PENINGKATAN PEMAHAMAN KONSEP SISWA DENGAN PENDEKATAN METAPHORICAL THINKING PADA PEMBELAJARAN DARING MATERI ARITMATIKA SOSIAL

This research is motivated by the low understanding of students' mathematical concepts, especially on social arithmetic material. The purpose of this study was to describe the stages of the metaphorical thinking approach method and the magnitude of the increase in students' conceptual understanding of social arithmetic material. The data collection method used in this classroom action research (CAR) includes written tests and observations in each cycle. The research instruments used were lesson plans, worksheets, question sheets, and observation sheets for the implementation of learning in each cycle. The research subjects were students of class VII in one of the madrasah tsanawiyah in Lamongan as many as 23 students. Based on the results of data analysis, the classical student activity assessment increased 23.85% from 66.25% to 90.1%. Student test results also increased by 34.8%, namely from cycle I it reached 47.8% and cycle II reached 82.6%, with the results achieved can be declared complete, and it can be concluded that in online mathematics learning there is an increase in understanding concept in class VII madrasah tsanawiyah in Lamongan by using the application of Metaphorical Thinking.

Embodied metaphor in communication about lived experiences of the COVID-19 pandemic in Wuhan, China

The study investigated how a group of 27 Wuhan citizens employed metaphors to communicate about their lived experiences of the Corona Virus Disease 2019 (COVID-19) pandemic through in-depth individual interviews. The analysis of metaphors reflected the different kinds of emotional states and psychological conditions of the research participants, focusing on their mental imagery of COVID-19, extreme emotional experiences, and symbolic behaviors under the pandemic. The results show that multiple metaphors were used to construe emotionally-complex, isolating experiences of the COVID-19 pandemic. Most metaphorical narratives were grounded in embodied sensorimotor experiences such as body parts, battling, hitting, weight, temperature, spatialization, motion, violence, light, and journeys. Embodied metaphors were manifested in both verbal expressions and nonlinguistic behaviors (e.g., patients’ repetitive behaviors). These results suggest that the bodily experiences of the pandemic, the environment, and the psychological factors combine to shape people’s metaphorical thinking processes.

Bringing the Repertoire Together

This concluding chapter assembles the complete repertoire of proposed motifs—identity, representation, change, containment, and conduit—together with verbal affirmations for each. Summarizing conclusions from previous chapters, it describes each motif’s respective cognitive underpinnings and its distinctive entailments. It also proposes that divisions over practices such as the appropriate disposal of consecrated elements and the legitimacy of reservation and adoration have arisen from differences in these entailments and that a multiply metaphorical approach can help churches practice mutual forbearance and respect. Multiply metaphorical thinking provides access to otherwise inaccessible truths. No metaphor is the whole truth, and each unique, irreplaceable metaphor needs to be complemented and counterbalanced by others.

The Sublime in Motion: Longinus, Freud, and Embedded Metaphors

This paper explores the relevance and the effect of the sublime in connection with Dionysian inspiration, Freud’s concept of the uncanny, and the interpretation of metaphorical thinking developed in the field of cognitive psychology.

Imaginative Leadership: A Conceptual Frame for the Design and Facilitation of Creative Methods and Generative Engagement

In the field of sustainability science, many scholars and practitioners are embracing a ‘humanistic turn’ that draws from psychology and cognitive sciences and from the arts and humanities. Contributing to a spirit of ‘exuberant experimentation’ in the field, this chapter asks: How can creative methods of engagement be operationalized to support the imaginative capacity of researchers and practitioners in the arena of sustainability? In order to address this question, I (a) propose the concept of imaginative leadership to describe the ability to understand and consciously influence the symbolic/metaphorical dimensions of self and others, and (b) explore the process of designing workshops that employ creative methods rooted in ‘transformative mindsets.’ Transformative mindsets refer to specific conceptual frames identified for their potential to disrupt default unsustainable and anthropocentric worldviews and open new spaces of possibility for action and perception. The broad goal of these workshops was to support imaginative leadership towards regenerative sustainability through collaborative experimentation with unconventional methods. Informed by research on metaphorical thinking, somatics, neurocognitive linguistics, and arts-based environmental education, the methods were designed to activate a set of specific transformative mindsets, which were subsequently refined through the process of experimentation and co-reflection during and after the workshops.

Spatial metaphors and the design of everyday things

People use space to think about a variety of non-spatial concepts like time, number, and emotional valence. These spatial metaphors can be used to inform the design of user interfaces, digital and otherwise, in which many of these same concepts are visualized in space. Traditionally, researchers have relied on patterns in language to discover habits of metaphorical thinking. Here we argue that researchers and designers must look beyond language for evidence of spatial metaphors, many of which remain unspoken despite their pervasive effects on people’s preferences, memories, and actions. We propose a simple principle for predicting spatial metaphors from the structure of people’s experiences, whether those experiences are linguistic, cultural, or bodily. By leveraging the latent metaphorical structure of people’s minds, we can design interfaces that help people think.

Embodiment is not the answer to meaning: a discussion of the theory underlying the article by Carina Rasse and Raymond W. Gibbs, Jr. in JLS 50(1)

This article offers a critical response to the discussion in Carina Rasse and Raymond W. Gibbs, Jr. article in JLS 50(1) entitled, Metaphorical Thinking in Our Literary Experiences of J.D. Salinger’s “The Catcher in the Rye”. My paper reconsiders how different the paradigm of cognitive linguistics, particularly in the tradition of conceptual metaphor research, is to that of discourse linguistics, especially in the hermeneutic tradition. Do the two approaches aim at irreconcilable objectives, particularly as cognitive linguistics is focussed on what happens in people’s heads and/or bodies when creating an utterance, whereas I argue that as language is social, it is about the communication of meaning. Discourse linguistics explores what it takes to make sense, to consciously interpret utterances in their contexts, as what an utterance means is how it is intertextually linked to other related utterances. In other words, the meaning of any segment of an utterance of a text, is the sum of the ways in which this segment has been paraphrased in related occurrences. In this paper, I present the two frameworks from my own, strongly biased, perspective.

For the Decoding of a Proverb in a Speech Act

As is known a proverb (both formally and semantically) is the micro-model of the life and mentality of the world where it was created and where it operates. Its basic function is grasping the wisdom seen from the viewpoint of the given ethnos – the general regularities. It is figuratively constructed of the specific material which is recorded in “the sensory material of perception” of the given ethnos, i.e. in its experience linked with this specific part of the universe. Therefore, it is difficult to understand fundamentally proverbs of a foreign language and to identify the relevant frames (sphere of use) of the respective general semantic domain. Its study implies (along with that of the language) the study of the ethnic “metaphorical thinking”, practically ethnopsychology of the people that created it.

METAPHOtogRaphy: Reflections on the Connections of Thoughts and Photos

The article is an attempt to collect and comment on discourse on the relationship between photography and metaphor, which is dispersed in different theoretical works on photography. The author finds these connections crucial in the educational perspective, because they help to inscribe pedagogical activities on photography in a broader humanistic education that aims at cultivating the ability to think. The main theoretical contexts are writings by Bernd Stiegler and Hannah Arendt. The author gives an exemplary analytical study of photographs by Krzysztof Szlapa and Kamil Myszkowski as well as a suggestion of a practical photographic task whose objective is to inspire metaphorical thinking.

STUDENTS’ METAPHORICAL THINKING SKILLS IN STATISTIC METHOD SUBJECT DURING COVID-19 PANDEMIC

The purpose of this study was to analyze students' metaphorical thinking skills in the statistic method subject during COVID-19 Pandemic using three stages of metaphorical thinking. This research was conducted from March to May 2020. Subjects in this study were 11 students of class IIB of Mathematics Education Study Program Mahasaraswati University Denpasar. This study uses descriptive analysis techniques. Data collected through tests, interviews, observations, and documentation. The results showed that students’ metaphorical thinking skills in online learning during COVID-19 Pandemic was still very low where only 20% of students answered correctly at the grounding metaphors stage, 25% at the linking metaphors stage, and only 25% at the redefinitional metaphors stage. Students tend to be confused when required to associate statistical concepts with everyday phenomena and discover the characteristics of the concepts. Online learning due to COVID-19 Pandemic also causes the suit of students to do group discussion as well as the decrease in student motivation primarily in solving metaphorical thinking questions. Some solutions that can be taken to overcome this problem are: 1) Using interactive learning, 2) Using Project-Based learning (PBL), 3) Discussing current trends in learning, 4) Demonstrating assertiveness, and establishing learning rules.