THE PECULIARITIES OF THE METAPHORIC MODELING OF THE KEY CONCEPTS IN THE PEDAGOGICAL DISCOURSE OF J.-J. ROUSSEAU AND J. LOCKE
Chainikova Natal'ya Yur'evna
Municipal Budget Educational Institution Secondary School №6, Kuvsha, Sverdlov Region
Abstract. The article is devoted to the study of the metaphoric models, reflecting the significant differences while understanding the sphere of concepts "Education", occurring when changing the sphere-target by the example of the pedagogical discourse of J. Locke and J.-J. Rousseau. In the result of the analysis it is proved that in the works-treatises of the pedagogues the significant variety is found out on the sphere-target, testifying to the profiling of different problems, to the peculiarities of the metaphoric perception of one and the same reality in different national communities.
Key words and phrases: французский педагогический дискурс, английский педагогический дискурс, метафорическое моделирование, концептуальная метафора, концепт, дискурс Дж. Локка, дискурс Ж.-Ж. Руссо, идиостиль, концептосфера "Образование", the French pedagogical discourse, the English pedagogical discourse, metaphoric modeling, conceptual metaphor, concept, the discourse of J. Locke, the discourse of J.-J. Rousseau, idiostyle, sphere of concepts "Education"
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