Case B: Two reference points;
Elements: Wife - Agent (self), Affected Parties (house), Force/Motion (self-propelled as to work and devotion she put into house; Location (place or mental space where house is); Possessions (money, effort, devotion); obstacles (work is too hard, whatever kept house from being finished, whatever keeps house from being more valuable now).
Elements: Husband (same as Wife, except Obstacle of her no longer being passionate about house, of wanting to get money out).
Incongruity: Wife - "lost" interest, something disappeared as if without some thought process; wants something to "show", metaphorically understood as a demonstration, investment, etc..
Incongruity Husband - "loves" house, as if it were a being and he keeps faithful, loyal, more important than most other things in life, more important because it is so special, honorable, earth-friendly, going through life together wherever it leads.
Gaps Wife - when you decide to stop devoting yourself to something why do you have to have something to show? Idea of having made a mistake in the first place?
Questions Wife - Where do you think your great interest in this house went? What does it mean if you invest heavily and end up with little or nothing?
Questions Husband - Are there several different things that make you want this house and to continue owning and working on it? Would you ever sell it voluntarily? Can you love it as much without a wife?

Case B: Two reference points (Father's possible metaphor of how the parenting schedule will work, and Mother's);
Elements in Father's possible metaphor -- Agent (Father), Affected Parties (children), Movement of children from place to place, activity to activity; Locations, homes, activities; Possessions (time?), Obstacles, time limits, meals, homework tasks. (Parenting is Sequencing/Maping)
Elements in Mother's -- Agent, herself, Affected Parties (children), movement (she seems to want to hold kids in orbit), Possessions (kids?), Obstacles (the schedule), Locations (same as Dad). (Parenting is Orbiting/Keeping Momentum)
Questions for Father: What are you up against to make this work? Is there enough time?
Questions for Mother: Are the kids' activities kind of fluid in your home? Is it easy or not so easy to keep things going smoothly?

See Lakoff & Turner's "More Than Cool Reason" for suggestions on extending where they discuss composition of novel metaphor.

She says, because they have two children whom they both love, that they could find a way to stay together.

The other parent believes nothing is wrong, except perhaps that the first parent limits the children, often doesn't seem to pay them enough attention, and doesn't let them just be kids.

Can we simply list a number of common source domains?
A typology of metaphor might be attempted using distinctions of structure-function; thing-process; Event Structure-Chain of Being; principle-strategy-performance...
Can we divide metaphors into things and processes (some are both)?
people (human body, bodily movement, health, illness)
animals
plants
containers
buildings and construction
machines and tools
game and sport
money and economic transactions
cooking and food
heat and cold
light and darkness
forces, movement and direction
journey

Object Processes (function of objects)
--------- ---------
(except for person, human body, state, next four are Event Structure)
Human body, state (location) Bodily movement, growth, devel.
Force, direction, path, location Pushing, blocking, journey
Container, channel, conduit, path containing, channeling
Destination

(despite process aspect, next four are Chain of Being)
Person, role, rank, code, rules, etc doing job, following rules...
Game, sport playing sport...
Animal, animal body, state way animal moves, sounds, etc.
Plant, parts of plant growth, etc.

(other)
Building, parts of building construction
Machine, tool operation of machine, use of tool
Money, value, debt, credit transaction, economic process
Food, dish, recipe cooking
Heat, cold heating, warming, cooling, freezing
Light, darkness lighting, blocking...

More below.

1. Form groups of 2-4 persons; not role playing, just for discussion.

2. Take each of the example phrases in turn.

3. Find the words that appear to be incongruous if taken literally.

4. Try to name the metaphor (e.g., "push" may indicate Persuasion is Using Physical Force).

5. Re-write the phrase substituting literal words; note difficulty in doing this.

6. (Optional) Re-write the phrase substituting words that extend or elaborate the metaphoric meaning already present.

7. (Optional) Now re-write the phrase using words from an entirely different source domain.

8. Groups report back observations to total group.

In the context of mediation, detecting metaphor proceeds by first noticing one or more of these features, and then engaging in dialog to clarify and confirm the mediator's operating metaphor.

To find metaphor in the Target (i.e., the mediation case or situation before the mediator) we look for certain indications of the metaphors mediators may be using to understand what they are doing. Mediation experts virtually always speak in terms of metaphors. Sometimes the expert makes a metaphor obvious (e.g., "Let's try banging their heads together"). Other times the metaphors may not initially be obvious due to their subconscious operation.

After identifying possible metaphors, with the aid of the ideas below, then what is crucial is formation of questions (to clarify/confirm) and extensions (to guide).

We might divide the methodology here into the "matching" method and the "naturalistic" method (see a more raw description in text behind main title of this page):

(1) Matching what is said to typical or common metaphors.
- Human (animal, plant, inanimate) body:
- parts of body, mental or physical states, illness;
- bodily movement, object manipulation, growth, development, deterioration...
- Force dynamics:
- Agent, Affected Entity, Force, direction, path, location, obstacle;
- Pushing, blocking, moving (on journey) to destination;
- Container:
- Container, channel, conduit, path;
- Process of containing, channeling, leading, guiding...
- Program/protocol:
- Particular person, performance, role, rank, code, rules, game, sport...
- performing, doing job, following rules, playing match;
- other

For workshop purposes, use:
- Body Movement/Object Manipulation
- Force Dynamics
- Container

(2) I call this second method "naturalistic" because the occurence of metaphor is accompanied by naturally observed clues of various kinds. Once such clues are noticed, one investigates what metaphor or metaphors might be in use.
- Incongruity
- Gaps
- Big Picture

In workshop, after
(1) using above examples,
(2) ask "How do you look for metaphors in a description of mediation or a mediation approach?"

(3) Mention Incongruous language (and very briefly Gaps and Big Picture) to be observed.

(4) Primarily be aware of some major metaphor groups, examples of which are found throughout expert descriptions of mediation -- Body Movement, Force Dynamics, and Container metaphors. These structure the generic metaphor structure for war, journey, human problem solving... [while these more familiar metaphor names seem to offer broader organizing schema, actually they have many entailments collected from diverse cases and may not apply in this case; the generic structure is basic to all cases and might better be described as the organizing schema]

(5) Taking Body Movement/Object Manipulation, say a bit about things the body does, how much we learn through our lives about body movement. Give some simple examples (e.g., we take this divorce process step by step; emotions sometimes burst out).

(6) Ask for spontaneous guesses as to what other very common body movement-related source domains might be interesting (this step depends heavily on everyone having grasped source/target domain distinctions and basic metaphor structure).

(7) Go to Body Movement page and illustrate: Targets may be the mediation process, the particular issue, the methods used by a mediator, etc. Sources found in the expert literature on mediation are shown and discussed to give more ideas of how this metaphor category can be instructive to become familiar with.

(8) Go to two other metaphor group pages and continue illustrations.

(9) Discuss "extending"...

(10) Now start the exercise by presenting the descriptions. The exercise should dovetail in the sense that, although up to now we have gone from metaphors to examples of language, now we take language text and look for the metaphors. Once they are identified, they can be extended or changed.

[If, for example, we note the extensive use of movement and seeing a terrain, we can observe how vast territory of complex processes are often reduced to a small spot, and how the map may imply a fixed route. Extensions can include using the map to explore, map overlays, maps with greater definitions, etc. Changes could be to a game metaphor where many things are in play...]

Do children keep people on a path together?
Can children be brought by two parents on different paths? Are we on only one path at a time, or do we actually travel simultaneously on different ones? When the Three Musketteeres rode off in different directions, where they working together or separately?

Are they limited in their growth or in having fun?
How might limiting a child help development?