Methaphor

Ogni giorno, a volte senza nemmeno rendercene conto, comunichiamo alle persone attorno a noi molto più di quello che diciamo. Non veicoliamo messaggi solo attraverso le parole, ma anche con il linguaggio del corpo e, sorprendentemente, con ciò che “non diciamo” ma comunichiamo implicitamente. Inoltre, il contesto intorno a noi condiziona profondamente il messaggio. Tutto questo sembra avvenire senza sforzo alcuno, ma è veramente così? Come mai capita di essere fraintesi o che qualcuno non rida alla nostra battuta? A queste domande prova a rispondere una nuova disciplina di ricerca, la pragmatica sperimentale. La pragmatica sperimentale adotta metodologie scientifiche per studiare quanto la relazione fra parlanti e contesto, fra la nostra mente e quella di coloro che ci ascoltano, sia alla base della comunicazione umana. In questo libro passeremo in rassegna molti fenomeni linguistici in cui il ruolo del contesto e dei partecipanti sono indispensabili per trasmettere informazioni in modo efficace; vedremo così come la ricerca ci stia aiutando a capire i meccanismi che ci permettono di comunicare e cosa succede quando questi meccanismi si inceppano.

Introduction Le langage quotidien compte nombreuses expressions métaphoriques qui se caractérisent par un lexique qui nous permet d'entrer dans la culture d'une langue. Ce travail est consacré à une triple comparaison du lexique métaphorique dans la langue française, italienne et espagnole, afin d'étudier les diverses analogies sur lesquelles se fondent les unités lexicales métaphoriques. Il s'agit d'un texte qui présent les différentes expressions de chaque langue: il s'adresse donc aux étudiantes de langues étrangères dont la langue maternelle soit une des trois comparées, mais également à tous ceux qui veulent combler la curiosité de savoir comment se forment certaines expressions métaphoriques dans les autres langues.

Political philosophers often employ figures of speech such as metaphors, similes, hyperbole, and parallelism in order to add some sort of a literary or rhetorical quality to their writings and also to help the reader understand their political philosophies. For instance, even though warning against using metaphor for the possibility that it might be deceptive (Hobbes 4:102-3), Thomas Hobbes contradicts himself, perhaps due to the nature and power of metaphor, and uses the “Leviathan” for illustrative purposes for his case. In his book Two Treatise of Government, John Locke, similar Hobbes, builds his case on rational arguments and utilizes metaphors and parallelism (such as “mixing labor,” “body politic,” and “appealing to heaven”) only for illustrative purposes, to give rhetorical power to arguments that are not, in their definitive formulations, based upon metaphor. In his explanation of philosophies, Locke’s use of figures of speech makes his case more philosophical and illustrative with real life examples, whereas Hobbes’ use appears more political and hypothetical.

Un estudio histórico que sigue la reflexión de Nietzsche sobre el fenómeno del sueño a través de todas sus obras, mostrando las transformaciones generales de su pensamiento y, en especial, las inflexiones y cesuras que en tal desarrollo se hacen visibles de la mano del tratamiento del fenómeno onírico y demás procesos psicológicos.-

Özet
Bu çalışmanın amacı, Sosyal Bilgiler öğretmen adaylarının " vatan " kavramı ile ilgili algılarını, onların kullandıkları metaforlar aracılığıyla ortaya koymaktır. Çalışmaya 2017-2018 Eğitim-Öğretim yılında İstanbul Yıldız Teknik Üniversitesi, Eğitim Fakültesi, Sosyal Bilgiler Öğretmenliği programında öğrenim gören 100 gönüllü öğretmen adayı katılmıştır. Çalışmada izleyen sorulara cevaplar aranmıştır: 1) Sosyal Bilgiler öğretmen adayları " vatan " kavramına ilişkin sahip oldukları algıları nasıl anlamlandırmaktadırlar? 2) Sosyal Bilgiler öğretmen adaylarının demografik özelliklerinin, " Vatan " algıları üzerinde etkileri nasıldır? Araştırmanın verileri, sosyal bilgiler öğretmen adaylarının " Vatan.… gibidir, çünkü…. " cümlesini tamamlamasıyla elde edilmiştir. Çalışmada olgubilim deseni kullanılmış ve veriler içerik analiz tekniğiyle çözümlenmiştir. Araştırmanın sonucunda sosyal bilgiler öğretmen adayları " Vatan " kavramına ilişkin olarak toplam 51 adet geçerli metafor ileri sürmüşler ve bu metaforlar ortak özellikleri bakımından irdelenerek 4 farklı kavramsal kategori altında toplanmıştır. Araştırmaya katılan Sosyal Bilgiler dersi öğretmen adaylarının % 47'si vatanı; yaşamsal bir gereksinim olarak, % 28'i duygusal bir alan olarak, % 17'si kutsal bir yer olarak, % 8'i farklılıkları birleştiren bir yer olarak algılamıştır.

Abstract
The purpose of the present study is to reveal social sciences teacher candidates perceptions on the concept of "homeland” by
means of the metaphors they use. The study was participated by 100 volunteer teacher candidates teaching within the 2017-2018
academic year in Social Sciences Education, Faculty of Education, Yildiz Technical University in Istanbul. Answers to the following
questions were sought in the study: (1) How do teacher candidates conceptualize their percetions of the concept
“homeland”? (2) How do demographic features of teacher candidates affect their perceptions of “homeland”? The
data of the study were obtained by having the participating social sciences teacher candidates fill in the sentence "Homeland is like
..., because...".Phenomenological design was used in the study and the obtained data were analyzed with content analysis. As a
result of the research, the candidates of Social Studies Teachers have submitted a total of 51 validmetaphorsregarding the concept of
"Homeland". These metaphors are grouped into 4 different conceptual categories by their common characteristics. The Social
Studies Teacher Candidates who participated in the survey perceived the homeland 47% as a vital necessity, 28% as an emotional
space, 17% as a place with a sacred value, and 8% as a place combining the differences.

Since the end of World War II, linguistics has been primarily informed by one single dominating theoretical model of language, which is cognitivist at its core. As a trickle-down effect, the same happened for fields such as Second Language Acquisition and L2 Education. Within these fields, however, many problems and practical implementation issues have gradually emerged: while in SLA research, for example, Larsen-Freeman (2007) pointed out the limitations imposed by what she calls a “narrow perspective […] adopted thus far in the field”, in second language education the Communicative Language Teaching paradigm — that has imposed itself in the last decades — is still recognized as “only partially implemented” (Jacobs and Farrel 2003). These issues all root back and can be attributed to the ontological perspective that has been so far adopted over the concepts of language, learning, and cognition, and they ultimately reverberate on teaching practices and learners’ results.
In order to overcome this impasse, second language education needs a full reboot, which passes through a reconceptualization of what learning a language actually means, educating learners to an holistic approach that goes well beyond grammar and communicative tasks: power, agency, identity, and metacognition are the new focus upon which to concentrate.
Sociocognitive linguistics offers an excellent alternative theoretical basis to Chomskyan linguistics in terms of theory of language. A consequential alternative theory of learning is therefore proposed here, finally providing these two theoretical pillars (theory of language and of learning) necessary to language pedagogy to set itself free from the doldrums in which it has become stranded.
Hacker ethics and open source software development dynamics, finally, offer a viable model to follow in order to operate this reboot, indicating the right direction to take and offering a concrete roadmap to the language learners and educators of the twenty-first century.

Universidad Autónoma Metropolitana cuajimalpa reSumen: A través de su historia, las teorías y metodologías del análisis del audiovisual han recurrido a explicaciones metafóricas tomadas de disciplinas como la lingüística, la semiología y la narratología literaria, haciendo extensivo el uso de las nociones de estas. El análisis del discurso audiovisual o cinematográfico se ha convertido en un tópico habitual. Con la finalidad de explorar los límites disciplinarios, metodológicos y conceptuales que permiten este uso, presento un recorrido que explicita los puntos de contacto de teorías específicas del discurso audiovisual y las metodologías de análisis que las sustentan. Finalmente, me remito a los aportes de Charles Sanders Peirce y Um-berto Eco para pensar el audiovisual como un discurso retórico basado en la metáfora.
abStract: Throughout its history, theories and methodologies of audiovisual analysis have used metaphoric explanations drawn from disciplines such as linguistics, se-miotics and literary narratology, making extensive use of their meaning. Analysis of audiovisual discourse or cinematographic discourse has become a common topic. To explore the disciplinary, methodological and conceptual boundaries that allow this use, we make a tour that explains the contact points of specific theories of audiovisual discourse , and analysis methodologies proposed to support it. Finally, I refer to the contributions of Charles Sanders Peirce and Umberto Eco to explain the audiovisual as a rhetorical discourse based on the metaphor.

This paper analyzes the strategies and challenges involved in the translation of English idioms in a specific domain of broadcast media. Current technology and distribution networks make it possible to watch series from around the world shortly after they are aired in their original language. Although sometimes dubbed, Internet-based TV series are often broadcast with multilingual subtitles. I will focus here specifically on idioms in subtitles translated from English into German, Norwegian, Spanish, and Portuguese. The study considers 10 comedy and drama series screened by media service providers (Netflix, Amazon Prime Video, and Filmin). The data will be described from a cognitive and contrastive perspective. I follow a methodology drawn from a previous article (Labarta Postigo, 2020). My main aim is to shed light on the strategies used in the translation process and to compare translation outcomes across languages. In terms of contrastive analysis, variants of the same language, such as Latin-American and European Spanish, and Brazilian and European Portuguese, have been considered. The findings of this study are of potential use in pedagogical applications that develop learners’ cultural awareness and their understanding of figurative language in the foreign languages in question, as well as in the field of audiovisual subtitling translation.

Se trata de un estudio histórico sobre la filosofía juvenil de Nietzsche (hasta la publicación de Humano, demasiado humano - 1878), siguiendo el hilo de su reflexión sobre el problema del lenguaje y el conocimiento, a partir de sus principales fuentes: Schopenhauer, Lange, Spir, Gerber, etc.
Se publicó por primera vez en 1999, como separata de circulación restringida para los estudiantes de Filosofía de la Escuela de Filosofía (UNC). Como libro, con ligeras modificaciones, se publicó en 2001. Aquí, la segunda edición de 2005, realizada sobre la primera, sin modificaciones.

Page1 Metaphor as a leadership enhancer and persuasive communication tool One of the most important skills, arguably the most important skill, a leader must possess is definitely represented by the ability to communicate effectively. In order to convey their vision, ideas, interest and enthusiasm, enthuse their followers with these and spur them to action, leaders have to be first and foremost outstanding communicators. Metaphors and figurative language can definitely help leaders to develop and master this art. Metaphors can indeed prove to be a completely valuable and effective tool for business leaders both when holding conversations with employees within the organisational settings and when carrying on a conversation with other interlocutors outside the business premises. Having recourse to metaphors can in fact effectually help leaders to attract the other people interest in, and let them focus their attention on, some specific features or aspects of the message they want to put across (Morgan, 1997). According to Weick (1979), leaders by means of figurative speech, which enables them to explain in a simpler fashion the corporate mechanism and theories, can effectively contribute to create and establish " healthy cultures. " The efficacy and significance of metaphors and storytelling for shaping corporate culture and influencing individual behaviour within the organisational settings can definitely be taken as axiomatic (James and Minnis, 2004). Organisations are becoming so metaphor-dependant insofar as these could even not properly work without having recourse to them (Mitroff and Kilmann, 1975). By enabling business leaders to clearly describe their organisations and better relate these to the external environment, figurative language represents a powerful tool for creating a positive culture, favour individual comprehension of the organisational mechanism and foster relations in the workplace (Van Engen, 2008). Figures of speech and stories show to be particularly effectual to communicate complex ideas in order to employees understand and learn these more quickly and firmly engrave their meaning on their minds. After all, individuals having brilliant ideas but being unable to clearly communicate these and enthuse their followers with them could actually hardly be considered as leaders. The lack of communication skills is clearly due to pose substantial limits to the value and significance of the message a leader may try to get across; the recipients may in fact gain a partial or incomplete comprehension of what is actually meant by the leader. One of the most important benefits of metaphor is indeed that to add dimension to a speech so that this can be better understood (Van Engen, 2008). Yet, according to Charteris-Black (2005), metaphors represent a strong element and feature of persuasive discourse. Whether, as most likely, figures of speech are by no means included in the agenda of any business leader, it should be the case for these to redress their view about this potentially powerful means and try to make some efforts to find the time to better investigate and hopefully learn to master the usage of figurative language.

В статье анализируется образ камня в литовской поэзии ХХ в. (в творчестве таких поэтов, как Винцас Миколайтис-Путинас, Йонас Айстис,  Бернардас Бразджёнис, Генрикас Нагис,  Альфонсас Ника-Нилюнас, Витаутас Мачернис, Генрикас Радаускас, Томас Венцлова, Марцелиюс Мартинайтис, Юстинас Марцинкявичюс и др. Анализ глагольных и атрибутивных сочетаний слова akmuõ ‘камень’
(akmen lis) в литовской поэзии XX века отражает двойственное его  восприятие. Отмечается его дуалистичность, способность быть активным и пассивным, менять свои качества, трансформироваться. Проявляется его способность к активным физическим действиям — движению, агрессии, но, с другой стороны, также способность к физиологическим и психологическим состояниям, свойственным живому существу, делают его близким человеку, а также другому живому существу, в частности, растению, птице, рыбе.

В  статье  рассматривается  проблема  перевода  метафорических  средств  выразительности  в художественном  тексте  в  аспекте  сохранения  их  коммуникативно-прагматической функциональности.  Решается  вопрос  о  метафоре  как  универсальном  когнитивном  механизме номинации  окружающей  действительности  и  создания  художественных  образов,  при  этом учитывается  национальная  языковая  и  культурная  специфика  коммуниканта,  создающего метафорическую  форму.  Лингвистический  анализ  формы  и  содержания  текста  перевода  в сопоставлении  с  формой  и  содержанием  оригинала  позволил  выявить  случаи  полной  и частичной  трансляции  метафоры  и  описать  сопутствующие  лексико-грамматические межъязыковые трансформации. Невозможность полной трансляции метафоры исходного текста в  переводной  объясняется  как  особенностями  внутреннего  развития  языков,  так  и  характером языкового  мышления  двух  народов.  Отсутствие  трансляции  в  переводе  считается фактором, снижающим функциональную эквивалентность текстов.

It is often believed, that beautiful and surprising metaphors are typical of poetry but not of prose. It is untrue and the work of a great Russian writer Andrei Platonov supports the aforementioned statement greatly. His anthropomorphic metaphors are especially intriguing. The paper analyses the iconicity of metaphors in general and selected anthropomorphic metaphors in Platonov's "The Foundation Pit" in particular. It also tries to answer the question, what philosophy stands behind the vast anthropomorphism in his work.

In the 15th of his Discorsi Politici (Venice, 1599), Paolo Paruta wrote about Athenian Ostracism, wondering whether it was a righteous procedure, and whether it could solve the problem of Republican equality. Outwardly, it seems to be a Discorso about a distant historical topic, written by some man of culture such the official historiographer of Venetian Republic was.
Nevertheless, the former Venetian Ambassador to the Papal Court (1592-1595) used the ancient Ostracism to investigate some subjects of burning topicality. Was political exile a good thing? Was it capable of reaching the equality needed by a good aristocratic Republic (such his Venice aimed to be), in order to avoid oligarchy? Was it possible to rule the balancing power of Ostracism, most of the time used by populist leaders against nobility? Which was the right role of outstanding citizens? Were they doomed to be tyrants or scapegoats? Walking back among the ruins of ancient Athens, Paruta depicted the never-ending struggle between the interests of individuals and the common good.
In this diatribe Paruta was not alone. Returning to a subject discussed by Aristotle, the mouthpiece of Late Renaissance Venice, clear enemy of Machiavelli, used not only a lot of Machiavellian categories, but even the keywords of the author of Il Principe. Furthermore, the diatribe went on after Paruta’s death (1598): in his Della Ragion di Stato Libri Sette (Milan, 1627), Lodovico Settala answered to Paruta’s Discorso about Ostracism. Even in seventeenth century Milan under the Spanish rule, writing about this ancient Athenian procedure was not just talking about the past.

A tanulmány köznyelvi és fogalmi metaforák jelenlétét mutatja ki és elemzi reklámban, viccben, találós kérdésben, videoklipben -- és Könczey Elemér egyik kötetének karikatúráiban.
A folyóiratbeli közlés után a Színváltások c. kötetemben is megjelent, a pdf-et ebből töltöttem fel.

El objetivo del presente trabajo es ofrecer algunas reflexiones sobre las metáforas utilizadas en la proyección positiva de la autoimagen de un partido político en las redes sociales a base del partido político Podemos. Nos centraremos en analizar las metáforas estructurales fácilmente captables por la gente. En primer lugar, aclararemos el concepto de la red social según las ciencias sociales y de comunicación, así como presentaremos la situación actual de Podemos. En segundo lugar, mostraremos la metodología dentro de la lingüística cognitiva y el análisis del discurso que nos parecen las más apropiadas para este estudio. En esta parte nos aprovecharemos de la teoría de metáfora de Lakoff y Johnson enriquecida por la propuesta de proyecciones metafóricas de Jäkel y de las estrategias de la creación de autoimagen política. Finalmente, en la parte analítica se estudiarán los mensajes publicados en el perfil oficial de Podemos en Facebook y Twitter en junio de 2016.

Marzo… el mes que relacionamos con la llegada de la primavera y los primeros días al Sol. Parece que florecemos después de la cuesta de enero mientras febrero pasa deprisa como llevado por el viento. El viento, que se lleva el tiempo y los años. Que empuja desde popa los navíos llenos de ilusión, porque con optimismo y pensando en verde, el viento siempre sopla propicio. Y así empezó la aventura de una guitarra y un ancla que se elevaron hace alrededor de dos mil amaneceres mediterráneos. Es importante decir que construyeron ese navío desde la más simple astilla, y por eso, esta es una historia de superación, persistencia, logros, caídas… Pero lo más importante, de saber levantarse. De seguir adelante contra viento y marea, buscando su norte con la brújula de perseguir sueños. Seis años navegando para conseguir cada semana llenar la calle de ideas en verde. También con la ayuda de sus fieles marineros, este par de valientes se encauzaron en un mar bravío, donde las olas no son siempre plata y azul. Pero a fuego les describe aquel poema que ellos recitan a cada temporal: " Navega, velero mío, sin temor, que ni enemigo navío, ni tormenta, ni bonanza, tu rumbo a torcer alcanza, ni a sujetar tu valor. " Feliz sexto aniversario, GuiaME magazine.

The paper examines in some detail Ficino's relation to concept of λόγοι σπερματικοί, literally ‘seminal reasons’, discussed in his Ancient and Christian sources. The concept was used metaphysically to indicate the links between species in matter and ideas in mind but its connotations made it useful for embryological discussion. Ficino supposes that the World-Soul, producing specific forms and powers of lower things, makes them through her own seminal reasons, which remain in touch with celestial and supercelestial entities. Probably, it is Plotinus who legitimates Ficino’s use of the concept of seminal reasons although, historically, it is the concept of Stoicism. Employing ‘seeds’ as a metaphor for ideas, Plotinus criticizes strongly the Stoic concept of seminal reasons, according to which seminal formative principles are corporeal and immanent to the things. Ficino’s use of embryological metaphors and direct analogies between the action of generating force in the human body and in the ‘body’ of the world serves to explain how a purely intelligible essence (the World-Soul) produces material things. However, Plotinus, in contrast to Ficino, never gets such detailed attention in the discussion of the purely material conditions of conception, such as the combination of moisture and heat. Peripathetic natural philosophy and the natural philosophy of Proclus provide a more adequate background for the medical and astrological reasoning in some parts of Ficino’s De vita. In the paper, I argue that the ‘seminal reasons’ as metaphysical intermediaries should be related to other well-known metaphysical intermediaries in Ficino’s philosophy (spiritus, vis, virtus).

This article considers critical social work education within the context of the challenges associated with the increasingly neoliberal, corporate and competitive nature of higher education and human service provision. The metaphor of maps is used as a framework for exploring the potential for transformational learning opportunities associated with alternative ways of thinking about teaching and learning. Countering the neoliberal tendency to depoliticise, metaphors of maps and map-reading, as discussed here and applied to social work education, evoke diverse perspectives and engagements in relation to the politics of knowledge, knowing, theory and practice. In emphasising the partiality of knowledge, the indivisibility of the ‘knower’ and the ‘known’ and, as such, the personal and the professional, efforts to cultivate critical consciousness, thus, enable different conversations. The central premise of this article is that in offering opportunities for engagement which open up rather than close down the space for meaningful dialogue, educators may contribute, in profound ways, to both student development and the (re)shaping of public discourse.

Özet The Turkish History Education course provides information about the historical backgrounds of the program development, the personalities, institutions, works and laws that are stamped on educational and intellectual processes in the Turkish society to the prospective teachers. Classroom teacher needs to be aware of their own education and training as an important part of basic academic education. This requirement entails teaching Turkish Education History course at the undergraduate level. These forms of perception of teacher education candidates to Turkish Education History course is a matter worth investigating in terms of reaching the goals of the course. Metaphors are frequently used in educational areas and reflect participants' thought on the subject. The purpose of this study which class teacher candidates participated in is to determine the perceptions of classroom teacher candidates regarding Turkish Education History course through metaphors. The study group of research includes 108 class teacher candidates who are taking this course and studying at Mustafa Kemal University in 2016-2017 academic years. The data of research was collected through forms which include inscription like "Turkish Education History course is like/similar to…………because…….." In this qualitative study, the data obtained from the participant responses were evaluated according to the metaphor analysis. According to the analysis made, 66 different metaphors developed by the classroom teacher candidates have been identified. These metaphors have brought six different categories: knowledge, value, education, individual utility, structure and transfer. While information category is the category with the greatest number of metaphors, the tree metaphor is the metaphor most frequently used by participants. Özet Türk Eğitim Tarihi dersi, öğretmen adaylarına eğitimde program geliştirmenin tarihi temelleri, Türk toplumuna eğitsel ve düşünsel süreçlerde damga vuran şahsiyetler, kurumlar, yapıtlar ve kanunlar hakkında bilgiler vermektedir. Sınıf öğretmeni, temel akademik eğitimin önemli bir parçası olarak kendi toplumun eğitim ve öğretim birikimlerini bilmesi ve onlara hâkim olması gerekmektedir. Bu gereklilik Türk Eğitim Tarihi dersinin lisans düzeyinde öğretimini zorunlu kılmaktadır. Bu öneme sahip Türk Eğitim Tarihi dersini öğretmen adaylarının algılama biçimleri, dersin hedeflerine ulaşması bakımından araştırılmaya değer bir konudur. Metaforlar eğitim alanlarında sıkça kullanılmakta ve katılımcıların araştırılan konuya ilişkin düşüncelerini yansıtmaktadır. Sınıf öğretmeni adaylarının katıldığı bu araştırmanın amacı, sınıf öğretmeni adaylarının Türk Eğitim Tarihi dersine ilişkin algılarını metaforlar

Honesty encompasses meanings such as the state or quality of being true, being virtuous or purity. Honesty refers to the actions and behaviors of an honest person. It is a concept that is included in the values education provided under the social studies curriculum. This study aims to reveal the metaphorical perceptions of preservice social studies teachers on the concept of ‘honesty’ included in the social studies curriculum which is applied in lower secondary school. Phenomenology, i.e. one of the qualitative research designs, was used in the study. The study group of the research comprised of a total of 150 preservice teachers attending 1st, 2nd, 3rd and 4th year in the Social Studies Education undergraduate program at a university in the fall term of the 2017-2018 academic year. An open-ended questionnaire form was developed in order to reveal the opinions of preservice teachers involved in the research on the concept of honesty through data collection. In the questionnaire form, the preservice teachers were asked to complete the sentence “Honesty is like….; because, ….”. The opinions of preservice teachers on the concept of honesty were analyzed using the content analysis method. The results showed that social studies preservice teachers created 88 different metaphors on the concept of honesty. These generated metaphors were then evaluated under four main themes which are; nature, object, abstract and other. The researchers who intend to do a research on the subject of metaphor are recommended to keep the number of participant women and men either equal or as close as possible.

This article considers critical social work education within the context of the challenges associated with the increasingly neoliberal, corporate and competitive nature of higher education and human service provision. The metaphor of maps is used as a framework for exploring the potential for transformational learning opportunities associated with alternative ways of thinking about teaching and learning. Countering the neoliberal tendency to depoliticise, metaphors of maps and map-reading, as discussed here and applied to social work education, evoke diverse perspectives and engagements in relation to the politics of knowledge, knowing, theory and practice. In emphasising the partiality of knowledge, the indivisibility of the ‘knower’ and the ‘known’ and, as such, the personal and the professional, efforts to cultivate critical consciousness, thus, enable different conversations. The central premise of this article is that in offering opportunities for engagement which open up rather than close down the space for meaningful dialogue, educators may contribute, in profound ways, to both student development and the (re)shaping of public discourse

In science teaching, metaphors are important tools for understanding meaningful learning and conceptual formation by the help of daily life language. This study aims to evaluate how the concepts of heat, temperature and energy are perceived by students in secondary school science classes and how the perceptions of these concepts vary in terms of metaphors depending on grade level (5th, 6th, 7th and 8th grades). The study group of the present research consists of 226 students selected from 5th, 6th, 7th and 8th graders through criterion sampling method. The descriptive method was used in the study and the data was collected by metaphor questionnaire. According to the findings, 176 metaphors were generated by students under four categories “formal/scientific metaphors”, “Abstract metaphors”, “Environmental/daily metaphors” and “misconception metaphors”. When the findings were examined, it was seen that though there were some misconception detected about the concepts of heat, temperature and energy, conceptual changes in the other three categories vary depending on grade level. This variety needs to be discussed in relation to cognitive development and daily life. Some suggestions were made about the place and importance of metaphors in concept teaching for researchers and practitioners.

Resumen: El estudio del discurso religioso ha sido frecuentemente abordado desde la filosofía, la psicología, la sociología, la lingüística, entre otras disciplinas. Dentro del campo de la lingüística priman investigaciones con orientaciones pragmáticas, sociolingüísticas, y, en menor medida, psicosociolingüísticas. Enmarcado en este último enfoque, se han estudiado géneros discursivos tales como el sermón-oral y escrito-, el artículo de divulgación, los textos normativos, entre otros. Sin embargo, ha sido escasamente explorado el estudio del discurso religioso desde una perspectiva psicosociolingüística en géneros que han surgido a partir de las nuevas tecnologías. En este sentido, la red Internet se caracteriza por la posibilidad de masificar los discursos, por su creciente accesibilidad a través de los diversos dispositivos y por la riqueza multimedial que permite este soporte. Por ello, se hace cada vez más importante el estudio del discurso en esta instancia para entender los usos contemporáneos de la comunicación. En este contexto, los diversos grupos sociales se valen del discurso religioso para comunicar sus creencias y valores mediante el uso de expresiones metafóricas, que permiten conocer su concepción del mundo, así como diferentes grados de modalizaciones, que muestran la perspectiva desde la cual el enunciador se compromete con lo que dice. En este marco, esta investigación tiene como objetivo describir y comparar las expresiones metafóricas y la modalización en el discurso religioso electrónico utilizadas por los principales credos en sus sitios web más representativos. Esta investigación nos permitirá profundizar acerca de la comprensión del discurso religioso en ambientes virtuales y el uso de estrategias persuasivas utilizadas por estos grupos sociales.

El otro lado del pliegue Verónica S. Lema En una entrega anterior la autora nos habló de sus inicios en el morbo morfológico y cómo el mismo ha sido y es un campo de disputa dentro de las ciencias biológicas y en las investigaciones sobre las relaciones entre sociedades humanas y naturaleza. En esta entrega nos invita a explorar formas diferentes de entender a las plantas y sus relaciones en los mundos amerindios pasados y presentes. La propuesta es ir más allá de la exotización o de la "cortesía epistemológica" para con un pensamiento otro e indagar si estamos ante alteridades inconmensurables o lados de un mismo pliegue 1 Metáfora y evolución, o el pensamiento salvaje revisitado ¿A quién le pertenecen las metafóras? Lejos de querer ahondar en tan escabroso tema, esta pregunta se viene enroscando en mis tobillos como un gato mañero que hace al pensamiento arremolinarse en torno a ella. En nuestro mundo, las metáforas serían  Este trabajo constituye la continuación de: Lema V. 2018 Morf/bo, intento de ensayo rizomático Museo. Revista de la Fundación del Museo de La Plata "Francisco Pascasio Moreno" 30: 47-53

El título de este trabajo parafrasea dos reconocidas obras, el best-seller del analista organizacional Gareth Morgan, Images of organization (1986) y el de los lingüistas cognitivos George Lakoff y Mark L. Johnson, Metaphors we live by (1980), cuya traducción española es Metáforas de la vida cotidiana (2009). Este trabajo es deudor de ambos en su inspiración y en el uso de algunas claves de indagación de los grupos
observados en diversas empresas. Toda organización es un microcosmos, cuyos miembros comparten una mentalidad a partir de su base experiencial común. Se estudian las imágenes y metáforas como vehículo para una cierta comprensión del microcosmos organizacional y su posible influencia en la medida de libertad experimentada. Ilustraremos esta posibilidad con una exploración realizada mediante dibujos grupales confeccionados por empleados de empresas en la Argentina. Específicamente, se analizan algunas “ideas de orden”  elicitadas, de las que exploraremos sus connotaciones semánticas y reflexionaremos sobre sus implicancias morales.

Metaphors we live by in Business Organizations



Abstract:According to Lakoff and Johnson (1980, Metaphors we live by) the concepts that govern our thought are not just matters of the intellect. Even more, the way we think what we experience, and what we do every day is very much a matter of metaphor. This research is focused on an organizational phenomenon named “shared mindset” and its influence in ethical behavior within organizations. Observing an organization, we can find different mindsets in different sub-cultures along the same institution. This group’s shared mindset could be non-rational and –in a sense- unknown for the groups themselves. Even more, through a collective rationalization, a subculture’s mindset could be functional to corrupt or negligent practices collectively hold. Is it possible to recognize any hints to know more about a group mindset? This research presents an ethnographic method to elicit shared mindset through metaphors. Based on Gareth Morgan’s ideas (1922), metaphors are elicited by group drawings made during in company workshops. The drawing process itself and the “reading” of these group drawings elicit deep information about community life in organizations which is interpreted following some cognitive linguistics keys and business ethics teaching goals.

Bu çalışmanın amacı Covid 19 salgını nedeniyle uzaktan eğitim ile tanışan ortaokul öğrencilerinin, uzaktan eğitime ilişkin algılarının metaforlar yardımıyla açığa çıkarılmasıdır. Araştırmanın çalışma grubunu 2020-2021 öğretim yılında İstanbul İli Eyüp ilçesinde öğrenim gören toplam 116 öğrenci oluşturmaktadır. Araştırmada nitel araştırma yöntemlerinden temel yorumlayıcı nitel desen kullanılmış ve veriler içerik analizi tekniği ile çözümlenmiştir. Araştırmanın verileri, ortaokul öğrencilerinin “Uzaktan eğitim ... gibidir; çünkü ...” cümlesini tamamlamasıyla elde edilmiştir. Araştırmanın bulgularına göre öğrenciler uzaktan eğitim kavramına ilişkin 97 geçerli metafor üretmişlerdir. Bu metaforlar, ortak özellikleri bakımından irdelenerek 10 farklı kavramsal kategori oluşturulmuştur. Bu kategoriler bireysel çaba gerektiren, verimsiz, kurtarıcı, çeşitlilik sunan, yalnızlaştırıcı, olanaklılık gerektiren, etkileşimsiz, kolay ulaşılabilir, eğlenceli, sanal olarak isimlendirilmiştir. Araştırmanın sonucunda öğrencilerin uzaktan eğitimi en yüksek düzeyde bireysel çaba gerektirici olarak algıladıkları görülmektedir. Bununla birlikte kız öğrenciler uzaktan eğitimi daha çok bireysel çaba gerektiren, etkileşimsiz, kurtarıcı, olanaklılık gerektiren ve verimsiz şeklinde algılarken; erkek öğrenciler uzaktan eğitimi daha çok çeşitlilik sunan, kolay ulaşılabilir, sanal ve yalnızlaştırıcı şeklinde algılamaktadırlar. Ayrıca daha küçük sınıf düzeyindeki öğrenciler uzaktan eğitimi daha çok etkileşimsiz, kurtarıcı, eğlenceli, olanaklılık gerektiren, çeşitlilik sağlayan ve kolay ulaşılabilir şeklinde algılarken; daha büyük sınıf düzeyindeki öğrenciler uzaktan eğitimi daha çok bireysel çaba gerektiren, verimsiz, sanal ve yalnızlaştırıcı şeklinde algılamaktadırlar.