When I was a senior school student of English Literature (circa 1961/2), one insight stood out for me – irony, in Shelley’s Ozymandias.
As far as I can remember, that was the first time my perception of learning, in Eng Lit, went beyond ‘learning the facts’.
Yes, I had learnt that ‘metaphor’ is a form of speech, and is when one thing is claimed to be another, as in ‘The moon was a ghostly galleon …’; compared with simile which used ‘as’ or ‘like’ to preface the claim.
I have met up again with ‘metaphor’, and now much later. Jack Mezirow speaks of metaphor being an indicator of the kind of reflective work/thinking that conveys the potential to move a person’s meaning perspective (what he calls ‘transformative’), or provides evidence of such a shift (p.219).
Now I am understanding metaphor, and that kind of thinking, to be related to abduction, as distinct from deduction and induction.
The process of comparison, so vital to ‘research’ and working with ‘findings’, to manage lots of data, is part of this older understanding of how an educated person can use language, and so and more ‘creatively’.
In my thesis (1999-2005) I worked some more with Gregory Bateson’s idea of the meta- … meta-cognition, meta-communication, the second-level process of thinking about thinking, communicating about communication etc.
So what is the meta-4? (as per punning) … to help us think and to communicate our thinking …
How important is it? It seems to me that irony, paradox, truth hidden in the meaning of words, is something that will be with me all my life. Whether I can make something more of this understanding is another matter; let alone considering how I make something more of this …