Assesses the unaccepted use of figurative language in science and technical writing, especially, objections to metaphor's imputed ambiguity. Proposes that metaphor play a stronger role in conceptualization of scientific and technical ideas. (MS)

Expresses the author's personal view of evil as considered by psychotherapeutic theories. Challenges the psychotherapeutic tendency to avoid the moral and existential dimensions of evil via the transformative language of psychopathology that allows practitioners to rely upon metaphors of disease or immaturity. Presents an inter-psychic viewpoint…

Discussion of games and game-like exercises developed by the author at the University of Michigan focuses on the relationship between theory and practice in education. Highlights include simulation games, metaphoric games, literal games, and puzzle-based games. (LRW)

Suggests that instruction and research that combine the humanities and computer science should be conducted by people skilled in both fields. Argues against dividing such work between idea and technical people. Describes a neural network approach to the study of metaphor that reflects the connectionist method. (SG)

Includes two columns that discuss comprehensive systems design in education, including the design architecture and the dynamics of design; and the use of metaphors in explaining teacher planning and classroom interactions, including mental planning and imagery and the relationships between metaphor and practice. (Contains 22 references.) (LRW)

Offers a montage of the most important revisions of the four master tropes--metaphor, metonymy, synecdoche, and irony--for the composing process itself. Discusses the capacity of tropes to prefigure ideological stances toward language and writing. (EL)

Outlines six principles for the rhetoric of communication, identifying as distinctive the organizational and collaborative nature of the field. Argues that communicators can more effectively collaborate with experts and with users if they understand two contrasting metaphors for typical thought patterns: logic and narration (or list and story).…

A new child has the potential for adding dimension and enrichment to the parents' and acquaintances' lives. Simulation development metaphorically mirrors pregnancy, birth, parental guidance, and maturation. An individual begins with a desire for enjoyment and future possibilities. Nurturers of simulation are aided by setting the following broad…

This paper explores some of the work that has been occasioned by the writings of D.A. Schon on the development of professional knowledge by teachers. The paper has four sections. The first is a sketch of one interpretation of Schon's theoretical approach. The second examines selected appraisals of the more general features of Schon's work. The…

Critiques various definitions of adventure therapy, then suggests that adventure therapy is any intentional, facilitated use of adventure tools and techniques to guide personal change toward desired therapeutic goals. Reflects on the nature of adventure therapy through a discussion of the application of this definition and its implications for…

Argues that metaphor should be given a more important place in language teaching and considers ways in which the expanded available knowledge about metaphors can be incorporated into language art curricula, through such methods as multi-text exercises. (Author/CB)

Despite their impact on literary criticism, contemporary theories of reader response and deconstruction seem to have had little effect on the practice of teaching literature, and most teachers of introductory literature courses remain vague about what these "new" theories are and how they can be used. Proponents of some of these theories…

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field concludes that the scaffolding metaphor is fundamentally flawed. The author proposes an alternative model, Strategic Content Learning, which is seen as more successfully promoting correspondence between instructional activities and the…

This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field identifies issues in the metaphor's use and concludes that effective special education has been inhibited by isolation of interventions from theory and by the way teacher education is structured. Use of the scaffolding metaphor to refocus…

Argues for more blurring of the roles of teachers, students, and researchers. Examines models and metaphors in process instruction (specifically the Jazz Metaphor), and shows how new "blurred" roles for teachers and acceptance of a range of methods can be applied in working with future teachers. (KEH)