What should one know in order to position oneself vis-à-vis other religions and confessions? What is religious knowledge and how should it be taught? This volume sheds light on educational media in Judaism and Christianity such as catechisms, children’s bibles, and sermons as well as Jewish and Protestant teacher training in 19th-century Germany and explores the methodological potentials of educational media as a source for (inter-)religious history. It reflects on broader processes of knowledge production and the impact of science and scholarship on religious edu-cation and knowledge production within Christian and Jewish contexts. The volume draws on an interdisciplinary conference that took place in 2018 and brought together scholars associated with two transdisciplinary research projects: The German-Israeli research group “Innovation through Tradition? Jewish Educational Media and Cultural Transformation in the Face of Moder-nity�, associated with the German Historical Institute Washington and Tel Aviv University (funded by the German Research Foundation, DFG, 2014–2019), and the LOEWE research hub “Religious Positioning: Modalities and Constellations in Jewish, Christian and Muslim Contexts� at Goethe University Frankfurt and Justus-Liebig-University Giessen (funded by the Hessian Ministry of Science and Art, 2015–2021).

The science of Judaism brought a radical change in the perspective on Jewish history and culture. This book applies, for the first time, the perspective of history of communication and of science to examine the journals of this academically peripheral and transnational movement for Jewish studies. On this basis, the Jewish scholarly press of the 19th and early 20th centuries is revealed as the essential medium for communication between scholars and as the primary forum for a Jewish scholarly discourse.