I am a cognitive linguist with a background in discourse analysis and text linguistics. I advocate an interdisciplinary approach to the study of discourse and cognition with an emphasis on achieving neurobiological plausibility. To meet this aim, I subscribe to the Neural Theory of Language (NTL) developed by the ICBS team at UC Berkeley.
Much of my work is now dedicated to the development of the following associated research programmes:
- Towards a Neural Theory of Discourse (Process and Practice)
The Neural Theory of Language (NTL) offers a radical revision of the nature of natural language. Supported by empirical and experimental evidence in cognitive neuroscience and psycholinguistics, NTL views linguistic processing as an amodal simulation. Traditional approaches to NTL pursue questions related to machine learning and natural language processing; in contrast, I apply NTL to questions drawn from discourse studies. By integrating embodied construction grammar and simulation semantics with traditional text-linguistic methodologies, I pursue the neural substrate that drives the experience of meaning.
- Critical-Cognitive Constructionism
The NTL programme is not limited to theoretical and methodological matters; rather, NTL provides an opportunity to address concerns in critical and socio- linguistics. By adopting a critical-constructivist perspective, I apply NTL to questions traditionally associated with social constructionism. Why do abstract agents, forces, and processes, such as an economic market, or a political idea, appear to ‘make sense’? What are the linguistic, conceptual, and neurocognitive correlates that contribute to the process(es) of sense-making? To what extent do the processes attributed to sense-making aid the social construction of everyday life? More crucially, to what extent can these questions be tested using experimental and empirical methodologies?
- Critical-Cognitive Pedagogies
In conjunction with colleagues at Edge Hill University and Liverpool John Moores University, I contribute to a joint-project that seeks to explore the implications of a critical pedagogy in both theory and practice. This venture is formalised in collaboration with the Critical Pedagogies and Theories for Post-compulsory and Informal Education research group at CERES, Liverpool John Moores University. For my part, I advocate a cognitive-constructivist approach to methodological and pedagogical issues. More importantly, I address the ways in which institutional practices are reconfigured through texts and discourses.
- Other Research Interests
While my primary interests remain in the fields of language-use, and the cognitive and brain sciences, I am also interested in the historical divide between linguistic philosophy and philosophy of language. In addition, I maintain currency with related fields, including artificial intelligence and machine learning; the emergent impact of disruptive technologies; and the history and philosophy of science.
RESEARCH AND SCHOLARLY ACTIVITY
McDonough, T.D. and Reynolds, P. (2018). Institutional Discourses and Social Change. In Reynolds, P. et al (Eds.). Criticality from the Inside. Newcastle: Cambridge Scholars.
Reynolds, P. and McDonough, T.D. (2018). Exploring Traditional and Critical Pedagogies. In Reynolds, P. et al (Eds.). Criticality from the Inside. Newcastle: Cambridge Scholars.
McDonough, T.D. and Reynolds, P. (2018). The Context to Contemporary Further and Higher Education: Neo-Liberalism. In Reynolds, P. et al (Eds.). Criticality from the Inside. Newcastle: Cambridge Scholars.
McDonough, T.D. (2018). The Neural Theory of Language and CDA: Using Simulation Semantics for Discourse and Text Analysis. CADAAD (TBC).
McDonough, T.D. (2018). Review of Chilton and Kopytowska (2018) Religion, Language, and the Human Mind. Language and Cognition (TBC).
McDonough, T.D. (2018). Review of Richardson (2017) British Fascism: A Discourse-Historical Analysis. Discourse and Society 30(1). London: Sage.
McDonough, T.D. (2018). Containment and Division: Evaluating Class-Based Metaphors in Higher Education. PRISM 2(1).
McDonough, T.D. (2018). Mind Your Language: Why HE-in-FE is a Divisive Phrase. AoC Scholarship Project.
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McDonough, T.D. (2017). Review of Charteris-Black (2016) Fire Metaphors: Discourses of Awe and Authority. Discourse and Communication 11(6). London: Sage.
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McDonough, T.D. (2017). Editorial: Creating a Third Space. PRISM I (1). pp. 8-20.
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McDonough, T.D. (2008). The New American Empire and the Electronic Revolution. East Lancashire Research Journal 1(2).
McDonough, T.D. (2018). Simulating Meaning in the Brain. Linguistics and English Language Annual Conference. Lancaster University, Lancaster, UK. 12th July 2018.
McDonough, T.D. (2018). Seasons, Cycles, and Journeys: How We Think About Change. Ageing, Generational Change and Social Solidarity: Managing Diversity in Ageing Societies. University of Social Sciences and Humanities, Wroclaw, Poland. 9th to 10th July 2018.
McDonough, T.D. (2018). Meaning and the Machine: Beyond the Symbol-Grounding Problem. The Future is Now: Utopia, Dystopia and the Crises of Tomorrow. University Centre at Blackburn College, Blackburn, UK. 23rd to 25th May 2018.
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McDonough, T.D. (2018). Metaphors of the Market. Discourse Net 20. Karoli Gaspar University, Budapest, Hungary. 17th to 19th May 2018.
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McDonough, T.D. (2017). Imagining the Market: Simulation and Grounded Cognition. A Neoliberal Nightmare: Beyond the Populist Insurgence? A CDSS Network Seminar. University Centre at Blackburn College. 10th to 12th May 2017.
McDonough, T.D. (2016). Fields of Conceptual Coherence: Or How Making Sense “Makes Sense”. 6th UK Cognitive Linguistics Conference. Bangor University, Bangor, Gwynedd. 19th to 22nd July 2016.
McDonough, T.D. (2016). Cognitive Economies: The Entrenchment of the Market in the Discourse of Pedagogic Life. Critical Pedagogies, Power & Possibilities: Strategies for Difference and Solidarity in Contemporary Societies. A Cultural Difference and Social Solidarity Network Workshop. University Centre at Blackburn College, Blackburn. 18th to 20th May 2016.
McDonough, T.D. (2015). The ‘General Peculiarity’ of Temporal Particularity. Time, Substance and Things. University of Paris VIII, Paris. 21st to 22nd May 2015.
McDonough, T.D. (2010). Nurturing Nature: Teaching Language as a Social Practice. Liverpool College Annual Research Conference. May 2010.
Grants and Impact Projects:
Enhancing Employability Through Community Challenge. Higher Education Academy (HEA) Teaching Development Grant, 2012-2013. With Dr. Phil Johnson (UCBC) and Dr. Craig Hammond (Liverpool John Moores University).
A Polar Bear’s Nose and a Flying Pig: Your Brain on Language. UCBC Humanities and Social Science Lecture Series. UCBC. 21st February 2018.
Cognitive Dynamite: Child Language Acquisition and the Developing Brain. Early Childhood Studies Symposium. UCBC. 24th November 2016
PROFESSIONAL AND PUBLIC ENGAGEMENT:
Editor-in-Chief and Chair of the Editorial Board
PRISM Journal | http://www.prism-journal.blackburn.ac.uk
The Future is Now: Utopia, Dystopia, and the Crises of Tomorrow. University Centre at Blackburn College. 23rd to 25th May 2018.
A Neoliberal Nightmare: Beyond the Populist Insurgence? University Centre at Blackburn College. 10th to 12th May 2017.
Research and Scholarship Committee (UCBC)
Cultural Difference and Social Solidarity Network
UK Cognitive Linguistics Association
Critical Pedagogies, CERES, Liverpool John Moores University
Discourse and Text (DisTex), Lancaster University
Language, Ideology and Power (LIP), Lancaster University
Preston Linguistics Circle (PLC), UCLan
Co-Founder and Organiser, The Ragged Alliance (with the Ragged University, Edinburgh). Free and open public lectures in community spaces.