{
  "title": "Metaphors in/of education",
  "sections": [
    {
      "id": "section-1",
      "title": "Metaphors in/of education",
      "level": 2,
      "headingHtml": "Slide 1",
      "html": "<h3>Metaphors in/of education</h3><p>Dominik Lukeš</p><p>www.bohemica.com/metaphor</p><p>School of Education and Lifelong Learning, UEA</p><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=1\">View original slide 1</a></p>"
    },
    {
      "id": "section-2",
      "title": "Outline",
      "level": 2,
      "headingHtml": "Slide 2",
      "html": "<h3>Outline</h3><ul><li>… in education<ul><li>overview of metaphor inquiry in edu</li><li>metaphor as a tool for instruction</li></ul></li><li>… of education<ul><li>TEACHER IS … (cognitive metaphors)</li><li>school should be … (generative metaphors)</li></ul></li><li>… there and back …<ul><li>towards a classification of metaphor use</li></ul></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=2\">View original slide 2</a></p>"
    },
    {
      "id": "section-3",
      "title": "Uses of Metaphor in Education",
      "level": 2,
      "headingHtml": "Slide 3",
      "html": "<h3>Uses of Metaphor in Education</h3><ul><li>Make sense of the world</li><li>Express complex meaning</li><li>Construct alternatives</li><li>Organize systematic concepts</li><li>Invite interaction</li><li>Add dramatic effect</li></ul><p>adapted from <em>Cortazzi and Jin 1999</em></p><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=3\">View original slide 3</a></p>"
    },
    {
      "id": "section-4",
      "title": "Context of Metaphor in Education",
      "level": 2,
      "headingHtml": "Slide 4",
      "html": "<h3>Context of Metaphor in Education</h3><ul><li>Theory building<ul><li>generative</li><li>exegetic</li></ul></li><li>Policy debates</li><li>Teacher training</li><li>Personal identity/motivation</li><li>Organization and presentation of instructional content</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=4\">View original slide 4</a></p>"
    },
    {
      "id": "section-5",
      "title": "Research of Metaphor in Education",
      "level": 2,
      "headingHtml": "Slide 5",
      "html": "<h3>Research of Metaphor in Education</h3><ul><li>Metaphors as an instructional tool</li><li>Metaphors in the language of instruction</li><li>Metaphors in conceptualization of self in teachers (new and experienced) and students</li><li>Metaphors in educational discourse<ul><li>Public discourse</li><li>Policy debates (not all conceptual)</li><li>Conceptualizing innovation (dtto)</li><li>Conscious and unconscious metaphors</li></ul></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=5\">View original slide 5</a></p>"
    },
    {
      "id": "section-6",
      "title": "Metaphor as an instructional tool",
      "level": 2,
      "headingHtml": "Slide 6",
      "html": "<h3>Metaphor as an instructional tool</h3><ul><li>Design of instructional content (Locus of classic debate)<ul><li>Presentation to students for ease of understanding</li><li>Adapting ‘literal’ scientific content to ‘pedagogic’ level</li></ul></li><li>Method of inquiry to allow students to find personal meaning (both of academic content and own life)</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=6\">View original slide 6</a></p>"
    },
    {
      "id": "section-7",
      "title": "Cognitive Metaphors of Education",
      "level": 2,
      "headingHtml": "Slide 7",
      "html": "<h3>Cognitive Metaphors of Education</h3><ul><li>SCHOOLS ARE PRISONS, GARDENS, FACTORIES, SOCIETIES, FAMILIES</li><li>TEACHERS ARE PARENTS, GUIDES, DIRECTORS, ACTORS, ANIMAL TRAINERS</li><li>STUDENTS ARE CONTAINERS, PLANTS, ANIMALS TO BE CONTROLLED</li><li>LEARNING IS GROWTH, FILLING UP, LIFE, ACQUISITION OF GOODS, BUILDING A PORTFOLIO, BUILDING A STRUCTURE</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=7\">View original slide 7</a></p>"
    },
    {
      "id": "section-8",
      "title": "Education as a Source Domain",
      "level": 2,
      "headingHtml": "Slide 8",
      "html": "<h3>Education as a Source Domain</h3><ul><li><p>LIFE IS A TEACHER</p></li><li><p>EXPERIENCE IS A SCHOOL</p></li><li><p>COMPANY IS A SCHOOL (The learning organization)</p></li><li><p>EMPLOYEES ARE PUPILS</p></li><li><p>BEING ABLE TO DO SOMETHING IS BEING ABLE TO READ (functional literacy, emotional literacy, numeracy, computer literacy, academic literacy, oracy)</p></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=8\">View original slide 8</a></p>"
    },
    {
      "id": "section-9",
      "title": "Generative Metaphors of Education",
      "level": 2,
      "headingHtml": "Slide 9",
      "html": "<h3>Generative Metaphors of Education</h3><ul><li><p>Market metaphor</p></li><li><p>Growth metaphor</p></li><li><p>Family metaphor</p></li><li><p>Engineering/scientific metaphor</p></li><li><p>Society metaphor (education for democracy)</p></li><li><p>Moral/humanistic metaphor (education to ensure moral humans)</p></li><li><p>Ad hoc generative metaphors</p></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=9\">View original slide 9</a></p>"
    },
    {
      "id": "section-10",
      "title": "Metaphors and educational policy",
      "level": 2,
      "headingHtml": "Slide 10",
      "html": "<h3>Metaphors and educational policy</h3><blockquote><p>“<strong>Diverse</strong> and sometimes <strong>contradictory metaphors</strong> on schooling and school improvement dominate the <strong>thinking of policy makers</strong>, scholars and practitioners.” (Wincek, 1995)</p></blockquote><blockquote><p>“It was Napoleon who once famously described Britain as a nation of shopkeepers. Successive governments, since the premiership of Mrs Thatcher, have <strong>accepted this grocer-like</strong> view and attempted to turn every social institution into a commercial enterprise.” ... “This is a classic example of what philosophers call 'category error', the mistake of discussing - or in this case planning - one area of activity in the language and terms and with the concepts which are appropriate to another. ... It is <strong>a seriously fallacious form of reasoning</strong>.” (Kelly, 2004)</p></blockquote><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=10\">View original slide 10</a></p>"
    },
    {
      "id": "section-11",
      "title": "Market metaphor",
      "level": 2,
      "headingHtml": "Slide 11",
      "html": "<h3>Market metaphor</h3><ul><li><p>Product</p></li><li><p>Consumers</p></li><li><p>Manufacturing</p></li><li><p>Trade</p></li><li><p>Currency</p></li><li><p>Efficiency</p></li><li><p>Marketplace</p></li><li><p>Business theory</p></li><li><p>Parents</p></li><li><p>Students</p></li><li><p>Society</p></li><li><p>Government</p></li><li><p>Knowledge</p></li><li><p>Information</p></li><li><p>School</p></li><li><p>Employment</p></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=11\">View original slide 11</a></p>"
    },
    {
      "id": "section-12",
      "title": "Examples of discourse",
      "level": 2,
      "headingHtml": "Slide 12",
      "html": "<h3>Examples of discourse</h3><ul><li>“A <strong>school</strong> has to decide what kind of organization it is (a <strong>factory, a work community, a market-place</strong>?), who its <strong>customers</strong> are, what they want and how that is to be <strong>delivered</strong> and <strong>measured</strong>.” (Handy&amp;Aitken, 1986)</li><li>\"We must give <strong>consumers of education</strong> a central part in <strong>decision-making</strong>. That means <strong>freeing</strong> schools and colleges to <strong>deliver the standards</strong> that parents and employers want. It means <strong>encouraging the consumer to expect and demand that all educational bodies do the best job possible</strong>. In a word, it means <strong>choice</strong>.\" (Kenneth Baker introducing Education bill in 1987)</li><li>“It is only <strong>through the market mechanism of choice that we can get away from the stultifying and</strong> <strong><em>inherently unjust</em></strong> <strong>method</strong> <strong>of assigning children to schools</strong> according to their ZIP codes.” (Education Week, 2002)</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=12\">View original slide 12</a></p>"
    },
    {
      "id": "section-13",
      "title": "Areas of policy influenced",
      "level": 2,
      "headingHtml": "Slide 13",
      "html": "<h3>Areas of policy influenced</h3><ul><li>School vouchers</li><li>School choice</li><li>School (academic) performance and league tables</li><li>Performance-related pay</li><li>No strikes for teachers (as professionals)</li><li>Effective administration (school/district/nation level)</li><li>Economies of scale (Edison schools)</li><li>Superheads</li><li>Curriculum for needs of country i.e. business</li><li>Competition in textbook design</li><li>Teacher training</li><li>Assessment</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=13\">View original slide 13</a></p>"
    },
    {
      "id": "section-14",
      "title": "Growth (organic) metaphor",
      "level": 2,
      "headingHtml": "Slide 14",
      "html": "<h3>Growth (organic) metaphor</h3><ul><li><p>Organic nature</p></li><li><p>Nourishment</p></li><li><p>Care</p></li><li><p>Biological theory</p></li><li><p>Birth</p></li><li><p>Illness</p></li><li><p>Health</p></li><li><p>Death</p></li><li><p>Learning</p></li><li><p>Becoming adult</p></li><li><p>Being mature</p></li><li><p>Being a useful member of society</p></li><li><p>Being a responsible citizen</p></li><li><p>Being able to learn</p></li><li><p>Mind/body</p></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=14\">View original slide 14</a></p>"
    },
    {
      "id": "section-15",
      "title": "Examples of discourse",
      "level": 2,
      "headingHtml": "Slide 15",
      "html": "<h3>Examples of discourse</h3><ul><li>“Plants are shaped by <strong>cultivation</strong> and men by <strong>education</strong>. If man were born big and strong, his size and strength would useless to him until he had learned to make use of them.” … “The <strong>education</strong> of man <strong>begins at his birth</strong>; before speaking, before understanding, he is already learning.” (Rousseau, 1762)</li><li>“The <strong>object and reward of learning</strong> is continued capacity for <strong>growth</strong>.” (Dewey,1916)</li><li>“We <strong>teach children</strong>, not subjects.” (Progressivist slogan)</li><li>“The growth metaphor in itself thus embodies a modest conception of the teacher's role, which is to study and then <strong>indirectly to help the development of the child</strong>, rather than to shape him into some preconceived form...” (Scheffler, 1960)</li><li>“<strong>only true education</strong> comes through the <strong>stimulation of the child’s powers</strong> by the demands of the social situations in which he finds himself” (Dewey, 1897)</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=15\">View original slide 15</a></p>"
    },
    {
      "id": "section-16",
      "title": "Areas of policy influenced",
      "level": 2,
      "headingHtml": "Slide 16",
      "html": "<h3>Areas of policy influenced</h3><ul><li>Child-centered education</li><li>Textbook design</li><li>National curriculum</li><li>Teacher training in child psychology and physiology</li><li>Physical education in the curriculum</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=16\">View original slide 16</a></p>"
    },
    {
      "id": "section-17",
      "title": "Family metaphor",
      "level": 2,
      "headingHtml": "Slide 17",
      "html": "<h3>Family metaphor</h3><ul><li><p>Parents</p></li><li><p>Children</p></li><li><p>House rules</p></li><li><p>Obedience/Duty</p></li><li><p>Love</p></li><li><p>Rearing/behavior control</p></li><li><p>Society</p></li><li><p>Teachers</p></li><li><p>Students</p></li><li><p>Principals</p></li><li><p>School rules</p></li><li><p>School allegiance</p></li><li><p>Love for knowledge</p></li><li><p>Society</p></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=17\">View original slide 17</a></p>"
    },
    {
      "id": "section-18",
      "title": "Examples of discourse",
      "level": 2,
      "headingHtml": "Slide 18",
      "html": "<h3>Examples of discourse</h3><blockquote><p>“The family metaphor is fundamental to education since <strong>society requires that school personnel and parents act as co-guardians of children.</strong> Even legally, school personnel act <strong><em>in loco parentis</em></strong>.” … “Mega Center's <strong>children</strong> developed a strong sense of <strong>loyalty</strong> to their <strong>individual family of learners</strong> and to the <strong>schoolwide family</strong>. The school's principal, teachers, and staff expressed both in words and in practice their conceptualization of <strong>school-as-family for the children</strong>. Although, the <strong>teachers and staff</strong> related to children as family, <strong>their relationships with one another did not flow from the family metaphor</strong>. Neither were parents and guadians of the children viewed through the lens of the family metaphor.”</p><p>(Wincek, 1995)</p></blockquote><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=18\">View original slide 18</a></p>"
    },
    {
      "id": "section-19",
      "title": "Areas of policy influenced",
      "level": 2,
      "headingHtml": "Slide 19",
      "html": "<h3>Areas of policy influenced</h3><ul><li>School environment</li><li>Teacher role</li><li>Parental involvement</li><li>Corporal punishment</li><li>Proportion of moral education in the curriculum</li><li>Proportion of socialization as a purpose of education</li><li>Sex education</li><li>Breakfast clubs</li><li>No child left behind / Every child matters</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=19\">View original slide 19</a></p>"
    },
    {
      "id": "section-20",
      "title": "Mixing metaphors for diversity",
      "level": 2,
      "headingHtml": "Slide 20",
      "html": "<h3>Mixing metaphors for diversity</h3><ul><li>“it is undeniable that modern technology plays an increasingly important role in the process of wine-making, yet there is a definite limit to technical intervention. We are in fact operating within a triangle: <strong>nature, technique and care</strong>. Only the combination of these three can explain why <strong>each year, each winery, and even sometimes each bottle brings a different wine</strong>.” (Leirman, 1993)</li><li>“Metaphorical language, it seems, has served as a <strong>vehicle for introducing concepts</strong> -- usually emanating from academic circles--into the parlance of practice. In decade after decade, scholars have <strong>clothed their newly developed ideas</strong> about leadership in <strong>metaphors from earlier eras</strong>.” (Beck and Murphy, 1993)</li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=20\">View original slide 20</a></p>"
    },
    {
      "id": "section-21",
      "title": "Metaphor Theory After Education",
      "level": 2,
      "headingHtml": "Slide 21",
      "html": "<h3>Metaphor Theory After Education</h3><ul><li>Metaphors before Lakoff&amp;Johnson</li><li>Affective and higher cognitive role of metaphor</li><li>Metaphorbility – Aptitude for metaphor</li><li>Consequences of metaphor (Metaphors and actions)</li><li>Metaphors and the nature (mental representation of understanding)</li><li>Metaphors in use vs. metaphors in mind</li><li>Classification of metaphor use<ul><li>Cognitive</li><li>Interpersonal</li><li>Textual</li></ul></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=21\">View original slide 21</a></p>"
    },
    {
      "id": "section-22",
      "title": "Consequences of Metaphors",
      "level": 2,
      "headingHtml": "Slide 22",
      "html": "<h3>Consequences of Metaphors</h3><ul><li>Metaphors influence actions<ul><li>People who think of language as a tool are more likely to be pro-reform than those who think of it as a person</li></ul></li><li>Metaphors interpret actions/states<ul><li>Teachers are more likely to see students as container than students who might see themselves as such</li></ul></li><li>Metaphors and actions/states cooexist<ul><li>Experienced teachers see learning in a behaviorist way rather than constructivist way</li></ul></li></ul><p><a href=\"/metaphors-in-and-of-education?mode=originals&amp;page=22\">View original slide 22</a></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/metaphors-in-and-of-education/pages/page-01.png",
      "text": "Metaphors in/of education\nDominik Lukeš\nwww.bohemica.com/metaphor\nSchool of Education and Lifelong Learning, UEA"
    },
    {
      "number": 2,
      "image": "/readers/metaphors-in-and-of-education/pages/page-02.png",
      "text": "Outline\n… in education\noverview of metaphor inquiry in edu\nmetaphor as a tool for instruction\n… of education\nTEACHER IS … (cognitive metaphors)\nschool should be … (generative metaphors)\n… there and back …\ntowards a classification of metaphor use"
    },
    {
      "number": 3,
      "image": "/readers/metaphors-in-and-of-education/pages/page-03.png",
      "text": "Uses of Metaphor in Education\nMake sense of the world\nExpress complex meaning\nConstruct alternatives\nOrganize systematic concepts\nInvite interaction\nAdd dramatic effect\nadapted from Cortazzi and Jin 1999"
    },
    {
      "number": 4,
      "image": "/readers/metaphors-in-and-of-education/pages/page-04.png",
      "text": "Context of Metaphor in Education\nTheory building\ngenerative\nexegetic\nPolicy debates\nTeacher training\nPersonal identity/motivation\nOrganization and presentation of instructional content"
    },
    {
      "number": 5,
      "image": "/readers/metaphors-in-and-of-education/pages/page-05.png",
      "text": "Research of Metaphor in Education\nMetaphors as an instructional tool\nMetaphors in the language of instruction\nMetaphors in conceptualization of self in teachers (new and experienced) and students\nMetaphors in educational discourse\nPublic discourse\nPolicy debates (not all conceptual)\nConceptualizing innovation (dtto)\nConscious and unconscious metaphors"
    },
    {
      "number": 6,
      "image": "/readers/metaphors-in-and-of-education/pages/page-06.png",
      "text": "Metaphor as an instructional tool\nDesign of instructional content (Locus of classic debate)\nPresentation to students for ease of understanding\nAdapting ‘literal’ scientific content to ‘pedagogic’ level\nMethod of inquiry to allow students to find personal meaning (both of academic content and own life)"
    },
    {
      "number": 7,
      "image": "/readers/metaphors-in-and-of-education/pages/page-07.png",
      "text": "Cognitive Metaphors of Education\nSCHOOLS ARE PRISONS, GARDENS, FACTORIES, SOCIETIES, FAMILIES\nTEACHERS ARE PARENTS, GUIDES, DIRECTORS, ACTORS, ANIMAL TRAINERS\nSTUDENTS ARE CONTAINERS, PLANTS, ANIMALS TO BE CONTROLLED\nLEARNING IS GROWTH, FILLING UP, LIFE, ACQUISITION OF GOODS, BUILDING A PORTFOLIO, BUILDING A STRUCTURE"
    },
    {
      "number": 8,
      "image": "/readers/metaphors-in-and-of-education/pages/page-08.png",
      "text": "Education as a Source Domain\nLIFE IS A TEACHER\nEXPERIENCE IS A SCHOOL\nCOMPANY IS A SCHOOL (The learning organization)\nEMPLOYEES ARE PUPILS\nBEING ABLE TO DO SOMETHING IS BEING ABLE TO READ (functional literacy, emotional literacy, numeracy, computer literacy, academic literacy, oracy)"
    },
    {
      "number": 9,
      "image": "/readers/metaphors-in-and-of-education/pages/page-09.png",
      "text": "Generative Metaphors of Education\nMarket metaphor\nGrowth metaphor\nFamily metaphor\nEngineering/scientific metaphor\nSociety metaphor (education for democracy)\nMoral/humanistic metaphor (education to ensure moral humans)\nAd hoc generative metaphors"
    },
    {
      "number": 10,
      "image": "/readers/metaphors-in-and-of-education/pages/page-10.png",
      "text": "Metaphors and educational policy\n“Diverse and sometimes contradictory metaphors on schooling and school improvement dominate the thinking of policy makers, scholars and practitioners.” (Wincek, 1995)\n“It was Napoleon who once famously described Britain as a nation of shopkeepers. Successive governments, since the premiership of Mrs Thatcher, have accepted this grocer-like view and attempted to turn every social institution into a commercial enterprise.” ... “This is a classic example of what philosophers call 'category error', the mistake of discussing - or in this case planning - one area of activity in the language and terms and with the concepts which are appropriate to another. ... It is a seriously fallacious form of reasoning.” (Kelly, 2004)"
    },
    {
      "number": 11,
      "image": "/readers/metaphors-in-and-of-education/pages/page-11.png",
      "text": "Market metaphor\nProduct\nConsumers\nManufacturing\nTrade\nCurrency\nEfficiency\nMarketplace\nBusiness theory\nParents\nStudents\nSociety\nGovernment\nKnowledge\nInformation\nSchool\nEmployment"
    },
    {
      "number": 12,
      "image": "/readers/metaphors-in-and-of-education/pages/page-12.png",
      "text": "Examples of discourse\n“A school has to decide what kind of organization it is (a factory, a work community, a market-place?), who its customers are, what they want and how that is to be delivered and measured.” (Handy&Aitken, 1986)\n\"We must give consumers of education a central part in decision-making. That means freeing schools and colleges to deliver the standards that parents and employers want. It means encouraging the consumer to expect and demand that all educational bodies do the best job possible. In a word, it means choice.\" (Kenneth Baker introducing Education bill in 1987)\n“It is only through the market mechanism of choice that we can get away from the stultifying and inherently unjust method of assigning children to schools according to their ZIP codes.” (Education Week, 2002)"
    },
    {
      "number": 13,
      "image": "/readers/metaphors-in-and-of-education/pages/page-13.png",
      "text": "Areas of policy influenced\nSchool vouchers\nSchool choice\nSchool (academic) performance and league tables\nPerformance-related pay\nNo strikes for teachers (as professionals)\nEffective administration (school/district/nation level)\nEconomies of scale (Edison schools)\nSuperheads\nCurriculum for needs of country i.e. business\nCompetition in textbook design\nTeacher training\nAssessment"
    },
    {
      "number": 14,
      "image": "/readers/metaphors-in-and-of-education/pages/page-14.png",
      "text": "Growth (organic) metaphor\nOrganic nature\nNourishment\nCare\nBiological theory\nBirth\nIllness\nHealth\nDeath\nLearning\nBecoming adult\nBeing mature\nBeing a useful member of society\nBeing a responsible citizen\nBeing able to learn\nMind/body"
    },
    {
      "number": 15,
      "image": "/readers/metaphors-in-and-of-education/pages/page-15.png",
      "text": "Examples of discourse\n“Plants are shaped by cultivation and men by education. If man were born big and strong, his size and strength would useless to him until he had learned to make use of them.” … “The education of man begins at his birth; before speaking, before understanding, he is already learning.” (Rousseau, 1762)\n“The object and reward of learning is continued capacity for growth.” (Dewey,1916)\n“We teach children, not subjects.” (Progressivist slogan)\n“The growth metaphor in itself thus embodies a modest conception of the teacher's role, which is to study and then indirectly to help the development of the child, rather than to shape him into some preconceived form...” (Scheffler, 1960)\n“only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself” (Dewey, 1897)"
    },
    {
      "number": 16,
      "image": "/readers/metaphors-in-and-of-education/pages/page-16.png",
      "text": "Areas of policy influenced\nChild-centered education\nTextbook design\nNational curriculum\nTeacher training in child psychology and physiology\nPhysical education in the curriculum"
    },
    {
      "number": 17,
      "image": "/readers/metaphors-in-and-of-education/pages/page-17.png",
      "text": "Family metaphor\nParents\nChildren\nHouse rules\nObedience/Duty\nLove\nRearing/behavior control\nSociety\nTeachers\nStudents\nPrincipals\nSchool rules\nSchool allegiance\nLove for knowledge\nSociety"
    },
    {
      "number": 18,
      "image": "/readers/metaphors-in-and-of-education/pages/page-18.png",
      "text": "Examples of discourse\n“The family metaphor is fundamental to education since society requires that school personnel and parents act as co-guardians of children. Even legally, school personnel act in loco parentis.” … “Mega Center's children developed a strong sense of loyalty to their individual family of learners and to the schoolwide family. The school's principal, teachers, and staff expressed both in words and in practice their conceptualization of school-as-family for the children. Although, the teachers and staff related to children as family, their relationships with one another did not flow from the family metaphor. Neither were parents and guadians of the children viewed through the lens of the family metaphor.”\n(Wincek, 1995)"
    },
    {
      "number": 19,
      "image": "/readers/metaphors-in-and-of-education/pages/page-19.png",
      "text": "Areas of policy influenced\nSchool environment\nTeacher role\nParental involvement\nCorporal punishment\nProportion of moral education in the curriculum\nProportion of socialization as a purpose of education\nSex education\nBreakfast clubs\nNo child left behind / Every child matters"
    },
    {
      "number": 20,
      "image": "/readers/metaphors-in-and-of-education/pages/page-20.png",
      "text": "Mixing metaphors for diversity\n“it is undeniable that modern technology plays an increasingly important role in the process of wine-making, yet there is a definite limit to technical intervention. We are in fact operating within a triangle: nature, technique and care. Only the combination of these three can explain why each year, each winery, and even sometimes each bottle brings a different wine.” (Leirman, 1993)\n“Metaphorical language, it seems, has served as a vehicle for introducing concepts -- usually emanating from academic circles--into the parlance of practice. In decade after decade, scholars have clothed their newly developed ideas about leadership in metaphors from earlier eras.” (Beck and Murphy, 1993)"
    },
    {
      "number": 21,
      "image": "/readers/metaphors-in-and-of-education/pages/page-21.png",
      "text": "Metaphor Theory After Education\nMetaphors before Lakoff&Johnson\nAffective and higher cognitive role of metaphor\nMetaphorbility – Aptitude for metaphor\nConsequences of metaphor (Metaphors and actions)\nMetaphors and the nature (mental representation of understanding)\nMetaphors in use vs. metaphors in mind\nClassification of metaphor use\nCognitive\nInterpersonal\nTextual"
    },
    {
      "number": 22,
      "image": "/readers/metaphors-in-and-of-education/pages/page-22.png",
      "text": "Consequences of Metaphors\nMetaphors influence actions\nPeople who think of language as a tool are more likely to be pro-reform than those who think of it as a person\nMetaphors interpret actions/states\nTeachers are more likely to see students as container than students who might see themselves as such\nMetaphors and actions/states cooexist\nExperienced teachers see learning in a behaviorist way rather than constructivist way"
    }
  ],
  "pageKind": "PowerPoint slides rendered with LibreOffice"
}