本研究初步尝试基于隐喻的教育理论建构。将隐喻的研究范围聚焦于以结构存在论生成的理论场域——教育生活。教育生活是以结构存在形式显现的教育事态，关注“生活”之中事物间的相互配合与成就，这有别于以往大部分体系存在论的教育观点。在教育生活中最主要的四重意义为：存在、认知、道德和审美。这四重意义相关的隐喻将在第二到第五章中依次得到现象和文本的分析。通过对隐喻认识史的梳理，本研究将教育生活中的隐喻划分为三类：关于教育的隐喻，教育中使用的隐喻和教育中生成的隐喻。这三类隐喻是理解教育意义、建构教育实践以及从教育中汲取营养的关键。 在反思教育研究中长久以来的基础主义和相对主义认识论分歧后，本研究提倡以反思平衡为认识论，通过隐喻理解扩大教育信念的理解范畴，促成不同教育观念间的重叠共识，以实现教育生活中的广义反思平衡和狭义反思平衡。对四重教育生活意义的隐喻研究，首先通过接触现实教育问题，分析造成教育生活危机背后的隐喻观念；然后，通过引入相关意义的新鲜隐喻，与旧有隐喻互动，发现二者建构的教育观念中可融贯之处，从而实现教育生活的隐喻转换。隐喻的转换不仅仅是信念的融贯，更催化了教育观念和实践气质的转变。教育中最为基本的主体际交往关系“教-学”关系也因此实现了实践价值的转变。 研究从传统和现代的教育理论中汲取养分，以此考察教育生活中的存在隐喻、认知隐喻、道德隐喻和审美隐喻。通过对危机的隐喻分析，引入新鲜隐喻实现教育生活的隐喻转换。并提倡教育生活中四重意义的价值转换，包括：存在的可能性、认知的创造、道德的关怀和审美的想象力。除此之外，在四重教育意义的讨论末端尝试介绍一些可以运用的教育隐喻工具，为教育实践中的隐喻使用提供启发。 在以上分析综合的基础上，最后一章尝试提出建立“教育隐喻学”的论纲式设想。从本体论、认识论和价值论三个方面，设想教育隐喻学研究的可能航向。 关键词：教育隐喻；教育生活；教育哲学；结构存在论；反思平衡

 This dissertation offers a beginning to a formulation of an educational theory based in metaphor. The research scope of metaphor is focused on educational life, which is the theoretical field generated by the structural ontology. Educational life is an educational state in the form of structural existence. It pays attention to the coordination and achievement of things in "life", which is different from the educational viewpoint of most systems ontology in the past. The most important four meanings in educational life are existence, cognition, morality, and aesthetics. Phenomena and text analysis will be used in Chapter 2 to 5 for understanding metaphors related to these four meanings. By reviewing the cognitive history of metaphor, this study divides metaphors in educational life into three categories: metaphors of education, metaphors in education and metaphors by education. These three kinds of metaphors are the key to understand the meaning of education, to construct educational practice and to derive nutrition from education. After reflecting on the long-standing debate between fundamentalism and relativism epistemology in educational research, this project advocates the use of reflective equilibrium as epistemology, expanding the scope of understanding of educational beliefs through metaphorical understanding, and promoting overlapping consensus among different educational concepts in order to achieve the wide reflective equilibrium and narrow reflective equilibrium in educational life. To study the metaphors of the four major meanings in educational life, firstly, through contacting the problems of real education world, we analyze the metaphorical concepts behind the crisis of educational life; secondly, by introducing fresh metaphors of relevant meanings and interacting with old metaphors, we can find the coherence between the two constructing concepts of education, so as to realize the metaphorical transformation of educational life. The transformation of metaphor is not only the coherence of beliefs but also catalyzes the transformation of auras in educational ideas and practice. The most basic intersubjectivity relationship in education, "teaching-learning" relationship has thus realized the transformation of practical value. This project draws nutrients from traditional and modern educational theories to examine existing metaphors of existence, cognition, morality and aesthetic in educational life. Through the metaphorical analysis of the crisis, this project introduces fresh metaphors to realize the metaphorical transformation of educational life. It also advocates the value transformation of four meanings in educational life, including the possibility of existence, cognitive creation, moral care, and aesthetic imagination. In addition, at the end of the discussion of the four educational meanings, this paper attempts to introduce some useful educational metaphor tools, which can provide inspiration for the use of metaphor in educational practice. On the basis of the above analysis and synthesis, the last chapter tries to put forward the tentative idea of establishing an outline for ‘metaphorology of education’. This project envisages the possible research direction for metaphorology of education from ontology, epistemology, and axiology. Keywords: educational metaphor, educational life, philosophy of education, structural ontology, reflective equilibrium