This is a blog dedicated to a personal interpretation of political news of the day. I attempt to be as knowledgeable as possible before commenting and committing my thoughts to a day's communication.

Sunday, March 20, 2016

Inculcation of Hatred Importation

"It seems that Israel is the place where tolerance and acceptance stop as far as Islamic education in the US is concerned."
"History is distorted and Israel is demonized. There is no mention of peace efforts, no discussion of peaceful solutions."
"Imagine the possibilities of educating young Muslims in America as to the real issue, to the fact that the conflict is complicated, and then presented with these difficulties, we would open the dialogue. Can you imagine if there was a dialogue between young Muslims and young Jews in the United States? The door hasn’t been opened because Muslims weren’t educated to do this." 
"I think we need to start having a conversation with Muslim educators in America about this. We’re not satisfied with just creating reports, we now want to make a difference and to change what we can change. I think what these syllabuses are doing is they are blocking the conversation, and that’s a shame. Education is where it starts."
Marcus Sheff, CEO of the Institute for Monitoring Peace and Cultural Tolerance in School Education

"When discussed at all, Israel is presented by the curricula as a usurper and referred to on occasion as Palestine. There is no discussion of peaceful solutions to the Israeli-Palestinian conflict."
"With the exception of Bilal Philips’s Islamic Studies, the books are generally respectful of the 'other', their culture and ways of life and particularly of monotheistic religions."
"They do not glorify war or promote violence as a means of resolving conflicts. But they do teach about military jihad. Historical theological disputes, mainly with Christianity, and early conflicts, mainly with Jewish tribes, are included."
"The West is associated with a variety of social ills and immorality. Islam and Muslims are portrayed as being under constant threat and thus forced to fight, through jihad."
Institute for Monitoring Peace and Cultural Tolerance in School Education report
An Afghan boy reads the Koran in a madrasa, or religious school, during the Muslim holy month of Ram
An Afghan boy reads the Koran in a madrasa, or religious school, during the Muslim holy month of Ramadan in Kabul June 30, 2014. (photo credit:REUTERS/MOHAMMAD ISMAIL)

The research study undertaken to examine the quality and content of educational curricula taught in Muslim schools, called madrasas, reveal that in Canada and the United States there is much to be desired. In Toronto the East End Madrassah was discovered to be teaching an extremist sourced curricula to their young students. An investigation reviewed 30 of the school syllabus books, sourced from Iran. Portions "challenged some of Canada’s core values", with passages referring to Jews as 'crafty' and 'treacherous'.
Curriculum excerpts
“Islam has allowed boys to engage in sports for one specific reason and that is to always keep them healthy and strong. But why should a Muslim be healthy and strong? Firstly, it is necessary to take care of the body because it is a gift from Allah. Secondly, so that you may physically be ready for jihad whenever the time comes for it.”
“Islam is a dynamic, comprehensive school that aims at the rectification of the social and economic systems of the world in a special manner. Unlike the beliefs of the ancient Romans, the Jews, and the Nazis, Islam is not restricted to a certain community of a certain race, but is for all human beings…”
“No doubt any wise, humanitarian person accepts such a combat and admires it [jihad] because there is no other way to achieve the sacred ends of the Prophets.”
“End of Jewish Plots and Treacheries: Ever since the Prophet’s entry into Madina, the treacherous Jews had vehemently opposed him and his Islamic call, evoking memories of their hostility to the previous Prophet, Jesus Christ, half a millennium ago. The crafty Jews entered into an alliance with the polytheist Quraish in a bid to stamp out Islam. They conspired to kill Prophet Muhammad despite the fact that he was lenient towards them and had treated them kindly, hoping to convince them of Islam’s truth. But eventually as Jewish plots and aggressions increased, he had no choice other than to take up arms against them, in order to protect Islam and the Muslims. At the battle of Khaiber which is famous for Imam Ali’s heroic exploits, the Prophet defeated them ending Jewish intrigues and conspiracies in Arabia.”
Source: Curriculum, East End Madrassah, eemadrassah.ca
In two of the curricula examined in this latest episode, Israel appears on some of the maps, but in others the name disappears. Within one textbook it is stated as fact that Israel has no historic claim to the land upon which it sits, while another textbook identifies anti-Israel activities central to the call for political activism. The United States Islamic educational curricula reveal an obvious "us versus them" paradigm projecting hostility toward Israel while distorting the Israeli-Palestinian conflict, according to the study results.

The educational texts in question represent five Islamic Studies curricula used as educational material in both the United States and Canada delegitimizing Israel. That this is a constant and ongoing problem with the textbooks used in the Palestinian Authority educational system is known and deplored. That it is exported from the Middle East to be used as a fundamentalist educational tool in North America is appalling, one-sided and exploitative, preparing young students to adopt the adversarial, hateful mindset in North America that haunts the Middle East.

The research, coordinated by Dr. Eldad Pardo of the Hebrew University of Jerusalem, focused on Islamic textbooks identified as having been sourced from the International Educational Foundation of Skokie, Illinois (IQRA); the Islamic Services Foundation of Dallas, Texas (ISF); the Bureau of Islamic and Arabic Education of the Islamic Center of Southern California (ICSC); Yahiya Emerick’s Student Textbook; and the International Islamic Publishing House in Riyadh, Saudi Arabia, written by Abu Ameenah Bilal Philips.

The five Islamic curricula are all based on Shari’a law and encouraging brotherhood and commitment to the worldwide Muslim nation, otherwise known as the ummah, and aside from their perspectives on Israel, most programs reveal a generally tolerant perspective, going so far as to encourage involvement in American civic and economic life. And while five of the curricula are in agreement with the UNESCO peace and tolerance standards reflecting its standard that "education should promote understanding, tolerance and friendship among all nations, racial or religious groups", the fifth among them, composed by Bilal Philips alone does not.

This singular production goes out of its way to teach that Islam should be imposed by the full force of the Muslim state. The Bilal Philips curricula, published in Saudi Arabia for educational purposes geared to the United States and Canada, presents Islam and the West as completely polarized in values.

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