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METAPHOR AS A WAY TO CHANGE COORDINATES // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2015. Issue 1 (3). P. 29-35

The paper considers the question of how metaphor works in the transition from one conceptual scheme to another one. For this there are two levels – narrative and constructive – and it is shown that the image of the underlying metaphorical mapping allows to specify the new coordinates of mental schemes. It is through visualization metaphor provides the possibility of the active choice of the part of the meaning or the new meaning that is to be introduced into the new system of associations. For example, fragments of Heraclitus demonstrate the break with the traditional mythical metaphor of birth, and Heraclitus uses three different metaphors related to different everyday practices. Then on the instances of the doctrines of Parmenides and Plato it is shown how using the metaphor of a chariot and a cave the breakthrough to the new ideal (transheavenly) reality is arranged, and then ordering a new system of concepts, including variable and constant, the demiurge, truth, enlightenment, etc.

Keywords: narrative metaphor, constructive metaphor, Ancient Greek philosophy, Heraclitus, Parmenides, Plato.

LANGUAGE AS AN INDICATOR OF THE VISUALIZATION OF SCIENTIFIC THINKING // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2023. Issue 2 (36). P. 74-80

This article examines the changes in language that eventually led to the formation of a functional style representing scientific thinking. These changes begin to take place during the period designated by Jaspers as “axial time”, when reflexive thinking emerges, leading, in particular, to an awareness of language in poetic discourse. Poetry makes speech activities the subject of attention, which is reflected in attitudes toward texts. They are framed according to certain well-formulated rules, synonymy is used, and new words are invented. Under the influence of poetry, philosophy emerging at this time begins to reconstruct pictures of certain fragments of reality, creating an abstract vocabulary that in principle did not exist in the languages of previous societies. It is the emergence of a common vocabulary that becomes a condition for the proper organization of definitions, and hence for the emergence of a new type of classification. Thus, in mythological consciousness, classifications, however lengthy they may be, do not go beyond the visually represented, while the appearance of words not correlated in principle with the objects of the external world (like being, space, infinity, atom, etc.) allows the formation of new generic chains. This is the expression of a reflective attitude to reality, the new way of thinking about the world. The Sophists, with their language games, prepare the possibility of representing general knowledge at the level of logic, which is necessary for the formation of scientific methodology, primarily in the works of the Aristotelian school. Attention to language leads to the creation of grammars (independently in India in the 5th century and in Greece in the 3rd century) and, consequently, to the emergence of literary language. On a new level, attention is paid to the way of expressing thought including the scientific style.

Keywords: science, scientific thinking, language and speech, poetry, “axial time”, reflexion

THE VISUALIZATION OF RELATIVITY (A REPLY TO OPPONENTS) // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2023. Issue 2 (36). P. 115-124

The question of the possibility to consider not only science but also religion and art as forms of cognition is discussed. It seems that due to the multidimensionality of each of the mentioned spheres of culture it is quite possible to consider the others in the aspect of any of them. This thesis is considered on the example of the figure of Stadel’s Lion-man. A special situation develops during the “axial time”, when the possibility of reflexive relation between different forms of social consciousness increases sharply. In turn, the example of the antique science Harmonica is used to discuss the question of what, after all, specifies science as such. And here those features, which were singled out in the course of the discussion, are clearly presented: this is a special language saturated with terminology, empirical provisions, and theoretical provisions. At the same time, it is proved that with the emergence of a separate science there also appears a special ideal reality, not reducible to the subject of study. It is no coincidence that science begins with the creation of ideal objects, without which the representation of the real ones proves impossible. The question of the possibility of having different types of thinking is also discussed. The use of the term functional style is suggested, and this allows the individual researcher to quite accurately combine different functional styles within the framework of his intellectual activity. An indication that the free creation of new words, which is inherent in poetic creativity, positively affects philosophical discourse, in which abstract vocabulary is created with maximum common semantics, is substantiated. This makes it possible to build generic chains and, accordingly, to build hierarchical conceptual systems, which was impossible in the pre-axial period. On the example of ancient hermeneutics, the thesis about the appearance of the humanities at the beginning of the 19th century with their new (in relation to natural sciences) relation between the subject and the object of research is questioned. Besides, the question about the definition of the humanities and their difference from natural sciences is discussed. And also the role of mathematics in the formation of the position of the observer is pointed out.

Keywords: science, forms of cognition, humanities, functional style, levels of reflexion

Language purification as a condition of transformation of the domestic education system // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2024. Issue 2 (40). P. 145-166

Today, in the context of withdrawal from the Bologna process, further transformations of our educational system are being carried out. The purpose of these transformations is proclaimed to be the creation of a national education system based on the accumulated experience and return to the best domestic traditions. At the same time, the proposed measures, which actually concern only the ratio of the three levels of higher education and do not address a number of sore points of the existing system, can be called “reforms” very roughly. This leads us to a broader problem - a number of key words that define the discourse within which our education is discussed are imprecise and ambiguous. And this not only prevents any agreement, but in some cases also proves to be simply harmful. A number of important words and concepts related to them are analysed in the historical context and in the context of the ongoing changes in the education system. The materials are words and concepts behind them, the criterion of selection of which is the reflection of important features of the current education system. The words are reform, competence, humanitarian component and a number of others. A comparative analysis of these words is carried out, taking into account the experience of foreign countries. It is shown that the imprecise use of the given words does not allow setting the necessary tasks clearly and, in general, introduces serious confusion in the discourse related to education. Moreover, since the selected words turn out to be profoundly interrelated in this discourse, their uncertainty increases, and, ultimately, the participants of the educational process find themselves in a situation where meaningful dialog is practically impossible. As a result of the word-by-word analysis, it is easy to demonstrate that, without clarifying the meanings of the named words and the concepts they denote, meaningful discussion of educational problems does not yield the desired consequences. It is suggested to work on purifying the language of educational discourse. This can be done through precise definitions of the used words-terms and argumentation aimed at clarifying any proclaimed goals and objectives. Only then can we achieve at least a relative common understanding and appropriate effectiveness in working together to improve our education.

Keywords: reform, competence, educational service, fundamental, humanitarian component, graduate school