METAPHOR IN CONTEXT - AN EXAMINATION OF THE SIGNIFICANCE OF METAPHOR FOR REFLECTION AND COMMUNICATION

This article shows how metaphor is basic to language structure. It is illustrated with practical examples of how metaphor is found within di fferent social and cultural contexts, irrespective of historical time. Numerous examples are given of how metaphor works in efforts to commu nicate meaning. From an early age, young children are initiated into t he use of metaphor. This appears to be understood intuitively, and exa mples of words games and riddles are given to show how children become familiar with the symbolic use of language. It is discussed how this early facility to engage in 'word play' forms a basis for future devel opment of language skills, helping children move on from familiar cont exts which are understood intuitively by transferring their skills in order to interpret metaphorical language empirically in unfamiliar con texts. Theories concerning 'dead' and 'living' metaphors are explored, and attention is drawn particularly to the need to teach children how to rediscover the original meaning of Biblical metaphors, many of whi ch have become so embedded in language and culture that they have lost their metaphorical significance. It is discussed how the interpretati on and use of metaphor extends the capacity to reason and think reflec tively, and the importance of education in developing this potential: this is required in many of the recently published Agreed Syllabuses o f religious education and the Model Syllabuses of religious education, and would help address the requirements of the Education Reform Act ( 1988) concerning pupils' spiritual and moral development.