peacefulpete:
As a recent poster, and fluent Jew, has argued, our literalist/Fundamentalist training is very difficult to see around. Tales and stories need not be read as documentaries (and generally shouldn't) to have profound importance for teachers and students. Suspending our critical mind to enter the stories to try to feel what the author intended is not the same thing as dismissing the stories as worthless 'lies'. Nor is it the same as mistaking stories as history and dismissing scientific and historical reality.
It is true that such stories have been told in particular cultures to impart lessons rather than being intended as literal histories, and it can be helpful to have an understanding of that intent (while keeping in mind that those interpretations also arenât the original interpretations or versions of the stories borrowed from even earlier cultures). But other cultures have reinterpreted those stories as literal, and there is nothing wrong with analysing or criticising those (re)interpretations, whether that be academically or just for amusement. This is especially the case when the proponents of those reinterpretations have a more significant impact on present society.
For example, if someone in the United States wants to use Genesis to teach creationism in schools, there is limited value in focusing on a Jewish interpretation of the story and concluding that thereâs no issue.