Negative Didactics: Limits of Education against Antisemitism
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Abstract
The “limits of enlightenment” substantially define antisemitism and the challenge for its critique. While this has been thoroughly researched both social-theoretically and psychoanalytically, an educational-theoretical inquiry into the subject matter is missing still in current research on (contemporary) antisemitism. By engaging with recent scholarly contributions that analyze the structural and conceptual boundaries of antisemitism-critical education “Negative Didactics” reflects on the present state of education in German society that widely reproduces antisemitism instead of diminishing it. While focusing on the defense of guilt and its repercussions for antisemitism-critical education, the article asks the following: Where are these boundaries drawn in research? How does research substantiate them in relation to concrete educational practice? What consequences derive from it—for education in general and for its didactics and practice in particular? As an educational-theoretical draft, this article reflects on the epistemic assumptions and didactic framework under which lived experience is systematically occluded. From there, this paper emphasizes the need to negatively determine which types of pedagogical methods, approaches, and didactics in antisemitism-critical education fail, why, and how.
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8(2)
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33-46
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Link to article (paywalled), Negative Didactics: Limits of Education against Antisemitism
Bibliographic Information
Negative Didactics: Limits of Education against Antisemitism. 2026: 33-46. https://archive.jpr.org.uk/10.26613/jca/8.2.195
