mediation process is and what mediators and negotiators do. Metaphors are needed not only because mediation is a complex, subjectively experienced process involving inner states and abstract concepts that are best understood figuratively, but also because metaphoric language can communicate so much richness so quickly. For example, mediation is often understood as a journey, not only for disputants but also for mediators who prepare their clients to leave their positions, take steps to discover what underlies them, consider optional routes and follow the one leading to the best available destination.The training of mediators depends heavily on metaphors that give concrete form to abstract ideas. What mediators learn or understand from a book or article about mediation comes partly from the explicit logic and literal meanings expressed, and partly from everyday metaphors used in the text. When underlying metaphors are known we can better ask the questions needed for improved understanding.This is a report on the descriptive phase of an ongoing study of the metaphor structure in expert mediator texts. The study draws on conceptual metaphor theory - an interdisciplinary effort in cognitive linguistics and psychology. Metaphors were detected in 700 pages of selected professional literature. Seven interrelated clusters of metaphors were found to be used repeatedly. Any of these metaphors alone oversimplifies and distorts descriptions of conflict and the mediation process. When the metaphor clusters are used together much of the complexity is reconstituted, if somewhat rearranged. Due to unconscious and uncoordinated use of metaphor, expert mediators inevitably are innocent of what their metaphors say. Greater awareness of the metaphors documented here could reduce inconsistency between literal and figurative meanings, promote more coherence and allow greater complexity and realism to be achieved.

"ARGUMENT IS WAR"-Or is it a Game of Chess? Multiple Meanings in the Analysis of Implicit Metaphors

Both Lakoff and Johnson (1980) and Vervaeke and Kennedy (1996), in their critique of Lakoff and Johnson, drew narrowly from a broad range of reasonable interpretations of the metaphors they analyzed. Expanding the interpretations vitiates many of Vervaeke and Kennedy's criticisms, but it supports their call for an open interpretation of groups of metaphors and points toward a more complex elaboration of the theories put forth by Lakoff and Johnson. The results of applying this approach to "ARGUMENT IS WAR" suggest that war is not necessarily the primary conceptual metaphor for contentious argument, as Lakoff and Johnson claimed. Rather, there is a complex field of contentious interactions, ranging from simple discussions through contests to all-out war: Any and all of these can be and are used as metaphors for the others. When a word or phrase like "defend," "position," "maneuver," or "strategy" is used, there is no a priori way to determine whether the intended meaning is an athletic contest or a game of chess. Similar analyses are applied to other examples from the metaphor literature, and a modification of the basic idea of conceptual mapping is proposed, in which metaphors map cognitive responses onto prototypical situations rather than mapping 1 specific experience or concept onto another.