Mahmoud Mohammadi, Afzal Sadat Hoseini, Ramazan Barkhordari,
Volume 6, Issue 4 (3-2019)
Abstract
The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of creative thinking based on conceptual metaphor was presented.
Hossein Matoori, Elkhas Veysi, Bahman Gorjian, Mehran Memari,
Volume 8, Issue 1 (10-2020)
Abstract
One of the well-known conceptual metaphors is the metaphor of "time as space". Time as an abstract concept is conceptualized by a concrete concept like space. This conceptualization of time is also reflected in co-speech gestures. In this research, we try to find out what dimension and direction the mental timeline takes in co-speech gestures and under which metaphorical sources of space it takes place. For this purpose, six possible metaphorical sources adopted from space on three axes of sagittal, lateral, and vertical in six spatial directions were examined on the words tomorrow and yesterday. Participants were 137 students ranging in age from 18 to 30. The frequency of occurrence and the average percentage in co-speech gestures showed that the horizontal-sagittal axis back to front adopted from metaphorical-spatial source of linguistic metaphors with 55.75%; and right to left horizontal-lateral axis adopted from metaphorical-spatial source of Persian writing direction with 30.1% were the two influential factors in activating these dimensions and directions. The results of this study showed that language can play an important role in the representation of the mental timeline in co-speech gestures through the embodied sensory-motor experiences that we have from language as a conventional-cultural artifact in writing or linguistic metaphors.
