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

other religions? Are there not miracles that appear superfluous, ridiculous, and
disproportionate to their context?
Alongside the problem of the disenchantment of many students is the growing
number of students who are seeking re-enchantment, and would tend to search for a
religious "high" and spiritual meaning in biblical miracle stories. Popular literature
reflects the growth of a neo-Hassidic movement which has swept some of the mamad
population, and these students are not satisfied with the way that the Bible has been
traditionally taught. They present a new kind of challenge to the teacher who teaches
biblical miracle stories in the standard, literal fashion, without addressing the spiritual
issues that underlie them.
What emerges from this deliberation is that the teaching of biblical miracle stories
in a literal fashion may be initially satisfying to teachers, but for a variety of reasons,
it does not meet the needs of a significant number of students. Once teachers become
aware of the disaffection that students feel for these stories, they too may wish to
adopt other, more effective teaching strategies.
Chapter 2: This chapter is largely dedicated to the fourth commonplace – the subject
matter. Here the resident expert is called upon to define miracle and elucidate its
forms and expressions. This presentation will help clarify how one identifies the
biblical miracle, what are its purposes, what are its religious meanings, and wherein
lie its ambiguities. The ambiguities that emerge include: the blurring between magic
and miracle; the blurring between nature and miracle (=supernatural); the various
terms assigned to the miraculous events and the question as to whether they signify
different kinds of experiences; and the question as to whether the miracle actually
achieves its purported or implied goal. In addition, we will differentiate between the
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