Recommendations regarding Educational Organizations and Institutions

Next to the Internet and academic research, education is another central important expression of the process of constructing meaning in culture. Much of what has been said about cultural decision makers and influencers applies to the decision makers and influencers of the educational world, too. The five steps of (1) assessment, (2) comprehending the problem, (3) awareness raising, (4) applying policies for combating antisemitism, and (5) adjusting these policies to particular institutions of academic research, are valid for the world of education as well, as outlined in the introductory and previous parts. Despite energetic efforts during the decades after the Second World War to minimize antisemitic incidents and discrimination, recent violent attacks against Jews have increased in many European countries, and hate speech and demonization of the State of Israel on the Internet and other electronic media are rampant. By use of social media, antisemitism has spread more quickly than previously and to a global constituency. Jews are targeted for no other reason than their identity, even in places where they are practically absent. Educational efforts to promote understanding and tolerance are seen as one way to counteract antisemitic attitudes that can develop into extremist ideologies. The recommendations following this section will deal with a variety of levels and kinds of education. Specifically, this set of recommendations will discuss aspects of elementary/primary education, high school, universities, religious education in various denominations, and the training of scholars, clergy, and religious professionals. There will be substantial overlap between what is applicable to one level to another. Nevertheless, these proposals should not be applied mechanically. The basic suggestions made here are predicated on the assumption that formal education is a major part of the formation of the attitudes and character of modern-day citizens. This process goes on from earliest daycare or nursery school through the highest degrees attained. Further, the issues raised here will apply in the education of students, more interested and less interested, whether they are affiliated with a religious tradition or not. While education is a key place for efforts to eradicate antisemitism, and while it is positive and should be encouraged, it cannot be regarded as a panacea. For this reason it is hoped that the spirit as well as the letter of the suggestions can be employed by those who shape the nature of the educational experiences of all of us. Holocaust education was once seen as a perfect solution to fight antisemitism, but it has proven to be only a partial remedy.While such ed-