Volume 11, Issue 1-2, January–December 2024.

The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our (...) ever noticing them. In this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language. (shrink)

Some say that the AIDS epidemic is a Holocaust or that women’s oppression is a form of slavery. Others have critiqued such metaphors for, first, misrepresenting and, second, instrumentalizing their source. I develop a third critique: such metaphors distract from their source because they make general conversation about the Holocaust and slavery seemingly superfluous and so conversationally impermissible. As such, they discourage bringing up these topics. A metaphor may inappropriately distract from its source even when it doesn’t misrepresent (...) or instrumentalize. And such distraction is a good reason against using metaphors like those mentioned above. (shrink)

To be able to produce and understand metaphorical statements is nothing much to boast about: these familiar skills, which children seem to acquire as they learn to talk, are perhaps no more remarkable than our ability to tell and to understand jokes. How odd then that it remains difficult to explain what we do in grasping metaphorical statements. In a provocative paper, "What Metaphors Mean,"1 Donald Davidson has recently charged many students of metaphor, ancient and modern, with having committed (...) a "central mistake." According to him, there is "error and confusion" in claiming "that a metaphor has, in addition to its literal sense or meaning, another sense or meaning." The guilty include "literary critics like Richards, Empson, and Winters; philosophers from Aristotle to Max Black; psychologists from Freud and earlier to Skinner and later; and linguists from Plato to Uriel Weinreich and George Lakoff." Good company, if somewhat mixed. The error to be extirpated is the "idea that a metaphor has a special meaning". If Davidson is right, much that has been written about metaphor might well be consigned to the flames. Even if he proves to be wrong, his animadversions should provoke further consideration of the still problematic modus operandi of metaphor. · 1. In "What Metaphors Mean," Critical Inquiry 5 : 31-47. All further references in text. Max Black is Susan Linn Sage professor of philosophy and humane letters emeritus at Cornell University and senior member of the Cornell program on science, technology, and society. His many influential works include Models and Metaphors, A Companion to Wittgenstein's Tractatus, and, most recently, Caveats and Critiques. During the fall of 1978 he was Tarner Lecturer at Cambridge University and is currently preparing a book on rationality based on those lectures. (shrink)

In this paper, I explore ways in which metaphors contribute to hermeneutical resistance, that is, to practices that overcome and/or ameliorate hermeneutical injustice. I distinguish two aspects of hermeneutical injustice and two corresponding kinds of resistance: exoteric and esoteric hermeneutical injustice/resistance. The former injustice consists in unjust harm due to an inability to make one's experience understood to others. The latter consists in such a harm due to an inability to fully understand one's own experiences. In exoteric hermeneutical resistance, (...) metaphors can overcome resistances in others to understand oppressed agents' contributions because of its automatic processing and anti-deniability. In esoteric hermeneutical resistance, metaphors may highlight common structures in various aspects of marginalised agent's experiences, they can provide means of denoting social properties obscured by hermeneutical injustice and they can exhibit hermeneutical injustice by resisting interpretation. I illustrate these practices through works by Emily Dickinson, Ralph Ellison, Frantz Fanon, Paul Celan and Nelly Sachs. Those examples show the power of metaphors in hermeneutical resistance. (shrink)

The study of memory is witnessing a spirited clash between proponents of traditional laboratory research and those advocating a more naturalistic approach to the study of “real-life” or “everyday” memory. The debate has generally centered on the “what” (content), “where” (context), and “how” (methods) of memory research. In this target article, we argue that the controversy discloses a further, more fundamental breach between two underlying memory metaphors, each having distinct implications for memory theory and assessment: Whereas traditional memory research (...) has been dominated by thestorehousemetaphor, leading to a focus on thenumberof items remaining in store and accessible to memory, the recent wave of everyday memory research has shifted toward acorrespondencemetaphor, focusing on theaccuracyof memory in representing past events. The correspondence metaphor calls for a research approach that differs from the traditional one in important respects: in emphasizing the intentional –representational function of memory, in addressing the wholistic and graded aspects of memory correspondence, in taking an output-bound assessment perspective, and in allowing more room for the operation of subject-controlled metamemory processes and motivational factors. This analysis can help tie together soine of the what, where, and how aspects of the “real-life/laboratory” controversy. More important, however, by explicating the unique metatheoretical foundation of the accuracy-oriented approach to memory we aim to promote a more effective exploitation of the correspondence metaphor inbothnaturalistic and laboratory research contexts. (shrink)

This paper examines different functions of metaphors in religious language. In order to do that it will be analyzed in which ways metaphorical language can be understood as irreducible. First, it will be argued that metaphors communicate more than just propositional contents. They also frame their targets with an imagistic perspective that cannot be reduced to a literal paraphrase. Furthermore, there are also cases where metaphors are used to fill gaps of what can be expressed with literal (...) language. In order to clarify this function of catachresis the notion of de re metaphors will be introduced. With those metaphors we can convey contents that we cannot conceptualize independently from a certain context of utterance. Hence, with such metaphors we can reach beyond the limits of our conceptual repertoire which is a crucial function for religious language. Finally, the consistency and plausibility of the radical position that all assertions about God are irreducibly and necessarily metaphorical if they are supposed to be true will be discussed on the basis of the results of the former considerations about the irreducibility of metaphors. (shrink)

The advent of artificial intelligence (AI) in radiology triggered identity-threatening fears for radiologists of becoming replaced by machines. Beyond this competitive narrative of humans versus AI, a collaborative narrative for human–AI-interaction emerged with a new metaphorical landscape both for the functions of AI and the roles of radiologists. This article aims to raise awareness of the ethical implications of figurative language in human–AI interaction in digital radiology. The paper is divided into two parts. The first part justifies the approach of (...) metaphor analysis in medicine, draws a spectrum of ethical implications for language choices, and introduces taxonomies of human–AI interaction. We use these preliminaries as a hermeneutical tool to conduct such a metaphor analysis in the second part. There, we identify prevalent metaphors in the radiological community and discuss their ethical implications regarding responsibility assignments. We argue that while metaphors can facilitate a collaborative narrative, they may also lead to the undesirable ethical consequence of attributing moral responsibility to AI, which lacks the necessary features for such responsibility. The spectrum of metaphorically constructed functions of AI ranges from “time-saving tool” to “assistant” and “ally”. For the roles of radiologists, we found metaphors and analogies which are derived from contexts of aviation (radiologists as “pilots” and AI as “auto-pilots”), war (radiologists at the “forefront of technological development”), music (radiologists as “conductors” of multi-disciplinary teams), and hierarchical power contexts (radiologists as “technology and thought leaders”). Despite radiologists’ expressed willingness to collaborate actively with AI, the prevailing analogy of AI as a “tool” primarily suggests mere delegation of routine tasks, at the same time allowing radiologists to maintain their professional competencies. However, a new competitive narrative of AI-savvy versus non-AI-savvy radiologists also emerged, transforming the initial competitive narrative from human versus AI to human versus human competition. (shrink)

Musical metaphors represent a means by which biologists illustrate a particularly complex phenomenon: how organisms regulate their life processes according to their living conditions. This explanatory role can be traced back to the early embryologists and organicism. Also, nowadays, musical metaphors are used by those who resist viewing organic processes as reading (performing) a musical score written in a genetic script. In contrast to this reductionist view, organic processes are presented under a Jazz band view in which organic (...) activities are the result of live improvisations based on various sources of information available. This article explores the philosophical and historical foundations of the Jazz band view in the context of plant phytoacoustics, the field concerned with understanding the regulatory role of sound in plants. The incredible ability of plants to perceive, produce, and communicate sounds is central to various regulatory processes in development, maintenance, and reproduction. Musical metaphors and the place of sound in the life cycle of organisms converge in the same explanatory target, regulation, regardless of whether it is explained metaphorically or literally. This allows us to pose some programmatic questions for phytoacoustics that are motivated by current research topics in the philosophy of biology. (shrink)

Whereas intersectionality presents a fruitful framework for theoretical and empirical research, some of its fundamental features present great confusion. The term ‘intersectionality’ and its metaphor of the crossroads seem to reproduce what it aims to avoid: conceiving categories as separate. Despite the attempts for developing new metaphors that illustrate the mutual constitution relation among categories, gender, race or class keep being imagined as discrete units that intersect, mix or combine. Here we identify two main problems in metaphors: the (...) lack of differentiation between positions and effects and the problem of reification. We then present a new metaphor that overcomes these two problems: a basket of apples. We argue that considering social positions as the diverse properties of different apples avoids reification by considering categories as properties and not as objects themselves, and at the same time it allows us to think about the effects dimension from a plural and contextual approach. With this shift, we propose a reframing of the discussion in debates on intersectionality theory on the relation among categories, their in/separability and fragmentation. (shrink)

The concept of attention is defined by multiple inconsistent metaphors that scientists use to identify relevant phenomena, frame hypotheses, construct experiments, and interpret data. (1) The Filter metaphor shapes debates about partial vs. complete filtering, early vs. late selection, and information filtering vs. enhancement. (2) The Spotlight metaphor raises the issue of space‐ vs. object‐based selection, and it guides research on the size, shape, and movement of the attentional focus. (3) The Spotlight‐in‐the‐Brain metaphor is frequently used to interpret imaging (...) studies of attention. (4) The debate between supramodal and pre‐motor theories of attention replays the dichotomy between the Spotlight and the Vision metaphors of attention. Our analysis reveals the central role of metaphor in scientific theory and research on attention, exposes hidden assumptions behind various research strategies, and shows the need for flexibility in the use of current metaphors. (shrink)

The concept of metaphor as primarily a vehicle for conveying ideas, even if unusual ones, seems to me as wrong as the parent idea that a metaphor has a special meaning. I agree with the view that metaphors cannot be paraphrased, but I think this is not because metaphors say something too novel for literal expression but because there is nothing there to paraphrase. Paraphrase, whether possible or not, inappropriate to what is said: we try, in paraphrase, to (...) say it another way. But if I am right, a metaphor doesn't say anything beyond its literal meaning. This is not, of course, to deny that a metaphor has a point, nor that that point can be brought out by using further words.... My disagreement is with the explanation of how metaphor works its wonders. To anticipate: I depend on the distinction between what words mean and what they are used to do. I think metaphor belongs exclusively to the domain of use. It is something brought off by the imaginative employment of words and sentences and depends entirely on the ordinary meanings of those words and hence on the ordinary meanings of the sentences they comprise. Donald Davidson is University Professor of philosophy at the University of Chicago. He is the author of many important essays, including "Actions, Reasons and Causes," "Causal Relations," and "Truth and Meaning," coauthor of Decision-Making: An Experimental Approach, and coeditor of Words and Objections, Semantics of Natural Language, and The Logic of Grammar. (shrink)

This study aims to contribute to the research on spatial metaphors for morality from the perspective of Chinese. It outlines the linguistic patterns in Chinese that manifest the putative underlying spatial subsystem of moral metaphors, which can be summarized by a central metaphor “MORALITY IS SPATIALITY.” In doing so, it focuses on 17 spatial words that instantiate in real-life discourses five pairs of moral–spatial metaphors in their positive and negative valence. The total of 10 metaphors under (...) study forms a cluster as the spatial metaphor subsystem operating in conjunction and connection with other metaphor subsystems in our moral cognition. It is suggested that the 10 conceptual metaphors emerge from four image schemas: UP-DOWN, BALANCE, PATH, and OBJECT. A unified schematic configuration is proposed to lay out the spatial elements and relations represented by the four image schemas in a single diagram. Based on its linguistic analysis, the study also provides a list of prototypical target as... (shrink)

ABSTRACTMetaphors pervade discussions of critical issues and influence how people reason about these domains. For instance, when crime is a beast people are more likely to suggest enforcement-oriented approaches to crime-reduction ; reading that crime is a virus, on the other hand, leads people to suggest systemic reforms for the affected community. In the current study, we find that extending metaphoric language into the descriptions of policy interventions bolstered the persuasive influence of metaphoric frames for important issues. That is, in (...) response to a crime virus people were even more likely to endorse social reforms that were described as “treatments,” while in response to a crime beast people were even more likely to endorse “attacking” the problem with harsh enforcement tactics. Of note, people were not simply drawn to extensions of previously instantiated metaphors: when extended metaphors were paired with a conceptually incongruent policy intervention (e... (shrink)

Genes are often described by biologists using metaphors derived from computa- tional science: they are thought of as carriers of information, as being the equivalent of ‘‘blueprints’’ for the construction of organisms. Likewise, cells are often characterized as ‘‘factories’’ and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Impor- (...) tantly, modern proponents of Intelligent Design, the latest version of creationism, have exploited biologists’ use of the language of information and blueprints to make their spurious case, based on pseudoscientific concepts such as ‘‘irreducible complexity’’ and on flawed analogies between living cells and mechanical factories. However, the living organ- ism = machine analogy was criticized already by David Hume in his Dialogues Concerning Natural Religion. In line with Hume’s criticism, over the past several years a more nuanced and accurate understanding of what genes are and how they operate has emerged, ironically in part from the work of computational scientists who take biology, and in particular developmental biology, more seriously than some biologists seem to do. In this article we connect Hume’s original criticism of the living organism = machine analogy with the modern ID movement, and illustrate how the use of misleading and outdated metaphors in science can play into the hands of pseudoscientists. Thus, we argue that dropping the blueprint and similar metaphors will improve both the science of biology and its understanding by the general public. (shrink)

This is a linguistic study of two primary metaphors with the same target-domain concept, “IMPORTANCE IS SIZE” and “IMPORTANCE IS WEIGHT,” in English and Chinese. It is suggested that these two primary metaphors are derived from the OBJECT image schema, abstracted from our embodied, sensorimotor experience, especially our visual and tactile perception, in dealing with physical objects in everyday life. The study focuses on size and weight adjectives in both languages and on linguistic evidence in two areas: their (...) lexicalizations of the importance senses as found in the dictionaries, and their roles in the instantiation of the two primary metaphors in natural discourse as found in the corpora. Our further analysis also shows that the primary metaphors can be manifested without explicit use of size and weight words when relevant conceptual frames in the source, evoked by other words or images, are mapped onto the target domain, thus activating the relevant region of our encyclopedic knowledge and triggering off the primary metaphors in our conceptual system. We also construct a hypothetical mapping scheme for primary metaphors based on the OBJECT image schema, in which OBJECT is mapped onto its target via three of its fundamental dimensions: SIZE, WEIGHT, and SOLIDITY. It is hoped that this mapping scheme will benefit future comparative studies of primary metaphors across languages and cultures in a more systematic way. (shrink)

In this highly-interdisciplinary volume, we systematically study the role of metaphors and analogies in (mis)shaping our understanding of the world. Metaphors and Analogies occupy a prominent place in scientific discourses, as they do in literature, humanities and at the very level of our thinking itself. But when misused they can lead us astray, blinding our understanding inexorably. How can metaphors aid us in our understanding of the world? What role do they play in our scientific discourses and (...) in humanities? How do they help us understand and skillfully deal with our complex socio-political scenarios? Where is the dividing line between their use and abuse? Join us as we explore some of these questions in this volume. (shrink)

This work analyzes the conceptual metaphors of depression in a corpus of 23 blogs written in Catalan by people suffering major depressive disorder. Its main aim was comparative, in order to check w...

What is distinctive about literary metaphors? Why do authors use metaphors in literature? I argue that metaphors in literature, like metaphors elsewhere, allow authors to communicate thoughts and stake claims about how the world is. To make this claim plausible, we need, first, to free ourselves of an overly restrictive conception of ordinary discourse, which can be open-ended, nuanced, and imagistically and emotionally evocative, just like literary metaphors; and in particular which can also present contents (...) through perspectives. Second, we need to recognize the interpretive differences that are generated by the literary context: because literary texts are published works of art, literary meaning is constructed as a collaboration between a 'model author' and a 'model reader', each of whom has access to both more and fewer interpretive assumptions than the actual writer and recipient do. Third, we need to attend to the diversity among literary metaphors, which can be laser-focused as well as open-ended, abstract as well as concretely imagistic and emotional, and which can stake truth-evaluable claims while also presenting non-propositional perspectives. Finally, metaphors differ from other perspectival tropes, like exemplification, in presenting one thing through the lens or filter of something else, producing a kind of twofoldness that gives metaphors a distinctive rhetorical and cognitive power. (shrink)

Synesthetic metaphors are expressions in which the meaning of a word is transferred from one sense to another (e.g., a bright sound). They have often been discussed in relation to crossmodal correspondences, psychological phenomena where systematic associations are perceived between different senses (e.g., brightness and pitch). However, the relationship between these two phenomena has largely been treated as an assumption, with limited empirical examination. The present study investigated the extent to which synesthetic metaphors and crossmodal correspondences are related (...) to each other. Specifically, through experiments using the semantic differential technique, it examined whether, for example, the sound represented by a sweet sound corresponds to the sound crossmodally associated with a sweet taste. It was found that the meanings of synesthetic metaphors were generally consistent with crossmodal correspondences; however, those of synesthetic metaphors that were acceptable or conventional (e.g., a sour smell) diverged from crossmodal correspondences (e.g., a smell associated with a sour taste). Furthermore, they were found to agree more closely with crossmodal correspondences on emotionally loaded scales, such as bad–good and dirty–clean, than on relatively emotion‐neutral scales, such as low‐pitched–high‐pitched. These findings indicate that the meanings of synesthetic metaphors, which generally align closely with crossmodal correspondences, may diverge from them when conventionalized and suggest that the two phenomena are emotionally mediated. (shrink)

Examples of possible theological influences upon the development of mathematics are indicated. The best known connection can be found in the realm of infinite sets treated by us as known or graspable, which constitutes a divine-like approach. Also the move to treat infinite processes as if they were one finished object that can be identified with its limits is routine in mathematicians, but refers to seemingly super-human power. For centuries this was seen as wrong and even today some philosophers, for (...) example Brian Rotman, talk critically about “theological mathematics”. Theological metaphors, like “God’s view”, are used even by contemporary mathematicians. While rarely appearing in official texts they are rather easily invoked in “the kitchen of mathematics”. There exist theories developing without the assumption of actual infinity the tools of classical mathematics needed for applications (For instance, Mycielski’s approach). Conclusion: mathematics could have developed in another way. Finally, several specific examples of historical situations are mentioned where, according to some authors, direct theological input into mathematics appeared: the possibility of the ritual genesis of arithmetic and geometry, the importance of the Indian religious background for the emergence of zero, the genesis of the theories of Cantor and Brouwer, the role of Name-worshipping for the research of the Moscow school of topology. Neither these examples nor the previous illustrations of theological metaphors provide a certain proof that religion or theology was directly influencing the development of mathematical ideas. They do suggest, however, common points and connections that merit further exploration. (shrink)

Recent scholarship in ecolinguistics and environmental communication has increasingly turned its focus to the role of metaphors in shaping public understanding of the climate crisis (Fill and Penz 2018 ; Lakoff 2010 ; Stibbe 2021 ; Augé 2023 ). Yet, in major studies dedicated to environmental discourse in Italian (e.g. Biffi/Dell’Anna/Gualdo 2023; Antelmi 2018 ) a significant gap remains, particularly regarding how the pragmatic functions of metaphors interact with text architecture to shape awareness-raising content about the climate crisis. (...) This research addresses this gap from the theoretical point of view and pursues two interrelated aims. First, based on relevant literature on metaphors and rhetorical strategies (e.g. Lakoff and Johnson 1980 ; Demjén and Semino 2020 ; Prandi 2023 ; Mortara Garavelli 2018 ) it investigates the cognitive and pragmatic functions of the used metaphors—e.g. how they enhance clarity, elicit emotions, or establish a shared conceptual framework with readers according to context. Second, building on key theories on text linguistics and discourse studies (e.g. Bonhomme 2017 ; Ferrari et al. 2021 ; Antelmi 2012 ; Amossy 2006 ) it examines how these functions contribute to rhetorical strategies within the architecture of the text—e.g. how they enable argumentative economy, promote a consistent point of view, or emphasize the salience of information. By tracing how metaphors operate both locally (in sentences and utterances) and globally (across paragraphs and the entire text), the analysis reveals a deep interplay between language and persuasion. (shrink)

Aside from aperçus of Kant, Nietzsche, and of course, Aristotle, metaphor has not, until recently, received its due. The dominant view has been Hobbes': metaphors are an ‘abuse’ of language, less dangerous than ordinary equivocation only because they ‘profess their inconstancy’.

Crucial to discussions in organisational ethics is an evaluation of the metaphors and models we use to understand the organisations we are discussing. I briefly defend this contention and evaluate three possible models: the current corporate model, an orchestrator model which puts hospitals in the same class as malls and airports, and a community model. I argue that the corporate and orchestrator model push to the background some important organisational ethics issues and bias us inappropriately towards certain solutions. Furthermore, (...) I argue that the community model allows these to be more easily brought up. I also respond to the likely challenge that hospitals really are corporations by arguing that this is not relevant to evaluations of the appropriateness of the corporate model. (shrink)

Based on an analysis of a fundamental distinction between metaphors of ’finding‘ versus ’making‘ for the obtaining of new knowledge, a number of constructivist positions in education are discussed and criticised, taking account of earlier criticism particularly by Suchting and by Matthews. Constructivist claims which are denied include the claim that we have no direct access to the world, and the claim that communication is inherently meaningless. What is valuable in constructivism, namely the insistence on active learning, on respect (...) for the pupil‘s own thinking, and on the high priority needed for ideas taught to make sense to pupils, together with the reminder that science is a human product, is important to retain without its additional and ill-founded philosophical baggage. (shrink)

The category WOMEN is a central analytic category of feminism, but has been very troubled in feminist theory and philosophy. In the background of the troubles with the category WOMEN is the metaphoric image of a social category as a set and its exemplars as set members. But the category WOMEN cannot be defined as sets are defined, so that is an inappropriate metaphor. A number of feminists and race theorists turn to Wittgenstein, who offers alternative metaphors. This chapter (...) explores the powers and resonances of his metaphors—in the case of “family resemblance,” using the work of cognitive psychologists Rosch and Mervis on categories that have prototype structure. (shrink)

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)

The authoranalyzes the types of metaphors that are used to describe the Internetin issues of Wired magazine from before and after the dot-com collapse to understand the perceptions and expectations of some of the actors involved in the shaping of the Internet. In addition, the metaphors deployed in economics and geophysiology are used to demonstrate how metaphors can influence public debate, policy, and theory. The author argues that metaphors do not simply have a descriptive function but (...) that they also carry normative connotations. Language, alongside social practices and material objects, is an important tool in attempts to construct the future. Six overlapping metaphorical themes are identified: revolution, evolution, salvation, progress, universalism, and the “American dream.” A critical analysis of these metaphors, informed by a critique of the metaphors used in economics and geophysiology, leads the author to challenge the universalist claims made by some Internet enthusiasts for the inclusive potential of the Internet. (shrink)

Classical Arabic poetry is replete with animal and fruit metaphors commonly used for endearment purposes. The comparative analysis of love metaphors in classical ghazal shows, however, a shift in the poetics of love from the use of animal metaphors in Badi poetry to the occurrence of fruit imagery in Bedouin ghazal. Based on a selection of classical Arabic love poetry, the paper traces the journey of love and sexuality to illustrate the conceptual change from the prevalence of (...) the gazelle metaphor in Bedouin ghazal of pre- and early Islam times to the emergence of fruit metaphors in Badi poetry of the Abbasid era. Evidenced in poetry, the metaphorical shit mirrors a change in the portrayal of women, who cease to be conceived as wild preys, fearing and fleeing male hunters to become exotic ripe fruits, waiting for the male to pick. Seemingly fortuitous, the shift in love imagery is reminiscent of sociocultural changes that help redefine the poetics of love in classical Arabic literature and inform gender dynamics in medieval Arabia. (shrink)

In this paper, I demonstrate how the analysis of metaphorical expressions in the Laozi 老子 can facilitate our understanding of this enigmatic text. First, I introduce the notion of metaphor and why their study is nowadays considered a suitable tool to elucidate the meaning of an ancient text—the product of a temporally distant intellectual discourse which relies on fundamentally different cultural assumptions. Following that, I discuss the state of the field, introducing the most notable academic works on figurative speech in (...) theLaozi. Subsequently, I introduce my own classification of the main metaphors of the text and investigate them in the context of its central philosophical notions (which are, themselves, metaphors). Here, I also attempt to show how metaphors were instrumental for the formulation of the Laozi’s distinct worldview and its characteristic paradoxes. (shrink)

This paper proposes to define metaphor as a visual-material structure, the sphere of which is ontological rather than cognitive or conceptual. It argues that the essence of metaphor, as either an aesthetic or a communicative unit or both, resides in the qualitative dimension and appearance, or even materiality, of the metaphorical medium and its form. The paper thus offers a new theory of metaphor, focusing on the medium of metaphor, which composes and transfigures or reconstructs its target anew: a composition (...) that is prior to understanding or conceptualizing the target. In doing so, the paper presents a formalist ontology of metaphors, established via an externalist account of metaphors, as opposed to the prevailing cognitivist-conceptualist account which I characterize as internalist. The various kinds of metaphor – linguistic, poetic, visual or material – are based on their external structure, rather than an internal-conceptual mechanism of understanding, as assumed by a significant segment of the literature. Visual metaphor, therefore, is the paradigmatic kind of metaphor, the analysis of which can be generalized to other kinds of metaphor. Furthermore, the paper tries to overcome the current discrepancy between the formalist character of the metaphorical medium and the dominance of cognitivist and conceptualist theories of metaphor. Challenging these, I claim that if the identity of metaphor is indeed based on its composition, then it is actually based on its aesthetic qualities. That is to say, not only are there autonomous visual or material metaphors, that are not based on linguistic or conceptual ones, but linguistic and conceptual metaphors are based on visuality: they are enabled by the structural possibilities offered by visual media. (shrink)

Suicide is a major public health concern worldwide that has been tackled from different disciplines, but it is a topic still practically unexplored by cognitive linguistics. The aim of this paper is to analyze the main conceptual metaphors used in the press to talk about suicide and its causes and prevention, and thereby increase the understanding of this topic and how the mass media treats it. The research uses a corpus linguistics methodology and focuses on the Spanish press, analyzing (...) a corpus of 243 news items on suicide published in three of the leading daily newspapers in Spain during the period 2020–2023. The work offers both quantitative and qualitative analysis of the main source domains to metaphorically conceptualize suicide, analyzing their uses and functions. The results show that the current Spanish press not only discusses suicide openly, but also uses metaphorical language favoring the visibility and destigmatizing of suicide, inasmuch the most frequent conceptual metaphors of suicide are used to talk about the taboo surrounding this form of sudden traumatic death. However, the research also detected some metaphors that could have a negative impact and a potential stigmatizing effect, which should therefore be used with caution. (shrink)

The promises of nanotechnology have been framed by a variety of metaphors, that not only channel the attention of the public, orient the questions asked by researchers, and convey epistemic choices closely linked to ethical preferences. In particular, the image of the ‘therapeutic missile’ commonly used to present targeted drug delivery devices emphasizes precision, control, surveillance and efficiency. Such values are highly praised in the current context of crisis of pharmaceutical innovation where military metaphors foster a general mobilization (...) of resources from multiple fields of cutting-edge research. The missile metaphor, reminiscent of Paul Ehrlich’s ‘magic bullet’, has framed the problem in simple terms: how to deliver the right dose in the right place at the right moment? Chemists, physicists and engineers who design multi-functional devices operating in vitro can think in such terms, as long as the devices are not actually operating through the messy environment of the body. A close look at what has been done and what remains to be done suggests that the metaphor of the “therapeutic missile” is neither sufficient, nor even necessary. Recent developments in nanomedicine suggest that therapeutic efficacy cannot be obtained without negotiating with the biological milieu and taking advantage of what it affords. An ‘oikological’ approach seems more appropriate, more heuristic and more promising than the popular missile. It is based on the view of organism as an oikos that has to be carefully managed. The dispositions of nanocapsules have to be coupled with the affordances of the environment. As it requires dealing with nanoparticles as relational entities (defined by their potential for interactions) rather than as stable substances (defined by intrinsic properties) this metaphor eventually might well change research priorities in nanotechnology in general. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of (...) the study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

How mathematicians conceive of the nature of mathematics is reflected in the metaphors they use to talk about it. In this paper I investigate a change in the use of metaphors in the late nineteenth and early twentieth centuries. In particular, I argue that the metaphor of mathematics as a tree was used systematically by Pasch and some of his contemporaries, while that of mathematics as a building was deliberately chosen by Hilbert to reflect a different view of (...) mathematics. By taking these metaphors seriously we attain a new vantage point for understanding historical changes in conceptions of mathematics. (shrink)

In summary, many extant definitions of the niche concept are based on the geometric metaphor which represents the niche as an object embedded in a geometric space. There are several difficulties with this approach; the activities of organisms are not fully described, certain attributes of the functional aspect of the niche are not represented, the life cycles of organisms are not described, and the heuristic value of the concept diminishes with increasing dimensionality.An alternative and complementary approach to the niche is (...) the linguistic metaphor. This approach is based on the explanatory objective to explain the assembly of the ecosystems of successional seres from species pools and abiotic environmental factors. The linguistic metaphor suggests that a theory of ecosystem assembly is a generative grammar that associates particular species with environmental features. The niche of a particular species is defined in terms of the rules of a generative-transformational grammar used to derive an hierarchically organized description of that species. This approach also has conceptual difficulties: (1) empirically testing competence theories and distinguishing possible and impossible objects (e.g. species and ecosystems) are difficult, (2) evolutionary processes are difficult to incorporate, (3) the mathematical tools associated with grammars do not have the range of applicability of the mathematical tools associated with the geometric metaphor, and (4) the productions (hierarchical trees) of a grammar are not easily visualized.The geometric and linguistic metaphors of the niche should be viewed as complementary pictures of the same object. The geometric representation is most adept at describing community dynamics and stability, niche overlap, and organism response to abiotic environments. The linguistic metaphor represents well organism activities, niche dynamics, and ecosystem assembly. (shrink)

Sight, and its object light, appear to be universal metaphors in human language, both for intellectual apprehension or activity and its objects and also for the experience of aesthetic and moral values. The figure is applied equally to the course or end of a rational approach to knowledge, giving scarcely-felt imagery like ‘I see’, ‘look into’, etc., or to a pictorially described ‘illumination’ or ‘vision’ that lies beyond the range of reason. Some phrases are applicable in both senses; to (...) ‘see the light’ may connote either logical grasp of a fact or religious conversion. (shrink)

ABSTRACTThis is a linguistic study of two primary metaphors with the same target concept, “DIFFICULTY IS WEIGHT” and “DIFFICULTY IS SOLIDITY,” in English and Chinese. The study employs both lexical...

New techniques have made genome modification cheaper, easier, and faster than before, leading to a boom in research—both “basic” research and research applied to many species, and to germlines as well as somatic cells, with especially strong interest in biomedical uses. Given the scope and potential power of this work, it is vital that people be provided with accurate information about what is being done or proposed, and why. Such information is crucial to their making good decisions both in their (...) private roles as patients and in their public roles as citizens. Communicating this information, however, is not easy.Metaphors can be useful in explaining these kinds of complex biological processes. They present the... (shrink)

This paper highlights the tantalising intellectual tension between the sceptic view of the late Transylvanian Count Miklós Bethlen (1642–1716) in his Memoires on architecture as “vanitatum vanitas” and his earlier progressive building project in Betlenszentmiklós / Sânmiclăus. Whereas the later Bethlen’s self-fashioning is driven by the worldview of Ecclesiastes / Kohelet, commonly accepted in Bethlen’s age as written by King Solomon, his country house built between 1668 and 1683 shows the fundamental influence of his teacher Nicolaus Goldmann’s (1611–1665) theory of (...) universal architecture in the footsteps of the Jesuit Juan Bautista Villalpando’s (1552–1608) reconstruction of the Temple of Solomon. This case study offers a unique opportunity to compare cognitive metaphors in sources ranging from Bethlen’s autobiography to such architectural embodiments of cognitive metaphors as Bethlen’s country house in Transylvania. (shrink)

Since the publication of Donald Davidson's essay “What Metaphors Mean” (1978) – in which he famously asserts that metaphor has no meaning – the views expressed in it have mostly met with criticism: prominently from Mary Hesse and Max Black. This article attempts to explain Davidson's surprise-move regarding metaphor by relating it to elements in the rest of his work in semantics, such as the principle of compositionality, radical interpretation and the principle of charity. I conclude that Davidson's views (...) on metaphor are not only consistent with his semantic theory generally, but that his semantics also depend on these insights. Eventually, the debate regarding Davidson's views on metaphor should be conducted on the level of his views on the nature of semantics, the relationship between language and the world and the possibility that there is some thing like conceptual schemes. S. Afr. J. Philos. Vol.20(4) 2001: 55-72. (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)