Bridging Scholarship and Pedagogy in Jewish Studies
Conference Video:
A Pragmatic Pedagogy of Bible
Respondent: Barry W. Holtz
Holtz believes that Greenstein’s approach teaches an important pedagogic meta-lesson: each reading of a text is incomplete. Offering a wide range of approaches not only produces multiple readings but also touches on different students’ inclinations and interests, which can’t always be anticipated. Teachers do not always choose their orientation to the Bible; they too have non-rational beliefs about the material and about teaching that do not emerge from only knowledge (or even experience) per se.