An example of an analogy drawing upon ideas about the nature of science:
"Concept Development in Individuals and in Science
For Vygotsky, the formal concepts we learn give us the means to deliberate on, and to analyse, our spontaneous concepts; and our spontaneous concepts provide the experiential grounding for relating to, and understanding, formal concepts we are introduced to. Conceptual development involves a kind of dialectical interaction between the two types (although, again, we should not assume this all occurs consciously). Vygotsky used a metaphor of the two types of concepts growing towards each other. We might see an analogy here with the dialectic at the heart of science: observations of the natural world motivate theoretical speculations, which motivate new experiments and observations, which inform the development of the theory, which informs new empirical work (and the construction of novel techniques and instruments for doing that work), which. . . ."
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