Развитие метафорического мышления у будущего специалиста образования

Abstract

The article puts onto agenda the development of undergraduates' metaphoric thinking which is built around the capacity for identification and implementation of metaphors in professional problem-solving and research. Setting forth the example of teacher training the author describes conventional methodology for developing metaphor-generated creativity and reveals variables accountable for evident inefficiency of such practice. The alternative methodology of fostering metaphoric thinking is presented which implies using interdisciplinary conceptual transfer. The emphasis is placed upon stages of the above mentioned methodology and ways to prevent its negative implications, i.e. superficical purposes of transfer, misconception of boundaries of pedagogy, extraordinary sensitivity to objects of transfer.It is concluded that the methodology is advantageous in terms of coping with desensitization effect inherent in problem-solving learning.