Learning and metaphors

Abstract

All thought and talk about learning involves the use of metaphors. Whilst metaphors aid our understanding of things by suggesting novel insights, they can also mislead if too much is read into the supposed likenesses. Acquisition and transfer are easily the most popular metaphors used to understand learning. This article argues that these metaphors commonly mislead when we take them to mean that learning is located inside of learners, and, hence, that the individual is the appropriate unit for understanding learning. This article discusses the strengths and limitations of the alternative metaphors invoked in some more recent theories of learning, metaphors including participation, construction/re-construction, and becoming. A consideration of these alternative metaphors reveals the multi-facetted nature of learning. It also highlights important kinds of learning, by groups, teams or communities, learning that are not plausibly located inside of individuals. Any rich account of professional practice needs to encompass the roles of both individual and group learning.

Additional information

Notes on contributors

Paul Hager

PAUL HAGER is Professor of Education, University of Technology, Sydney, Australia. His main scholarly interest is the emerging field of philosophy of adult and vocational education. His work centres on such topics as informal workplace learning, professional practice and the role of generic skills in work. He has led a range of research projects in these areas. This paper is based on a presentation by the author at the 13th Ottawa conference in Melbourne in March 2008.