METAPHORS & THE MIND - units.miamioh.edu€¦ · METAPHORS & THE MIND John Ross Wa!rabenstein English H101 ~ Dr. Laura Mandell Fall Semester 2006 English H101 - Final Paper$ 1

METAPHORS & THE MINDJohn Ross Wa!rabenstein

English H101 ~ Dr. Laura MandellFall Semester 2006

English H101 - Final Paper 1

TABLE OF CONTENTS

Introduction 3

Going Batty Without Metaphors { III:I } 3

A Trip Down Memory Lane [ III:II } 6

The War on Ideas { II:II } 9

Polyglot or Not { V } 12

The Victim of Victims { II:I } 14

Deliverance vs. Diagnosis { IV } 17

A Crime Against the Mind { VI } 20

Love = Fa!ing? { I } 23

Conclusion 25


I N T R O D U C T I O N

Metaphor: a direct comparison between two or more seemingly unrelated subjects.

From the definition, it is hard to imagine the extent to which metaphors influence our

speech, as well as so much more. Throughout this paper, I will explore the many aspects

of our lives that are heavily influenced by metaphors.

To begin analyzing the ways in which metaphors affect the way we perceive the

world around us, we will examine how metaphors are used to describe abstract concepts.

The first assignment discussed will consider how the modern technology of a time period

is used to define metaphors. From there, the assignment will consider how metaphors

change over time as newer technologies arise.

Introduction to Part III Assignment I

This assignment analyzes a specific example of how multiple metaphors can de-

scribe the same concept. Cuvier and his animal textbook, specifically his description of

bats and how they navigate, are used to contrast with modern theories of bat navigation.

The assignment is designed to show that “newer” metaphors may not always be the most

desirable for a given concept. This assignment also shows how the environment around us

affects our choice of metaphors, and the objects we reference within them.

G O I N G B A T T Y W I T H O U T M E T A P H O R S { I I I : I }

With the discovery of technologies such as radar and sonar, and the advent of

theories such as echolocation, our understanding of bats and how they view their world


has changed dramatically. This scenario demonstrates how we rely on metaphors to con-

ceive abstract ideas. Before radar and sonar were discovered, we could only describe how

bats navigate, even in complete darkness, by comparing their ability to that of the printing

press. We conceived that their surroundings must make some form of ‘print’ on their face,

which they are able to read. It is because the concept of the printing press was well known

at the time that scientists could easily convey how bats were thought to navigate. They did

so by making a comparison between the abstract nature of the bats’ method of perceiving

the world and that of the printing press. I have come to the conclusion that we need a

concrete and tangible idea in order to describe and accurately imagine other abstract and

complex methods.

Scientists commonly use metaphors based on technology to explain animal behavior.

Without such comparisons, there would be no way to accurately relate how animals func-

tion. Consider how we view the retinas of nocturnal animals. We commonly relate them to

having ‘night vision’, or the ability of the retina to expand and absorb more light so the

brain can process its surroundings, even in low light conditions. Night vision is a technol-

ogy that has only recently become available, and so we had previously compared this abil-

ity of nocturnal animals to a mirror, a technology that has been around much longer. This

particular metaphor of a mirror being compared to the eyes of nocturnal animals has its

basis from the reflective coating on the back of the retina, which reflects light out so that it

does not overpower other light sources that are more subtle. This is clearly demonstrated

by shining a light into the eyes of any nocturnal animal. It is only through the use of meta-


phors that we can accurately describe such an abstract concept so as to gain a more

complete understanding of its nature.

Conclusion to Part III Assignment I

After completing this assignment, I realized that metaphors are constantly being

used to describe new and abstract concepts in every field of study. This assignment has

also helped me to remember that more than one metaphor can be used to describe the

same phenomenon. I also noticed how newer, modern technology is used to update older

metaphors by explaining the same phenomenon using the updated technology.

Next, we will look at how metaphors have been used to create new technology, in-

stead of the opposite, as discussed above. The assignment shows a transition from an

original metaphor into an updated metaphor, which changes due to a change in technol-

ogy. However, that metaphor is then used to create a new and revolutionary technology

itself.

Introduction to Part III Assignment II

John Locke described the human mind as a “printing press”, and the human mem-

ory as a storehouse. Presenting a contrasting view, Vannevar Bush describes the mind as

a web of trails. After reading Bush’s view on how the mind theoretically works, Doug

Engelbart was inspired to create a machine that would emulate information storage in the

form of a “web of trails”. Engelbart’s invention of the “desktop” and “mouse” were the

catalyst the computing industry needed to take off. An important realization to note with

this assignment is the impact our surroundings have on the way we think and conceive of


abstract ideas. John Locke’s description uses a printing press, whereas Vannevar Bush’s

description uses a web of trails to describe the mind. This assignment also shows how

multiple metaphors can be used to accurately describe the same abstract concept, with

neither necessarily a better representation than the other.

A T R I P D O W N M E M O R Y L A N E [ I I I : I I }

It is amazing how, by simply reading Bush’s article, Engelbart was driven to create a

system that could emulate the same process of thought. Engelbart designed an interface

in which information was not stored in a paper like manor, but rather by ‘paths’ of associa-

tion. These paths were emulated in Engelbart’s interface in the form of directories, which

organized information in a hierarchal manor. These paths can be changed easily if the user

decides the information needs to be re-ordered, just as we are constantly changing the

way in which we arrange information in our brain.

This was truly an innovation in the field of presenting ideas themselves. Engelbart

essentially invented a new spacial visualization for presenting ideas. By inventing the

mouse and the desktop, Engelbart was able to create a virtual “space” from a seemingly

two dimensional work area. The mouse, in particular, allowed the user to interact with the

interface in many of the same ways that we interact with our own mind. In doing so, his

new interface mimicked Bush’s metaphor of how the human mind operates. Bush de-

scribed human thought as a paper form of information storage. Engelbart was then in-

spired to create a “space” based entirely on this metaphor.


By thinking of human thought as a paper form of information storage, the aspect of

our experiences ‘imprinting’ on our mind and memory is highlighted accurately. It shows us

how we cannot consciously choose which experiences to remember and which to forget;

we remember both the good and the bad experiences. It accurately highlights just how

much we are affected by our environment, and that in a sense our environment does ‘im-

print’ memories and experiences in our mind. Thinking of the human mind as similar to

writing words on a piece of paper also highlights how certain memories can fade, just as

paper itself can deteriorate over time. By viewing our mind as a book, the metaphor high-

lights the idea of having a beginning, middle, and an end to our story and library of memo-

ries. By linking our mind to that of a book or other paper storage, we portray the continuity

and timeline of our mind. However, metaphorically linking the human mind to a form of pa-

per storage also hides many of the mind’s aspects. We do not always think rationally or

organize experiences by one key factor, such as chapters in a book. One memory may

trigger another of an apparently unrelated matter, linked only by our own experience.

I believe that the metaphor described by Bush is better suited to accurately describe

the way the human brain functions and retrieves information. We recount memories and

experiences by having something stimulate us to start traveling down a certain ‘memory

trail’, and from there we can deviate off onto any of the tributaries that we have linked to it

through our own experience. The metaphor of a web also highlights the fact that all of our

memories are linked together by the only common denominator in our lives, ourselves.

Some of our memories intersect others at multiple times, and do not conform to what

could be considered a rational outline, such as that of a book or other printed material.


Also, the metaphor of our mind functioning as a web highlights the fact that our mind is

constantly changing. A book is a static method of information storage, where as the links

of a web can be changed into new arrangements over time, as does our brain with the

addition of new memories and experiences. Our mind also adheres to the “path” metaphor

in the sense that we lose memories in much the same way as one would lose a path in na-

ture. When we do not reminisce over a certain event, the memory itself can become faded.

If a trail in the woods is not traveled often, it too begins to fade as shrubs and other small

plant life begin to obscure it.

This is an excellent example of how, not only does technology change the way we

think, but how changing the way we think can affect technology. If Bush had not come up

with a new way of describing how our mind works, Engelbart would never have had the

inspiration for what has become a major component in our lives. This example shows how

one new concept that may seem unimportant at the time, can evolve into an entirely new

way of thinking, and inspire others to create.

Conclusion to Part III Assignment II

After the second assignment in Part III, I feel very comfortable acknowledging the

fact that multiple metaphors can be used to describe the same concept. As I progressed

through the assignment, I began to realize how often we use metaphors to describe a diffi-

cult or abstract concept by relating it to something readily conceivable. After finishing this

assignment, I hope I have gained the ability to constantly update the metaphors I use as


the environment around me changes, and provides me with new, more complete and ap-

propriate metaphorical relations.

Next, we will analyze how different metaphors can lead to drastically opposite

courses of actions to solve the same problem. The metaphors compared here contrast “a

war on an energy crisis” with “solving” the energy crisis. One inevitably implies violence as

the resolution, while the other favors research toward an alternative fuel source.

Introduction to Part II Assignment II

The topic of this assignment is how different metaphors can convey agency. The

following assignment discusses how relating an energy crisis to war can obscure other

paths to a resolution. The assignment discusses the possibility that certain metaphors can

be used to sway people’s thoughts toward a specific action, and shows how drastically

different the action can be, depending on the metaphor.

T H E W A R O N I D E A S { I I : I I }

Michael Kaufman is correct when he says it is possible to win a war in a physical

sense, but lose the more important war of ideas. By saying this, he is implying that while

we may destroy the ‘enemy’, we fail to change the conscious minds of the citizens of the

country; in essence accomplishing nothing. We have to change how the people of the

country think to truly win the war, because if we cannot change how they perceive us as a

nation, we leave the stage open to other radical groups.


The French Army experienced this firsthand with their war in Algeria. They suc-

ceeded in destroying the enemy network, however they failed to change the conscious-

ness of the citizens as a whole. This ultimately resulted in the rise of another radical organi-

zation, the F.L.N. to power. Thus, they had eliminated the physical enemy, however they

failed to win the support of Algeria’s citizens. This is why Kaufman’s metaphorical relation

of the French and the Algerians to the U.S. and the Iraqi people is so pertinent. The situa-

tion is virtually identical, and yet we choose the path that has been shown by history to re-

sult in long term failure. If they had concentrated on destroying the idea of radical group

rule, they could have eliminated both the physical and mental enemy that plagued the na-

tion.

I believe that The Pentagon has the right idea, however they should approach the

war from the perspective of Rabbi Moshe Waldoks. If they truly want to win the war on ter-

rorism, they have to first win the war in the minds of the citizens of Iraq. If we take Rabbi

Waldoks advice and show the people of Iraq kindness, how can they consciously support

a terrorist network that strives to destroy everything that we stand for? Even if our govern-

ment can successfully eliminate every member of the Taliban terrorist network, what is go-

ing to prevent another group with their ideology from arising to take their place?

It is no wonder that Afghanistan is willing to harbor terrorists when they struggle to

feed their families. If the U.S. could convince the citizens of Afghanistan that we as Ameri-

cans want to help them, why would they support the Taliban in the first place? If we could

cause Afghani citizens as a collective whole to question the judgement of the Taliban, we

could remove them from power much more effectively.


If the U.S. Government truly changed their strategy away from fighting the Taliban in

a physical sense and concentrated on gaining the support of the citizens of Middle Eastern

countries, we could win a much more important battle. Instead of metaphorically linking

‘the destruction of the physical enemy’ to ‘success’, we should link ‘success’ to ‘changing

the ideas of the population’. By changing how we perceive of fighting a battle, we could

change how they view radical groups such as the Taliban. Instead of returning the hostility

select members of their community have shown us, we could show the nation as a whole

compassion and understanding.

Conclusion to Part II Assignment II

I was thoroughly impressed at how well this assignment conveyed the importance

of choosing the right metaphor to describe a problem. My views changed drastically as I

realized that Rabbi Waldoks had an excellent solution that had been obscured by the “war

on terrorism” metaphor. This assignment has shown me how to truly analyze problems

from all points of views, regardless of the language used to describe the problem at hand.

Now that we have established how metaphors can change how we view solutions

to a problem, we will examine the other aspects of ourselves that metaphors can change.

If metaphors are capable of altering one of our thought processes, specifically the problem

resolution process, are they capable of altering every process?

Introduction to Part V

The assignment asks us to analyze how we speak when in the presence of various

groups of people. By noticing that we eventually adopt the speech patterns of others, ei-


ther consciously or subconsciously, we ask ourselves what impact speech itself has on our

thoughts. This assignment focuses on how our speech is affected by those around us, and

how our speech and choices of metaphors consequently affect the way we think.

P O L Y G L O T O R N O T { V }

I most certainly speak differently when addressing different groups of people. We

have to speak differently when around different groups of people to effectively communi-

cate our thoughts. When I am addressing one of my professors, I try to speak in an edu-

cated manor. By speaking professionally, I can convey my thoughts more effectively. When

I am addressing my parents, I speak respectfully, although much less professionally than

when I speak with professors. Finally, when I speak with my friends, I speak very informally,

and consequently very naturally.

I feel that I am ‘most sincerely’ myself when I am speaking with my friends, because

I am simply speaking. I don’t have to take time to make sure what I am about to say fol-

lows all of the nuances of the English language. If I had to think about everything I wanted

to say before I said it, speaking would not be as natural.

However, there are other parts of myself that are represented when I address

groups other than my friends. When I speak to my professors or my parents, I don’t be-

come a different person. When I speak to other groups, I simply highlight certain aspects

of myself through my speech. I am not always professional, however I can focus on being

professional when I am speaking to figures that demand respect. This is easier to think

about if we consider the English language to have sub-languages within it. You can be flu-


ent in Proper English, Standard English, and Informal English, and use each in different cir-

cumstances.

With so many different ways to speak to people, it is easy to assume that the way

we consciously think affects the way we speak to others. However, the more important

question that arises is this: does the way we speak affect the way we think? Is it possible

that the speech patterns of others become subconsciously integrated into our own vo-

cabulary so that we can feel as if we “fit in” with the others? By considering how I speak

when in contact with particular groups of people, I noticed that the way I speak with each

group is identical to the way that group speaks to me. In my opinion, this is a clear indica-

tion that, by adapting our speech patterns to match the patterns of those around us, our

speech itself can truly affect the way we think.

Conclusion to Part V

After realizing what this assignment intended to show, the implications were obvi-

ous. We alter our speech patterns to match those of the group to whom we are speaking.

By doing so, either consciously or subconsciously, our speech has truly affected the way

we think.

The next assignment focuses on how metaphors can affect the course of some-

one’s life, as well as the lives of the people closest to them. By analyzing the metaphors

used to describe drug abuse, the importance of choosing the right metaphor should be-

come apparent.

Introduction to Part II Assignment I


This assignment, as well as assignment {II:II}, shows the drastic difference in out-

comes when different metaphors imply a different agency or course of action. The drastic

difference is once again illustrated by comparing the metaphors “drug abuse = crime” ver-

sus “drug abuse = disease”. I hope to compare and contrast the two potential courses of

action to arrive at a well rounded solution to the problem.

T H E V I C T I M O F V I C T I M S { I I : I }

I was surprised at how I reacted to Jimmy Carter’s metaphorical relation of war to

describe the energy crisis. I now realize how phrasing your thoughts can influence how

others will react to your ideas. By relating an energy crisis to a war, my patriotism was

raised at hearing phrases indicating America was ‘winning the war’ against the energy cri-

sis. However, Lakoff and Johnson have made an excellent point. Why should we congratu-

late our government on ‘winning a battle’ when in reality, it is not a battle at all? If they had

not used war as a metaphor, I believe people would be more inclined to look at alternative

sources of fuel, rather than ‘fighting’ for non-renewable energy sources. It makes me won-

der why Americans compare so many things to war.

After reading Bernstein’s articles, I agree that using war as a metaphor to describe

drug problems is completely inaccurate and ineffective. Applying war as a metaphor to

drug problems assumes that we can ‘win the war’ by putting those who have drug prob-

lems in jail. I believe our government has completely misunderstood why we put people

with drug problems in jail in the first place. They are in jail because they possessed sub-

stances that are illegal in the U.S.: thus violating a law. When we think of people with drug


problems as people who have broken the law, placing them in jail seems like a perfectly

reasonable action. However, when we consider the fact that people who have drug prob-

lems have a mental, as well as a physical addiction to a substance, it seems much more

reasonable to provide them with counseling and therapy.

The current metaphor, which relates decreasing illegal substance abuse to war,

hides many essential aspects of the problem to the casual observer. While the metaphor

accurately highlights that the “war against drugs” involves people, just as wars involve sol-

diers, the metaphor is targeting the wrong soldiers to attack. Simply placing the drug of-

fenders themselves in jail will never “win the war” against drugs. To truly “win the war”, the

government would have to destroy the drug cartels that provide the illegal substances to

the general population. If the government prevents illegal drugs from being readily avail-

able, then there would be no drug addicts to worry about in the first place.

Incarcerating people with drug problems does not help them with their long-term

addiction. They simply are off the substance for the time that they are in jail or prison. Once

they are on the outside again, they normally pick up their old habits. By allowing drug of-

fenders to seek counseling to fix the problem, we avoid incarcerating them again for break-

ing the same law. While, as the article mentions, some may be skeptical at first, not having

to go to jail and the promise of breaking the addiction usually win them over.

A possible solution that would satisfy both sides would be to initiate mandatory

therapy sessions while the offender is in jail. By providing the therapy to the offender while

they are still incarcerated, potential offenders do not see the therapy option as their ticket


out of jail. However, this option also provides the offender with the counseling necessary

to help them overcome their long term addiction.

Conclusion to Part II Assignment I

I feel very comfortable with the concept that different metaphors can convey entirely

different courses of actions. The discussions held in class helped me to analyze both

metaphors and decide for myself which metaphor would provide the best course of action

to resolve the problem. I plan to remember to use various metaphors when describing a

problem, so I do not unintentionally bias my thought process.

Part IV shows how metaphors change over time, as our knowledge about the world

itself is constantly changing. The next assignment forced me to consider the following: can

multiple metaphors, even those with opposite implications of guilt, both be considered cor-

rect given the circumstances in which they were used?

Introduction to Part IV

The topic of module V is a discussion of how metaphors can imply guilt. The exam-

ple used to demonstrate this is a comparison between Margaret Cooper and Eve. Marga-

ret Cooper was “possessed with the devil” in the 16th Century, and Eve was “diagnosed”

with a mental illness. The assignment shows how “possession” implies that Margaret was

at fault for her condition. Also, the assignment shows that both metaphors and courses of

treatment were as correct as possible, given the time period for each.


D E L I V E R A N C E V S . D I A G N O S I S { I V }

Margaret Cooper is clearly ill, either mentally or physically. Margaret doesn’t sleep

well, talks idly and shakes uncontrollably. She is apparently having seizures, hallucinating,

and exhibiting delirium. Her friends and family believe that these are all symptoms of a

demonic possession. They then conclude that Margaret has sinned and has not yet asked

for forgiveness, and so God is punishing her. Her friends and family pray for her to be de-

livered from the demon that possesses her, and it appears to work. Today, she would be

observed, and then diagnosed with some form of illness, for which she would be treated.

With the advent of modern medicine, we look for a biological cause for these symptoms,

rather than a supernatural one. [However, I found it interesting that the entire group be-

lieves they saw Margaret’s hallucination of a headless bear. The fact that the hallucination

was not limited to Margaret alone should raise some questions…]

In my paragraph, I link strange actions and behaviors to a disease or illness. The

words ‘diagnose’ and ‘treat’ rely heavily on linking abnormal behaviors to a disease. This

frame of thinking is much more common today than it was when this story was recorded

due to the advancements in modern medicine.

In the story, there isn’t even a hint that anyone considered her condition an illness or

disease. None of my metaphors are present in the story because the people in the story

link abnormal behavior and affliction of the body to sin. In fact, they immediately called in

priests, rather than doctors, to attempt to remedy Margaret. When this story was re-

corded, they used metaphors such as ‘vanquishing’, ‘call upon God’, ‘charge the Devil’


and ‘ask forgiveness’ to describe the most plausible method of treatment at the time. The

solution to Margaret’s condition was considered to be repentance for a sin. The mindset at

the time was that once Margaret confessed to whatever sin she had committed, she

would be delivered from the possession. Margaret’s friends and family looked to the su-

pernatural for both the cause and the solution to Margaret’s condition.

There are very clear differences between the older and newer sets of metaphors.

The older metaphors use supernatural powers to explain unusual phenomenon, whereas

the newer set of metaphors looks to the tangible for a solution. These differences also af-

fected the way that people respond to unusual phenomenon. When we think about Mar-

garet’s illness in terms of a punishment for not repenting, it seems logical to look for a way

to appease God so that he will end her suffering. Margaret’s family then concluded that

Margaret had to confess and repent a sin she had committed in order to be delivered from

her possession. However, when we think about Margaret’s condition in terms of modern

metaphors, we immediately link it to some form of illness, disease or condition. By thinking

in terms of modern medicine, we immediately conclude that there must be some vaccine

or treatment that will ‘cure’ Margaret of her condition.

Obviously today, I would take a much different course of action to try to help Mar-

garet. Instead of immediately calling priests, I would take her to a hospital to be examined

by doctors. I would not even think to look to the supernatural for the cause of Margaret’s

condition, because today we look to modern medicine to cure any malady. However, I

would not completely toss out everything that Margaret’s friends and family did for her. I


would still pray to God that she would recover, however I would just pray that God act

through the doctors to heal her.

Conclusion to Part IV

I feel very comfortable accepting that a lack of modern medical knowledge pre-

vented Margaret’s family and community from recognizing her condition as a “disease”.

Thus, their diagnosis was correct for the time period and information they had at hand. I

will take note that certain metaphors can imply guilt, when in reality the party being de-

scribed was not at fault for their condition.

By now, I hope the progression of my essay is apparent. I have moved from how

metaphors affect emotionally void topics, to metaphors that describe the most complex

emotions we possess. In the next assignment, I analyze how the emotions associated with

rape would be affected, should the definition of rape be expanded into a broader definition.

Introduction to Part VI

This assignment deals with a very controversial metaphor that implies a definite

course of action. The example used for the assignment involves an online community

where participants create a virtual character to act through. One character, specifically Mr.

Bungle, sent other participants vulgar messages describing what he wanted to “do” to

them. While the entire community is based online, and there is a complete absence of any

physical contact with the other participants, the participants have a substantial emotional

attachment to their character. Therefore, when the vulgar messages were sent, the partici-

pants felt they had been violated, even raped. The following assignment deals with the


possible resolutions to this dilemma, as well as the proper terminology to describe what

happened.

A C R I M E A G A I N S T T H E M I N D { V I }

A person most certainly can be raped in cyberspace. In fact, I find absolutely no

evidence to the contrary. Julian Dibbell properly asserts that rape “must be classified as a

crime against the mind.” Dibbell also observes that “rape can occur without any physical

pain or damage,” which also supports the theory that rape should be classified as a crime

against the mind.

In fact, the most damaging and crippling after effects of rape manifest themselves

inside the victim’s mind long after the physical body has healed. Flashbacks of the event

can trigger both extreme emotional and physical responses to stimuli that exist solely in the

memory of the victim. It is in this purgatory of memory that rape victims endure the most

pain and suffering.

There is no physical stimulus present during a flashback to explain the physical and

emotional turmoil that victims undergo, which speaks volumes about the power the mind

holds over its physical counterpart. In fact, science cannot draw a line to distinguish reality

from the imaginary from the brain’s point of view.

In recent studies, a new concept dubbed the “Inner-Light Theory” proposes that

our mind cannot distinguish between what it ‘sees’ and what it ‘imagines’. The theory was

tested by having participants look at an apple, and then recording their brain activity.


Then, the participants were told to close their eyes and imagine the same apple. When the

two scans of their brain were compared, they were found to be identical.

This is clearly evidence that if an incident is verbally forced upon someone with

enough vividness, the effect of the words is the same as if the act had been committed

physically. The members of LambdaMOO could not have foreseen what Mr. Bungle was

going to type. Thus, when Mr. Bungle sent the messages, the recipients were forced to

read the messages.

This act of cyber-rape was especially damaging to the members of LambdaMOO

because of the close relationship the members have with their alter ego. Julian Dibbell de-

scribes an experience with his character Samantha with such detail that if the reader was

not aware that the experience took place entirely in a virtual reality, one would believe that

the event was one of the most memorable events of Samantha’s life. Dibbel describes the

experience as “remarkably, sensorily present”.

This statement establishes a critical link between Dibbel’s identity, and his physical

body. Although his moonlit walk with Sebastiano never occurred in a physical sense, his

body reacted to the experience as if it was physical. This should illustrate how the mem-

bers of LambdaMOO pour their own identity into the virtual characters, and how emotion-

ally linked they are to them.

Mr. Bungle’s words affected the characters in the LambdaMOO virtual reality in a

physical sense, and in turn affected the members themselves in a psychological sense.

While the characters in LambdaMOO do not actually sustain physical damage, the emo-

tional and mental damage to their creators most certainly is real. Whether or not such in-


tense mental distress stems from a physical event, the pain of reliving the experience con-

stitutes rape. Physical injuries from rape heal over time.

The flashbacks don’t.

Conclusion to Part VI

While my ideas concerning this issue did not change, I was disappointed at the

views held by some of my fellow classmates. Some thought that applying the term “rape”

to the event that took place in the LambdaMOO virtual reality would somehow lower the

severity of the term in general. I personally believe that any stimulus, physical or not, that

significantly affects a person in a detrimental way can be considered rape. While the most

common definition of rape is defined based on the physical circumstances, the after ef-

fects of the initial trauma must also be taken into account. I finally realized how serious and

monumental a change to the “rape” metaphor, and other metaphors, can be. If the “rape”

metaphor were to change to include emotional violations as well, a new set of laws would

have to be established to define the crime and list the punishments for each offense.

To conclude this essay, I chose to save the most complex emotion for last: love. It is

difficult, if not impossible, to describe any aspect of love without using a metaphor to do

so. It is because metaphors are used to describe such sensitive topics that they should be

used with care. If the wrong metaphor is chosen to convey your thoughts, you could inad-

vertently hide or highlight aspects which you did not intend to.

Introduction to Part I


The original purpose of this assignment was to recognize that metaphors are pre-

sent in everyday speech. However, I found this particular assignment to be much more

meaningful, as I noticed that we use a metaphor to describe one of the most complex and

important emotions we have. By analyzing this metaphor, I realized the extent to which a

few words can hide and highlight a multitude of aspects of a concept.

L O V E = F A L L I N G ? { I }

Speaking of love as a metaphor to falling highlights one of love’s major aspects: de-

viating from our normal routine. To say one is falling is to say that one has stopped moving

forward in the same direction they have been. This is also true of love, observing how we

act differently when we are in love as opposed to how we act when we are single. When

someone falls in love, doing so can have a significant impact on their life’s direction.

Another aspect of love that I believe is accurately portrayed by the metaphor of fal-

ling is the unexpected aspect of love. We do not wake up in the morning and expect to fall

in love with someone, it happens by chance, or by accident. This idea of something hap-

pening by accident describes both the action of falling and the emotion of love.

However, there are many aspects of love that are completely veiled by linking it

metaphorically to the action of falling. In our mind, the action of falling is normally coupled

with an unseen negative connotation. This negative connotation is normally associated

with the point at which one stops falling. It is at this point that one would “hit the ground”,

normally resulting in some form of injury.


This metaphor of “falling” in love does have many aspects which are accurately

highlighted. Not every fall is unexpected and unpleasant. Consider, for example, those who

sky dive, or riding a roller coaster. Both “falls” are expected, and sought out by someone

for the thrill involved. Sky diving and riding a roller also pose a potential risk to the well be-

ing of the participant, and this aspect is also correctly mirrored by linking love to “falling” in

a metaphorical sense.

This particular metaphorical equation significantly affects how we act and think

about love. By saying that we can fall in love, we are cognitively viewing the emotion love

as a container, which can be easily entered or exited. This leads many people to believe

that it is easy to fall in love, or that it does not require much time to do so. This concept

that love does not take work drives many people to take infatuation as love, because of

infatuation’s immediate effect. They fail to realize that to fall in love takes time to build the

relationship between the two people. Another unfortunate consequence of viewing love as

a container in our mind leads us to believe that love can be easily exited. Maybe this sub-

conscious association leads people to exit their marriages in favor of another ‘love’.

Conclusion to Part I

After completing this assignment, I was genuinely stunned at how many different

facets a metaphor can have. I was also surprised at how metaphors permeate every area

of our language, necessary to describe well known but yet extremely complex concepts.

This assignment helped me to realize just how extensively we use metaphors to convey

our thoughts and ideas.


C O N C L U S I O N

The truth seems inevitable to me; metaphors are an integral part of our language.

They carry with them a timeless quality, which is reflected in their complex yet simple na-

ture. Our reliance on metaphors in our everyday conversation provides proof of their ne-

cessity to the English language itself. The influence they hold over us is not limited only to

our speech, but rather it extends to the very core of our thoughts. Their intricate yet subtle

comparisons provide an indispensable medium through which we are able to express our

most abstract concepts and intimate emotions.


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METAPHORS & THE MIND - units.miamioh.edu€¦ · METAPHORS & THE MIND John Ross Wa!rabenstein English H101 ~ Dr. Laura Mandell Fall Semester 2006 English H101 - Final Paper$ 1