Abstract This reflective essay addresses the use of metaphors as a creative framework through which Christian academics can change the lens for viewing our practices. Academics strive to demonstrate creativity, innovation, critical thinking, and mental keenness, while aspiring to teach our students to do the same. Often, however, the stresses and strains of the academy’s many requirements press upon us, making cognitive ruts and familiar pathways a default—a coping strategy. One such strategy might involve creative reflection via metaphors to help us reframe our thoughts about teaching and learning and our roles as academics. This article explains the power of metaphor as a source of cognitive restructuring and attempts to inspire and encourage Christian academics to creatively examine their roles through the symbolic reframing of teaching and learning. The images of gardens and cathedrals are offered as metaphorical frameworks through which to view andragogic praxis.

中文翻译：

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重塑基督教学术实践的隐喻框架：论花园和大教堂

摘要 这篇反思性文章将隐喻用作一种创造性框架，通过该框架，基督教学者可以改变观察我们实践的视角。学者们努力展示创造力、创新、批判性思维和敏锐的头脑，同时渴望教我们的学生也这样做。然而，通常情况下，学院的许多要求的压力和压力压在我们身上，使认知陈规和熟悉的途径成为默认——一种应对策略。其中一种策略可能涉及通过隐喻进行创造性反思，以帮助我们重新构建我们对教学和学习以及我们作为学者的角色的看法。本文解释了隐喻作为认知重构来源的力量，并试图启发和鼓励基督教学者通过教学和学习的符号重构来创造性地审视他们的角色。花园和大教堂的图像被提供为隐喻框架，通过它可以查看和实践。