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iblical miracle stories may be confusing and their purpose unclear (see below). The
representative of the teachers notes that most of the teachers read and teach biblical
miracle stories literally, in a manner similar to the way in which they were taught as
children. Much research has shown that teachers do not by and large reflect upon the
ramifications of this kind of teaching style; they are not cognizant of the needs of the
students for whom a literal reading is presently inappropriate, nor do they take into
account the future needs of the students when they leave the religious environment
and move into the secular world of the army and university. On the other hand, other
research has demonstrated that teachers of culturally valued texts care very much
about how their students react to subject matter, and want them to feel some kind of
identification with it. The representative of the milieu highlights the clash between the
literal reading of biblical miracle stories, and the milieus that influence the
perceptions and outlooks of many students: secular families, the mass media, popular
culture, and the internet. The message that is transmitted by these milieus is often one
of demystification and secularization, where mystery, sanctity, and innocence are
lost. In such an environment, it is difficult to create an aura of wonder, which is a sine
qua non for the appreciation of miracle.
One might have thought that the believing student can withstand the impact that
the various milieus bear upon him. However, a deeper look at the student`s position
reveals that he too may have trouble finding meaning in biblical miracle stories. He
may be troubled by inner contradictions in the story itself (first-order problems), such
as the virtual identity between some miracles and magic; he will most likely be
disturbed by second-order problems, or by a combination of the two, such as: why are
there no miracles today? Can miracles really foster faith, when they themselves are
ephemeral? Why are the miracles of the Jewish tradition more valid than those of
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