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

persuaded of the value in Buber`s teachings for the mamad, it would be necessary to
"translate" some of Buber`s thought into language and terms accessible to that milieu.
Chapter 6: The deliberation up until this point has centered largely around the subject
matter – both "pure" biblical content, as well as different hermeneutical options that
can contribute to the teaching of biblical miracle stories. We define the latter as
"supportive" material. Now it is up to the representatives of the students to help
determine the age when students attain the ability to apply non-literal reading
strategies to biblical miracle stories. The metaphoric and dialogic approaches to
miracle stories demand of the reader/student a certain degree of abstract thinking, as
well as the ability to consider simultaneously more than one interpretation of the
story. In addition, these approaches are designed to evoke emotions such as
amazement, awe, fear, dismay, and identification, which may be inappropriate for
children of a particular age or stage of development. We will use the term "multidimensional"
to refer to the kind of learning that takes into account a "higher order" of
thinking and emotion, and that includes the weighing and evaluation of several
cognitive and emotional options.
Various schools of thought have addressed the question of cognitive and
emotional preparedness for learning, and two in particular appear to be helpful in
determining the proper timing for multi-dimensional learning: the developmental, and
"philosophical" schools.
(a) The developmental school posits that children`s
cognition and emotion develop through progressive and orderly stages, proceeding
from the simple to the complex. Intervention by outside parties will have little impact
on expediting the child`s abilities or achievements, because his growth is governed
by an internal dynamic and by age. According to many developmentalists, there is a
strong correlation between cognitive and emotional growth, exemplified by the way
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