COGNITIVE LINGUISTICS is an approach which regards language as a means to discover the COGNITIVE structure of human mind. This approach which has been increasingly established in linguistic departments in the last two decades considers language as a manifestation of the conceptual structure of mind. COGNITIVE linguists believe that metaphor is a COGNITIVE phenomenon and what surfaces in language is just the manifestation of this COGNITIVE processing. From this perspective, metaphor gains a new definition in terms of which any understanding and speaking about abstract concepts is mediated through concrete ones. In this article, the writers are to introduce the above mentioned approach and the way metaphor is accounted for within this framework.

It was an interdisciplinary research in the fields of literature and COGNITIVE LINGUISTICS in which the interaction among the metaphor, cognition, body and culture was investigated. In this paper, some eye-based phrases of Bustan-e Sa’di have been analyzed based on COGNITIVE LINGUISTICS approach. The data analysis showed that eye is a prototypical body organ which embodies the Persian speakers’ mind via a cultural pattern. Itconceptualizes a number of various concepts including emotions (e.g. love, desire, happiness, envy), mental faculties (e.g. knowing, understanding, thinking), cultural values (e.g. respect, hospitality), character traits (e.g. greed, cruelty), and physical states (e.g. death, pass of time). The results also showed that such conceptualization involves COGNITIVE elements such as conceptual metaphors, image schemas and metonymy. The present study also demonstrated that in any language, when the human imagination of the body structure and the function of its organs interact with cultural patterns, the metaphor and conceptual metonymy appears.

"Inner education" or "exploratory education" is based on human nature and is one of the purest education methods that has received a lot of attention in the contemporary period.  Modern educational psychologists consider this method as one of the most effective educational methods. Mystics in Persian literature have also paid special attention to education based on nature. Maulavi pays special attention to the principle of "education" in his spiritual Masnavi. Education in the Masnavi is one of the concepts that Rumi wanted to internalize in order to institutionalize it in the existence of humans - along with matters such as God, knowledge, conduct, and acts of worship. This article aims at investigating the dimensions of inner education in Maulavi's Masnawi, and seeks to answer this question: What are the most important components of inner education which the thinkers and psychologists of education have also emphasized in the spiritual Masnawi? In doing so, the authors have analyzed the components of inner education in six books of Mawlawi's masnavis by using a descriptive-analytical method. According to the results of the research, the emphasis on the language of action, the gradualness of education, not imitating, wealth of deprivation, eliminating instead of presenting, anti-habit and paying attention to individual differences are among the most important components of internal education in Masnavi that their details and topics of which are analyzed in separate axes.

From its inception, COGNITIVE LINGUISTICS has been characterized by several shared basic commitments, most notably the “generalization commitment” and the “COGNITIVE commitment” (Lakoff, 1990). These are instances of the general model of scientific explanation, which comprises reduction and emergence as two sides of the same coin. An explanation must show a) that a complex phenomenon can be analyzed as resulting from (i.e., as reducible to) the interaction of certain simpler phenomena under certain conditions, and by the same token, and b) that the special properties of the complex phenomenon, while not present in the basic phenomena involved, emerge from this interaction. For language, with its special COGNITIVE and communicative features, this conception of explanation entails a biological commitment and poses a challenge. How can we show that these special features emerge from more basic biological phenomena? Since the theory of evolution provides the unifying conceptual framework for answering such questions, an indispensable component of the answer is an account of the evolution of these features, and given the diversity of languages, cultural evolution will have to be part of that account. The biological commitment entails employing the generally accepted model specifically for explanation in biology known as “Tinbergen’s four questions” (Tinbergen, 1963; Bateson & Laland, 2013). This study will show that these various elementary requirements can be met in an illuminating way. In addition, it will explore how this might provide an opportunity for overcoming some long-lasting controversies in LINGUISTICS.

Taking a different approach from traditional rhetoric, COGNITIVE LINGUISTICS examines metaphor from a new and different perspective. In the COGNITIVE perspective, metaphors are tools for understanding which are closely associated with one’s ideology and way of thinking. The semantic relationships between the words in conceptual metaphors make the process of understanding intangible things easier. The two areas of origin and destination on which conceptual metaphors are based have a significant place in literature. The way the trigger areas are selected and the implied meanings resulting from them represent the mentality of the speakers and their way of knowing the world. In this research, the conceptual metaphors in the poems of Ashoora poets are analyzed based on the conceptual domain of Ashoora, Imam Hossein, and the semantic domains related to these concepts. Extracting and analyzing the mappings of the domain, the widely used trigger areas, ideology and dominant discourse in poems, worldview of poets and cultural constructions in relation to the chosen areas are discovered. Among the results of the research is that various trigger areas such as “religion”, “valuable jewelry”, etc. are marked with a positive meaning to describe the conceptual areas of Imam Hussein and other related concepts have been used. Implicit meanings arising from the trigger areas express meanings such as “valuability”, “sanctity”, “resistance”, “righteousness”, and “vitality”. Also, different semantic areas such as “autumn”, “demon”, “Iblis” etc. have been chosen with negative meaning for the enemies of Imam Hussain. Finally, the strengthening of the discourse of right and its confrontation with oppression and injustice can be seen in the poems.

One of the concepts in COGNITIVE LINGUISTICS approach is that each linguistic unit is a network of meanings. Langacker (1991: 16) believes that "morpheme, categories, and grammatical structures, all are a form of symbolic units". In this respect, affixes also have specific meanings which are added to bases and at last a derivation is created. An affix as a lexical entity forms a category whose meanings is collected around a core meaning. Therefore, we can say that derivations of 'pish-' prefix also have several meanings with an organized internal structure. In this article, to analyze this affix, its derivations are studied through a COGNITIVE linguistic perspective, its different meanings are unraveled and finally by determining radial network of this affix, two meaning cluster were determined from which other meanings stemmed: temporal order and spatial order. One of these meanings, spatial meaning is selected as the core meaning and for doing it we used two factors proposed by Evans and Tyler (2003). Then spatial meaning of this polysemy affix was primary meaning around which other meanings are posited. To answer the question of whether there are many meanings for pish-affix and, if so, how these meanings are related to each other; it can be argued that from COGNITIVE linguistic perspective and based on our data analysis, it was discovered that pish-affix is a linguistic expression that has a multidimentional feature. By reviewing 63 derivatives from affixation of this prefix to different grammatical categories, two meanings were obtained, each of which had different conceptual meanings. From these semantic clusters, the spatial sense was introduced as the initial meaning according to Evans and Tyler's (2003) criteria: the historical evidence and the incidence frequency in the scattered network, with other meanings surrounding this central meaning. It is necessary to explain that at first glance it seems that the meaning of "forward direction" is a separate meaning, but since motion occurs in the space, henceforth this concept is also in the section of priority of the place. In addition, in some cases, such as "pish-shomare (pre-code)" with The close conflict was the concept of space and time, in which case, given the fact that conceptual time is abstract and occurring in the concept of space, so it is not so easy to distinguish spatial and temporal priority in such derivatives.

Locative prepositions are one of the most important and widely used prepositional words of any language, which play an important role in representing human mental concepts in language. Basically, locative prepositions are one of the first prepositions that children produce in the process of learning their first language, and this is one of the most important reasons for the need to examine these letters COGNITIVEly. The aim of the present research is to investigate the polysemy of the locative preposition "between" in Persian language. To explain this polysemy, the principles of the school of COGNITIVE LINGUISTICS and two theories of Principled Polysemy Tyler and Evans( 2001) and Image Schemas Johnson (1987) have been used. The research data were collected from the second edition of Hamshahri corpus and two dictionaries of Dehkhoda (1998) and Moien (2007). The results of the research show that the semantic network of the preposition "between" has one prototype spatial and four radial meanings. The prototype meaning of this preposition indicates the space between two things, and other meanings are placed radially around it and are expanded from it.

This study aims to introduce a noble COGNITIVE schema of cohesion using some narratives in Azerbaijani Turkish, Persian, and English. The framework used in the current study is Dooley and Levinsohn’s (2001) model of functional-COGNITIVE approach. The corpus of the study contains 15 stories. The results of the study show that narration can be imagined as a polygon. The polygon functions like a COGNITIVE schema. According to the so-called COGNITIVE schema, all sides of the polygon are fixed and can be used in any bedtime story. Of course, the narrator can increase or decrease the number of sentences of this kind but the point is that the more the narrator decreases or increases the sentences the less the coherence of the narration will be. This COGNITIVE schema confirms why children’s bedtime stories are the easiest narratives while classic or detective narratives are among the most difficult ones to read and follow.