The metaphors that dominate the different models of family therapy carry with them unstated and sometimes unexamined theoretical assumptions about the therapeutic process. Following Richard Rorty's views of education, I contend that ironic metaphors can be used to expose some of these deep‐rooted assumptions behind the theory and practice of trainee professionals. I discuss the singular power of ironic metaphors to draw attention to the theoretical tensions in models of professional practice, and follow this with a description of an experiment with ironic trainin