Metaphors in Science Communication

Metaphors have played a foundational role in the communication of science; in fact, they have indispensable functions in the theorizing and practice of science. They can be defined, depending on the perspectives of various theorists, as depicting, interpreting, or experiencing one entity, concept, or phenomenon (source X) in terms of another (target Y) via the mapping of relationships between the source (domain X) and target (domain Y). Classic examples of metaphors are “Life is a journey” and “DNA is a code.”

Metaphors are essential for teaching and learning novel, complex, or abstract notions. In science, metaphors are described as serving in three capacities: explanatory, constitutive, and communicative. When employed in scientific communication, metaphors are posited to be of two types that serve two distinct functions, explanatory and constitutive. One fundamental type of metaphor is regarded as pedagogical or exegetical. These metaphors are considered to enhance insight and understanding and foster memorableness of science-related material. As such, pedagogical metaphors are posited to best serve the description and explanation process when communicating about science.

In essence, the elegance of the teaching and explanation nature of pedagogical metaphors is that of framing new concepts or constructs in relation to known subject matter of message receivers. However, there are concerns and a variety of opinions regarding the function and use of pedagogical metaphors. For instance, if the metaphor used to explicate over-assesses the knowledge of the receivers at hand, the communicator increases the risk of receivers misunderstanding the metaphor. As such, estimating the amount and nature of receivers' content-related knowledge is recommended before using a particular pedagogical metaphor. Experts in science communication often recommend using multiple metaphors to enhance the accuracy of an explanation.

Another type of scientific metaphor, which corresponds to the second function of metaphor in science, is said to be theory constructive. Considered to be an essential factor in the linguistic composition of scientific theory, theory-constructive metaphors are suggested to reflect scientific constructs and related nomenclature that in all probability are difficult to articulate using literal terminology. Theory-constructive metaphors are said to function by encouraging receivers to contemplate the similarities or mappings between the two domains, as well as to visualize new domain relationships.

Perspectives vary regarding whether pedagogical metaphors and theory-constitutive metaphors exist as exclusive linguistic forms, considering their respective functions. It may be that some metaphors may serve either role, depending on the case and context of application or use.

Finally, as author Tim Giles has noted, metaphors serve an essential communicative function in scientific discourse. Metaphors function as a dominant rhetorical strategy in science communication; the elegance of metaphor use in communicating about science is that they can be effectively chosen and directed to a spectrum of science information receivers. They are essential to scientists communicating with scientists. Metaphors are the vernacular—linguistic heuristics—used by scientists to explicate to others with the same background of specialized knowledge, as well as to construct bridges from one scientific area of inquiry to another.

The use of metaphors in the sharing of science with the public is as critical as the role they serve in the practice of science and the interaction among scientists. They are used by scientists to describe complex concepts with the lay or “general” public in the understanding and “misunderstanding” of science. The heuristic nature of metaphor allows scientists to explicate science to lay audiences by virtue of the very nature of metaphor—the mapping or transfer between metaphoric domains that they make possible. Pragmatically, as well, the communicative effect of metaphor has been recognized in attracting public interest in various areas of science, in garnering public and government financial support, in public deliberations of science, and in consideration of government guidelines for the practice of science. A popular metaphor for explicating science can also be an effective persuasive metaphor for public support and policy issues. The inherent effect of metaphors on framing information helps journalists make science newsworthy, trendy, and fashionable and produces an increased probability of being accepted (or, in some cases, rejected). The metaphor has and will continue to be an elemental and indispensable force in the discovery, theorizing, and communication of science.

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