על הוראה ביקורתית של סיפורים מן המקרא מקרה המבחן של "לא השאירו כל נשמה" בספר יהוש ע

… but every man they smote with the edge of the sword, until they had destroyed them, neither left they any to breathe (Joshua 11: 14) This paper tackles the question of how to teach Biblical texts that arouse moral dilemmas in contemporary readers, and how to prepare teachers to teach such texts. One of these, the Book of Joshua, was chosen as a test case since the story of the conquest of the Land of Israel and the annihilation of its entire population engenders a great deal of confusion today: It is impossible to ignore it and it is equally impossible to teach it complacently. The paper examines the development of the attitude toward the Book of Joshua in Israel and in the curriculum and maintains that while there is a discussion among the general public regarding the moral standpoints of the book, the curricula and the textbooks eschew these basic questions, thereby missing an educational opportunity for a value-based discussion with the pupils. The paper proposes and demonstrates a critical and subversive reading of the chapters of the Book of Joshua that are studied in school, at the same time pointing out the complexity of the text and the multiplicity of voices that speak within it. This proposal outlines a challenging method of teacher education that centers on a discussion of biblical outlooks and provides room for balanced criticism of the values of the past. Not only do value-based discussion and a multiplicity of opinions constitute the soul of studying the Bible and a worthy continuation of the Jewish discussion tradition, but they permit some interest to be added to the study of our fundamental stories.