Појмовна метафора сагледана из социокултурне перспективе
Conceptual Metaphor Seen from Socio-cultural Perspective

Summary/Abstract: This paper discusses the importance of conceptual metaphor and its use within psychology. Conceptual metaphor refers to the understanding of one idea, or conceptual domain, in terms of another, for example, understand ing quantity in terms of directionality (e.g. «prices are rising»). A conceptual domain can be any coherent organization of human experience. The regularity with which different languages employ the same metaphors, which often appear to be perceptually based, has led to the hypothesis that the mapping between conceptual domains corresponds to neural mappings in the brain. Conceptual metaphors are used very often to understand theories and models. A conceptual metaphor uses one idea and links it to another to better understand something. For example, the conceptual metaphor of viewing communication as a conduit is one large theory explained with a metaphor. So not only is our everyday communication shaped by the language of conceptual metaphors, but so is the very way we understand scholarly theories. These metaphors are prevalent in communication and we do not just use them in language; we actually perceive and act in accordance with the metaphors. Importance of it to epistemology is also discussed as the way that conceptual metaphor enters the dialogue with objectivist and positivist approaches to knowledge. There are proposed what place conceptual metaphors could have in the socio-cultural approaches to the interpretation of psychological phenomena as something that culturally mediates our experience. Conceptual metaphor, understood in vygotskian terms, mediates our particular experience with the wider community and affects how we think about certain phenomena. Conceptual metaphor can be seen as one of the deepest (at least conscious) and fundamental tools of our understanding in the way this is culturally mediated. Theories that attempt to explain its origins are represented. The final part seeks to examine the ways in which conceptual metaphor is used in education and shows how conceptual metaphor may affect the school practice itself.

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