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Language, Mind, and Culture
How do we make sense of our experience? In order to understand how we construct meaning, the varied and complex relationships among language, mind, and culture need to be understood. While cognitive linguists typically study the cognitive aspects of language, and linguistic anthropologists typically study language and culture, Language, Mind, and Culture is the first book to combine all three and provide an account of meaning-making in language and culture by examining the many cognitive operations in this process. In addition to providing a comprehensive theory of how we can account for meaning making, Language, Mind, and Culture is a textbook for anyone interested in the fascinating issues...
Metaphor in Culture
To what extent and in what ways is metaphorical thought relevant to an understanding of culture and society? More specifically: can the cognitive linguistic view of metaphor simultaneously explain both universality and diversity in metaphorical thought? Cognitive linguists have done important work on universal aspects of metaphor, but they have paid much less attention to why metaphors vary both interculturally and intraculturally as extensively as they do. In this book, Zoltán Kövecses proposes a new theory of metaphor variation. First, he identifies the major dimension of metaphor variation, that is, those social and cultural boundaries that signal discontinuities in human experience. Second, he describes which components, or aspects of conceptual metaphor are involved in metaphor variation, and how they are involved. Third, he isolates the main causes of metaphor variation. Fourth Professor Kövecses addresses the issue to the degree of cultural coherence in the interplay among conceptual metaphors, embodiment, and causes of metaphor variation.
How We Read the Bible
The Bible is interpreted in a variety of ways and through a myriad of lenses. But how we interpret Scripture depends first of all on how we read it. This handbook focuses on the process of reading itself, taking a cognitive-stylistic approach grounded in recent research on language and the mind. Through accessible explanations of twelve key stylistic elements, How We Read the Bible provides all who study Scripture with the tools to understand what happens when we read and draw meaning from biblical texts. Rather than problematizing the divide between authors from the ancient world and a modern-day audience, Karolien Vermeulen and Elizabeth Hayes bridge the gap by exploring the interaction between the cues of the text and the context of the reader. With numerous examples from the Old and New Testaments and helpful suggestions for further study, How We Read the Bible can be used within any framework of biblical study—historical, theological, literary, and others—as a pathway to meeting Scripture on its own terms.
Everyday Nationalism in Hungary
This book examines Hungarian nationalism through everyday practices that will strike most readers as things that seem an unlikely venue for national politics. Separate chapters examine nationalized tobacco, nationalized wine, nationalized moustaches, nationalized sexuality, and nationalized clothing. These practices had other economic, social or gendered meanings: moustaches were associated with manliness, wine with aristocracy, and so forth. The nationalization of everyday practices thus sheds light on how patriots imagined the nation’s economic, social, and gender composition. Nineteenth-century Hungary thus serves as the case study in the politics of "everyday nationalism." The book dis...
Metaphor and the Historical Evolution of Conceptual Mapping
An investigation of the historical evolution of figurative language within the framework of cognitive linguistics. It examines how and why metaphors evolve through the ages; discusses the role of culture; patterns of metaphor evolution; how many people use particular expressions.
Respekterleben bei Menschen mit und ohne Behinderung
Katharina Silter untersucht in diesem Buch den Begriff Respekt auf theoretischer und empirischer Ebene und macht diesen für die Behindertenpädagogik anwendbar. Ziel ihrer Arbeit ist es, Respekt als mehrdimensionalen Begriff operationalisierbar zu machen und diesen dadurch sowohl als Handlungstheorie als auch als empirische Kategorie zur Erhebung von erlebtem Respekt in Interaktionen zu definieren. Die Autorin nimmt dabei die Perspektive von Menschen mit und ohne Behinderungen in den Blick, um ein gemeinsames Verständnis des Respektbegriffs herauszuarbeiten, aber auch um Gruppenunterschiede darzustellen.
