Metaphor  

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Metaphor in philosophy, Bouba/kiki effect

In literary use, a metaphor (from the Greek: metapherin rhetorical trope) is defined as an indirect comparison between two or more seemingly unrelated subjects that typically uses "is a" to join the first subjects for example: "The moon is a ghostly galleon". A metaphor is commonly confused with a simile, which compares two subjects using "like" or "as". An example of a simile: "Her hair looked like a dish mop." In the simplest case, a metaphor takes the form: "The [first subject] is a [second subject]." More generally, a metaphor casts a first subject as being or equal to a second subject in some way. Thus, the first subject can be economically described because implicit and explicit attributes from the second subject are used to enhance the description of the first. This device is known for usage in literature, especially in poetry, where with few words, emotions and associations from one context are associated with objects and entities in a different context.

Within rhetorical theory, metaphor is generally considered to be a direct equation of terms that is more forceful and assertive than an analogy, although the two types of tropes are highly similar and often confused. One distinguishing characteristic is that the assertiveness of a metaphor calls into question the underlying category structure, whereas in a rhetorical analogy the comparative differences between the categories remain salient and acknowledged. Similarly, metaphors can be distinguished from other closely related rhetorical concepts such as metonymy, synecdoche, simile, allegory and parable.

The metaphor is sometimes further analyzed in terms of the ground and the tension. The ground consists of the similarities between the tenor and the vehicle. The tension of the metaphor consists of the dissimilarities between the tenor and the vehicle. In the above example, the ground begins to be elucidated from the third line: "They have their exits and their entrances." In the play, Shakespeare continues this metaphor for another twenty lines beyond what is shown here — making it a good example of an extended metaphor.

The corresponding terms to 'tenor' and 'vehicle' in the nomenclature of George Lakoff (and collaborators such as Mark Johnson and Mark Turner) are target and source. However, Lakoff and collaborators view metaphor as a concept that is pervasive in our thoughts, not just in language (Metaphors We Live By, 1980, p. 1; More Than Cool Reason, 1989, p. 2). Because metaphors are systematic thought structures in conceptual metaphor theory, they say that metaphor is the interaction between a target domain and a source domain — an interaction of schemas or concepts, rather than an interaction of two words. In this nomenclature, conceptual metaphors are named using the convention "target domain IS source domain"; in this notation, the metaphor discussed above would state that "LIFE IS A PLAY". As well as being the conceptual metaphor behind the example above, we also use this conceptual metaphor in sayings like, "It's curtains for him," "She's my leading lady," and "She always wants to be in the spotlight" (Lakoff and Turner, 1989, p. 20). This article primarily views metaphor in terms of its literary usage, rather than its cognitive linguistic usage.

Historical theories of metaphor

Metaphor as style in speech and writing

Viewed as an aspect of speech and writing, metaphor qualifies as style, in particular, style characterized by a type of analogy. An expression (word, phrase) that by implication suggests the likeness of one entity to another entity gives style to an item of speech or writing, whether the entities consist of objects, events, ideas, activities, attributes, or almost anything expressible in language. For example, in the first sentence of this paragraph, the word "viewed" serves as a metaphor for "thought of", implying analogy of the process of seeing and the thought process. The phrase, "viewed as an aspect of", projects the properties of seeing (vision) something from a particular perspective onto thinking about something from a particular perspective, that "something" in this case referring to "metaphor" and that "perspective" in this case referring to the characteristics of speech and writing.

As a characteristic of speech and writing, metaphors can serve the poetic imagination, Sylvia Plath, in her poem "Cut", to compare the blood issuing from her cut thumb to the running of a million soldiers, "redcoats, every one"; and, enabling Robert Frost, in "The Road Not Taken", to compare one's life to a journey.

Viewed also as an aspect of speech, metaphor can serve as a device for persuading the listener or reader of the speaker or writer's argument or thesis, the so-called rhetorical metaphor.

Metaphor as foundational to our conceptual system

Conceptual metaphor

Cognitive linguists emphasize that metaphors serve to facilitate the understanding of one conceptual domain, typically an abstract one like 'life' or 'theories' or 'ideas', through expressions that relate to another, more familiar conceptual domain, typically a more concrete one like 'journey' or 'buildings' or 'food' Food for thought: we devour a book of raw facts, try to digest them, stew over them, let them simmer on the back-burner, regurgitate them in discussions, cook up explanations, hoping they do not seem half-baked. Theories as buildings: we establish a foundation for them, a framework, support them with strong arguments, buttressing them with facts, hoping they will stand. Life as journey: some of us travel hopefully, others seem to have no direction, many lose their way.

A convenient short-hand way of capturing this view of metaphor is the following: CONCEPTUAL DOMAIN (A) IS CONCEPTUAL DOMAIN (B), which is what is called a conceptual metaphor. A conceptual metaphor consists of two conceptual domains, in which one domain is understood in terms of another. A conceptual domain is any coherent organization of experience. Thus, for example, we have coherently organized knowledge about journeys that we rely on in understanding life.</span>

It was Lakoff & Johnson (1980, 1999) who greatly contributed to establishing the importance of conceptual metaphor as a framework for thinking in language. In recent years many scholars have investigated the original ways in which writers use novel metaphors and question the fundamental frameworks of thinking implicit in conceptual metaphors.

When considering the role conceptual metaphor plays in the worldview of the community, the problem becomes twofold. From a sociological, cultural or philosophical perspective, the question becomes, to what extent ideologies maintain and impose conceptual patterns of thought by introducing, supporting, and adapting fundamental patterns of thinking metaphorically. To what extent does the ideology fashion and refashion the idea of the nation as a container with borders? How are enemies and outsiders represented? As diseases? As attackers? How are the metaphoric paths of fate, destiny, history and progress represented? As the opening of an eternal monumental moment (German fascism)? Or as the path to communism (in Russian or Czech for example)?

Though cognitive scholars have made some attempts to take on board the idea that different languages have evolved radically different concepts and conceptual metaphors, they have on the whole remained tied up in the somewhat reductive concept of worldview which derives from the Sapir-Whorf hypothesis. The true source of ethnolinguistics and the thinker who contributed most to the debate on the relationship between culture, language and linguistic communities was the German philologist Wilhelm von Humboldt (1767-1835). Humboldt remains, however, little known in English-speaking nations. Andrew Goatly, in his 'Washing the Brain' (John Benjaminns 2007)does take on board the dual problem of conceptual metaphor as a framework implicit in the language as a system, and the way individuals and ideologies negotiate conceptual metaphors.

James W. Underhill, in 'Creating Worldviews: ideology, metaphor & language' (Edinburgh UP), considers the way individual speech adopts and reinforces certain metaphoric paradigms. This involves a critique of both communist and fascist discourse. But Underhill's studies are situated in Czech and German, which allows him to demonstrate the ways individuals are both thinking 'within', and resisting the modes by which ideologies seek to appropriate key concepts such as 'the people', 'the state', 'history' and 'struggle'.

Though metaphors can be considered to be 'in' language, Underhill's chapter on French, English and ethnolinguistics demonstrates that we cannot conceive of language or languages in anything other than metaphoric terms. French is a treasure, for example. English is a 'tool' for liberating minorities engaging in debate in the global world. Underhill continues his investigation of the relationship between worldview and lanuage in 'Ethnolinguistics and Cultural Concepts: truth, love, hate & war' (Cambridge UP 2012).

See also

• Alliteration
• Analysis of subjective logics
• Cognitive metaphor
• Conceptual blending
• Conceptual metaphor
• Description
• Figure of speech
• Glossary of shapes with metaphorical names
• List of political metaphors
• Literal and figurative language
• Metaphor in philosophy
• Nautical metaphors in English
• Pataphor
• Reification (fallacy)
• Simile
• Tertium comparationis
• Therapeutic metaphor