Metaphor Of The Mentally Handicapped Population

This paper has attempted to offer a cursory survey of the application of metaphor in the discussion of people with learning disabilities in an attempt to inform contemporary intellectual debates across a wide range of disciplines. Keeping in mind the backdrop of the issue of classification, engaging with the philosophical exploration of metaphor, and taking note of the experimental attempt concerning both metaphorical competence and people with learning disabilities, this essay seeks a model of educational philosophy for people with learning disabilities. By arguing for a philosophical perspective, which sees metaphor as dynamic and creative imagination to such a degree that the metaphor becomes itself an agent of knowing the epistemological truth, I have sought to mediate between an epistemological account of metaphor and a psycho-educational understanding in terms of'tacit knowledge'.The results of the test approve the being of metaphorical competence in the people with learning disabilities. Moreover, some students with learning disabilities have better metaphorical abilities than student with non-disabilities. In the test, this paper also found out that the metaphorical competence has a relationship with an ability of learning foreign language.This paper concluded with some educational and sociological suggestions for thepeople with learning disabilities. It has been argued that the general categorization of people with learning disabilities is legitimated by a narrow psychological view. The brief historical review of people with learning disabilities suggests the necessity of their social liberation. In particular, the survey identifies modernity as a significant root of social prejudice. This suggestion cuts across traditional concepts of human intelligence. Explicit knowledge which can be examined by testing cannot represent the whole of humanknowledge. Arguably, the sort of tacit knowing which helps people to metaphorize is in itself an authentic way of knowing. On which people can learn and discover the reality of both language and world. This approach enables a transformation in our view of people with learning disabilities. On this argument people with learning disabilities can know and understand to some extent as other people. There is no basis for discrimination between human beings by on the grounds of powers to make metaphors.In addition, on a Wittgensteinian view, children initially learn language through being trained by a linguistic community. Metaphorizing as a language-game of training transfer then helps people to generalize their primary knowledge about language and world. Language training at the hands of a community is therefore prior to the development of metaphorizing in children, although it overlaps with it. Without the community environment children cannot learn language. If people with learning disabilities explicitly have the ability to metaphorize, above all, they need community help in order to expand their language-games. If our society excludes them, they cannot learn language and make metaphors. Therefore, it is essential to include them in our language community. This discussion suggests that in the horizontal relationship between people with learning disabilities and other people, the learning-disabled need this kind of help from the other people. Inclusion of people with learning disabilities is then vital to their development as human.The philosophy for people with learning disabilities may be confidently said to be at one of the growth points in this most challenging debate. In one respect, the purpose of this essay is to diagnose the possibility of a metaphorical philosophy of education, and whether it is possible to liberate people with learning disabilities from today's ideological prejudices, or more generally to expose such ideology's roots indehumanized modernity. Rather than continue a reliance on rational or mental power, this thesis has tried to suggest that metaphor, along with tacit knowledge be seen as a liberating perspective which is...