![]() ![]() New York: Cambridge University Press, 1993). ![]() Kirk and Miller define what is - and what is not - qualitative research. The commonality of usage is nicely captured in George Lakoff's observation that metaphors “are general mappings across conceptual domains.” Lakoff, “The Contemporary Theory of Metaphor,” in Andrew Ortony, ed., Metaphor and Thought 203 (2d ed. Understanding and Interpreting Educational Research Routledge. In line with Kirk and Miller 25 we define quality of interpretive. In both literature and science metaphor is a means to an unfolding, a revelation, a new perspective or focus, but while in literature metaphor seeks to shake off the routine and familiar and reflect and refract in new lights so as to vivify and colour a world grown grey and featureless from too much familiarity, in science metaphor seeks to identify, to make the strange and unknown familiar, the complex and anarchic simple and ordered, and by contrast with literature and art, to disencumber our experience from the sensual and the concrete and the particular circumstances of time and place. from quantitative educational research (validity and reliability) are not directly. Leatherdale, The Role of Analogy, Model and Metaphor in Science 207 (Amsterdam: North-Holland Publishing Co., 1974) (“Leatherdale, Role of Analogy, Model and Metaphor”): Google Scholar 36 Of course, there are differences in the way that metaphors (and other tropes) are used in literary and scientific analysis see W. ![]()
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