This article explores the significance of the following fact: in neither the Iliad nor the Odyssey does one find a simile about Zeus. I argue that just as ancient Near Eastern texts characterize a god by declaring it impossible to fashion a comparison about him or her, so the Homeric epics characterize Zeus by avoiding statements in the shape “Zeus (is) like X.”.

This article aims to contribute to ongoing debate on the place of metaphor at the semantics/pragmatics interface. Contextualists have argued that metaphorical utterances (i.e., prosaic/conventional metaphors) behave like literally loose uses of speech in that they are interpreted automatically and unreflectively. If metaphors are interpreted along the same lines as literally loose speech, metaphorical content is part of what a speaker says, and is classified as semantic. Some other authors have observed that metaphorical utterances (i.e., poetic, novel metaphors) seem to (...) behave more like paradigmatic conversational implicatures, and so are conversationally meant. On this picture, metaphors are patently pragmatic. I attempt to square these seemingly disparate observations by developing an idea in Korta and Perry’s _Critical Pragmatics_ (2011). Namely, that _every_ utterance is _systematically_ associated with a family of contents. The truth-conditions of these contents are classified by different contents; some of these contents are reflexive and have the utterance itself as a constituent. They range from the purely reflexive to referential content thereby constituting a family of gradually less reflexive and more contextually independent contents. Differences between prosaic and poetic metaphors roughly correspond to the level of content triggering an inference to metaphorical meaning. (shrink)

The article develops and justifies, on the basis of the epistemological argumentation theory, two central pieces of the theory of evaluative argumentation interpretation: 1. criteria for recognizing argument types and 2. rules for adding reasons to create ideal arguments. Ad 1: The criteria for identifying argument types are a selection of essential elements from the definitions of the respective argument types. Ad 2: After presenting the general principles for adding reasons (benevolence, authenticity, immanence, optimization), heuristics are proposed for finding missing (...) reasons, for deductive arguments, e.g., semantic tableaux are suggested. (shrink)

Conceptual Metaphor Theory makes some strong claims against so-called Classical Theory which spans the accounts of metaphors from Aristotle to Davidson. Most of these theories, because of their traditional literal-metaphorical distinction, fail to take into account the phenomenon of conceptual metaphor. I argue that the underlying mechanism for explaining metaphor bears some striking resemblances among all of these theories. A mapping between two structures is always expressed. Conceptual Metaphor Theory insists, however, that the literal-metaphorical distinction of Classical Theories is empirically (...) wrong. I claim that this criticism is based rather on terminological decisions than on empirical issues. Conceptual Metaphor Theory focusses primarily on conventional metaphors and struggles to extend its mechanism to novel metaphors, whereas Classical Theories focus on novel metaphors and struggle to extend their mechanisms to conventional metaphors. Since all of these theories study metaphors from the synchronic point of view, they are unable to take into account any semantic change. A diachronic perspective is what we need here, one which would allow us to explain the role of metaphor in semantic change and the development of language in general. (shrink)

Women's activities and relations to men are persistent metaphors for man's projects. I query the prominence of these and the lack of equivalent metaphors where men are the metaphoric vehicle for women and women's activities. Women's role as metaphor results from her otherness and her relational and mediational importance in men's lives. Otherness, mediation, and relation characterize the role of metaphor in language and thought. This congruence between metaphor and women makes the metaphor of woman especially potent in man's conceptual (...) economy. (shrink)

This chapter contains sections titled: Highlights of Past Literature Current Work Future Work.

Ce Livre de P. Ricoeur constitue, en fait, comme son titre l'indique une prise de position contre ceux qui, à l'instar de J. Derrida, font des concepts philosophiques des métaphores mortes, abolissant ainsi la spécificité du discours philosophique. Á la métaphore morte, «celle qui ne se dit pas, mais qui se dissimule dans la «releve» du concept qui se dit», P. Ricoeur oppose la metaphore vive qu'il définit ainsi: «La métaphore n'est pas vive seulement en ce qu'elle vivifie un langage (...) constitué. La métaphore est vive en ce qu'elle inscrit l'élan de l'imagination dans un « penser plus » au niveau du concept. » Les positions sont done claires: d'un côté, la métaphore morte qui dissout le discours philosophique, et de 1'autre, la métaphore vive qui en constitue le fondement dynamique. (shrink)

Work on analogy has been done from a number of disciplinary perspectives throughout the history of Western thought. This work is a multidisciplinary guide to theorizing about analogy. It contains 1,406 references, primarily to journal articles and monographs, and primarily to English language material. classical through to contemporary sources are included. The work is classified into eight different sections (with a number of subsections). A brief introduction to each section is provided. Keywords and key expressions of importance to research on (...) analogy are discussed in the introductory material. Electronic resources for conducting research on analogy are listed as well. (shrink)

This paper aims at expanding theories of metaphorical reasoning to other tropes. Asking why figurative language tends to fall into a limited number of patterns, it first examines approaches that offer an answer – ranging from antique rhetoric theory, Hans Blumenberg, Harald Weinrich, Donald Davidson, and Roman Jakobson to George Lakoff and Mark Johnson. By then turning to Giambattista Vico, it puts forth the argument that a limited set of pre-structured ways of embodied reasoning is hard-wired in and enacted by (...) different aspects of children’s ways of playing – and provides the foundation for structures ofthinking inthe adult life. (shrink)

Metaphors of mind and their elaboration into models serve a crucial explanatory role in psychology. In this article, an attempt is made to describe how biology and engineering provide the predominant metaphors for contemporary psychology. A contrast between the discursive and descriptive functions of metaphor use in theory construction serves as a platform for deliberation upon the pragmatic consequences of models derived therefrom. The conclusion contains reflections upon the possibility of an integrative interdisciplinary psychology.

Martin Luther King, Jr.’s anti-war speech, “Beyond Vietnam,” is a noteworthy example of deliberation by dissent from the margins. Attention is given to the formation of his moral argument from similitude, its foundation in metaphor and archetypal imagery, and how it shifted perspective to enable the introduction of alternative lines of argument. King’s argumentation, as it worked rhetorically toward making the war debatable, exhibited key features of deliberative dissent, including catachresis, contingency, perspective, and incommensurability.

This article discusses how the study of metaphoric and more generally, figurative language use contributes to critical discourse analysis. It shows how cognitive linguists’ recognition of metaphor as a fundamental means of concept- and argument-building can add to CDA's account of meaning constitution in the social context. It then discusses discrepancies between the early model of conceptual metaphor theory and empirical data and argues that discursive-pragmatic factors as well as sociolinguistic variation have to be taken into account in order to (...) make cognitive analyses more empirically and socially relevant. In conclusion, we sketch a modified cognitive approach informed by Relevance Theory within CDA. (shrink)

The human being is an imitative animal. This statement, or description, resonates across time and cultures. Its familiarity derives from its repetition. It has, in terms appropriate to this discussion, a memetic quality. What Aristotle says is that "imitation is natural to man from childhood, one of his advantages over the lower animals being this, that he is the most imitative creature in the world, and learns first by imitation". The proof for this, Aristotle goes on to explain, lies in (...) the pleasure derived from imitation. And if pleasurable, it is natural; we are naturally imitative creatures.Among our imitative practices is the social practice of argumentation with all its rhetorical... (shrink)

Ever since 1956 when details of the Logic Theorist were published by Newell and Simon, a large literature has accumulated on computational models and theories of the creative process, especially in science, invention and design. But what exactly do these computational models/theories tell us about the way that humans have actually conducted acts of creation in the past? What light has computation shed on our understanding of the creative process? Addressing these questions, we put forth three propositions: (I) Computational models (...) of the creative process are fundamentally flawed as theories of human creativity. Rather, the universal power of computational models lies elsewhere: (II) Computational models of particular acts of creation can serve as effective experiments to test universal hypotheses about creative processes and mechanisms; and (III) Computation-based architectures of the creative mind provide metaphorical frameworks that, like all good metaphors, can serve as rich sources of insight into aspects of the creative process. In this paper, we provide evidence for these three propositions by drawing upon some particular episodes in the cognitive history of science, technology, and art. (shrink)

How is it that metaphors are meaningful, yet we have so much trouble saying exactly what they mean? I argue that metaphoric thought is an act of imagination, mediated by the contingent form of human embodiment. Metaphoric cognition is an example of the productive interplay between intentional imagery and the body scheme, a process of imaginal modeling. The case of metaphor marks the intersection of linguistic and psychological processes and demonstrates the need for a multi-disciplinary approach not only in philosophy (...) of language, but in cognitive science and consciousness studies as well. (shrink)

Yonatan Ratosh, a renowned Hebrew poet, made his living as a translator. His translations and lists found in his lexical legacy, contain thousands of his suggestions for new Hebrew terms. Among them many instances stand out that manifest some sort of similarity between the concept and the term proposed by Ratosh, thus raising the issue of iconicity. This paper takes a closer look at these instances, integrating theoretical aspects of iconicity and issues concerning lexicon in general, and Ratosh’s means of (...) lexical innovations in particular. Specifically, we first look at image and diagram. We then move beyond the dyad to consider metaphor. After that discussion we point out the asymmetry caused by omitting folk etymology, metonymy, and ellipsis. We propose, then, that semiotics should restrict iconicity only to intrinsic relations within the sign itself, hence image and diagram, thus not contaminating iconicity with cases of secondness, thirdness, or endless conventionalism. (shrink)

The paper analyzes the cognitive functions of metaphors present in both colloquial and scientific discourse. First, presented is the history of research into linguistic metaphors, followed by a discussion of the psycholinguistic turn towards metaphors as thought schemas, as well as metaphoricality embodied in gestures, images and behaviors and their socio-cultural contexts. Based on the analysis of metaphors in the natural sciences, mainly in physics as well as in psychology, the heuristic and methodological functions of metaphors in science are discussed. (...) Finally, on this basis, a general model of the cognitive functions of metaphor is constructed in which, apart from the cognitive communicative functions, emphasized are also the pragmatic aspects of metaphorical thinking. (shrink)

Concepts are traditionally pictured as discrete containers that bring together objects or qualities based on the possession of shared, uniform properties. This paper focuses on a contrasting notion of the concept which holds that concepts are defined by their capacity to reach out and connect with other concepts. Two theories in recent continental philosophy maintain this view: one from Ricoeur, the other from Deleuze and Guattari. Both are offered as attempts to bring art and philosophy into relation, but they differ (...) over how the process of connection is theorized. With Ricoeur, a concept is only a concept if it is inherently predisposed to connect with others, and open to being misapplied through metaphor, whereas, with Deleuze and Guattari, connection is left as the general notion of each and every concept being mutually consistent with other concepts, with the consistency attributed to the external action of “bridging.” The author demonstrates the impact of this difference on how the philosophers perceive the art–philosophy relation, and argues that Ricoeur is better placed to provide a theory of philosophical discourse that is open to the aesthetic. Ricoeur can show it through metaphor, while Deleuze and Guattari can only assert or state an art–philosophy relation through a series of technical claims. The significance of the showing–saying distinction is that it can demonstrate the depth with which conceptual connectivity is located within the philosophers’ respective ontologies, and can help to reveal the value of conceptual connectivity for that ontology. (shrink)

To describe how metaphors work from an argumentative point of view is the first step of this paper. After describing the metaphorical argumentative mechanism, the second step is to apply this mechanism by analyzing some paradigmatic international metaphors that are used in public speeches. This analysis will enable us to see some common grounds between different cultures and countries, especially regarding economical issues and argumentation theory.

This article seeks to provide a theoretical exploration of Prandi's model of conceptual conflicts in metaphors (2017) and to highlight the advantages such model presents in its applications to translation and the text analysis preceding and preparing translation. Such advantages are mainly identified in the model aptness to meet the pragmatic requirements of translation, seen as a practice-based, goal-oriented and context-driven activity. These advantages also distinctly emerge from a comparison with the main tenets of the cognitive tradition. The theoretical basis (...) for an understanding of conceptual conflict and its applications to translation are illustrated through the analysis of three brief excerpts from literary texts in English and their Italian translation. (shrink)

I begin with an anecdote. While a senior at a small liberal arts college, I participated in a year-long senior seminar on evolution. The central questions were how we come to be human and, more basically, what it means to be human. Units were taught from the perspectives of biology, various traditions of philosophy, theology, education, history, and world literature. Faculty were drawn from across the curriculum, each taking units and assigning readings from their discipline that addressed our central questions (...) from an evolutionary perspective. Importantly, the faculty leading seminar discussions also attended each session, so that every meeting possessed the possibility of full-scale intellectual battle not only... (shrink)

A criticism is offered of the chief argument employed by Davidson to debunk the notion of “metaphorical meaning”, which exploits the static nature of standard truth-conditional semantics. We argue, first, that Davidson's argument fails, and go on to suggest, secondly, that truth-conditional semantics would profit if the static feature were abandoned and were replaced by a processual, dynamic conception of meaning. We try to show that this processual aspect can be captured without making the ensuing semantic theory open to the (...) charge of psychologism. (shrink)

There has been a longstanding interest in discovering or uncovering resemblances among what are ostensibly diverse religious schemas by employing a range of methodological approaches and tools. However, it is generally considered a problematic undertaking. Jonathan Z. Smith has produced a large body of work aimed at explicating this and has tacitly based his model of comparison on metaphor, which is traditionally understood to connote similarity between two or more things, as based on a linguistic or pragmatic assessment. However, another (...) possible approach is cognitive. George Lakoff and Mark Johnson have championed the view of “conceptual metaphor,” which regards metaphor as being pervasive not only in language, but also in thought and action. Indeed, according to them, it basically structures our conceptual operations and hence views of the world through partially mapping knowledge across ontological domains, generally from the concrete to the abstract. I shall argue that a similar mechanism can fruitfully be applied to comparing religious schemas, as based on the postulated relationship between the domains of human and divine, physical and abstract, and as realized through expressions of journeying and reflection. (shrink)

In this article I argue that there are metaphoric pictures and that pictures have propositional content; but, I also argue, it does not follow that metaphoric pictures are to be explained in terms of metaphoric content. I develop a "comparison" or "predication" approach that stresses that metaphoric pictures depend on their use in contexts that invoke relevant background knowledge. Our competence with metaphoric pictures is a nonsystematic, nonspecifiable competence because it consists in our ability to harness any variety of relevant (...) background knowledge on the basis of contextual factors. It follows that insofar as our competence is not systematic, it is not possible to have a theory of metaphoric pictures, in the sense of a systematic specification of the types of factors or principles that allow one to grasp that a picture is metaphoric and what the metaphor is. (shrink)

In the paper two seemingly distinct areas of philosophical investigations are brought together: metaphor and dialetheism. They both turn out to be deeply related, which becomes visible against a background, i.e. the hybrid structure of metaphor delineated in the first part. This network elicits three variations of dissonance subsequently called: (1) phantom-contradiction, which is combined with unconventionality of metaphors; (2) indexed-bound contradiction, bearing some cognitive tension but no real truth value gluts and; (3) logical contradiction “spread” between the two layers (...) of metaphorical structure. Finally, the analysis allows for approaching a theoretically pending question concerning the influence of dialetheic aspects of metaphor upon human cognition and thinking in general. (shrink)

The contribution that may come from the general science of signs, semiotics, to the planning and development of education and learning at all levels, from early schooling through to university education and learning should not be neglected. As Umberto Eco claims in the “Introduction” to the Italian edition of his book Semiotica and Philosophy of Language (1984: xii, my trans.), “[general semiotics] is philosophical in nature, because it does not study a particular system, but posits the general categories in light (...) of which different systems can be compared. And for general semiotics philosophical discourse is neither advisable nor urgent: it is simply constitutive.” To the title of their book Semiotic Theory of Learning, at the centre of our attention in the present text, Andrew Stables, Winfried Nöth, Alin Olteanu, Sébastien Pesce, and Eetu Pikkarainen, rightly add the subtitle New Perspectives in the Philosophy of Education. This multivoiced contribution to research in learning and education in a semiotic framework has a unifying reference in the semiotics of Charles S. Peirce, but without disregarding an array of other distinguished exponents of the teaching and education sciences from different disciplines, semioticians and philosophers alike. This book, a polyphonic effort, with its appeal to “act otherwise,” and to do so investing in learning and education, no doubt makes a significant contribution in such a direction: education for transformation, for humanizing social change. Beyond evidencing what to us are particularly interesting aspects of the topics under discussion in Semiotic Theory of Learning, we also propose to continue and amplify this multivoiced dialogue. While highlighting still other aspects and contributions made by the same semioticians and philosophers presented by the authors of this book, involving such figures as Charles Peirce, Charles Morris, Thomas Sebeok, John Deely, etc., we have further introduced other voices made to resound throughout, whether directly or indirectly, like that of Victoria Welby, Mikhail Bakhtin, Emmanuel Levinas, Adam Schaff, Ferruccio Rossi-Landi, Marcel Danesi, Augusto Ponzio, and Genevieve Vaughan. (shrink)

The overarching theme of Michael Kochin's Five Chapters on Rhetoric seems to be that classical rhetoric is still important. With the help of Socrates, Plato, Aristotle, Gorgias, Callicles, Protagoras, Isocrates, Cicero, Quintilian, and others, Kochin makes the case that when thinking about rhetoric, we ought to listen to the ancients—at least most of the time. While the overarching theme deals with the classical tradition, the book's central argument is focused squarely on current rhetorical practices. The proper role of rhetoric, Kochin (...) argues, is to allow "the facts" to "speak for themselves" (164). He attempts to establish this claim by exploring five concepts that are, or ought to be, central to our .. (shrink)

This article presents an exploratory analysis of the metaphoric structure of five artistic paintings within “Think aloud” protocols, in which a group of 14 English speakers with a low self-rated level of expertise in art and history of art expertise were asked to verbalize all their thoughts, ideas and impressions of the artworks. The main findings of this study can be summarized as follows: (1) multiple interpretations for the same artwork are possible, (2) the interpretations of the metaphorical structures described (...) by the participants often diverge from those advanced by the researchers. These findings challenge the methods by which metaphor identification and analysis in pictorials is currently approached. As a matter of fact, most of the research in pictorial metaphors tends to reduce stimuli such as artistic paintings to unique metaphoric interpretations generally produced by a single researcher by means of introspection. By addressing this methodological problem in metaphor research, this article contributes to the development of a theoretical and operational participant-based framework that takes into account the role of metaphoric conceptualization within the domain of art and art cognition. (shrink)

Psychotherapy is commonly described as a “talking cure,” a treatment method that operates through linguistic action and interaction. The operative specifics of therapeutic language use, however, are insufficiently understood, mainly due to a multitude of disparate approaches that advance different notions of what “talking” means and what “cure” implies in the respective context. Accordingly, a clarification of the basic theoretical structure of “talking cure models,” i.e., models that describe therapeutic processes with a focus on language use, is a desideratum of (...) language-oriented psychotherapy research. Against this background the present paper suggests a theoretical framework of analysis which distinguishes four basic components of “talking cure models”: (1) a foundational theory (which suggests how linguistic activity can affect and transform human experience), (2) an experiential problem state (which defines the problem or pathology of the patient), (3) a curative linguistic activity (which defines linguistic activities that are supposed to effectuate a curative transformation of the experiential problem state), and (4) a change mechanism (which defines the processes and effects involved in such transformations). The purpose of the framework is to establish a terminological foundation that allows for systematically reconstructing basic properties and operative mechanisms of “talking cure models.” To demonstrate the applicability and utility of the framework, five distinct “talking cure models” which spell out the details of curative “talking” processes in terms of (1) catharsis, (2) symbolization, (3) narrative, (4) metaphor, and (5) neurocognitive inhibition are introduced and discussed in terms of the framework components. In summary, we hope that our framework will prove useful for the objective of clarifying the theoretical underpinnings of language-oriented psychotherapy research and help to establish a more comprehensive understanding of how curative language use contributes to the process of ther-apeutic change. (shrink)

In the article, science and poetry, scientific and poetic creativity are considered as part of human culture. It is shown that both scientific and poetic activities are loaded with cognitive content. At the same time, if the thesis about the cognitive orientation of science is not in doubt, then the connection of art with knowledge is not so obvious and needs explication. Poetry is considered as cultural phenomena that are directly related to knowledge, to the cognitive component of human activity. (...) Poetry and science can be compared on the basis of their direct relationship to the emotional environment of human existence and the existential feelings experienced by the subject of knowledge. In the article, we evaluate the concept of intellectual emotion, which was introduced by members of the Kharkiv linguistic school for the analysis of human cognitive activity in culture. For analysis of existential feelings, we review the conditions of self-awareness of both scientific and poetic activity. Special attention is paid to the analysis of apperception of the complex poetic contents of the consciousness of both poet and reader-interpreter as his co-author. Considering the views of E. Husserl and A. Bergson as well as the views of members of the Kharkiv linguistic school, we discuss the theoretical and cognitive aspect of poetic creativity. In the article, we conclude about a person’s holistic perception of knowledge, which is not only appercepted by the human mind but also affects his emotional sphere. We have shown that there are intellectual emotions involved in the consciousness of a person who solves a complex scientific or philosophical problem as well as perceiving poetry that has an cognitive aspect. We also concluded that existential emotions and feelings play a significant role in cognition. Therefore, knowledge can be not only scientific or philosophical but also poetic, and in the latter form of knowledge the existential aspects are more clearly manifested. (shrink)

This article explores a German philosophy of metaphor, which proposed a close link between the body and the mind as the basis for metaphor, debunked the view that metaphor is just a decorative rhetorical device and questioned the distinction between the literal and the figurative. This philosophy of metaphor developed at the intersection between a reflection on language and thought and a reflection on the nature of beauty in aesthetics. Thinkers such as Giambattista Vico, Johann Wolfgang von Goethe, Jean Paul (...) and others laid the foundations for this philosophy and it was successively refined by Gustav Gerber, Alfred Biese and Friedrich Nietzsche. It influenced in its turn in various ways the linguistic study of metaphor and the psychology of metaphor as elaborated, for instance, by a lesser-known American scholar, Gertrude Buck. All these thinkers contributed to a philosophy and psychology of the metaphoric according to which metaphors are not only nice, but necessary for the structure and growth of human thought and language. Obvious parallels between this 19th-century philosophy of metaphor and the 20th-century theory of metaphor developed by Lakoff and his followers are examined throughout. (shrink)

In her essay examining how rhetoric attends to an “explicitly nonhermeneutic, ethical dimension” of the relationship between self and other, Diane Davis argues that the act of attunement is vital to the rhetorical challenge of “keep[ing] hermeneutic interpretation from absorbing the strictly rhetorical gesture of the [other’s] approach, which interrupts the movement of appropriation and busts any illusion of having understood” (2005, 208, original hers). This comment is part of a larger conversation about ethical action in the face of radical (...) alterity, those marks and gestures of the other that “communicate more than I can comprehend, a ‘surplus’ of alterity that I can neither appropriate nor abdicate” (2005 .. (shrink)

This essay notes a resurgence of interest in rhetorical studies on the appeal of form, grounded in the work of rhetorical theorist Kenneth Burke. The essay argues that form is not only a way to structure discourses, it is a way to structure experience. Form is foundational in creating perceptions and thus experiences. Form is also highly rhetorical, in that how we structure our world carries social and ideological implications. The essay thus argues that an understanding of form as foundational (...) and rhetorical should be central to the educational curriculum. This way of understanding form is then a way of making rhetoric central to education in ways surpassing even the efforts of the ancient Greeks and Romans. A rhetorically centered curriculum based on teaching students how to understand form in their lives is empowering and liberating for students at the same time that it instills in them a strong awareness of ethics. (shrink)

This article seeks to examine Ricœur's reflection on metaphor through an intertextual reading. This reading relates The Rule of Metaphor (1975) with lines of thought developed in a series of lectures held at the Centre de recherches phénoménologiques in Paris, from 1973–1974, on the theme From Language to Image, and an essay which appeared in 1978, “The Metaphorical Process as Cognition, Imagination and Feeling”. This work starts with an analysis of Ricœur's interpretation of the Aristotelian theory of metaphor, a theory (...) which the French philosopher principally develops in The Rule of Metaphor. In the other two papers, Ricœur develops his metaphorology through a dialogue with Kant and he reformulates in linguistic terms the doctrine of productive imagination and transcendental schematism, which become the ontological sphere on which metaphorical and narrative activity are founded. Through the long journey of language, Ricœur's hermeneutics builds a bridge between Aristotle and Kant. This article examines this link to understand and explain further, also at the epistemological level, the relationship between metaphor and narrative. (shrink)

This study is a socio-pragmatic analysis of persuasive strategies used by the participants in “al-ittijāh al-muʿākis”, “The Opposite Direction”, on the Al-­Jazeera TV channel. An ethnographic approach was adopted in the research; the analysis focused on the use of politeness strategies and face-saving and face-­threatening interactions in order to find out their persuasive factors. I observe that religious citations, prophetic sayings, proverbs, and metaphor are used predominantly by the participants in communicating various political issues. I argue that the persuasiveness of (...) these rhetorical strategies stems from their aesthetic influence in establishing moral credibility and in evoking emotional responses. I also argue that these rhetorical strategies are speech acts that indirectly provoke responses and/or aim at saving the speakers’ and/or addressees’ face. The study concludes that persuasiveness is facilitated in part by transferring socio-pragmatic meanings through the use of some politeness and figurative devices such as honorific modes, metaphors and proverbs. (shrink)

In 2015, a group of 18 scientists and bioethicists published an editorial in Science calling for “open discourse on the use of CRISPR-Cas9 technology to manipulate the human genome” and recommending that steps be taken to strongly discourage “any attempts at germline genome modification” in humans with this powerful new technology. Press reports compared the essay to a letter written by Paul Berg and 10 other scientists in 1974, also published in Science, calling for a voluntary deferral of certain types (...) of recombinant DNA experimentation. A rhetorical analysis of the metaphors in these two documents, and in the summary statements that came out of the respective National Academy of Sciences conferences they instigated, shows that while they have a lot in common, they are different in at least one important way. The more recent texts deploy conceptual metaphors that portray the biotechnology in question as an autonomous agent, subtly suggesting an inevitability to its development, in contrast to the earlier texts, which portray the scientists who are using the technology as the primary agents who take action. Rhetorical moves depicting biotechnology as an agent in the 2015 texts hint at contemporary skepticism about whether humans can restrain the forward momentum of science and technology in a global context, thus inhibiting scientists from imagining a consequential role for themselves in shaping the future of responsible research. (shrink)