CONCEPTUAL METAPHOR AS A COGNITIVE THEORY: TRANSFORMING LEARNING AND TEACHING IN EDUCATION

Abstract

Conceptual Metaphor Theory (CMT), introduced by Lakoff and Johnson (1980), underscores the role of metaphors in shaping human cognition. In the field of education, CMT offers a transformative framework for rethinking how abstract concepts are taught and learned. This study examines how conceptual metaphors enhance cognitive processes, foster creativity, and make learning more engaging. A mixed-methods approach was employed, including classroom observations, interviews with educators, and surveys from students, to explore the impact of metaphor-based teaching. Results indicate significant improvements in comprehension, retention, and emotional engagement when metaphors are integrated into pedagogy. However, challenges such as cultural variance and oversimplification must be addressed. This paper also identifies a research gap in exploring metaphor-based pedagogy in cross-cultural and multilingual settings.