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Metaphors in education

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Dominik Lukes
Dominik Lukes

Introduction to metaphors in education

Business
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Why do teachers have to provide educational services? Conceptual metaphors, blending and educational discourse Dominik Luke š January 2005
On the importance of making connections ,[object Object],[object Object]
Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is and what isn’t metaphor? ,[object Object],[object Object],[object Object]
What does it mean? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conceptual analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What are metaphors now? ,[object Object],[object Object],[object Object],[object Object]
Is this a good idea? ,[object Object],[object Object]
Really? ,[object Object],[object Object]
Conceptual metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object]
Typical conceptual metaphors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is and what isn’t metaphor? Revisited ,[object Object],[object Object],[object Object]
Back to Seger 1: Similar conceptualizations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Back to Seger 2: Dissimilar conceptualizations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Some conceptual metaphors of education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of metaphors I: Conventionality ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of metaphors II: Cognitive function ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of metaphor III: Nature ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Types of source domains ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What do domains look like ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More about metaphors ,[object Object],[object Object],[object Object],[object Object]
How and what for are metaphors used ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Bibliographical interlude I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More questions about metaphor ,[object Object],[object Object],[object Object],[object Object]
Other examples of domain mapping ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conceptual integration US and France have presidents Presidents have to behave in a certain way. … Blended space Input space 1 Input space 2 Generic space Nixon is a president in France. He lies about his actions. His actions are ignored. Nixon does not resign. Nixon was a president. Nixon had to resign because of lying… For French politicians lying is not as problematic …
Blending Pete Seeger ,[object Object],[object Object],[object Object]
Bibliographical interlude II ,[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphors of Education ,[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphor research in Education ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphors of Education ,[object Object],[object Object],[object Object],[object Object]
Education as a source domain ,[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphors and actions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphorical or literal? ,[object Object],[object Object],[object Object],[object Object]
Education as a market place ,[object Object],[object Object]
Market place and moral values ,[object Object],[object Object]
Marketplace domain I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Marketplace and effectiveness ,[object Object]
Marketplace domain II ,[object Object],[object Object],[object Object],[object Object],[object Object]
Marketplace and choice ,[object Object]
Marketplace domain III ,[object Object],[object Object],[object Object],[object Object],[object Object]
Marketplace and values ,[object Object]
Marketplace domain IV ,[object Object],[object Object],[object Object],[object Object],[object Object]
Possible models and mappings I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Possible models and mappings II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Possible models and mappings III ,[object Object],[object Object],[object Object],[object Object],[object Object]
Possible models and mappings IV ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Areas of policy influenced ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Generic space structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Debating the market metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object]
Alternatives to Market Metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions I ,[object Object],[object Object],[object Object]
Conclusions II ,[object Object],[object Object],[object Object],[object Object],[object Object]
Bibliographical endnotes ,[object Object],[object Object]
Feedback Please complete these statements: ,[object Object],[object Object],[object Object]

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Metaphors in education

  • 1. Why do teachers have to provide educational services? Conceptual metaphors, blending and educational discourse Dominik Luke š January 2005
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  • 26. Conceptual integration US and France have presidents Presidents have to behave in a certain way. … Blended space Input space 1 Input space 2 Generic space Nixon is a president in France. He lies about his actions. His actions are ignored. Nixon does not resign. Nixon was a president. Nixon had to resign because of lying… For French politicians lying is not as problematic …
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