This paper is a critical analysis of the use of metaphors in English Religious Education (RE). It is grounded in the educational theory of Anna Sfard (a professor of Mathematics) who has written about learning metaphors, before considering some of the metaphoric language used in English education generally and RE specifically. It will examine carefully at how the metaphors implicit within the Commission on RE Report might help us interpret it, considering particularly the National Entitlement and note the changes to these metaphors in the newly adapted national entitlement in the REC Worldviews’ Project Draft Handbook. It will then turn (metaphorically) to the Research Review into RE from Ofsted and examine some aspects of that through metaphorical lenses. It will consider the metaphors inherent in Ofsted’s Deep Dive methodology, the work of Fordham, Counsell and the Early Career Framework and Core Content framework materials. The paper will conclude with some thoughts about RE as a subject discourse, suggesting that RE continues to have an identity crisis, which is not helped by a disciplinary, or a worldview, approach.

本文对英语宗教教育（RE）中隐喻的使用进行了批判性分析。它以 Anna Sfard（数学教授）的教育理论为基础，她撰写了有关学习隐喻的文章，然后考虑了一般英语教育和 RE 中具体使用的一些隐喻语言。它将仔细研究 RE 委员会报告中隐含的隐喻如何帮助我们解释它，特别考虑到国家权利，并注意 REC 世界观项目草案手册中新改编的国家权利中这些隐喻的变化。然后，它将（隐喻地）转向 Ofsted 的 RE 研究评论，并通过隐喻镜头检查其中的某些方面。它将考虑 Ofsted 的 Deep Dive 方法中固有的隐喻、Fordham、Counsell 的工作以及早期职业框架和核心内容框架材料。本文将以关于可再生能源作为主题话语的一些想法作为结尾，表明可再生能源仍然存在身份危机，而学科或世界观方法对此无济于事。