The starting point of this study is the nature and impact of synagogue typology in the context of modern anti-Judaism research. It identifies and interprets, based on psychological foundations, the anti-Semitic self-definitions of Christianity, exploring their pathways into Christian-Western cultural heritage across various disciplines. By incorporating results primarily obtained through a diachronic methodological approach, the work examines collective memory in the fields of religious education and didactics, and elaborates on the goals and objectifications of memory-guided learning processes while critically assessing existing teaching-learning sequences. Among other things, it reveals reasons for questionable religiously motivated gossip as a consequence of a theologically unresolved stance towards Judaism, as well as reception-oriented measures as acts against culturally mediated hostility.