In this talk I consider the ways in which metaphors that originate in expert texts are adapted for educational purposes. I begin by considering the role of metaphor in science and education. I then briefly discuss Boyd’s (1993) distinction between ‘theory-constitutive’ and ‘pedagogical’ metaphors, and suggest that this distinction is most appropriate to capture different functions rather than categories of metaphors (see also Knudsen 2003). I then consider in detail the use and development of a particular metaphor for the mechanism of pain, from its original formulation in an academic paper to a wide variety of texts that can broadly be described as ‘educational’. These include a website introducing neuroscience for children, a ‘self-help’ book for chronic pain sufferers, and a guide for health practitioners. I will finish with some reflections on the opportunities and potential pitfalls associated with the educational applications of metaphors that originated in expert-expert communication.

References

Boyd, R. (1993). Metaphor and theory change: What is ‘metaphor’ a metaphor for? In A. Ortony (ed.), Metaphor and Thought, pp. 481-532. Cambridge: Cambridge University Press.

Knudsen, S. (2003). Scientific metaphors going public. Journal of Pragmatics, 35 (8), 1247-63.