Has anyone pointed out that learning classical meforshim is introducing the non-Hebrew-literate student (at what age) into another language (rabbinical Hebrew).
Literary analysis remains focused on one language, the text of the mikra. We are all aware of the difficulties in language of the Ibn Ezra and the Ramban; even if we have mastered Rashi. Something to be considered.
Another question to be considered: which method, learning meforshim or the literary method will better engage the student. If the text has to be explained by explaining the meforesh, because the student by himself is unable to cope with meforesh, what have gained in interesting the student?
Yosef Goldberg
