Minding Our Metaphors in Education

Autor/in	Rodgers, Shannon
Titel	Minding Our Metaphors in Education
Quelle	In: Educational Philosophy and Theory, 48 (2016) 6, S.563-578 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1052356
Schlagwörter	Figurative Language; Philosophy; Cognitive Processes; Brain; Epistemology; Measurement; Computation; Learning Theories; Theory of Mind + Suchen Sie Ihr Suchwort? Philosophie; Cognitive process; Kognitiver Prozess; Gehirn; Erkenntnistheorie; Messverfahren; Learning theory; Lerntheorie
Abstract	If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a "thing" like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really "works." Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01