Collective Review: Three Approaches to Teaching and Learning Metaphors

  • Rudolf Schmitt University of Applied Sciences Zittau-Görlitz
Keywords: educational sciences, pedagogy, metaphor, metaphor analysis, didactics, language development, use of metaphors, subjective theories of teachers, climate change

Abstract

Reflecting on the guiding force of metaphors is a long-standing tradition in the German-speaking educational sciences. However, no connection is made to the theory of metaphor, which is derived from modern cognitive linguistics. This may in part be due to a lack of qualitative studies in the educational sciences on the subject of everyday reasoning. These three doctoral studies seek to fill the void, with Peter GANSEN producing detailed descriptions of how children use metaphors, whilst also developing a theory for an "educational metaphorology." Sabine MARSCH, on the other hand, shows how metaphors shape subjective theories of teaching and can open or close active learning. Kai NIEBERT's work focuses on an analysis and comparison of metaphors used by both climate change theorists and everyday observers, whilst also building didactical bridges. Although the three studies differ in terms of methodology and thematic focus, they open up the field of metaphor analysis in the educational sciences, hopefully providing stimulus for further work in this area.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1103195

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Author Biography

Rudolf Schmitt, University of Applied Sciences Zittau-Görlitz
Rudolf SCHMITT, Prof. Dr., Dipl.-Psych., Germanist (M.A.). Arbeitsschwerpunkt: Beratung, Soziale Arbeit mit psychisch kranken Menschen / mit stoffgebundenen Abhängigkeiten. Forschungsschwerpunkt: Metaphernanalyse. Rudolf SCHMITT hat in FQS weitere Bände zu Metaphernanalyse besprochen (BRÜNNER & GÜLICH 2002, http://nbn-resolving.de/urn:nbn:de:0114-fqs020382; GEIDECK & LIEBERT 2003, http://nbn-resolving.de/urn:nbn:de:0114-fqs050340; LAKOFF & JOHNSON 2003, http://nbn-resolving.de/urn:nbn:de:0114-fqs0402190, KUPERBERG & GREEN 2005, http://nbn-resolving.de/urn:nbn:de:0114-fqs060256) und HROCH (2005, http://nbn-resolving.de/urn:nbn:de:0114-fqs070183) sowie die Bände "Sozialwissenschaftliche Hermeneutik" (HITZLER & HONER 1997, http://nbn-resolving.de/urn:nbn:de:0114-fqs0003444) und "Qualitative Forschung. Ein Handbuch (FLICK, VON KARDORFF & STEINKE 2000, http://nbn-resolving.de/urn:nbn:de:0114-fqs010135) rezensiert. Beiträge zur Metaphernanalyse von SCHMITT sind in FQS 10(2) – Metaphernanalyse und die Konstruktion von Geschlecht (http://nbn-resolving.de/urn:nbn:de:0114-fqs0902167), in FQS 4(2) – Methode und Subjektivität in der Systematischen Metaphernanalyse (http://nbn-resolving.de/urn:nbn:de:0114-fqs0302415) – und FQS 1(1) – Skizzen zur Metaphernanalyse (http://nbn-resolving.de/urn:nbn:de:0114-fqs0001206) – zu finden. Zur Lehre qualitativer Forschung existiert ein Praxisbericht in FQS 8(2) (http://nbn-resolving.de/urn:nbn:de:0114-fqs0701D4S8).
Published
2011-09-16
How to Cite
Schmitt, R. (2011). Collective Review: Three Approaches to Teaching and Learning Metaphors. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(3). https://doi.org/10.17169/fqs-12.3.1726

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