Humboldt-Universit?t zu Berlin
Logo der Humboldt-Universit?t zu Berlin. Zur Startseite

"Textbooks must provide reliable information about Judaism"

New recommendations published on the portrayal of Judaism in educational media

The Conference of Education Ministers, the Central Council of Jews in Germany and the Association of Educational Media have just jointly adopted new recommendations and a declaration on the portrayal of Judaism in educational media. They are aimed in particular at creators of educational media, but also at educational administrators and teachers, and are intended to reduce prejudices, stereotypes and distortions in the teaching of Jewish history, culture and religion.

Prof Dr Liliana Ruth Feierstein explains why these recommendations are so important and groundbreaking. She has been Junior Professor of Transcultural History of Judaism at the Institute for Cultural Studies at Humboldt-Universit?t zu Berlin since May 2014 and Professor of Jewish Studies since 2017, and has also been the university's Anti-Semitism Officer since April 2024. As an expert on Judaism, Jewish history and Judaism in school textbooks, she was part of the commission that drew up the recommendations.

Prof Feierstein, why do we need a new representation of Judaism in German textbooks?

Prof. Feierstein:Even though the importance of textbooks has obviously been declining for several decades, it is important to emphasise that they are not simply material used in schools, but also represent a legitimate voice of society - in contrast to much of the misinformation that children and young people are exposed to on social networks. As they should convey the "official story" and be reliable sources, it is important that they do not convey distorted content or images that unconsciously build up or reinforce old prejudices circulating in society.

The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) already adopted a declaration on teaching Jewish history, religion and culture in schools in 2016 - what is new and different this time?

Prof Feierstein: Although not that many years have passed since then, an update was necessary after the pandemic, as the increase in conspiracy theories goes hand in hand with anti-Semitic narratives. This time, the commission also included representatives from the German Educational Media Association, who made a valuable contribution due to their experience in creating materials for school lessons - also because these are becoming increasingly diverse. We also made sure to work in groups with different levels of expertise. This enabled us to produce more detailed and systematic recommendations than before. We have also updated our work based on the experience and data we have gathered in recent years on anti-Semitism in educational institutions.

The task is very complex and the joint declaration identifies twelve key points for a technically correct, didactically appropriate and unprejudiced presentation of Jews and Judaism. Where do you see the greatest pressure to act in order to prevent prejudices, stereotypes and distortions?

Prof Feierstein: There are many urgent problems in various areas. In short, I believe that there is an urgent need to understand that Judaism and Jews are not stumbling blocks to be remembered, but active and present members of today's German society: at university, in schools, on the street. Even if it is necessary to remember the Holocaust, there is a resistance to addressing the fact that there were survivors, that Jews later immigrated to Germany and that today's Jewish community is alive, active and present.

The major challenges are, on the one hand, to take the focus off the Middle East and to thematise Jewish history and the present in Germany. Secondly, to understand Judaism as a culture and not just as a religion. Secular Judaism is often ignored in the discourse on the Abrahamic religions. That is why I prefer to focus on the history of the so-called "other Europeans", the nations without territory, i.e. the long Jewish history in Europe, but also that of the Sinti and Roma. Cultures that lived for centuries in an extraterritorial situation. This means thinking of the nation from an alternative grammar, which many find difficult but is an excellent exercise in being able to relativise one's own.

Are the recommendations particularly focussed on history lessons or certain age groups?

Prof Feierstein: Not really. History is of course a very important area, not only for the presentation of Jewish history as part of German and European history, but also to deconstruct many false claims that have arisen both through traditional anti-Semitic narratives and currently in relation to the history of Zionism and the founding of the state of Israel. Both topics are extremely emotionally charged at the moment. We need to ensure that schools can provide reliable information so that knowledge can counteract anti-Semitic narratives. This doesn't mean that you can't have a critical opinion on certain topics, such as the current war. But together we must ensure access to sources and correct information, which is becoming increasingly difficult not only in the area of Jewish history, but also in the face of ever more sophisticated "fake news" in general.

Other subjects are also important: religion, ethics, geography. We need to integrate this knowledge into the curriculum and teacher training. And in relation to all cultural minorities, not just Jews. Knowledge about Islam or the culture of the Sinti and Roma must also be reviewed and expanded in this respect. As far as age is concerned, we are looking at the entire education system: each author or teacher can adapt our recommendations to the age and subjects for which he or she is responsible. The central idea is not only to raise awareness - although this is already very important - but also to provide concrete guidelines and strategies for day-to-day work in schools.

Further information