The categorization of individuals or groups as social parasites has often been treated as an example of semantic transfer from the biological to the social domain. Historically, however, the scientific uses of the term parasite cannot be deemed to be primary, as their emergence in the seventeenth and eighteenth centuries was preceded by a much older tradition of religious and social terminology. Its social use in modern times, on the other hand, builds on a secondary metaphorization from the scientific source (...) concept. This article charts the history of the term parasite from its etymological origins to the present day, distinguishes its metaphorical and non-metaphorical uses, and discusses the implications of these findings regarding the cognitive understanding of the relationship between literal and metaphorical meanings. In conclusion, it is argued that metaphorization needs to be analyzed not only in terms of its conceptual structure but also in its role in discourse history. (shrink)

In his early career, Kenneth Millar, better known as Ross Macdonald, emulated the style of Dashiell Hammett and Raymond Chandler. By the 1960s he had established himself as a distinct voice in the hardboiled genre. In his Lew Archer series, he conveys the complexity of his characters and settings primarily by the use of metaphors. In his 1966 novel Black Money the device performs three functions. In the case of minor characters, the author uses metaphors to comment on Californian (...) society. Concurrently, metaphors describing major characters allow him to develop their dramatic arcs, whereas the recurring elements of the leitmotif serve to demonstrate the narrating detective’s growing concerns with the ongoing investigation. Arguably, it was Macdonald’s use of metaphors that helped define his unique voice. (shrink)

This chapter contains sections titled: Real Understanding The Experience Distant — Understanding Hawaiian‐style The Experience Near — Understanding Holocaust Perpetrators Conclusion Notes.

At the time of its introduction in the end of the 1980s, the concept of natural capital represented new, more ecologically aware thinking in economics. As a symbol of novel thinking, the metaphor of natural capital stimulated a debate between different disciplinary traditions on the definitions of the concept and research priorities and methods. The concept became a means to control the discourse of sustainable development. In this paper, I focus on the power/ knowledge implications of the use of (...) the concept, and I follow the career of the concept of natural capital in ecological economic publications between the years 1988 and 2000. The main interests are in the use of the concept to affect the rules according to which claims concerning sustainable development can be made and in the constitution of objects of environmental knowledge. (shrink)

Metaphor has a double life. It can be described as a directional process in which a stable, familiar base domain provides inferential structure to a less clearly specified target. But metaphor is also described as a process of finding commonalities, an inherently symmetric process. In this second view, both concepts may be altered by the metaphorical comparison. Whereas most theories of metaphor capture one of these aspects, we offer a model based on structure-mapping that captures both sides (...) of metaphor processing. This predicts (a) an initial processing stage of symmetric alignment; and (b) a later directional phase in which inferences are projected to the target. To test these claims, we collected comprehensibility judgments for forward (e.g., “A rumor is a virus”) and reversed (“A virus is a rumor”) metaphors at early and late stages of processing, using a deadline procedure. We found an advantage for the forward direction late in processing, but no directional preference early in processing. Implications for metaphor theory are discussed. (shrink)

David Bohm's interpretation of quantum mechanics yields a quantum potential, Q. In his early work, the effects of Q are understood in causal terms as acting through a real (quantum) field which pushes particles around. In his later work (with Basil Hiley), the causal understanding of Q appears to have been abandoned. The purpose of this paper is to understand how the use of certain metaphors leads Bohm away from a causal treatment of Q, and to evaluate the use of (...) those metaphors. (shrink)

Four experiments tested three competing theories of metaphor comprehension: comparison, categorization, and career-of-metaphor. The findings shed light on key mechanisms involved in metaphor processing and conceptual combination. They show that some novel tropes are privileged in metaphor over simile form, and others may express different interpretations in simile and in metaphor form. These results speak against the assumption that metaphors and similes are interchangeable, thus providing support for the categorization model. A unifying account of (...) metaphor comprehension is proposed, along with a discussion of implications for conceptual combination. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 61.2 (2000) 263-283 [Access article in PDF] Contesting Metaphors and the Discourse of Consciousness in William James Jill M. Kress Ah, not to be cut off,not by such slight partitionto be excluded from the stars' measure.What is inwardness?What if not sky intensified,flung through with birds and deepwith winds of homecoming? --Rainer Maria Rilke William James's lifelong attention to questions about human mental experience (...) elucidates the development of the concept of consciousness through its realization in fields as disparate as natural science, radical empiricism, and religious mysticism. 1 Over the course of a career that both establishes and traverses disciplinary boundaries, James's work embodies tensions between scientific explanations for mental phenomena and the inescapability of metaphysical arguments. Jamesian psychology thus alternates between materialist and spiritualist assumptions of scientists and philosophers at the turn of the century, joining their compulsive investigations into the nature of consciousness. 2 Most readers [End Page 263] of James puzzle over the theoretical contradictions within his work, debating central philosophical dilemmas concerning the status of the conscious self. Perhaps the most paradoxical aspect of James's theories, his response to dualism, emerges as he attempts to negotiate ethereal explanations for consciousness with bodily processes. 3 The mind-body problem disrupts James's more delicately balanced theories, a disruption registered explicitly through the metaphors in his texts.Reading The Principles of Psychology (1890) alongside "Does 'Consciousness' Exist" (1904), this essay demonstrates how figurative language directs James's study of consciousness. I argue that metaphor does more than describe consciousness; metaphor constructs James's arguments, governs his conflicting theories of mind through a series of rhetorical configurations and provokes the continual reconstruction of his ideas of human subjectivity. Furthermore, while it is impossible for James to explain and to study consciousness without metaphor, he experiences great anxiety about using language, figurative or otherwise, to represent his object of study. The language becomes more powerful than his intentions or designs and, indeed, raises implications that James cannot control. James possesses a heightened awareness of what he crafts with words; he also, perhaps more penetratingly, acknowledges the inadequacy of any linguistic system to realize concepts thoroughly. 4 Struggling over appropriate "names" and "terms" for consciousness, James presupposes some clearly delineated concept around which we might wrap a verbal expression; yet he also seems painfully aware that every new metaphor launches an entirely new theory. Fluid and unpredictable, consciousness becomes like language itself, yielding its power precisely because it can be so many things at once. The ultimate principle of Jamesian consciousness seems to be its creative capacity; still, once James admits that the problem of consciousness is a problem of language, his carefully constructed designs begin to unravel. Though consciousness will be translated into James's notion of "pure experience" by the time he writes the radical empiricism [End Page 264] essays, James remains simultaneously committed to his figures (especially of the "stream of consciousness") and ambivalent about the account of consciousness that they provide. James helps create the modern self with its enhanced individuality, though his metaphors at once direct us inward to a centered, private self and propel us outward to find consciousness materializing in the fluxional cycle of the natural world.In presenting his initial theory of the stream of our thoughts, James argues for its coherence. His most famous metaphor of the "stream" of consciousness appears to saturate the varied material of the mind, its water washing over and through any distinctions or separations which the mind might present: Consciousness, then, does not appear to itself chopped up in bits. Such words as "chain" or "train" do not describe it fitly as it presents itself in the first instance. It is nothing jointed; it flows. A "river" or a "stream" are the metaphors by which it is most naturally described. In talking of it hereafter, let us call it the stream of thought, of consciousness, or of subjective life. 5James's desire to find words that are more "natural... (shrink)

The origins of the evolutionary concept of history have normally been associated with the development of an organicist notion of society. The meaning of this notion, in turn, has been assumed as something perfectly established and clear, almost self-evident. This assumption has prevented any close scrutiny of it. As this article tries to show, the idea of "organism" that underlies the emergence of the evolutionary concept of history, far from being "self-evident," has an intricate history and underwent a number of (...) radical and successive redefinitions from the mid-eighteenth century up to approximately 1830 . More specifically, this paper traces some of these transformations in order to contextualize and shed some new light on Herder's philosophy of history and the complex process of its inception-a process that was not concluded by the end of his intellectual career. As the article shows, Herder did not actually succeed in solving some key problems involved in an evolutionary concept of history. The difficulties he found were analogous to those that emerged at that very moment in the development of a dynamic, ontogenetical theory , and both were ultimately linked to the combination of some uneven developments produced in the natural sciences of that time. Herder's philosophy of history thus appears as a paradoxical case of a system of thought that formulates problems which it is still radically unable to solve, lacking the tools to devise a possible solution for them. (shrink)

Carl Vaught wove together a number of papers he delivered on various occasions from 1969-2004 to produce this densely philosophical book, which thus may be taken to represent some of the fundamental issues that occupied the recently deceased Vaught during his prestigious career.

Aristophanes' description of the stages of promotion in the Athenian navy recently received renewed attention, when Mastromarco and Halliwell enlisted it in their battle against the traditional opinion that Aristophanes' early career fell into two stages, a secret one of writing plays but not producing them, and a public one in which he undertook both activities. Mastromarco argues for a tripartite career, and Halliwell, who is against a too strict correlation, for a gradual development, a sort of a (...) complex apprenticeship, which eventually he divides also into three stages similar to those discerned by Mastromarco. In summing up their position, MacDowell paraphrases the above passage according to its prevalent interpretation: ‘The nautical metaphor , with its progression from oarsman to prow-officer to helmsman, indicates that Aristophanes did not take over his task all at once, but by stages. But what were the stages?’. (shrink)

I examine the career advancement facilitators of organizational stakeholders who may be identified as simultaneously “core” and “fringe” in this article, via the insights of 21 leaders with disabilities. To navigate barriers and advance their careers, these leaders benefited from three categories of facilitators, including career self-management strategies, social networks, and organizational and societal factors. Facilitators are synthesized with a metaphor, the three-legged stool, which depicts three foundational pillars that underlie the leaders’ success. Focusing on an understudied (...) element of the social networks pillar, I examine how leaders’ external networks (family, friends, acquaintances, and role models) facilitated their career advancement. Findings point to the role of strong and weak ties in developing leaders’ career self-management strategies as well as their access to core stakeholder positions. Last, contributions, implications, and limitations of this article are discussed. (shrink)

In this paper I outline an approach to managerial decision making that incorporates the important role that metaphors and moral imagination play in our moral reasoning coupled with an organisational moral concept I call the Health of the Organisation. I have used this concept in my managerial (and philosophical) career to interpret and evaluate potential, and actual, courses of action. I have concluded that this concept fits in nicely with Mark Johnson’s analysis of the metaphor of morality is (...) health, which he argues is one of the central moral metaphors in the conceptual framework that we use to interpret and evaluate actions from a reasonable moral point of view. He argues that metaphors are the essential components in defining the rational mental framework utilised in interpreting, evaluating, predicting likely outcomes from various alternatives, and choosing morally acceptable courses of action. I argue that the metaphor morality is health explicated as the Health of the Organisation can serve as an antidote to the unimaginative moral decision making processes that Patricia Werhane has shown can result in bad moral decisions. I do this by demonstrating that a healthy organisation is one that is optimally functional. This means that the components that make up the organisation are so structured that there is no better possible organisational arrangement available for achieving the goals designed to ensure successful performance in the marketplace. (shrink)

Background:Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career.Aim:To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries.Research design:A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed (...) with a single question (visual analogue scale 0–100), the questionnaire also covered several background variables.Participants and research context:The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires.Ethical considerations:Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent.Results:The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves.Discussion and conclusions:In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research. (shrink)

The prevailing metaphor for understanding the persistence of gender inequalities in universities is the “chilly climate.” Women faculty sometimes resist descriptions of their workplaces as “chilly” and deny that gender matters even in the face of considerable evidence to the contrary. I draw on interviews with women academics to explore this apparent paradox, and I offer a theoretical synthesis that may help explain it. I build on insights from Ridgeway and Acker to demonstrate that women do experience gender at (...) work, but the contexts in which they experience it have implications for how they understand gender’s importance and whether to respond. Specifically, I find that women are likely to minimize or deny gender’s importance in interactions. When it becomes salient in structures and cultures, women understand it differently. Placing gender in organizational contexts can better inform our understanding of gender inequality at work and can help in crafting more effective efforts to foster gender equity. (shrink)

William of Poitiers began his career as a knight before studying in the schools of Poitiers and entering the Church. He became a chaplain in the household of William the Conqueror, and was able to give a first-hand account of the events of 1066-7. The Gesta Guillelmi, his unfinished biography of the king, is particularly important for its detailed description of William's campaigns in Normandy, the careful preparations he made for the invasion of England, the battle of Hastings and (...) the establishment of Norman power after the Conquest. It is a mine of information of military tactics and the conduct of war in the eleventh century. Though written from the point of view of the Norman court, it gives what is probably the most authentic account of these momentous events. This edition, by the late R. H. C. Davis and Marjorie Chibnall, with facing-page English translation of the Latin text, provides the first complete English translation, as well as a full historical introduction and detailed notes. (shrink)

Studies of education and careers in science, technology, engineering, and math commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length, contents, and perceived purpose. Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements (...) paints a very different portrait of the STEM workforce—and persistence in it. Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity. (shrink)

A large and growing body of literature has investigated the role of teachers’ agency in their career trajectories. However, far too little attention has been paid to English as a Foreign Language teachers’, especially female EFL teachers’, professional agency for their career development in the Chinese higher education setting. To address this gap, this study explores female EFL teachers’ professional agency from a self-discrepancy theory perspective, namely, how the participating teachers have perceived discrepancies in their professional development and (...) how they have enacted their professional agency to realize sustainable development. Based on a metaphor investigation of 167 teachers and interviews with nine of them, the current study found that there are certain discrepancies between female EFL teachers’ self-guides and actual selves concerning their professional identity construction; female EFL teachers’ professional agency is manifested in the continuum of iteration, practical evaluation, and projectivity processes, as well as in the entity of personal and environmental factors; and 3) female EFL teachers’ professional agency and gender identity are closely intertwined with each other. This study can offer implications for teacher agency research and female teachers’ sustainable development at large. (shrink)

Continues the account of major philosophical currents in the west from Book 1. Shows the way philosophers reacted to the science of Galileo and Newton.

This article introduces a collection of studies of biological concepts crossing over to other disciplines and nonscholarly discourses. The introduction discusses the notion of nomadic concepts as introduced by Isabelle Stengers and explores its usability for conceptual history. Compared to traveling and interdisciplinary concepts, the idea of nomadism shifts the attention from concepts themselves toward the mobility of a concept and its effects. The metaphor of nomadism, as outlined in the introduction, helps also to question the relation between concepts' (...) movement and the production of boundaries. In this way conceptual history can profit from interaction with translation studies, where similar processes were recently discussed under the notion of cultural translation. (shrink)

Two experiments investigated whether motion metaphors for time affected the perception of spatial motion. Participants read sentences either about literal motion through space or metaphorical motion through time written from either the ego‐moving or object‐moving perspective. Each sentence was followed by a cartoon clip. Smiley‐moving clips showed an iconic happy face moving toward a polygon, and shape‐moving clips showed a polygon moving toward a happy face. In Experiment 1, using an explicit judgment task, participants judged smiley‐moving cartoons as related to (...) ego‐moving sentences about space and about time, and shape‐moving cartoons as related to object‐moving sentences. In Experiment 2, participants viewed the same stimuli, but the cartoons were task‐irrelevant. Event‐related brain potentials revealed an early attentional effect of congruity on cartoons following sentences about space, and a later semantic effect on cartoons following sentences about time. Results are most consistent with accounts that posit differences in the processing of novel and conventional metaphors. (shrink)

ExcerptAlain de Benoist, Ernst Jünger: Between the Gods & the Titans. Edited by Greg Johnson. Translated by Greg Johnson and F. Roger Devlin. Budapest: Middle Europe Books, 2022. Pp. 180. The central figure in Alain de Benoist’s introductory volume on the life and work of Ernst Jünger is the Worker. He is an intelligent anchor for the volume, for he, of all of Jünger’s metaphorical symbols, most extensively occupies his thoughts throughout his long career. He also most fully characterizes (...) modernity: first its glorious promise, later its potential horror. Introduced in Jünger’s book of the same name in 1932, the Worker is the dominant figure of our time. Benoist writes that the Worker subsumes “all creation aimed at giving form to the world, all affirmation of power, all expenditure of energy.” In this sense, the Worker dominates modernity because the productive spirit—the belief that one can will into existence that which one conceives—dominates modernity. Titanic factories, new political systems, an interconnected world state: these ambitious projects of the time are the realization of this figure. (shrink)

This book offers a detailed account of the importance of psychoanalysis in Derrida's thought. Based on close readings of texts from the whole of his career, including less well-known and previously unpublished material, it sheds new light on the crucial role of psychoanalysis in shaping Derrida's response to a number of key questions. These questions range from the psyche's relationship to technology to the role of fiction and metaphor in scientific discourse, from the relationship between memory and the (...) archive to the status of the political in deconstruction. Focusing on Freud but proposing new readings of texts by Lacan, Torok and Abraham, Laplanche and Pontalis, amongst other seminal figures in contemporary French thought, the book argues that Derrida's writings on psychoanalysis can also provide an important bridge between deconstruction and the recent materialist turn in the humanities. Challenging a still prevalent 'textualist' reading of Derrida's work, it explores the ongoing contribution of deconstruction and psychoanalysis to pressing issues in critical thought today, from the localizing models of the neurosciences and the omnipresence of digital technology to the politics of affect in an age of terror. (shrink)

Recent metaphor research has revealed that metaphor comprehension involves both categorization and comparison processes. This finding has triggered the following central question: Which property determines the choice between these two processes for metaphor comprehension? Three competing views have been proposed to answer this question: the conventionality view (Bowdle & Gentner, 2005), aptness view (Glucksberg & Haught, 2006b), and interpretive diversity view (Utsumi, 2007); these views, respectively, argue that vehicle conventionality, metaphor aptness, and interpretive diversity determine the (...) choice between the categorization and comparison processes. This article attempts to answer the question regarding which views are plausible by using cognitive modeling and computer simulation based on a semantic space model. In the simulation experiment, categorization and comparison processes are modeled in a semantic space constructed by latent semantic analysis. These two models receive word vectors for the constituent words of a metaphor and compute a vector for the metaphorical meaning. The resulting vectors can be evaluated according to the degree to which they mimic the human interpretation of the same metaphor; the maximum likelihood estimation determines which of the two models better explains the human interpretation. The result of the model selection is then predicted by three metaphor properties (i.e., vehicle conventionality, aptness, and interpretive diversity) to test the three views. The simulation experiment for Japanese metaphors demonstrates that both interpretive diversity and vehicle conventionality affect the choice between the two processes. On the other hand, it is found that metaphor aptness does not affect this choice. This result can be treated as computational evidence supporting the interpretive diversity and conventionality views. (shrink)

In health communication, metaphor can be considered as a reasoning device to let people understand an abstract concept in terms of a concrete one (Lakoff and Johnson 1980; Bowdle and Gentner 2005). Both the positive and negative communicative effects of metaphors have been largely pointed out in a variety of medical fields, from oncology (Semino et al. 2016, 2018) to mental health (Frezza and Zoccolotti 2019). The use of metaphors in vaccine communication has been less considered, though it might (...) be crucial to let people understand vaccination as an important collective health phenomenon. A previous study (Scherer et al. 2015) focused on the communicative effects of conventional metaphors for vaccination, but not specifically on novel metaphors deliberately used to explain the concept of population immunity in vaccination. We hypothesized that metaphors used to explain vaccination as a collective phenomenon could improve the communicative aims of pro-vaccination texts in many respects, ranging from understandability to trust in expertise. We designed a study to test the hypothesis: two groups of participants were presented with a text about vaccination as a collective phenomenon, described in either literal or metaphorical terms. They were asked to evaluate the text on different communicative aspects from both an individual and a collective point of view. The results confirmed the hypothesis that metaphor is an effective reasoning device and that it also enhances the overall communicative effects of the message, in terms of understandability, persuasion, feeling of control over the health situation, trust in expertise, and uptake of experts’ advice. However, the results show that this effect is significantly nuanced in the individual vs. collective response type. (shrink)

This book deals with the complicated realm of metaphor, an enigma deeply embedded in language and cognition. There has been much discussion of metaphor in the past, but it was characterized by a certain fragmentation and lacked interdisciplinarity. In this field of study, the dominance of Cognitive Linguistics, epitomized by the Conceptual Metaphor Theory of George Lakoff and Mark Johnson, has caused the marginalization of alternative perspectives. To fill this gap, this book embarks on an interdisciplinary journey, (...) inviting different theoretical frameworks to engage in a fruitful dialog. It navigates the labyrinth of theories and illuminates the nuanced facets of metaphor. At the center of this exploration are three central questions: whether metaphor belongs to the realm of style or thought, the intricate interplays between literal and metaphorical meanings and the integration of propositional and non-propositional elements in the construction of metaphorical meaning. Through a careful blend of historical analysis and contemporary hypotheses, the book unravels the complexities of metaphor, considering its evolution across the centuries and the myriad interpretations it evokes. By bringing together work from different fields, it ultimately shows that a definition of metaphor is theory-dependent and that metaphor is not a natural kind, but a complex and multifaceted philosophical concept whose study requires a multi-dimensional approach that transcends narrow theoretical boundaries. In this way, the book explores these considerations’ most important philosophical consequences and offers new insights into this fundamental aspect of human language. (shrink)

Nietzsche’s metaphor of seduction suggests that language catches philosophers in the trap of metaphysics. Nietzsche uses the poetic powers of language to fight against this metaphysical language. However, his use of the metaphor of truth as a woman seems to seduce him back in metaphysics. Metaphors become seductive because of their rhetorical and performative power. One must therefore be wary of the seduction of metaphors when attempting at revaluating the metaphysics of language. Hélène Cixous undertakes such a task, (...) using a poetic language in order to escape the metaphysical dualisms embedded in language without falling back into its traps. (shrink)

The rhetorical career of Libanius of Antioch spanned the reigns of a number of fourth-century emperors. Like many orators, he used the trope of the emperor as a pilot, steering the ship of state. He did this for his imperial exemplar Julian and in fact for his predecessor Constantius II as well. Julian sought to craft an identity for himself as a theocratic king. He and his supporters cast him as an earthly parallel to the Christ-like versions of Heracles (...) and Asclepius he constructed, which was arguably a co-opting of Christian and particularly Constantinian themes. In a public oration, Julian even placed himself in the role of Christ in the Temptation in the Wilderness. This kind of overtly Christian metaphor was not Libanius’ preferred idiom, however, and he wrote of Julian as another kind of chosen and divine saviour-figure, one with its roots in the golden age of Greek philosophy. The figure of the κυβερνήτης, the ‘pilot’ or ‘helmsman’, is a philosophical concept with roots in the thought of the pre-Socratics but most familiar from Plato. The uses of this metaphor by Julian and Libanius highlight the rhetorical strategy and self-presentation the emperor employed during his reign. (shrink)

The life and career of the Soviet scholar of myth and religion Izrail′ Grigor′evič Frank-Kamenetskij is discussed, tracing his development from a scholar working exclusively on semitology to a theorist of myth and literature. The scholar’s relationship to German philosophy and Biblical scholarship is outlined, along with his relationship to Soviet scholarship of the 1920s and 1930s. The development of the scholar’s work is related to his encounter with N. Ja. Marr in the early 1920s, and the way in (...) which Marr’s doctrine underwent considerable revisions when subjected to German philosophy and applied to narrative material is detailed. Finally the way in which attention increasingly turned to the genesis of literary plots and poetic metaphor is discussed, along with both the influence such work exerted and the enduring value of such work today. (shrink)

Objects of Metaphor puts forward a philosophical account of metaphor radically different from those currently on offer. Powerful and flexible enough to cope with the syntactic complexity typical of genuine metaphor, it offers novel conceptions of the relationship between simile and metaphor, the notion of dead metaphor, and the idea of metaphor as a robust theoretic kind. Without denying that metaphor can sometimes be merely ornamental, Guttenplan justifies the view of metaphor as (...) fundamental to language and the study of language. His book will be of great interest not only to philosophers in this field, but also to those working across psychology and linguistics. (shrink)

A provoking new approach to how we understand metaphors thoroughly comparing and contrasting the claims made by relevance theorists and cognitive linguists. The resulting hybrid theory shows the complementarity of many positions as well as the need and possibility of achieving a broader and more realistic theory of our understanding.

How have figures of speech configured new concepts of time, space, and mind throughout history? Brian J. McVeigh answers this question in A Psychohistory of Metaphors: Envisioning Time, Space, and Self through the Centuries by exploring “meta-framing:” our ever-increasing capability to “step back” from the environment, search out its familiar features to explain the unfamiliar, and generate “as if” forms of knowledge and metaphors of location and vision. This book demonstrates how analogizing and abstracting have altered spatio-visual perceptions, expanding our (...) introspective capabilities and allowing us to adapt to changing social circumstances. (shrink)

[v. 1] From the Middle Ages to the Enlightenment.--v. 2. From the German Enlightenment to the age of Darwin.

Journal Name: Cognitive Linguistics Issue: Ahead of print.

This study presents an approach to metaphor that systematically takes contextual factors into account. It analyses how metaphors both depend on, and change, the context in which they are uttered, and specifically, how metaphorical interpretation involves the articulation of asserted, implied and presupposed material. It supplements this semantic analysis with a practice-based account of metaphor at the conceptual level, which stresses the role of sociocultural factors in concept formation.

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

This study aimed to investigate the student-athletes' capability to face the academic, sport, and social challenges during the coronavirus disease 2019 (COVID-19) lockdown and to disclose novel aspects of dual careers. A 32-item online survey encompassing demographic characteristics, sport and university engagement, support and dual-career benefits, physical activity, sitting time, and the time deemed necessary to recover the previous level of performance was developed. Four hundred sixty-seven student-athletes (males: 57%, females: 43%) from 11 countries, competing in 49 different sports (...) (individual: 63.4%, team: 36.6%) at regional (17.5%), national (43.3%), and international (39.2%) levels, and enrolled at high school (21.9%) and university (78.1%) levels completed the survey. During the lockdown, the respondents decreased the time dedicated to sport and academics, although they maintained an active lifestyle. Student-athletes from countries under severe contagion were more likely to train at home, dedicate to academics, and receive support from the coach but less likely receive support from their teachers. With respect to their team sport counterparts, athletes competing in individual sports trained more and were more likely to receive support from their coaches. International athletes showed the highest training time and support from their coaches and as student-athletes. High school students received more support from their coaches and teachers, whereas university students were more likely considering dual careers useful to cope with the COVID-19 pandemic. This study substantiates the relevant role of competitive sports participation in the maintenance of active lifestyles, with student-athletes considering home training and e-learning valuable resources during the lockdown. Furthermore, their sport and academic commitments helped student-athletes cope with the emergency of the COVID-19 pandemic. (shrink)

A Career of Japan is the first study of one of the major photographers and personalities of nineteenth-century Japan. Baron Raimund von Stillfried was the most important foreign-born photographer of the Meiji era and one of the first globally active photographers of his generation. Based on extensive new primary sources and unpublished documents from archives around the world, this book examines von Stillfried's significance as a cultural mediator between Japan and Central Europe.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Pictures of Music Education by Estelle R. JorgensenPaul WoodfordEstelle R. Jorgensen, Pictures of Music Education. Indiana University Press, 2011Estelle Jorgensen has long been a mainstay of the philosophy of the music education community, having served as founding chair of the Philosophy of Music Education Special Research Interest Group of the National Association of Music Educators (formerly the Music Educators National Conference) and founding co-chair of the International Society (...) for the Philosophy of Music Education along with Frede V. Nielsen whose work is the focus of this special issue. She remains editor of the Philosophy of Music Education Review, one of the premiere professional journals in the field of music education, and general editor of the Indiana University Press book series Counterpoints: Music and Education, which has published several of her books, including the current one, Pictures of Music Education (2011), that is the subject of this review. Over the course of her career, she has also contributed many chapters to other leading professional books and to the success of international symposia as host and frequent keynote speaker. One could easily continue to enumerate Jorgensen’s many contributions to the profession, but owing to lack of space it will suffice to simply observe that the field of music education would not be what it is today had it not been for her leadership, mentorship, and commitment to building a community of scholars. It is thus a pleasure to have been invited to review the aforementioned book, which [End Page 209] ventures into “the ground between metaphor and model,” the tension between the figurative and literal, to define music education as fundamentally imaginative and open-ended.1Among the advantages of conceiving of the nature of music education as involving a dialectical tension between various metaphors and derived models, Jorgensen recounts, is that the former, because figurative, evocative, and overlapping, allow for the kinds and degrees of ambiguity and slippage that are necessary for the exercise of imagination leading to more open and productive conversation about ideas. Models, on the other hand, are by definition more literal and thus more subject to direct criticism because intended to represent reality in ways that can be empirically tested through application to practice. Indeed, models make systematic assessment and critique of ideas possible. As Jorgensen continues, models serve to simplify “difficult ideas in terms that can be readily grasped, studied, and tested,” which is particularly important to the credibility of the music teaching profession in the eyes of today’s politicians and the public.2 Nevertheless, and for the obvious reason that what Jorgensen refers to as metaphoric models are derived from metaphors and thus bear some similarity, their boundaries can be “fuzzy.”3 As already suggested, it is here, in the fertile ground between metaphor and model, that Jorgensen thinks the most creative and productive thinking about music education philosophy and practice can occur as scholars and teachers recognize and grapple with, and perhaps celebrate, the various tensions and paradoxes found therein. This approach is intended by her as an alternative to the either/or grand narratives that have in the past stifled conversation by reducing philosophy, research, and pedagogy to a search for “the ‘one’ … true or best way, or ‘high road’ to music education.”4 Jorgensen’s own purpose is more modest, and potentially more liberating, which is to open “other fruitful avenues for understanding the ways in which people come to know music.”5The book consists of fourteen chapters in all, each one, with the exception of the introductory and concluding ones, dedicated to a specific metaphor and its chosen derived model that has been “systematically teased out” before being analyzed for its potential strengths and weaknesses when applied to music education.6 Owing to limited space, it is not practical here to address all of the metaphors and models that Jorgensen presents for the reader’s consideration, but it behooves me to provide a short list in order to facilitate discussion of the overall aims of the book. They are: boutique and consumption; village and community; artist and apprenticeship; revolutionary and transgression; factory and production; garden and growth; therapist and healing; court and... (shrink)

In this essay, I challenge the use of Conceptual Metaphor Theory in the premodern Chinese setting. The dominant, implicit assumption in the literature is that conclusions reached by CMT on the ways in which cognition operates can be applied in toto and without qualification onto the makers of classical Chinese texts. I want to challenge this assumption and argue that textual evidence from premodern Chinese points to a different cognitive process. Differences in the use and conceptualization of image-based thinking (...) as well as differences in the understanding of the relationship between words, images, and the world reveal a different cognitive process. However, I do not wish to argue for a total abandonment of the insights of CMT. Rather, I call for the need to properly qualify its findings in light of premodern Chinese use and conceptions of image-based language. (shrink)