Когнитивные метафоры как средство концептуализации педагогического знания

Abstract

The problem of metaphorical interpretation of pedagogical phenomena is considered in the article. The phenomenon of a pedagogical metaphor is analyzed in the context of the humanitarian ideas of education on the basis of historical and logical, pedagogical and linguistic approaches. The possibilities of semantic expansion of pedagogical knowledge due to metaphorization are shown in the article, which is conditioned by unique character of pedagogical phenomena and processes, their multifactor character and unpredictability. It is proved that pedagogical metaphor is an integral attribute of interpretation and value formation, and its research goes beyond linguistics, history and literary criticism. The mechanism of the influence of metaphorical tools on the interpreting activity of teachers and scientists is described in the article. It is shown how the pedagogical metaphor, linking dissimilar ideas, which are characterized by their own sets of associative complexes, leads the researcher outwards from the categorically restricted views and promotes the development and specification of the conceptual knowledge that is organically connected with culture, mood of the era and is not controversial to common sense. Heuristic functions of pedagogical metaphors are characterized in the article, their creative possibilities are shown in the formation of theoretical models and the development of scientific hypothesis.

В статье рассмотрена проблема метафорического истолкования педагогических явлений. Феномен педагогической метафоры проанализирован в контексте идей гуманитаризации образования с опорой на историко-логический, собственно педагогический и лингвистический подходы.