The emergence of unconventional metaphors of beauty calls on us to pay attention to competing and seemingly intractable connotations of fear, darkness, ugliness, oppression, repression, callousness ...and dejection that won't leave us indifferent to their appeal.
In this paper, we classify metaphors into four categories: motion-based metaphors, static space-based metaphors, static object-based metaphors, and static event-based metaphors. Then, a study that ...investigated the use of gestures with these types of metaphors is reported. The aim was to examine how these types of metaphors are used with metaphoric and beat gestures during the process of re-telling stories. The participants of the study listened to three audio stories. Each story contained two motion-based metaphors, two static space-based metaphors, two static object-based metaphors, and two static event-based metaphors. After listening to each story, they had to retell the stories in front of a camera. The videos were analyzed to determine the number of metaphoric gestures and beat gestures that had been used by participants during the retelling of the stories. The results showed that the highest number of metaphoric gestures had been used with static space-based metaphors. This was followed by motion-based metaphors, static object-based metaphors, and static event-based metaphors, respectively. On the other hand, the highest number of beat gestures was used with static event-based metaphors. These findings indicate that the use of metaphoric gestures and beat gestures accompanying metaphors is highly dependent on the spatial and motoric properties of the base of the metaphors, which supports the idea of embodied metaphor comprehension.
War and military metaphors have long been used in clinical medicine to describe medicine's collective fight against disease. However, recently resistor trainees have used similar language to describe ...their acts of professional resistance against social harm and injustice. To understand the contours of this war, this study analyzes the metaphoric language these trainees use to describe their acts of resistance.
We recruited 18 resisting trainees using our personal and professional networks and snowball sampling. Participants were interviewed from July 2022–February 2023. Using methodological bricolage, we analyzed the data using Wickens' analytical approach, which draws on constant comparative analysis and discursive textual analysis. Data were analyzed in three phases that included a consult with a military historian, isolation of metaphoric language, and a textual analysis using context clues from participants’ descriptions of their acts of professional resistance.
Resisting trainees used metaphorical language to signal an insurgency to topple power. These trainees referenced two conflicts: the mistreatment of patients and the mistreatment of trainees. Enemies were conceptualized as anyone who actively protects institutions and the traditions of medicine, such as leaders of medical schools and hospitals, and physicians trained in a more traditional system. Trainees conceptualized the primary battlefield as medicine's process of socialization that integrates trainees into a profession, and accepts mistreatment as the norm. Weapons included LCME site visits and sympathetic faculty members.
Whereas metaphorical language around war and the military was previously the purview of physicians, resistor trainees have adopted war metaphors for their own purposes. They do not use these metaphors accidently; they are meant to signal their intentions to restructure medical education. Leaders must begin working with trainees in sincere partnership to create widespread change.
•Resisting medical trainees are engaged in acts of professional resistance to transform medical education and practice.•Resisting medical trainees are using metaphors of war and military to communicate their intentions.•Collectively, resistor trainees are engaged in an insurgency/social movement to overturn those in power.
This study aimed to explore how metaphors were used to interpret the pandemic and to address its challenges in primary and secondary schools in Reggio Emilia, Italy. A questionnaire was administered ...to educators and teachers to understand how languages, images, and metaphors were used by themselves and their students to talk about the pandemic and their experiences of living with it. The goal of the questionnaire was to guide critical reflection and encourage more informed language choices. While the existing literature points out the alleged overuse of war metaphors and military frames in public discourse, our findings show that war metaphors are relatively frequent, with other metaphorical frames widely used by teachers and educators to foster resilient attitudes in students. Moreover, in their professional contexts, teachers and educators mostly use metaphorical frames involving resilient attitudes. Our interpretation of the results supports the hypothesis that the purposeful use and deliberate production of metaphors support the choice of metaphors with positive, constructive implications. Finally, some implications of these findings on the theory of metaphor and the methodology of the research are discussed.
This paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional ...strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by teachers when using metaphor-based teaching include the unsuitability of the topic, the difficulty of the topic, the unavailability of materials, time constraints, extra workload, and metaphor-based teaching not fitting students’ expectations and needs. The research also touches on some countermeasures to deal with the difficulties teachers face when using metaphor-based approach. The results indicate the importance of reevaluating teacher training programs and refocusing teachers' instructional efforts on incorporating metaphor-based teaching, which is often overlooked and not fully acknowledged in language classrooms.
The article is based on the general principles of the theory of conceptual metaphor and the theory of metaphor translation, and will describe the conceptual metaphors of LOVE in the novel Wuthering ...Heights and its translation, based on earlier studies in the field of conceptual metaphor analysis and cognitive linguistics, emphasizing metaphor as one of the most important rhetorical figures in a literature. The cognitive-linguistic contrastive analysis of the conceptual metaphor best indicates the problems in the presentation of literary metaphors, social and cultural differences between different languages, using methodological procedures that include the study of the corpus and the classification of metaphors that are based on the conceptualization of the LOVE entity in the original text. The aim of this research is therefore to point out the importance of metaphoricity and the entity LOVE in the conceptual field, as well as communication between two typologically different languages and the way in which these metaphors are realized.
This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up ...exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)-acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)-toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.
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