. Humans can be described as existing somewhere on a descriptive continuum between the poles expressed by the metaphors “humans are machines” and “humans are animals.” Arguments for these metaphors are examined, and the metaphors are rejected as absolute descriptions of humans. After a brief examination of the nature of metaphor, all metaphors are discovered to mediate between biological and cultural evolution. Contrary to the reductionist program of sociobiologists, religious metaphors that generate transcendent meaning offer a legitimate description of (...) humans. (shrink)

For quite some time, critics have attacked religious language on the grounds that theologians employed metaphors that were irreducible. By irreducible, they meant metaphors that could not be paraphrased in literal language. And any such language that could not be reduced to words that can be taken in a literal sense, would be devoid of cognitive meaning or truth value. Since theologians claimed that statements like ‘God is love’ cannot be reduced to a literal sense without robbing the concept (...) of God of its transcendent status, sceptics replied that such failures merely indicated the meaninglessness of religious language. Or, if apologists did assert that ‘God is love’ can be paraphrased by statements describing the love of one man for another, the sceptic claimed that such a move reduced religious language to anthropological language where terms like ‘God’ were superfluous. Critics argued that metaphors of religion posed the following dilemma: either religious metaphors could not be reduced to literal paraphrases and were, therefore, meaningless; or, religious metaphors could be reduced to literal paraphrases, but the method by which they were reduced eliminated the necessity for theological terminology. (shrink)

The importance of scientific conflicts for theology and philosophy is difficult to judge. In many disputes of significance, prominent scientists can be found on both sides. Profound philosophical and religious implications are sometimes said to be implied by the new theory as well. This article examines the dispute over natural selection between Richard Dawkins and Stephen Jay Gould as a contemporary instance of such a conflict. While both claim that profoundphilosophical conclusions flow from their own alternative account of evolution, (...) I suggest that the implication is not as great as is claimed and that the alleged implications have as much to do with their own perceptions of theology as with the actual theories themselves. Nevertheless, evolutionary theory is not irrelevant for theology. Theologians should be aware of the possible implications of evolutionary theory and at the same time the extent and limits of such implications. (shrink)

The Nature of Shamanism: Substance and Function of. Religious Metaphor. Michael Ripinsky‐Naxon. Albany: State University of New York Press, 1993. xi. 289 pp. $19.95 (paper). $59.50 (cloth).

Is it possible to talk about God without either misrepresentation or failing to assert anything of significance? The article begins by reviewing how, in attempting to answer this question, traditional theories of religious language have failed to sidestep both potential pitfalls adequately. After arguing that recently developed theories of metaphor seem better able to shed light on the nature of religious language, it considers the claim that huge areas of our language and, consequently, of our experience are shaped (...) by metaphors. Finally, it considers some of the more significant implications of this claim for our understanding of both religious language and religious experience. (shrink)

It has been shown that counterintuitive ideas from mythological and religious texts are more acceptable than other world knowledge violations. In the present experiment we explored whether this relates to the way they are interpreted. Participants were presented with verification questions that referred to either the literal or a metaphorical meaning of the sentence previously read, in a block-wise design. Both behavioral and electrophysiological results converged. At variance to the literal interpretation of the sentences, the induced metaphorical interpretation specifically (...) facilitated the integration of religious counterintuitions, whereas the semantic processing of non-religious counterintuitions was not affected by the interpretation mode. We suggest that religious ideas tend to operate like other instances of figurative language, such as metaphors, facilitating their acceptability despite their counterintuitive nature. (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)

In this study, it is aimed to determine the perceptions of high school students about the Religious Culture and Moral Knowledge course and their teachers through metaphors. In the study, which was designed in a phenomenological (factual) design, one of the qualitative research designs, the participants were determined by the criterion sampling method, one of the purposive sampling methods. The data were collected from 262 students studying in 4 different high school institutions in the 2021-2022 academic year. The research (...) data were obtained by completing the sentences “Religious Culture and Moral Knowledge teacher…like/because…and Religious Culture and Moral Knowledge lesson…-similar/ because……like” in the form given to them. The metaphors obtained at this stage were categorized according to their semantic content, divided into sections, expressed numerically and tabulated, and interpreted in a way that the reader can understand. As a result of the research in which the students' perceptions of the Religious Culture and Moral Knowledge course were gathered under three themes as positive, neutral and negative, it was determined that the majority of the students produced positive metaphors for the Religious Culture and Moral Knowledge Lesson and teacher. (shrink)

`I have little but praise for this study. The crisp insights of the conclusion are symptomatic of its lucidity and sophistication.' British Journal of Aesthetics.

For more than thirty years, the question of how sentences about God manage to refer has been in the background and often in the foreground of discussions of religious language and metaphysics. In some cases philosophers of religion and theologians have spoken vaguely about or given up all together claims to depict reality in religious discourse. Janet Martin Soskice challenges these views on the grounds that they are rooted in a bankrupt form of empiricism and that they fail (...) to be consistent with the aim of traditional Christian faith to refer to God as a reality. She argues for the necessity of metaphorical language in speaking of God and for a theory of metaphor consistent with critical realism in theology. (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)

This paper explores the way some contemporary feminist Pagan practitioners talk about nature and goddess. I see these feminist Pagans as providing an example of a religion of nature, much like that of Donald Crosby’s that focuses on nature as the ultimate. However, unlike Crosby’s religion of nature, which could be perceived as isolationist, these feminist Witches’ willingness to maintain theistic language through religious fictionalism, even though non-realist, supports their community participation in an increasingly realist Pagan context.

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 719 Metaphor and Religious Language. By JANET MARTIN SosKICE. Oxford: The Clarendon Press, 1985. Pp. 191. Cloth, $25.00. This book combines two excellent studies: the first is a critical analysis of theories of metaphor and topics in contemporary philosophy of language which are especially relevant to theories of metaphor; the second is an examination of the way in which models and the metaphorical language based on (...) them are understood in a critical realism concerning scientific explanation, and so can support the possibility of a critical realism in theology. The second study is premised on the first, but the first (Chapters I-V) can be read independently and is valuable in its own right whether or not the reader has theological concerns. Though the author's ultimate aim is to provide a defense of the "theist's right to make metaphysical claims" (a defense of "theological realism") by arguing for the "conceptual possibility" of a referential religious language (148), she is well aware that any adequate account of religious language has to be informed by a proper understanding of the variety of forms (literal and non-literal) our non-religious language takes. In particular, "no philosophical account of religious language will be either complete or sufficient if it fails to take account of the way forms of figurative discourse, like metaphor, function in the task of saying that which cannot be said in other ways " (63). The first five chapters of the book then are devoted to a detailed and comprehensive analysis of metaphor in ordinary language, beginning with classical accounts (Ch. 1), distinguishing metaphor both from non-linguistic entities and from other figures of speech (Chs. II and IV), and critically examining standard theories of metaphor (Ch. III) and issues concerning' metaphorical meaning,' 'metaphorical truth,' and the irreducibility of metaphor (Ch. V). Soskice begins (and ends) by defining metaphor as a "figure of speech whereby we speak about one thing in terms which are seen to be suggestive of another" (15, 49) and argues for an "interanimative" account of metaphor (which is presented as a refinement of the insights of I. A. Richards). In relatively small compass she presents a formally comprehensive survey and critical analysis of competing theories of metaphor. The criticisms are simple, straightforward, and radical. For example, she concludes that, at bottom, emotive accounts are inadequate because " there must be some guiding cognitive features which the emotive response is the response to" (27). (This sort of consideration later figures in her criticism of accounts which see a merely affective role for models.) She argues that theories which see the heart of metaphor in a self-contradictory at- 7~0 BOOK REVIEWS tribution ignore those acknowledged metaphors which do not imply logical conflict, those metaphors which are such only because of context or intention; however, they fail adequately to distinguish such logical conflict from nonsense (32ff). Substitution theories and comparison theories fail to see that " the very thinking is undertaken in terms of the metaphor " (25)-there are not two things antecedently known. Here begins her criticism of a thesis-the 'two subjects' thesis-which underlies much theorizing about metaphor. The criticism is an important and sustained one; it is addressed to sophisticated versions of the potentially promising "interactive " accounts of metaphor, like Black's (46ff), and comes into play '..:1 her analysis of Ricoeur's work on metaphor (Ch. V). Though I have only pointed in a sketchy way to the kind of criticism the author offers of the major theories of metaphor, I should emphasize that her criticism is detailed, careful, and cogent, and engages in illuminating give-and-take with contemporary philosophical discussions of metaphor and related linguistic issues (a la Davidson, Searle, et al.). It is, moreover, presented with such clarity and helpful examples as to make it both an excellent introduction to the topic and a useful study for those with some familiarity with the contemporary debate. The " interanimative " theory of metaphor which Soskice proposes holds that metaphor is in an important sense 'two ideas for one,' though it does not involve a duality of reference. Metaphor is not generated simply by " conflict of meaning" or by " interaction of two... (shrink)

This article focuses on the metaphors employed by Swami Vivekananda. The aim was to explain otherwise abstruse philosophical principles within the Hindu school of thought, with especial emphasis on Swami Vivekananda’s version of Advaita Vedanta, which maintains that there is no duality of existence despite the appearance of such. Using conceptual metaphor theory as a framework, and corpus linguistics as a tool, the metaphors used in Vivekananda’s Complete Works have been explored and it is concluded that he more often than (...) not draws on the water frame to explain concepts. This is contrary to mainstream Western religions, which seem to employ primarily the family frame to conceptualise God metaphorically; this is not so within Vivekananda’s Hinduism – though he does use the said frame. Hence, Vivekananda’s water-related metaphors are analysed here under various themes, and parallels are drawn between Christian mysticism and Vivekananda’s Hinduism, showing that there are significant similarities between these two influential traditions. (shrink)

What follows is a continuation of a debate that dates back to at least John Calvin and Jacobus Arminius but took on its naturalistic guise in the third generation of the Chicago school between Bernard Loomer and Bernard Meland. Basically, the argument pertains to whether God is to be associated with everything that is, including suffering and evil, or whether God is more rightly associated with what we take to be good or redemptive. Loomer defended the former position. Late in (...) life, he came to embrace pantheism, arguing that God and nature are identical. The thesis of his 1987 essay, “The Size of God,” was that the divine is to be equated with the world in its ambiguous and mysterious entirety—with the “Whole... (shrink)

Studies of conceptual and neural mapping in cognitive linguistics, while posing a fundamental challenge for religious belief, also suggest new ways of understanding how people conceptualize God and make theological inferences. This book, inspired by that research and attentive to the distinctive insights of Christian theology, elaborates an innovative explanation of God-talk, better able to credibly address confusion and controversies that trouble the church, academic theology, and broader culture. The first part analyzes both cognitive linguistics' challenge to standard theological (...) depictions of metaphorical, analogous, symbolic, and literal language, and the discipline's promise for providing a more satisfactory account. The second half examines six case studies to illustrate how clarifying the conceptual mapping in God-talk and theological inferences provides a powerful tool for advancing religious understanding. The illustrations include the hypothesis that religion is an epiphenomenon of evolution, the so-called new atheism, Black theology, and controversies between theologians and Church authorities. (shrink)

This paper examines the forms and functions of religious Internet memes that relate to Covid-19, with a view to identifying the conceptual metaphors that underlie the creation of the memes. The data, which consist of thirty religious Internet memes shared in the Nigerian WhatsApp space, are analyzed qualitatively using the categorization of religious Internet memes, and the concept of multimodal metaphors. The memes contain (non-)linguistic metaphors such as the picture of Biblical Noah’s ark and expressions such as (...) Noah’s family was on lockdown, which reveal underlying conceptual metaphors such as LOCKDOWN IS A GODLY INSTRUCTION and COVID-19 IS A WAR. The memes are used to allay the fears of people in the face of the disease, and encourage adherence to lockdown orders, amongst others. The study concludes that the forms and functions of these religious memes assist in revealing the multimodal conceptual metaphors underlying the memes. (shrink)

Patterns of Sin in the Hebrew Bible: Metaphor, Culture, and the Making of a Religious Concept. By Joseph Lam. New York: Oxford University Press, 2016. Pp. xix + 308. $74.

Daniel Ott and I are reenacting and extending a debate that took place in the early 1980s between the third-generation Chicago schoolers Bernard Loomer and Bernard Meland.1 Their quarrel concerned the “size” of God and the accompanying question of divine ambiguity.After a brief examination of the Loomer-Meland debate, this article explores and commends the religious qualities of pantheistic God metaphors—what I will call “the spirituality of size.” Clearly, then, I tend to side with Loomer in “the battle of the (...) Bernards.” Be that as it may, I end up holding out for a polytheistic pantheism that effectively merges a Loomerian aesthetics with a Melandian axiology, a pantheist metaphysics of ultimacy with a pluralist... (shrink)

In this paper, I argue that there are indispensable and irreducible metaphors in religious language and that this does not threaten a realist interpretation of religion. I first sketch a realist theory of religious language and argue that we cannot avoid addressing the problems metaphor poses to semantics. I then give a brief account of what it means for a metaphorical sentence to be true and how metaphors can refer to something even if what they mean is not (...) expressible in literal terms. Finally, I discuss how this realist theory of metaphor influences our understanding of negative theology and gives a new perspective on religious pluralism. (shrink)

Western scholarship on early Chinese thought has tended to either dismiss the foundational role of metaphor or to see it as a uniquely Chinese mode of apprehending the world. This article argues that, while human cognition is in fact profoundly dependent on imagistic conceptual structures, such dependence is by no means a unique feature of Chinese thought. The article reviews empirical evidence supporting the claims that human thought is fundamentally imagistic; that sensorimotor schemas are often used to structure our understanding (...) of abstract concepts; that these schemas can be selectively combined to result in novel structures; and that there are inextricable connections between body, emotion, and thought in both everyday and philosophical cognition. It also provides a review of a recent trend where, explicitly or not, scholars from a variety of backgrounds have begun to take metaphor more seriously as a foundational bearer of philosophical meaning in early China. (shrink)