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It argues that this metaphor matters for language pedagogy across classroom levels, and within teacher education and professional development. Language is defined as operating as a “region” where words and rhetorical functions shape influence, behaviors, emotions, and events. 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Soter, The Ohio State University Sean P. Connors, University of Arkansas  \nAbstract  \nThis essay offers a reorientation of our views on the interrelationships of language and thought as a field of constantly reprogrammable energy, and provides an argument as to why we believe this new metaphor (i.e., language as a field of energy) matters in language pedagogy, in classrooms at all levels, as well as within teacher education and teacher professional development. We define language as a field of energy in the following way: as language operating as a “region” in which a force (in this case, words and their rhetorical functions) operates to bring about some influence resulting in an effect or having an impact on one’s own behaviors, on the behaviors of others, as well as having the capacity to influence emotions, and/or the course of events. Following a brief introduction in which we state our purpose, we present the casefor the above argument in the context of current language and literacy education. In doing so, we delineate language-thought-perceived reality relationships through a synthesis of a selective representation of the primary thinkers in mainstream language scholarship, as well as other fields, such as philosophy, social anthropology, linguistics, discourse analysis, and to coin a new field, “linguistic metaphysics.” While we focus our discussion on language, we are mindful of its obviously intimate, symbiotic relationship with thought. We conclude with suggestions as to how this concept, “language as a field of energy,” can be pursued in educational settings.  \nKeywords: language as a field of energy, language pedagogy, language-thought-perceived realities, teacher education, pre-service teachers, professional development, language curriculum  \nIntroduction  \nMetaphors may create realities for us, especially social realities. A metaphor may thus be a guide for future action. Such actions will, of course, fit the metaphor. This will, in turn, reinforce the power of the metaphor and make experience coherent. In this sense metaphors can be self-fulfilling prophecies. (Lakoff & Johnson, 1980, p. 156)  \nIn the opening scenes of Goethe’s Faust (1828), we are introduced to Faust as he struggles with the meaning of the Greek word “Logos,” or “Word,” as it is used in “The Gospels of St. John. Amanfang war die Tat”(“In the beginning was the Deed”) . At the literal level, the German word,  \n“Tat,” means “deed” or “act;” however, its original Greek source,“Logos,” also acknowledges its metaphoric intent, as represented in “word,” “thought” and “power.” Goethe seems to settle on this conflation—“thought,” “act,” “power,” and “word”—as synonymous. Faust scholar and literary critic van der Lann (2007) describes this conflation as the “original and quintessential speech act 1”(p.55) . Our decision to highlight Faust’s struggle to decide whether there is a relationship between thought as expressed in word and deed might appear to suggest that we are implying a degree of degree of efficacy between word and deed, which we are, though we would add the following: the degree to which word results in deed also influences outcome, whether or not it is intended, or even expected.  \nIf one is to believe in the power of positive thinking, one might be led to accept that habitual thoughts influence deeds and actual outcomes, whether or not one is aware of that relationship. Such an example is offered by the work of scholars in the neurolinguistic programming movement launched by Bandler and Grinder (1975), who argued that “reframing” habitual patterns of language use and replacing them with new patterns can result in concurrent shifts that eliminate patterns of behavior that were either dysfunctional or inhibiting to those who suffered from their debilitating consequences. Others, such as Myss (1996), whose work as a medical intuitive m","cbCaiebKGOJh5Kxt","https://ap.wps.com/l/cbCaiebKGOJh5Kxt","pdf",554887,24,"English","# Abstract\n# Introduction\n## Metaphors, action, and self-fulfilling prophecy\n## Logos, word, thought, and deed in Faust\n## Positive thinking, reframing, and conceptual influence\n## Bounded concepts and habitual language-thought ties\n# Language, actualization, and speech act evidence","[{\"question\":\"What is the central metaphor proposed in the essay?\",\"answer\":\"The essay treats language as a field of constantly reprogrammable energy, where words and rhetorical functions operate to produce influence and effects.\"},{\"question\":\"How does the paper connect language and thought to education?\",\"answer\":\"It argues that viewing language as energy-shaped influence helps explain and guide language pedagogy, including teacher education and professional development across grade levels.\"},{\"question\":\"What does the essay say about metaphors shaping realities?\",\"answer\":\"It frames metaphors as guides for future action that can reinforce their own power, making experience coherent through self-fulfilling effects.\"}]","Language as a Field of Energy - A Critical Question for Language Pedagogy | PDF",1792089469]