Thesis (M.A.)--Johnson Bible College, 2002. / Includes bibliographical references (leaves 83-92).

People use metaphors to describe or understand one thing in terms of another. The central idea of this thesis is that metaphors can be used to teach mathematics, particularly abstract topics such as directed numbers. Using directed numbers as a context, this study develops a framework and a coding scheme that can be used as a tool for analysing the use of metaphors in the teaching of mathematics. The part of the theoretical framework of the coding scheme is based on the work of Lakoff and Johnson (1980) and Lakoff and Nunez (2000). In those studies, the authors classify metaphors used for teaching mathematics into one of three categories: ontological, orientational and structural metaphors. By considering the source domain of metaphors, they can be classified into either grounding or linking metaphors. Similarly, the target domain of the metaphors can be categorized by the intended learning outcomes and by the functions of the metaphors. One of the primary contributions of this thesis is the development of a coding scheme that is specifically designed to analyze the use of metaphors in mathematics lessons. The scheme was then used and validated through the analysis of mathematics lessons taught by two teachers with contrasting academic backgrounds and teaching experiences. Three lessons taught by each teacher on the topic of directed numbers at Secondary One level were recorded and analysed. The metaphors used by each teacher were identified, coded and analyzed in order to determine how metaphors can be extended and transformed into other metaphors.. Finally, this thesis compared how the two teachers differed in their use of metaphors, particularly in terms of the selection, sequencing and organization of the metaphors used. This can be indicative the level of conceptual learning that is made available for students in their classes. The research questions: 1. What kinds of metaphors did the teachers use to introduce and explain the concepts and computational processes of directed numbers? 2. What functions did these metaphors serve? 3. What is the developmental path of these metaphors within and across the lessons? 4. What were the differences in the selecting, sequencing, and organization of the metaphor used by the two teachers? Findings This thesis designed and tested an original coding scheme. The findings revealed that the two teachers had used many kinds of metaphors in their lessons. They were used for classifying different kinds of numbers, constructing concepts, and explaining the properties and computational processes of directed numbers. Most of the metaphors found in this study were used to provide a cognitive function that facilitates the introduction of new mathematical concepts and helps the students make sense of the operational processes; only a few metaphors served a memorable function. When comparing the use of metaphors by the two teachers, we can analyze their teaching philosophies. Teacher 1’s use of metaphors demonstrated a linear development path from a simple to a more advance perspective, whereas Teacher 2’s use of metaphors revealed more comprehensive, sophisticated and multi-layered perspective. Significance of the study This study provides insights into the meaning and implication of using metaphors in teaching mathematical concepts. At research level, this study extends the existing work of Lakoff and develops an analytical tool specifically designed to understand the pedagogical values of using metaphors to teach abstract mathematical concepts such as directed numbers. At pedagogical level, the metaphor coding scheme can act as an initial foray into how metaphors can be used in and for teaching. Moreover, the Metaphor-Concept Development Chart developed in this study is a practical tool that can help teachers to analyze and improve their own use metaphors, thereby furthering their professional development and teaching effectivenss. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Literary Studies / Master / Master of Arts

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The problem investigated in this study is the following: What is a valid interpretation and translation of µέλη άσθνέρα in 1 Corinthians 12:22? This problem can only be solved if Paul's body metaphor in 1 Corinthians 12 is investigated grammatical-historically, applying a valid theory of metaphor. The state of research on metaphors is established in order to determine a suitable theory of metaphor. Further, the state of research regarding Paul's use of the body metaphor in 1 Corinthians 12 and specifically 1 Corinthians 12:22 is determined. And 1 Corinthians 12:l-31 is interpreted applying the grammatical-historical method of De Klerk and Janse van Rensburg (2004). The theory of metaphor of Van der Watt (2000) and the accompanying method is chosen as suitable theory of metaphor. In terms of this theory, the presentation and representation of the body metaphor in 1 Corinthians 12 are determined by way of the grammatical-historical method. This determination leads the interpreter to a valid interpretation and translation of µέλη άσθνέρα in 1 Corinthians 12:22. It transpires that the presentation of the body metaphor is the living human body and the members/organs of the body, and that the representation is the church of Christ, i.e. the members of the church. The presentation of µέλη άσθνέρα in 1 Corinthians 12:22 is members of the body which are physically weaker, and the representation is members of the church who are perceived to be weak in faith because they are supposed to have received lesser gifts from the Spirit. On the basis of this interpretation, the presentation of the body metaphor is translated as follows in English: "the (seemingly) weaker members". The representation of the body metaphor is translated as follows in English: "the members who are seemingly weaker in faith. / Thesis (M.A. (Greek))--North-West University, Potchefstroom Campus, 2005.

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Colonial powers exert dominance over their subject countries in multiple registers, for example, education and spatial constructions, which foster the colonised other‘s identification with the colonial power centre. Racial and local cultures of subject nations are thus systematically distorted and the transmission of memory through material culture is obscured. Focusing on contemporary Taiwan, this research examines how architectural and ideological strategies were employed by the dominant authorities to consolidate the power centre and explores possible means for shaping Taiwanese spatial subjectivity in the historical aftermath of such situations. The research examines the Formosans‘ ambiguous identification with local cultures and marginal spatial propositions, as well as discussing the inculcation of the 'great Chinese ideology‘ by analysing the teaching materials used in modern Taiwanese primary education. Reviewing aspects of contemporary post-colonial theory, the research explores the spatial implications of Taiwanese post-colonial textual narratives and argues for them as a potential source for the construction of contemporary spatial conditions, as these novels are shaped by an awareness of the importance of local cultures and the voices of marginalised people. The thesis thus suggests that a re-thinking of Taiwan‘s public spaces can be stimulated by spatial metaphors in textual narratives that associate peoples‘ memories of political and local events with spatial images that were previously suppressed. To explore the potential for the generation of space through reference to literary works, this research studies the ‗narrative architecture‘ experiments of the 1970s and 80s and goes on to propose a series of representational media for the construction of spatial narrations in Taiwan. Multiple spatial propositions concerning the island‘s post-colonial condition can be suggested by the visualisation of spatial metaphors that are embedded in Taiwanese textual narratives. At the end of the thesis, two proposals for post-colonial spatial narration are put forward, which transform the spatial propositions latent in the devices developed through a new juxtaposition with existing urban contexts. The intention of the research is to indicate a new urban spatial strategy for Taiwan, one that can allow its people to grasp the multiple layers of their conflicted spatial history while at the same time responding to the ongoing spatial confrontation between the power centre and the voices in the margins.

The problem investigated in this study is the following: What is a valid interpretation and translation of µέλη άσθνέρα in 1 Corinthians 12:22? This problem can only be solved if Paul's body metaphor in 1 Corinthians 12 is investigated grammatical-historically, applying a valid theory of metaphor. The state of research on metaphors is established in order to determine a suitable theory of metaphor. Further, the state of research regarding Paul's use of the body metaphor in 1 Corinthians 12 and specifically 1 Corinthians 12:22 is determined. And 1 Corinthians 12:l-31 is interpreted applying the grammatical-historical method of De Klerk and Janse van Rensburg (2004). The theory of metaphor of Van der Watt (2000) and the accompanying method is chosen as suitable theory of metaphor. In terms of this theory, the presentation and representation of the body metaphor in 1 Corinthians 12 are determined by way of the grammatical-historical method. This determination leads the interpreter to a valid interpretation and translation of µέλη άσθνέρα in 1 Corinthians 12:22. It transpires that the presentation of the body metaphor is the living human body and the members/organs of the body, and that the representation is the church of Christ, i.e. the members of the church. The presentation of µέλη άσθνέρα in 1 Corinthians 12:22 is members of the body which are physically weaker, and the representation is members of the church who are perceived to be weak in faith because they are supposed to have received lesser gifts from the Spirit. On the basis of this interpretation, the presentation of the body metaphor is translated as follows in English: "the (seemingly) weaker members". The representation of the body metaphor is translated as follows in English: "the members who are seemingly weaker in faith. / Thesis (M.A. (Greek))--North-West University, Potchefstroom Campus, 2005.

Studies have shown that mental imagery is necessary for proper mental functioning. This dissertation critically analyses the history and perceived significance of mental imagery as a psychotherapeutic tool in counselling in both the United States and Great Britain. The different routes the two countries have taken in phenomenological and behavioural schools of psychology are also examined. Teachers of counselling in the United States and Great Britain are then surveyed in order to compare the perceived significance mental imagery has as a therapeutic tool in each country. There is no other research to date which has worked with this data. The results suggest that due to the emphasis on behaviour therapy in the United States, although mental imagery is utilized in other historically significant psychologicaltherapies, it is only referred to in the United States with reference to behavioural approaches. The most notable approach being "systematic d e sensitization" . Because of this, the perceived significance of mental imagery as a psychotherapeutic tool is high among American counselling professionals only when linked to behavior therapy.Consequently, the perceived significance of mental imagery as a psychotherapeutic tool is lower when considering any other therapies outside of behaviourism. The results further suggest that counselling professionals in Great Britain havea higher perceived significance of mental imagery as a psychotherapeutic tool. A reason forth is may be because most counsellors in Great Britain are trained at institutes which often focus on particular theories rather than all of thehistorically significant ones. Further, Great Britain psychologists never rebuked the concept of mental imagery as psychologists did in America at the advent of behaviourism and "scientific thought" during the World Wars. Moreover, behaviourism, which initially rejected mental imagery, was not as widely appreciated in Great Britain during that time. Therefore, the mental image was still accepted as credible in the British psychological community. The outcome of the survey suggests that in America the growth of mental imagery as a psychotherapeutic tool isinhibited by the lack of references to mental imagery usage with in historically significant therapies. I f the study of these therapies among American counselling students is to continue, a systematic examination on mental imagery usage could heighten the perceived significance among American practitioners. This, in turn, could pave the way for the emergence of more imagery methods in American psychologicalcounselling

Psychotherapy research indicates that metaphors are often used to express a client's meaningful experience. This study measured the impact of client-generated metaphors on in-session experiencing. The research question explored whether client-generated metaphor use would be associated with greater in-session experiencing as rated by the Experiencing Scale (EXP; Klein, Mathieu-Coughlan, & Kiesler, 1986). It was also asked whether metaphor use would increase the subsequent experiencing of a client. Forty-seven client-generated metaphor events were randomly selected from 47 psychotherapy transcripts of clients in therapy with counsellors-in-training. For each metaphor event, a pre-metaphor and post-metaphor client utterance was selected. A total of 140 utterances were compared using a repeated-measure analysis of variance. Results indicate that client-generated metaphors are not significantly different from pre-metaphor or post-metaphor client utterances. The role of language and the clinical importance of metaphor use in psychotherapy were discussed.