Paper Outline

1. Connectivity: The use of cognitive metaphor in Proust's "The Cookie" and Cavendish's "The Circle of the Brain Cannot be Squared"

2. Introductory paragraph:

Metaphor is a common literary technique that has been used by various authors across the centuries. Metaphors allow authors to compare an object to another object with which a reader may have more familiarity. Another function of the metaphor is to give the reader another frame of reference regarding the object, often to guide a reader’s interpretation. Although metaphor is most commonly seen in literature, cognitive metaphor is a type of metaphor utilized by individuals unconsciously. Cognitive metaphor theory states that individuals process abstract ideas by relating them to a more concrete idea. In Proust’s “The Cookie” and Margaret Cavendish’s “The Circle of the Brain cannot be squared”, the authors use cognitive metaphor to assist the reader with their interpretation of both pieces of literature. Cognitive metaphor in these two pieces also present the reader with comparison’s of the brain as a whole in Cavendish and specifically the concept of memory in Proust’s. Both the brain and memory are both complicated concepts; although both are concrete in that individuals are aware of them, they are extremely abstract in that very little is known about the brain and memory and how each works. In addition, both pieces of literature are evidence of bridging the gap between the arts and sciences, two fields of study assumed to be unrelated. In reality, the study of the arts and the study of science are closely interrelated, to the extent that neither can exist without the other. Proust’s “The Cookie” and Cavendish’s “The Circle of the Brain Cannot be Squared” utilize cognitive metaphor in order to assist the reader’s understanding of the literature and demonstrate the interdependence of different fields of study, specifically the arts and the sciences.

3. Metaphor is most commonly recognized as a literary technique; however, our brains subconsciously utilize metaphor on a daily basis.

 

Proust’s “The Cookie” exemplifies not only literary metaphor, but also discusses cognitive metaphor as utilized by the brain.

The idea of metaphor arises as Proust anthropomorphizes memory by stating “the memory revealed itself” (Proust).

I have been working on the paragraphs regarding Cavendish's poem; however, I'm re-working the paragraphs because I haven't been happy with how I originally wrote them. 

4. I'm also re-writing my conclusion but the general premise is an extension of how the two pieces of literature create a direct relation between the arts and the sciences. Cavendish's entire poem is centered around this theme, while Proust's narrative also does the same, but in  a less obvious way. 

After I have finished up the paragraphs and conclusion, I will post those.

Week #5: Tasks

"Children must be left entirely at liberty; they will learn every thing better than you can teach them; their memory must not be overloaded with trash; their reason must be left to grow." Maria Edgeworth's "On Tasks" explores the growth of a child, not only physically but emotionally as well.  I feel that this quote explains a concept most children will readily agree with and most adults will readily disagree with; I personally agree with this quote entirely. As adults push their own opinions and ideas upon children, they can create the "trash" that can "overload" a child's memory and create unnecessary memories for them. The idea that "their memory must not be overloaded with trash" relates to our discussion last week regarding memory. I feel that this chapter on tasks emphasizes that over-stimulation of our brains will create memories that we do not necessarily need. Allowing a child's reason to grow on its own, rather than pushing for it to grow, allows the child to grow up into an individual rather than an imprint of the adults who have brought that child up.