Root metaphors combine into culturally inherited discourses and discursive practices

Evidence

When a group of root metaphors combine, intersect, or begin to depend upon one another, they form a closely woven tapestry of exchanged and internalized meanings. This complex weave of meanings is called a discourse. Discourses are complex exchanges of meaning that use metaphor and that thus have a history. As we learn to talk and com - municate, we use, internalize, and exchange discourse, participating in the creation and reproduction of deeply embedded patterns of com - munication and belief. These patterns create practices that also commun - icate and create meaning and help to create beliefs. We refer to these as discursive practices. The beliefs and the practices they inspire become taken for granted, and less and less likely to be questioned. They just “are.” — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 525

Categorization

• DEFINE: Builds the discourse/discursive-practice ladder that teachers need for cultural analysis methods.
• XREF: Resonates with the listening/observation-as-method and language threads shared across the polyad courses. — connects to: The entire human conceptual system operates metaphorically, not just literary language. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 493; Root metaphors are buried cultural assumptions reproduced unconsciously across generations — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 514; Discourses are systems of shared cultural meanings built from interlocking root metaphors. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 665 (+4 more)
• recurring: this claim recurs 2 times within its source

Broader Connections

• Discourses are systems of shared cultural meanings built from interlocking root metaphors. #corroborates (0.90) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 665