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The discussion reviews metaphor scholarship from antiquity through contemporary definitions and research, outlining how metaphors structure experience, connect lived practice to abstract thought, and support teaching and professional development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/paddle-your-own-canoe-metaphors-for-teaching-between-the-tides/598642/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/paddle-your-own-canoe-metaphors-for-teaching-between-the-tides/598642.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What workshop theme and activity guided the discussion of metaphor?","Question",{"text":63,"@type":64},"The workshop was inspired by the theme “Between the Tides” and used canoeing as a concrete example for teaching and learning in higher education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the workshop connect metaphor learning to experiential learning?",{"text":68,"@type":64},"It applies Kolb’s experiential learning cycle—concrete experience, reflective observation, abstract conceptualization, and application—suggesting instructors can benefit from this model as part of professional development.",{"name":70,"@type":61,"acceptedAnswer":71},"How do scholars define metaphor in relation to teaching?",{"text":72,"@type":64},"Metaphor is defined as speaking one thing in terms of another, bringing new light to what is described, and it is portrayed as helping structure experience, imagination, and reasoning while supporting creative explanation of concepts.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598642,1792116205,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","13  \nPaddle Your Own Canoe: Metaphors for Teaching Between the Tides  \nW. Alan Wright, Marie-Jeanne Monette, & Beverley Hamilton  \nUniversity of Windsor  \nNearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly on this warm, mid-June morning, and the water sparkles, inviting the assembled paddlers to embark on a fleeting voyage of discovery in the great Canadian out-of-doors. The group leader addresses the circle of eager life vest-clad participants as they stand, paddles in hand, in anticipation of the day’s activity. “Welcome to this pre-conference workshop” begins the facilitator, “let us begin with a warm-up activity!” A casual observer of the scene would surely be perplexed: a canoe-based conference workshop activity? For professors of all ages, shapes, and sizes? What’s this about?  \nIntroduction  \nAmthoenSgothcieyfefaourTedeacphen-cgonfeandreLnce wearninogrkinshoHipgshaetr  \nEducation (STLHE) Conference was Paddle Your Own Canoe. Inspired by the conference theme Between the Tides, the facilitators’ intention was to explore the power of metaphor for teaching and learning in higher education, using canoeing as a concrete example. Although metaphors are often employed in  \nteaching and learning settings, instructors are seldom afforded the opportunity to explore the multiple meanings of metaphors in situ and with colleagues in a cross-disciplinary setting. The workshop leaders also set out to harness the power of concrete experience beyond four walls, reflection, conceptualization, and further experimentation as key elements of the morning’s cycle of learning (Kolb, 1984) .1 Field trips  \n1 For those unfamiliar with it, Kolb’s experiential learning cycle suggests four stages in learning, occurring cyclically: concrete experience, reflective observation, abstract conceptualization of what has been experienced, and the application of that conceptualization to a new round of activity, resulting in increasingly rich and refined understandings emerging from experience.  \nand outdoor experiences are important, enriching elements of a holistic student learning and research experience (Tompkins, 1996, as cited in “Service Learning,” 2009), and the facilitators predicated their workshop design on the notion that instructors can also benefit from this educational model as an integral part of their own professional development.  \nThe Role of Metaphors  \nA scan of the literature on metaphors provides perspective on their general use since antiquity, their ubiquitous presence in many contexts in modern society, and their many and varied applications in classrooms and in teacher training and professional development.  \nA metaphor is defined as “a way of speaking in which one thing is expressed in terms of another, whereby this bringing together throws new light on the character of what is described”(Gorden, 1978, as cited in Gassner, 1999) .  \nHistorically, the metaphor can be found as“an effective tool” in the Bible, ancient Greek myths, and children’s fairy tales. Further, metaphor has been used “to inspire, to make sophisticated theory more understandable, and to develop skill acquisition”(Gorden, 1978, as cited in Gassner, 1999) . The approach has been adopted by coaches and leaders as well as teachers and scholars. The metaphor, then, as a “mental construction that helps us to structure our experience and to develop our imagination and reasoning” can be considered “pervasive in our daily life” (Lakoff & Johnson, 1980, p. 3) . Using metaphor can help us bring structure and meaning to our life and work experiences in what Johnson (1987) calls an “embodied schema” or an “image schema”(p. 29-30). Sfard (1994) sees the purpose of metaphor as provid","cbCaipgO6W82ONiw","https://ap.wps.com/l/cbCaipgO6W82ONiw","pdf",2460474,"English","# Introduction\n# The Role of Metaphors","[{\"question\":\"What workshop theme and activity guided the discussion of metaphor?\",\"answer\":\"The workshop was inspired by the theme “Between the Tides” and used canoeing as a concrete example for teaching and learning in higher education.\"},{\"question\":\"How does the workshop connect metaphor learning to experiential learning?\",\"answer\":\"It applies Kolb’s experiential learning cycle—concrete experience, reflective observation, abstract conceptualization, and application—suggesting instructors can benefit from this model as part of professional development.\"},{\"question\":\"How do scholars define metaphor in relation to teaching?\",\"answer\":\"Metaphor is defined as speaking one thing in terms of another, bringing new light to what is described, and it is portrayed as helping structure experience, imagination, and reasoning while supporting creative explanation of concepts.\"}]","Paddle Your Own Canoe - Metaphors for Teaching Between the Tides | PDF",1792087309]