Education Metaphors in Mandarin Chinese and in English: An Examination on Idioms and Proverbs
Date Issued
2012
Date
2012
Author(s)
Hsieh, Wen-wen
Abstract
The present study aims to examine how education-related metaphors are represented through metaphors in Mandarin Chinese and English idioms and proverbs, and probe into the conceptual, cognitive processes and the cultural differences underlying these education metaphors. The education metaphors are identified based on Conceptual Metaphor Theory (Kovecses, 2002; Lakoff, 1993; Lakoff & Johnson, 1980) and the Network Model (Fauconnier & Turner, 1994, 2002; Kovecses, 2002).
Four main philosophical differences between the education-related concept of Mandarin Chinese and that of English have been found in this study. To start with, education is conceptualized in a context of religion in both languages, while the image of a door of knowledge, which derives from a door of a temple, is solely pervasive in MANDARIN CHINESE. In addition, TEACHING IS GARDENING is the most prominent metaphor in Mandarin Chinese but not in English, 9.76% of metaphorical expression in English but 14.29%in MANDARIN CHINESE employing LEARNER IS PLANT, which implies a fact that the Chinese society or culture expects teachers to play a dominant and decisive role in the process of education and imposes a great deal of responsibility on them. Secondly, LEARNING IS JOURNEY has been founded in both languages. However, systematic structural metaphors, inclusive of KNOWLEDGE IS DESTINATION, LEARNING DIFFICULTY IS IMPEDIMENT, and LEARNING PROCESS IS MOVEMENT are utilized exclusively in Mandarin Chinese. In Chinese culture, the profound and sublime knowledge usually lies on the top of mountain or at boundless sea. Learners have to overcome the barrier encountered, such as messy grass, and climb up to pursue the distant knowledge. On the other hand, knowledge is conceptualized as experience in English. Learning from mistakes or painful experience is highlighted in English. Finally, LEARNING IS COMMODITY and LEARNER IS COMMODITY are found solely in Mandarin Chinese. As for LEARNING IS COMMODITY, the value of learning or receiving education is highlighted in Mandarin Chinese, whereas learning is conceptualized as gardening, journey, or building in English, still corresponding with the nature of learning as an event. In Chinese culture, education is considered to be a way of facilitating upward social mobility and thus achieving success. As to LEARNER IS COMMODITY, there is a belief that learners can become elites through the process of education and the importance of the elites in a sense that they will make a great contribution to the society is underscored through highlighting the preciousness of a commodity.
Based on the metaphorical analysis and different perspectives taken, philosophically and traditionally ingrained concepts of education in the two cultures can be explored and explicated.
Subjects
conceptual metaphor
education
culture
idioms and proverbs
Type
thesis
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