This study describes the thinking strategies and epistemological stances of two Bible experts, who applied a literary and historical interpretive approach, respectively. A thinking-aloud protocols methodology was used as the two scholars read the same biblical story and verbalized their thoughts. The findings reveal intricate relationships between thinking strategies and interpretive approaches. The two scholars use similar thinking strategies, yet apply them within distinct epistemological stances and reading objectives. Both apply close reading; recall commentaries; syntactic and grammatical analysis. Both connect the story with other biblical texts. However, their reading goals differ. One applies strategies that deconstruct the biblical story to different sources and restore the Urtext. The other applies a reading approach that conceives the text as a unified literary work. He constructs possible meanings and messages from the story using literary criticism tools, relating to literary genres, and actualizing the ancient text. I discuss how these findings contribute to the literature about Bible scholarship and religious education and its pedagogical implications.

本研究描述了两位圣经专家分别采用文学和历史解释方法的思维策略和认识论立场。当两位学者阅读同一个圣经故事并表达他们的想法时，使用了大声思考协议方法。研究结果揭示了思维策略和解释方法之间的复杂关系。两位学者使用相似的思维策略，但将它们应用于不同的认识论立场和阅读目标。两者都适用精读；回忆评论；句法和语法分析。两者都将这个故事与其他圣经文本联系起来。然而，他们的阅读目标不同。人们运用策略将圣经故事解构到不同的来源并恢复原始文本。另一种则采用将文本视为统一的文学作品的阅读方法。他利用文学批评工具、与文学流派相关的内容以及对古代文本的具体化，从故事中构建了可能的意义和信息。我讨论这些发现如何对有关圣经学术和宗教教育的文献及其教学意义做出贡献。