Educational planning depends on the interaction between mentalprocesses and social behaviour. The ongoing disparity between planningand implementation calls for a shift in attention from technicalproblems to the more conceptual. An alternative way of thinking abouteducational planning is discussed. The basic idea that a plan is asymbol means that someone ostensibly gives it meaning. Metaphoricalimages are one way of attaining insight into such meaning. Byelaborating 11 groups of metaphorical images of planning, a bridgebetween expression and impression is offered. A conceptual frame relatesthe metaphorical analysis to approaches of educational policy. Thismight open up a whole new area of analysis essential to theunderstanding of educational planning as a social process of change.
Journal of Educational Administration – Emerald Publishing
Published: Mar 1, 1991