Metaphorical conceptualizations of knowledge in Swedish and Finnish primary school curricula

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2025-05-06 DOI:10.1016/j.linged.2025.101421

Annika Hillbom , Marja Nenonen , Esa Penttilä

引用次数: 0

Abstract

This study analyzes metaphors related to knowledge in the Swedish and Finnish primary school curricula with an aim to find out how knowledge is conceptualized in these texts. Metaphors are analyzed with the so-called PIMS method recently developed by Johansson Falck & Okonski (2022, 2023). In total, 11 different conceptual metaphors involving knowledge, mainly based on image schemas, were identified in both Swedish and Finnish curricula, plus two more in the Swedish curriculum only. The most frequent ones, based on image schemas, are in-out and process. The results show that the conceptualizations of knowledge in the Swedish and Finnish primary school curricula are largely similar, although Swedish and Finnish are unrelated languages. However, there are also differences, which we suggest are due to partly different views on education and knowledge in the two school systems.

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瑞典和芬兰小学课程中知识的隐喻概念化

本研究分析了瑞典和芬兰小学课程中与知识相关的隐喻，目的是找出这些文本中知识是如何概念化的。隐喻的分析采用了由Johansson Falck &；Okonski（2022, 2023）。在瑞典语和芬兰语课程中总共发现了11种主要基于意象图式的涉及知识的概念隐喻，而在瑞典语课程中仅发现了另外两种。基于映像模式，最常见的是in-out和process。结果表明，尽管瑞典语和芬兰语是不相关的语言，但瑞典语和芬兰语小学课程中的知识概念化在很大程度上相似。然而，也存在差异，我们认为这部分是由于两种学校系统对教育和知识的不同看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.