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On Two Metaphors for Learning and the Dangers of Choosing Just One

University of Haifa, Mount Carmel, Haifa 31905, Israel (annasd{at}construct.haifa.ac.il). In her research, she uses the discursive approach to investigate mathematical thinking

This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.

Educational Researcher, Vol. 27, No. 2, 4-13 (1998)
DOI: 10.3102/0013189X027002004


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