Cognitive Metaphor Theory
FocusThe role of metaphor in weaving and maintaining webs of meaning
- Knowledge is … network of all established associations
- Knowing is … a web of associations
- Learner is … an associator (individual)
- Learning is … making associations
- Teaching is … selecting (experiences and metaphors)
SynopsisTaking up the Cognitive Science principle that human thought is mainly analogical/associative rather than logical/deductive, Conceptual Metaphor Theory looks at metaphor as a core tool of human thinking. The theory examines how metaphor makes it possible to understand one “conceptual domain” (e.g., idea, cluster of related experiences, set of interrelated interpretations) in terms in terms of another conceptual domain. It also examines how metaphoric associations among domains can orient perception, prompt action, and serve as uncritical justifications for further interpretations. For example, the complex phenomenon of knowledge is popularly understood in terms of stable objects, which prompts such associations as “teaching as delivery,” “learner as receptacle,” “learning as acquiring,” and “intelligence as capacity” (see Acquisition Metaphor). Processes that feature prominently in discussions of Conceptual Metaphor Theory include:
- Reification (Concretism; Hypostatization) – the conceptual shift involved when an abstract phenomenon (e.g., event, thought, concept, value, belief) comes to be treated as a physical object – that is, a form that one might infer is stable and knower-independent, and something that can be acquired, shaped, manipulated, measured, relayed, etc.
- Literalization (Dead Metaphor) (Richard Rorty, 1980s) – the rendering literal of a figurative device, in a way that makes it difficult to be conscious of or to recover the original figurative meaning.
CommentarySince the 1970s, Conceptual Metaphor Theory has evolved from a niche theory into a core element of contemporary Cognitive Science. Across the decades, persistent concerns have been voiced about its empirical accuracy and over-enthusiastic claims of its explanatory power. While still present, such criticisms have been waning – owing in large part to the demonstrated utility of Conceptual Metaphor Theory to make sense of such diverse phenomena as politics, cognition, and mathematics.
Authors and/or Prominent InfluencesGeorge Lakoff; Mark Johnson
Status as a Theory of LearningConceptual Metaphor Theory is a theory of learning. Among its major contributions, the theory has offered testable explanations on how bodily experience comes to serve as the basis of conceptual understandings, how worldviews arise and persist, and how dramatically new insights emerge.
Status as a Theory of TeachingConceptual Metaphor Theory is not a theory of teaching. However, it is proving influential in efforts to distinguish among experiences and interpretations that are woven into key concepts, thus enabling educators to select and emphasize more powerful metaphors and to avoid less useful ones.
Status as a Scientific TheoryAs research methods have been refined and more evidence assembled, Conceptual Metaphor Theory has been demonstrated as a robust scientific theory.
- Literalization (Dead Metaphor)
- Reification (Concretism; Hypostatization)
Please cite this article as:
Davis, B., & Francis, K. (2020). “Conceptual Metaphor Theory” in Discourses on Learning in Education. https://learningdiscourses.com.
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