Geloofstaal tussen pan-literalisme, pan-metaforisme en die dubbeltaalmodel : navorsings- en oorsigartikel
Bibliographic record
Abstract
Pan-metaforisme dui op 'n posisie wat argumenteer dat dit wat geartikuleer word slegs metafories tot uitdrukking gebring kan word of slegs via die gebruik van metafore toeganklik is. Pan-literalisme aan die ander kant verdedig die aanvaarding van die primaat van die letterlike in waarheidsaansprake, predikasie en interpretasie en veronderstel dat letterlike betekenis nie reduseerbaar is nie. In hierdie artikel word die standpunte van Mary B. Hesse (1983): language is metaphorical) en twee verteenwoordigers van die skool van Lakoff en Johnson se metafoorteorie, Zoltan Kovecses (2011) en Jakel (2002) kortliks aan die orde gestel: ten einde enkele fasette van die metafoordiskussie met betrekking tot geloofstaal en tekste in relief te bring. Die algemeen-gangbare identifikasie van letterlik en histories-konkreet teenoor metafories word afgewys. Twee kante van die problematiek word uitgelig ten einde aan te toon dat letterlik net so kategoriegebonde is as wat metaforiese taalgebruik is en voorts dat die identifikasie van letterlik en konkreet-histories aan die een kant en die jukstaposisie daarvan met metafories aan die ander kant nie houdbaar is nie. Beide Kovecses (2011) en Jakel (2002) implementeer dimensies van die denke van die Lakoff en Johnson Skool in verband met konseptuele metafore. Hulle redeneer beide dat tekste gebou word op erkende metafore wat universeel voorkom. Ek redeneer dat alle taal (nie enkel begrippe nie) metafories van aard is. Omdat die begrip religieus dikwels binne die konteks van 'n dualistiese visie van sakraal en profaan funksioneer en soms met godsdiens in die enger sin van die woord geidentifiseer word, word in hierdie artikel onderskei tussen religieuse taal en geloofstaal. Fiduciary language between pan-metaphorism, pan-literalism and the double language thesis In this paper attention is given to the tension between two radical views concerning the nature of language: pan-metaphorism and pan-literalism. These positions form the extreme responses to the so called double language thesis (literal versus metaphorical). It is argued that in order to understand the role of metaphor in discourse the dualism of sacred and profane needs to be transcended and a new element added to the understanding of the role of faith in human discourse and experience. This element is the moment. Polanyi speaks of the fiduciary rootedness of all rationality (1974:297). The fiduciary which expresses the human ability to believe (fides), to trust, to be certain, is an integral element of both a multi-faceted world and its potential to form the basis of a multiplicity of ways of knowing this world. In all human activity such a element is present. This assumes that all domains of experience, domains of reality, interrelationships and cognition exhibit and share in the same stratification, of which the (the ability to trust, to believe, to be certain) is one. This state of affairs points to the fact that the multi-faceted and multi-dimensional world exhibits both irreducible aspects and an integral internal coherence of these aspects. These aspects, facets or dimensions of reality are irreducible to one another and yet contain implicit references to other domains of experience (they are multifocal, exhibit multivocity). Distinguishing this notion of from the moment characteristic of all human experience, knowledge and reality facilitates a clearer understanding of the presence and influence of religious convictions as ultimate convictions in discourse and texts. I argue that the universal human ability to believe, trust or seek certitude constitutes such an image-schematic structure and that, in turn, it is the root of a conceptual metaphor. Moreover, this often tacit dimension, is present in all cognitive acts and characterises the commitment an intellectual community shares to viewing the similarities and dissimilarities (categorisations) of the world in a certain way. Significant recent developments in cognitive linguistics and metaphor theory have also contributed to a different understanding of discourse and the language of faith. On the one hand N.T. Wright argues against the notion that literal necessarily means real or concrete-historical. Mary B. Hesse's thesis that language is on the other hand shows that both literal and metaphorical language are classified and categorised and that the meaning of literal and metaphorical is always conditioned by context and remains a relative distinction. Two representatives of the Cognitive linguistic approach of Lakoff and Johnson, Zoltan Kovecses and Olof Jakel, implement analyses of conceptual structures to show that discourse does not require a separate methodology to understand it. Jakel tries to exemplify both prospects and limitations of the Cognitive Theory of metaphor in dealing with metaphor. The conceptual structure of JOURNEY and PATH are analysed in this process. My own contribution is an attempt to show that discourse should not be seen as sacred whereas other forms of language are regarded as profane. I suggest that the structure of language is basically the same in both instances, but that language is certitudinally qualified. This assumes a notion of religion understood as Clouser's (2005:23,24) definition of a conviction as a belief in something or other as 'divine' or ... a belief concerning how humans come to stand in proper relation to the 'divine'. The term divine is characterized as that which can exist independent of anything else (unconditional non-dependant reality).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".