A Pragmatic Pedagogy of Bible

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dc.contributor.author Greenstein, Edward L.
dc.date.accessioned 2020-10-27T17:28:26Z
dc.date.available 2020-10-27T17:28:26Z
dc.date.issued 2006-07
dc.identifier.citation This is a preprint of an article whose final and definitive form has been published in the Journal of Jewish Education © 2009 Taylor and Francis, and is available online at http://www.tandfonline.com/doi/abs/10.1080/15244110903079284
dc.identifier.uri https://hdl.handle.net/10192/39013
dc.description.abstract In the past two decades, Bible scholars have become more aware of the ways in which any given methodological approach or interpretive strategy shapes and determines the types of meaning that emerge from the biblical text. In this paper based on his keynote address at the Mandel Center’s 2005 conference on Teaching Bible, the author uses multiple readings of the story of the Tower of Babel to build his argument that scholars and teachers should self-consciously determine the types of meanings they are seeking, only then identifying the analytic and interpretive techniques that will best produce those results.
dc.description.sponsorship This paper is one of a series of working papers on the teaching of Jewish studies, available for free download from the website of the Initiative on Bridging Scholarship and Pedagogy in Jewish Studies, a project of the Mandel Center for Studies in Jewish Education at Brandeis University. http://www.brandeis.edu/centers/mandel/bridginginitiative.html
dc.language.iso en
dc.publisher The Initiative on Bridging Scholarship and Pedagogy in Jewish Studies, Mandel Center for Studies in Jewish Education at Brandeis University
dc.relation.ispartofseries The Initiative on Bridging Scholarship and Pedagogy in Jewish Studies;Working Paper No. 2
dc.title A Pragmatic Pedagogy of Bible
dc.type Working Paper


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