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• W2766905348 abstract "A Сritical View on Conceptual Blending Theory V.V. Glebkin (gleb1514@gmail.com) Gymnasium 1514, 12 Krupskoi Street Moscow, 119311 Russia Abstract This study addresses conceptual blending theory, originated by J. Fauconnier and M. Turner. The author raises some criti- cism of the theory’s underpinnings and methodology. Particu- larly, he points at the lack of cultural-historical analysis and the neglect of experimental data as the shortcomings of the theory as stated. It is shown in the paper that the view on blending as an important tool to adapt knowledge to the ex- perience of average people is more correct than its interpreta- tion as a basic instrument for the creation of new knowledge. Keywords: conceptual blending; criticism; cultural-historical approach; popularization. Introduction Conceptual blending (or conceptual integration) theory is, without a doubt, one of the central conceptual pillars of modern cognitive linguistics, and it has considerable influ- ence on cognitive science in general. According to the au- thors, J. Fauconnier and M. Turner, conceptual blending is “a great mental capacity that, in its most advanced “double- scope” form, gave our ancestors superiority and, for better and for worse, made us what we are today. We investigate the principles of conceptual blending, its fascinating dynam- ics, and its crucial role in how we think and live” (Faucon- nier, Turner 2002, V; for an extended commentary see: ibid., 389-396). In other words, conceptual blending here is claimed to be the key to the mystery of human evolution and cognition. At first sight, such a groundbreaking point would be expected to lead to an intensive debate and to meet strong criticism from the less radical researchers. However, in fact, there are no heated debate around conceptual blending the- ory. We can find a number of papers raising some objec- tions (Gibbs 2000; Harder 2003; Brandt 2005; Oakley, Hougaard 2008, 12; Ferguson, Sanford 2008, 610), but a comprehensive analysis of the theory’s underpinnings, methodology, and heuristic potential is a matter of the fu- ture. This paper can be considered as a step in that direction. Fauconnier, Turner 1996; Fauconnier, Turner 1998; Fauconnier, Turner 2000; Sweetzer 2000; Fauconnier, Turner 2002; Fauconnier, Turner 2008; Fauconnier 2009 should be mentioned as the salient milestones in the theory’s development. The gist of the theory can be formulated as follows: а) the unique feature of human beings is the capacity to create new meanings from existing ones; b) the main way to implement this capacity is to perform double-scope blending, that is, to build an integrated mental space on the base of a number of input spaces. A star example illustrating that point is the Buddhist Monk riddle: “A Buddhist monk begins at dawn one day walking up a mountain, reaches the top at sunset, medi- tates at the top overnight until, at dawn, he begins to walk back to the foot of the mountain, which he reaches at sun- set. Make no assumptions about his starting or stopping or about his pace during the trips. Riddle: is there a place on the path that the monk occupies at the same hour of the day on the two separate journeys?” (Fauconnier, Turner This riddle has an elegant solution if we imagine the monk strolling up and down on the same day, in other words, combine both walks. In such a blended space the monk is to meet himself and that place is the positive an- swer to the riddle question. The authors illustrate the solu- tion with the following schema: Theoretical underpinnings and structure of conceptual blending theory Although this may be familiar information to some of readers, I will start with a coarse-grained description of the Fauconnier and Turner’s attitudes. It allows more relevant understanding of my criticism in the second part of the paper. To be sure, some aspects of conceptual blending theory were touched earlier, but its first systematic de- scription holds, presumably, in Fauconnier, Turner 1994. Fig. 1. The basic schema of the Buddhist Monk riddle (Fauconnier, Turner 2002, 45) We can see here the two input spaces (the day of climbing on and that of climbing down), blended space and generic space, containing “what the inputs have in" @default.
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• W2766905348 title "A ?ritical View on Conceptual Blending Theory - eScholarship" @default.
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