Walking the labyrinth: a metaphorical understanding of approaches to metaphors for, in and of education research

Walking the labyrinth: a metaphorical understanding of approaches to metaphors for, in and of education research

In the literature on education research, the word labyrinth is often employed to refer to complexity in processes and/or contexts, most commonly with negative connotations: a place of dead-ends and frustrations. This chapter draws on a model of the unicursal labyrinth, a design known since the Bronze Age in Europe, Asia and the Americas, in which there is only one path which leads to the centre. This design is used in some traditions as a tool for personal reflection, self-discovery and spiritual renewal: adherents 'walk the labyrinth', knowing that it will lead them on a winding path that takes them at times very near to, and at times very far from, the centre they seek. They continue with the belief that if they continue to follow the path, they will not only arrive at the centre, but also will have discovered much along the way. This chapter applies the walking the labyrinth metaphor to introduce this volume of chapters on the use of metaphors for in and of education research.

© 2013 by Warren Midgley, Karen Trimmer and Andy Davies and contributors. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
Chapter 1.