PALESTINIAN EDUCATION.
"If you want to know what's really at the heart of the Palestinian conflict with Israel, don't ask the politicians or the diplomats. Go to the new experts: Palestinian children. Unlike the rest of the world, they've been paying close attention to what their leaders and educators have been teaching them and they are ready to practice what they have been taught.
For instance, children interviewed on Palestinian Authority (PA) TV last week state clearly and without reservation that Israel has no right to exist, and that their goals for which they're willing to sacrifice their lives is Israel's destruction and the expulsion of all Israelis. He quotes them as stating, "[the Jews] came to take Palestine, that is Tel-Aviv, Jaffa, Haifa, Acco, Ramle. All these cities belong to Palestine," one youth explains in the broadcast, echoing years of standard PA indoctrination. And because he [the Palestinian youth] is convinced that Israel has no right to exist [they state]: "We hope, hope, hope and I emphasize these things, that the Arab countries and the foreign countries, all the countries of the world, will support the Palestinians and will expel the Israelis." The children on PA TV declare, "We must expel all Israelis from Palestine. Because Israel - there is nothing called 'Israel' in the world. The Israelis came from Holland, America, Iran..".
Children are also seen promising that they will keep fighting, generation after generation, "until they liberate Palestine." Furthermore, they don't fear death in the struggle because it is Shahada - Death for Allah. They proudly declare, "even if all the Palestinian children, Palestinian youth, Palestinian women, and Palestinian men die, we will not surrender!"
Itamar Marcus (Palestinian Media Watch)
PALESTINIAN EDUCATION
Introduction:
The Palestinian Authority [PA] Ministry of Education publishes teacher's guides to accompany the schoolbooks. The objectives of the guides are to outline the Palestinian Authority's educational goals and to delineate didactic methodology to effectively achieve these goals.
The material regarding Jews, Israel and Zionism is clearly defined leaving no room for differing opinions. The guides specify categorically how the students are to perceive Jews, Israel and Zionism at the end of each lesson and provide specific exercises and activities to indoctrinate the students to these views. Even the child's personal preference may be dictated by the teacher:
Question: "Which is your favorite line in the poem? Why?"
Answer: "The last line because ... "
[Teacher's Guide - Our Arabic Language - (grade 6) - #044, Page 230]
This presentation of teacher's guide material is divided into two parts:
Part 1, In Depth Study, presents instructions from a Palestinian Authority 12th grade Teacher's Guide together with the corresponding texts in the schoolbook. It demonstrates how many hateful beliefs and opinions regarding Jews, the State of Israel and Zionism are systematically instilled through different didactic methods, in this one book.
Part 2, Comprehensive Findings, draws examples from different teacher's guides, and demonstrates how the teachers are directed throughout the educational curricula. The teachers are instructed to present Israel as a "thief" void of legitimacy, to deny Israel's right to exist, and inculcate numerous hateful opinions regarding Jews, Zionism and the State of Israel. The teachers are instructed:
"The student should learn the following... Racist superiority is the heart of Zionism, Fascism and Nazism." [The Contemporary History of the Arabs and the World (grade 12) - #022, Page 12-13]
Finally, the teachers are repeatedly encouraged to indoctrinate the children to be willing and even eager to fight and destroy Israel in Jihad [Holy War].
The precise message of hatred in each teacher's guide will depend on its subject. History books use "historical" analysis to have the children define Zionism as Nazism, Racism and Fascism. The Islamic education teacher's guides instruct the teachers to teach the Islamic concepts of Jihad as obligating each and every child personally to participate in the destruction of Israel.
Books in the study:
Although most of the PA school books were published originally in Jordan, today they are published by the PA Ministry of Education who is solely responsible for their content. When Israel was responsible for the education in the areas now under the PA, Jordanian books were also used, but were reprinted without the incitement to hatred and violence. The PA has gone backwards by restoring the hateful messages into its education system.
Since the publication of the report on the PA schoolbooks (by the Center for Monitoring The Impact of Peace, Sept. 1998), many complaints have been directed at the PA. Money has been offered for the reprinting of the same books without the incitement to hatred while the PA prepares new books. However, the PA refuses to remove the hatred from these books while hiding behind the excuse that they are of Jordanian origin. In fact, the PA is teaching this material because it has chosen to.
The following are beliefs and opinions the Palestinian Authority teachers are directed to instill in their students.
Part 1 - In Depth Study
Zionism is an example of Nazism, Fascism and Racism.
2. Zionism endangers Arab society and must be stopped.
3. The Jews' evil behavior causes anti-Semitic persecution
4. Judaism is a Racist religion
5. Hatred of Zionism
6. Zionism is an example of European Imperialism
7. Jews welcome their own persecution because it is profitable.
Part
2 - Comprehensive Findings
Zionism is an example of Nazism, Fascism and Racism.
2. Hatred of Israel
3. Jews are dangerous enemies of Allah, Islam and the Arabs
4. Israel has no right to exist and is destined to be destroyed
5. Be eager to wage Jihad against Israel
6. Yearn to die fighting Israel
Part 1: In-Depth-Study:
Teacher's Guide - #022 and corresponding Student Text Book- #003
The Contemporary History of the Arabs and the World (grade 12)
An in-depth study of educational methodology regarding Jews, Israel and Zionism in this text book
This section of the report presents instructions from a Palestinian Authority 12th grade Teacher's Guide together with the corresponding texts in the schoolbook. It demonstrates how the promotion of many hateful beliefs and opinions regarding Jews, the State of Israel and Zionism are systematically instilled in the student through various didactic methods.
Educational objectives of this book:
The following are the beliefs and opinions that the teachers are directed to indoctrinate regarding Jews, the State of Israel and Zionism in the teacher's guide and corresponding texts in 12th grade history textbook:
Zionism is an example of Nazism, Fascism and Racism.
2. Zionism endangers Arab society and must be stopped.
3. The Jews' evil behavior causes anti-Semitic persecution
4. Judaism is a Racist religion
5. Hatred of Zionism
6. Zionism is an example of European Imperialism
7. Jews welcome their own persecution because it is profitable.
Palestinian Authority Educational Objective:
1. Zionism is an example of Nazism, Fascism and Racism.
The Teacher's Guide sets the following educational objectives: "Purpose:
2[The student] should learn the following definitions:
One. Zionism is a racist and aggressive movement
Two. Racial superiority is the essence of Zionism and Fascism - Nazism
3. [The student] should learn the following values:
One. Should understand the dangers arising from Zionism and racist discrimination
4. [The student] should learn the following skills:
One. [The student] should make the connection between Zionism and racist discrimination
Two. [The student] should trace the connection between Zionism and the contemporary world terrorist movements
Three. [The student] should compare the principals of Fascism and Nazism with those of Zionism." [Pages 12-13]
The Student Text teaches the similarities between Zionism and Nazism:
"Goals:
2: [The student] should understand the racist and aggressive character of the Zionist Movement.
6: [The student] should draw conclusions as to the similarity between Nazism, Fascism and Zionism." [Page 92]
"The clearest examples of racist belief and racial discrimination in the world are Nazism and Zionism." [Page 123]
The Teacher's Guide directs these didactic means:
The teacher should start by stimulating the students to express their knowledge about Zionism.
2. The teacher will divide the class into two groups and distribute articles including the following texts:
"From the Talmud"... and "A Jew is entitled to..." and "racist discrimination" and should direct the students to draw conclusions concerning the following:
One. the meaning of racist discrimination
Two. the racist aspects of the Zionist movement
8. The students should work in groups and compare Zionism and racism and draw conclusions as to the similarities and differences between them. [Pages 152-3, 155]
The Teacher's Guide directs these additional didactic means:
"7. Make the connection between Colonialist interests and Zionist interests." [Page 151]
The Student Text explains these messages: "The difference between Zionism and Colonialism:
Zionism Colonialism
Zionism is not linked to land or country Colonies are an extension of the motherland
A tool for establishing a non-existent State A tool and means for serving a state which exists in effect
Believes in the elimination of the original inhabitants Colonialist behavior has not gone as far as the elimination of original inhabitants.
Settlement based on the foundation of false religious and historical rights Based on foundations of economic interests
[Page 123]
Palestinian Authority Educational Objective:
2. Zionism endangers Arab society and must be stopped
The Teacher's Guide directs these educational goals:
3.d [The student] should understand the negative influence of Zionism on the Arab revival and progress. [Page 12]
The aggressive expansionist spirit of this movement is still a danger to Arab national security and we must unify our efforts to stop this aggressive movement. [Page 152]
9. The students should recognize the negative influence of Zionism on Arab revival..." [Page 155]
The Teacher's Guide directs these didactic means:
The teacher will distribute a text entitled "The Jewish Danger in Palestine".
The text will be presented as a problem...
10. [students] should suggest how to confront the problem. [Page 155]
11. [students] should have group discussions, with written solutions and the students should discuss them.
16. [The students] should interview people of differing opinions, and register their opinions about confronting the Zionist danger. [Page 151]
The Student Text teaches these messages:
"Zionism believes in the elimination of the original inhabitants." [Page 123]
"Emigration and settlement:
"... the colonialist countries create[d] Zionism in the heart of the Arab land, so they would have a foothold for help against the neighboring Arab countries and to fulfil their [the Jews'] ancient dream of establishing a Jewish state from the Nile to the Euphrates."
[Page 32]Palestinian Authority Educational Objective:
3. The Jews' Evil Behavior Causes anti-Semitic Persecution
The Teacher's Guide sets this educational objective:
"Chapter 14: Zionism"
"Purpose:
5. [The student] should conclude what are the reasons why the world hates Jews.
6. [The student] should explain why the Europeans persecuted the Jews." [page 151]
The Student Text teaches these values:
"3.The causes for the appearance of the Zionist movement
a. ...Christian European society's hatred of the Jews has existed since ancient times, and the Jews, who were dispersed all over Europe by the Romans, remained a closed community in their values which were contained in their first book [the Bible]. Soon this was accompanied by the Racist seclusion that the Talmud called for, with behavior that aimed to corrupt and destroy the societies in which they lived.
There are a number of reasons that caused the Europeans to persecute the Jews, wherever they were:
1. The Bible is full of texts that support the Jews' tendency to racial and religious zealotry, and they respond with the spirit of hatred toward the other nations... The Jews of Europe were hated because of their hostile Jewish belief towards Christianity, and their seclusion, they did not join the western societies and continued to view them with suspicion. Another reason for the hatred towards them was their taking over the economy...
The Jews' feeling of racial, religious, cultural and political superiority and their contact with the nations of the world, infused by this feeling, was the important impetus for the nations' persecution of them.
3. The profiteering and money-changing trades in which they specialized had an influence in producing the hatred of the nations of the world towards them." [Page 121-122 ]
The Teacher's Guide directs these didactic means:
7. The students should recognize the reasons that caused Europe to persecute the Jews, they should express their opinions and provide proof according to the chart:
Reasons for persecution of the Jews by the Europeans [Page 154]
Reason True/why? Not true/why?
Jewish Religious and racist fanaticism
Jewish engagement in profiteering and money changing
Palestinian Authority Educational Objective:
4. Judaism is a Racist Religion
The Student Text teaches that the Talmud [the Jewish text]is racist:
"...In the Jews' second book, the Talmud...the following text [appears]: "It is mentioned in the Talmud: "We [the Jews] are God's people on earth...[God] forced upon the human animal and upon all the nations and the races that they serve us, and He scattered us through the world to ride on their backs and hold their reigns. We must marry our beautiful daughters to kings, ministers and lords and enter our sons into the various religions, thus, we will have the final word in managing the countries. We should cheat them [the non-Jews] and foment quarrels among them, so that they fight each other... Non Jews are pigs whom God created in the shape of man in order that they be fit for the service of the Jews, and God created the world for them [the Jews]." [Page 120]
The Teacher's Guide directs these didactic means
"[The teacher] should distribute to the students a table that includes many quotations from the Talmud and they should discuss them and become convinced of the corruption in them and should present the facts to negate these quotations.
The Talmudic Beliefs of the Jews
The Expression [in the Talmud] Proofs to Negate
We are Allah's people on earth, the human beast is for our service
Allah created the world for the Jews
A Jew is allowed to cheat a non- Jew
The Jewish spirit is noble; non-Jewish spirit is Satanic
The Lord gave the Jews Palestine as the promised land
[Page 153]
[*Editor's note: The creation of revolting Talmudic quotes in order to present Judaism as repugnant is a common anti-Semitic deceit. Note the striking similarities between the above Palestinian Authority "Talmudic" text and the following "Talmudic" Nazi text:
"What is the Talmud? In the Talmud it is written that only the Jew is human. Gentile peoples are not called human but animals. Since we Jews see gentiles as animals we call them only Goy." [The Poisonous Mushroom, Julius Streicher, 1938, (Streicher was the editor of the Nazi publication, Der Sturmer)]
Palestinian Authority Educational Objective:
5. Hatred of Zionism
The Teacher's Guide sets this educational objective:
"3. The student should acquire the following values...:
B: Hate Colonialism in all its forms and styles." [Page 10]
The Student Text teaches that this "hate" applies to Zionism:
"Another example of this was the plot of the Colonialist countries to create Zionism in the heart of the Arab land..." [Page 32]
Palestinian Authority Educational Objective:
6. Zionism is an example of European Imperialism
The Teacher's Guide sets this educational objective:
"Zionism is a racist political movement that is based on historical assumptions and biblical roots. It was founded by the Jews in the 19th century in order to establish a state for themselves in Palestine." [Page 152]
The Student Text teaches this message:
"Emigration and settlement: The imperialist countries strive to establish colonies to which they can transfer their citizens... Another example of this was the plan of the imperialist countries to create Zionism in the heart of the Arab land, so they would have a foothold to help them against the neighboring Arab countries..." [Page 32]
Palestinian Authority Educational Objective:
7. Jews welcome their own persecution because it is profitable
The Teacher's Guide directs these Educational Goals:
"2. Persecution of Jews was desirable and advantageous for the Zionist movement and still is. Explain. Base your answer on historical facts and evidence." [page 155]
The Student Text teaches this message:
...The persecution became desirable for the Jews for two reasons:
Its exploitation for the purpose of gaining material and moral profit.
b. The encouragement of Jewish emigration from the world to Palestine, in other words: the persecution became a means by which to "Zionize" world Jewry [make them Zionist]." [Page 122]
Part 2: Comprehensive Findings
The Palestinian Authority Teachers Guides direct the teachers throughout the educational system to use the texts and class discussions to inculcate hateful opinions regarding Jews, Zionism and the State of Israel. The following are the beliefs and opinions that are being reviewed in this section.
Zionism is an example of Nazism, Fascism and Racism.
2. Hatred of Israel
3. Jews are dangerous enemies of Allah, Islam and the Arabs
4. Israel has no right to exist and is destined to be destroyed
5. Be eager to wage Jihad against Israel
6. Yearn to die fighting Israel
Palestinian Authority Educational Objective:
1. Zionism is an example of Nazism, Fascism and Racism.
The Palestinian Authority is determined to deny any semblance of legitimacy to the State of Israel. The teachers are given emphatic instructions to teach the children that Zionism is among the most loathsome forces in history. Zionism, the Jewish national liberation movement, is defined as a branch of European imperialism, to be grouped with the most abhorrent of ideologies - Nazism, Fascism and Racism.
This denial of legitimacy leads the PA to rewrite Jewish - Zionist history from its earliest inception. PA children are taught that Zionism is actually a European imperialist plot intended to weaken the Arab world and at the same time rid Europe of the Jews whom they disliked. The PA desire for Israel's destruction [see sections 4-5] is thus transformed from the grotesque into the epitome of justice, rectifying the imperialist plot that created the Zionist evil - Israel.
The following selections are texts found in PA Teacher's Guides. The first summarizes the essence of the PA education about Zionism:
? "Zionism - A racist political settlement movement calling for the Judaization of Palestine by expelling its Arab inhabitants." [Page 114]
[Modern Arab History and Contemporary Issues (grade 10)-#029]
? "Purpose:
The student should learn the following definitions:
a. Zionism is a racist and aggressive movement.
b. Feeling of racial superiority is the essence of Zionism, Fascism and Nazism
3. The student should learn the following values:
a. He should understand the dangers coming from Zionism and racist discrimination
4. [The student] should learn the following skills:
a. [The student should] recognize the connection between Zionism and racist discrimination
b [The student should] trace the connection between Zionism and the contemporary world terrorist movements
c. [The student should compare the principals of Fascism and Nazism with those of Zionism" [Page 12-13]
[The Contemporary History of the Arabs and the World (grade 12)-#022]
? "Emigration and settlement: The imperialist countries strive to establish colonies to which they can transfer their citizens... Another example of this was the plan of the imperialist countries to create Zionism in the heart of the Arab land, so they would have a foothold to help them against the neighboring Arab countries..."
[Student Text, Page 32]
[The Contemporary History of the Arabs and the World (grade 12)-#003]
? "Lesson 2 - The Jewish Invasion of Palestine Goals:
2. [The student should] clearly understand the basis for the Jewish greed in Palestine" [Page 179]
Values and Direction [to be taught)
b) Hate the biased colonialist role favoring the Jews against the people of Palestine
[Page 180] [Islamic Culture (grade 11) - #035]
Terminology plays an important role in the deligitimization of Israel as imperialist. Jewish cities are termed "colonies" and "settlements".
? "Question 2
Make sentences from the following words and concepts: Colonies.
[Suggested] Answer
The [Arab] revolutionists attacked the Jewish colonies and their neighborhoods in Haifa."[Page 50] [Our Arabic Language (grade 6) - #044]
Palestinian Authority Educational Objective:
2. Hatred of Israel
Hatred of Israel is the dominant goal of all the Teacher's Guide material regarding Israel.
Often, it is stated outright.
? "Implant [in the student] values and direction appearing in the text as follows:
2. Wrath toward the alien thief who tore away parts of the homeland and dispersed its people.[Page 33] [Our Arabic language (grade 6) - #044]
? "4. Values and direction [for the student]
[The student should] abhor the malicious Imperialist and Zionist ways that caused the theft of Palestine and the expulsion of its people."
[Page 168] [Islamic Culture (grade 11) - #035]
The teacher is often instructed to have the children draw hateful messages from texts that are not overtly hateful. A 7th grade language book teaches a poem written about the Israeli city Jaffa (Southern Tel Aviv), which has a mixed Jewish and Arab population. There are no attacks on Jews or Israel in the poem text. Yet the teacher is instructed to use the poem as a tool to teach hatred of Israel, which is to be referred to not by name but as "the enemy", "thieves" and the "thieving conqueror."
? "Purpose: To cultivate [in the student] positive values that appear in the text such as: The fury of the poet against the thieving conqueror [Israel]." [Page 12]
"Work page 2.b) Clarify the artistic images in the following section [of the poem]:
"I remember my yesterdays there,
when time smiled at me,
and my longing grows
and sadness is added to my pain."
Answer: He compares the time that he was in Jaffa before the enemy's [Israel] occupation, to a smiling man."
[Page 53-54]
"d) Who are the keepers of the covenants ...? [Page 202]
Answer: d) [Those]...who lived in those houses that the thieves conquered..."
[Page 206] [Teacher's Guide - Our Arabic Language (grade 7) - #017]
None of the terms "the enemy", "thieves" nor the "thieving conqueror" appeared in the text of the poem but the teacher is instructed to introduce those terms.
Palestinian Authority Educational Objective:
3. Jews are dangerous enemies of Allah, Islam and the Arabs
A striking characteristic of the traditional Islamic texts that have been selected for the PA schoolbooks is their consistent negative portrayal of Jews. CMIP is not questioning any traditional Islamic sources. However, it must be noted that while Islam has many positive references to Jews, all of these have been excluded from the PA books. The problem is not with Islam, but with the selection process that seeks to turn Islam into an anti-Semitic ideology by accentuating negative texts and ignoring everything positive.
The teachers are directed to educate the students that Islam sees the Jews as possessing negative attributes, creating the image of Jews as the enemies of Islam, Arabs, and Allah's Prophets - Moses, Jesus, and Muhammad.
? "Purpose:
4. Should know the schemes of the Jews against the Prophets of Allah." [Page 111]
"5.The teacher should encourage free thinking by raising questions like:
Jesus called the Israelites to Allah's religion and they responded by calling him a liar and attacking him. What do their actions indicate?"
[Page 112] [Islamic Education (grade 6) -#039]
? Purpose:
"11. [The student should] recognize the connection between the greedy aspirations of the Jews in Muslim countries and their hatred towards the Islamic faith." [Page 179]
"2. Teaching methods
Educational films that clarify certain problems in the Islamic world and the dangers threatening it like:
a)The Zionist invasion
b)The Zionist terrorist practices" [Page 169-170]
? "Proposed Questions
What is the position of the Arab nations regarding the Jewish aggression on the Muslim lands in Palestine? Give a detailed answer and connect it to the Islamic belief as much as possible."
[page 172] [Islamic Culture (grade 12) - #035]
Palestinian Authority Educational Objective:
4. Israel has no right to exist and is destined to be destroyed The teachers are instructed to present the destruction of Israel as part of a historical process that will inevitably occur, in which the students should yearn to participate. This educational objective can be found even in the teaching of the youngest children. The following are examples from teacher's guides. [Note: In all cases the term "Palestine" in the school books and the teacher's guides includes all of the State of Israel.]
? "... The teacher should present a brief idea about Palestine, such as: "All Arab hearts are devoted to Palestine and await the day they will be able to liberate it and expel the thieving aggressor [Israel] and to return to Jerusalem." [Page 188] [Our Arabic Language (grade 2) - #018]
? "[Britain] stripped away Palestine, a part of the Arab nation which had been promised independence, and gave it to the Jews to serve its [Britain's] colonialist interests."
[Page 81] [Modern Arab History and Contemporary Issues (grade 10) - #029]
? "3. Reinforcement activities
...Have a symposium or lecture...
f) Palestine was an Islamic country and must remain so" [Page 170]
"2. The student groups should prepare reports on the concepts ...:
c) The liberation of Palestine is a joint Islamic responsibility." [Page 171]
"4. Values and Direction [to be taught]
1. Faith that Palestine is an Islamic country and the problem will not be solved without its liberation.3. Activity to liberate Palestine and unite Muslims in order to stand against the foreign invasion in all its forms." [Page 180]
"Purposes
10. [The student should] aspire to keep the Palestinian problem alive until the time of its liberation."
[Page 179] [Islamic Culture (grade 12) - #035]
? "Specific objectives: The student will recognize and understand the main ideas in the text which are:
- The longing for Holy Jerusalem...
- The liberation of our land that torn away by the thief ..." [Page 33]
"Unit 3 - Lesson 1 - Linguistic exercises The Arabs cannot free Palestine as long as they don't unify."
[Page 68] [Our Arabic Language (grade 6) - #044]
A poem calling on Iraq to liberate "Palestine" appears in a grammar book and the Teacher's Guide.
The poem in the Student Text:
? "Material to be learned by heart:
'Baghdad, I have brought you love from Palestine
Will you remember my Arab character, my Jihad?...
And on your land are convoys of "Martyrdom"...
Are you not the one who liberated "Amuriah"...
[Pages 32-33] [Our Arabic Language-Part Two (grade 6)-#060]
The Teacher's Guide focuses the children on the political message of the poem - the hope that Iraq will destroy Israel through Jihad.
? "[The student] will recognize and understand the ideas in the text:
The connection between Palestine and Baghdad [Iraq] is expressed by Arabism, the Jihad for liberation and the hope of their people for help and victory.
The poet ... sees Baghdad only through the wounds, dripping blood, of his land...
The hope of the poet is that Baghdad will lead the convoy of liberation to wounded Palestine..." [Page 228] [Our Arabic Language (grade 6) #044]
Notably, the Palestinian education even dictates to the child's which verse in the poem the student is to see as his favorite:
? "Question 8: "Which is your favorite verse in the poem? Why?"
Answer: "The last verse because ... each letter reminds him of a city in Palestine lying under occupation. [The areas referred to as Occupied Palestine in the poem are actually the Israeli regions of "Jaffa" -Southern Tel Aviv & "Sha'ar Hagay" - the Western approach to Jerusalem]"
[Page 230] [Teacher's Guide - Our Arabic Language (grade 6)- #044]
Even third grade children are taught that Israel is a thief.
? "For the definition of the word "thief" [the teacher] will say:
A "thief" is one who takes a thing from people against their will. The thief here [in the text] is the enemy [Israel] who took the homeland.
What will we do if the enemy tries to conquer part of it [our homeland]?
c) How will we confront the enemy and be victorious over them?" [Page 174]
"5) Develop in [the student] the goal of protecting the homeland from the greediness of the invaders [Israel]." [Page 133] [Our Arabic Language (grade 3)-#046]
Palestinian Authority Educational Objective
5. Be eager to wage Jihad against Israel
The PA Teacher's Guides instruct the teachers to glorify fighting against Israel and to teach the children that it is their responsibility to grow into Jihad fighters, to destroy Israel and to liberate Palestine.
In many places it is not explicitly stated that Israel is the enemy to be fought, rather, the teachers are instructed to focus on the general Islamic concept of Jihad against enemies of Islam and the Arabs. However, the identification of Israel as the enemy is explicit throughout the school system.
? "Lesson 7 - Jihad Standpoint - Muslim confrontation of the Zionist conquest
First: Goals
Learn the Muslim stand, which refuses to accept the Zionist conquest of Palestine...
[Student should] be certain that Jihad is the way to free Palestine from conquest
10. Cherish the Jihad fighters and Martyrs who drenched the earth of Jerusalem with their blood." [Page 167]
"4. Values and Direction [for the student]:
Respect the effort that is being made to free Palestine from the Zionist conquest.
3. Believe that the whole of Palestine is Islamic land that should be protected and liberated
Emulate the Jihad positions of the religious scholars and [military] leaders in confronting the Zionist occupation."
[Page 168] [Islamic Culture (grade 11) - #035]
"The student will acquire the following values ...:
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Fight imperialism in its varied forms.
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- Be guided by the deeds of the Arab Jihad fighters." [Page 11]
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[The chapter explains that Israel is an imperialist implant in Palestine.]
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[Modern Arab History and Contemporary Issues (grade 10) - #029]
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The teachers are instructed to apply historical events unrelated to Jews, to the Palestinian war against Israel today. In a Teacher's Guide, a lesson devoted to the wars between Islamic and Christian forces during the Crusades entitled: "Jihad Standpoint- Muslim stand in the face of the Crusader invasion", includes the following:
? The student should be able to:
"6. Describe the efforts of Saladin in liberating Jerusalem from the Crusaders' conquest.
7. Draw the parallel between the situation of Jerusalem during the Crusader invasion and today. [Page 161]
Values and Directions [for the student]:
Be guided by the Jihad of the Muslims for freeing the Muslim land from the thieves."
[Page 162] [Islamic Culture (grade 11)-#035]
The teachers are instructed to have the children apply the general Muslim directives about Jihad to today:
"Concepts: Jihad, General army draft, general obligation, individual obligation. [Page 154] Apply these concepts to the present Muslim situation. What is the law of Jihad obligating Muslims today?
Types of Jihad Why should the Islamic nation be a Jihad nation?" [Page 155- 156]
"Lesson 2: The importance of Jihad in Islamic life." Goals:
2.The student should clearly understand the necessity for Jihad in order to protect Muslims and to keep their religion.
3. Should define the methods of spreading Islam among people.
Should understand the role of Jihad in the realization of glory and victory for the nation and the honor of the Martyrs.
5Should understand the importance of the Jihad spirit for strengthening the nation."
[Page 157] [Islamic Education (grade 11)-#035]
? "Lesson 6 - Language Expression
Use the following expressions in sentences:
the Zionist danger, called for Jihad...
Write 6 lines of explanation to your friends about the excellence of Jihad for Allah
"The student is expected by the end of the class to be able:
To express himself on the topic of "excellence of Jihad for Allah", orally for 2 minutes.
To express himself on the above topic in writing in 3-5 paragraphs...
Should respect Jihad fighters and ask Allah to have mercy on the fallen among them.
Be guided by the Jihad fighters who [fought] to please Allah."
[Page 62] [Our Arabic Language (grade 6) - #044]
? Special Goals:
3.b) The liberation of Jerusalem and protecting her is a holy duty.
4. [The student] should develop his love of Jerusalem and the desire to sacrifice for its liberation. [Page 130]
[The teacher] should make use of the following questions:
b) Who is occupying Jerusalem today?
c) What is our duty toward Jerusalem?
[Page 131] [Our Arabic Language (grade 3)-#046]
? "The slogan of the believing Jihad fighter under all circumstances: Allah Akbar! [Allah is the greatest]" [Page
301] [Our Arabic Language (grade 7) - #017]
Palestinian Authority Educational Objective:
6. Yearn to die fighting Israel
The school books have numerous texts encouraging the students to seek Martyrdom [Shahada], death for Allah, fighting Israel. In the Teacher's Guides it is not explicitly stated that Martyrdom should be sought against Israel, rather, the teachers are instructed to focus on the general Islamic concept of seeking Martyrdom against the enemies of Islam and the Arabs. However, the identification of Israel as the enemy of Islam and the Arabs is explicit throughout the school system.
The teachers are directed to make sure that the students understand the teaching not as theoretical studies but by internalizing the message. In the following Teacher's Guide to an Islamic education book the teacher is directed over and over again, page after page, to educate the students to desire death in battle.
? "7. [The student] should wish to be among the Martyrs for Allah" [Page 143]
"4.The teacher could .... raise the following questions:
How do we raise our sons on the love of becoming Martyrs for Allah? 5. Better that [the teacher] should
concentrate on the following...:
a) Love of becoming a Martyr for Allah
b) Cherish the role of the Martyr for Allah" [Page 144]
"[General questions:]
5th. Why does Muslim man strive to die for the sake of Allah?" [Page 146]
"Reinforcement activities
Write your idea of the way to encourage Muslims to Jihad and to the love of becoming a Martyr for Allah.
[Page 147] [Islamic Education (grade 7)-#037]
? "Goals:
8. [The student will] work to develop in himself the spirit of Jihad and defiance of death"
[Page 161] [Islamic Education (grade 12)-#035]
? "3. Values and Direction
2. Developing a love of Martyrdom for Allah"
[Page 158] [Islamic Education (grade 12)-#035]
? "Special Goals:
[The student] should learn the main ideas in the [poem] text:
-the resolve to die for Allah
-Martyrdom for Allah is the highest level of nobility for the believer...
[Page 301] [Our Arabic Language (grade 7) - #017]
? "7. [The student] should cherish the importance of Jihad and falling in battle, in the life of the nation" [Page 149]
"1. Ask groups of students to prepare reports on...:
Desire death [as a Martyr] and you will be granted life"
[Page 150] [Islamic Culture (grade 11) - #035]
? "...He who sincerely asks Allah to be Martyred, Allah will be lead him to the "Dwelling of the Martyrs" even if
he dies in his bed."
[Page 206] [Our Arabic Language (grade 6) - #044]
In the Teacher's Guide's instructions to a poem entitled "Mother" the child is taught to rise above familial emotions in his yearning for death for Allah. In the poem a son bids farewell to his mother as he goes off to seek death for Allah and commands his mother not to be concerned as he eagerly seeks death.
Poem in the Student Text entitled: "Mother"
? "Mother, the departure is near, so prepare the shrouds
Mother, I advance toward death... I will not hesitate
Mother, Don't cry over me, if I fall prostrate,
For death does not frighten me, and my destiny is to die as a Martyr..."
[Page 63] [Our Arabic Language - part II (grade 7) - #063]
Teacher's Guide
? "3.Why does the poet bid his mother not to cry over him?
Answer:
Because he desires [his] Martyrdom for Allah and is not afraid of death."
[Page 303] [Our Arabic Language (grade 7) - #017]
Bibliography of PA Teacher's Guide Report
Our Arabic language- Grade 6, Part II, #060
Our Arabic language- Grade 7, Part II, #063
Teacher Guide, Our Arabic Language, Grade 2, #018
Teacher Guide, Our Arabic Language, Grade 3, #046
Teacher Guide, Our Arabic Language, Grade 6, #044
Teacher Guide, Our Arabic Language, Grade 7, #017
Teacher Guide, Arabic Language, Grade8, #045
Teacher Guide, Arabic Language, Grade10, #019
Teacher Guide, Arabic Language, Grade10, #020
Teacher Guide, History of the Arabs, Grade 6, #025
Teacher Guide, History of Old World Civilizations, Grade 7, #021
Teacher Guide, Modern History of the World, Grade 8, #026
Teacher Guide, Arab and Moslem History, Grade 9, #023
Teacher Guide, Modern Arab History and Contemporary Issues, Grade 10, #029
Teacher Guide, The Contemporary History of the Arabs and the World, Grade 12, #022
The Contemporary History of the Arabs and the World, Grade 12, #003
Teacher Guide, Geography of the Arab Homeland, Grade 6, #024
Teacher Guide, General Geography, Grade 7, #010
Teacher Guide, Geography of Modern World, Grade 8, #006
Teacher Guide, Geography of the Arab Homeland, Grade 9, #009
Teacher Guide, Economic Geography, Grade 10, #011
Teacher Guide, Political and Physical Geography, Grade 11, #016
Teacher Guide, Islamic Education, Grade 2, #034
Teacher Guide, Islamic Education, Grade 3, #041
Teacher Guide, Islamic Education, Grade 4, #033
Teacher Guide, Islamic Education, Grade 6, #039
Teacher Guide, Islamic Education, Grade 7, #037
Teacher Guide, Islamic Education, Grade 8, #042
Teacher Guide, Islamic Education, Grade 10, #036
Teacher Guide, Islamic Culture, Grade 10, #043
Teacher Guide, Islamic Culture, Grade 11, #035a
A Friday Sermon on PA TV: "... We Must Educate Our Children on the Love of Jihad..."
During the Friday sermon broadcasted live on June 6, 2001 on PA TV, from the Sheik 'Ijlin Mosque in Gaza, PA employee, Sheik Muhammad Ibrahim Al-Madhi, called for Jihad education and for turning Jews and Christians into Ahl-Dhimma [protected second rate citizens] under Muslim rule. Following are excerpts from the sermon:(1)
"...Oh, you who love Allah, in the Koran we read our Lord's words, that we must fight all the polytheists just as they fight all of you... Oh, you who love Allah... This [Muslim] nation has left the leadership of the human race to a handful of contemptible Jews and their assistants and was satisfied [with its position at] the tail of the convoy..."
"The Palestinian people has decided that this blessed Intifada would continue. We sacrifice as many prisoners, martyrs, and wounded as we can; we will continue the Intifada until the land of Palestine is liberated. We will not be satisfied with the mere establishment of a Palestinian state; the Muslim people of Palestine want to meet Allah and we are the soldiers of the Caliphate, that was announced by the Prophet [Muhammad]... Therefore, the Caliphate will be in accordance with the prophecy, in Al-Aqsa, in Jerusalem, and in its surroundings..."
"Oh, you who love Allah, the signs of the victory are many... Oh, you who love Allah, do not believe the joke of peace. By Allah, do not believe the joke of peace. Even if the Palestinian people here and in the Diaspora will stand in line and sign [on an agreement] with all ten fingers, and even with the toes of their feet, and we will say: 'We all want peace with you' - by Allah, they [i.e. the Jews] do not want peace..."
"Even if they slaughter all of the Palestinian people and the only survivors will be one single Palestinian baby girl and one single Palestinian baby boy, the baby boy will marry the baby girl and they will give birth to the one who will liberate Jerusalem from the defilement of the Jews."
"Victory is drawing near, but believe me, there is a secret resolution, decided upon by, unfortunately, many of the Arab and Muslim nations. While they [the Palestinians] sacrifice the last Palestinian child and the last Palestinian fetus, they [the Arab nations] will satisfy themselves with victories on the soccer courts, with music festivals, and with Arab and Muslim summits. Where are the summits, where are their decisions?... It was rightly claimed that a thousand verbal shells cannot compare to one shell made of iron. It was rightly claimed that what was taken by force will be regained only by the use of force."
"We must prepare ourselves in accordance with the religion of Allah and the Law of Allah. We must educate our children on the love of Jihad for the sake of Allah and the love of fighting for the sake of Allah."
"We welcome, as we did in the past, any Jew who wants to live in this land as a Dhimmi, just as the Jews have lived in our countries, as Dhimmis, and have earned appreciation, and some of them have even reached the positions of counselor or minister here and there. We welcome the Jews to live as Dhimmis, but the rule in this land and in all the Muslim countries must be the rule of Allah... Those from amongst the Jews and from amongst those who are not Jews who came to this land as plunderers, must return humiliated and disrespected to their countries."
"On the other hand, those Jews who are local and who have lived with the Palestinian people and with the locals from amongst the Christians - there is nothing bad with their living [amongst us] in harmony and peace. This is the kind of peace we understand. The Arabs and Muslims must speak, because our choice is the Jihad for the sake of Allah..."
"Oh, you who love Allah, there is no alternative to the true return to Allah. Victory will not come from the Kremlin, neither will it come from the White House decisions, or from Arab and Islamic summits. Victory is from Allah..."
Later in the sermon, Sheik Al-Madhi focused on the need to refrain from taking credit for terrorist attacks, while using Muslim history as an example to follow:
"...Oh, you who love Allah, it is our duty to strive so that all our deeds will be [only] for the sake of Allah. Listen to the following precious story:"
"In one African country, a Muslim army was fighting against the Byzantine army. The number of the Byzantines was more than ten times the number of the Muslims... The Byzantine commander was Gregorius and his daughter was by his side. Gregorius' daughter said: 'My father, who are these, they are merely a handful, their number is small, no more than 15,000, who are they?' He answered her: 'These are the Arab horsemen.' She said: 'My father, give them to me as spoils.' And he had given her [their property's worth] as spoils, before the battle even took place. However, Allah wanted Gregorius killed in the battle and his daughter to be one of the captives."
"The commander of the Muslim army wanted to know who killed Gregorius, but nobody answered."
"This is how we should also act: Do, do, and do, but without talking."
"Who killed Gregorius? Gregorius' daughter said to the commander of the Muslims: 'I know who killed my father.' And when Abdallh Ibn Al-Zubeir passed next to her she said: 'Oh, commander of the Muslims, this is the man who killed my father.' [The Muslim commander asked him:] 'Oh, Abdallah Ibn Al-Zubeir, why did you conceal this from us?' What did Abdallah Ibn Al-Zubeir say in response? His words still echo in the ear of history. He said: 'Allah knows I killed him.'"
"Allah knows what we do and there is no necessity for humans to know this as well. With such noble values, the [Muslim] nation shall win..."
(1) PA Television, July 6, 2001.
THE ARAB-ISRAELICONFLICT
Palestinian education
Palestinian child abuse
Suicide bombers
FalsePalestinian claims
Lord Weidenfeld on Syrian education
The PA schoolbook and the Palestinian charter
Palestinians revoke the Palestinian charter
Palestinian press freedom
The Palestinian suicide strategy
Jesus was a Palestinian
Palestinian reactions to the Lebanon war 2006.