Metaphorical Thinking Research Articles

Assessment as learning through digital portrayal

Pre-service teachers are expected to acquire the knowledge, skills, and competencies necessary to enter school effectively at the end of the teacher education program. Given the complexity of the teaching profession and the challenges associated with the induction phase, students should be supported in developing awareness of their exit professional profile. This paper aims to understand the experience of 206 last-year students engaged in an Assessment as Portrayal activity tasked with creating a multimedia representation of themselves as teacher-researchers. A qualitative analysis of the analytical sheets was conducted to understand the characteristics of the teacher-researcher they have acquired as professional posture, the overall benefits they have gained and the influence of educational technologies during the task development. The results highlight how, through Assessment as Learning, students activated self-assessment and metacognitive processes, leading them to develop an awareness of areas of the teaching profession often not considered relevant before, such as reflective and research skills. In this perspective, the approach of Assessment as Portrayal implemented through educational technologies, contributed to elaborating and conveying a unified self-representation as a teacher-researcher. Given the significant cognitive engagement required of students, further studies could explore using artificial intelligence to support students in activating metaphorical thinking.

Culture as Nature

Metaphors are widely employed in academia and beyond to render complex concepts more accessible. This paper investigates the use of metaphors drawn from nature to approach culture and culture contact in the ancient Mediterranean, focusing on examples evoking the three fundamental states of matter: solid, liquid and gas. Although the Mediterranean is celebrated as ‘the mother of all metaphors’, this has not attracted any systematic analysis, nor has it been problematized. States of matter metaphors are widely used in the study of Mediterranean antiquity and can be shown to be more than figures of speech or heuristics; they convey particular modes of conceptualizing culture which depend on a range of empirical and theoretical approaches developed across the humanities and social sciences, including some that are outdated and that fail to capture the complexity of culture. My critical examination of such metaphorical thinking covers a heterogenous body of material that has become interwoven through selective and messy exchanges of ideas across different disciplines and between disciplines and popular culture. In such exchanges, the pedigree and conceptual load of associated terms is often forgotten or neglected. My aim is to identify the main threads and investigate how shifts in the use of states of matter metaphors for Mediterranean culture and culture contact relate to broader shifts in approaches to the topic. The exercise reveals how states of matter metaphors are also applied to different phases of the historiography of the ancient Mediterranean, as well as to the periodization of modernity. Liquid metaphors are found to predominate, solid ones are often employed only to be dismissed and gaseous ones are rarely attested. In some cases, the shift from one set of metaphors to another can be shown to relate to broader changes in theoretical approaches.

Philosophy and Poetic Thinking in Teacher Education

AbstractTeacher education has sought to combine the practice of teaching with the practice of thinking and most popularly through reflective practice. This refers to reflection on and in action that leads to thoughtful practical doing; praxis. In spite of its intention to develop teachers’ practical wisdom, reflective practice has become instrumentalised for the efficient achievement of educational ends without questioning whether the means of achieving them are conducive to living a good, meaningful life. Standardised modes of thinking have all the more estranged teachers from thinking Being and from exploring meanings of who they are as teachers. To address this issue, this paper explores possibilities offered by poetic thinking and metaphorical thinking with reference to the thoughts of Heidegger and Arendt. The analysis of the problem of the abandonment of thinking Being by philosophical traditions as well as Aristotle’s notion of praxis and poesis have been originally addressed by Heidegger. Poesis, the act of making and bringing something forth has also been discussed by Arendt in her thoughts about metaphorical thinking and its potential for becoming something new. I argue that poetic forms of thinking enrich the debate about the relation between philosophy and teaching and are insightful for doing philosophy for teachers. They encourage teachers to make use of language in an original way to bring themselves forth as unique Beings. To practically explore the poetic possibilities in teachers’ quests for meaning, I refer to a student teacher’s writing as an example of how Being teacher can be poetically revealed.

A Study on “Chou” Metaphors in 300 Song Lyrics

Advancements in modern cognitive linguistics have rendered metaphor a conceptual tool for understanding the world. The interplay between emotion and cognition highlights the importance of studying human emotions, which are often metaphorized by people. The expression “Chou” is one of the most prevalent emotions in Chinese Song Lyrics. This paper adopts a cognitive linguistics perspective, utilizing 300 Song Lyrics as the corpus, to conduct a detailed exploration and analysis of the types and meanings of “Chou” metaphors by applying Conceptual Metaphor Theory. The study identifies six main types of “Chou” metaphors in 300 Song Lyrics, namely ontological metaphors, image metaphors, body metaphors, personification, synaesthetic metaphors, and reverse metaphors. Among them, the most common are ontological metaphors and image metaphors. This paper aids in a better understanding of the emotion of “Chou” in Song Lyrics. It is also significant for enhancing appreciation of Chinese poetry and literature, while facilitating a deeper understanding of the characteristics of national metaphorical thinking and promoting cultural exchange.

THE EVOLUTION OF METAPHOR IN THE DIACHRONIC ASPECT ON THE MATERIAL OF ENGLISH POETRY

Metaphor is a linguistic tool used to express ideas or concepts through comparison. In the diachronic aspect, metaphor can be observed over time as it changes and evolves in a language.The term "diachronic" refers to the study of language evolution over time, and in this context, the article is focused on the evolution of metaphor in English poetry. The use of metaphor has been a consistent feature of poetry throughout history, and this article analyzes the ways in which metaphor has evolved over time in the English language.Different types of English poetry are analyzed in the article, ranging from medieval to contemporary, and tracing the evolution of metaphorical language in each era. This analysis involves identifying specific metaphors or themes thatwere popular in each era, as well as examining how the use of metaphor has changed over time [1, p.24]. Such methods as literary analysis, descriptive analysis, and comparative historical method were used to study metaphor in the diachronic aspect.By analyzing the use of metaphor in English poetry across different time periods, researchers gain insight into the historical and cultural contexts that shaped language use. It also provides insights into the cognitive processes involved in metaphorical thinking and language use. By examining how poets have used metaphor to convey meaning and evoke emotions over time, researchers gain a deeper understanding of how the human brain processes and interprets language.In summary, the study of the evolution of metaphor in the diachronic aspect on the material of English poetry is scientifically significant because it sheds light on the historical and cultural contexts of language use, provides insights into the cognitive processes involved in metaphorical thinking, and has practical applications in fields such as language teaching and natural language processing.

Model-based abductive cognition: What thought experiments teach us

Abstract In this article, we want to demonstrate how thoughts experiments (TEs) incorporate cognitive structures—abductive inferences as conceptual metaphors—that reliably underpin everyday thinking and are enhanced and rendered more effective in scientific and philosophical contexts. Indeed one might successfully rethink the inferential structure at the heart of thought experiment production as the application of a generative abductive procedure. We shall characterize TES as possessing two characteristics that are essential to the definitions of abductive and metaphorical thinking, but when considered in relation to TE’s description, can excuse mild bewilderment: both knowledge-enhancing and ignorance-preserving features. In sum, we will say that TEs realize extended conceptual metaphors, which instantiate forms of abductive reasoning and, therefore, partially preserve the ignorance of the authors who produce them (even if they also increase a bit their knowledge by—so to speak—mitigating ignorance). In certain fortunate and exceptional instances, however, TEs can also provide a purely knowledge-enhancing benefit; in order to do this, a reference to the innovative and creative function of thought experiments in Galileo’s findings is also included.

An Analysis of Metaphorical Thinking and Its Flaws in the Synchronic and Diachronic Linguistic Sections of Saussure's Institutes of Linguistics

An Analysis of Metaphorical Thinking and Its Flaws in the Synchronic and Diachronic Linguistic Sections of Saussure's Institutes of Linguistics

Attending to Illness Metaphors

Abstract Critiques such as Susan Sontag’s Illness as Metaphor have encouraged the renunciation of metaphorical thinking about illness. This article suggests a level of discernment toward implicit interpretations of illness instead of an all-or-nothing removal of metaphor from the rhetoric surrounding illness. Rather than doing away with metaphorical thinking about illness in a total and absolute sense, the article reflects on illness metaphors to explore what insight they may have to impart about lived experiences of illness. With the help of literary expressions in Camus’s The Plague, the article depicts ways that through a discerning attitude toward metaphorical thinking on illness, an elemental affirmation of being within the necessary limits on the human condition is given space to breathe.

How Chinese business leaders in the tutoring industry learned to think strategically in a time of crisis

AbstractChinese leaders in the tutoring industry encountered a crisis brought about by the Pandemic and the Double Reduction Policy. This exploratory multi‐case study applied a conceptual framework that combines informal learning, strategic thinking, and experiential learning theory to explore how those leaders learned to think strategically in this crisis. Fifteen Chinese educational entrepreneurs were interviewed about their strategies and learning experiences related to the crisis. The findings suggest that the participants learned to think strategically from direct experiences, indirect experiences, and two thinking processes – systems thinking and metaphorical thinking. This process was also influenced by Chinese cultural and historical wisdom. This study extends the current understanding of strategic thinking and learning practices among Chinese educational entrepreneurs. The research contributes to cultivating Chinese leaders’ strategic thinking capabilities through informal learning during crises and offers practical value for leadership development in Chinese culture.

Integration of the POE Model and Metaphoral Thinking in Student Worksheets: Improving Mathematical Reasoning Abilities in the Modern Education Era

Purpose of the study: This research aims to develop and evaluate the effectiveness of POE-based (Predict, Observe, Explain) student worksheets using a Metaphorical Thinking approach to enhance the mathematical reasoning abilities of class 9 students at Public Middle School. Methodology: This research aims to find out how to develop student worksheets based on POE (Predict, Observe, Explain) through a Metaphoral Thinking approach oriented towards the mathematical reasoning abilities of junior high school students in class 9 and find out the effectiveness of student worksheet products based on POE (Predict, Observe, Explain) through Metaphoral Thinking approach to the mathematical reasoning abilities of Public Middle School 7 Banjit students in class 9. Main Findings: Validation results showed material experts rated the worksheets at 89.4%, media experts at 94.9%, and language experts at 75%, all with high appropriateness. Small group trials averaged 86%, field trials 87%, and educator trials 97.2%, all with very good criteria. The paired t-test (thitung = 12.7 > ttabel = 2.02) confirmed the effectiveness of the POE-based worksheets using the Metaphorical Thinking approach in enhancing mathematical reasoning abilities.. Novelty/Originality of this study: The novelty of this study lies in developing and validating POE-based student worksheets integrated with a Metaphorical Thinking approach to enhance junior high students' mathematical reasoning. This innovative strategy combines cognitive and imaginative techniques, fostering deeper comprehension and problem-solving skills.

Metaphorical Thinking of Traditional Chinese Medicine and Its Features

Metaphorical Thinking of Traditional Chinese Medicine and Its Features

RELATIONSHIP BETWEEN PERIOD AND METAPHORICAL THINKING

In this article, the influence of the period on poetry in Uzbek literature, as a result of which, the renewal of metaphorical thinking is researched. The essence of metaphor and metaphorical thinking is revealed. With the help of his analysis, its difference from other poetic phenomena is shown.

Literary Metaphor Comprehension in the Rational and Experiential Cognitive Styles of Human Thinking

Prior research on the poetic metaphor interpretation has focused on describing metaphoric structure and identifying its principles by observing semantically mapped properties of a metaphor. Cognitive literary studies have highlighted an experimental approach to the metaphoric thinking. The experimental approach examines, among others, the empirical processes of metaphor interpretation and comprehension. For metaphor processing, emergent meanings are crucial. We already have many reports, findings and normative data on metaphor processing, but individual cognitive mechanisms and variations across people have received an insufficient attention. To address this issue, this empirical study examines the influence of rational (analytical) and experiential (intuitive) cognitive styles on the comprehension of a poetic literary metaphor. In our statistical analysis, we have used a fractional pooling of the participants. It highlights the non-identical metaphor processes in rational and experiential cognitive preferences. According to our findings, people with a preference for the experiential cognitive style produce relatively more emergent metaphorical meanings than people with a preference for the rational cognitive style. These findings contribute to the more complex knowledge of the metaphoric thinking consequences. Keywords: Literary metaphor; Interpretation of metaphor; Rational (analytical) cognitive style; Experiential (intuitive) cognitive style; Emergent metaphorical meaning

Pengembangan Lembar Kerja Peserta Didik Berbasis Pendekatan Metaphorical Thinking Terhadap Kemampuan Pemecahan Masalah Matematis

This research aims to develop and produce mathematics LKPD (Learner Worksheets) based on the Metaphorical Thinking Approach that meet the criteria of valid, practical and effective in linear program material. This type of research is development research (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were class XI students at SMA IT Wihdatul Ummah Kolaka, media experts and learning material experts who came from lecturers, mathematics subject teachers. The object of this research is LKPD based on the Metaphorical Thinking approach to linear program material. Data collection instruments include questionnaires and tests. The data obtained was then analyzed using qualitative data analysis techniques and quantitative data analysis techniques. The research results showed that based on the validity test, the LKPD based on the Metaphorical Thinking approach was declared very valid with a percentage level of 89.44%. The results of the small group practicality test using a response questionnaire with a total of 6 students as respondents showed that the LKPD based on the Metaphorical Thinking approach was very practical with a percentage level of 90.42% and the results of the limited group test showed that the LKPD based on the Metaphorical Thinking approach was very practical with a percentage level of 91. 53%. From the calculation results, it appears that 83.33% of students who completed KKM 73 achieved the KKM completion requirements. Based on the overall development process, it can be concluded that the LKPD based on the Metaphorical Thinking approach to linear program material is effective.

THE ROLE OF BLENDING THEORY IN POLYSEMY AND METAPHOR

Blending Theory offers a revolutionary perspective in cognitive linguistics, highlighting how innovation in language and thought stems from the integration of multiple conceptual spaces. This theory elucidates the cognitive mechanisms behind human creativity, providing a comprehensive framework for understanding the emergence of complex concepts, innovative metaphors, and the polysemous nature of language. Its application extends our insights into the dynamic nature of meaning-making and metaphorical thinking in human cognition.

Chinese Buddhism and Vertical Space Metaphoric Thinking

ABSTRACT Prior research indicated the association between religious concepts and perceptions of vertical positions may exist in Tibetan Buddhism. This study extends this view by investigating whether such an evaluation tendency also adapts to Chinese Buddhism. We employed explicit/implicit measures involving 305 participants in two studies. In Study 1, we used forced-choice method to explore whether the Chinese Buddhist-related concepts were represented by vertical spatial metaphors explicitly. In study 2a/b, we used the IAT to assess the religion-vertical relationship implicitly, and also exploring whether there are differences between believers and nonbelievers. Study 1 revealed that all participants tended to put Buddhist-related concepts on the above vertical position, but believers were more inclined to put religious concepts on the above vertical position than nonbelievers. Study 2a/b showed that participants were faster at categorizing Buddhist-related words when they were paired with up-related words and Devil-related words when they were paired with down-related words. However, there was a split between believers and nonbelievers from the results of the analysis of variance. These results revealed that the association of Buddhist-related concepts and vertical spatial metaphoric terms exists in Han population, and intensity of the association was moderated by the strength of belief in Buddhism.

Research Front and Future Prospect: A Bibliometric Study of Metaphor Comprehension

Metaphor comprehension is an important component in the process of constructing metaphorical thinking. Therefore, the topic of “metaphor comprehension” should be a crucial part of metaphor studies. This study uses Bibliometrix to conduct a bibliometric study of research on metaphor comprehension from 2013 to 2023, focusing on the knowledge structure, the hot spots, and the research fronts. The co-citation analysis shows that the Contemporary Theory of Metaphor (CTM) in Cognitive Linguistics has provided the dominant knowledge foundation for the research of metaphor comprehension. A large number of hypotheses from CTM not only provide theoretical guidance for the current understanding of metaphor but also provide a reference for experimental paradigms. The coupling analysis shows that most of the influential studies in the time span have conducted empirical studies, demonstrating the explanatory power of empirical results and the interdisciplinary trend of metaphor in psychology and neuroscience. In the past decade, theoretical approaches to metaphor comprehension have been divided into linguistic and interdisciplinary categories, in which different experimental paradigms and conditions were used to reveal the comprehension mechanism. However, while providing insights for metaphor comprehension study through the existing research results, the bibliometric analysis reflects that researchers should fully consider the gap between metaphor in use and metaphor in experiments. This may be mediated through the progress of metaphor comprehension models in different contexts. This study suggests that future research on metaphor comprehension should enrich their theoretical models, properly use or combine research methods and designs, and look into different types of research objects.

METAPHORICAL THINKING IN POETRY

This article talks about the influence of the period on literature, literary changes in the process of this influence, news. The concept of metaphorical thinking has been studied separately from the concept of metaphor. The role and essence of metaphoricalthinking is revealed in poetry.

A BÁBOZÓ GYEREK TITKA, AVAGY A BÁBU MINT A LÉLEK KIHANGOSÍTÓJA

According to Teréz Virág (1998) a psychologist with regard to the 'mysteries' of the power of the puppet, three different spheres are worth investigating, namely the mysteries of the puppets, that of the child who plays with the object, and that of the puppeteer's. She views puppetry as creation, the puppeteer as the life-giver, and the puppet as an object of transition. When the aim is to develop the artistic methods as well as explore the 'general utility' of puppetry, it is worth further focusing on segments such as the making of the puppet, acting with the puppet, and perceiving the puppet play. These are three different viewpoints and three approaches. The study presents that the puppet in the child's hand is capable of embodying incomprehensible and insufferable feelings as well as making the unknowable accessible. In pedagogy today puppet play is believed to undoubtedly have a developmental impact, argued for widely with conventions, but it seems that there is still a lack of sincerely understanding of the being of the puppet and its mechanism of action, its principal essence. In my study, I elaborate on the questions of why and how puppet play can be of assistance, and what the puppet can actually mean in the child's hands. The puppet is an object, that makes a motion as it is assuming a role and takes action while portraying this role, it substitutes for someone or something. Being the puppet presupposes a space for the play, in which it takes the place of this someone/something by replacing what it represents. The primary goal of the study is to show that by playing with an object, a puppet lays a bridge in an abstract way between the visible and the invisible world, enabling thus art pedagogy to develop the child with its complex mode of action. The psychological mechanism of identification is best characterized by the eagerness to act, and the artistic genre of puppet play, providing the stage for action, is eminently capable of satisfying this urge. In the creative process, the approach of animation, the metaphorical thinking of the puppeteer, the abstraction as well as the development of the related assertive skills rely on all the operations of thinking; also, the simultaneity of the multi-lateral perception, the complex interpretation of communication play important roles.

The application of multimodal metaphors in senior high school English argumentative writing class

With the deepening of modern educational concepts and the promotion of China’s New Curriculum Reform, significant changes are imperative in high school English classrooms. Although some studies have discussed the application of multimodal metaphors in vocabulary and reading teaching in senior high school and writing teaching in college, their exploration into the writing class in senior high school remains unexplored. This study thereby aims to investigate the integration of multimodal metaphors in English argumentative essay teaching and writing in senior high school. It conducts in-depth analysis by collecting data on teaching and learning. The results reveal that the application of multimodal metaphors enriches teaching content, enhances student engagement and performance, and fosters critical and metaphorical thinking skills, while some improvements also need to be considered. By incorporating multimodal elements like texts, images, audio, and gestures, this study also seeks to inspire further educational reforms and innovations in English writing classrooms.