Submitted by LuisanaT on Tue, 06/17/2008 - 1:21pm.
(Please do not perceive the title as a metaphor.)
Metaphors are incredibly useful because they provide the learner with a “mental back-and-forth;” requiring a compare and contrast between two resembling ideas/things/etc. It is especially valuable because obliterates the teacher’s contribution to the class that has continually been regarded as a paragon, better approaching a more autonomous, inquiry-based education. Metaphors function just as a story (of observations) does, both calls for a resisting learner, a skeptical yet active member of a class/group/etc to invoke a “back-and-forth” discussion. Seeing this similarity between metaphors and scientific storytelling which are usually associated with seemingly separate disciplines (humanities/art and science), I can confidently see all fields of knowledge using this kind of pedagogy to best teach students.
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Narrative is determined not by a desire to narrate
but by a desire to exchange. (Roland Barthes, S/Z)
A metaphor is a story
(Please do not perceive the title as a metaphor.)
Metaphors are incredibly useful because they provide the learner with a “mental back-and-forth;” requiring a compare and contrast between two resembling ideas/things/etc. It is especially valuable because obliterates the teacher’s contribution to the class that has continually been regarded as a paragon, better approaching a more autonomous, inquiry-based education. Metaphors function just as a story (of observations) does, both calls for a resisting learner, a skeptical yet active member of a class/group/etc to invoke a “back-and-forth” discussion. Seeing this similarity between metaphors and scientific storytelling which are usually associated with seemingly separate disciplines (humanities/art and science), I can confidently see all fields of knowledge using this kind of pedagogy to best teach students.