Extending the Scope of Metaphor: an examination of definitions old and new and their significance for education

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Abstract
This article provides an analysis of theories of metaphor, tracing how far those which have dominated Western thought until the past few decades are reflective of the definitions within which writers from Classical Greece were working. It is shown how, during the Middle Ages and beyond, in particular since the seventeenth century, definitions of metaphor which emphasised ‘literal’ and ‘figurative’ levels of meaning have led to serious misconceptions concerning its nature and function in the attempts of human beings to conceptualise and make sense of their experiences. A discussion of these misconceptions is provided in some detail and traditional definitions are shown to have distorted the deeper insights held by classical writers, such as Aristotle, Demetrius and Longinus. The article continues with descriptive analyses of the mistaken nature of definitions of metaphor which confine it to creative, poetic forms of discussion. It is shown that conventional speech utterances comprise simple metaphors to a large extent and how these provide an immensely important base from which education could help pupils extend and enrich both their thought and language. This could be done by teaching them ways of interpreting the novel, poetic metaphors of others and how to create their own.

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