Metaphors We Live by
About: This article is published in Modern Language Review.The article was published on 1982-01-01. It has received 4472 citations till now.
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Book•
01 Jan 1999
TL;DR: The Cognitive Science of Philosophy: A Cognitive Science Of Basic Philosophical Ideas as mentioned in this paper The Cognitive science of philosophy is a branch of the philosophy of early Greek metaphysics and philosophy of philosophy.
Abstract: * Introduction: Who Are We? How The Embodied Mind Challenges The Western Philosophical Tradition * The Cognitive Unconscious * The Embodied Mind * Primary Metaphor and Subjective Experience * The Anatomy of Complex Metaphor * Embodied Realism: Cognitive Science Versus A Priori Philosophy * Realism and Truth * Metaphor and Truth The Cognitive Science Of Basic Philosophical Ideas * The Cognitive Science of Philosophical Ideas * Time * Events and Causes * The Mind * The Self * Morality The Cognitive Science Of Philosophy * The Cognitive Science of Philosophy * The Pre-Socratics: The Cognitive Science of Early Greek Metaphysics * Plato * Aristotle * Descartes and the Enlightenment Mind * Kantian Morality * Analytic Philosophy * Chomskys Philosophy and Cognitive Linguistics * The Theory of Rational Action * How Philosophical Theories Work Embodied Philosophy * Philosophy in the Flesh
6,747 citations
Book•
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01 Sep 1998
TL;DR: The authors surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years, drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture.
Abstract: This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.
1,828 citations
Cites background from "Metaphors We Live by"
...Since the eighties cognitive linguists like Lakoff (1987) and Lakoff & Johnson (1980) have made cognitive science into a major approach to understanding the metaphoric structure of the mind and the close relationship of language, cognition and emotion (Wierzbicka 1992, Pavlenko 2005)....
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TL;DR: A theoretical framework and meta-analysis of 46 studies in natural settings involving 12,883 employees found that telecommuting had small but mainly beneficial effects on proximal outcomes, such as perceived autonomy and (lower) work-family conflict.
Abstract: What are the positive and negative consequences of telecommuting? How do these consequences come about? When are these consequences more or less potent? The authors answer these questions through construction of a theoretical framework and meta-analysis of 46 studies in natural settings involving 12,883 employees. Telecommuting had small but mainly beneficial effects on proximal outcomes, such as perceived autonomy and (lower) work–family conflict. Importantly, telecommuting had no generally detrimental effects on the quality of workplace relationships. Telecommuting also had beneficial effects on more distal outcomes, such as job satisfaction, performance, turnover intent, and role stress. These beneficial consequences appeared to be at least partially mediated by perceived autonomy. Also, high-intensity telecommuting (more than 2.5 days a week) accentuated telecommuting’s beneficial effects on work–family conflict but harmed relationships with coworkers. Results provide building blocks for a more complete theoretical and practical treatment of telecommuting.
1,473 citations
Cites background from "Metaphors We Live by"
...That time is tightly bound to task and place (Lakoff & Johnson, 1980)....
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TL;DR: In this paper, the authors argue for a paradigm shift in what counts as learning and literacy education for youth, and propose two related constructs: collective third space and sociocritical literacy, which can be viewed as a particular kind of zone of proximal development.
Abstract: This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactionally constituted, in which traditional conceptions of academic literacy and instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future.
[Note: The author discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28304].
本文认为有需要转换一个新的思维典模，去看清楚青年所学习的，与所接受的读写教育，什么是最重要。本文着重两个相关的建构: 集体性第三空间与会批判式的读写能力。集体性第三空间这个建构，是从文献记载的研究中建立而成，它可以视作为一种特殊的最近发展区。这观点质疑一些最近发展区的流行定义。社会批判式的读写能力这个建构，把日常与制度上的读写惯例与篇章历史化，并给予新的框架作为指导批判性社会思想的总方针。本文所描述的理论建构是从一个洛杉矶加州大学移民学生领导能力协会(MSLI)的经验个案推究得出的。在这个移民学生领导能力协会的学习生态里，一个集体性第三空间因互动而产生。在这个集体性第三空间里，对学术性读写能力的传统看法，以及为弱势社群学生所提供的教学，均受质疑。取而代之是多样读写能力的看法。这些多样读写能力是因学生不同的實際生活情況的需要而有有选择性的差异，而这些實際生活情況是与学生的远距离与近距离的社會歷史息息相关。在这个移民学生领导能力协会里，混合的语言惯例、社會理論的自覺运用、 玩耍、想像、以及把读写惯例历史化的做法等都与过去、现在、和想象的将来连接起来。
[Podcast: http:www.voiceofliteracy.orgposts28304].
Cet essai fait etat d'un changement de paradigme relatif a ce qui est important en termes d'apprentissage et d'enseignement pour les jeunes. L'accent est mis sur deux concepts lies l'un a l'autre: le Troisieme Espace collectif et le lettrisme sociocritique. Le concept de Troisieme Espace collectif repose sur un corpus de recherche existant et peut etre considere comme une sorte de zone de prochain developpement. La perspective adoptee ici met en question certaines definitions habituelles de la zone de prochain developpement. Un lettrisme sociocritique historicise le quotidien, les pratiques de lettrisme institutionnelles et les ecrits, et les restructure en tant que puissants outils orientes vers une pensee sociale et critique. Les concepts theoriques presentes dans cet essai sont issus d'une etude de cas empirique de l'« Institut de Direction des Etudiants Immigrants » (Migrant Student Leadership Institute - MSLI) de l'universite de Californie a Los Angeles. Au sein de l'ecologie de l'apprentissage de cet institut un Troisieme Espace collectif s'est constitue de facon interactive, dans lequel les conceptions traditionnelles du lettrisme academique et de l'instruction destinee aux etudiants des communautes non dominantes ont ete contestees et remplacees par des formes de lettrisme qui privilegient et sont contingentes a la vie socio historique des etudiants, aussi bien proche que lointaine. Au sein de l'Institut, des pratiques hybrides de langage, l'utilisation deliberee de la theorie sociale, le jeu et l'imaginaire, et l'historicisation des pratiques de lettrisme font le lien entre le passe, le present et le futur imagine.
[Podcast: http:www.voiceofliteracy.orgposts28304].
يقدم هذا المقال حججا لتحويل نموذجي في ما يعتبر تعلم وتعليم القراءة والكتابة للشباب. ونذكر منظورين مترابطين: المكان الثالث الجمعي والقراءة والكتابة في النظرية الاجتماعية النقدية. يبني منظور المكان الثالث الجمعي على أعمال بحثية قائمة ومن المستطاع أن يعتبر نوعا خاصا من منطقة النمو القريب المدى. يتحدى الموقف المأخوذ ها هنا بعض التعريفات الحديثة لمنطقة النمو القريب المدى. تتأرخ معرفة القراءة والكتابة الاجتماعية النقدية ممارسات يومية ومعرفة القراءة والكتابة المعهدية ونصوصها ويعيد إطارها كأدوات قوية تتوجه إلى تفكير اجتماعي نقدي. اشتقت المفاهيم النظرية الموصوفة في هذا المقال من حالة دراسة ميدانية لمعهد قيادة طلاب المهاجرين بحامعة كاليفورنيا في لوس أنجليس. ومن ضمن البيئة التعلمية لدى المعهد، يتكون المكان الثالث تفاعليا بحيث المفاهيم التقليدية لمعرفة القراءة والكتابة التعلمية والتعليمية للطلاب من مجتمعات أقلية متحدية وبالتالي مستبدلة بأشكال معرفة القراءة والكتابة التي تميز وتعتمد على حياة الطلبة الاجتماعية التاريخية من قريب وبعيد. وفي المعهد، تربط ممارسات اللغة الهجينية، واستخدام النظرية الاجتماعية عن عمد في اللعب والتخيل، وتأرخ ممارسات معرفة القراءة والكتابة إلى الماضي والحاضر والمستقبل المتخيل.
[Podcast: http:www.voiceofliteracy.orgposts28304].
В данном эссе приводятся доводы в пользу изменения парадигмы, используемой при обучении молодежи и становлении грамотности среди молодых людей. Основное внимание уделяется двум взаимосвязанным категориям: коллективному третьему пространству и социокритической грамотности. Само понятие коллективного третьего пространства основано на существующих исследованиях и может рассматриваться как один из типов зоны ближайшего развития. Предложенная в статье точка зрения на зону ближайшего развития коренным образом отличается от современных представлений об этом явлении. Социокритическая грамотность рассматривает практику и тексты, существующие в рамках бытовой и институциональной грамотности, как исторические явления, а затем создает из них мощные инструменты, ориентированные на развитие критической общественной мысли. Теоретические конструкты, описанные в данном эссе, берут свое начало в эмпирическом социологическом исследовании, проведенном Институтом лидерства студентов-иммигрантов (MSLI) Калифорнийского университета Лос-Анджелеса. В соответствии с практикуемыми в MSLI подходами к обучению, коллективное третье пространство формируется в интерактивном взаимодействии, когда ломаются традиционные концепции академической грамотности и обучения студентов из недоминантных сообществ, и им предлагаются формы грамотности, которые обеспечивают им привилегии и всецело – и в зоне ближайшего, и в зоне отдаленного развития – зависят от социоисторических параметров жизни студентов. На территории MSLI практикуется смешение языков, сознательное использование социальной теории, игры, полета фантазии и исторического подхода к развитию грамотности, что позволяет связать прошлое, настоящее и предполагаемое будущее.
[Podcast: http:www.voiceofliteracy.orgposts28304].
Este ensayo aboga por un cambio en el paradigma sobre lo que se considera ensenanza y educacion de la cultura escrita en los jovenes. Se enfatizan dos constructos relacionados: el Tercer Espacio colectivo y la cultura escrita sociocritica. El constructor del Tercer Espacio colectivo se basa en una fuente existente de investigacion y puede ser considerado como una zona de desarrollo proximal. El punto de vista que se aboga en este ensayo pone en tela de juicio algunas de las definiciones corrientes de la zona de desarrollo proximal. La cultura escrita sociocritica interpreta desde una perspectiva historica los textos y las practicas de alfabetizacion institucionales y rutinarias, y los vuelve a enmarcar como instrumentos poderosos orientados al pensamiento social critico. Los constructos teoricos descritos en este ensayo proceden del estudio empirico de un caso del Instituto de Liderazgo de Estudiantes Migratorios (MSLI) en la Universidad de California, Los angeles. Dentro de la ecologia de aprendizaje del MSLI, se constituye de forma reciproca un Espacio Tercero en el cual los conceptos tradicionales de instruccion y alfabetizacion academica para los estudiantes de comunidades no predominantes son cuestionadas y remplazadas con formas de alfabetizacion que privilegian y dependen de las vidas sociohistoricas, tanto cercanas como lejanas, de los estudiantes. Dentro del MSLI, practicas hibridas de lengua, el uso conciente de teoria social, el juego y la imaginacion, y la historizacion de practicas de alfabetizacion enlazan el pasado, el presente y el futuro imaginado.
[Podcast: http:www.voiceofliteracy.orgposts28304].
1,332 citations
Cites background from "Metaphors We Live by"
...In this rich ecology, the learning of new concepts and skills, as well as the development of a collective identity, is facilitated through a range of language, reading, writing, and performative practices that embody or enact key concepts, emotions, and theories—the threading of conceptual metaphor, what Lakoff and Johnson (1980) call “cognitive grammar”—in instructional conversations....
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...And if inference is at the heart of metaphor, as Lakoff and Johnson (1980) suggest, then the value of metaphorical language grounded in the particulars of students’ lives and texts in building scientific concepts becomes more evident....
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...And if inference is at the heart of metaphor, as Lakoff and Johnson (1980) suggest, then the value of metaphorical language grounded in the particulars of students’ lives and texts in building scientific concepts becomes more evident....
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...…of a collective identity, is facilitated through a range of language, reading, writing, and performative practices that embody or enact key concepts, emotions, and theories—the threading of conceptual metaphor, what Lakoff and Johnson (1980) call “cognitive grammar”—in instructional conversations....
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Journal Article•
TL;DR: Different subtypes of number–colour synaesthesia are identified and it is proposed that they are caused by hyperconnectivity between colour and number areas at different stages in processing; lower synaesthetes may have cross-wiring (or cross-activation) within the fusiform gyrus, whereas higher synaeste may haveCross-activation in the angular gyrus.
Abstract: We investigated grapheme–colour synaesthesia and found that: (1) The induced colours led to perceptual grouping and pop-out, (2) a grapheme rendered invisible through ‘crowding’ or lateral masking induced synaesthetic colours — a form of blindsight — and (3) peripherally presented graphemes did not induce colours even when they were clearly visible. Taken collectively, these and other experiments prove conclusively that synaesthesia is a genuine perceptual phenomenon, not an effect based on memory associations from childhood or on vague metaphorical speech. We identify different subtypes of number–colour synaesthesia and propose that they are caused by hyperconnectivity between colour and number areas at different stages in processing; lower synaesthetes may have cross-wiring (or cross-activation) within the fusiform gyrus, whereas higher synaesthetes may have cross-activation in the angular gyrus. This hyperconnectivity might be caused by a genetic mutation that causes defective pruning of connections between brain maps. The mutation may further be expressed selectively (due to transcription factors) in the fusiform or angular gyri, and this may explain the existence of different forms of synaesthesia. If expressed very diffusely, there may be extensive cross-wiring between brain regions that represent abstract concepts, which would explain the link between creativity, metaphor and synaesthesia (and the higher incidence of synaesthesia among artists and poets). Also, hyperconnectivity between the sensory cortex and amygdala would explain the heightened aversion synaesthetes experience when seeing numbers printed in the ‘wrong’ colour. Lastly, kindling (induced hyperconnectivity in the temporal lobes of temporal lobe epilepsy [TLE] patients) may explain the purported higher incidence of synaesthesia in these patients . We conclude with a synaesthesia-based theory of the evolution of language. Thus, our experiments on synaesthesia and our theoretical framework attempt to link several seemingly unrelated facts about the human mind. Far from being a mere curiosity, synaesthesia may provide a window into perception, thought and language. www.imprint-academic.com/rama copyright © Journal of Consciousness Studies, 8, No. 12, 2001, pp. 3–34 Correspondence: Center for Brain and Cognition, University of California, San Diego, 9500 Gilman Dr. 0109, La Jolla, CA 92093-0109, e-mail: vramacha@ucsd.edu
1,299 citations
Cites background from "Metaphors We Live by"
...Lakoff and Johnson (1980) have systematically documented the non-arbitrary way in which metaphors are structured, and how they in turn structure thought....
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