Abstract
In this article, we pursue a double mission: First, we will demonstrate the unique nature of dynamic group facilitation as it emerges from the concept of the unity of opposites and its relation to situations of conflict, as well as the pedagogical challenges that teachers face in the classroom. This approach underlines the value of a more dialogical and dynamic understanding of the intricate networks of relationships that take place between students and with a teacher at any given moment in a classroom situation. Second, we will examine three Talmudic midrashim that focus on conflict and reconciliation through the lens of facilitation, while casting light on the theology behind the facilitation method and its hermeneutic power. Again, this approach to the interpretation of these texts allows them to emerge as valuable not only to the learning process, but also to the dynamics of interaction that saturate the learning situation. To this end, we will highlight the links and differences between two styles of facilitation—the narrative and the unity of opposites. These links and differences will help us illuminate the similarities and differences between the facilitation processes they employ. Because (1) the notion of exegesis is strongly embedded in narrative theory; (2) theology has deep roots in the concept of the unity of opposites; and (3) both styles address conflict and its resolution, in the second part of this article, we take the insights of the narrative and unity of opposites approaches and juxtapose them as hermeneutic tools for reading three related Talmudic midrashim that focus on conflict and reconciliation. In this way, we hope to exemplify how the different approaches can be applied to the design of the different facilitation styles, both in conflict dialogue groups and as a lens through which we can read these seminal tales that have shaped consciousness, identity, and the attitude towards the culture of debate in Judaism.
Highlights
This article has two purposes: 1. to present the concept of “the unity of opposites” as the grounds of a unique approach to dynamic group facilitation, in the context of conflict resolution, while comparing it to the more familiar narrativist approach; 2
To read three Talmudic stories that focus on conflict and reconciliation through the lens of facilitation, which will help clarify the theological and philosophical positions that ground the different facilitation methods and their hermeneutic power
The grounds for using these approaches to facilitation as exegetical tools in interpreting religious texts are threefold: (1) the notion of exegesis is strongly embedded in narrative theory; (2) the concept of the unity of opposites has deep theological roots; and (3) both approaches address conflict and its resolution
Summary
This article has two purposes: 1. to present the concept of “the unity of opposites” as the grounds of a unique approach to dynamic group facilitation, in the context of conflict resolution, while comparing it to the more familiar narrativist approach; 2. To read three Talmudic stories that focus on conflict and reconciliation through the lens of facilitation, which will help clarify the theological and philosophical positions that ground the different facilitation methods and their hermeneutic power. To this end, we will compare and contrast two theoretical approaches to facilitation—the narrativist approach and the unity of opposites approach. We hermeneutically re-engage ancient Jewish texts with the intention of shedding new light on contemporary educational practices and/or challenges We believe that such critical and creative interpretation of ancient texts is a landmark of Jewish educational thought. The readings that ensue will make manifest the similarities and differences between the two approaches and illuminate how each approach generates a method of facilitation for dialogue groups in conflict situations while leads us to different understandings of these foundational stories, which shape the consciousness and culture of dispute in Judaism
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