ABSTRACT

This article discusses Israeli Bible teachers’ perceptions of the ‘otherness’ and their actions in a reality in which teachers are required to balance the tension between being experts in the field of knowledge, coping with a state curriculum that promotes a faith-religious worldview, and acting as educators in promoting discourse dealing with social issues of inclusion, respect, and tolerance for the ‘other’. The research is qualitative-interpretive, based on interviews with 13 teachers. It focuses on describing and explaining Bible teachers’ perceptions and interpreting their actions. Findings point to two main perceptions: (1) A perception that transcends the boundaries of biblical academic discourse and fosters a moral dialogue of integration, tolerance, openness, and awareness of the ‘other’ as part of the Bible teacher’s role. (2) A perception focused only on biblical discourse and refrains from dealing with issues of ‘otherness’ in the lesson. This research offers new tools and courses of action to implement these perceptions. Its conclusions may encourage teachers to develop pedagogical flexibility and an ability to navigate through issues of ‘otherness’ while responding to social, value, and moral issues that arise spontaneously in the multicultural dialogue in Bible lessons.

摘要

本文讨论了以色列圣经教师对“他者”的看法以及他们在现实中的行为，在现实中教师需要平衡成为知识领域的专家与应对促进信仰宗教世界观的国家课程之间的紧张关系，并作为教育者，促进有关包容、尊重和容忍“他者”的社会问题的讨论。该研究是基于对 13 位教师的访谈的定性-解释性研究。它侧重于描述和解释圣经教师的看法并解释他们的行为。调查结果指向两个主要看法：(1) 一种超越圣经学术话语界限的看法，促进整合、宽容、开放和对“他者”的意识的道德对话，作为圣经教师角色的一部分。(2) 只关注圣经话语的看法，避免在课程中处理“他者”的问题。这项研究提供了新的工具和行动方案来实现这些看法。其结论可能会鼓励教师发展教学灵活性和驾驭“他者”问题的能力，同时应对圣经课程中多元文化对话中自发出现的社会、价值观和道德问题。