Abstract Referring to Judith Coffey’s und Vivien Laumann’s monograph »Gojnormativität« the article adapts its embodied main thesis: Talking about »guilt« in German context should be separated from highlighting »antisemitism« in religious education. Analyzing four aspects of guilt - its implicit focus on offenders, its often homogenous idea of »being German«, its idea of powerlessness and of a right to forgiveness - the article turns on discussing cognitive theories having their source in social psychology intergroup theories, that aim at reducing discrimination. Taking the results of both aspects - guilt and (anti-)discrimination - the article concludes with developing ideas for curricula in religious education.

Abstract This article summarizes the main findings of a study on antisemitism in schools in Germany. The focus is on the experiences with and perspectives on antisemitism of Jews. In presenting experiences of antisemitism, different dimensions and manifestations of antisemitism are taken into account. On this basis, hostile attitudes and discriminatory actions and their justification are reconstructed. In particular, antisemitism rooting in deflecting guilt and Israel-related antisemitism appear in this context as a problem that emanates not only from students but sometimes also from teachers. As a result, a situation arises for those affected that is essentially characterized by the feeling of being left alone. Established patterns of perception and ways of dealing with antisemitism by non-Jewish teachers contribute to perpetuating the problem of anti-Semitism in schools. Finally, challenges for pedagogical approaches to antisemitism are identified.

Abstract The article presents basic information and research concerns within the additional study programme Critical Education on Antisemitism for Teaching (ZABUS), which is located at the University of Würzburg/Germany. Initial results are presented on the basis of evaluations and questionnaires of religious education students. The authors provide an insight into the horizon of the three-semester degree programme. They argue for an iterative educational design that interlinks research on antisemitism and teaching and brings together its specific nature with the ressources of the teaching profession.

Abstract The article discusses criteria for better educational resources on the critique of antisemitism in religious education. The thesis is formulated that religious education has a corrective and broadening function with respect to perceptions of everyday experiences. Considering examples from school textbooks, the article argues for educational resources that take seriously both everyday experiences of antisemitism and the critiques of antisemitism in religious education.

Abstract In many cases antisemitism is reduced to its visible aspects as they appear in images and/or speech. This article focusses on different forms of antisemitic violence transported through discourses on antisemitism. Against the background of the October 7th massacres and drawing upon findings of theoretical and empirical research, selected forms of violence as a result of hiding, trivializing and obscuring antisemitism are discussed as antisemitic violence in present times discussed as a form of antisemitic violence.

Abstract The author distinguishes conspiracy narratives from conspiracy myths or from a conspiracy ideology and decodes possible rhetorical devices of conspiracy narratives. These narratives assume that certain individuals or groups of people influence important events or crises in the world and thus deliberately harm the population, but at the same time keep them in the dark about their goals. Consequently, most conspiracy narratives are basically anti- Semitic, as Jews are usually marginalized in reality, but are portrayed as an allegedly powerful group in conspiracy narratives. This article aims to explain the extent to which religious education in public schools should address and deal with conspiracies and why it is important to do so. As a subject of conviction, religious education in particular is able to critically examine convictions and ideologies, i. e. as a conviction itself. Concrete points of contact with content areas from the core curriculum for secondary school in North Rhine-Westphalia close the consideration.

Abstract With the idea in Genesis 1 that all human beings are created in the image of God - instead of just the king - the Bible formulates an early conceptual prerequisite of egalitarianism, which forms the anthropological foundation of any democracy. Genesis 1 democratizes the traditional ideology of kingship and renders every human capable of (king-like) responsible rule. Important factors in the intellectual history of ancient Israel that prepared the way for the idea of the likeness of all human beings to God can be found: (1) in the subversive reception of Assyrian treaty theology and its transfer to the relationship between God and people; (2) in the criticism of kings within biblical prophecy, which was confirmed as factual by the fall of Judah and Jerusalem in 587 BCE; and (3) in the increasingly critical stance toward slavery in the Torah, which ideally brought the position of slaves ever closer to that of free people.

Abstract In a multilateral ecumenical setting, this paper analyses the challenges Christian churches have to deal with in modern »secularized« societies. First, it outlines Charles Taylor’s study The Secular Age as a helpful tool to understand the fundamental cultural changes. Second, it highlights three characteristic shifts: the continuous decrease of membership in mainline churches, the growing diversity of (Christian and non-Christian) religious communities, and the failing transgenerational transmission of religious knowledge and practice. As churches cannot any longer take their cultural relevance for granted, third, the paper pleas for an attitude of ›exploring relevance‹ which is open to new forms of communicating the gospel without, however, losing confidence in the respective formative traditions. Finally, the paper argues that, because all churches share these challenges, the situation encourages ecumenism.

Abstract The establishment of numerous truth and reconciliation commissions worldwide in states in transition processes has helped the concept of reconciliation gain increasing attention, not only in political discourses. This article then sketches out, from a theological-ethical perspective, the milestones of a theology of reconciliation, including remembrance, repentance and confession of guilt, forgiveness as well as justice and reparation.

Abstract The present essay is intended as a contribution to the current discussion on a »migration-sensitive theology« from the perspective of Hebrew Bible scholarship. It develops four basic elements of a theology of migration that do justice both to the complexity of processes of the emergence of the migration theme and to its enduring claims to validity. Theological, historical, literary-historical and canon-theological aspects of the Pentateuch, the Enneateuch (Gen-2 Kgs) and the biblical understanding of God are considered.