A Critical Ecohermeneutic Approach to Education
chapter four—metaphor & thinking with this bird
metaphor & thinking with this bird
Metaphor is a way of understanding the world; it comes naturally to nearly all language-speakers. Any account that makes it out to be odd or queer in relation to “the norm” is itself odd or queer. We think we need such an account only because we have misconstrued the nature of ‘the norm.’ A good account will be as much a critique of standard Western assumptions about meaning’s relation to language as it will be a positive discussion of metaphor. (Zwicky, 2003, p. L115)
Imagination is neither the language of nature nor the language of man, but both at once, the medium of communication between the two—as if the birds, unable to understand the speech of man, and man, unable to understand the songs of birds, yet longing to communicate, were to agree on a tongue made up of sounds they both could comprehend—the voice of running water perhaps or the wind in the trees. Imagination is the elemental speech in all senses, the first and the last, of primitive man and of the poets. (Goddard, 1951, p. 10)
The education system is one of the pivotal institutions responsible for the reproduction of cultural norms and has thus, by and large, maintained the culture of denial with respect to the consequences of rendering earth a cornucopian storehouse (Bowers, 1997; see also Orr, 1991; Prakash & Esteva, 2008; Gruenewald & Smith, 2008; Jardine,...
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