Metaphor in Context: an examination of the significance of metaphor for reflection and communication |
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| Authors: | Elizabeth Ashton |
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| Institution: | School of Education , University of Durham , Leazes Road, Durham DH1 1TA, UK |
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| Abstract: | This article shows how metaphor is basic to language structure. It is illustrated with practical examples of how metaphor is found within different social and cultural contexts, irrespective of historical time. Numerous examples are given of how metaphor works in efforts to communicate meaning. From an early age, young children are initiated into the use of metaphor. This appears to be understood intuitively, and examples of words games and riddles are given to show how children become familiar with the symbolic use of language. It is discussed how this early facility to engage in ‘word play’ forms a basis for future development of language skills, helping children move on from familiar contexts which are understood intuitively by transferring their skills in order to interpret metaphorical language empirically in unfamiliar contexts. Theories concerning ‘dead’ and ‘living’ metaphors are explored, and attention is drawn particularly to the need to teach children how to rediscover the original meaning of Biblical metaphors, many of which have become so embedded in language and culture that they have lost their metaphorical significance. It is discussed how the interpretation and use of metaphor extends the capacity to reason and think reflectively, and the importance of education in developing this potential: this is required in many of the recently published Agreed Syllabuses of religious education and the Model Syllabuses of religious education, and would help address the requirements of the Education Reform Act (1988) concerning pupils’ spiritual and moral development. |
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