Neumotórax

The conceptualisation found from the words in the sentence Learning to teach … by both gender became TO BECOME SKILLED. It is a standard reflection and indicates that the faculty finds it important to have the possibility to acquire the skills of professional teaching and become competent; to obtain an authorization to be on the rostrum. From many of the answers it is alluded that to perform on the rostrum requires pre-information on how to do.

experience but lack knowledge on how to professionally work-perform and therefore wishes to learn how to do this in the best recommendable way. With such an approach of transmitting knowledge and practical attitude to teaching the IMO motto and general mission will be adhered to.

The former seafarers from the East mention as a second conceptualisation for learning to teach TO BE A STUDENT. This could be interpreted as this faculty group realise the need for obtaining teacher training and therefore is willing to enter the role of a student without unconvinced feelings.

The IMO apex university must be manned by a teacher-competent and teacher authorized faculty. As of today none of the faculty has passed a fully justifiable teacher education. In the IMO International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW 95) regulation I/6 it is required “… that those responsible for training (including education) and assessment … are appropriately qualified” (STCW 1995, p. 27, my parenthesis). The convention text denotes that the MET faculty in States that have ratified the convention must attended and pass a course in pedagogy.

A conceptualisation of the learning to teach as a VOYAGE perhaps includes to explore self in the role as a teacher and becomes a natural realisation of mainly the former seafarers from the West. A seafarer’s skill very much depends on voyage planning and performance in order to arrive destination (reach objectives) on time and with cargo intact.

The entire faculty, both men and women, realise that to obtain the skill of teaching undertakes a process that could be cumbersome. The pure academics from West appear to realise this more than the faculty with former seafaring background also from West. The former seafarers from West realise the learning to be more than a VOYAGE. A sea-voyage can likewise be cumbersome. The former seafarers from East understand that learning to teach means TO BE A STUDENT; an obvious reflection. People from the East, by tradition, very much respect the teacher and in this study the former seafarers realise that in this situation they have to give up the command and become a student. 8.3 Examples of metaphors in maritime teaching

It was difficult for the sample to exemplify their use of metaphors in class. This could indicate that any previous reflection on the phenomenon of using metaphors has not been on the individual’s respective agenda. From the interviews it was found that metaphors are used spontaneously i.e. the faculty is not considering the use of metaphors as a well thought-out and delicate possibility to clarify something difficult. A true observation also by Lakoff and Johnson (2003, p. 3) saying “… our conceptual system is not something we are normally aware of … we simply think and act more or less automatically ….”. Perhaps this observation could be followed by a conclusion that could include that the faculty is aware of the danger of using metaphors because they are linked to culture and therefore should be used with care in a multicultural classroom.

The majority of the interviewed faculty do not change their use of metaphors. It would mean no development of the subject and from it would follow no development of the students. If the use of metaphors is not subject to change it could give an indication that the person neither has bothered to develop own thinking and meanings in life nor to adjust the verbal communication with the students to be context related and context relevant (Drakenberg 2002). Though, we should bear in mind as stated by Lakoff and Johnson (2003, p. 145) “… it is by no means an easy matter to change the metaphors we live by”.

9. Prologue

In current study the sample is small which would make generalisations unattainable; if ever should be done. The faculty was asked to respond in English and perhaps this disturbed the metaphor impact from faculty coming from non-English speaking cultures. The conceptions were found to be wide spread so there is no straight significance in the repertoire. Therefore, it was considered of no use to find any significance; i.e. to investigate with logistic regression and chi-square tests.

In the study done by Alger (2009) she found that the teachers desire teaching to be: a providing of tools, a guiding and an engaging in community. The engaging indicates that the teacher wishes to be an integrating part in the learners’ efforts to obtain knowledge. “We collectively decided that we need a house and then we design and build it together” (Alger 2009, p. 746). These thoughts were weak in current sample.

Apparently in the teacher education the importance of using metaphor should be emphasised. The reason for this is to make the teachers aware of metaphor complexities and the risks for introducing misunderstandings instead of clarifications. Sequentially the use of metaphors could lead to an intimation of a hidden curriculum.

If the faculty correctly appears not to be inclined to change their metaphors it could be an indication of not taking enough care if the message is received correctly. It would mean that they pursue their way on the rostrum unconcerned. Therefore in the case of the WMU faculty it is recommended that they be given the opportunity to attend a course in pedagogy. The course might also make the faculty aware of the metaphors link to culture and thus should be used with outmost care. One person in the sample made the remark that the use of metaphors depends on what it alludes at more than having a cultural impact. It would be worth further analysing to compare the use of metaphors in relation to culture and subject taught. It would of course also be interesting to repeat this study with a larger sample and then also the cultural aspect might be visible. It did not become conspicuous in current study.

Notes

1) Professor and teacher is used interchangeable. At WMU the title of professor do not follow the Anglo- Saxon definition.

2) The WMU faculty is on its way to increase its complement of women.

References

1. Alger, Christianna (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and teacher education: An International Journal of Research and Studies 5(25) pp. 743-751.

2. Conceptual metaphor (2011). Retrieved on 25 November 2011 from http://en.wikipedia.org/wiki/Conceptual_metaphor.

3. Cortazzi, Martin and Jin, Lixian (1999). Bridges to learning. Metaphors of teaching, learning and language pp. 149-176. In: Lynn Cameron and Graham Low (1999). Researching and applying metaphor. Cambridge: University Press.

5. Deignan, Alice (undated) Conceptual Metaphor Theory. Retrieved on 15 February 2009 from http://www.creet.open.ac.uk.

6. Drakenberg, Margareth (2002). Stability and change in student teachers' metaphors; A longitudinal study. (Manuscript).

7. Drakenberg, Margareth and Vincenti Malmgren, Therese (Manuscript).

8. Evers, Vanessa (1998). Cross-cultural understanding of metaphors in interface design. In: Charles Ess & Fay Sudveeks (Eds.) Proceedings Cultural Attitudes towards Communication and Technology ‘98’. Sydney, NSW Australia: University of Sydney.

9. Horck, Jan (2006). A mixed crew complement. A maritime safety challenge and its impact on maritime education and training. Malmö Studies in Educational Sciences: Licentiate dissertation series 2006:3. Malmö: Malmö University.

10. Horck, Jan (2010a). The gender perspective in maritime education and training pp. 93-119. In: Jens-Uwe Schröder-Hinrichs (Ed.), WMU Journal of Maritime Affairs, 9(1).

11. Horck, Jan (2010b). Meeting Diversities in Maritime Education. A blend from World Maritime University. Malmö Studies in Educational Sciences: Doctorial thesis series No. 54. Malmö: Malmö University.

12. Jensen, Devon (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods 5(1). Alberta: University of Alberta.

13. Karjalainen, Mira (2007). In the shadow of freedom: life on board the oil tanker.

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15. Kramsch, Claire (2002). Language and Culture: A social Semiotic Perspective. Retrieved on 15 February 2009 from http://www.adfl.org/bulletin/v33n2.

16. Lakoff, George and Johnson, Mark (2003). Metaphors we live by. Chicago, Il.: The University of Chicago Press.

17. Leino, Anna-Liisa and Drakenberg, Margareth (1993). Metaphor: An Educational Perspective. Research Bulletin, 84, Department of Education. Helsinki: University of Helsinki.

18. Lie, Dilin (2002). Metaphors, culture and worldview. Lanham, Md: University Press of America.

19. Peter, Laurence, Hull Raymond, Wahlén Jan, Torekull Bertil (1970). Peters princip: en "hierarkiologisk studie" av inkompetensens förekomst och symtom. Stockholm: Bonnier.

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21. STCW (1995). The International Convention on Standards of Training, Certification and Watchkeeping for Seafarers. London: The International Maritime Organization.

22. Zinken, Jörg (2008). Metaphor and Discourse: How metaphor models structure domains of activity. Oral presentation at School of Modern Languages and Culture: Durham University, Australia 28 January 2008.

Author’s Bio-Note

Jan HORCK is a Master Mariner from Malmö Maritime Academy, Extra Master Mariner from Stockholm Teachers High school and holds a Doctorial degree in Pedagogy from Lund University.

During 15 years he served on different ship-types in worldwide trading.

1980, he enrolled as teacher at the Malmö MET Academy. 1982, he was contracted for the pre-planning of WMU. 1983 he was contracted as the WMU Course Administrator and after 28 years he retired from WMU as Assistant Professor.

As a faculty member at the Malmö MET he taught becoming captains and mates. He conducted and was responsible for IMO/SIDA courses on MARPOL Annex I and II. He educated Swedish Coast Guard employees in handling oil and chemical cargoes in ports and onboard ships.

As a faculty member of WMU his major duties have been to address the students in cargo-handling on different ship-types, quality assurance (ISO 9000 and ISO 14000), port performance indicators, port reception facilities, behavior and handling of ships, cultural awareness, responsibility for a number of seminars and field studies and inviting guest speakers. He has also participated in various projects where WMU has been a partner.

Horck is a member of IMLA. He is a visiting professor at IMSSEA in Genoa, the TÜV Academy Middle East in Dubai and the UWI in Trinidad & Tobago.

He has presented papers at a number of seminars and conferences, for instance, IMLA, IMEC, BIMCO, IAMU, ACI and ICET.

Martin Ziarati1, Sofia Tsekeridou2 , Edyta Malinowska1, Jennie Kallergi3 1

Centre for Factories of the Future, United Kingdom

2

Athens Information Technology, Greece

3

1st Evening Voc. Senior School of Egaleo, Greece

The Novelty of CAPTAINS: the Communicative Learning Approach of Maritime