Educational planning depends on the interaction between mental processes and social behaviour. The ongoing disparity between planning and implementation calls for a shift in attention from technical problems to the more conceptual. An alternative way of thinking about educational planning is discussed. The basic idea that a plan is a symbol means that someone ostensibly gives it meaning. Metaphorical images are one way of attaining insight into such meaning. By elaborating 11 groups of metaphorical images of planning, a bridge between expression and impression is offered. A conceptual frame relates the metaphorical analysis to approaches of educational policy. This might open up a whole new area of analysis essential to the understanding of educational planning as a social process of change.
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