Browsing by Subject "metaphors"

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  • Vivitsou, Marianna; Konetas, Dimitris; Tzima, Anastasia; Pasias, Christos (Hellenic Open University, Network for ODL, 2015)
    The increasing demand for global citizenship education and the expansive use of digital technologies for learning create the need for innovative pedagogical approaches and classroom practices. These should encourage active learner engagement and a critical view of the surrounding world, such as, for instance, the role of social networks in young people’s lives, environmental hazards and how human relationships develop nowadays. In this study we will discuss storytelling in a social network for pedagogy by examining how adolescent (14 and 15 year-old) students from a lower secondary school in Greece experienced knowledge construction, sharing and learning with networked peers from Finland and California in the Boundless Classroom project. To do so, we will analyze the content of student interviews and their digital stories. As part of their learning activities the participating students from California, Finland and Greece created digital stories and developed traditional (e.g., speaking, writing etc.), digital (e.g., filming, editing, remixing etc.) and networking (e.g., appreciating and responding to projected cultural landscapes) literacies. Importantly, among others, through stories students expressed their views and worries concerning potential dangers of social networking, and what attitudes would reduce environmental risks. It is these student views that we intend to analyze in order to unlock meanings and metaphors underlying pedagogical storytelling that combined the physical (or actual) and the digital site of learning.
  • Oksanen, Susanna; Hannula, Markku S. (Suomen ainedidaktinen tutkimusseura ry, 2013)
    Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia
    The purpose of this study was to investigate Finnish mathematics teachers’ beliefs about teaching and teachers as expressed through metaphors. Because teachers’ beliefs play a significant role in their teaching, it is important to recognize those beliefs. Metaphors provide insights into beliefs that are not explicit or consciously held. In this study we investigated what kind of metaphors Finnish mathematics teachers in different schools and in different stages of their careers use. This study focused on Finnish 7-9 grade mathematics teachers’ (n=70) metaphors about teacher. The metaphors were classified into five categories: teacher as a subject specialist, teacher as a pedagogue, teacher as a didactics expert, self-referential and contextual metaphors. Teacher as a didactic expert was the most frequently used metaphor (49%). The information gained from this metaphor analysis show teachers’ beliefs about themselves. Changing teachers’ beliefs can help to change teachers’ behaviours and in such way improve teaching and learning process.
  • Husa, Jaakko (Routledge, 2019)
    A metaphor is not merely a rhetorical device belonging to certain comparatists’ personal writing style, but it is an intrinsic part of the attempt to think comparatively. Essentially, metaphorising as an act of epistemic simplification has a special place in comparative law. This chapter discusses the use of metaphor in comparative law by looking at an example from macro-comparative law by Esin Örücü, who has used culinary terms as metaphors while discussing mixed legal systems. The purpose of the following analysis is to illustrate particular epistemic benefits of using metaphors in comparative legal literature. The chapter concludes that metaphors are helpful because they provide points of understanding by making cognitively sense of foreign legal systems and legal hybridities.
  • Portaankorva-Koivisto, Päivi; Grevholm, Barbro (2019)
    Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N= 188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that student teachers have in terms of teaching and being a teacher. The metaphors that mathematics student teachers produced illustrated their identity processes and their emerging identity as a mathematics teacher.
  • Ihanus, Juhani (2022)
    From the perspective of poetry therapy, the author relates Western views of poetic time, rhythm, literary creation, and metaphoric language to ancient Chinese conceptions of literature and to the haiku tradition. The author analyzes and develops practical approaches to using haiku for therapeutic, rehabilitative, and preventive purposes. In haikus, he detects potential to explorative and meditative self- and communal transformation, flexible coping with current anxieties, and the advancement of social and cultural well-being. The ecopoetic applications of haiku pave way to more empathic connections of human beings to nature and the whole cosmos.
  • Airaksinen, Timo (Brill, 2019)
    Vagaries of Desire is a major collection of new essays by Timo Airaksinen on the philosophy of desire. The first part develops a novel account of the philosophical theory of desire, including Girard. The second part discusses Kafka’s main works, namely The Castle, The Trial, and Amerika, and Thomas Hobbes and the problems of intentionality. The text develops such linguistic tropes as metaphor and metonymy in connection with topics like death and then applies them to Kafka’s texts. The third part makes an effort to understand the mysteries of sadism and masochism in philosophical and rhetorical terms. The last article criticizes Thomas Nagel’s influential account of sexual perversion and develops a viable alternative.
  • Puustinen, Liina Kaisa; Sobieraj, Katarzyna; Joris, Willem; d'Haenens, Leen (2016)
    Metaphors are central to the development of thoughts. They structure and determine our perceptions of reality. Depending on the frame applied, a set of cultural values, interpretations, and expectations can be triggered in the reader’s mind. Built upon the identification of metaphors, this article  presents the dominant news frames in the context of the euro crisis as portrayed in the European  press. In each news story under scrutiny, the first two metaphors are identified and clustered, resulting in five dominant frame packages: war, disease, natural disaster, construction, and game. The  relative occurrence of these frames is compared across ten countries and different types of newspapers. That allows to draw conclusions on the influence of the metaphorical frames in the portrayal  of the euro crisis on the public perception of the crisis.  Keywords: metaphors, euro crisis, framing, news
  • Snell, Karoliina; Tarkkala, Heta (2021)
    Finnish biobanks have started to recruit children. The national supervising authority has emphasized the centrality of providing children with age-appropriate information. We analyzed one such campaign. We argue that by simplifying the complex socio-technical arrangements of biobanking with the introduction of a new metaphor-like concept, "Bio-me," the campaign presents a misleading and reductionist picture of data-driven biomedicine and biobank participation. First, the Bio-me character seems to bear similarities to the seventeenth-century explanations of embryological development. Second, the focus in the campaign is on biological material while crucial connections to different sorts of data are ignored. Third, we point to the absence of verbal references to genes and DNA, although the prevailing visualization comprises the double helix. We argue that the campaign has potential to contribute to public misunderstanding of science by introducing a new term that has little connection to actual biology or scientific practices it tries to promote.