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Common minds: A study of metaphors ...

Dunlap, Ruby Kathryn.

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Common minds: A study of metaphors of good and evil across selected language groups.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Common minds: A study of metaphors of good and evil across selected language groups./
Author:	Dunlap, Ruby Kathryn.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2364.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100068
ISBN:	0496476594

Common minds: A study of metaphors of good and evil across selected language groups.
Dunlap, Ruby Kathryn.

Common minds: A study of metaphors of good and evil across selected language groups. - 175 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2364.

Thesis (Ed.D.)--Tennessee State University, 2002.

This research investigated the nature, relationships and implications of metaphor in the expressions of good and evil in Chinese, Vietnamese, Ethiopian, Somali, French and English. Grounded theory research method was used in the collection of metaphoric expressions of good and evil from study participants fluent in both their native languages and English. The researcher, by means of dialogue and open-ended interviews with the study participants, examined both the literal and idiomatic meanings of these expressions. From this examination, they categorized the expressions based on the underlying conceptual metaphor. The parts of the underlying metaphor were compared and contrasted with selected examples in each language group. Following this analysis, the researcher discussed the implications for moral, cognitive and curriculum theories which were justified on the basis of the study results. The results support a theory of universal moral conceptualization with human well-being as the guiding principle for metaphoric representation of good and evil. The results also suggest a paired structure to human mental operations which link the imagination and the reason as an interdependent dynamic of cognition. From the cognitive theory flows a curriculum theory which makes inclusion of both the imagination and the reason imperative to moral teaching which is neither trivial nor arbitrary.

ISBN: 0496476594Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Common minds: A study of metaphors of good and evil across selected language groups.
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100 1 $a Dunlap, Ruby Kathryn. $3 1927925
245 1 0 $a Common minds: A study of metaphors of good and evil across selected language groups.
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2364.
500 $a Director: Dean Roberts.
502 $a Thesis (Ed.D.)--Tennessee State University, 2002.
520 $a This research investigated the nature, relationships and implications of metaphor in the expressions of good and evil in Chinese, Vietnamese, Ethiopian, Somali, French and English. Grounded theory research method was used in the collection of metaphoric expressions of good and evil from study participants fluent in both their native languages and English. The researcher, by means of dialogue and open-ended interviews with the study participants, examined both the literal and idiomatic meanings of these expressions. From this examination, they categorized the expressions based on the underlying conceptual metaphor. The parts of the underlying metaphor were compared and contrasted with selected examples in each language group. Following this analysis, the researcher discussed the implications for moral, cognitive and curriculum theories which were justified on the basis of the study results. The results support a theory of universal moral conceptualization with human well-being as the guiding principle for metaphoric representation of good and evil. The results also suggest a paired structure to human mental operations which link the imagination and the reason as an interdependent dynamic of cognition. From the cognitive theory flows a curriculum theory which makes inclusion of both the imagination and the reason imperative to moral teaching which is neither trivial nor arbitrary.
590 $a School code: 0840.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Language, General. $3 1018089
650 4 $a Philosophy. $3 516511
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710 2 0 $a Tennessee State University. $3 1043473
773 0 $t Dissertation Abstracts International $g 64-07A.
790 1 0 $a Roberts, Dean, $e advisor
790 $a 0840
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100068