Abstract
Our goal for this paper is twofold. First, we will provide an overview of George Lako and Mark Johnson's theory of embodied cognition and argue that it is a useful, ‘empirically responsible’ perspective for understanding the importance of metaphors and other cognitive models (e.g., frames, prototypes, metonymic models) in our thinking and understanding. Second, we will use and critically assess the value of the analytic tools provided by the theory in understanding the cognitive processes and models underlying our thoughts, beliefs, and actions. Specifically, we will use the concepts of metaphor, metonymy, frames, and prototypes as analytic tools to gain insight into the cognitive structures underlying the ideas and claims found in descriptions of the No Child Left Behind (NCLB) Act of 2001.
About the authors
Kevin M. Clark (b. 1965). His research interests include metaphors and other forms of cognitive structuring, embodied, situated, and sociocultural theories of learning and cognition, theoretical foundations of psychology, and the teaching of psychology.
Donald J. Cunningham (b. 1943). His research interests include semiotic models of cognition and technology tools to support learning. His major publications include ‘Beyond educational psychology: Steps toward an educational semiotic’ (1992); ‘Cognition as semiosis: The role of inference’ (1998); ‘Semiotic aspects of pedagogy’ (2003); ‘Fear and loathing in the information age’ (2002); and ‘Masters of our own meaning’ (2005).
© Walter de Gruyter
