Tag Archives: metaphor

“You will always be the bread and the knife”: Metaphor, Meter & Meaning

This week I came across a post by Ian Bogost in the Atlantic called, “Shaka, When the Walls Fell“. The subject matter, of all things, was an episode of Star Trek, but more generally, language, figurative language, and meaning. If, like me, you are not a Trekkie, Bogost has your back. He recounts the episode nearly play-by-play while leading you gently in to the deep waters of language and meaning. I suggest reading the piece, so I won’t give a grand redux here. Rather, here are some main points and questions that I have been thinking about since:

Bogost offers a subtle and powerful critique of the way metaphor is typically depicted. The characters on the Enterprise are trying to talk to another species, the Tamarians, who communicate purely through short verbal referents to historical, cultural occurrences. Some call it metaphor, some images, and Bogost suggests: “Troi and Picard can’t help but interpret Tamarian through their (and our) cultural obsession with mimicry: Metaphorical language operates not by signification, but as poetry, by transforming the real in a symbolic mirror.”

He doesn’t go here (and in fact goes a completely different direction), but he has me wondering when (or if ever) words, whether figurative or as referent or sign, are ever real, or if they are always merely mirrors.  I want to veer to the other end of that proposition. There are times that I feel words like weights inside me. They dangle before dropping from my thoughts. My eyes tighten in response and recast my vision and memory. This isn’t always. But there are times when words, especially those operating as metaphor, couldn’t feel more “real” (whatever that is).

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Alternative Metaphors for Classroom Texts

This post was written with Teaching Reading in Secondary English Language Arts class members, who are all Master of Education candidates at New York University. These are the same authors of the #teachread project.

This semester we have read several articles and chapters that discuss the selection of texts. Though they each have varied foci, one thing cuts across all these articles: The metaphor used to describe the relationship between “the classics” and other texts, particularly young adult literature.

Here’s the metaphor: “A Bridge to the Classics”
Just as all roads lead to Rome, apparently, all texts used in the ELA classrooms are supposed to lead to classics. YA literature, in particular, is positioned as the way to get kids on the reading path. And once we get ‘em reading, we clasp their hands and start toward the classics, trying to convince them along the way that there’s a connection between the contemporary story they just read and the further removed story they’re about to read. (This sounds less like a bridge and more like a “bait and switch.”)

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