The concept of metaphor and its function in the field of language and its requirements in education

Document Type : Research Paper

Authors

1 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 PhD student in Philosophy of Education, University of Tehran, Tehran, Iran

3 Associate Professor Islamic Azad University, North Tehran Branch, Tehran, Iran

4 Professor, Tarbiat Modares University, Tehran, Iran

Abstract

The transformation of the concept of metaphor and its functioning is a miniature of language studies that depicts different linguistic approaches, such as the spectrum of one side of that formal language Russell and Wittgenstein, and the other side of Heidegger's artistic and existential language. In contrast to the symbolic and positivist view of the early analytical philosophers who believed that clarity and resolution were desirable, the Nietzsche and Heidegger's poetic and existentialist approach looks ambiguous, mysterious, and even madness as a way of life. With different distances from this spectrum, there are different thinkers and currents of thought, each with different teachings. This research, by presenting a brief account of the transformation of the concept and function of the metaphor, shows that the concept and function of metaphor are increasingly removed from the rhetorical tradition, sometimes as the nature of language, and sometimes as a description of cognitive and educational processes. The educational result of the report is the conceptual and functional development of metaphor, the recommendation to modify rationalism, focus on the imagination and highlighting the aesthetic approaches, pluralism and acceptance of different narratives, distance from the dogma of empiricism, respect for nature and increasing environmental concerns, and increasing attention to mother tongue.

Keywords

References

 
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