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Education is possibly the profession most frequently addressed with expectations of dealing with contemporary forms of antisemitism. However, the topic is not prominently discussed in the field of didactics and teachers report of feelings of overburdening, dealing especially with forms of antisemitism relating to the State of Israel and the Middle East Conflict. These forms are the most controversial variations of antisemitism and also the ones often not mentioned and also not interpreted and responded appropriately. The paper argues for a stronger awareness of non-intended effects of education on antisemitism. It shows their relevance focussing three exemplary contexts regarding spontaneous interventions to antisemitic statements as well as pedagogic concepts represented in published documents. Without a profound understanding of antisemitism as a complex phenomenon with specific patterns, awareness for possible non-intended effects can hardly be reached. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für die Alttestamentliche Wissenschaft is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vierteljahrshefte für Zeitgeschichte is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)