Metaphorical Models and Curriculum Theory

Abstract

It should be made clear at the outset that this article does not contain nor does it concern itself with a wide range of curriculum theory. In fact, it barely scratches the surface of curriculum inquiry. There are numerous curriculum inquiry issues undiscussed and underdiscussed here. What is contained here is an examination of metaphorical modeling, sufficiently discussed to show the sorts of problems that arise in constructing curriculum theory on such models. Thus, it is the object of this article to make clear what the problems of metaphorical modeling are anld ;.hy it is not a fruitful form of curriculum inquiry. On this approach, we first consider the nature and function of metaphor. Second, we examine the distinction between metaphorical statements and metaphorical models. Next, we look at the role played by metaphorical models in curriculum theory. Finally, the kinds of problems involved in metaphorical models are indicated, and reasons are given for guarding against the insufficiencies of metaphorical modeling.