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

Recently, the diffusion of the so-called “new intellectual history” led to the dismissal of the old school of the “history of ideas” on the basis of its ahistorical nature . This formulation is actually misleading, missing the core of the transformation produced in the field. It is not true that the history of ideas simply ignored the fact that the meaning of ideas changes over time. The issue at stake here is really not how ideas changed (...) , but rather why they do. The study of the German tradition of intellectual history serves in this essay as a basis to illustrate the meaning and significance of the recent turn from ideas as its object. In the process of trying to account for the source of contingency of conceptual formations, it will open our horizon to the complex nature of the ways by which we invest the world with meaning. That is, it will disclose the presence of different layers of symbolic reality lying beneath the surface level of “ideas,” and analyze their differential nature and functions. It will also show the reasons for the ultimate failure of the “history of ideas” approach, why discourses can never achieve their vocation to constitute themselves as self-enclosed, rationally integrated systems, thereby expelling contingency from their realm. In sum, it will show why historicity is not merely something that comes to intellectual history from without , as the history of ideas assumed, but is a constitutive dimension of it. (shrink)

Conceptual metaphor is characterized by two important features—systematicity and complexity. This article is primarily concerned with IDEA metaphors in Chinese and attempts to explore how systematicity and complexity have structured the IDEA metaphorical hierarchical system. Four principal IDEA metaphors are investigated, namely, “IDEAS ARE PEOPLE”, “IDEAS ARE PLANTS”, “IDEAS ARE OBJECTS”, and “IDEAS ARE FOOD”. It is found that the relationship between metaphors and human thought is systematic as well as complex and that systematicity and (...) complexity of IDEA metaphors intertwine with each other. (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)

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)

Metaphors are found all throughout science: in published papers, working hypotheses, policy documents, lecture slides, grant proposals, and press releases. They serve different functions, but perhaps most striking is the way they enable understanding, of a theory, phenomenon, or idea. In this paper, we leverage recent advances on the nature of metaphor and the nature of understanding to explore how they accomplish this feat. We attempt to shift the focus away from the epistemic value of the content of metaphors, to (...) the epistemic value of the metaphor’s consequences. Many famous scientific metaphors are epistemically good, not primarily because of what they say about the world, but because of how they cause us to think. Specifically, metaphors increase understanding either by improving our sets of representations, or by making it easier for us to encode and process data about complex subjects by changing how we are disposed to conceptualize those subjects. This view hints towards new positions concerning testimonial understanding, factivity, abilities, discovery via metaphor, and the relation between metaphors and models. (shrink)

In this paper I explore two distinct but related emphases in Deleuze's later philosophy, both on his own and in collaboration with Félix Guattari, having to do with literature. The first is the emphasis on the work of literature as an assemblage whereby the author constructs lines of flight in the pursuit of self-experimentation and self-transformation. The second is the rejection of metaphor across Deleuze's work. I use Difference and Repetition to chart the origins of these emphases, by unpacking the (...) metaphysics of language contained in Difference and Repetition. I first recount the basic structure of Deleuze's intensive ontology, before going on to discuss the way in which the ‘fundamental encounter’ forces thought to formulate Ideas, which, as they are transmitted through the subject, alter her nature. This self-transformation is tantamount to a kind of ‘death’, whereby one is continually explicated, but this explication implies the transcendental Other-structure at the end of Difference and Repetition, wherein the Other, through language, gives birth to ‘possible worlds’. I end with the development of an unexplored concept in Difference and Repetition, the loquendum, which is what must be spoken precisely because it is inexpressible, the purely intensive. Language comes closest to this intensive use in its aesthetic, poetic, literary modes whereby authors distort their own languages. (shrink)

This article seeks to contribute to the history of the idea of 'middle class', an idea that was fundamental to Aristotle's philosophy but disappeared from the repertoire of political thinking for centuries, re-emerging shortly before the French Revolution to be developed by Diderot and other French liberals. The modern notion of 'middle class' is compared with that of Aristotle, and the similarities between the two contexts of emergence -- the crisis of Ancient Greek democracy and that of the French Ancien (...) Régime -- are explored to cast new light on the meaning and political function of that idea, and on the metaphorical operations it performs. (shrink)

The problem of metaphor has come to a noteworthy revival in the analytical philosophy of today. Despite all progress that has been made, the majority of important studies consider the function of metaphor as an analogue to visual perception. Such comparison may be conceived as metaphor as well. In his late philosophy, Wittgenstein spent a lot of effort to explain the use of the expression "seeing as". I argue that his explanations can be transposed to the explanation of the function (...) of metaphor. Firstly, it is shown that all earlier attempts to do that are not satisfying. The occurrence of the expression "to see as" in everyday language led Wittgenstein to the elaboration of the notion of "aspect". Primarily these ideas should be employed in order to explain metaphors in everyday or even poetic language. My conclusion is that an internal relation can be perceived and thought of in the metaphor. (shrink)

Donald Davidson notoriously rejected ‘metaphorical meaning’ and denied the existence of linguistic mechanisms by which metaphorical significance is conveyed. He contended that the meanings metaphorical sentences have are just their literal meanings, though metaphorical utterances may brute-causally have important cognitive effects. Contrastingly, John Searle offers a Gricean account of metaphor as an elaborated kind of implicature, and defends metaphorical meaning as speaker-meaning. Each of those positions is subject to very telling objections from the other's point (...) of view. This paper proposes a synthesis that combines the respective virtues of Davidson's and Searle's accounts and avoids all the objections to each. (shrink)

The study of metaphor is now firmly established as a central topic within cognitive science and the humanities. We marvel at the creative dexterity of gifted speakers and writers for their special talents in both thinking about certain ideas in new ways, and communicating these thoughts in vivid, poetic forms. Yet metaphors may not only be special communicative devices, but a fundamental part of everyday cognition in the form of 'conceptual metaphors'. An enormous body of empirical evidence from cognitive (...) linguistics and related disciplines has emerged detailing how conceptual metaphors underlie significant aspects of language, thought, cultural and expressive action. Despite its influence and popularity, there have been major criticisms of conceptual metaphor. This book offers an evaluation of the arguments and empirical evidence for and against conceptual metaphors, much of which scholars on both sides of the wars fail to properly acknowledge. (shrink)

The favourable reception of the analytic philosophy of language plays a central role in the composition of Ricœur’s literary hermeneutics. Following a brief description of the historical and methodological context of this reception, we show how Ricœur intends to link up phenomenology and analytic philosophy of language. Then we examine the role allocated to the analytic philosophy of language in establishing the idea of metaphor as a “more fundamental mode of reference” in The Rule of Metaphor . But once again (...) Ricœur situates this semantic interpretation of metaphor within the context of an ontology. The result is methodological difficulties that mark the limits of Ricœur’s reception of the analytic philosophy of language. Keywords: Semantics, Metaphor, Ontology, Structuralism, Poetics. Résumé La réception de la philosophie analytique du langage joue un rôle central dans la constitution de l’herméneutique littéraire de Ricœur. Après avoir tracé le cadre historique et systématique dans lequel s’inscrit cette réception, on montre comment Ricœur se propose d’articuler phénoménologie et philosophie analytique du langage. On étudie ensuite le rôle assigné à la philosophie analytique du langage pour la mise en place de la conception de la métaphore comme “mode plus fondamental de la référence” dans La métaphore vive . Mais Ricœur situe encore une fois cette interprétation sémantique de la métaphore dans un cadre ontologique. Il en résulte des difficultés systématiques qui marquent les limites de la réception de la philosophie analytique du langage par Ricœur. Mots-clés: Sémantique, Métaphore, Ontologie, Structuralisme, Poétique. (shrink)

According to one widely held view of metaphor, metaphors are cases in which the speaker (literally) says one thing but means something else instead. I wish to challenge this idea. I will argue that when one utters a sentence in some context intending it to be understood metaphorically, one directly expresses a proposition, which can potentially be evaluated as either true or false. This proposition is what is said by the utterance of the sentence in that context. We don’t convey (...) metaphorical meanings indirectly by directly saying something else. One consequence is that, contrary to what Searle (1993: 110) suggests, we do not arrive at the metaphorical meaning that the speaker intended via a literal interpretation of the sentence the speaker utters. The defense of this view depends on articulating a conception of what is said that is more generous than that allowed for by Searle (1993) and others such as Bach (2001). I hope to motivate this broadened conception of what is said (what I call a contextualist conception of what is said), and to show some of the benefits of adopting a direct expression view of metaphor. (shrink)

Souvent les philosophes traitent les métaphores comme si elles constituaient un usage du langage exceptionnel et transcendant. Une telle perspective repose sur l’idée de ‘sens littéral’ en tant que sens des mots supposé intrinsèque, indépendant du contexte et de l’usage. Cet article critique cette représentation, et tente de montrer que, une fois qu’on a pris en compte l’usage-en-contexte comme sol réel de la signification, il est impossible de pas reconnaître dans les métaphores une dimension authentique, et ordinaire à la fois, (...) de signification. Ainsi, l’article, adoptant un point de vue radicalement contextualiste, souligne la continuité entre les usages dits littéraux et les usages métaphoriques. Philosophers often deal with metaphors as if they depended on an exceptional and transcendent use of language. Such a view rests on the idea of ‘literal meaning’ as some intrinsic meaning of the words, independent of the context and of the use. This paper criticizes that representation, and attempts to show that, once one takes into account use-in-context as the real ground of meaning, it is impossible not to acknowledge metaphors as a genuine and at the same time ordinary dimension of meaning. So, the paper, adopting a radical contextualist point of view, emphasizes the continuity between the so-called literal and metaphorical uses. (shrink)

The idea that language is metaphoric in nature has often been suggested or stated since Vico and Rousseau. Derrida, too, often writes about metaphor and the impression he gives is that he is arguing for the metaphoric nature of both thought, whether philosophic or not, and language. Interpreters like de Man or Culler have helped to spread this impression. If it is correct, Derrida shares a pan-metaphoric view of language and whatever can be made with it. It is useful to (...) refer to Derrida's view because in my opinion he has been very good at saying what language is, even if he has been very much in the wrong in seeing no distinction between language and language use. Let us consider first what he has been good at. (shrink)

The metaphor of inscription on the body and the constitution of the body through those inscriptions have been widely used in recent attempts to theorize the body. Michel Foucault calls the body the ‘inscribed surface of events’ (Foucault, 1984: 83) and Elizabeth Grosz argues that the ‘female (or male) body can no longer be regarded as a fixed, concrete substance, a pre-cultural given. It has a determinate form only by being socially inscribed’ (Grosz, 1987: 2). The body becomes plastic, inscribed (...) with gender and cultural standards. While Foucault assumes the existence of a pre-inscriptive body, many theorists reject that idea and argue that ‘there is no recourse to a body that has not always already been interpreted by cultural meanings’ (Butler, 1990: 8). The constitution of the body rests in its inscription; the body becomes the text which is written upon it and from which it is indistinguishable. Starting from Catherine Belsey's suggestion that to ‘give the metaphor literal significance … is to … isolate it for contemplation’ (Belsey, 1988: 100), I discuss this metaphor of inscription, using cosmetic surgery as one literal example. While some theorists reject the pre-inscriptive body, the popular discourses advocating changing one's body assume unproblematically the existence of a body prior to these ‘elective’ procedures and reinforce the mind/body dualism which recent theory has sought so insistently to reject. I examine how popular discourses of body modification enforce a disciplinary regime (in Foucault's sense) and impose degrees of both literal and figurative inscription. Juxtaposing these two perspectives, I explore how both discourses efface the materiality of the body and the social contexts within which bodies are experienced and constructed. While the rhetoric surrounding cosmetic surgery denies the physical process and the economic constraints, so theories of the body which stress the body's plasticity also deny the materiality of that process and the cultural and social contexts within which the body is always placed. (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)

The goal of the present study was to investigate the interaction between different senses of polysemous nouns (metonymies and metaphors) and different meanings of homonyms using the method of event-related potentials (ERPs) and a priming paradigm. Participants read two-word phrases containing ambiguous words and made a sensicality judgment. Phrases with polysemes highlighted their literal sense and were preceded by primes with either the same or different – metonymic or metaphorical – sense. Similarly, phrases with homonyms were primed by phrases (...) with a consistent or inconsistent meaning of the noun. The results demonstrated that polysemous phrases with literal senses preceded by metonymic primes did not differ in ERP responses from the control condition with the same literal primes. In contrast, processing phrases with the literal sense preceded by metaphorical primes resulted in N400 and P600 effects that might reflect a very limited priming effect. The priming effect observed between metonymic and literal senses supports the idea that these senses share a single representation in the mental lexicon. In contrast, the effects observed for polysemes with metaphorical primes characterize lexical access to the word’s target sense and competition between the two word senses. The processing of homonyms preceded by the prime with an inconsistent meaning, although it did not elicit an N400 effect, was accompanied by a P600 effect as compared to the control condition with a consistent meaning of the prime. We suppose that the absence of the N400 effect may result from inhibition of the target meaning by the inconsistent prime, whereas the P600 response might reflect processes of reanalysis, activation, and integration of the target meaning. Our results provide additional evidence for the difference in processing mechanisms between metonymies and metaphors that might have separate representations in the mental lexicon, although they are more related as compared to homonyms. (shrink)

Metaphors of nature and organism play a central role in the epistemes of the Western culture and arts. The entire project of the 'modern' meant a separation of man from the cosmos and its laws. Signs and symbols are thought to be arbitrary and conventional social constructions. However, there are many returns to iconic imitations of nature and biological principles also in such an esoteric art as music. One of the highest aesthetic categories in Western art music is the so-called (...) 'organic growth' which particularly manifests in symphony. The concepts of 'organic/inorganic' can be used as analytic terms, whereby one might even compare such composers as Jean Sibelius and Gustav Mahler. Music is said to be 'organic' when (I) its theme actors live in their proper Umwelt (or isotopy); (2) all music material stems from the same themes (it is innerly iconic); (3) all musical events follow each other coherently (inner indexicality or the principle of Growth); (4) music strives for some goal (temporality). Moreover the Ueküll idea of a particular lch-Ton of every organism can be turned back to music. Hence we can say that every musical piece is like an 'organism' which has its lch-Ton detennining which signs it accepts and how it acts in the musical environmentof its own and formed by other musical works. (shrink)

In cognitive research, metaphors have been shown to help us imagine complex, abstract, or invisible ideas, concepts, or emotions. Contributors to this book argue that metaphors occur not only in language, but in audio visual media well. This is all the more evident in entertainment media, which strategically "sell" their products by addressing their viewers’ immediate, reflexive understanding through pictures, sounds, and language. This volume applies cognitive metaphor theory to film, television, and video games in order to analyze the (...) embodied aesthetics and meanings of those moving images. (shrink)

Metaphor plays a central role in changing the architectural process. In order to better appreciate the nature of architectural creativity, generating more positive forms and volumes is required. Exists many conclusions which demonstrate that metaphors plays an important role shaping the design creativity. The aim of this paper is about understanding the exact role of the metaphor in architecture design from the concept of Aristotle to nowadays. Essentially it is the process by which most of the ideas come into (...) being. Metaphors structure our understanding and perceptions. They make our thoughts more interesting and more vivid. There are similar distinct uses of metaphor in architectural criticism, which is often heavily reliant on metaphor both as a form of expression and a tool of analysis. There is a dimension of meanings attached to the various uses of metaphor, ranging from the ornamental view at one hand to the rational view at the other [1].Metaphors role in the ecological design is essential and necessary. Architects use a variety of methods and techniques to enrich the architectural language. This process is accomplished with the infiltration of metaphors as a literary figure. By adopting the models of nature, there is a chance to work more sustainably and produce more sustainable products. Is this the paradigm shift we have been looking for? Maybe biomimicry and nature could be super metaphors in order to develop sustainable design. This paper should take in consideration also the metaphor as a tool implemented into design reflecting either positive or negative reactions. This theory should be explained by concrete examples. The working metaphor in the design process is another important issue to be judged. The aim of this paper is to demonstrate that architectural metaphors corporate in coherent ways with architectonic language shaping its functionality. Metaphor helps to perceive things from a different perspective that is new to us, changing and bringing new ideas. Architectural metaphors can be found everywhere also in the Albanian case. It is very evident how metaphor stretches architectural functionality. (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)

This study offers an embodied, action-oriented perspective on metaphor. It weaves together 3 theoretical ideas: (a) Lakoff & Johnson's (1980a, 1980b, 1980c; Lakoff, 1993) idea that metaphors are cross-domain conceptual mappings, (b) Lakoff & Johnson's (1999) idea that individuals are coupled to the world through embodied interactions with the environment, on which their sense of what is real is based, and (c) Gibbs's (1999) nascent idea that metaphors can be off-loaded into the cultural world. I argue that metaphors, as (...) cross-domain mappings, can be directly realized in the coupling of the external settings that frame and sustain one's activities and what people, individually and collectively, do to and in the world. A comparison of conceptual metaphor theory and conceptual blending theory is made from this perspective. I argue that the blending theory is overly stretched when it is applied to an analysis of metaphorical activity that can be jointly explained by cross-domain mappings and the external structures that constrain and modulate the activity. As for the conceptual metaphor theory, I argue that the theory is overly restrictive if domains are construed exclusively in neural terms. (shrink)

Philosophers have often adopted a dismissive attitude toward metaphor. Hobbes (1651, ch. 8) advocated excluding metaphors from rational discourse because they “openly profess deceit,” while Locke (1690, Bk. 3, ch. 10) claimed that figurative uses of language serve only “to insinuate wrong ideas, move the passions, and thereby mislead the judgment; and so indeed are perfect cheats.” Later, logical positivists like Ayer and Carnap assumed that because metaphors like..

The author analyses conceptual metaphors characteristic of one of the literary theories, the theory of intertextuality, employing the methods of cognitive linguistics, i.e. the cognitive theory of metaphor. He claims that the tools of this conception enable one to describe the idea of paradigm-change; in this context author considers the role of metaphor in science. By interpreting synonyms as different realizations of various Idealized Cognitive Models, he shows that the change of metaphors employed in talking about ‘what happens between texts’ (...) leads to evolutionary change from ‘influentology’ to ‘intertextuality’, a transformation closely related to the change of the subject of history of literature. The change of metaphors transforms the focus of literary theory ; its focus moves from the author to the reader, and from the act of creation to the act of reception. Within this perspective writing is no longer a creatio ex nihilo but an innovative re-creation of ‘what has already been read’. This change enables one to capture some paradoxical inversions, like the one which demonstrates how a subsequent texts influence texts prior to them. (shrink)

It is widely acknowledged that metaphors are used in science. Great scientists, such as Darwin and Einstein, believed that the use of metaphors is vital to the development of scientific ideas. The history of science is full of examples of scientific metaphors as tools at the forefront of discoveries of new facts and new concepts.

The distinction between literal and figurative use is well-known and embedded in ‘folk linguistics’. According to folk linguistics, figurative uses deviate from literal ones. But recent work on lexical modulation and polysemy shows that meaning deviation is ubiquitous, even in cases of literal use. Hence, it has been argued, the literal/figurative distinction has no value for theorising about communication. In this paper, we focus on metaphor and argue that here the literal–figurative distinction has theoretical importance. The distinction between literal and (...) metaphorical needs to be captured by our account of communication because literal uses transmit information in a way that metaphorical ones do not. We argue that there is a way to explain the literal/metaphorical distinction that preserves the core of the folk-linguistic idea and gives the distinction theoretical relevance. We propose that literal uses of a word are made with the intention to conform to an established practice of use, while metaphorical uses do not so conform, but depend on this pre-existing practice. Our account can deal with data that are problematic for other theories. A further advantage is that it extends naturally to other non-literal uses of words, including metonymy. (shrink)

Recent work in relevance-theoretic pragmatics develops the idea that understanding verbal utterances involves processes of ad hoc concept construction. The resulting concepts may be narrower or looser than the lexical concepts which provide the input to the process. Two of the many issues that arise are considered in this paper: (a) the applicability of the idea to the understanding of metaphor, and (b) the extent to which lexical forms are appropriately thought of as encoding concepts.

In this article I provide an account of the way in which the domain of spoken communication is metaphorically constructed in English, on the basis of the analysis of over 450 metaphorical references to speech activity in a corpus of contemporary written British English. I show how spoken communication is mainly structured via a set of source domains that conventionally apply to a wide variety of target domains, such as the source domains of MOTION, PHYSICAL TRANSFER, PHYSICAL CONSTRUCTION, and (...) PHYSICAL SUPPORT. Each of these source domains structures a particular aspect of speech activity, such as the achievement of communicative goals, the expression of meanings and ideas, the performance of speech acts, the negotiation of mutual relationships, and so on. I suggest that the particular conceptual mappings that underlie the main patterns in my data are best seen in terms of Grady's (1997) notion of primary metaphors, that is, as simple, basic mappings that have a firm experiential basis and that apply to a wide range of different areas of experience (e.g., "HELP/ASSISTANCE IS SUPPORT"). However, I also show that the main primary metaphors involved in structuring the domain of speech activity can be combined into a single overall physical scenario in which interactants can move in different directions, place themselves in different positions in relation to each other, come into contact with each other in different ways, physically produce texts/utterances/speech acts, physically pass texts/utterances/speech acts to each other, and make meanings visible to each other in different ways. Finally, I argue that a corpus-based methodology has much to offer to metaphor research, particularly in the extrapolation of conceptual metaphors from linguistic data. (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)

Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that (...) solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants’ learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants’ self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning. (shrink)

Ever since Aristotle, metaphor has been placed in the context of a mimetic theory of language and of art. Metaphors are in some sense about reality. The poet uses metaphor to help reveal what is. He, too, serves the truth, even if his service is essentially lacking in that "Metaphor consists in giving the thing a name that belongs to something else."1 Thus it is an improper naming. This impropriety invites a movement of interpretation that can come to rest only (...) when metaphorical has been replaced with a more proper speech. This is not to say, however, that such replacement is possible nor that interpretation can ever come to rest. What metaphor names may transcend human understanding so that our language cannot capture it. In that case, proper speech would be denied to man. But regardless of whether we seek proper speech with man, for example, with the philosopher, or locate it beyond man with God, or think it only an idea that cannot find adequate realization, as long as we understand metaphor as an improper naming, we place its telos beyond poetry. · 1. Aristotle Poetics 21. 1457b. 6-7. Karsten Harries, chairman of the department of philosophy at Yale University, is the author of several works on aesthetics, including The Meaning of Modern Art: A Philosophical Interpretation. He is currently writing a book on the Bavarian rococo church. See also: "On Thinking about Aristotle's 'Thought'" by James E. Ford in Vol. 4, No. 3. (shrink)

The relation of Wittgenstein’s later philosophy to skepticism seems to be ambiguous, since he rejects radical skepticism but also highlights the groundlessness of our beliefs. In this paper, I am going to discuss Wittgenstein’s hinge propositions in this respect. Against the usual view, I will show that they do not function as a contextualist or foundationalist refutation of skepticism. What is more, they also do not confirm skepticism. In contrast, I will argue that following Wittgenstein skepticism is neither false nor (...) true, but still has a point, which can be elucidated with Stanley Cavell’s concept of a truth of skepticism. This concept roughly states that we can not know about the existence of the world and the others, but that we have to acknowledge them. With the help of Wittgenstein, I am going to clarify this position. The key idea is that the problem of skepticism can be understood as a metaphorical way of presenting the finiteness of the human condition and that vertiginous skeptical irritations lead to an adequate human self-understanding in this respect. (shrink)

Metaphor is one of the most frequently evoked but at the same time most poorly understood concepts in philosophy and literary theory. In recent years, several interesting approaches to metaphor have been presented or outlined. In this volume, authors of some of the most important new approaches re-present their views or illustrate them by means of applications, thus allowing the reader to survey some of the prominent ongoing developments in this field. These authors include Robert Fogelin, Susan Haack, Jaakko Hintikka (...) (with Gabriel Sandu), Bipin Indurkhya and Eva Kittay (with Eric Steinhart). Their stance is in the main constructive rather than critical; but frequent comparisons of different views further facilitate the reader's overview. In the other contributions, metaphor is related to the problems of visual representation (Noël Carroll), to the open class test (Avishai Margalit and Naomi Goldblum) as well as to Wittgenstein's idea of `a way of life' (E.M. Zemach). (shrink)

This book offers a new definition of metaphor-as an ontological and visual construction, whose roots are external visual forms, and its motivation is our attachment to forms. This definition, which Michalle Gal names “visualist,” challenges the ruling conceptualist theory of metaphors and places a new emphasis on how we experience rather than understand metaphors. In doing so, she responds to the visual turn that is taking place in literature and the media, demanding that the visual become a site of philosophical (...) analysis. This focus on the external visual world allows Gal to employ visual theories to capture the essence of metaphor. She looks beyond conceptual or semantic mechanism, and returns to theories of Arnheim and Gombrich and the current evolution of ideas about the visual or material and embodied cognition. Proposing to see visual metaphors in their basic form, she uses a new externalist terminology of ontology, visuality, composition, affordance, construction, and emergence. Setting out a new theory that takes into account that humans are visual no less than cognitive creatures, Visual Metaphors and Aesthetics lays the foundation for a new vocabulary to talk about metaphors. (shrink)

Gestures’ Contribution to Collective Metaphorical Thinking in a Community of Philosophical Inquiry (CPI). This paper explores an idea expressed by a student discussing where our thoughts come from: to think we have to move our hands. Such sentence echoes the literature on the role of gesture for thinking. This study also focuses on the collective advancement of reasoning in a CPI. The instructor chooses to conclude by asking each student to suggest an analogy of thinking. This closing sequence reveals (...) how the instructor, through metaphorical gestures, fosters collective awareness of new propositions, and their further elaboration. After characterizing the cognitive models so produced, video analysis is used to follow their collective, verbal and gestural construction along the discussion. (shrink)

Abstract:One of the models that Leibniz considered for his characteristica universalis was the Chinese script, which, after many oscillations, he ended up conceiving as a rational language. In order to explain what "rationality" means in this context, the role of symbolicity and metaphoricity in the characteristica is discussed here. Furthermore, it is argued that Leibniz' idea of a constitutive role of signs for thought led him to produce a concept of writing based not on representation but on expression, in which (...) written signs are structurally connected to the ideas they express. Taking inspiration from Rita Widmaier's metaphorological reading of Leibniz and in Kwan Tze-wan's philosophical theory of the Chinese script, it is shown how the procedures involved in the formation of sinographs shed light on the principles of the characteristica, and how, despite Leibniz' inaccurate understanding of Chinese writing as ideographic, his philosophy can still inspire contemporary research on this script. (shrink)

The study investigates the manifestation of the “IDEA-IS-AN-ENTITY” metaphor across the linguistic and manual modalities by the use of the object gesture in daily conversation, to understand the relationship between metaphorical conceptualization and the context of use. Two types of the entity metaphor were distinguished: “cross-modal entity metaphor” and “gesture-only entity metaphor.” For the former, the metaphor was expressed by metaphorical speech and the object gesture simultaneously. Among all of the 67 cross-modal instances, a wide variety of idea (...) was represented as referring, characterizing, and quantifying referents in speech. Manually, the object gesture was configured in numerous ways. The way the object gesture was configured reveals the facet of the metaphorical conceptualization the speaker focuses on during speaking, and the details about the real-time thinking of a metaphorical object in discourse. For the gesture-only entity metaphor, it was manifested in the single modality of gesture. Among all of the 73 gesture-only instances, the object gesture depicted a stretch of talk as discrete object mainly by configuring a spatial boundary with curled fingers. Metaphor of this type attests that the thinking of phrasal-clausal ideas as entities is as common as that of lexical ideas as entities in conversation. Importantly, the object gesture bears out the emergence of a phrasal or clausal idea being conceptualized as object in natural discourse. Together, the findings demonstrate the inseparability of metaphorical conceptualization from cognition and the context of use. (shrink)

Ecological-cognition approaches share the overall assumption that cognition is enacted, extended, embedded, and embodied. In this article, these basic assumptions are illustrated and critically evaluated from the point of view of gesture and film studies. In a theoretical introduction, the idea of metaphorizing as embodied interactivity is developed and connected with these basic assumptions of an ecological cognition approach to metaphor. Four case studies illustrate how metaphoricity in face-to-face contexts and in film viewing is enacted, extended, embedded, and embodied. Examples (...) from gesturing face-to-face and a case study of a television news report serve to illustrate how metaphors in these ecologies have important common characteristics: they emerge from metaphorizing as embodied interactivity. (shrink)

In their work The Faces of Reason: An Essay on Philosophy and Culture in English Canada 1850-1 950, Leslie Armour and Elizabeth Trott consider that the Canadian way of doing philosophy uses reason in an accommodationist manner. I propose in this thesis that William Lyall's Intellect, the Emotions and the Moral Nature represents a splendid example of the accomodationist use of reason. The Maritimes philosopher advances the idea that emotions have a cognitive value, a claim which I support by trying (...) to put Lyall's ideas in a modern framework offered by French philosopher Jean Paul Sartre. Latent in Lyall's work can also be found a theory of metaphor which I try to revive with the help of French philosopher Paul Ricoeur. Thus, following Lyall, emotions and reason are always in a balance and they work together in order to give us a more consistent and fuller grasp of reality. (shrink)

In this thesis I am going to explain the role of metaphor in articulation of new scientific theories, explicitly speaking, indeed, I have not a word about metaphorical thinking in theory invention, implicitly speaking. In fact, I talk about conceptual metaphor instead of linguistic metaphor. As another classification, this investigation belongs to “justification context”, rather than “discovery context”. Employing Boyd’ ideas on metaphor in science can lend a hand for acquiring this point. In Boyd’ set of beliefs; we (...) need another reference theory which has not the problems of kiripki-pautnam’s reference fixing theory, thus, Boyd proposes the “epistemic-access theory of reference”. With accepting “interacting view” of Block on metaphor, he demonstrates that in this theory of reference we are not encountering the problems such as referent shifting, lack of precise of metaphor which exist in kripki-pautnam’s reference fixing. On the other hand, by admitting “relativity”, Kuhn criticizes the Boyd’s attitude on metaphor in science. To conclude, I defend kripki-pautnam’s reference fixing theory; since, it seems to be implausible to accept Boyd’s criticism. (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)

This paper analyzes how space is metaphorized in some Chan poems, and it investigates how space metaphor contributes to Chan culture. It concentrates onorientational metaphors, metaphor associated with an upward or/and a downward orientation. Orientational metaphors tend to be grounded in dichotomized thought, e.g., “GOOD IS UP” vs. “BAD IS DOWN”, “DIVINE IS UP” vs. “MORTAL IS DOWN”, etc. This paper will demonstrate that in some Chan poems, orientational metaphors do not function this way. Instead, what is foregrounded is the (...) kind of spatial relationship created by opposite orientations, namely, the broad, ever-extending space. To demonstrate how this metaphorical understanding of space is achieved, this paper addresses three particular space-related issues: (1) how certain entities representing dimensional space serve to function as a cognitive metaphor that is common in Chan poetry as a genre; (2) how up-down orientations can interact and form a metaphorical pattern in a text; and (3) how spatial image schemas (e.g., VERTICALITY, NEAR-FAR, PATH, CENTER-PERIPHERY, CONTAINER, etc.) can be identified, interact with one another, and underpin the pattern of metaphor communicating the idea of that broad, ever-extending, imaginal space. All in all, this study aims to demonstrate how space metaphor, as a signifying force, functions in Chan poems and how suchmetaphor represents Chinese Chan culture. (shrink)

According to conceptual metaphor theory, individuals are thought to understand or express abstract concepts by using referents in the physical world—right and left for moral and immoral, for example. In this research, we used a modified Stroop paradigm to explore how abstract moral concepts are metaphorically translated onto physical referents in Chinese culture using the Chinese language. We presented Chinese characters related to moral and immoral abstract concepts in either non-distorted or distorted positions or rotated to the right or to (...) the left. When we asked participants to identify the Chinese characters, they more quickly and accurately identified morally positive characters if they were oriented upright or turned to the right and more quickly and accurately identified immoral characters when the characters were distorted or rotated left. These results support the idea that physical cues are used in metaphorically encoding social abstractions and moral norms and provided cross-cultural validation for conceptual metaphor theory, which would predict our results. (shrink)