Enactive metaphor in a virtual didactic musical performance: A decolonial critical look

Abstract

Unlike conceptual metaphor, enactive metaphor is defined as a deliberate act. That is, the will to enrich the message to give the speaker an active role in the integration of meaning. In a virtual educational concert, the aim of illustrating music and the advantages of digital media converge. We outline the conceptual framework that helps understand the role of enactive metaphor in education, digital media, and music education. In demonstrating the relevance of a post-cognitive view for linguistic description, we articulate the didactic figurative language, digital modality, and embodied conceptualization of music. In the analysis of the musical performance multimodal components, we establish a critical vision that asserts the close association between rationalism as a substrate of the colonialist agenda in scientific thought and the idea of language constructed in standard cognitivism. By clearly establishing the ideological bias in this construction of the object of study, we seek to warn about the need to transform our discursive practices in language and education sciences.