“Look both ways” – this collection of essays by multiple authors invites readers to do just that. Apart from being a long overdue effort in bringing narrative and metaphor studies together, this themed volume also looks both ways to make connections between educational research and the praxis of learning. Edited by Michael Hanne, who works on the interdisciplinary applications of narrative and metaphor, and Anna A. Kaal, a teacher researcher who collaborates with pre-service and in-service teachers at the University of Amsterdam, the book comprises twenty short chapters that will appeal to teacher practitioners, teacher researchers as well as academics. Boundaries between such roles, as the volume implies repeatedly, ought to be blurred, to achieve further synergy between research and practice. In the editors’ introduction to the volume, Hanne and Kaal establish that narrative and metaphor have been the subjects of extensive research by linguists, philosophers and cognitive scientists since the 1980s. Since then, theorists and practitioners in education have pursued these cognitive and narrative turns. Many of the essays in the book refer to psychologist Jerome Bruner’s work on narrative as opposed to paradigmatic modes of knowing. “Paradigmatic knowing” employs evidence, logic and analysis to arrive at a general hypothesis. By contrast narrative “telling” integrates affective responses, and features iterative processing. Metaphors too, have the ability to reach past cognitive gatekeeping into our memories, setting up subconscious associations that may elude critical scrutiny (Hanne, 1999). Hanne and Kaal insist that narratological and metaphorical ways of knowing harness deeper, more emotive forms of knowledge, which could expand our current understanding of the goals of educational learning. This opening to the collection hints at the wide sweep of topics that will be addressed through narrative and metaphor as conceptual frames as well as pedagogical tools. A knee-jerk reaction would be to immediately pigeonhole narrative and metaphor as applicable only to the teaching of the humanities and social sciences. To do so is to assume that knowledge must be objective and objectifying, which would preclude the importance of learners’ experiences as well as practitioners’ insights into the teaching process. The opening and closing sections, respectively, titled “Narrative, Metaphor, and Learning” and “Narrative Inquiry needs Metaphor, too”, quickly demonstrate that narrative and metaphor can be treated as structures of knowledge as well as processes leading to such knowledge. Apart from serving as heuristic scaffolds, narratives and metaphors can serve as sites for the construction and examination of identity. In Chapter 3, “You in motion: stories and metaphors of becoming in narrative learning environments”, David Baboulene, et al. observe that

中文翻译：

---

双向看：教育中的叙事与隐喻

“双向看” –多位作者的论文集邀请读者这样做。除了将叙事研究和隐喻研究结合在一起的长期努力之外，本主题集还探讨了在教育研究与学习实践之间建立联系的两种方式。该书由负责叙述和隐喻的跨学科应用的迈克尔·汉恩（Michael Hanne）和与阿姆斯特丹大学的职前和在职教师合作的教师研究人员安娜·卡勒（Anna A. Kaal）编辑，该书包括二十个简短的章节，吸引教师从业人员，教师研究人员以及学者。如角色所反复暗示的那样，这些角色之间的界限应该模糊，以实现研究与实践之间的进一步协同作用。在该卷的编辑介绍中，Hanne和Kaal证实，自1980年代以来，叙事和隐喻一直是语言学家，哲学家和认知科学家广泛研究的主题。从那时起，教育的理论家和实践者就追求了这些认知和叙事的转折。该书中的许多文章都提到心理学家杰罗姆·布鲁纳（Jerome Bruner）关于叙事的工作，而不是范式的认知方式。“语用知识”运用证据，逻辑和分析得出一般假设。相比之下，叙事“讲述”整合了情感反应，并具有迭代处理功能。隐喻也有能力超越过去的认知关卡进入我们的记忆，建立可能无法进行严格审查的潜意识关联（Hanne，1999）。Hanne和Kaal坚持以叙事学和隐喻的方式更深入地了解线束，更多的情感形式的知识，可以扩展我们目前对教育学习目标的理解。馆藏的开放暗示着主题的广泛传播，这些主题将通过叙述和隐喻作为概念框架和教学工具来解决。如果只适用于人文和社会科学的教学，立即作出反应就是立即做出新的叙述和隐喻。这样做是假设知识必须是客观的和客观的，这将排除学习者的经验以及从业者对教学过程的见识的重要性。开头和结尾部分分别为“叙事，隐喻和学习”和“叙事探究也需要隐喻”，迅速证明叙事和隐喻可以被视为知识的结构以及产生这种知识的过程。除了充当启发式的支架外，叙述和隐喻还可以充当身份建构和检验的场所。在第3章“您在运动中：在叙事学习环境中成为的故事和隐喻”，David Baboulene等。观察到