הוראת סיפור ×”× ×¡ המקראי ×‘×—×™× ×•×š הממלכתי בישראל - ×”××•× ×™×‘×¨×¡×™×˜×” העברית ...

have been articulated, through a process that Schwab calls "problemation", the
curricular team looks for a theory or theories that can help guide educational decisions
regarding the contents, goals, and means of the new curriculum. The problemation
process demands that representatives of all the factors involved in education meet
and reflect upon the shortcomings of the specific situation, and upon possible
solutions. Schwab calls these factors the "commonplaces" of education: the subject
matter, the teacher, the student, and the milieu. Each representative must present the
needs, concerns, problems and issues that beset his/her domain. A curriculum expert
presides over the deliberations that take place, and ensures that the deliberative
process be carried out in an open and egalitarian fashion.
While Schwab advocates a deliberation where people exchange ideas in a face-toface
encounter, it has been demonstrated that this approach is impractical. Therefore,
educational scholars have suggested substituting a deliberation "on paper" for a real
one, where ideas can be discussed and compared through writings. This approach has
been applied to educational deliberations in the fields of Bible, literature, midrash,
and Talmud, and we have adopted it in our study. We will now present the
deliberative process in the order in which it is carried out in this dissertation,
regarding the teaching of biblical miracle stories in the mamad.
The Development of the Thesis
Chapter 1: In this chapter three of the four commonplace representatives put forth
their findings and dilemmas. According to the representative of the students, most of
the students in the mamad read biblical miracle stories literally, but there is a certain
segment of this population that does not feel comfortable with this kind of reading,
and questions the validity and meaning of these stories. Even for "believing" students,
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