Low's chapter considers the impact of metaphor on teaching and learning, as well as on concepts of educational change ("Metaphor and Education"). He criticizes some notable past theories of educational concepts and processes, such as the idea of "generative metaphor," for failing to empirically demonstrate that people actually conceptualize situations in metaphoric, as opposed to metonymic, terms. Theoretical proposals about metaphor in education must not, therefore, be made apart from rigorous empirical analyses that are sensitive to context-sensitive differences between metaphor and metonymy. Low then examines the role - of metaphor in foreign-language teaching and raises some critical questions about the indiscriminate application of cognitive theories of metaphor to classroom situations. He urges that educators pay greater attention to how metaphor is used at a discourse, and not just vocabulary, level, and that more discussion should be given to exactly what teachers want students to learn through their exposure to metaphor. (Raymond Gibbs)