الفهرس 
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Abstract
This study aims at studying the conceptual metaphors (CMs) identified in three selected strategic plans issued by the Egyptian Ministry of Education in (2007/08-2011/12), (2014-2017), and (2014-2030), More specifically, the study aims at examining how the concepts of knowledge, learning, the role of the teacher, and the student are conceptualized by the policy planners. The study uses the conceptual metaphor theory of Lakoff and Johnson (1980) and all the related literature as a tool to extract the CMs identified in the three selected education policies concerning the concepts under examination. Accordingly, the study aims to discover how policy planners think about abstract concepts in terms of concrete ones while designing these plans. Conceptual metaphors are pervasive in everyday language. Hence, by analyzing the CMs that people use in depicting their experiences and beliefs, individuals can start to uncover hidden meanings and beliefs. Concerning the concept of knowledge, the findings show that the ministry is still adhering to the traditional teaching approach in which the teacher is the source of knowledge and the student is a passive recipient of it. Additionally, the learning CMs reveal that the student and the teacher are partners in the learning process. Moreover, policy makers view that the teacher plays the role of a facilitator in the classroom. Regarding the concept of student, it is viewed as one who needs the care and support provided by teachers.