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ERIC Number: EJ821344
Record Type: Journal
Publication Date: 2005-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1354-0602
The Epistemic Role of Novel Metaphors in Teachers' Knowledge Constructions of School Reform
Craig, Cheryl J.
Teachers and Teaching: Theory and Practice, v11 n2 p195-208 Apr 2005
In this article, a parallel is drawn between Steven Hawking's use of common and novel metaphors in his evolving explanation of the theory of the universe and the similar use of common and novel metaphors by educators in four school contexts attempting to illuminate their experiences of school reform storied and restoried over time. The epistemic role of novel metaphors is unpacked through examining the plotlines of the metaphors, the morals of the metaphors, the freedom of the metaphors and the teacher knowledge implications resident in the live metaphorical utterances. Through the use of self-selected novel metaphors, both Hawking and the educators merged propositional and non-propositional knowledge that was bound up in persons--and communicated across people--in deceptively simple, though infinitely complex, ways. (Contains 9 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A