Metaphors in Science. From Embodied Concepts to Functions in Discourse 3301-JF2649
Contemporary philosophy and cognitive science cast doubt on the Enlightenment belief in the mind-body dualism. The embodiment hypothesis proposes that even the abstract notions of science are not a creation of “pure reason”, but rather that of an embodied mind, the works of which can be equally observed in the structure of concepts and the language used to describe them. This view has impact on the analysis of scientific discourse and the way we perceive the role of metaphors in human understanding of abstractions. Research in the discipline of cognitive linguistics suggests that figures of thought, such as conceptual metaphor and metonymy play a key role in the processes of communication and meaning-making, since they enroot abstract concepts in experiential knowledge. As a consequence, metaphors can realise a number of functions in discourse, not limited to didactics and persuasion, but also involving the constitution of scientific theories.
During this course we will be looking at the way metaphors and metonymies are used to discuss, write and think about abstract concepts in science. The first few classes introduce the essential terminology, including the theories of embodiment, image schemas, as well as conceptual metaphor and metonymy. We will compare metaphors present in the language of science with expressions of metaphorical reasoning in everyday language. We will also discuss experimental research on metaphorical reasoning established within cognitive science. In the second part of the course we will discuss case studies of metaphor use in mathematics, physics, biology and ecology. The course does not require of its participants prior advanced knowledge of exact sciences. What is vital, however, is a general sense of curiosity regarding the aforementioned disciplines. In our discussion of scientific concepts we will pay close attention to the way their structure depends on the human experience of things such as containers, spatial movement, forces, or even social interactions. Students will be evaluated in a series of written and oral assignments throughout the semestre, some of which should allow the participants to explore their own areas of interests.
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge
The graduate has in-depth familiarity with:
- K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics, especially cognitive linguistics and conceptual metaphor theory, in accordance with their chosen specialization (and educational path)
- K_W04 concepts and principles concerning the protection of intellectual property and copyright
Abilities
The graduate is able to:
- K_U01 apply the advanced terminology, theories and methods of linguistic research to solve complex and original research problems within cognitive discourse analysis in accordance with his/her chosen specialization (and educational path)
- K_U04 apply the concepts and principles of intellectual property protection and copyright law
Social competences
The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources, especially in the context of cognitive linguistics and scientific discuourse
- K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required
Assessment criteria
The final grade is based on 3-4 research assignments including tasks such as the collection, analysis and discussion of data in written and spoken form.
(W, U, K)
The maximum amount of absences is 3
Bibliography
Brown, T. L. (2003). Making truth: Metaphor in science. University of Illinois Press.
Byers, W. (2007). How mathematicians think: Using ambiguity, contradiction, and paradox to create mathematics. Princeton University Press.
Cameron, L. (2003). Metaphors in educational discourse. Continuum.
Gentner, D., & Gentner, D. (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner & A. L. Stevens (Eds.), Mental Models (pp. 99–129). Erlbaum.
Grady, J. E. (2017). Using metaphor to influence public perceptions and policy. How metaphors can save the world. In E. Semino & Z. Demjén (Eds.), The Routledge handbook of metaphor and language (pp. 443–454). Routledge.
Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. University of Chicago press.
Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.
Larson, B. (2011). Metaphors for environmental sustainability: Redefining our relationship with nature. Yale University Press.
Littlemore, J. (2015). Metonymy: Hidden shortcuts in language, thought and communication. Cambridge University Press.
Semino, E. (2008). Metaphor in discourse. Cambridge University Press.
Additional information
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