Although a metaphor is often viewed either as a literary device or as the distinguishing characteristic of figurative language, taking a conceptual view of metaphor enables delving into the research process itself. Specifically, the authors address how a metaphor is both reflexive of a researcher's worldview and potentially generative of new research directions previously unconsidered. To illustrate this, the authors examine three case studies that exemplify how a conceptual metaphor can greatly facilitate the researcher's understanding of an emerging topic and its defining issues. They conclude by suggesting some premises and steps researchers should consider if interested in using conceptual metaphors as an analytic tool.A metaphor is often viewed either as a literary device or as the distinguishing characteristic of figurative language (Lakoff, 1986a(Lakoff, , 1986b. However, a number of linguistics scholars have sketched a broader view of metaphor, one that connects metaphor use to ordinary, everyday language and shows how our thinking is influenced by metaphor use. To distinguish this difference, and after Lakoff (1986a), we refer to this broader interpretation as a "conceptual" view of metaphor. A conceptual view of metaphors highlights how a metaphor can indicate and predict a researcher's thoughts and perceptions, as well as serve a generative or catalytic purpose. We will argue that using a

The authors begin by arguing that Dewey's theory includes a healthy respect for both positivist science and postmodernism 's emphasis on the need for context. They label this perspective nonmodern, following Latour's use of the tern, and present and analyze a student discipline case in an international school. Two graduating seniors planted the same racist reference in their yearbook personal statements. Besides the damage done to the school's culture of internationalism, both students were threatened with violence unless the principal defused the crisis. He did so by following the procedures stipulated in the discipline policy but also by fashioning an impromptu confession-and-forgiveness hearing within a special student council meeting. The authors argue that the solution was generally judged appropriate because it covered both the modern and postmodern aspects of the situation. This case suggests that for principals and superintendents, nonmodern thinking is more appropriate than strictly modern or postmodern approaches.

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