The Cognitive Role of Metaphors in Processes of Cultural Production

Surovtsev, Valeriy A.; Syrov, Vasily N.

doi:10.1016/j.sbspro.2015.08.032

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…For a learner in need of an epistemic therapy for him not to grapple in numeracy acquisition, cross-domain mapping in the conceptual system need to be engaged when ethnomathematics depicting the environment is used. A teacher who believes students learn through active social interaction with ethnomathematics will perceive better levels of classroom talk once the focus is on using metaphors and analogy constructed culturally (Sabatin, 2013;Surovtsev & Syrov, 2015 ).…”

Section: Theoretical Framework and Literaturementioning

confidence: 99%

Exploring numeracy teaching and learning by using ethnomathematics

Mukwambo,

Zulu,

Kayangula

2023

IJTLM

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The purpose of this study was to explore the impact that the cultural or everyday practices of ethnomathematics of a particular cultural group will have if they are used in teaching and learning of numeracy concepts related to geometrical shapes. It explored cultural practices, artefacts, written, verbal or visual communication messages reflecting mathematics in order to see how they could best eliminate the problems learners encounter in the acquisition of numeracy language. Data was generated using observations, brainstorming and interviews. Based on this research, the impact of using ethnomathematics in numeracy teaching and learning brings in innumerable benefits. These include promoting deep learning and allows teachers to maka use of prior knowledge in the classroom. This allows learners to recall and relate to the concepts learnt and employ them in their daily activities so that they do not to remain inert. Another impact of interest was the reclaiming of names of geometrical shapes from certain languages which currently teachers are not aware of as they are overlooked. For instance when geometrical shapes were first discussed using local terminology, it made more meaning than when taught using English used as a medium of teaching and learning in the research area.

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Section: Theoretical Framework and Literaturementioning

confidence: 99%

Exploring numeracy teaching and learning by using ethnomathematics

Mukwambo,

Zulu,

Kayangula

2023

IJTLM

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“…The origins of this problem lay in the analysis of a literary text, but already at the beginning of the last century the representatives of the "Russian formalism" expanded the content of metaphor to the text of culture as well as to philosophical culture. Nowadays the views on the role of metaphor in a philosophical text in the context of poststructuralism (Derrida, 2012) and analytical philosophy (Lyon, 2000;Surovtsev & Syrov, 2015) seem to be most representative. Through the analysis of the content of a specific philosophical text, philosophers try to understand the logic and structure of the composition of a text, the persuasion methods and, of course, its aesthetic component.…”

Section: Research Questionsmentioning

confidence: 99%

Poetics Issues Of A Philosophical Text: A Topological Aspect

Enikeev¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…The category of animacy-inanimacyin the Russian language and, more broadly, in interpreting objects of reality as animate or inanimate is an object of research of various academic disciplines -linguistics, psychology, culture studies, etc. In [1], the perception of living objects by people is studied; the semantics of animacy-inanimacyis considered as a means of creating metaphorsin [2][3][4][5][6], or as an aspect in the study of the linguistic worldviewin [7][8][9][10]. Traditionally, the category of animacy-inanimacyis defined as a grammatical category of nouns, which reflects the division of objects of reality into animateandinanimate.…”

Section: Introductionmentioning

confidence: 99%

The category of animacy-inanimacy in the Russian language and the linguistic worldview

Narushevich

Bak

2021

E3S Web Conf.

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The main goal main goal of our study is to give a description of a segment of the linguistic worldview, which reflects the division of objects of objective reality into animate and inanimate, which underpins the grammatical category of animacy-inanimacy of nouns in Russian. Methodology. The methodological basis of is study is comprised of the combination of structural-semantic, cultural-anthropological and comparative methods. The interpretation of linguistic phenomena is based upon the link between the grammatical form and its semantic content. The employment of cultural-anthropological approach allows us to reveal the reflection of fragments of the linguistic worldview in language forms, a reflection of collective ideas about the surrounding reality fixed in the language and obligatory for all speakers of this language. An analysis of everyday ideas about various objects of reality that are interpreted as living or inanimate, allows us to discover, at the epistemological level, several intermediate conceptual forms (interpreted as resembling the animate, as formerly animate, as a set of living organisms, etc.).This makes it possible to explain the existence of nouns with fluctuating animacy-inanimacy. Results. The performed analysis leads us to the conclusion that in the linguistic consciousness of speakers, the classification of objects as animate/inanimate is carried out not onlyon the basis of the biological properties of these objects, but also basedontheir interpretationbyspeakersas active or inactive. At the same time, ourinterpretationof some objects may cause difficulties because they combine the characteristics of both “animate” and “inanimate”.

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The Cognitive Role of Metaphors in Processes of Cultural Production

Cited by 3 publications

References 2 publications

Exploring numeracy teaching and learning by using ethnomathematics

Exploring numeracy teaching and learning by using ethnomathematics

Poetics Issues Of A Philosophical Text: A Topological Aspect

The category of animacy-inanimacy in the Russian language and the linguistic worldview

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