Where Do Metaphors Come From?

Dent-Read, Cathy; Szokolszky, Ágnes

doi:10.1207/s15327868ms0803_8

Cited by 32 publications

(13 citation statements)

References 23 publications

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“…Dent-Read et al 1994). For this reason it is not surprising that the most important social concepts are metaphorically played out not only in language, but also in visual representations and in basic ritualized activities (Austin 1995;Dent-Read and Szokolszky 1993;Forceville 1996;Kennedy 1982). Whether in the form of linguistic, visual, or action representations, metaphors re-present relationships in a format more conducive to reflection and action.…”

Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

Perceptual Anthropology: The Cultural Salience of Symmetry

Washburn

1999

American Anthropologist

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In this paper, I advance the position that knowledge about the universals of form perceived by the visual system is fundamental to a theory of how art communicates. I focus on how the perceptual system uses the universal property of symmetry to recognize and classify form. I propose that the symmetries that structure design parts in non‐representational geometric patterns metaphorically encode a culture's fundamental relationships about the world. This metaphorical use of the property of symmetry is illustrated by showing how bifold symmetries in ceramic design embody Puebloan concepts of life. [symmetry of pattern, perceptual universals, worldview in design structure, metaphorical readings]

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Section: Metaphorical Symmetries In Non-representational Artmentioning

confidence: 99%

Perceptual Anthropology: The Cultural Salience of Symmetry

Washburn

1999

American Anthropologist

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“…Many people, however, may block their potentially creative associations because their threshold is too high; as mentioned earlier some people are emotionally "hard of hearing" or even deaf to their own resonating endocepts. It is important to note that these "emotionally deaf' people may still achieve creative associations via diverse available processes such as perception of environmental stimuli, cognitive links, symbolic similarity, selection of random words, or behavioral-or habit-based pathways-although the statistical probability to escape commonly shared associations may be lower (Dent-Read & Szokolszky, 1993;Jacobson & Halle, 1956;Mednick, 1962;Simonton, 1988a).…”

Section: An Example Of Creative Kaetrpetor Generation Through Ended ~~Ementioning

confidence: 99%

Emotion, Metaphor, and the Creative Process

Lubart

Getz²

1997

Creativity Research Journal

141

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“…Metaphors are commonly used to discover and understand something abstract, new, or hidden [26]. Furthermore, a metaphor is a type of behavior involving the identification and use of structural or dynamic characteristics that do not vary, and verbal metaphors are real explanations of the transformation in understanding the essential topic [27]. In developing them, metaphors serve to reflect, shape, and ultimately direct human behavior [28], and as such they play an important role as reflection and awareness-raising tools among educators.…”

Section: Introductionmentioning

confidence: 99%

Metaphorical Perceptions of Prospective Teachers for STEM Education

Çalışıcı¹,

Sümen²

2018

ujer

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In this study, the perceptions of prospective classroom teachers on science, technology, engineering and mathematics (STEM) education approaches have been examined through metaphors. The participants in this qualitative research project included 138 prospective teachers studying between the 2016-2017 academic year in the department of elementary education from the faculty of education at a public university in Turkey. In order to determine the perceptions of STEM teachers selected from different class levels, the prospective teachers were first educated about STEM education. Next, a form, on which the statement, "STEM Education (Science-Technology-Engineering-Mathematics) is like ...because ... " was presented to the prospective teachers, and they were asked to write a metaphor for STEM education, as well as to explain the reason. The data obtained from the forms were analyzed through content analysis. From the data analysis, the valid metaphors on STEM education created by the prospective classroom teachers were collected under 9 different conceptual categories, which were developed on the basis of common characteristics. These categories reveal that the prospective teachers regard STEM as a useful, necessary and highly appreciated approach that involved complementary fields. In some categories, it was found that there were significant differences in the rate of participants according to gender and class level.

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Where Do Metaphors Come From?

Cited by 32 publications

References 23 publications

Perceptual Anthropology: The Cultural Salience of Symmetry

Perceptual Anthropology: The Cultural Salience of Symmetry

Emotion, Metaphor, and the Creative Process

Metaphorical Perceptions of Prospective Teachers for STEM Education

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