The functions of fairy tale in education and metaphorical elements in Judith Malika Liberman's tales

The aim of this study is to examine the educational functionality of fairy tales and metaphors in fairy tales. Tales reveal the societies they belong to and the traditions of those societies, their perspectives on life, the way they perceive events, the land they belong to and the characteristics of the people of that land, etc. tells. In this respect, cultural memory fed by tradition and communication is the identity of societies (Assmann, 1997: 25-28). For this reason, tales play an active role in conveying cultural identity to future generations. The basis of fairy tale language is the concept of metaphor. It can be said that the purpose of the concept of metaphor is to increase and facilitate understanding in the process of emergence. Metaphors are produced to understand every detail, area of experience or whatever is felt in life. As the collective memory finds these metaphors useful, the metaphors become familiar and at the same time new metaphors are included in life. As long as life continues, as long as human beings continue to need to express their experiences about life and communication opportunities increase, metaphors will continue to be produced. The method determined to achieve this goal is the document review study, one of the qualitative research models. The case of the research consists of the fairy tale books of Judith Malika Liberman. The books used in the study are "Tale Therapy, Set Out with Tales, First Imagination and Stone Soup". There are fifty-four fairy tales in the Fairy Tale Therapy book. There are forty tales in the book, Take the Road with Tales. First Dream and Stone Soup are independent children's books. The research data were created by determining the metaphors in the tales in the books determined for the examination, determining the metaphor elements and determining the theories. As a result of the research, it has been determined that the metaphors used in the tales are ontological and conceptual metaphors. It is seen that the metaphors used increase the comprehensibility. With this feature, it has been determined that the use of this language in tales that are suitable for the level of children in education will increase the understanding and interest of the concepts and values to be given. Keywords: Teaching Turkish, fairy tale, metaphor, Judith Malika Liberman.