WritingSchemas & Propositions · 4 August 2026 · Blog post
The explainer corrects common misconceptions about language-model architecture, memory, capabilities, training, tool use, and emotional representation.
The piece maps maps, itineraries, briefings, and guides onto education to show that learning requires supported travel through a domain rather than preparation alone.
The piece explains how idiomaticity, underdetermination, and textual cohesion make metaphor translation difficult for the same reasons that translation generally is difficult.
WritingMetaphor Hacker · 1 January 2021 · Blog post
The piece uses Tolkien's distinction between allegory and applicability to argue that readers continually renegotiate metaphors rather than remain confined by authorial intent.
The piece argues that metaphor dynamically restructures knowledge through negotiated sensemaking rather than simply explaining abstract ideas with concrete ones.
The piece distinguishes associative, lexical, inferential, instrumental, and creative understanding as overlapping levels that require progressively richer mental representations.
The piece argues that metaphors support learning only when they function within sustained practice as invitations, instruments, or catalysts rather than isolated explanations.
WritingMetaphor Hacker · 8 November 2018 · Blog post
The piece shows how popular retellings of Schrödinger's cat and the butterfly effect turn cautionary scientific analogies into misleading literal claims.
WritingMetaphor Hacker · 7 November 2018 · Blog post
The piece identifies unresolved questions about deliberate and automatic metaphor processing, the relation between textual and conceptual metaphor, and variation in figurative understanding.
The piece analyses an extended comparison to show that metaphor and simile operate together within a dynamic process of discourse-based meaning construction.
The piece provides a selective route through Women, Fire, and Dangerous Things that prioritises its account of categories, cognitive models, embodiment, and metaphor.
WritingMetaphor Hacker · 19 March 2018 · Blog post
The piece compares music and language to show that their shared structural features do not erase fundamental differences in meaning, acquisition, and dialogue.
WritingMetaphor Hacker · 3 August 2014 · Blog post
The piece argues that claims about exceptional metaphor use in Indigenous American languages require comparative evidence rather than cultural stereotypes.
WritingHermeneutic Heretic · 11 August 2007 · Blog post
The piece argues that journalistic anecdotes acquire truth through negotiated interpretation and that verification checklists cannot remove this dependence.
WritingHermeneutic Heretic · 7 August 2007 · Blog post
The piece analyses schematic euphemisms in Iraq war reporting and asks how discourse analysis can avoid disguising political participation as objectivity.
WritingHermeneutic Heretic · 30 June 2007 · Blog post
The piece uses the phrase liberal fascism to show how generative analogies are judged through negotiated aptness and credibility rather than truth alone.
WritingHermeneutic Heretic · 29 January 2007 · Blog post
The piece analyses how ritual qualifications and historical analogies preserve the symbolic significance of the September 11 attacks while permitting criticism.
WritingHermeneutic Heretic · 16 September 2006 · Blog post
The piece argues that metaphors can describe complex experiences more accurately than adjectives because readers construct richer mental images from them.
WritingHermeneutic Heretic · 11 May 2006 · Blog post
The piece argues that an analogy between feminism and Islam reproduces teleological history and accepts distorted accounts of both movements' visible extremes.
WritingHermeneutic Heretic · 6 January 2006 · Blog post
The piece argues that school vouchers overextend a market metaphor that cannot represent education's multiple participants, purposes, and social consequences.
The piece treats left-brain and right-brain preferences as a teaching metaphor and argues that lessons should support both analytical and intuitive learners.
The piece argues that education policy often mistakes suggestive similarities and metaphors for causal evidence about prosperity, democracy, employment, and literacy.
The piece argues that British Czech studies cannot be valued only through market returns because they sustain cultural understanding, scholarship, and mutual national interests.
The essay argues that treating Saddam Hussein as a metonym for all Iraqi history prevents serious comparison between his regime and post-invasion Iraq.
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