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 Key Concepts
in the Study
of Antisemitism
Edited by
Sol Goldberg · Scott Ury · Kalman Weiser
Palgrave Critical Studies of Antisemitism and Racism

Series Editor
David Feldman
Birkbeck College—University of London
London, UK
Palgrave Critical Studies of Antisemitism and Racism considers antisemitism
from the ancient world to the present day. The series explores topical and the-
oretical questions and brings historical and multidisciplinary perspectives to
bear on contemporary concerns and phenomena.
Grounded in history, the series also reaches across disciplinary boundaries
to promote a contextualised and comparative understanding of antisemitism.
A contextualised understanding will seek to uncover the content, meanings,
functions and dynamics of antisemitism as it occurred in the past and recurs
in the present. A comparative approach will consider antisemitism over time
and place. Importantly, it will also explore the connections between anti-
semitism and other exclusionary visions of society. The series will explore the
relationship between antisemitism and other racisms as well as between anti-
semitism and forms of discrimination and prejudice articulated in terms of
gender and sexuality.

More information about this series at

http://www.palgrave.com/gp/series/15437
 Sol Goldberg · Scott Ury ·
Kalman Weiser
Editors

Key Concepts in the

Study of Antisemitism
Editors
Sol Goldberg Scott Ury
University of Toronto Tel Aviv University
Toronto, ON, Canada Tel Aviv, Israel

Kalman Weiser
York University
Toronto, ON, Canada

Palgrave Critical Studies of Antisemitism and Racism

ISBN 978-3-030-51657-4 ISBN 978-3-030-51658-1 (eBook)
https://doi.org/10.1007/978-3-030-51658-1

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2021
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,
whether the whole or part of the material is concerned, specifically the rights of translation,
reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any
other physical way, and transmission or information storage and retrieval, electronic adaptation,
computer software, or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, expressed or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cover credit: Peter Cripps/Alamy Stock Photo Design by eStudio Calamar

This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 To our children
Odelya
Matan and Shira
Orly and Talia
 Acknowledgments

This volume, the culmination of over five years of intellectual engagement

and scholarly collaboration, would not be possible without the support and
assistance of many parties. The editors would therefore like to express their
profound gratitude for the invaluable financial and moral support provided
by the following bodies and institutions: the Social Sciences and Humanities
Research Council of Canada, the Canadian Embassy in Israel, the Israel
and Golda Koschitzky Centre for Jewish Studies (York University), the
Anne Tanenbaum Centre for Jewish Studies (the University of Toronto),
the Stephen Roth Institute for the Study of Contemporary Antisemitism
and Racism (Tel Aviv University), Tel Aviv University’s Office of the Vice-
President, and the Coburn Trust at the University of Toronto. We would also
like to thank the members of our project steering committee who helped us
conceive this volume—Professors Jonathan Judaken and Adam Teller. We rec-
ognize also the invaluable support provided by graduate student assistants,
university staff members, and colleagues in convening highly stimulating pro-
ject seminars and workshops in Tel Aviv and Toronto and a 2018 summer
institute at York University dedicated to pedagogy about antisemitism. And,
of course, we express our gratitude to the various authors whose contribu-
tions helped create a rich and diverse collection of essays. Finally, we wish to
thank our spouses, without whose loving support and cooperation no schol-
arly achievements would be possible.

vii
 Praise for Key Concepts in the Study
of Antisemitism

“This stimulating and useful book offers a fresh organizational approach to

the multifaceted and often contentious field of the study of antisemitism.
It brings together an impressive range of expertise and offers an interesting
range of perspectives on the complexities, controversies and historical dynam-
ics of antisemitism.”
—Adam Sutcliffe, Professor of European History, King’s College London, UK

“This book is the rarest of things: a handy reference work that is also intel-
lectually challenging and methodologically innovative. Designed especially for
the college classroom, the 22 essays in this volume offer substantive yet acces-
sible overviews of major topics, not all of which are typically examined even
in standard works on the subject. Written by leading scholars in the field,
each entry cuts across boundaries of period, geography and discipline to pro-
duce fresh insights and perspectives. Amidst a spate of recent publications on
antisemitism, Key Concepts stands out as a novel tool that will enhance our
understanding of a complex and seemingly intractable phenomenon.”
—Jonathan Karp, Associate Professor in the History and Judaic Studies
Department at Binghamton University, New York, USA

“Finally, a comprehensive and innovative approach to a contested histor-

ical and political phenomenon. Instead of following the downtrodden path
of a chronological narrative, the editors break up the topic up into well
thought out Key Concepts, while the authors in turn provide fresh perspec-
tives on a wide array of entangled topics that are essential for understanding
anti-Semitism. Readable, insightful and provocative.”
—Stefanie Schüler-Springorum, Director, Center for Anti-Semitism Research,
Technical University of Berlin, Germany

ix
 Contents

1 Introduction 1
Kalman Weiser

2 Anti-Judaism 13
Jonathan Elukin

3 Anti-Semitism (Historiography) 25
Jonathan Judaken

4 Anti-Zionism 39
James Loeffler

5 The Blood Libel 53

Hillel J. Kieval

6 The Catholic Church 65

Magda Teter

7 Conspiracy Theories 79
Jovan Byford

8 Emancipation 93
Frederick Beiser

9 Gender 105
Sara R. Horowitz

xi
xii CONTENTS

10 Ghetto 121
Daniel B. Schwartz

11 The Holocaust 133

Richard S. Levy

12 Jewish Self-Hatred 147

Sol Goldberg

13 Nationalism 161
Brian Porter-Szűcs

14 Nazism 173
Doris L. Bergen

15 Orientalism 187
Ivan Kalmar

16 Philosemitism 201
Maurice Samuels

17 Pogroms 215
Jeffrey S. Kopstein

18 Postcolonialism 229
Bryan Cheyette

19 Racism 245
Robert Bernasconi

20 Secularism 257
Lena Salaymeh and Shai Lavi

21 Sinat Yisrael (Hatred of Jews) 273

Martin Lockshin

22 Zionism 287
Scott Ury

Works Cited 301

Index 331
 Notes on Contributors

Frederick Beiser is Professor of Philosophy at Syracuse University, New

York. He was born and raised in the United States but received his univer-
sity education in the U.K. at Oriel and Wolfson Colleges, Oxford. Since 1980
he has held research fellowships in Germany, first as a Thyssen and then as a
Humboldt fellow. He has taught at several American universities, including
Harvard, Yale, the University of Pennsylvania, the University of Wisconsin,
Madison, the University of Colorado, Boulder, and Indiana University,
Bloomington. He is the author of Hermann Cohen: An Intellectual Biography
(2018). In 2015 he received the Bundesverdienstkreuz from Joachim Gauck,
the President of Germany, for his many books on German philosophy.
Doris Bergen is the Chancellor Rose and Ray Wolfe Professor of Holocaust
Studies at the University of Toronto. She is the author or editor of five books,
including Twisted Cross: The German Christian Movement in the Third Reich
(1996) and War and Genocide: A Concise History of the Holocaust (2016).
A Fellow of the Royal Society of Canada, Bergen was part of the team that
designed the National Holocaust Monument in Ottawa, Canada. She serves
on the Academic Committee of the United States Holocaust Memorial
Museum in Washington, DC.
Robert Bernasconi is the Edwin Erle Sparks Professor of Philosophy and
African American Studies at Penn State University. He is the author of two
books on Heidegger (The Question of Language in Heidegger’s History of
Being and Heidegger in Question) and one on Sartre (How to Read Sartre). In
addition, he has published numerous essays on the critical philosophy of race
and on Hegel, Levinas, and Derrida, among others. He is the editor of three
journals: Critical Philosophy of Race, Levinas Studies, and Eco-Ethica.

xiii
xiv NOTES ON CONTRIBUTORS

Jovan Byford is Senior Lecturer in Psychology at The Open University,

UK. His research interests include the relationship between psychology
and history, conspiracy theories, Holocaust memory, and antisemitism.
He is the author of five books, including Conspiracy Theories: A Critical
Introduction (2011) and Denial and Repression of Antisemitism: Post-
Communist Remembrance of the Serbian Bishop Nikolaj Velimirović (2008).
He also co-edited the book Psychology and History: Interdisciplinary
Explorations (2014).
Bryan Cheyette is Chair in Modern Literature and Culture at the University
of Reading, UK. He is the editor or author of eleven books, including
Ghetto: A Very Short Introduction (2020), Diasporas of the Mind: Jewish and
Postcolonial Writing and the Nightmare of History (2014), a Times Higher
Book of the Year, and volume seven of The Oxford History of the Novel in
English (2016). He writes regularly for The Times Literary Supplement and is
currently working on Testimonies: Slaves, Camps, Refugees.
Jonathan Elukin is an Associate Professor in the history department at
Trinity College, Hartford, Connecticut. He is the author of the mono-
graph Living Together, Living Apart: Rethinking Jewish-Christian Relations
in the Middle Ages (2013), and of numerous publications on antisemi-
tism, including “Shylock, the Devil and the Meaning of Deception in The
Merchant of Venice,” European Judaism (2018), and “Post-Biblical Jewish
History through Christian Eyes: Josephus and the Miracle of Jewish History
in English Protestantism,” in David Wertheim, ed., The Jew as Legitimation:
Jewish-Christian Relations beyond Antisemitism and Philosemitism (2017).
Sol Goldberg is an Associate Professor (Teaching Stream) in the Department
for the Study of Religion and the Anne Tanenbaum Centre for Jewish Studies
at the University of Toronto. His teaching and research focus on philos-
ophy of religion, Jewish philosophy, and theoretical issues in the study of
antisemitism.
Sara R. Horowitz is Professor of Comparative Literature and Humanities
at York University in Toronto. She is the author of Voicing the Void: Muteness
and Memory in Holocaust Fiction, and served as the senior founding edi-
tor of the Azrieli Series of Holocaust Memoirs, Canada. She is the editor of
Lessons and Legacies, Volume X: Back to the Sources (2012), and co-editor of
the forthcoming Shadows on the City of Lights: Jewish Post-War French Writing
and also of Hans Günther Adler: Life, Literature, Legacy (2016). In addition,
she is the founding co-editor of the journal KEREM: Creative Explorations in
Judaism.
Jonathan Judaken   is the Spence L. Wilson Chair in the Humanities at
Rhodes College. He has written, edited, or co-edited five books, including
the monograph Jean-Paul Sartre and the Jewish Question: Anti-antisemitism
and the Politics of the French Intellectual (2006), and the collections, Race
 NOTES ON CONTRIBUTORS xv

After Sartre: Antiracism, Africana Existentialism, Postcolonialism (2008)

and Naming Race, Naming Racisms (2009). Most recently, he edited a
roundtable issue of the American Historical Review titled, “Rethinking
Anti-Semitism” (2018), and co-edited a special issue of the journal Jewish
History on “Jews and Muslims in France Before and After Charlie Hebdo and
Hyper Cacher” (2018). He is also a co-editor of The Albert Memmi Reader
(forthcoming, 2020). He is currently completing a monograph enti-
tled, Critical Theories of Anti-Semitism: Confronting Modernity and Modern
Judeophobia.
Ivan Kalmar is Professor of Anthropology at the University of Toronto.
Over his career, much of his work has focused on the image of Jews and
Muslims in western cultural history. He is the author of Early Orientalism:
Imagined Islam and the Notion of Sublime Power (2011) and co-editor of
the volume, Orientalism and the Jews (2005). He has recently guest-edited
a special issue of Patterns of Prejudice (2018) dealing with “Islamophobia
in the East of the European Union,” and a special issue on “Islamophobia
in Germany: East/West” for the Journal of Contemporary European Studies
(2020). He is writing a book on illiberalism in Central Europe for Bristol
University Press.
Hillel J. Kieval is the Gloria M. Goldstein Professor of Jewish History
and Thought at Washington University in St. Louis. His research interests
range from pathways of Jewish acculturation and integration to the impact
of nationalism and ethnic conflict on modern Jewish identities; and from
cross-cultural conflicts and misunderstandings to the discursive practices
of modern antisemitism. Among his publications are The Making of Czech
Jewry: National Conflict and Jewish Society in Bohemia, 1870–1918 (1988),
Languages of Community: The Jewish Experience in the Czech Lands (2000),
and, forthcoming, Blood Inscriptions: Science, Modernity, and Ritual Murder
at Europe’s Fin de Siècle.
Jeffrey Kopstein is Professor of Political Science at the University of
California, Irvine. In his research, Professor Kopstein focuses on interethnic
violence, voting patterns of minority groups, and anti-liberal tendencies in
civil society, paying special attention to cases within European and Russian
Jewish history. His co-authored book, Intimate Violence: Anti-Jewish Pogroms
on the Eve of the Holocaust (2018) won the 2019 Bronisław Malinowski
Award in the Social Sciences, given by the Polish Institute of Arts and
Sciences of America for a book “of particular value and significance dealing
with an aspect of the Polish experience.”
Shai Lavi is Director of the Van Leer Jerusalem Institute and a Professor in
the Faculty of Law at Tel Aviv University where he is also the co-director
of the Minerva Center for the Study of End of Life. He earned his first and
second degrees in law and sociology at Tel Aviv University and his doctorate
xvi NOTES ON CONTRIBUTORS

in law at the University of California, Berkeley. His book on the end of

life, The Modern Art of Dying: A History of Euthanasia in the United States,
won the 2006 Sociology of Law Distinguished Scholarly Book Award of the
American Sociological Association. He has been a visiting professor at Cornell
University, the University of Toronto, Yeshiva University, and Humboldt
University of Berlin.
Richard S. Levy has taught German history and the history of the
Holocaust at the University of Illinois in Chicago since 1971. He is author
of The Downfall of the Anti-Semitic Political Parties in Imperial Germany
(1975), editor of Antisemitism in the Modern World: An Anthology of Texts
(1991), Antisemitism: A Historical Encyclopedia of Prejudice and Persecution,
2 vols. (2005), and co-editor of Antisemitism: A History (2010). He has pub-
lished twenty scholarly articles or chapters in anthologies. He co-founded and
edited H-Antisemitism, an internet electronic discussion forum, from 1993 to
2004.
Martin Lockshin is University Professor Emeritus at York University in
Toronto, where he has taught for over 40 years. He is the author of six books
and many articles, mostly dealing with rabbinic literature, Jewish intellectual
history, and Jewish Bible interpretation over the ages. He is particularly inter-
ested in the development of the school of peshat (plain interpretation of the
Bible) in the Middle Ages, a phenomenon that occurred at more or less the
same time in Jewish and Christian circles. He lives in Jerusalem.
James Loeffler is the Jay Berkowitz Professor of Jewish History at
the University of Virginia, where he also serves as the Ida and Nathan
Kolodiz Director of the Jewish Studies Program. His books include Rooted
Cosmopolitans: Jews and Human Rights in the Twentieth Century (2018),
which won the American Historical Association Rosenberg Prize in Jewish
History and the Association for Jewish Studies Schnitzer Prize in Modern
Jewish History. He is a co-editor of the Association for Jewish Studies Review.
Brian Porter-Szűcs is an Arthur F. Thurnau Professor of History at the
University of Michigan-Ann Arbor. He is the author of Poland and the Modern
World: Beyond Martyrdom (2014), Faith and Fatherland: Catholicism, Modernity,
and Poland (2010), and When Nationalism Began to Hate: Imagining Modern
Politics in 19th Century Poland (2000), which was recently translated into
Polish. He is also co-editor of Christianity and Modernity in East-Central
Europe (2010), and of Negotiating Radical Change: Understanding and
Extending the Lessons of the Polish Round Table Talks (2000). In his current
research project, he explores the history of economic thought and the origins of
neoliberalism in the Polish People’s Republic.
Lena Salaymeh is British Academy Global Professor in the Oxford School
of Global and Area Studies, affiliated with Oxford’s Middle East Centre, St
Antony’s College. She is a scholar of law and history, with specializations in
 NOTES ON CONTRIBUTORS xvii

Islamic jurisprudence, Jewish jurisprudence, and critical research methods.

Her scholarship on law and religion combines legal history and critiques of
secularism. She was recently awarded a John Simon Guggenheim Fellowship
and her book, The Beginnings of Islamic Law (2016), received the American
Academy of Religion Award for Excellence in the Study of Religion. She has a
PhD in Legal and Islamic History from the University of California, Berkeley
and a JD from Harvard.
Maurice Samuels is the Betty Jane Anlyan Professor of French at Yale
University, where he chairs the Judaic Studies Program and is the found-
ing director of the Yale Program for the Study of Antisemitism. A recipi-
ent of the John Simon Guggenheim Fellowship, he is the author of four
books, including Inventing the Israelite: Jewish Fiction in Nineteenth
Century France (2010), The Right to Difference: French Universalism and the
Jews (2016), and The Betrayal of the Duchess (2020), which tells the story of
modern France’s first antisemitic affair.
Daniel B. Schwartz is a Professor of Modern Jewish History at George
Washington University, DC. He is the author of The First Modern
Jew (2012), which won the 2012 Salo Baron Prize for best first book in
Jewish studies and was a 2012 National Jewish Book Award finalist in the
category of history. His most recent books are Spinoza’s Challenge to Jewish
Thought: Writings on His Life, Philosophy, and Legacy (2019) and Ghetto: The
History of a Word (2019).
Magda Teter is a Professor of History and the Shvidler Chair of Judaic
Studies at Fordham University, NY, and the author of Jews and Heretics in
Catholic Poland (2005), Sinners on Trial (2011), Blood Libel: On the Trail of
An Antisemitic Myth (2020) and many articles in English, Hebrew, Italian,
and Polish. Teter’s work has been supported by the John Simon Guggenheim
Memorial Foundation, the Harry Frank Guggenheim Foundation, the
Radcliffe Institute for Advanced Studies at Harvard University, and the
Cullman Center for Scholars and Writers at the New York Public Library. She
has served as the co-editor of the AJS Review and as the Vice-President for
Publications of the Association for Jewish Studies.
Scott Ury is Senior Lecturer in Tel Aviv University’s Department of Jewish
History, where he is also Director of the Eva and Marc Besen Institute for
the Study of Historical Consciousness and Senior Editor of the journal History
& Memory: Studies in Representation of the Past. Previously, he was Director
of Tel Aviv University’s Stephen Roth Institute for the Study of Antisemitism
and Racism. He is the author of Barricades and Banners: The Revolution of
1905 and the Transformation of Warsaw Jewry (2012), and co-editor of six
volumes on various aspects of modern Jewish history including the recent
Hebrew-language collection Antisemitism: Historical Concept, Public Discourse
(2020).
xviii NOTES ON CONTRIBUTORS

Kalman Weiser is the Silber Family Professor of Modern Jewish Studies and
the Associate Director of the Israel and Golda Koschitzky Centre for Jewish
Studies at York University in Toronto, Canada. He specializes in Jewish his-
tory and the language and culture of Yiddish-speaking Jews. He is the author
of Jewish People, Yiddish Nation: Noah Prylucki and the Folkists in Poland
(2011), and co-editor of Czernowitz at 100: the First Yiddish Language
Conference in Historical Perspective (2010) and also of the expanded and
revised second edition of Solomon Birnbaum’s Yiddish: a Survey and a
Grammar (2015).
 CHAPTER 1

Introduction

Kalman Weiser

This is a volume born of a common frustration, one that its co-editors first
experienced when they independently began teaching university-level courses
about antisemitism more than a decade ago. The academic study of antisem-
itism is a fascinating endeavor. It raises conceptual and methodological que-
ries that transcend disciplinary boundaries and chronological eras. Its research
literature is rich and contentious, examining thousands of years of recorded
history through multiple theoretical lenses and at times from opposing ide-
ological perspectives. In short, antisemitism is a subject that is wont to raise
more questions than answers.
But antisemitism is not merely a topic of “academic” interest, a historically
delimited phenomenon that can be approached with equanimity from the safe
distance of the present. Sadly, as recent events demonstrate, manifestations of
violence and hatred toward Jews continue to rear their ugly head, along with,
and at times in conjunction with, other forms of intolerance and bigotry.
Precisely those features that make studying the body of scholarship about
antisemitism so engaging for the researcher—notably, its intellectual breadth,
depth, and the often politicized nature of its controversies—also make teach-
ing about it a formidable task, especially for the instructor attempting to
strike a balance between the ideals of objective and engaged scholarship. The
wide divergences in the cultural assumptions, political views, and moral intui-
tions that students bring to the classroom only magnify this challenge, which
is likely to be felt now more than ever by instructors on today’s politically
charged campuses.

K. Weiser (*)
York University, Toronto, ON, Canada
e-mail: kweiser@yorku.ca

© The Author(s) 2021 1

S. Goldberg et al. (eds.), Key Concepts in the Study
of Antisemitism, Palgrave Critical Studies of Antisemitism
and Racism, https://doi.org/10.1007/978-3-030-51658-1_1
2 K. WEISER

Take, for example, the experience of two of this volume’s three ­co-editors
who teach undergraduate courses about antisemitism in metropolitan
Canadian universities. Students are of diverse backgrounds in a multieth-
nic, multireligious city such as Toronto. While assertions of Jews’ collective
guilt for the crucifixion of Jesus still occasionally surface, most students are
little inclined to announce adverse attitudes toward Jews. Rather, they fre-
quently arrive in the classroom seeking insight into the Holocaust, often the
only historical event focusing on Jews taught in the Canadian high school
curriculum. Many are only remotely aware that the Nazis’ brand of murder-
ous Jew-hatred taps into a hoary tradition of anti-Jewish ideas and practices.
Given the common North American understanding of Jews as foremost a
faith community, students primarily conceive of antisemitism as a form of reli-
gious bigotry, one today restricted to the margins of respectable society in an
ostensibly tolerant, multicultural country such as Canada. Jews are regularly
perceived not as a minority group long subjected to forms of discrimination
and intolerance but as part of a privileged white majority and consequently
immune to or, in comparison with visible minorities, insignificantly affected
by the hatred of contemporary racism. Students sometimes react with surprise
or indignation when Jewish (and occasionally non-Jewish) classmates, even
ones with little awareness of the Israeli–Palestinian conflict, feel insulted or
threatened by imagery and rhetoric that periodically appears in anti-Zionist
and anti-Israel campaigns that they deem inherently malicious, unjust, and
prejudicial.
An entirely different reality faces the third co-editor, who teaches at an
Israeli university with a largely Jewish student body. These students typi-
cally arrive in the classroom with a very different set of assumptions about
the nature and history of antisemitism, as well as a different understanding
regarding the historical relationship between its perpetrators and victims.
Israeli students are the product of a state educational system that privileges an
interpretation of antisemitism as an enduring theme in the millenniums-old
history of the Jewish people. Indeed, providing a refuge from antisemitism is
understood as part of the raison d’être for Israel’s existence. For many Jewish
students, antisemitism is a sui generis problem that has proven an existential
threat to diasporic Jewish life from time immemorial, one to which Zionism
has thus far provided the most effective response. Yet, many also see anti-
semitism as continuing to affect Jews everywhere—whether in the form of
continued hostility toward Jews and Jewish communities outside Israel or as
part of hostile campaigns seeking to delegitimize the State of Israel in the
international sphere. Meanwhile, Palestinian citizens of Israel present in the
same classroom seldom embrace Israel’s founding narrative or recent legis-
lative efforts to define it formally as a Jewish nation state. On the contrary,
they commonly view themselves as the unjust victims rather than the benefi-
ciaries of Zionism, which they understand as a discriminatory ethno-nation-
alist ideology. Their assumptions about the nature of antisemitism, its causes
and manifestations, its entanglement with other forms of bigotry, and its
 1 INTRODUCTION 3

relationship to Zionism are at times miles apart from those of many of their
Jewish classmates. Together with some Jewish classmates, they define their
opposition, whether to Zionism as a whole or to specific Israeli policies, not
as motivated by anti-Jewish animus but as a strictly ethical protest meant to
redress injustice.
Undoubtedly, such examples could be refined and multiplied to
include other political contexts and demographic groups across the globe.
Heightened sensitivity to social and political contexts, as well as cultural and
political biases, is, however, not the only challenge awaiting the instructor.
The task of teaching about antisemitism is rendered even more difficult by
the paucity of suitable literature for use in the university classroom. Well-
meaning but often simplistic or politically motivated narratives dominate
offerings intended for students. Even the better textbooks available are ham-
pered by the ambition to follow the phenomenon of Jew-hatred across vast
temporal and territorial expanses for the benefit of students who often possess
scant knowledge of either history or geography. In their quest for thorough-
ness, they necessarily support, wittingly or unwittingly, the historically ques-
tionable thesis of antisemitism as “The Longest Hatred,” an uninterrupted
but constantly evolving chain of Jew-hatred from antiquity until the present
day (Wistrich 1992, 2010).
This view’s popularity is perhaps not surprising in light of a long-standing
tendency to treat antisemitism as merely the dark side of Jewish or modern
European history. Indeed, the lion’s share of textbooks and anthologies about
antisemitism are produced by specialists in these fields. Vital contributions
to the investigation of antisemitism from such varied disciplines as Religious
Studies, Psychology, Sociology, Legal Studies, and Critical Race Theory have
yet to be integrated systematically into the available literature directed at a
student reader. Moreover, few graduate students in the Humanities or Social
Sciences receive explicit training to conduct research or teach about antisem-
itism, either as a distinct phenomenon or in relation to other forms of racism
and prejudice that require a wider, multidisciplinary framework.
The available literature directed at a student audience is, however, bur-
dened by an even more fundamental challenge: the absence of a general
scholarly consensus about the very definition and dimensions of the phe-
nomenon under investigation. For centuries, theological justifications proved
sufficient for religious thinkers—Jews, Christians, and Muslims—to account
for Jew-hatred. Long before the introduction of “antisemitism” into any lex-
icon, Jewish communities used terms such as Sinat-yisrael (Jew-hatred) and
rishes (evil) to express an antipathy they considered a well-nigh permanent,
albeit lamentable, consequence of their status as the unique upholders of a
sacred covenant with God and an unenviable reminder that they remained in
exile from their ancient homeland. By the early nineteenth century, however,
expectations concerning the inevitability of this hostility began to decline.
At that time, many Jews began to undergo secularization and to abandon
elements of their cultural particularity and social separateness, seeking to
4 K. WEISER

participate fully in the societies of European countries (and their colonial off-
shoots). The “Jewish Question,” the question of whether Jews’ integration
into gentile societies was desirable and under what conditions, preoccupied
thinkers across the continent. Ultimately, after much debate, most moderniz-
ing states had emancipated their Jewish populations by the twentieth century,
spelling an end to most legal disabilities and their historic status as an autono-
mous “state within a state.”
The term “Antisemitismus” (antisemitism) grew in popularity in the last
third of the nineteenth century. It was then introduced in Germany as a
term to designate both individual and organized political opposition to the
Jews’ rapid and unprecedented socioeconomic integration across European
society following their civil and political emancipation. Its proponents—self-
proclaimed Antisemites—wished to “turn back the clock,” to limit or reverse
what was perceived as Jews’ illegitimate and threatening dominance in a
number of professional and cultural fields. While some insisted that the term
meant a secular and rational—rather than religious-based—opposition to
Jews, one rooted in their purported racial foreignness as “Semites,” it quickly
spread across cultural and disciplinary borders to designate a variety of types
of hostility toward them. Today, its veneer of pseudo-scientific sophistication
stripped away, it serves as a catch-all phrase to describe virtually any act or
attitude that targets Jews qua Jews (Engel 2009).
The thorough ambiguity of the term makes context all the more impor-
tant in trying to define and identify incidents and aspects of antisemitism.
Popular and humoristic quips defining antisemitism as hating Jews more than
is “absolutely necessary” (ascribed to the British philosopher Isaiah Berlin,
himself a Jew) or as “the socialism of fools” (usually attributed to the German
socialist August Bebel) not only tell us much about the societies in which
they originated. They also point to some of the fundamental questions con-
temporary scholars continue to explore in their attempts to understand the
origins, nature, and definition of antisemitism. Does, for example, antisemi-
tism constitute a rational phenomenon, a consequence of intergroup frictions
between Jews and gentiles such as economic or political competition that is
on par with those found between other human collectives? Is it a form of
xenophobia, prejudice, or racism similar to others, mutatis mutandis? Or is
it something exceptional, if not unique? If so, does this exceptionalism lie in
some aspect(s) of Judaism, Jewish culture, or the Jews’ character or nature?
Or does it reside in non-Jews or their culture? Is it a psychological or social
disorder that can be mitigated—perhaps even cured—through changes in
theological interpretations, educational practices, or political, societal, and
economic structures? Or is it an inescapable fate that will accompany the Jews
for eternity?
Scholarly perspectives are in competition even over the very nature of
antisemitism as a historical phenomenon, if indeed it constitutes a single
phenomenon. Although some scholars take antisemitism to be an intrinsic
feature of Western civilization with consistent features across time and space
 1 INTRODUCTION 5

(Wistrich 1992, 2010; Nirenberg 2013), it has recently been argued (Engel
2009; Judaken 2018) that the label is misapplied to a host of loosely similar
but unrelated episodes involving “the Jews.” In fact, these Jews often vary
as much from context to context and in their self-understanding (e.g., from
readily identifiable ultra-Orthodox Jews to people whose merely ancestral
connection to Jews or Judaism does not show up in name, dress, behavior, or
appearance) as do the antisemitic charges that they encounter (e.g., a “misan-
thropic clan,” “rootless cosmopolitans,” or a “financial cabal”).
Many scholars active since the WWII era have viewed the Holocaust as the
paradigmatic case of Jew-hatred. The centrality of the Holocaust in recent
history has led many academics, explicitly or implicitly, to recognize pat-
terns of antisemitism’s continued malignancy in the present day by working
backward from it, combing both the near and remote pasts in search of the
factors that made conceivable the near total destruction of European Jewry.
This privileging of the Nazi era and its depredations reinforces a tendency
to view antisemitism within a teleological framework, one beginning with
ancient tensions, continuing to medieval ghettos, and inexorably culminating
in genocide. It also lends itself to a specific set of distortions, not the least of
which is a “Germano-centric” model that lends preference to a modern, secu-
lar form of antisemitism as primarily a western and central European phenom-
enon that was “exported” into German-occupied territories in the context of
World War II. Needless to say, such a model largely neglects indigenous fac-
tors and distinctive strains of hostility toward Jews—as well as often a larger
degree of tolerance in various eras—present in eastern Europe, North Africa,
and other regions.
Conventional surveys of antisemitism (e.g., Wistrich 1992; Laqueur 2006;
Goldstein 2012) generally subscribe to a scheme that divides thousands of
years of Jewish-gentile interaction into four broad chronological and concep-
tual periods. Like a physician studying the etiology of a disease, this approach
commonly applies specialized terminology to designate distinctive strains of
animus, their origins, and their manifestations. Accounts applying this perio-
dization typically emphasize the decisive role played by Christianity in forging
a new and enduring hostility toward Jews and Judaism while devoting signifi-
cantly less attention to Jewish-Muslim encounters. Simultaneously, they note
continuities and discontinuities in the transmission of anti-Jewish tropes since
antiquity.
The first period, that of pagan Judeophobia in the Hellenistic world, is
characterized by widespread ambivalence, with Jews and Judaism the sub-
ject of attraction and fascination, on the one hand, and fear and repulsion,
on the other. Relying on scant documentation, scholars examine hostility
toward Jews in places such as Roman-controlled Egypt and Palestine against
the backdrop of competition for political privilege between rival populations
and the religious and social exclusivity attributed to monotheistic Jews in a
polytheistic world.
6 K. WEISER

The second period, that of Christian anti-Judaism, emphasizes the emer-

gence of a predominately theologically based enmity originating in the charge
of Jews’ collective responsibility for the cruelest (and most paradoxical)
crime: the crucifixion of God descended to earth in human form to redeem
a sinful humanity. With the ascent of Christianity, Jews in the medieval era
are progressively demonized, morally and physically, in the popular mind
and confined to ghettos in much of Europe. They are, however, not beyond
redemption, for their legal and social abasement may be lifted once they rec-
ognize their theological error and embrace Jesus’ messiahdom.
The ensuing period, that of modern antisemitism, is characterized by the
replacement of religious explanations for Jews’ nefarious character with sec-
ular ones over the course of the long nineteenth century. Especially signifi-
cant in this era is the emergence of conspiracy theories alleging the existence
of Jewish plots to subvert the traditional and wholesome norms of gentile
society by cynically propagating such quintessentially modern ideologies as
liberalism, capitalism, communism, and secularism in order to corrode the
fabric of society and thereby facilitate world domination. Paradoxically, in an
age when many acculturating Jews are becoming linguistically and physically
indistinguishable from gentiles, modern scientific concepts are deployed to
identify and biologically essentialize “the Jew.” Not the Jew’s beliefs but the
Jew’s immutable “racial” origin is now identified as the source of this per-
fidious nature. The collective expulsion of “the Jews” and ultimately their
extermination is prescribed as an act of self-defense and vengeance for their
misdeeds against humanity.
Finally, the last period, often called the “New Antisemitism,” refers to the
past two generations. Scholarship on this phenomenon points to a repack-
aging and integration of long-standing anti-Jewish tropes and motifs into
campaigns against Zionism or Israel, a country widely understood as one that
represents Jews everywhere. It conceives of contemporary antisemitism as no
longer a primarily Christian or European problem but as a global affair, one
that is embraced as much by radical Islamicists and self-styled progressives as
by arch-conservatives and ethno-nationalists. According to this interpreta-
tion, representatives of both the Left and the Right—each for its own but
sometimes overlapping reasons—see in Jews/Israel/Zionism the driving force
behind the dark forces of racially oppressive colonialism and economically
unjust and destructive globalization.
This widespread periodization becomes especially problematic when pre-
sented in single-author tomes, which seem invariably to reproduce the “lach-
rymose” narrative of Jewish history. The term, introduced by the seminal
historian Salo W. Baron, refers to depictions of Jewish history as a long chain
of at best intermittently mitigated persecution, expulsion, and legal inferi-
orization. The “all tragedy, all the time” approach often fails to situate the
Jews’ experience in the larger context of the societies in which they lived and
to compare their status with those of other segments of the population. This
approach no doubt derives much of its persuasiveness from the interpretative
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 Computer Science - Revision Notes
Third 2021 - College

Prepared by: Lecturer Smith

Date: July 28, 2025

Appendix 1: Ethical considerations and implications

Learning Objective 1: Current trends and future directions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 1: Diagram/Chart/Graph]
Learning Objective 2: Interdisciplinary approaches
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 3: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 3: Diagram/Chart/Graph]
Learning Objective 4: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 5: Key terms and definitions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Current trends and future directions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 6: Research findings and conclusions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Historical development and evolution
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Current trends and future directions
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Module 2: Study tips and learning strategies
Remember: Comparative analysis and synthesis
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 11: Critical analysis and evaluation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Fundamental concepts and principles
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Theoretical framework and methodology
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 15: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 16: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 17: Research findings and conclusions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 18: Theoretical framework and methodology
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Research findings and conclusions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Introduction 3: Comparative analysis and synthesis
Remember: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Research findings and conclusions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 22: Diagram/Chart/Graph]
Definition: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Current trends and future directions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 26: Diagram/Chart/Graph]
Key Concept: Experimental procedures and results
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Fundamental concepts and principles
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 29: Best practices and recommendations
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Lesson 4: Historical development and evolution
Example 30: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Critical analysis and evaluation
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 33: Diagram/Chart/Graph]
Important: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Case studies and real-world applications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 35: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Learning outcomes and objectives
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 37: Diagram/Chart/Graph]
Practice Problem 37: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 39: Experimental procedures and results
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 40: Diagram/Chart/Graph]
Practice 5: Current trends and future directions
Practice Problem 40: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 41: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 42: Theoretical framework and methodology
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Fundamental concepts and principles
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Assessment criteria and rubrics
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Current trends and future directions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Statistical analysis and interpretation
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 48: Case studies and real-world applications
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Problem-solving strategies and techniques
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Test 6: Theoretical framework and methodology
Practice Problem 50: Learning outcomes and objectives
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Practical applications and examples
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Best practices and recommendations
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Current trends and future directions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 54: Theoretical framework and methodology
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 56: Current trends and future directions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Literature review and discussion
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Comparative analysis and synthesis
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 59: Diagram/Chart/Graph]
Example 59: Interdisciplinary approaches
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Section 7: Research findings and conclusions
Example 60: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 61: Diagram/Chart/Graph]
Definition: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 62: Problem-solving strategies and techniques
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Theoretical framework and methodology
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 64: Diagram/Chart/Graph]
Remember: Ethical considerations and implications
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Fundamental concepts and principles
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 66: Best practices and recommendations
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 67: Critical analysis and evaluation
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Lesson 8: Practical applications and examples
Example 70: Research findings and conclusions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Experimental procedures and results
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 72: Fundamental concepts and principles
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 73: Diagram/Chart/Graph]
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