FocusPersonal learning, in terms of “getting there”
- Knowledge is … a territory/area/domain/field (typically involving challenge)
- Knowing is … attaining a goal
- Learner is … a seeker (individual)
- Learning is … journeying (arriving at, reaching, progressing, accomplishing, achieving)
- Teaching is … leading, guiding, directing, facilitating
OriginatedAncient (entrenched in the language)
SynopsisWhile the cloud of associations around the Acquisition Metaphor is likely the most commonly invoked in English, it is rivaled by the Attainment Metaphor within discussions of formal education. The Acquisition Metaphor casts learning in terms of “getting it” (e.g., taking in knowledge-objects), and the Attainment Metaphor takes on more movement-based sensibilities as it casts learning in terms of “getting there” – a notion that meshes well with interpretations of knowledge as discrete regions (e.g., fields, areas) to be traversed, and conceptions of learning as progressing across (and sometimes dwelling in) those regions. More descriptively, the Attainment Metaphor seamlessly blends notions associated with two distinct grounding metaphors:
- Progress Metaphor – The Progress Metaphor casts learning in terms of a journey, thus turning attentions to explorations, paths, distances, pacing, guidance, wandering, getting lost, obstacles, smooth portions, rough patches, and progress.
- Achievement Metaphor – From the Old French phrase à chef “at the end,” the word “achieve” originally had to do with finishing, and it later came to be associated with accomplishments and gains from one’s efforts. That is, the Achievement Metaphor is about “getting done,” and it thus sits comfortably with and across both the Attainment Metaphor (about “getting there”) and the Acquisition Metaphor (about “getting it”). Within education, it is commonly used in reference to grades, levels, and awards.
- Accelerated Learning – This phrase is used in multiple contexts, each with its own nuance, but all are tethered to a path-based metaphor of learning – which enables/compels notions of speed as one seeks to attain a goal.
CommentaryAs with other folk theories of learning, the underlying notions of the Attainment Metaphor are so intricately woven into everyday English that it’s nearly impossible to notice when they are being invoked. And so, even though the Attainment Metaphor has a major shaping influence on formal education (e.g., the word curriculum originally meant “a path to be followed”; a schooling experience framed in terms of curriculum necessitates regular progress reports; in discussions of Assessment and Evaluation, the word “attainment” is often synonymous with measurements of learning; it goes on), it is rarely explicitly named … and even more rarely critiqued. These details should perhaps be unsurprising, as the word learn is derived from the Proto-Indo-European root, lois- (meaning furrow or track), suggesting that notions of movements and trajectories are deeply and pervasively associated with learning in English. Within the modern field of education, one of the stronger indications of the pervasive path-based imagery associated with the Attainment Metaphor is the popularity of the suffixes -agogy and -agogue, which is derived from the Greek agein, “to lead.” A comprehensive list is beyond our purposes, but a selective subset includes:
- Pedagogy – Derived from the ancient Greek paidagōgos, a slave who accompanied boys to school, over recent centuries Pedagogy has been applied by educators to many different aspects of modern education. In the late 1600s, it was adopted in many European settings to refer to the disciplined study and practice of teaching. Today in many contexts around the world it is used as a synonym for teaching. Within the educational research literature, the word is frequently associated with Activist Discourses, such as Critical Pedagogy and Feminist Pedagogy.
- Andragogy – Derived from the Greek for “leading men,” this is a discourse focused on adult education.
- Heutagogy – Roughly synonymous with Self-Directed Learning, this term was coined in the early 2000s (by Stewart Hase).
- Peeragogy (Paragogy; Peer Learning) (origin unclear; 2000s) – This discourse is concerned with peer-to-peer learning. Most contributions blend the foci of Self-Directed Learning and Discourses on Individual Learning in Group Settings.
- Cybergogy (M.J. Wang, J. Kang; 2000s) – This discourse blends topics associated with Technology-Mediated Individual Learning, Discourses on Individual Learning in Group Settings, and Discourses on Learning Collectives.
Authors and/or Prominent InfluencesAs with most other Folk Theories, no one knows when this one was first embraced. As with the Acquisition Metaphor, the imagery associated with the Attainment Metaphor is invoked within most western languages, indicating very ancient origins.
Status as a Theory of LearningThe Attainment Metaphor falls among Folk Theories.
Status as a Theory of TeachingWhile not a theory of teaching, interpreting learning as attaining goals as one progresses across fields of knowledge brings with it many immediate and “commonsensical” prescriptions for teaching. In this frame the teacher would be expected to facilitate attainments by guiding (directing, pointing, etc.) learners through fields of knowledge, which supports emphases on clear learning goals, pre-set paths/trajectories/curricula, stepped progress, and so on.
Status as a Scientific TheoryThe Attainment Metaphor meets none of our criteria for a scientific theory
- Accelerated Learning
- Achievement Metaphor
- Peeragogy (Paragogy; Peer Learning)
- Progress Metaphor
Please cite this article as:
Davis, B., & Francis, K. (2020). “Attainment Metaphor” in Discourses on Learning in Education. https://learningdiscourses.com.
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