Analysis Of ' Metaphor And Learning ' By Hugh Petrie And Rebecca Oshlag

1655 Words Oct 26th, 2016 7 Pages
When explaining new material to students, educators frequently employ metaphor during their lectures to make new, difficult material simpler and more accessible to the student than it otherwise would be. This teaching technique is logical: metaphors provide the link between immaterial, complex target domains of knowledge and readily understandable source domains that the students have been exposed to in their everyday lives, in order to make the new information comprehensible to the learner. In “Metaphor and Learning,” Hugh Petrie and Rebecca Oshlag assert that metaphors are essential to the learning process: “metaphor, or something much like it, is what renders possible and intelligible the acquisition of new knowledge” (Petrie and Oshlag 582). When one ventures into a new course of knowledge, one will become aware of the educator’s reliance upon metaphor, including but not limited to personification and visual models, to present the new material in an accessible fashion that will enhance the student’s understanding of an educational idea. In the fifth chapter of Biology, Peter Raven and George Johnson demonstrate the pedagogical functionality of metaphor by “highlighting” (Kövecses 91) the biological function of cell membranes through the underlying descriptive structural megametaphors CELL MEMBRANE IS A WALL and TRANSPORT PROTEINS ARE DOORS and the mappings between them, and by “hiding” (Kövecses 92) other aspects of this concept. Throughout this chapter, Peter Raven and…

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