METAPHORICAL EMOTIONAL EXPERENTIAL LEARNING (MEEL): NAVIGATING RELATIONAL DYNAMIC AND TRANSFORMING LEARNING ENVIRONMENTS WITH

Abstract

The paper illuminates how, within the Metaphorical Emotional Experiential Learning (MEEL) framework, metaphors function as tools shaping the experiences of individuals engaged in the educational process and framing their actions. Metaphors are portrayed as the contextual backdrop, a shared scenario empowering educators to steer the relational dynamics within learning environments toward an inclusive trajectory. The MEEL model, as crafted by the authors, enables explicitly interpreting the learning environment as a complex network of metaphors where instructional and relational actions find both emotional and cognitive grounding. The educational context transforms into a cognitive-relational instrument, embodied and situated, co-constructed in the very act of education. The authors delineate the potential of this interpretation for formative design, illustrating its capacity to establish inclusive educational settings and foster effective learning and holistic development in both cognitive and emotional-relational realms.