On Conceptual Metaphor in Cryptology Education

Abstract

In this paper, I analyze the impact of culture and metaphor on cryptology education. I will compare and contrast the historically grounded metaphors of cryptology-is-warfare and encryption-is-security to a set of counter-metaphors: cryptology-is-privacy and encryption-is-communication. Using this explicit understanding of conceptual metaphor, I present design recommendations and metaphorizing activities for educators building their undergraduate cryptology course.

Keywords:

• Cryptology
• conceptual metaphor

Acknowledgments

I appreciate Gaines Hubbell and Candice Lanius for being a sounding board and encouraging me to explore my ideas more deeply.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Melinda Lanius

Melinda Lanius is an assistant professor of Discipline-Based Education Research in the Department of Mathematics and Statistics at Auburn University. She received an undergraduate degree in Mathematics from Wellesley College and a Ph.D. in Mathematics at the University of Illinois Urbana-Champaign. Her research interests include undergraduate students' psychological stress – math anxiety, academic distress – in the math classroom and graduate teaching assistant professional development.