Abstract
M etaphors are vital creative instruments through which art education's finest writers, such as Herbert Read, John Dewey, Edmund Feldman, Vincent Lanier, and David Perkins, have forged vivid freshness of meaning and secured the energy and intensity found in great writing. Aristotle believed that, . . to be a master of metaphor is ... a sign of genius, since a good metaphor implies an intuitive perception of the similarity in dissimilars (Poetics 22, 1459a5). What communicates is the creator's effort to develop his idea, to evoke imagery, to connect (Bruner, 1962, p. 67). Not merely content to tell his story one way, he not only tells it many ways, but tells in many ways what it is like. While literature and art are fond of metaphors, yet, in scientific writing, poetic expressions and metaphors are not encouraged:
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