In traditional classrooms, students are often taught that there is only one definition for a particular word. According to author Neil Postman, author of The World Weavers/The World Makers, “In a thousand examinations on scores of objects, students are asked to give definitions of things, words, concepts, and procedures. It is to be doubted that there are more than a few classrooms in which there has been any discussion of what a definition is” (154). Often, teachers ask for definitions with answers in mind. For example, if a teacher asked me for the definition of the word “metaphor,” I would automatically respond, “It is a comparison between two unlike objects that does not include the words “like” or “as.” That was the definition I memorized as a freshman in high school.
As teachers, we have the responsibility to assist students in thinking on high levels. Mere recall of a definition (which the students may or may not even comprehend- you can’t even tell, because they are often reciting directly from a book) does not allow students to think on high levels, much less encourage them to expand their worldviews. According to Postman, “…word making through language is a narrative of power, durability, and inspiration. It is the story of how we make the world known to ourselves, and how we make ourselves known to the world” (157). Metaphor is much more than “a comparison between two unlike objects.” It is a way of analyzing different elements around you and classifying them into something more understandable.
For example, take the metaphor, “These natives are no different than wild animals.” It seems like a metaphor that could come from a novel. The class could analyze the metaphor within the context of the novel, relating it to the interaction between the characters and events, hypothetically. Most classes would stop at this point. The metaphor has been identified and its meaning has been explained. However, students can take the metaphor even further to establish a more worldly view. For example, the statement could reflect concepts of imperialism. Throughout history, there have been numerous incidents of countries taking over “new” land. How do these colonialists view the natives of the lands they conquer? Do they all view them the same? How do the natives view the colonialists? What are the characteristics of wild animals? Why would colonialists compare natives to wild animals? What does it mean to be “native” to a particular area?
When students have the chance to examine a metaphor on a deeper level than that of pure identification, they face opportunities that allow them to contextualize the world around them. Metaphors can pose questions, create stereotypes, and separate thoughts from actions. When we teach our students to examine on multiple levels, we are teaching them to have more layered thought processes.
