I saw a discussion about analogies

Context
I was catching up on some e-mail lists today, including the Information Literacy Instruction list. About a month ago a distinguished professor of library science sent the query referenced here to the list, asking about the use of analogies in library instruction. This touched off a long discussion of whether to use analogies at all and if so, which ones are appropriate. The discussion has largely petered out now, but a particular piece of advice, taken from this response really struck me:

Connect to real life experience – think about those common experiences students are likely to share such as shopping, eating, and sleeping. An examination of the common sports and military metaphors used in the teaching of physics and engineering and the disproportionate number of women in those disciplines can help illustrate the need to focus on common experiences.

Commentary
I don't know what to make of the implication here that sports and military metaphors do not reflect the "common experiences" of women. On the one hand, it's certainly reasonable to say that they are more likely to be common experiences for most men than for most women. On the other hand, I and both of my X chromosomes are much likely to understand a sports metaphor than say, a shopping one (I hate shopping with a purple passion!).

There's another underlying assumption here: that not using "common experiences" is bad. I can think of two reasons why that might be the case: students might not understand what you're trying to get across with your analogy, which is not the ideal result of a teaching method, or they might be offended by it, which is not good for any relationship between human beings.

I'm wondering if both of these problems are exacerbated by students' insecurities. I'm a pretty confident student, possibly because I'm also a teacher, so if someone uses an example or a metaphor that I don't understand, I say so and I expect the teacher to come up with a different one. In other words, I see my failure to learn as a problem to be solved, not a personal shortcoming that needs to be covered up.

I think offense works similarly. Certainly I'm offended if someone insults me to my face and I'll often take the bait when someone is deliberately trying to get a rise out of a certain group of people. Most of the time, though, I assume people don't mean to be offensive; they're just ignorant or at worst, insensitive. In both cases, self-confidence helps me address the issue with the offender productively instead of stewing in my own wounded juices. Shoot, in an exchange like that I might even discover that my own assumptions were incorrect!

Touchiness, whininess, and even victimhood sometimes say, "the world sucks and I can't do anything about it." So I guess what I'm advocating is less tiptoeing around a student's potential ignorant or touchy spots and more empowering them to tell us about those spots so we can engage in the learning experience together.

What did you see today?