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El análisis de política, como campo de investigación científica que pretende aportar mayor racionalidad, efectividad y democracia a los procesos de formación, decisión e implementación de políticas públicas, se ha desarrollado a partir de mediados del siglo pasado. En este lapso, las llamadas “ciencias de la política” (policy sciences) pasaron por importantes desarrollos que permiten hoy señalar, por lo menos, tres grandes perspectivas de análisis: una perspectiva tradicional basada en los datos y las evidencias, una segunda perspectiva llamada cognitivista que toma en consideración el papel de las ideas y, por última, una perspectiva post-empiricista que pretende democratizar el análisis de políticas. Proponemos al lector una síntesis de estas perspectivas (Roth, 2014) y concluimos señalando algunas pistas para repensar la democracia y sus instituciones desde el análisis de políticas públicas.

Divining meaning in the world around us and integrating that into the stories we tell about who we are and what motivates us is essential to both our cognitive processing and overall well-being. At the same time, our conscious processes are dependent on inputs from our social and physical environment for the raw materials needed to develop abstract thought through metaphor. The overlap between these two concepts is the narrative metaphor, and its power to shape the development of both our selfconcept and intuition demands pedagogical attention. This article lays out the roots of a theory of the narrative metaphor, and provides examples of possible integrations in the classroom.

An assessment of character development naturally entails assessing the narrative sources that a person draws upon in that formative process. I argue that narrative metaphor provides a lens to gain insight into this process. This article lays a theoretical groundwork that connects narrative metaphor to character formation and outlines a range of available Biblical narrative metaphors. It closes by sharing a course assessment that implements this concept and offering some analysis of this assessment to demonstrate how a tool like this can help an institution develop a picture of its students’ character formation.

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