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The study focuses on three major case studies: the spread of Darwin's phrase "struggle for existence" in the popularizing literature in turn of the century Germany; the reception of Thomas Kuhn's "Structure of Scientific Revolution" and its identification with the term "paradigm" in the sciences and humanities; and the diffusion of the concept of "chaos" from scientific to everyday discourses.
Introduces the diverse roles metaphors play in the life sciences and highlights their significance for theory, communication, and education.
Metaphor and Knowledge offers a sweeping history of rhetoric and metaphor in science, delving into questions about how language constitutes knowledge. Weaving together insights from a group of scientists at the Santa Fe Institute as they shape the new interdisciplinary field of complexity science, Ken Baake shows the difficulty of writing science when word meanings are unsettled, and he analyzes the power of metaphor in science.
Promoting organizational knowledge is an important consideration for any business looking toward the future. Understanding the dynamics of knowledge-intensive organizations is a crucial first step in establishing a strong knowledge base for any organization. Organizational Knowledge Dynamics: Managing Knowledge Creation, Acquisition, Sharing, and Transformation introduces the idea that organizational knowledge is composed of three knowledge fields: cognitive knowledge, emotional knowledge, and spiritual knowledge. This book is useful for graduate students, researchers, and practitioners in knowledge management, intellectual capital, human resources management, change management, and strategic management.
Analogy has been the focus of extensive research in cognitive science over the past two decades. Through analogy, novel situations and problems can be understood in terms of familiar ones. Indeed, a case can be made for analogical processing as the very core of cognition. This is the first book to span the full range of disciplines concerned with analogy. Its contributors represent cognitive, developmental, and comparative psychology; neuroscience; artificial intelligence; linguistics; and philosophy. The book is divided into three parts. The first part describes computational models of analogy as well as their relation to computational models of other cognitive processes. The second part addresses the role of analogy in a wide range of cognitive tasks, such as forming complex cognitive structures, conveying emotion, making decisions, and solving problems. The third part looks at the development of analogy in children and the possible use of analogy in nonhuman primates. Contributors Miriam Bassok, Consuelo B. Boronat, Brian Bowdle, Fintan Costello, Kevin Dunbar, Gilles Fauconnier, Kenneth D. Forbus, Dedre Gentner, Usha Goswami, Brett Gray, Graeme S. Halford, Douglas Hofstadter, Keith J. Holyoak, John E. Hummel, Mark T. Keane, Boicho N. Kokinov, Arthur B. Markman, C. Page Moreau, David L. Oden, Alexander A. Petrov, Steven Phillips, David Premack, Cameron Shelley, Paul Thagard, Roger K.R. Thompson, William H. Wilson, Phillip Wolff
In the foreword to Wisdom & Metaphor, Jan Zwicky observes that “those who think metaphorically are enabled to think truly, because the shape of their thinking echoes the shape of the world.” Wisdom & Metaphor explores the ways we come to understand the world through analogical structures, and the relation of this form of knowing to conventional epistemology and ontology. Zwicky uses the nature of the book itself, with its facing pages, to create resonant structures of aphorism and quotation which allow the reader to experience the kind of thinking she describes. The author’s wide-ranging influences, coupled with an understated, largely spatial, style of discourse, make this a remarkably original approach to long-standing questions about meaning and language. It offers a unique and compelling argument for the fundamental importance of metaphor to philosophy.
This book explores the possibility that metaphor is a cognitive tool that people routinely use to understand abstract concepts (such as morality) in terms of superficially dissimilar concepts that are relatively easier to comprehend (such as cleanliness).
Understanding metaphor raises key questions about the relationship between language and meaning, and between language and mind. This book explores how this understanding can impact upon the theory and practice of language teaching. After summarising the cognitive basis of metaphor and other figures of speech, it looks at how this knowledge can inform classroom practice. Finally, it sets out how we can use these insights to re-appraise language learning theory in a way that treats it as consonant with the cognitive nature of language.
Metaphor and Thought, first published in 1979, reflects the surge of interest in and research into the nature and function of metaphor in language and thought. In this revised and expanded second edition, the editor has invited the contributors to update their original essays to reflect any changes in their thinking. Reorganised to accommodate the shifts in central theoretical issues, the volume also includes six new chapters that present important and influential fresh ideas about metaphor that have appeared in such fields as the philosophy of language and the philosophy of science, linguistics, cognitive and clinical psychology, education and artificial intelligence.
This book brings together powerful ideas and new developments from internationally recognised scholars and classroom practitioners to provide theoretical and practical knowledge to inform progress in science education. This is achieved through a series of related chapters reporting research on analogy and metaphor in science education. Throughout the book, contributors not only highlight successful applications of analogies and metaphors, but also foreshadow exciting developments for research and practice. Themes include metaphor and analogy: best practice, as reasoning; for learning; applications in teacher development; in science education research; philosophical and theoretical foundations. Accordingly, the book is likely to appeal to a wide audience of science educators –classroom practitioners, student teachers, teacher educators and researchers.