This study explores the conditions of educative metaphor in the context of autonomous educational disciplines` intrinsic theory and how Jesus used it. A metaphor is a figure of speech that describes a subject by using a word for another subject. Despite of its rhetoric functions, metaphor was prohibited and criticized due to its production of vague and inaccurate knowledge under the traditional ‘literal-truth paradigm’. However, recently, metaphor is recognized for its critical role in the creation of innovative knowledge and expression and sharing it. There are five conditions for an educative metaphor: 1) metaphor should aim for the creation and protection of educative value, 2) the target domain of metaphor should be within the realm of education, 3) the source of metaphor should be a familiar experience based vehicle words, 4) the process and mechanism of metaphorical function should be the re-structuralization of experience to a more developed level, 5) the result of metaphor should be the resolution of the paradox between genetic continuity and incommensurability. This study argues that educative metaphor has unique modes and conditions and that the enhancement of its usage may promote the realization of its educational value in life.