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

goals of the miracle as reported, or implied, in the text, and the goals of the biblical
story that tells of the miracle.
Study of this commonplace demonstrates the fact that the problems that often
beset the student regarding biblical miracle stories are rooted in their inherent
tensions, contradictions, and ambiguities, thus underscoring the need to address these
issues in the classroom.
Chapter 3: Inasmuch as the literal reading of biblical miracle stories often fails to
address the problems that concern the commonplaces, it is necessary to seek solutions
in other modes of reading. In the spirit of Schwab`s eclectic approach (see below),
the literal reading need not be discarded, but its strengths and weaknesses should be
measured against those of other reading options. Representatives of the subject matter
present a typology of reading options which include: literal/historical; metaphorical;
and dialogical approaches. Each option is presented in general terms, and then applied
to biblical miracle stories. In the context of this educational deliberation, however, we
further need to investigate whether each hermeneutical approach may be pursued in a
manner which conforms to the interpretative traditions regarded as authoritative by
the mamad.
The literal/historical reading, which corresponds to the accepted norm in the
mamad,
can be supported by two modern hermeneutical schools: E.D. Hirsch's
authorial intention, and New Criticism, applied to biblical studies by Meir Weiss.
According to Hirsch, it is the author of a work who endows it with meaning, and this
meaning is present in the text, and can be retrieved, or at least approximated, by the
reader. Although it is generally difficult to ascertain the identity of the biblical writer,
it is possible to infer his intentions from what Hirsch terms the "intrinsic genre" of the
text. Inasmuch as the intrinsic genre of biblical historiography is sanctified history, it
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