Resource on Anti-Semitism: The ADL Global 100

May 13, 2014
Graffito in a restroom at the University of Chicago

Graffito in a restroom at the University of Chicago

I’m preparing to teach a class on anti-Semitism. It’s an important class for my Intro students, even if I don’t like talking about it.

If you want the short version of what I teach in class, you can read it in another blog post. But today, as I was preparing, I discovered a great new resource online, the ADL Global 100. For the first time, the Anti-Defamation League commissioned an independent research firm to survey adults in over 100 countries. (Previously, their survey covered only the U.S.)

The survey itself was interesting. People were read 11 statements, to which they responded “true” or “false.” If they answered “true” to six or more of the statements, they were counted as having anti-Semitic attitudes. The complete list along with the methodology is on the website, but to give you a feel for it, here are six of the statements:

  • Jews only care about their own kind.
  • People hate Jews because of the way Jews behave.
  • Jews are responsible for most of the world’s wars.
  • Jews have too much power in the business world.
  • Jews are more loyal to Israel than they are to the country they live in.
  • Jews have too much control of the U.S. government.

To count as having anti-Semitic beliefs, they have to answer “true” to six of eleven statements similar to those. Again, the complete list of survey statements is on the ADL Global100 website.

So what were the results? 26% of adults world-wide have anti-Semitic beliefs, as measured by the survey. Nine percent of adults in the United States hold such beliefs. Before Americans congratulate themselves, remember, that translates to 21,000,000 people.

You can click around on the survey and find out the percentage for each continent and for each country. It’s fascinating reading. For instance, why is it that in the U.S., men and women have anti-Semitic beliefs at the same rate, but in Australia and New Zealand, men have those beliefs at a higher rate than women? Why does Panama far outstrip all other countries in the Americas, with a rate of 52%? What would account for the low rate in the Philippines, only 3%?

Perhaps if we could answer those questions, we might be on the way to ending it.

Image by Quinn Dombrowski, some rights reserved.


The Class I Hate to Teach

April 24, 2013

English: Antisemitic graffiti in Venezuela

English: Antisemitic graffiti in Venezuela (Photo credit: Wikipedia)

I enjoy teaching basic Judaism: it’s my true love, my mission, my passion. “Intro,” done well, can make it much easier for outsiders to become fellow travelers in Jewish community, whether they are Gentile relatives of a Jew, or Jews who got no Jewish education, or someone looking to become a Jew.  It has to be more than facts and how-to’s, because Judaism isn’t just a religion, it’s a vast array of ethnicities, customs, history, and culture – as Rabbi Mordechai Kaplan famously titled his book, Judaism is a civilization. As an “Intro” teacher, I’m a tour guide, den mother, demystifier, and spiritual director.

But there’s one class in every series that I hate to teach. Not coincidentally, it is the only class specified by the tradition as a requirement. Rabbinic tradition is rather vague about what converts to Judaism must be taught before they go to the mikveh, but it is adamant that they understand that Jews have been a despised and persecuted people. In other words, they need to be acquainted with anti-Semitism.

It’s the one class to which I bring a printed-out lesson plan, because I know I will go off-topic like a giddy puppy at the first opportunity. I march through the list: the misgivings about Jews in classical civilization, Christian attitudes about Jews that took shape in both church doctrine and in civil law, and the obsession with Jewish ancestry that surfaced in Spain in the 16th century that presaged full-blown ethnic hatred of Jews in the Western world.  I talk about Herzl’s realization, as he covered the Dreyfus affair, that the Jews of Europe faced something terrible. I talk about all of that as a prelude to the Shoah. And then we talk about the “New” anti-Semitism.

We talk about the memes that have dogged Jews through history: blood libel, moneylending, court Jews, conspiracy, communism, socialism, anarchism, pinko-Commie-whatever-ism. I tell them about the Protocols of the Elders of Zion.  I tell them about the origins of the term “Anti-Semitism,” that it was invented by a German journalist as a sophisticated-sounding substitute for Judenhass, Jew-hatred.

Some students who have been engaged Christians at some point in their lives practically writhe with discomfort. I name those feelings, and acknowledge that when you’ve got one foot in each community, this can be very hard listening. I share the fact that it was hard for me, when I took the class long ago. Some Jewish students look distant, and I suspect they are running through unpleasant memories and feelings. Maybe, like me, they just hate the topic.

My impulse is to comfort. I bring cookies. I reassure. But I march relentlessly through that lesson plan, because it is important that they know this stuff. I have a duty to see to it that they understand that when you sign up to be a Jew, you sign up for this, too. For Gentiles in the class, it is important to know why Jews seem “sensitive” about some things, why some topics are funny only if you are a genius like Mel Brooks and can take them all the way off the deep end.

Usually the evening ends off topic: I get to the end of the list, and we trail off from “Jews run the media” into jokes and trivia about Hollywood and Jews. If I’m artful, we’ll leave on an upbeat note.  But I’m always relieved when the evening is over, because I hate this topic.  I hate, hate, hate it.


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