Metaphors in Science. From Embodied Concepts to Functions in Discourse

elective courses

Classroom

The course discusses how metaphors and metonymies are used to develop and think about abstract concepts in science. The first few classes introduce the essential terminology, including the theories of embodiment, image schemas, 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. 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.

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.

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.

Dancygier, B., & Sweetser, E. (2014). Figurative language. Cambridge University Press.

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.

Girvan, A. (2019). Carbon footprints as cultural-ecological metaphors. Routledge.

Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. University of Chicago press.

Johnson, M. (2007). The meaning of the body: Aesthetics of human understanding. University of Chicago Press.

Lakoff, G., & Núñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. Basic Books.

Littlemore, J. (2015). Metonymy: Hidden shortcuts in language, thought and communication. Cambridge University Press.

Semino, E. (2008). Metaphor in discourse. Cambridge University Press.

Knowledge

Students will be able to:

Identify and characterize on an advanced level the place and status of cognitive and conceptual metaphor theory linguistics within the field of discourse analysis

Describe on an advanced level the current trends in metaphor research within cognitive linguistics

Abilities

Students will be able to:

Apply advanced terminology and notions pertinent to the cognitive linguistics, and the thoeries of conceptual metaphor and metonymy

Apply knowledge obtained during the course of studies to account for phenomena taking place in scientific discourse, thereby completing a research task which investigates the role of metaphor in the description of scientific theories

Analyze linguistic, literary and cultural phenomena and draw generalizations on their basis in the context of societal, factors on an advanced level. Specifically they should be able to compare scientific and public discourse.

Discern alternative methodological paradigms within the analysis of discourse and figurative language

Participate in group projects, related to the collection and analysis of linguistic data; collaborate with others and be a team leader in conducting collaborative research, presentations and other tasks included in the curriculum

Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form, especially in the context of explaining problem within linguistics and discourse analysis

Participate in group projects, collaborate with others and be a team leader in conducting collaborative research, presentations and other tasks included in the curriculum

Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate register and form

Social competences

Students will be ready to:

Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development, especially with the skills related to reading and analyzing scientific academic literature

Take responsibility for performing one’s professional duties, with due respect for the work of others during the course, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies

Assess critically one’s own knowledge and skills related to the collection, analysis, and interpretation of linguistic data

The final grade is based on the overall performance of students throughout the semestre. This includes 3-4 research assignments (collection, analysis and discussion of data) which constitute 80% of the grade.

Students should participate in the in-class discussions. This aspect of the course is graded as well.

The maximum amount of absences is 3