Sobre la naturaleza cognitiva de las metáforas y su papel en la educación: respuesta a Molina Rodelo (2021)

On the cognitive dimension of metaphors and their role in education: a response to Molina Rodelo (2021)

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En este artículo de respuesta se ofrece una lectura alternativa de la naturaleza cognitiva de la metáfora. En contraste con el análisis propuesto por Molina Rodelo (2021), el presente modelo cognitivo se aparta de las definiciones existentes basadas en la Teoría de la Metáfora Conceptual (TMT) y la Teoría de los Espacios Mentales (Mental Spaces Theory). Se propone entonces una caracterización de la metáfora como construcción nacida de la cognición encarnada (embodied cognition) del hablante, la que, a su turno, tiene su origen en la percepción misma del entorno. En otras palabras, las metáforas no son un subproducto mental de nuestra experiencia con el mundo físico, una mera simulación mental, como lo afirma la TMT. El resultado es una visión de la metáfora como repositorio de experiencias, actitudes y creencias accesibles a los participantes del acto comunicativo gracias a su experiencia común con el entorno.

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