Kathleen Kelley-Lainé

Bio: Kathleen Kelley-Lainé is an academic researcher. The author has contributed to research in topics: Metaphor & Personal narrative. The author has an hindex of 1, co-authored 1 publications receiving 74 citations.

The Metaphors We Live by

Abstract: The author discusses how the analyst makes use of personal metaphors in working with patients. Reflecting upon her experience in elaborating the personal metaphor of "lost childhood" in writing a book, the author describes how the process of "metaphorisation" can help patients come into contact with their unthought and unknown emotions.

Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing

Abstract: Introduction Part I. Discourse on Thinking: 1. Puzzling about (mathematical) thinking 2. Objectification 3. Commognition: thinking as communicating 4. Thinking in language Part II. Mathematics as Discourse: 5. Mathematics as a form of communication 6. Objects of mathematical discourse: what mathematizing is all about 7. Routines: how we mathematize 8. Explorations, deeds, and rituals: what we mathematize for 9. Looking back and ahead: solving old quandaries and facing new ones.

Politics, Power, Poverty and Global Health: Systems and Frames.

Abstract: Striking disparities in access to healthcare and in health outcomes are major characteristics of health across the globe. This inequitable state of global health and how it could be improved has become a highly popularized field of academic study. In a series of articles in this journal the roles of power and politics in global health have been addressed in considerable detail. Three points are added here to this debate. The first is consideration of how the use of definitions and common terms, for example ‘poverty eradication,’ can mask full exposure of the extent of rectification required, with consequent failure to understand what poverty eradication should mean, how this could be achieved and that a new definition is called for. Secondly, a criticism is offered of how the term ‘global health’ is used in a restricted manner to describe activities that focus on an anthropocentric and biomedical conception of health across the world. It is proposed that the discourse on ‘global health’ should be extended beyond conventional boundaries towards an ecocentric conception of global/planetary health in an increasingly interdependent planet characterised by a multitude of interlinked crises. Finally, it is noted that the paucity of workable strategies towards achieving greater equity in sustainable global health is not so much due to lack of understanding of, or insight into, the invisible dimensions of power, but is rather the outcome of seeking solutions from within belief systems and cognitive biases that cannot offer solutions. Hence the need for a new framing perspective for global health that could reshape our thinking and actions.

The paradoxical invisibility of translation in the highly multilingual context of news agencies

Abstract: This article focuses on plurilingual processes in two European-based news agencies: Agence France-Presse (AFP) and Agence telegraphique suisse (ATS). Fieldwork (observation and semi-structured interviews) was conducted in Switzerland at the regional office of AFP in Geneva and at the head office of ATS in Bern. The aim of this study is to evaluate the potential consequences of a highly plurilingual production process on the one hand, and of the ostensible invisibility of multilingualism/translation on the other hand. Some of the interviewed journalists acknowledge the risks that may be posed by interlingual and intercultural transfer (translation), given the working norms of news agencies (rapidity, accuracy of information, and adaptation to the audience). However, the institutional denial of these possible biases may prevent news agencies from reducing them.

Cognitive Linguistics and the Second Language Classroom

Abstract: Cognitive Linguistics (CL) makes the functional assumption that form is motivated by meaning. CL also analyses form-meaning pairings as products of how cognition structures perception. CL thus helps teachers to fit language to the nature of the cognition that learns whilst devising modes of instruction that are better attuned to the nature of the language that has to be learnt. This paper argues that facets of a new approach are starting to emerge and that these can be broadly isolated according to four principles that comprise: embodied learning, conceptualization, the lexico-grammatical continuum, and usage. The principles interact one with another to consolidate the use of some older classroom methods and to point towards new ways of analyzing and presenting English lexis and grammar. They also set down key principles to direct research into classroom learning.

Embodied cognition as a practical paradigm: introduction to the topic, the future of embodied cognition.

Abstract: Embodied cognition pertains to the consequences on thought and emotion of living with our particular human sensory and motor systems. The consequences are quite varied, and researchers across the cognitive sciences have made great discoveries in line with this principle. However, while we offer this principle, it is necessarily broad, and searching for a single unifying theme has not brought researchers together behind a clearly defined endeavor. Rather than attempt to do so, we embrace the variation and specificity in research endeavors across the cognitive sciences to forge a practical sense in which embodied cognition can be a useful paradigm within which to think and work. This topic, The Future of Embodied Cognition, includes contributions from eight sets of authors communicating how embodied cognition has and will influence specific approaches within their disciplines. Through this format, the lessons from each contribution can be easily shared with colleagues across disciplines. As these lessons continue to be shared, a paradigm that is of practical use will emerge, and its coherence across disciplines will follow. To illustrate the practical aspect of this approach, in this introductory paper, we take one lesson from each contribution that must be shared and illustrate how each lesson can apply to a single, specific topic of study.