Scott, the discussion of "right-ish" or "right-er" solutions sounds promising to me. In mathematics and sciences, even with open problems, you better have criteria for judging right from wrong. Which brings me to what I want to discuss: analogies vs. metaphors. I think the boy and the bird quote is more about metaphors than analogies. And here's one more quote:
“I cordially dislike allegory in all its manifestations, and always have done so since I grew old and wary enough to detect its presence. I much prefer history – true or feigned– with its varied applicability to the thought and experience of readers. I think that many confuse applicability with allegory, but the one resides in the freedom of the reader, and the other in the purposed domination of the author.” -J.R.R. Tolkien,
Even in emergent designs, we do need scaffolds and structures, common WHYs, and other ways to bring participants to a particular contextual neighborhood. But I think it's better not to exercise purposed domination all the time; and when we do, it has to be consensual ;-)
My hope: footprints and other mappings as tools of freedom and consent. These tools address one of the biggest pro-coercion arguments in education: that learners don't know pedagogy and design, don't know what's good for them. Learners who are aware that activities come in different types can make more informed choices about learning.