Why Metaphor Still Matters: Reflecting on Kliebard's Curriculum Theory

This article review examines Herbert M. Kliebard's seminal essay “Curriculum Theory as Metaphor,” published in Theory Into Practice (1982). It explores the potential of understanding the structure and function of curriculum theory through the use of metaphor. Kliebard argues that curriculum theory can be viewed as a metaphorical tool for framing and interpreting educational practice and policy thinking. By analyzing various metaphorical frameworks (such as curriculum as production, journey, or growth), he demonstrates how these figurative lenses influence educational aims, practices, and policy decisions. This review summarizes the article's central arguments, evaluates the clarity and effectiveness of its metaphorical approach, and reflects on its enduring significance in the field of curriculum theory.