APRIL 27 • 2023 | 9 lenge intolerant behavior. Collectively, this helps to build a better society. Researchers also probed whether how one learned about the Holocaust was predictive of one’s belief in anti-Jewish tropes. Antisemitism thrives on a complex ecosystem of myths and tropes which perpetuate false stereotypes and inflame viewpoints against Jewish people. Respondents who indicat- ed their school taught spe- cifically about the Holocaust endorsed the fewest anti-Jew- ish statements (3.8, on aver- age). This is consistent with past findings that showed those who get their informa- tion about the world from mainstream news outlets had lower rates of belief in anti-Jewish ideas than those who received their infor- mation from the internet or other sources. This suggests that learning about the Holocaust in a con- trolled, educational setting, using high quality Holocaust curricula delivered by pro- fessional educators may help mitigate antisemitic senti- ments and beliefs. It is crucial for educators to not only teach the facts and history of the Holocaust, but also address the under- lying sources of hate and antisemitism that still exist today. By acknowledging and discussing these issues in the classroom, students can gain a deeper understanding of the impact of hate and the importance of combating it. Furthermore, it is essential for educators to address the prevalence of mis/disinfor- mation online and teach students how to critically evaluate sources. This is par- ticularly important consider- ing the rise of false informa- tion being spread about the Holocaust and other histori- cal events. A recent study found that schools that only briefly mentioned the Holocaust had students who endorsed an average of 4.8 tropes, indicat- ing a lack of understanding and potentially harmful beliefs. By acknowledging and discussing these issues in the classroom, students can gain a deeper understand- ing of the impact of hatred, antisemitism and intolerance. Our research indicates that a relationship between Holocaust knowledge and antisemitism may be explained in part by conspir- atorial thinking more gen- erally. Holocaust education seeks to dismiss conspirato- rial thinking by using sound pedagogy on teaching about this event, and also linking this event to contemporary instances of antisemitism in the modern era. Thus, building a fluid historical arc for students to grapple with the long history of antisemitism as conspiratorial thinking, and the importance of media literacy in ascertaining mis/ disinformation, motivation, and implementation when consuming content online. A body of research has shown that those who believe one conspiracy theory are more likely to endorse other conspiracy theories. CAR research supports this conclusion: those who embraced conspiratorial ideas like the Great Replacement Theory, were inclined to endorse more antisemitic ideas, which often take the form of a conspiracy theory about alleged Jewish power and subterfuge. Holocaust denialism and distortion often include ele- ments of conspiracism, fre- quently based in the fantasy that Jews invented or exag- gerated the Holocaust as part of some nefarious agenda. ALL JEWS ARE RESPONSIBLE FOR ONE ANOTHER continued from page 6 or an Israeli Jew is murdered in Tel Aviv, it is my problem in London. We are Jews. We are one. In the past, it has been easy for Jews to feel safe and secure because their immediate circumstances were not threatened. But what about the global Jewish experience? What about the global Jewish community? In my work promoting Jewish Pride, I have been told that many Jews in America believe we should just keep quiet about Jew-hate. This should be patently absurd to anyone who has been watching the recent evolution of the Jewish- American experience. I also find it fairly callous. Even if American Jews were safe and secure — and they are not — there are other Jews all over the world whose safety is threatened every day. The outpouring of grief over the heinous murders of Lucy, Rina and Maia Dee reminded me of the Jewish saying, “Kol yisrael arevim zeh bazeh”—“ All of Israel are responsible for one another. ” The Dee family’s request to share a photo of an Israeli flag on social media was taken up by Jews all over the world, regardless of their politi- cal affiliations. They stood together to pay tribute to the victims of those evil murders and show their support for the Jewish people. This sent a clear message: We are diverse, but we are one. We are a collective and we are responsible for one another. To live up to this, we must reject non-Jewish attempts to shame us for our specificity and connection. We must not allow them to frame our Jewishness as something we should reject. We have a responsibility to one another, and there is nothing wrong with that. We are lucky to be part of such a connected people, and this is not something we should forget. Ben M. Freeman is the author of Jewish Pride: Rebuilding a People and Reclaiming our Story: The Pursuit of Jewish Pride.