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  <title>张平的博客</title>
  <link>http://zhangp.blshe.com</link>
  <description>要向贤哲们的火光取暖，但要当心勿被其燃烧的煤块灼伤。因为他们的撕咬，是狐狸的撕咬；他们的刺，是毒蝎的刺；他们的嘶鸣，是毒蛇的嘶鸣。他们的一切言谈，都像是火中的煤块。（《阿伯特》2：11）</description>
  <pubDate>Tue, 02 December 2008 06:31:15 +0800</pubDate>
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    <item>
   <title>关于以色列中文导游短训班的通知</title>
   <description>
    有意报名者可以给我留言&lt;p&gt;为提高以色列接待中国游客的能力，解决以色列中文导游严重短缺的情况，以色列旅游部与几家大型旅游公司将在近期举办中文导游短训班。与旅游学校相比，短训班学费便宜（8000谢克尔，旅游部报销4000，旅游学校的学费是两万）、学习期限较短，毕业时将获得以色列旅游部颁发的有限导游资格证书，可以在规定范围内合法从事导游工作。&lt;/p&gt;&lt;p&gt;报名条件：&lt;/p&gt;&lt;p&gt;1）在以色列有合法居住许可。&lt;/p&gt;&lt;p&gt;2）用英文上课考试的能力。 &lt;/p&gt;&lt;p&gt;3）有至少在以色列居住三年以上的打算。&lt;/p&gt;&lt;p&gt;4）特别欢迎中国留学生及其陪读伴侣报名（毕业后旅游部可帮助申请工作许可）。&lt;/p&gt;&lt;p&gt;有意参加者可在这里给我留言，写明电子信箱，我将转发给相关负责人。&lt;/p&gt;&lt;p&gt;责任声明：本通知是对该项目负责人口头介绍的复述，不具有任何法律约束性，一切具体规定均以以色列旅游部的书面文件为准。 &lt;/p&gt;
   </description>
   <link>http://zhangp.blshe.com/post/164/266422</link>
   <comments>http://zhangp.blshe.com/post/164/266422</comments>
   <guid>http://zhangp.blshe.com/post/164/266422</guid>
      <dc:creator>zhangp</dc:creator>
      
    <category>一般分类</category>
         <pubDate>Mon, 06 October 2008 03:56:32 +0800</pubDate>
   <source url="http://zhangp.blshe.com/rss/rss20/164">张平的博客</source>
     </item>
    <item>
   <title>阿拉斯加影迹之棕熊篇</title>
   <description>
    天下第一熊:-)&lt;object classid=&quot;clsid:d27cdb6e-ae6d-11cf-96b8-444553540000&quot; codebase=&quot;http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0&quot; name=&quot;photo&quot; width=&quot;600&quot; height=&quot;510&quot;&gt;&lt;param name=&quot;src&quot; value=&quot;http://www.bababian.com/pageshow.swf?sid=40069A22E1D760AA674AB484D4568935DS&quot; /&gt;&lt;param name=&quot;quality&quot; value=&quot;high&quot; /&gt;&lt;param name=&quot;width&quot; value=&quot;600&quot; /&gt;&lt;param name=&quot;height&quot; value=&quot;510&quot; /&gt;&lt;param name=&quot;name&quot; value=&quot;photo&quot; /&gt;&lt;param name=&quot;pluginspage&quot; value=&quot;http://www.macromedia.com/go/getflashplayer&quot; /&gt;&lt;param name=&quot;allowscriptaccess&quot; value=&quot;sameDomain&quot; /&gt;&lt;embed type=&quot;application/x-shockwave-flash&quot; src=&quot;http://www.bababian.com/pageshow.swf?sid=40069A22E1D760AA674AB484D4568935DS&quot; quality=&quot;high&quot; width=&quot;600&quot; height=&quot;510&quot; name=&quot;photo&quot; pluginspage=&quot;http://www.macromedia.com/go/getflashplayer&quot; allowscriptaccess=&quot;sameDomain&quot;&gt;&lt;/embed&gt;&lt;/object&gt;
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   <link>http://zhangp.blshe.com/post/164/263942</link>
   <comments>http://zhangp.blshe.com/post/164/263942</comments>
   <guid>http://zhangp.blshe.com/post/164/263942</guid>
      <dc:creator>zhangp</dc:creator>
      
    <category>一般分类</category>
         <pubDate>Mon, 29 September 2008 03:06:07 +0800</pubDate>
   <source url="http://zhangp.blshe.com/rss/rss20/164">张平的博客</source>
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   <title>阿拉斯加影迹之秋色篇</title>
   <description>
    天下第一秋&lt;p&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000586-DSC_2411.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; alt=&quot;Mount Healy&quot; title=&quot;Mount Healy&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/p&gt;&lt;p&gt;Mount Healy&lt;/p&gt;&lt;p&gt;&lt;a id=&quot;res_1000589&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000589-DSC_2986.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000589-DSC_2986.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Glenn Hwy&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000590&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000590-DSC_2969.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000590-DSC_2969.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Denali Hwy&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000591&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000591-DSC_2923.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000591-DSC_2923.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Mclaren River&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000592&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000592-DSC_2909.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000592-DSC_2909.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Denali Hwy&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000595&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000595-DSC_2673.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000595-DSC_2673.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Mount Mckinley （长年云遮雾绕，这样全峰尽出的景色一年只有十五天能看见）&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000596&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000596-DSC_2652.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000596-DSC_2652.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Denali National Park&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000597&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000597-DSC_2494.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000597-DSC_2494.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;332&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Denali National Park&lt;/p&gt;&lt;p&gt;&lt;br /&gt;&lt;a id=&quot;res_1000598&quot; href=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000598-DSC_3077.jpg&quot;&gt;&lt;img src=&quot;http://img.blshe.com/resserver.php?blogId=164&amp;amp;resource=1000598-DSC_3077.jpg&amp;amp;mode=medium&quot; border=&quot;0&quot; width=&quot;500&quot; height=&quot;309&quot; /&gt;&lt;/a&gt;&lt;/p&gt;&lt;p&gt;Glenn Hwy&lt;/p&gt;
   </description>
   <link>http://zhangp.blshe.com/post/164/263448</link>
   <comments>http://zhangp.blshe.com/post/164/263448</comments>
   <guid>http://zhangp.blshe.com/post/164/263448</guid>
      <dc:creator>zhangp</dc:creator>
      
    <category>一般分类</category>
         <pubDate>Sun, 28 September 2008 01:18:10 +0800</pubDate>
   <source url="http://zhangp.blshe.com/rss/rss20/164">张平的博客</source>
                                                                                                                             </item>
    <item>
   <title>革命时期的“很黄很暴力”</title>
   <description>
    &lt;p&gt;禁书荒唐，愚蠢的禁书者更荒唐。&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;小学五六年级的时候，中国正处于文革的末期，虽然我那时对世事尚在似懂非懂的时代，但已然对没书可看的现实深感不满。父母都是工学教授，家里的书架上除了工程专业书籍、外语词典之外就没别的东西。母亲说家里原有一些小说，文革开始后父亲怕留着这些书惹事，一把火全烧了。亲戚朋友家里的情况也差不太多，父母的亲戚都是清一色的理工科出身，对我来说，他们书架上能找到的最有意思的书就是旧版的《十万个为什么》，那里边的不少&amp;ldquo;为什么&amp;rdquo;我至今还耳熟能详。&lt;br /&gt;&lt;br /&gt;正经书都找不到，性读物就更是天方夜谭里才会出现的美事儿了，像这种找资料居然会碰上个&amp;ldquo;很黄很暴力&amp;rdquo;的窗口的美事，是连做梦也梦不到的。那时候《少女之心》已经在社会上流传开来，不过我当时是个好学生，无缘跟这种&amp;ldquo;坏书&amp;rdquo;碰面。说起来校园里长大的孩子，坏到底也有限，那时候我班上最坏的孩子也不过上课说说话，偶尔打打架，看黄书的胆子其实谁都没有。不过没贼胆有贼心，放学路上闲聊吹牛侃黄书的胆子是人人都有的，于是知道世界上除了马恩全集雄文四卷之外，还有一本叫做《金瓶梅》的好书，那里边写的都是我们想知道又不敢问的事情。不过那会儿无论吃东西穿衣服住房子都是按官阶大小安排好了的，看黄书的权利也是照着乌纱帽的大小定的。像《金瓶梅》这样诲淫诲盗的大毒草，只有省军级以上的乌纱帽才有资格受污染，连我们的父母都还纯洁得白璧无瑕，我们这些祖国的花朵自然更是无缘沾染了。谁都没看过的书便是天下最黄的书，所以谈起《金瓶梅》，虽然没有一个人能说上一个细节来，但大家都是挤眉弄眼一副羡慕不已的表情。比《金瓶梅》差一点的，还有一本《苦菜花》也是大家津津乐道的。这书文革中成了大毒草，但原来是一本革命读物，所以颇有一些细节在毛孩子们中间口耳相传，什么日本鬼子把村姑绑在门板上轮奸，什么日本军官把老太太屁股打肿了再强奸满足变态心理，自称看过的孩子往往把这些细节讲得眉飞色舞，像我这样没看过又不会撒谎的孩子就只好俯首倾听，一面又嫉妒地猜测还不知道有多少美好情节被这小子藏起来了不肯说。没人知道这书当初为什么是革命的，也没人知道这书后来为什么是反革命的，唯一让大家有兴趣的是这些跟革命和反革命都不搭界的&amp;ldquo;很黄很暴力&amp;rdquo;的段落。&lt;br /&gt;&lt;br /&gt;那时候我父母每月给我一块钱零花。今天听起来不算什么，那时候却不是个小数，一个青年工人，那个时代最让年轻人羡慕的职业，不过十八块钱一个月；一本连环画不过一毛几分钱，一本长篇小说不过五六毛钱。那年代长篇小说总共也没出过几本，所以能找到的书都被我买了来，《红雨》、《新来的小石柱》、《较量》、《水下尖兵》、《虹南作战史》、郭沫若的《李白与杜甫》，等等。每天放学都去《新华书店》转一圈，看见什么买什么，买了什么看什么。即使没看过什么真正的好书，这些书也还是让我倒胃口。通常是一边看一边骂：&amp;ldquo;什么破玩意，还不如看《十万个为什么》。&amp;rdquo;然而骂归骂，看归看。破玩意归破玩意，到了没书可看的时候，也只好拿来对付。&lt;br /&gt;&lt;br /&gt;我的读书命运的转折发生在小学六年级的时候。那一年，隔壁搬来一家新邻居。那家的孩子叫地龙，一个大我一岁、下巴尖得出奇的男孩子。地龙好像有一条不为人知的地下时间隧道，床头案上总能神秘莫测地出现一些文革前出版的真正的好书，比如，《家》、《北京人》、《安娜&amp;bull;卡列尼娜》、《战争与和平》，等等。地龙没有每月一块钱的预算，所以很快我就跟他做成了一笔交易，他从我这儿借我买的新书，我从他那儿借不花钱的旧书。回想起来，地龙借给我的书远比我借给他的书多，不过那时候的孩子还没什么商品观念，不过是各自倾其所有，不互相瞒着藏着就是了。那一年的感觉，真如久旱逢甘霖，常常读得废寝忘食。母亲叫吃饭，要叫几遍才答应，饭碗一丢下就又捧上了书本，母亲说这对肠胃不好我还跟她犟嘴，气得母亲威胁说要把我的书全没收掉。&lt;br /&gt;&lt;br /&gt;革命时期的&amp;ldquo;很黄很暴力&amp;rdquo;便是在这时候碰上的。&lt;br /&gt;&lt;br /&gt;那天我像往常一样去地龙家还书，顺便问了一句：&amp;ldquo;有什么新书没有？&amp;rdquo;&lt;br /&gt;&lt;br /&gt;&amp;ldquo;没有。&amp;rdquo;地龙一边说，一边两眼往枕头上瞟。他那时坐在床边，正趴在桌子上写作业。&lt;br /&gt;&lt;br /&gt;&amp;ldquo;我瞅瞅你写什么呢？&amp;rdquo;我一边说，一边往桌边蹭，然后冷不丁掀开枕头，把那本浅色封皮、已经被翻卷了边的书抢在了手里，快步抽身退开。&lt;br /&gt;&lt;br /&gt;&amp;ldquo;给我，给我！&amp;rdquo;地龙跳了起来，一边试图夺回书，一边用教训的口吻说：&amp;ldquo;这是流氓书，小孩看了不好。&amp;rdquo;&lt;br /&gt;&lt;br /&gt;&amp;ldquo;流氓书我看得多了，怎么着？&amp;rdquo;我一边躲开他，一边吹牛说。&lt;br /&gt;&lt;br /&gt;&amp;ldquo;那些算什么？这本书是真流氓。&amp;rdquo;他还是不肯罢休。&lt;br /&gt;&lt;br /&gt;听了这句话，我知道这本书我非看不可了。于是我仗着个儿高，把书举在空中，夺路而逃。&lt;br /&gt;&lt;br /&gt;&amp;ldquo;掖好了，别让我爸看见！&amp;rdquo;地龙跟在后边，又是着急又是不敢大声。&lt;br /&gt;&lt;br /&gt;直到跑回家，我才有时间仔细看了一眼封面，知道那书名字叫《饥饿的道路》，作者是巴西著名作家乔治&amp;bull;亚马多，郑永慧翻译，1954年平明出版社出版。&lt;br /&gt;&lt;br /&gt;乔治&amp;bull;亚马多，1912年8月出生于巴西南部，童年时代是在一贫如洗、盗匪横行的可可种植园区度过的。后来加入巴西共产党，曾参加过武装暴动，一度被流放到捷克、苏联等地。他一生著述甚丰，到2001年去世时，仅长篇小说就写了30多部。大概是跟他的早年生活和后来的信仰有关，他擅长描摹底层民众痛苦压抑的生存状况，用一种近乎自然主义的笔触刻画常人不愿意正视的变态现实，包括性生活现实，为此遭到过不少谩骂攻击。因为《饥饿的道路》的缘故，我后来又看过不少他的小说，比如《加布里埃拉》、《黄金果的土地》、《希望的骑士》，等等，基本上都是类似的主题，也大都包含着大篇幅的性描写。要是借用地龙的话来说，那就是亚马多的书几乎每本都&amp;ldquo;流氓&amp;rdquo;，不过看来看去，还是那本《饥饿的道路》，不仅是&amp;ldquo;真流氓&amp;rdquo;，而且是&amp;ldquo;最流氓&amp;rdquo;，用现在的青少年的话说，是&amp;ldquo;最黄最暴力&amp;rdquo;。&lt;br /&gt;&lt;br /&gt;《饥饿的道路》属于亚马多早年的作品，描写的是贫穷的巴西农业区的悲惨生活状况。其中大篇幅的&amp;ldquo;流氓&amp;rdquo;段落不少，印象比较深的有饥民检查站诊所的医生借检查身体的机会诱奸少女，还有土匪攻占县城，强征良家妇女开裸体舞会，等等。大作家通常不屑于写暴力色情，小作家往往写不好色情。《饥饿的道路》属于大作家尚未成名的时候干的小作家勾当，属于难得一见的很黄很暴力的上品。医生诱奸那一段，少女的身体描摹得声色俱全，诱奸的过程写得丝丝入扣，而少女的感受，那种朦胧间屈辱而又期待的心态、第一次官能反应、第一次震颤，都写得细致入微而又恰到好处，暴露无遗却又留下无穷想象的余地。裸体舞会那一场，几百人的暴力强奸场面在亚马多的大手笔下写得绘声绘色，淋漓尽致，场面的铺排和男女人物的心态都照应得周周到到，十全十美。相比之下，如今网上那些所谓的色情文学，往往写上3P，5P笔力就已经捉襟见肘，很快就沦落成点算抽送次数的乏味账本。天才与蠢材之间的差别，即使是在最下流的场面里也可以看得清清楚楚。&lt;br /&gt;&lt;br /&gt;《饥饿的道路》算不上亚马多的代表作品，不仅评论家很少提及，译作也不多见。我出国后寻找此书的英译本，至今未能找到。如果不是亚马多的党员身份，大概无论如何也不会在五十年代初被翻译成中文，我也就无缘得见了。看过此书以后，我对其他孩子吹牛的一切黄书都失去了兴趣，嘴里不言，心里总是说：&amp;ldquo;切，你哪里知道什么叫黄书？&amp;rdquo;&lt;br /&gt;&lt;br /&gt;《苦菜花》文革后出了新版，经过文化大革命的战斗洗礼，这本著名的黄书已经被洗成了&amp;ldquo;洁本&amp;rdquo;，当年小毛孩子们吹牛的那些&amp;ldquo;很黄很暴力&amp;rdquo;的段落都杳如黄鹤，真假难考了。至于《金瓶梅》，这是我出国后去图书馆找的第一本书，然而里边的性描写呆板单调，离&amp;ldquo;很黄很暴力&amp;rdquo;的高标准相去十万八千里，让我大失所望，这样的省军级待遇，不要也罢。&lt;br /&gt;&lt;br /&gt;回想五十年前，《金瓶梅》被当作淫书禁读，比它&amp;ldquo;流氓&amp;rdquo;得多的《饥饿的道路》虽然&amp;ldquo;很黄很暴力&amp;rdquo;，却作为革命书籍大行其道，不禁莞尔。&lt;br /&gt;&lt;br /&gt;禁书荒唐，愚蠢的禁书者更荒唐。&lt;br /&gt;&lt;br /&gt;张平 2007年12月6日初稿，2008年1月7日改定 于特拉维夫&lt;br /&gt;
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   <link>http://zhangp.blshe.com/post/164/147810</link>
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      <dc:creator>zhangp</dc:creator>
      
    <category>一般分类</category>
         <pubDate>Mon, 07 January 2008 21:27:56 +0800</pubDate>
   <source url="http://zhangp.blshe.com/rss/rss20/164">张平的博客</source>
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    <item>
   <title>我们为什么缺乏逻辑思维能力</title>
   <description>
    &lt;p&gt;有关汉语的特性导致了中国式思维缺乏逻辑性这点事儿，如果不是西方人给我们普及了一下，我们大概至今还不知道。&lt;/p&gt;&lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;中国人说汉语，学汉语，写汉语，不过并不完全了解汉语。有关汉语的特性导致了中国式思维缺乏逻辑性这点事儿，如果不是西方人给我们普及了一下，我们大概至今还不知道。&lt;/p&gt; 	&lt;p&gt;最 早发现这个问题的是利玛窦，他到中国以后惊奇地发现那些饱学之士根本不知道世界上有逻辑这回事情。在这位自幼接受古希腊逻辑学熏陶的神学院毕业生看来，中 国人辩论的时候，即使是在大学者们辩论的时候，也不懂得用严密的逻辑体系做是非评判的标准，而是使用一些完全无法严格界定的含混概念。&lt;/p&gt; 	&lt;p&gt;从 词汇上说，古汉语的名词大多是不可数名词，基本上是在用一个不知性数的例子说明不同事物之间的差别。这样的词汇特性决定了名词抽象化方面的困难，比方说我 们有&amp;ldquo;马&amp;rdquo;这个词，却无法把具体的马的本体跟马的抽象属性区别开来，不仅无法轻易创造出类似horse-hood或者horse-ness这样的抽象词 汇，而且连名词跟形容词之间的区别都搞不清楚。后期墨家的&amp;ldquo;牛马&amp;rdquo;、&amp;ldquo;坚白&amp;rdquo;问题都是由这种词汇特性带来的。从语法上讲，古汉语动词严重不发达，导致 &amp;ldquo;是&amp;rdquo;动词谓语句、形容词谓语句和一般动词谓语句在形式上没有任何区别，思维上的判断和描述也没有任何区别。这种词汇和语法的特征导致古汉语的逻辑缺陷， 进而决定了中国人的传统思维方式。举一个后期墨家的例子：&lt;/p&gt; 	&lt;p&gt;舟，木也，故入舟，入木也。&lt;/p&gt; 	&lt;p&gt;也就是：因为A=B，所以CA=CB。从逻辑形式上说没有任何错误，但结果就是不对。&lt;/p&gt; 	&lt;p&gt;如果翻译成英文，问题就迎刃而解了：&lt;/p&gt; 	&lt;p&gt;A boat is made of wood, to enter into a boat is to enter into something made of wood.&lt;/p&gt; 	&lt;p&gt;就 这么点事情，后期墨家的那么多圣人就打破脑袋也想不明白，这也难怪，因为思维水平被语言限制着，除了中文之外他们不懂别的话。他们所能做的唯一一件事情就 是做个综合归类，告诉我们有时候CA等于CB，有时候CA不等于CB，至于为什么，他们也不知道。不明不白的学问自然没人要做，所以先秦之后，墨学成了绝 学，两千年来就没有一个中国学者真正读懂过墨家这点东西，直到西学东渐的时代，中国学者才恍然大悟，原来这就是西方人所说的逻辑学的萌芽。&lt;/p&gt; 	&lt;p&gt;实 际上，古汉语在逻辑方面的问题中国哲学家早有感受，从老子的&amp;ldquo;立教无言&amp;rdquo;到孔子的&amp;ldquo;吾欲无言&amp;rdquo;到庄子的&amp;ldquo;得鱼忘筌&amp;rdquo;再到佛家的&amp;ldquo;不立文字&amp;rdquo;（佛教中国化的 特征之一，在印度的时候没这回事儿），中国哲学家所体现出的惊人一致的对语言的不信任感是你在古希腊哲学和希伯来的先知文献中都很难找到的。&lt;/p&gt; 	&lt;p&gt;没有了逻辑学自然发展不出像样的科学体系，法学也成问题，不过诗人对这种具象性语言很满意，所以中国古代文人没人懂逻辑，却人人都会作诗。&lt;/p&gt; 	&lt;p&gt;现 代汉语在语法方面比古汉语强，词汇方面仍无太大改进。比如上述&amp;ldquo;舟木之辨&amp;rdquo;的问题解决了，但&amp;ldquo;盗人&amp;rdquo;之辨的问题仍然解决不了，翻译成现代汉语，就成了&amp;ldquo;因 为强盗是人，所以杀强盗就是杀人&amp;rdquo;，仍然是一笔糊涂账。所谓&amp;ldquo;实践是检验真理的唯一标准&amp;rdquo;其实也是缺乏逻辑体系的表现之一。所以就是研究古汉语思维特性这 点事儿，也是西方人比咱们强，M. Granet，A.C. Graham，Chad Hansen，这些代表性学者里就没一个中国名字。&lt;/p&gt; 	&lt;p&gt;语 言对思维发展的决定性作用，古汉语逻辑问题是个很好的例子，语言和思维的起源都是漫长而复杂的过程，并不存在一个绝对的起源点。不同的思维部分有不同的发 生或起源时间，而这发生或者起源能否完成，则是由语言决定的。汉语没提供逻辑思维的条件，所以这部分思维在中国人那里就没法发生，虽然像老子孔子这样的大 哲人已经隐隐感觉到了问题的存在。反之，如果汉语本身严谨一些的话，后期墨家也许就能发展出希腊人那样的逻辑体系来，中国人的思维方式也许就完全不一样 了。&amp;nbsp;&lt;/p&gt; 	&lt;p&gt;张平 2007年9月4日 于特拉维夫 &lt;/p&gt;
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      <dc:creator>zhangp</dc:creator>
      
    <category>一般分类</category>
         <pubDate>Tue, 04 September 2007 21:27:35 +0800</pubDate>
   <source url="http://zhangp.blshe.com/rss/rss20/164">张平的博客</source>
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   <title>巴勒斯坦的仇恨教育和某些博主的仇恨言论</title>
   <description>
    文明乎？野蛮乎？自己判断去吧。&lt;p&gt;我今夏较忙，没时间写东西，偶尔上来撩一眼，看见某些博主把亲以学者一网打尽，用了些个充满仇恨的话把所有人都骂在里边，把自己打扮成道德天神审判别人。现转贴一篇有关巴勒斯坦课本问题的，读者自己去分辨。提三个问题：&lt;/p&gt;&lt;p&gt;1、以色列课本中还有百分之几十的阿拉伯正面和中间形象，巴勒斯坦人的课本中有多少犹太正面形象？我们自己的教科书里又有多少日本的正面形象？&lt;/p&gt;&lt;p&gt;2、以色列有这样的教授批判自己的课本，巴勒斯坦这样的教授在哪儿？文章在哪儿？&lt;/p&gt;&lt;p&gt;3、以色列课本没说巴勒斯坦无权生存，巴勒斯坦人呢？&lt;/p&gt;&lt;p&gt;文明乎？野蛮乎？自己判断去吧。&lt;/p&gt;&lt;p&gt;PDF版原文链接在此，还有不少插图可看，但文件较大，要有耐心。&lt;/p&gt;http://www.teachkidspeace.org/reports/PalText2001.pdf&lt;p&gt;&lt;br /&gt;Page 1&lt;br /&gt;1&lt;br /&gt;JEWS, ISRAEL AND PEACE IN PALESTINIAN SCHOOL TEXTBOOKS&lt;/p&gt;&lt;p&gt;&lt;br /&gt;A Survey of the Textbooks&lt;br /&gt;Published by the Palestinian National Authority&lt;br /&gt;in the years 2000-2001&lt;/p&gt;&lt;p&gt;Compiled, translated and edited by Dr. Arnon Groiss&lt;br /&gt;Co-editor: Dr. Yohanan Manor&lt;br /&gt;November 2001&lt;br /&gt;Editorial Committee: Andr&amp;eacute; Marcus, Marlene Mossek, Naomi Arcus&lt;br /&gt;Page 2&lt;br /&gt;2&lt;br /&gt;The Center for Monitoring the Impact of Peace, (CMIP) is a non-governmental, not-for-profit&lt;br /&gt;organization established in 1998 under the Not-For-Profit Corporation Law of the State of New York.&lt;br /&gt;Its purpose is to encourage the development and fostering of peaceful relations between peoples and&lt;br /&gt;nations, by establishing a climate of tolerance and mutual respect founded on the rejection of&lt;br /&gt;violence as a means to resolving conflicts.&lt;br /&gt;Is it possible to establish and maintain a climate of peace when the people of the countries and&lt;br /&gt;communities directly concerned are being taught from early childhood to beware of other peoples&lt;br /&gt;and communities, receive a negative and hateful image of their neighbors, and are led to identify&lt;br /&gt;almost exclusively with heroes embodying the cult of force and the resort to violence?&lt;br /&gt;This is one of the crucial questions that the center is considering, especially through the study of&lt;br /&gt;curricula, schoolbooks for students and handbooks for the teachers, a revealing indicator of the&lt;br /&gt;views and values societies want to instill in their youth.&lt;br /&gt;CMIP will disseminate these findings and consider initiatives to promote the renunciation of violence&lt;br /&gt;and the changing of stereotypes. Thus we hope to build a sound basis for a genuine and lasting&lt;br /&gt;peace between Israel and its Arab neighbors in the Middle East, with a view to expanding this&lt;br /&gt;mission to other regions in the world.&lt;br /&gt;Page 3&lt;br /&gt;3&lt;br /&gt;E&lt;br /&gt;XECUTIVE&lt;br /&gt;S&lt;br /&gt;UMMARY&lt;br /&gt;I&lt;br /&gt;NTRODUCTION&lt;br /&gt;P&lt;br /&gt;ART&lt;br /&gt;O&lt;br /&gt;NE&lt;br /&gt;: T&lt;br /&gt;HE&lt;br /&gt;J&lt;br /&gt;EWS&lt;br /&gt;I.&lt;br /&gt;The Jews as a People&lt;br /&gt;1. The Jews of Medieval Times&lt;br /&gt;2.&lt;br /&gt;The Jews of Modern Times&lt;br /&gt;II.&lt;br /&gt;The Jews and Palestine&lt;br /&gt;3. The Jews in Ancient Palestine&lt;br /&gt;4. The Jewish Infiltration into Palestine in Modern Times&lt;br /&gt;5. The Jews do not Deserve Palestine&lt;br /&gt;6. The Jews in Today&amp;rsquo;s Palestine&lt;br /&gt;7. The Holy Places&lt;br /&gt;8. The Hebrew Language&lt;br /&gt;III.&lt;br /&gt;Zionism&lt;br /&gt;P&lt;br /&gt;ART&lt;br /&gt;T&lt;br /&gt;WO&lt;br /&gt;: I&lt;br /&gt;SRAEL&lt;br /&gt;IV.&lt;br /&gt;Israel&amp;rsquo;s Image&lt;br /&gt;9. Expulsion and Extermination&lt;br /&gt;10. Destruction of Villages&lt;br /&gt;11. The Refugee Problem&lt;br /&gt;12. Robbery of Lands and Water&lt;br /&gt;13. Demolition and Uprooting&lt;br /&gt;14. Loss and Pain&lt;br /&gt;15. Restrictions and Discrimination&lt;br /&gt;16. Obliteration of National Identity&lt;br /&gt;17. Taking Over of Holy Places&lt;br /&gt;18. Crippling the Palestinian Economy&lt;br /&gt;19. Responsibility for Social and Ecological Ills&lt;br /&gt;20. Dismembering the Unity of the West Bank&lt;br /&gt;V.&lt;br /&gt;Israel and Palestine&lt;br /&gt;21. Israel in its Entirety is Considered Palestine&lt;br /&gt;22. Palestine is Arab and Muslim&lt;br /&gt;23. The Arab Palestinian Canaanites and Jebusites&lt;br /&gt;24. The State of Palestine&lt;br /&gt;25. Israel is a Usurper and a Foreign Occupier of Palestine&lt;br /&gt;26. Substitute Names for Israel&lt;br /&gt;27. Israeli Regions, Cities and Sites are Presented as Palestinian&lt;br /&gt;28. Jerusalem&lt;br /&gt;29. Maps&lt;br /&gt;Page 4&lt;br /&gt;4&lt;br /&gt;P&lt;br /&gt;ART&lt;br /&gt;T&lt;br /&gt;HREE&lt;br /&gt;: P&lt;br /&gt;EACE&lt;br /&gt;VI.&lt;br /&gt;Tolerance&lt;br /&gt;VII. Peace&lt;br /&gt;VIII. The Struggle for the Liberation of Palestine&lt;br /&gt;30. The Liberation in the 7&lt;br /&gt;th&lt;br /&gt;Century&lt;br /&gt;31. The Struggle in the Past&lt;br /&gt;32. The Strugggle at Present&lt;br /&gt;33. Military Liberation&lt;br /&gt;34. The Demographic Weapon&lt;br /&gt;35. A Struggle of Civilizations&lt;br /&gt;IX.&lt;br /&gt;The Return of Every Refugee&lt;br /&gt;X.&lt;br /&gt;Jihad and Martyrdom&lt;br /&gt;XI.&lt;br /&gt;Terror&lt;br /&gt;36. Fida&amp;rsquo;i&lt;br /&gt;37. Martyr Terrorists and Murderers&lt;br /&gt;38. Prisoners and &amp;ldquo;Prisoners of War&amp;rdquo;&lt;br /&gt;C&lt;br /&gt;ONCLUSION&lt;br /&gt;L&lt;br /&gt;IST OF&lt;br /&gt;S&lt;br /&gt;OURCES&lt;br /&gt;Page 5&lt;br /&gt;5&lt;br /&gt;Executive Summary&lt;br /&gt;In the two academic years 2000-2001 and 2001-2002, the Palestinian National Authority (PNA)&lt;br /&gt;introduced 58 new textbooks and two teachers&amp;rsquo; guides for grades 1,2,6,7 and 11. CMIP has conducted&lt;br /&gt;a comprehensive survey of these textbooks in order to determine how they relate to peace,&lt;br /&gt;tolerance, recognition and reconciliation according to criteria set by the international community.&lt;br /&gt;CMIP has found that the new PNA textbooks do not fulfill these criteria in educating to peace and&lt;br /&gt;reconciliation with Israel, but rather foster a multi-faceted rejection of its existence. The educational&lt;br /&gt;approach employed by the PNA does not reflect international standards as defined by UNESCO (see&lt;br /&gt;their criteria in the Introduction). The textbooks do not teach acceptance of Israel&amp;rsquo;s existence on the&lt;br /&gt;national level, and instead of working to erase hateful stereotypes, the new PNA curriculum is instilling&lt;br /&gt;them into the next generation&amp;rsquo;s consciousness.&lt;br /&gt;The concept of peace with Israel is not to be found anywhere in the Palestinian&lt;br /&gt;schoolbooks. The peace process between Israel and the Palestinians, based on the Oslo&lt;br /&gt;Accords, is not mentioned. They fail to teach the youth to see Israel as a neighbor with whom&lt;br /&gt;peaceful relations should be desired.&lt;br /&gt;Tolerance, both in a historical and a contemporary context, is addressed at length in the&lt;br /&gt;Palestinian textbooks. It is described as being based on Islam&amp;rsquo;s traditional approach of&lt;br /&gt;&amp;ldquo;accepting the members of the monotheistic religions&amp;rdquo; and &amp;ldquo;respecting the People of the Book in&lt;br /&gt;their religion, property and ceremonies&amp;rdquo;. However, in their examples, the textbooks refer only&lt;br /&gt;to tolerance between Moslems and Christians. The Jews are not mentioned.&lt;br /&gt;The Jewish connection to the Holy Land is confined to antiquity. From the Roman period&lt;br /&gt;onwards this Jewish link is ignored. The Jews&amp;rsquo; return to Palestine is described as &amp;ldquo;infiltration&amp;rdquo;.&lt;br /&gt;Zionism is mentioned in a negative context only. The Jews are not &amp;ldquo;deserving&amp;rdquo; of Palestine.&lt;br /&gt;Hebrew is not considered one of the languages of the land.&lt;br /&gt;The State of Israel, a member state of the UN since 1949, is not recognized. It is referred to&lt;br /&gt;by substitute names such as the lands within the &amp;ldquo;green line&amp;rdquo;, &amp;ldquo;interior&amp;rdquo; or &amp;ldquo;1948 lands&amp;rdquo;. Its&lt;br /&gt;name does not appear on any map, nor do any towns, villages and projects (industries,&lt;br /&gt;harbors, railways, etc.) created and developed by Israel. Israel is presented as the usurper and&lt;br /&gt;occupier since its establishment in 1948.&lt;br /&gt;By contrast, the State of Palestine (Dawlat Filastin) is often referred to and its name appears&lt;br /&gt;with the official emblem of the Palestinian National Authority, on the cover and the front page of&lt;br /&gt;many textbooks. Palestine stretches from the Jordan River to the Mediterranean Sea&lt;br /&gt;and is exclusively Arab. The 5.5 million Jewish inhabitants are not counted.&lt;br /&gt;The maps that appear in the textbooks continue to disregard the existence of the State of&lt;br /&gt;Israel. In most cases no names are given at all. In other cases Israel&amp;rsquo;s place on the map is&lt;br /&gt;marked &amp;ldquo;Palestine&amp;rdquo;. There are several maps that delineate the contours of the West Bank and&lt;br /&gt;the Gaza Strip but do not name them. Areas located in the territory of Israel within its 1949&lt;br /&gt;borders, such as the Negev, are presented as an integral part of Palestine. The Arab population&lt;br /&gt;of Israel is counted among the inhabitants of Palestine.&lt;br /&gt;Jerusalem is presented as belonging to the Palestinians alone, and as the capital of&lt;br /&gt;Palestine. Its central importance and holiness for the Jews are not mentioned, neither is the fact&lt;br /&gt;that the Jewish population constitutes the vast majority of its inhabitants.&lt;br /&gt;The holy places in Palestine are exclusively Muslim and Christian. There is no reference to&lt;br /&gt;Jewish holy places as such. Rather, they are presented as Muslim holy places that the Jews&lt;br /&gt;have attempted to Judaize, such as the &amp;ldquo;Tomb of the Patriarchs&amp;rdquo; in Hebron, &amp;ldquo;the Western Wall&amp;rdquo;&lt;br /&gt;a.k.a. &amp;ldquo;the Wailing Wall&amp;rdquo;, in Jerusalem, and &amp;ldquo;Rachel&amp;rsquo;s Tomb&amp;rdquo; in Bethlehem.&lt;br /&gt;There are a series of references to the liberation of Palestine, presented as a struggle against&lt;br /&gt;Israeli occupation. At times, the liberation from Israeli occupation points to the territories of the&lt;br /&gt;Page 6&lt;br /&gt;6&lt;br /&gt;West Bank and the Gaza Strip occupied by Israel in 1967. Sometimes this expression refers to&lt;br /&gt;the territory of the State of Israel, within its 1949 borders. There is an explicit reference to the&lt;br /&gt;Israeli occupation of 1948 and another to the need to establish an independent Palestinian&lt;br /&gt;state on the entire national soil.&lt;br /&gt;The struggle for the liberation of Palestine is presented mainly as a military one. There is no&lt;br /&gt;direct support of terror in the textbooks, but the Feda&amp;rsquo;i and the Shahid are praised as the&lt;br /&gt;spearheads of this struggle. Palestinians hanged by British Mandate authorities for murders of&lt;br /&gt;Jewish civilians are presented as Shahids. Those arrested and jailed in Israeli jails for acts of&lt;br /&gt;terrorism against Israeli civilians are depicted as &amp;ldquo;prisoners of war&amp;rdquo;. Jihad continues to be&lt;br /&gt;glorified and martyrdom is praised, with special attention given to the martyrs of&lt;br /&gt;Palestine.&lt;br /&gt;There is no attempt to encourage reconciliation with Israel. Israel is presented exclusively as&lt;br /&gt;inhumane and greedy. It has destroyed the Palestinian villages, driven them away, seized&lt;br /&gt;their lands and water, inflicted on them pain and loss, taken over their holy places. Israel is&lt;br /&gt;responsible for the obliteration of Palestinian Arab national identity, the crippling of&lt;br /&gt;Palestinian economy, and for social and ecological ills.&lt;br /&gt;Israel is accused of being responsible for the creation of the Palestinian refugee problem, with&lt;br /&gt;no consideration being given to the consequences of the Arab and Palestinian rejection of the&lt;br /&gt;1947 UN Partition Plan. The solution to this problem presented in PNA textbooks is &amp;ldquo;the return&lt;br /&gt;of every refugee&amp;rdquo; to his former home, i.e. to the territory of the State of Israel within its 1949&lt;br /&gt;borders.&lt;br /&gt;Although bilateral treaties and accords have determined the allocation of land and water between&lt;br /&gt;Israel and the Palestinians by mutual agreement, (The Israeli-Palestinian Agreement on the West&lt;br /&gt;Bank and the Gaza Strip, 1995, Article XI and Appendix I article 40,and the Israel-Jordan Peace&lt;br /&gt;Treaty 1994, Annex II.). Israel is accused of robbing the lands and waters from the Palestinians.&lt;br /&gt;Reference to the Jews is minimal. Although their historical connections to Palestine are&lt;br /&gt;mentioned, these references do not provide the pupils with at least a basic knowledge of Jews and&lt;br /&gt;Judaism, as one of the three monotheistic religions. Several of these references, however, contain&lt;br /&gt;negative generalizations attributing traits of trickery, greed and barbarity to the Jews, and&lt;br /&gt;insinuation that they do not keep agreements and treaties as Muslims do. Accusations of racial&lt;br /&gt;discrimination that were leveled against Israel in a textbook published in 1995 have since been&lt;br /&gt;removed (in 1996 and 2000).&lt;br /&gt;Inaccuracies in determining and presenting historical facts appear in several instances, particularly&lt;br /&gt;in the textbooks of Grade 7. For example, statements such as: &amp;ldquo;[Israeli] attempts at obliterating the&lt;br /&gt;artistic [Palestinian] heritage: &amp;hellip;Setting fire to the antique pulpit of Saladin in the al-Aqsa Mosque.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 55). &amp;ldquo;The Arab Jebusites built it [Jerusalem] five thousand years&lt;br /&gt;ago in that distinguished place and it has remained since that time a capital of Palestine during the&lt;br /&gt;ages.&amp;rdquo; (Geography of Palestine, Grade 7, p. 77) are to be found in the textbooks, as well as the&lt;br /&gt;falsification of a stamp issued by the British Mandatory Government.&lt;br /&gt;The Palestinian textbooks use Terminology that is associated with war and violence and is&lt;br /&gt;likely to create prejudice,misunderstanding and conflict, such as: &amp;ldquo;The demographic weapon&amp;rdquo; will&lt;br /&gt;play &amp;ldquo;a positive role in winning the Arab-Israeli conflict&amp;rdquo; (The Palestinian Society-Demographic&lt;br /&gt;Education, Grade 11 (2000), p. 29), and :&amp;ldquo;The coming of the Jewish throngs to Palestine&lt;br /&gt;continued until 1948 and their goal was taking over the Palestinian lands and then taking the&lt;br /&gt;original inhabitants&amp;rsquo; place after their expulsion or extermination.&amp;rdquo; (National Education, Grade&lt;br /&gt;7, p. 20)&lt;br /&gt;The tendency towards educating pupils to reject and delegitimize Israel that was prevalent in the&lt;br /&gt;PNA textbooks of 2000-2001 has not been addressed in the new textbooks. Instead, it appears to&lt;br /&gt;have gained impetus through instilling animosity and the implicit aspiration to replace the State of&lt;br /&gt;Israel with the State of Palestine.&lt;br /&gt;Page 7&lt;br /&gt;7&lt;br /&gt;Introduction&lt;br /&gt;In September 1993 the State of Israel and the Palestine Liberation Organization signed what came to&lt;br /&gt;be known as the Oslo Accords, which started a peace process between the two parties after long years&lt;br /&gt;of belligerency. Under the terms of the Oslo Accords Israel withdrew from most populated areas in&lt;br /&gt;Judea and Samaria (the West Bank in pre-1967 Jordanian political parlance) and the Gaza Strip,&lt;br /&gt;where Palestinian self-rule under the Palestinian National Authority (PNA) was established. It was an&lt;br /&gt;interim arrangement. The final settlement of the Palestinian-Israeli conflict was meant to take place&lt;br /&gt;later, and solve the more delicate issues of Palestinian statehood, boundaries, sovereignty over&lt;br /&gt;Jerusalem, the fate of the Israeli settlements in the aforementioned areas, and the Palestinian refugee&lt;br /&gt;problem.&lt;br /&gt;The present violent confrontation between Palestinians and Israelis has dealt a severe blow to the Oslo&lt;br /&gt;Accords. Yet neither of the parties concerned has renounced its commitment to their essence: mutual&lt;br /&gt;recognition and a peaceful settlement of the conflict between the two peoples. The question that should&lt;br /&gt;be asked in this context is whether these two issues are present in the educational curriculum of both&lt;br /&gt;entities.&lt;br /&gt;The Center for Monitoring the Impact of Peace (CMIP) has previously conducted a survey of Israeli&lt;br /&gt;textbooks dealing with this issue (published in September 2000), as well as a survey of Palestinian&lt;br /&gt;textbooks. The Palestinian National Authority pointed out that hitherto, the textbooks in use had been&lt;br /&gt;published by the Jordanian and Egyptian Ministries of Education, and therefore the PNA had no&lt;br /&gt;responsibility for their content. They would take responsibility for the books they themselves publish.&lt;br /&gt;Indeed, the first series of 14 such textbooks appeared in 2000 (following 6 experimental books&lt;br /&gt;published in the 1990&amp;rsquo;s), on which CMIP issued a preliminary report in November 2000.&lt;br /&gt;The present survey covers all of the textbooks that have been published so far by the PNA for grades 1,&lt;br /&gt;2, 6, 7 and 11. They consist of 58 books (including 3 experimental and 3 improved editions), as well as&lt;br /&gt;2 teachers&amp;rsquo; guides, in various subjects, such as Language, Mathematics, Islamic Education, National&lt;br /&gt;Education, History, Geography, Civics etc. (For the full list of the books, see List of Sources below.) The&lt;br /&gt;other grades are still using the Jordanian and Egyptian textbooks.&lt;br /&gt;The books were carefully scrutinized in the light of two sets of criteria:&lt;br /&gt;CMIP criteria of analysis&lt;br /&gt;1. The image of the other peoples and communities (in this case the Palestinians and the Israelis).&lt;br /&gt;Does one side recognize the other? Are they accepted? Are they respected? Or are they&lt;br /&gt;stereotyped and prejudiced?&lt;br /&gt;2. Peace and the peace process. Does education foster peace? Does it support the peace process?&lt;br /&gt;Is there room for improvement?&lt;br /&gt;UNESCO relevant criteria&lt;br /&gt;1. Are the data given accurate and complete?&lt;br /&gt;2. Are illustrations, maps and graphs up-to-date and accurate?&lt;br /&gt;3. Are the achievements of others recognized?&lt;br /&gt;4. Are equal standards applied?&lt;br /&gt;5. Are political disputes presented objectively and honestly?&lt;br /&gt;6. Is wording likely to create prejudice, misapprehension and conflict avoided?&lt;br /&gt;7. Are ideals of freedom, dignity and fraternity being advocated?&lt;br /&gt;8. Is the need for international cooperation, for the formation of common human ideals and the&lt;br /&gt;advancement of the cause of peace, as well as for the enforcement of the law, emphasized?&lt;br /&gt;Page 8&lt;br /&gt;8&lt;br /&gt;P&lt;br /&gt;ART&lt;br /&gt;O&lt;br /&gt;NE&lt;br /&gt;: T&lt;br /&gt;HE&lt;br /&gt;J&lt;br /&gt;EWS&lt;br /&gt;I.&lt;br /&gt;The Jews as a People&lt;br /&gt;Reference to the Jews is minimal and does not provide the pupils with at least a basic knowledge of&lt;br /&gt;Jews and Judaism as one of the three monotheistic religions. There are several generalizations&lt;br /&gt;attributing traits of trickery, greed, and barbarity to the Jews, and insinuations that they do not keep&lt;br /&gt;agreements and treaties as Muslims do.&lt;br /&gt;1.&lt;br /&gt;The Jews of Medieval Times&lt;br /&gt;&amp;ldquo;Yathrib [today&amp;rsquo;s Medina] was established in an agricultural oasis, north of Mecca. The two&lt;br /&gt;tribes of Aws and Khazraj dwelt in it. Jewish tribes settled there [as well] and were active in&lt;br /&gt;agriculture and [other] vocations.&amp;rdquo; (History of the Arabs and Muslims, Grade 6, p. 11)&lt;br /&gt;&amp;ldquo;The Second Unit: The Emergence of Islam&lt;br /&gt;The Unit&amp;rsquo;s Goals: &amp;hellip;&lt;br /&gt;6. Comparing the position of Muslims and Jews in keeping agreements and treaties.&amp;rdquo;&lt;br /&gt;(History of the Arabs and Muslims, Grade 6, p. 24)&lt;br /&gt;&amp;ldquo;The Messenger [Muhammad] ordered Zayd Bin Thabet to learn the Jews&amp;rsquo; language in order&lt;br /&gt;to be safe from their trickery.&amp;rdquo; (History of the Arabs and Muslims, Grade 6, p. 133)&lt;br /&gt;&amp;ldquo;The Messenger of God organized the relationship between the Muslims as a nation apart and&lt;br /&gt;the Jewish tribes who lived in Medina and its surroundings. These tribes did not welcome the&lt;br /&gt;immigration [Hijrah] of the Messenger of God and the Muslims from Mecca to Medina but&lt;br /&gt;they did not show any opposition or controversy [either]. In the document between him and&lt;br /&gt;them he left them with absolute freedom regarding their religion and property. Among the&lt;br /&gt;most important clauses that appear in that document [are the following ones]:&lt;br /&gt;&amp;bull;&lt;br /&gt;The Jews have their own religion and the Muslims have their own religion.&lt;br /&gt;&amp;bull;&lt;br /&gt;They must support one another against anyone who fights against the people&lt;br /&gt;of this document or against anyone who attacks Yathrib [Medina]&amp;hellip;&amp;rdquo;&lt;br /&gt;(Islamic Education, Grade 7, pt. 1, p. 75)&lt;br /&gt;&amp;ldquo;Homework: The Messenger strove to established good and clear relations between the&lt;br /&gt;[Muslim] Immigrants [Muhajirun - from Mecca] and the [muslim] Supporters [Ansar - of&lt;br /&gt;medina] on one hand and the polytheists and the Jews [i.e., the non-Muslim inhabitants of&lt;br /&gt;Medina] on the other hand. Resort to the books of the sirah [Muhamad&amp;rsquo;s biography] and write&lt;br /&gt;a report about the attitude of the Jews towards that relation.&amp;rdquo; (Islamic Education, Grade 7,&lt;br /&gt;pt. 1, p. 77&lt;br /&gt;)&lt;br /&gt;&amp;ldquo;[Caliph] al-Ma&amp;rsquo;mun used to respect the Jewish and Christian scientists and be affectionate&lt;br /&gt;towards them in his company because of their education in the Arabs&amp;rsquo; language and [because&lt;br /&gt;of] their knowledge of the Greek language and its literature. They translated books of&lt;br /&gt;philosophy, history, geometry and other [books].&amp;rdquo; (History of the Arabs and Muslims, Grade&lt;br /&gt;6, p. 134)&lt;br /&gt;2.&lt;br /&gt;The Jews in Modern Times&lt;br /&gt;References to modern-day Jews in the Palestinian textbooks:&lt;br /&gt;&amp;ldquo;1. Mention the attitude of the Ottoman State towards the greedy ambitions of the Jews&lt;br /&gt;regarding Palestine.&amp;rdquo; (Homework, National Education, Grade 7, p. 22)&lt;br /&gt;&amp;ldquo;The Jews saw her [a Palestinian teacher who helped the injured people in the village of Deir&lt;br /&gt;Yassin in the war of 1948] from afar saving an Arab youth, so they directed their fire towards&lt;br /&gt;her. A fatal bullet hit her and she fell as a martyr among the martyrs of Deir Yassin.&amp;rdquo; (Our&lt;br /&gt;Beautiful Language, Grade 7, pt. 1, p. 95)&lt;br /&gt;Page 9&lt;br /&gt;9&lt;br /&gt;&amp;ldquo;The coming of the Jewish throngs to Palestine continued until 1948 and their goal was&lt;br /&gt;taking over the Palestinian lands and then taking the original inhabitants&amp;rsquo; place after their&lt;br /&gt;expulsion or extermination.&amp;rdquo; (National Education, Grade 7, p. 20)&lt;br /&gt;&amp;ldquo;The submission of Palestine to the British Mandate at the beginning of the last century&lt;br /&gt;brought about the increase of the Palestinian industry&amp;rsquo;s backwardness as a result of putting&lt;br /&gt;obstacles such as: &amp;hellip; 4. the Jewish competition.&amp;rdquo; (Geography of Palestine, Grade 7, p. 60)&lt;br /&gt;Page 10&lt;br /&gt;10&lt;br /&gt;II.&lt;br /&gt;The Jews and Palestine&lt;br /&gt;Although they acknowledge Jewish ancient history in the land, the Palestinian textbooks ignore the&lt;br /&gt;historical links of the Jews to Palestine from the Roman period onwards. The return of the Jews to&lt;br /&gt;Palestine since the 16&lt;br /&gt;th&lt;br /&gt;century is described as infiltration. The Jews do not &amp;ldquo;deserve&amp;rdquo; Palestine. Jews&lt;br /&gt;are not counted among its inhabitants. Jewish holy places in Palestine are ignored or presented as&lt;br /&gt;Muslim holy places usurped by the Jews. The Jews&amp;rsquo; language - Hebrew - is not considered one of the&lt;br /&gt;languages of the land and is portrayed as a dialect.&lt;br /&gt;3.&lt;br /&gt;The Jews in Ancient Palestine&lt;br /&gt;The Jews, and their ancient kingdoms and dynasties, are referred to several times in the Palestinian&lt;br /&gt;textbooks as part of Palestine&amp;rsquo;s ancient history.&lt;br /&gt;&amp;ldquo;Palestine throughout the Ages&lt;br /&gt;&amp;hellip;The Jews &amp;ndash; the Kingdom of David 1000-923 BC&lt;br /&gt;The Northern Kingdom of Israel 923-722 BC&lt;br /&gt;The Kingdom of Judea 923-586 BC&amp;rdquo;&lt;br /&gt;(Excerpts from a historical table that appears twice:&lt;br /&gt;1. History of the Middle Ages, Grade 7, p. 105&lt;br /&gt;2. National Education, Grade 7, p. 3)&lt;br /&gt;&amp;ldquo;Jaffa is a harbor and a city in Palestine&amp;hellip; The Maccabeans and the Seleucids exchanged&lt;br /&gt;[authority over] it.&amp;rdquo; (Our Beautiful Language, Grade 6, pt. 1, p. 120)&lt;br /&gt;&amp;ldquo;There was between them [the Samaritans] and the Jews a strong enmity.&amp;rdquo; (Christian&lt;br /&gt;Education, Grade 7, p. 58)&lt;br /&gt;&amp;ldquo;The priests of the Jews accused Jesus of blasphemy.&amp;rdquo; (Christian Education, Grade 7, p.&lt;br /&gt;71)&lt;br /&gt;&amp;ldquo;After King Solomon the kingdom was split into two parts. Then came the king of Babylon,&lt;br /&gt;took over Jerusalem, destroyed the temple and the inhabitants were exiled to Babylon. The&lt;br /&gt;people lived a long [time] in exile. When they returned, they lived under the authority of a&lt;br /&gt;foreign rule (Persian, Greek, Roman) until the coming of Lord Christ. &amp;ldquo; (Christian Education,&lt;br /&gt;Grade 7, p. 19)&lt;br /&gt;4.&lt;br /&gt;The Jewish infiltration into Palestine in Modern Times&lt;br /&gt;&amp;ldquo;The Jewish infiltration into Palestine began [long] before the emergence of the Zionist&lt;br /&gt;political movement following the first Zionist Congress that was convened in the city of&lt;br /&gt;Basel in Switzerland in 1897. The first of these infiltrations took place at the&lt;br /&gt;beginning of the Ottoman rule in Palestine [in the 16&lt;br /&gt;th&lt;br /&gt;century] and brought about the&lt;br /&gt;formation of a Jewish community in the country. Most of it settled in the city of&lt;br /&gt;Jerusalem.&lt;br /&gt;&amp;ldquo;The number of Jews in Palestine was estimated in 1832 at about 1500. In 1860 their&lt;br /&gt;number became about 15 thousand. In 1881 their number reached approximately 22&lt;br /&gt;thousand and most of them were concentrated in Jerusalem. The abominable British&lt;br /&gt;Mandate and the unfortunate Balfour Declaration supported the Jewish immigration&lt;br /&gt;to Palestine and in 1944 the number of Arab inhabitants reached 1,363,387 and that&lt;br /&gt;of the Jews &amp;ndash; 614,229.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade&lt;br /&gt;11, p. 21)&lt;br /&gt;&amp;ldquo;The first wave of Jewish settlers from Russia arrived in Palestine in 1882 and the&lt;br /&gt;second wave was in 1905. The coming of the Jewish throngs to Palestine continued&lt;br /&gt;until 1948 and their goal was taking over the Palestinian lands and then taking the&lt;br /&gt;original inhabitants&amp;rsquo; place after their expulsion or extermination.&amp;rdquo; (National&lt;br /&gt;Education, Grade 7, p. 20)&lt;br /&gt;Page 11&lt;br /&gt;11&lt;br /&gt;&amp;ldquo;Let us clarify the development of the Jewish immigration to Palestine in the 19&lt;br /&gt;th&lt;br /&gt;and&lt;br /&gt;20&lt;br /&gt;th&lt;br /&gt;centuries, demonstrating the role of the British Mandate in this respect.&amp;rdquo;&lt;br /&gt;(Homework, The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 37)&lt;br /&gt;&amp;ldquo;&amp;hellip;collective immigration that is politically oriented with the objective of realizing&lt;br /&gt;planned goals and purposes, such as the immigration of the Jews of the world to&lt;br /&gt;Palestine.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 34)&lt;br /&gt;[Taken from &amp;ldquo;Zionism&amp;rdquo;]&lt;br /&gt;5.&lt;br /&gt;The Jews do not &amp;ldquo;Deserve&amp;rdquo; Palestine&lt;br /&gt;&amp;ldquo;The Balfour Declaration fits the saying &amp;lsquo;the one who does not own gave to the one who does&lt;br /&gt;not deserve.&amp;rsquo; Comment on this saying.&amp;rdquo; (National Education, Grade 7, p. 22)&lt;br /&gt;6.&lt;br /&gt;The Jews in Today&amp;rsquo;s Palestine&lt;br /&gt;The term &amp;ldquo;Palestine&amp;rdquo; in the Palestinian textbooks refers to the whole area stretching&lt;br /&gt;between the Jordan River and the Mediterranean Sea, including the territories of the State&lt;br /&gt;of Israel. In the following chart enumerating the inhabitants of this area today, one finds&lt;br /&gt;Israel&amp;rsquo;s Arab population and even the Palestinians living abroad, but not the 5.5 million&lt;br /&gt;Jewish inhabitants.&lt;br /&gt;&amp;ldquo;The Inhabitants of Palestine on 1.2.1999&lt;br /&gt;1. The West Bank&lt;br /&gt;1,973,000&lt;br /&gt;}&lt;br /&gt;2. Gaza&lt;br /&gt;1,113,000&lt;br /&gt;}36%&lt;br /&gt;3. The Palestinians of the Interior*&lt;br /&gt;1,094,000&lt;br /&gt;13%&lt;br /&gt;4. The Palestinians of the Diaspora&lt;br /&gt;4,419,000&lt;br /&gt;51%&lt;br /&gt;Total:&lt;br /&gt;8,598,000&lt;br /&gt;100%&amp;rdquo;&lt;br /&gt;(National Education, Grade 6, 2000, p. 11)&lt;br /&gt;*The term &amp;ldquo;the interior&amp;rdquo; [al-dakhel] is commonly used by the Palestinians to denote the territory of the&lt;br /&gt;State of Israel without having to name it as such. The expression &amp;ldquo;the Palestinians of the interior&amp;rdquo;&lt;br /&gt;refers to the Arab citizens of Israel.&lt;br /&gt;The only mention of the Jewish population in the region is to explain its increase as a result of&lt;br /&gt;immigration, ignoring natural growth.&lt;br /&gt;&amp;ldquo;Immigration constitutes the fundamental factor of the Jewish population growth in&lt;br /&gt;Palestine.&amp;rdquo;&lt;br /&gt;(Principles in Human Geography, Grade 6, p. 23)&lt;br /&gt;&amp;ldquo;The Jewish settler immigration.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education,&lt;br /&gt;Grade 11, p. 9)&lt;br /&gt;The Jewish presence in the country is ignored as well in all the maps where cities established by&lt;br /&gt;Jews, such as Tel Aviv, never appear. This is also the case with roads and railroads constructed by&lt;br /&gt;Israel. Below are several maps &amp;ndash; some of many &amp;ndash; which illustrate this.&lt;br /&gt;Page 12&lt;br /&gt;12&lt;br /&gt;Mathematics, Grade 2, pt. 1, p. 118&lt;br /&gt;&amp;ldquo; I will look at the map of Palestine and&lt;br /&gt;the four points of the compass.&amp;rdquo;&lt;br /&gt;Geography of Palestine, Grade 7, p. 74&lt;br /&gt;&amp;ldquo;Map of transportation in Palestine&amp;rdquo;&lt;br /&gt;7.&lt;br /&gt;The Holy Places&lt;br /&gt;The holy places in Palestine are exclusively Christian and Muslim. No Jewish holy places are&lt;br /&gt;mentioned as such in the Palestinian textbooks. The ones that are mentioned are presented as Muslim&lt;br /&gt;holy places threatened by Judaization.&lt;br /&gt;&amp;ldquo;The Christian Holy Places in Palestine&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 64)&lt;br /&gt;&amp;ldquo;The Muslim Holy Places in Palestine&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 67)&lt;br /&gt;These are two sections of a chapter about the holy places in Palestine. There is no third section about&lt;br /&gt;the Jewish holy places in the country.&lt;br /&gt;&amp;ldquo;Activity 3: We will collect photographs of the Muslim and Christian holy places in Palestine&lt;br /&gt;and assort them on a cardboard sheet.&amp;rdquo; (National Education, Grade 6 (2000), p. 14)&lt;br /&gt;&amp;ldquo;Jerusalem&amp;hellip; is the focus of attention of the world because of the Muslim and Christian holy&lt;br /&gt;places there.&amp;rdquo; (Geography of Palestine, Grade 7, p. 76)&lt;br /&gt;&amp;ldquo;Activity 2: Let us prepare a report about the city of noble Jerusalem and the most important&lt;br /&gt;Muslim and Christian holy places there, based on one of the Internet sites, and read it to the&lt;br /&gt;students as one of the activities.&amp;rdquo; (Civic Education, Grade 7, p. 37)&lt;br /&gt;Page 13&lt;br /&gt;13&lt;br /&gt;&amp;ldquo;C. The Sanctuary of Abraham&lt;br /&gt;Abraham erected it. Within it there is the Cave of the Machpelah which includes the tombs of&lt;br /&gt;our lord Abraham and his wife Sarah, Isaac and his wife Rebecca, and Jacob and his wife&lt;br /&gt;Leah.&amp;rdquo; (National Education, Grade 7, p. 68)&lt;br /&gt;The Machpelah sanctuary is holy to the Jews as well, which is not mentioned here. Rather, the Jews&lt;br /&gt;are accused of attempting to Judaize Muslim holy places.&lt;br /&gt;&amp;ldquo;The attempt to Judaize some of the Muslim religious places like the Mosque of&lt;br /&gt;Abraham [the Machpelah sanctuary] and the Mosque of Bilal Bin Rabbah.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 55)&lt;br /&gt;Bilal Bin Rabbah was one of Prophet Muhammad&amp;rsquo;s&lt;br /&gt;companions.&lt;br /&gt;&amp;ldquo;The Mosque of Bilal Bin Rabbah&lt;br /&gt;(Bethlehem)&amp;rdquo; (National Education, Grade 7&lt;br /&gt;(2001), p. 54)&lt;br /&gt;The inscription under the photograph below of&lt;br /&gt;Rachel&amp;rsquo;s Tomb, in Bethlehem, a holy place for the&lt;br /&gt;Jews. In a previous textbook, this holy place was&lt;br /&gt;still called:&lt;br /&gt;&amp;ldquo;The Tomb of Rachel: mother of our lord&lt;br /&gt;Joseph and wife of Jacob.&amp;rdquo; (Palestinian&lt;br /&gt;National Education, Grade 6 (1996), p.&lt;br /&gt;89)&lt;br /&gt;&amp;ldquo;Several Palestinian, Arab and Islamic&lt;br /&gt;centers and associations are working for the&lt;br /&gt;revival of the Palestinian Arab heritage in order to safeguard the Arab character of&lt;br /&gt;Palestine, and of Jerusalem in particular. They have issued educational brochures&lt;br /&gt;and publications defending Palestine and its heritage, such as:&lt;br /&gt;Al-Buraq Wall &amp;ndash; The Wailing Wall [Ha&amp;rsquo;it al-Mabka]&lt;br /&gt;The Mosque of Bilal Bin Rabbah &amp;ndash; Rachel&amp;rsquo;s Dome [Qubbat Rahil].&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 56)*&lt;br /&gt;*[According to Muslim belief, the Prophet Muhammad tied his heavenly beast, al-Buraq, to the Wailing&lt;br /&gt;Wall while ascending to Heaven during the night of al-Israa and al-Mi&amp;rsquo;raj. For the Jews, the Wailing&lt;br /&gt;Wall (Western Wall) is the only remaining part of their ancient Temple that was destroyed by the&lt;br /&gt;Romans in AD 70. As such, it is considered the holiest Jewish place of worship today.]&lt;br /&gt;&amp;ldquo;&amp;hellip; the Jews&amp;rsquo; attempts at controlling the al-Buraq Wall.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 21)&lt;br /&gt;Page 14&lt;br /&gt;14&lt;br /&gt;8.&lt;br /&gt;The Hebrew Language&lt;br /&gt;There is a case where the Hebrew part of an inscription is deleted from a stamp of British Mandate&lt;br /&gt;Palestine and another case where the Hebrew language is&lt;br /&gt;referred to as a dialect.&lt;br /&gt;&amp;ldquo; Exercise 2: Draw a line between the word and the picture.&lt;br /&gt;Jebus, Gaza, Land of Canaan.&amp;rdquo; (National Education, Grade 2,&lt;br /&gt;pt 1, 2001, p. 7)&lt;br /&gt;The stamp in the Palestinian textbook bears inscriptions in English and Arabic&lt;br /&gt;only, whereas the original one &amp;ndash; like all other official documents of the&lt;br /&gt;Mandate Government of Palestine &amp;ndash; bore inscriptions in the three official&lt;br /&gt;languages of that time, namely, English, Arabic and Hebrew. The inscription in&lt;br /&gt;Hebrew was deleted as can be seen in the photograph of the original stamp:&lt;br /&gt;&amp;ldquo;C. Attempts at obliterating the artistic [Palestinian] heritage [by&lt;br /&gt;Israel], such as:&lt;br /&gt;a.&lt;br /&gt;transplanting the genuine Arabic songs and melodies into the Hebrew&lt;br /&gt;dialect [lahjah], or mixing them with Hebrew songs, such as the song&lt;br /&gt;&amp;rsquo;Alluma &amp;lsquo;alluma&amp;rdquo;. (National Education, Grade 7, p. 55)&lt;br /&gt;Page 15&lt;br /&gt;15&lt;br /&gt;III. Zionism&lt;br /&gt;Zionism, the Jewish national movement in modern times, is referred to in the textbooks several&lt;br /&gt;times, almost always in a negative context. The sole exception is the following quote which just&lt;br /&gt;mentions it, with no further elaboration:&lt;br /&gt;&amp;ldquo;Unit 1: The Palestinian Society&lt;br /&gt;Goals of the Unit: &amp;hellip;&lt;br /&gt;1. Understanding the following concepts and terms: natural borders, Zionism, &amp;hellip;&amp;rdquo; (National&lt;br /&gt;Education, Grade 6 (2000), p. 2).&lt;br /&gt;This is the only reference to Zionism in the book and no other information about Zionism is given to the&lt;br /&gt;student.&lt;br /&gt;&amp;ldquo;The Zionist colonial greedy ambitions in Palestine began in the year 1882. These greedy&lt;br /&gt;ambitions increased after the convention of the first Zionist congress in the city of Basel in&lt;br /&gt;Switzerland in the year 1897, as this congress, headed by Theodor Herzl, encouraged&lt;br /&gt;immigration to Palestine&amp;hellip; The Zionist greedy ambitions increased [further] with the support&lt;br /&gt;of British imperialism, as the foreign minister of Britain, Lord Balfour, issued his declaration&lt;br /&gt;on November 2, 1917, which called for granting the Jews a national home in Palestine.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 20)&lt;br /&gt;&amp;ldquo;The Palestinians resisted the British occupation of Palestine, which started in 1917, with&lt;br /&gt;several revolts, protesting the British practices and the Zionist greedy ambitions&amp;hellip; [In 1948]&lt;br /&gt;the Zionist terrorist organizations forced thousands of Palestinians to leave their country&lt;br /&gt;under the threat of arms, which led to the emergence of the refugee problem.&amp;rdquo; (National&lt;br /&gt;Education, Grade 7, p. 21)&lt;br /&gt;&amp;ldquo;At that time the dream of Israel and Zionism became realized, as the United Nations&lt;br /&gt;Organization decided to partition Palestine in 1947 into two states: Arab and Jewish.&lt;br /&gt;It was accompanied by Britain&amp;rsquo;s notification of ending its Mandate over Palestine on&lt;br /&gt;the 15 of May 1948, after it had enabled the Jews to control and seize 77% of&lt;br /&gt;Palestine&amp;rsquo;s area in the war of 1948 and to expel half of its Arab population.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 21)&lt;br /&gt;&amp;ldquo;[The village of] al-Qastal faced Zionist aggression [in 1948]&amp;hellip;&amp;rdquo; (National Education,&lt;br /&gt;Grade 7, p. 23)&lt;br /&gt;&amp;ldquo;The occupation of the West Bank and the Gaza Strip in 1967 brought about the fall&lt;br /&gt;of the whole of Palestine under Zionist control.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 21)&lt;br /&gt;&amp;ldquo;Earnest work to protect the cultural identity of the Palestinian people against the Zionist&lt;br /&gt;assaults&amp;hellip;&amp;rdquo; (From the resolutions of the Islamic Organization for Education, Science&lt;br /&gt;and Culture as quoted in: National Education, Grade 7, p. 57)&lt;br /&gt;Page 16&lt;br /&gt;16&lt;br /&gt;P&lt;br /&gt;ART&lt;br /&gt;T&lt;br /&gt;WO&lt;br /&gt;: I&lt;br /&gt;SRAEL&lt;br /&gt;IV.&lt;br /&gt;Israel&amp;rsquo;s Image&lt;br /&gt;Israel&amp;rsquo;s image in the Palestinian textbooks is wholly negative. Israel alone is responsible for the results&lt;br /&gt;of the 1948 war. Israel is presented not as a legitimate neighbor who has its own legitimate rights and&lt;br /&gt;interests, but rather as an evil power whose policies and actions are all directed against Palestinian&lt;br /&gt;survival and well-being. The contribution of the Palestinians themselves to the conflict is ignored.&lt;br /&gt;9.&lt;br /&gt;Expulsion and Extermination&lt;br /&gt;The war of 1948, which was started by the Arab side, and its tragic results for the Palestinians, are&lt;br /&gt;depicted as a predetermined operation by the Jews, with the aim of occupying the land and&lt;br /&gt;exterminating and expelling the Palestinians. Such motives are attributed to Israel today as well, as&lt;br /&gt;inferred from the last quote in this section.&lt;br /&gt;&amp;ldquo;The coming of the Jewish throngs to Palestine continued until 1948 and their goal&lt;br /&gt;was taking over the Palestinian lands and then taking the original inhabitants&amp;rsquo; place&lt;br /&gt;after their expulsion or extermination.&amp;rdquo; (National Education, Grade 7, p. 20)&lt;br /&gt;&amp;ldquo;The Palestinian people were expelled from their land as a result of the Israeli occupation of&lt;br /&gt;Palestine, [they] faced massacres and were forced to emigrate to the neighboring countries.&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 13)&lt;br /&gt;&amp;ldquo;She did not find the girls who had been her students&amp;hellip; They were body parts thrown here&lt;br /&gt;and there on a ground that every inch thereof had become wet by blood&amp;hellip; The enemy turned&lt;br /&gt;to the houses, which were empty of their folks, plundering and carrying off whatever they&lt;br /&gt;could carry from the village that became a cemetery after it had been a village&amp;hellip; Hayat went&lt;br /&gt;out of the slaughtered village&amp;hellip; The Jews saw her from afar saving an Arab youth, so they&lt;br /&gt;directed their fire towards her. A fatal bullet hit her and she fell as a martyr among the&lt;br /&gt;martyrs of Deir Yassin.&amp;rdquo; (Our Beautiful Language, Grade 7, pt. 1, pp. 94-95)&lt;br /&gt;&amp;ldquo;Human rights are divided into several categories. Among them [are the following ones]:&lt;br /&gt;1.&lt;br /&gt;Absolute rights, such as the right of life and [of] no torture.&lt;br /&gt;2.&lt;br /&gt;Basic rights, such as the right of work, food, domicile and [of] living in a clean&lt;br /&gt;environment.&lt;br /&gt;Evidently, the states of the world vary from one another regarding the level of their&lt;br /&gt;commitment to the realization of these rights and granting them to their citizens. An example&lt;br /&gt;of that is what the Palestinian people is exposed to, i.e., violation of its rights, whether&lt;br /&gt;absolute or basic.&amp;rdquo; (Civic Education, Grade 7, p.44)&lt;br /&gt;10.&lt;br /&gt;Destruction of Villages&lt;br /&gt;The 1948 war bore devastating results for the Palestinians. The mass exodus of Palestinians and the&lt;br /&gt;inpouring of hundreds of thousands of Jewish refugees from the Arab states and from post-war Europe&lt;br /&gt;have transformed the characteristics of the land. The newcomers settled in or near the deserted Arab&lt;br /&gt;houses. Again, this development is depicted in the Palestinian textbooks as a predetermined operation&lt;br /&gt;on the part of Israel.&lt;br /&gt;&amp;ldquo;As a result of the Arab-Israeli war in 1948, 479 Palestinian villages out of 807 came under&lt;br /&gt;Israeli occupation. Of these villages, over 370 were destroyed between the years 1948-1950&amp;hellip;&lt;br /&gt;Some of the Palestinian villages were destroyed and [Jewish] settlements were established on&lt;br /&gt;them. [There are] villages that were not completely destroyed and Jewish families settled&lt;br /&gt;there after they had been totally emptied of their original inhabitants. In some villages that&lt;br /&gt;were destroyed some contours of the old houses are still visible after the expulsion of their&lt;br /&gt;inhabitants&amp;rdquo;. (National Education, Grade 7, p. 55)&lt;br /&gt;&amp;ldquo;Mention the names of Palestinian villages whose inhabitants were expelled or that were&lt;br /&gt;destroyed by the Israelis.&amp;rdquo; (Assignment, National Education, Grade 7, p. 56)&lt;br /&gt;Page 17&lt;br /&gt;17&lt;br /&gt;&amp;ldquo;I will copy to my copybook and answer by &amp;lsquo;yes&amp;rsquo; or &amp;lsquo;no&amp;rsquo;:&lt;br /&gt;Among the Palestinian villages that were destroyed and have become part of the Jewish&lt;br /&gt;residential areas are the village of Deir Yassin &amp;ndash; Jerusalem district, and the villages of&lt;br /&gt;Salamah and al-Khayriyyah &amp;ndash; Jaffa district.&amp;rdquo; (Homework, National Education, Grade 7, p.&lt;br /&gt;57)&lt;br /&gt;&amp;ldquo;Let us collect information about&amp;hellip; some of the Palestinian villages and places that the&lt;br /&gt;Israelis have destroyed.&amp;rdquo; (Homework, National Education, Grade 7, p. 57)&lt;br /&gt;&amp;ldquo;Let us recount the names of some of the Palestinian villages that the Israelis have destroyed,&lt;br /&gt;removed their marks and established settlements and residential concentrations on their&lt;br /&gt;land.&amp;rdquo; (Homework, National Education, Grade 7, p. 54)&lt;br /&gt;&amp;ldquo;Israel followed a new policy in occupying the Palestinian lands &amp;ndash; the establishment of&lt;br /&gt;agricultural, industrial and residential settlements.&amp;rdquo; (National Education, Grade 6 (2000),&lt;br /&gt;p. 16)&lt;br /&gt;&amp;ldquo;A large portion of the Palestinian lands has been confiscated for the construction of [Jewish]&lt;br /&gt;settlements. How could we oppose that?&amp;rdquo; (Islamic Education, Grade 6, pt. 1, p. 68)&lt;br /&gt;11.&lt;br /&gt;The Refugee Problem&lt;br /&gt;According to the Palestinian textbooks, Israel is the sole responsible party for the refugee problem. The&lt;br /&gt;textbooks ignore several important facts in this context, of which the main one is that Israel did not&lt;br /&gt;start the war that created the problem. They also ignore the fact that many Palestinians chose not to&lt;br /&gt;flee and remained under Israeli rule, and that many other Palestinians left their homes already in the&lt;br /&gt;early phases of the war &amp;ndash; before Israel&amp;rsquo;s victory became evident. According to the Palestinian&lt;br /&gt;textbooks, Israel is also responsible for a second wave of Palestinian refugees, a smaller one this time,&lt;br /&gt;following its occupation of the West Bank and Gaza in 1967. This argument is presented even though&lt;br /&gt;the war was short and did not destroy Arab villages and towns, and those who chose to leave were&lt;br /&gt;asked to sign a document stating that they were doing so out of their own free will.&lt;br /&gt;&amp;ldquo;The Palestinian resistance in 1947-1948, following the resolution to partition Palestine into&lt;br /&gt;an Arab state and a Jewish one. This resolution was issued by the United Nations on&lt;br /&gt;November 29, 1947. Among the most famous battles fought by the Palestinians is the battle&lt;br /&gt;of al-Qastal&amp;hellip; in addition to battles in the other Palestinian places. Following these battles,&lt;br /&gt;the Zionist terrorist organizations forced thousands of Palestinians to leave their country&lt;br /&gt;under the threat of arms, which led to the creation of the refugee problem.&amp;rdquo; (National&lt;br /&gt;Education, Grade 7, p. 21)&lt;br /&gt;&amp;ldquo;The Israeli occupation destroyed most of the Palestinian villages and cities, expelled the&lt;br /&gt;Palestinian inhabitants and forced them to leave their lands and villages.&amp;rdquo; (National&lt;br /&gt;Education, Grade 6 (2000), p. 16)&lt;br /&gt;&amp;ldquo;The occupation of the West Bank and the Gaza Strip [by Israel] in the year 1967 also&lt;br /&gt;led to &amp;hellip; the second Palestinian compulsory emigration in which the number of&lt;br /&gt;emigrants from the West Bank exceeded 350 thousands.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 21)&lt;br /&gt;&amp;ldquo;Compulsory emigration is forcing individuals and groups to leave their country as a result of&lt;br /&gt;wars and occupation, like the compulsory emigration of large numbers of the Palestinian&lt;br /&gt;people in the years 1948, 1967. In the wake of the 1948 war more than three quarters of a&lt;br /&gt;million Palestinians were dispersed outside their homeland in the adjacent areas, in order to&lt;br /&gt;remain close to their houses and lands, hoping to return shortly. This dispersion assumed&lt;br /&gt;painful forms as the refugees lived in temporary camps, schools, deserted houses, caves and&lt;br /&gt;tents. The number of the Palestinian refugees was more than tripled during the 44 years&lt;br /&gt;between 1950-1994.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;34)&lt;br /&gt;Page 18&lt;br /&gt;18&lt;br /&gt;&amp;ldquo;Emigration Motives&lt;br /&gt;3.&lt;br /&gt;Natural, such as&amp;hellip; [natural] disasters or draught&amp;hellip;&lt;br /&gt;4.&lt;br /&gt;Economic and social, such as lacking job opportunities and services&amp;hellip;&lt;br /&gt;5.&lt;br /&gt;Political, as the Palestinians faced compulsory emigration following the wars of 1948&lt;br /&gt;and 1967.&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 36)&lt;br /&gt;&amp;ldquo;There are numerous reasons for emigration the most important of which are: &amp;hellip; Wars: like&lt;br /&gt;the war of Palestine that made a large number of Palestinians emigrate outside their land.&amp;rdquo;&lt;br /&gt;(Principles in Human Geography, Grade 6, p.22)&lt;br /&gt;&amp;ldquo;Wars play a role in making the inhabitants emigrate to new places&amp;hellip; as happened in the&lt;br /&gt;years 1948, 1967 when a large number of the inhabitants of Palestine were made to&lt;br /&gt;emigrate.&amp;rdquo; (Principles in Human Geography, Grade 6, p. 33)&lt;br /&gt;&amp;ldquo;Activity 2: I will discuss in class:&lt;br /&gt;1.&lt;br /&gt;The compulsory emigrations forced upon the Palestinian people.&lt;br /&gt;2.&lt;br /&gt;The demographic results that followed.&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 44)&lt;br /&gt;&amp;ldquo;Who is more numerous: the Palestinians in Palestine or the Palestinians in the Diaspora?&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 43)&lt;br /&gt;&amp;ldquo;Let us be helped by our acquaintances and relatives in order to get acquainted with the&lt;br /&gt;Palestinian towns from which some of us have been made to emigrate, and let us talk about&lt;br /&gt;them in class to our colleagues.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education,&lt;br /&gt;Grade 11, p. 37)&lt;br /&gt;&amp;ldquo;Let the pupils collect pictures of various Palestinian refugee camps and put them on a wall&lt;br /&gt;board inside the class.&amp;rdquo; (Assignment, National Education, Grade 2 (2001), pt. 1, p. 36)&lt;br /&gt;12.&lt;br /&gt;Robbery of Lands and Water&lt;br /&gt;There is no reference in the textbooks to international and bilateral treaties and accords which have&lt;br /&gt;determined the allocation of land and water by mutual agreement between Israel and the Palestinians.&lt;br /&gt;Examples of these are: the Israeli-Palestinian Interim Agreement on the West Bank and the Gaza Strip,&lt;br /&gt;1995, Article XI; Apppendix I Article 40, and the Israel-Jordan Peace Treaty 1994, Annex II.&lt;br /&gt;&amp;ldquo;When we look at the Palestinian natural resources we could say that they are poor and the&lt;br /&gt;larger part of the lands, water and shores is still subject to occupation in one way or&lt;br /&gt;another.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 124)&lt;br /&gt;&amp;ldquo;In the case of our country, Palestine, this interaction [between the inhabitants&amp;rsquo; efforts and&lt;br /&gt;the available resources] faces challenges of which the most important ones are: &amp;hellip; overcoming&lt;br /&gt;the limitedness of the natural resources that suffer from Israeli plunder.&amp;rdquo; (The Palestinian&lt;br /&gt;Society &amp;ndash; Demographic Education, Grade 11, p. 134)&lt;br /&gt;&amp;ldquo;&amp;hellip; Palestine who suffers from&amp;hellip; dangerous and destructive problems such as the robbery of&lt;br /&gt;the land where spoils have been distributed by the occupation [authorities] among the&lt;br /&gt;settlers, the military bases, the military closed areas, etc., and the robbery of ground and&lt;br /&gt;surface water of which nothing has been left, except for [few] drops for domestic consumption&lt;br /&gt;or agriculture.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 67)&lt;br /&gt;&amp;ldquo;The political factor was the most important and the gravest one regarding the use of lands in&lt;br /&gt;the [West] Bank and the [Gaza] Strip. The occupation [authorities] confiscated about 25% of&lt;br /&gt;the [West] Bank lands and also prevented the inhabitants of the [Gaza] Strip from utilizing&lt;br /&gt;nearly 22% of the [Gaza] Strip lands [to become part of] settlements and security areas&lt;br /&gt;connected with them. The occupation [authorities] presented these lands, of which the&lt;br /&gt;Page 19&lt;br /&gt;19&lt;br /&gt;majority was state land, to the settlers as a gift.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic&lt;br /&gt;Education, Grade 11, p. 74)&lt;br /&gt;&amp;ldquo;&amp;hellip; The agricultural and residential land acreage that is available to the Palestinians is&lt;br /&gt;dwindling continuously as a result of Israel&amp;rsquo;s continuing confiscation of land for the benefit of&lt;br /&gt;its settlement project.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;126)&lt;br /&gt;&amp;ldquo;&amp;hellip; The exploitation of the large water resources in the [West] Bank and the [Gaza] Strip for&lt;br /&gt;the benefit of the settlers and other Israelis at the expense of the Palestinian citizens.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 78)&lt;br /&gt;&amp;ldquo;The consumption of water in the [West] Bank and the [Gaza] Strip is affected by&amp;hellip; Israeli&lt;br /&gt;control over the utilization of these resources and over the distribution of water&amp;hellip; This control&lt;br /&gt;is plainly visible in the utilization of ground water, especially for agricultural purposes,&lt;br /&gt;whereas the Palestinians are prevented from digging wells more than 150 m deep while the&lt;br /&gt;settlers are permitted to use wells more than 600 m deep.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 81)&lt;br /&gt;&amp;ldquo;Agriculture [in the Gaza Strip] suffers from over-pumping of water in the Israeli settlements&lt;br /&gt;that have been established on the lands of the [Gaza] strip.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 20)&lt;br /&gt;&amp;ldquo;Israel pumps out water from the Jordan river and its tributaries to the Negev&amp;hellip; and the&lt;br /&gt;Israeli settlements in the West Bank also pump out from the river about 550-600 million&lt;br /&gt;cubic meters a year.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 79)&lt;br /&gt;13.&lt;br /&gt;Demolition and Uprooting&lt;br /&gt;The political and moral dilemmas accompanying the violent confrontation between Israel and the&lt;br /&gt;Palestinians over land, are not addressed. The case of the other side is not presented. Stereotypes,&lt;br /&gt;instilling resentment, are presented to young children of six and seven years old.&lt;br /&gt;&amp;ldquo;Let us answer the two questions in writing:&lt;br /&gt;&amp;ldquo;What are the&lt;br /&gt;workers doing?&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 2, pt. 1, p.88)&lt;br /&gt;Page 20&lt;br /&gt;20&lt;br /&gt;&amp;ldquo;What is the&lt;br /&gt;bulldozer doing?&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 2, pt. 1, p.88)&lt;br /&gt;&amp;ldquo;Let us express&lt;br /&gt;orally the following:&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 2, pt. 1, p. 78)&lt;br /&gt;&amp;ldquo;Let us express&lt;br /&gt;orally what is taking&lt;br /&gt;place in the picture:&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 1, pt. 1, p. 90)&lt;br /&gt;&amp;ldquo;The occupiers have not encouraged olive tree growing.&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 6, pt. 1, p. 86)&lt;br /&gt;14.&lt;br /&gt;Loss and Pain&lt;br /&gt;The present conflict with all its entailed suffering to both parties is presented in a one-sided manner.&lt;br /&gt;There is a clear dichotomy in the Palestinian textbooks between the suffering Palestinian and the&lt;br /&gt;Israeli who is always the one that inflicts suffering.&lt;br /&gt;Page 21&lt;br /&gt;21&lt;br /&gt;&amp;ldquo;Activity&lt;br /&gt;Having learned history and experienced events and realities in&lt;br /&gt;which we live:&lt;br /&gt;1. Mention some violent incidents to which our people was exposed on the&lt;br /&gt;enemies&amp;rsquo; part.&lt;br /&gt;2. How do the enemies and occupiers treat the people of the occupied lands?&lt;br /&gt;3. How were the Muslims treating the people of the conquered lands?&amp;rdquo;&lt;br /&gt;(Islamic Education, Grade 6, pt. 2, p. 84)&lt;br /&gt;&amp;ldquo;This important location of Jericho has been [the source of both] blessing and misfortune.&lt;br /&gt;Difficulty and ease have come upon it consecutively, as happened during the Israeli&lt;br /&gt;occupation in 1967, when it was among the cities of our country Palestine that [suffered] loss&lt;br /&gt;and pain most.&amp;rdquo; (Our Beautiful Language, Grade 7, pt. 1, p. 34)&lt;br /&gt;&amp;ldquo;The Intifadah Hymn&lt;br /&gt;We are burying the child in no hurry&amp;hellip;&lt;br /&gt;The mother and the small child may die&amp;hellip;&lt;br /&gt;And the middle-aged man suffers in the cell of the great prison&amp;hellip;&amp;rdquo;&lt;br /&gt;(Excerpts, Our Beautiful Language, Grade 6, pt. 1, pp. 130-131)&lt;br /&gt;&amp;ldquo;From the &amp;lsquo;Prison Literature&amp;rsquo;*&lt;br /&gt;A boy of fourteen [years of age]&amp;hellip; when he entered the cell he looked behind him as if he was&lt;br /&gt;registering the closing of the door&amp;hellip; He rubbed his hands nervously and sat on the edge of&lt;br /&gt;the iron bed&amp;hellip; &amp;lsquo;Where are you coming from?&amp;rsquo; I asked him. &amp;hellip; &amp;lsquo;I was in the &amp;lsquo;slaughterhouse&amp;rsquo;&lt;br /&gt;thirteen days.&amp;rsquo;&lt;br /&gt;[A note in the text:] &amp;lsquo;slaughterhouse&amp;rsquo; &amp;ndash; the interrogation place. It is a nickname given by the&lt;br /&gt;prisoners to that place because of the interrogators&amp;rsquo; cruelty.&amp;rdquo; (Our Beautiful Language,&lt;br /&gt;Grade 6, pt. 1, pp. 124-125)&lt;br /&gt;*The &amp;ldquo;Prison Literature&amp;rdquo; is a Palestinian literary genre which deals with the life of Palestinian prisoners&lt;br /&gt;in Israeli jails.&lt;br /&gt;&amp;ldquo;A Visit to the Negev Prison&lt;br /&gt;&amp;hellip; They waited a long time in front of the prison gates. After three hours one of the soldiers&lt;br /&gt;peeped out at them and said: &amp;lsquo;visits are prohibited today&amp;rsquo;.&amp;rdquo;&lt;br /&gt;(Our Beautiful Language, Grade 2, pt. 1, p. 72.)&lt;br /&gt;15.&lt;br /&gt;Restrictions and Discrimination&lt;br /&gt;Security measures resulting from the conflict and sometimes even legal measures applicable to all&lt;br /&gt;Israeli citizens, such as building restrictions, are depicted as anti-Palestinian policies.&lt;br /&gt;&amp;ldquo;In some other Palestinian villages and cities restrictions have been imposed upon the&lt;br /&gt;inhabitants and they have been prevented from building, like Jaffa, Lyda, Ramle, Acre and&lt;br /&gt;the villages of Galilee, the Triangle and the Negev.&amp;rdquo; (National Education, Grade 7, p. 55)&lt;br /&gt;Page 22&lt;br /&gt;22&lt;br /&gt;&amp;ldquo;Clarify the policy that is pursued by Israel against the Palestinian people following its&lt;br /&gt;occupation of Palestine.&amp;rdquo; (National Education, Grade 6 (2000), p. 18)&lt;br /&gt;The accusation of racial discrimination was leveled implicitly in a 1995 schoolbook of Palestinian&lt;br /&gt;National Education. This accusation was dropped in the 1996 and the 2000 editions.&lt;br /&gt;&amp;ldquo;Clarify the meaning of racial discrimination by illustrating [it] with an example that applies&lt;br /&gt;to the Palestinian specific case.&amp;rdquo; (Palestinian National Education, Grade 6 (1995), p. 55)&lt;br /&gt;16.&lt;br /&gt;Obliteration of National Identity&lt;br /&gt;Israel is accused of attempting to obliterate the national identity of the Palestinians in various ways.&lt;br /&gt;&amp;ldquo;The Palestinian people are a people who takes pride in their heritage and culture which they&lt;br /&gt;have inherited from its ancestors a generation after another, especially when the interest in&lt;br /&gt;the Palestinian popular heritage has become a pressing necessity because of what this&lt;br /&gt;heritage is facing during the occupation, i.e., the attempts to obliterate the Palestinian&lt;br /&gt;identity and to dissolve the components of Arab heritage and personality.&amp;rdquo; (National&lt;br /&gt;Education, Grade 7, p. 44)&lt;br /&gt;&amp;ldquo;The attempts to obliterate the Palestinian heritage&amp;hellip; such as changing the names of&lt;br /&gt;Palestinian villages, cities, places and topographic objects into Hebrew names, like the &amp;lsquo;Awja&lt;br /&gt;river whose name has become Yarkon&amp;hellip; [and] taking over some of the Palestinian popular&lt;br /&gt;costumes and embroidery and presenting them at international fashion exhibitions as Israeli&lt;br /&gt;heritage and costumes.&amp;rdquo; (National Education, Grade 7, p. 55)&lt;br /&gt;&amp;ldquo;C. Attempts at obliterating the artistic [Palestinian] heritage [by Israel], such as:&lt;br /&gt;1. transplanting the genuine Arabic songs and melodies into the Hebrew dialect&lt;br /&gt;[lahjah], or mixing them with Hebrew songs, such as the song &amp;rsquo;Alluma&lt;br /&gt;&amp;lsquo;alluma&amp;rdquo;. (National Education, Grade 7, p. 55)&lt;br /&gt;&amp;ldquo;Palestine&amp;rsquo;s heritage and culture: the resolutions of the Islamic Organization for Education,&lt;br /&gt;Science and Culture:&lt;br /&gt;1. Working earnestly in order to protect the cultural identity of the Palestinian&lt;br /&gt;people against Zionist assaults and the continuing attempts to obliterate the&lt;br /&gt;Islamic culture.&lt;br /&gt;2. Preparing an encyclopedia of Islamic antiquities and historical sites in noble&lt;br /&gt;Jerusalem and the rest of Palestine&amp;hellip;&lt;br /&gt;3. Conducting a comprehensive survey of all the buildings that have been&lt;br /&gt;destroyed.&lt;br /&gt;4. Creating time schedules for the restoration, reconstruction and protection of&lt;br /&gt;these buildings as well as for keeping the Islamic character of Palestine in&lt;br /&gt;general.&lt;br /&gt;5. Teaching history and geography of Palestine in all educational levels at the&lt;br /&gt;schools of the Islamic countries.&lt;br /&gt;6. &amp;hellip; Propagating the map of noble Jerusalem, with its Arab place-names, on a&lt;br /&gt;wide scope, in order to resist Judaization and to protect the [Arab] heritage.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 57)&lt;br /&gt;&amp;ldquo;[Israeli] attempts at obliterating the artistic [Palestinian] heritage:&lt;br /&gt;&amp;hellip;Setting fire to the antique pulpit of Saladin in the al-Aqsa Mosque.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 55)*&lt;br /&gt;*In 1969 a mentally-ill Christian Australian tourist set fire to the al-Aqsa Mosque and burned the said&lt;br /&gt;wooden pulpit.&lt;br /&gt;&amp;ldquo;Destruction and theft of Arabic and Islamic manuscripts, especially at the al-Aqsa Mosque.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 55)&lt;br /&gt;Page 23&lt;br /&gt;23&lt;br /&gt;&amp;ldquo;The Judaization of Jerusalem and the dissolution of the Palestinian identity of its&lt;br /&gt;inhabitants.&amp;rdquo; (National Education, Grade 6 (2000), p. 17)&lt;br /&gt;17.&lt;br /&gt;Taking Over of Holy Places&lt;br /&gt;The Palestinian textbooks refer to the Jewish holy places in the Holy Land as Muslim holy places only&lt;br /&gt;and consider the Jews&amp;rsquo; worship there as an attempt to Judaize them.&lt;br /&gt;The al-Buraq Wall referred to below, to which the Prophet Muhammad tied his heavenly beast, al-&lt;br /&gt;Buraq, while ascending to Heaven according to Muslim belief, is the Wailing Wall, the only visible&lt;br /&gt;remnant of the Jewish Temple, destroyed by the Romans in AD 70. It has been the holiest place of&lt;br /&gt;worship for the Jews since then.&lt;br /&gt;The Mosque of Abraham is the Tomb of the Patriarchs (the Machpelah sanctuary), holy to both Jews&lt;br /&gt;and Muslims. In the past Jews were forbiden to enter it. Now it is open to both Muslims and Jews.&lt;br /&gt;The Mosque of Bilal Bin Rabbah, one of Prophet Muhammad&amp;rsquo;s Companions, is actually Rachel&amp;rsquo;s Tomb&lt;br /&gt;in Bethlehem, a place holy to the Jews. Until recently the Palestinians themselves described the site as&lt;br /&gt;Rachel&amp;rsquo;s Tomb, as indeed appears in a former Palestinian textbook from 1996 &amp;ndash; Palestinian National&lt;br /&gt;Education, Grade 6, p. 89. In textbooks published now it is referred to as the Mosque of Bilal Bin&lt;br /&gt;Rabbah.&lt;br /&gt;&amp;ldquo;The revolt of 1929 which is known as the al-Buraq Revolt in protest of the Jews&amp;rsquo; attempts at&lt;br /&gt;controlling the al-Buraq Wall. It spread in all parts of Palestine.&amp;rdquo; (National Education, Grade&lt;br /&gt;7, p. 21)&lt;br /&gt;&amp;ldquo;The attempts at Judaizing some of the Muslim religious places, such as the Mosque of&lt;br /&gt;Abraham in Hebron and the mosque of Bilal Bin Rabbah.&amp;rdquo; (National Education, Grade 7, p.&lt;br /&gt;55)&lt;br /&gt;&amp;ldquo;Mention the names of mosques and Muslim and Christian religious places the character of&lt;br /&gt;which the Israelis have tried to change.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 56)&lt;br /&gt;18.&lt;br /&gt;Crippling the Palestinian Economy&lt;br /&gt;The main reasons given for the crippled Palestinian economy are closure of Palestinian territory and the&lt;br /&gt;Israeli objective of controlling the Palestinian economy. By contrast, the Comprehensive Plan for the&lt;br /&gt;Development of the First Palestinian Curriculum for General Education published by the PNA in 1996,&lt;br /&gt;evokes &amp;ldquo;the positive contribution of the Israeli agriculture and industry &amp;hellip;to the Palestinian agriculture&lt;br /&gt;and industry&amp;rdquo; (p. 626).&lt;br /&gt;&amp;ldquo;The dependence of the Palestinian economy and its being affected by the Israeli economy.&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 17)&lt;br /&gt;&amp;ldquo;Israel aimed during the past three decades to join the Palestinian economy in the [West]&lt;br /&gt;Bank and the [Gaza] Strip with its own economy&amp;hellip; The Palestinian economy has relied almost&lt;br /&gt;totally on the Israeli economy in its foreign trade.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic&lt;br /&gt;Education, Grade 11, p. 117)&lt;br /&gt;&amp;ldquo;[Palestinian] exports decreased again in 1996 because of the Israeli closures in the [West]&lt;br /&gt;Bank and the [Gaza] Strip during that year, especially so, because the closure came at the&lt;br /&gt;peak of the export season of Palestinian agricultural harvests. &amp;hellip; Most of the Palestinian trade&lt;br /&gt;deficit is with Israel. (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;118)&lt;br /&gt;&amp;ldquo;The Israeli economy relied heavily on the policy of encouraging Israeli exports by way of&lt;br /&gt;reducing the value of the Israeli currency&amp;hellip; These policies led to high rates of inflation within&lt;br /&gt;the Green Line and to higher inflation rates in the Palestinian lands that had been occupied&lt;br /&gt;in 1967&amp;rdquo;. (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 118)&lt;br /&gt;Page 24&lt;br /&gt;24&lt;br /&gt;&amp;ldquo;Unemployment and economic stagnation are [two] of the most important problems suffered&lt;br /&gt;by the Palestinian economy which is afflicted with the occupation&amp;rsquo;s shackles.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 132)&lt;br /&gt;&amp;ldquo;Israeli policy regarding Palestinian land and water led to grave results: &amp;hellip;weakening the&lt;br /&gt;Palestinian agricultural sector because of the decrease in water quantities and the rise in&lt;br /&gt;their prices, which increased agricultural expenses and weakened its competitive capability in&lt;br /&gt;the foreign markets, and [also] the shrinking possibilities of industrial expansion as a result&lt;br /&gt;of the increase in land and water prices.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic&lt;br /&gt;Education, Grade 11, p. 74)&lt;br /&gt;&amp;ldquo;As a result of the developments under the occupation there has been an increase in the&lt;br /&gt;disparity of living standards between the rural and the urban areas. This duality has become&lt;br /&gt;deeper as a result of the policies of the occupation [authorities] that are related to water and&lt;br /&gt;land, which led to the weakening of the agricultural sector and to the emigration of the rural&lt;br /&gt;working force to the other sectors or to work within the Green Line.&amp;rdquo; (The Palestinian&lt;br /&gt;Society &amp;ndash; Demographic Education, Grade 11, pp. 132-133)&lt;br /&gt;&amp;ldquo;The Palestinian areas are in need of traditional sources of energy such as oil and gas. They&lt;br /&gt;import what they need from Israeli sources for high prices.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 77)&lt;br /&gt;&amp;ldquo;The economic importance of the Dead Sea stems from important mineral salts&amp;hellip; that are&lt;br /&gt;found in its waters&amp;hellip; Israel opposes the exploitation by the Palestinian Authority of its share&lt;br /&gt;of these mineral salts.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;80)&lt;br /&gt;&amp;ldquo;The main problem that is faced by the Palestinian tourism sector is the obstacles raised by&lt;br /&gt;the occupation authorities against Palestinian tourism, i.e., the Palestinian tourist vehicles,&lt;br /&gt;by preventing them from entering Jerusalem and other areas, and the negative publicity&lt;br /&gt;spread by the Israelis among tourists regarding the Palestinian tourist areas, such as the&lt;br /&gt;absence of security [there] and the poor services extended to tourists.&lt;br /&gt;[Questions:]&lt;br /&gt;1. Let us mention the obstacles raised by Israel against the Palestinian&lt;br /&gt;tourist vehicles.&lt;br /&gt;2. Let us mention the elements of the negative publicity spread by the&lt;br /&gt;Israelis regarding Palestinian tourism.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 78)&lt;br /&gt;&amp;ldquo;Palestinian tourism faces problems like:&lt;br /&gt;Obstacles caused by the occupation [authorities], such as:&lt;br /&gt;&amp;bull;&lt;br /&gt;Not granting permits for the construction of new hotels or the expansion of existing&lt;br /&gt;hotels in Jerusalem.&lt;br /&gt;&amp;bull;&lt;br /&gt;Putting obstacles before the Palestinian tourist vehicles in order to prevent them&lt;br /&gt;from entering Jerusalem, which is considered a world tourism center.&lt;br /&gt;&amp;bull;&lt;br /&gt;The negative publicity to which the foreign tourist is exposed regarding the&lt;br /&gt;Palestinian tourist areas, such as the absence of security and the poor services.&lt;br /&gt;&amp;bull;&lt;br /&gt;Israeli competition with Palestinian tourism industry - in view of their expertise in&lt;br /&gt;tourism marketing.&lt;br /&gt;&amp;bull;&lt;br /&gt;The discrimination exercised by the Israeli authorities against the Palestinian&lt;br /&gt;tourist organizations, for they are not permitted to enter Israeli airports and receive&lt;br /&gt;tourist groups or enter touristic sites under [Israeli] control.&lt;br /&gt;[Questions:]&lt;br /&gt;&amp;bull;&lt;br /&gt;Name the obstacles placed by the occupation [authorities] in the face of the&lt;br /&gt;Palestinian tourism industry.&lt;br /&gt;&amp;bull;&lt;br /&gt;Mention the discrimination exercised against Palestinian tourism organizations, in&lt;br /&gt;comparison with their Israeli counterparts.&lt;br /&gt;&amp;bull;&lt;br /&gt;Copy to your copybook and answer by &amp;ldquo;yes&amp;rdquo; or &amp;ldquo;no&amp;rdquo;:&lt;br /&gt;The Israeli occupation of Jerusalem and of parts of the West Bank and Gaza&lt;br /&gt;brought about a deterioration of the Palestinian tourism industry.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, pp. 78-79)&lt;br /&gt;Page 25&lt;br /&gt;25&lt;br /&gt;&amp;ldquo;The Israeli occupation of Jerusalem and the rest of the [West] Bank and the [Gaza] Strip in&lt;br /&gt;1967 brought about a deterioration in the tourism sector because of the high taxes imposed&lt;br /&gt;by Israel upon the Palestinian touristic movement, the recurring closures, and the existence&lt;br /&gt;of a large number of the main religious and touristic sites, especially in Jerusalem, under&lt;br /&gt;Israeli control.&amp;rdquo; (National Education, Grade 7, p. 81)&lt;br /&gt;19.&lt;br /&gt;Responsibility for Social and Ecological Ills&lt;br /&gt;Israel is accused of being responsible for social and ecological ills, including the status of women&lt;br /&gt;within the Palestinian-run territories.&lt;br /&gt;&amp;ldquo;The exploitation of the Palestinian economic resources for the benefit of the Israeli&lt;br /&gt;occupation authorities have plainly weakened the absorption capabilities of the Palestinian&lt;br /&gt;working force, which has led to the spread of unemployment and poverty.&amp;rdquo; (The Palestinian&lt;br /&gt;Society &amp;ndash; Demographic Education, Grade 11, p. 147)&lt;br /&gt;&amp;ldquo;It is impossible to talk about a universal development under the shadow of occupation. (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 131)&lt;br /&gt;&amp;ldquo;The Israeli occupation and the general economic situation have contributed to the prevention&lt;br /&gt;of women from participating in the development activity of Palestine. That is so because the&lt;br /&gt;Palestinian work force has turned to answer the needs of the Israeli market, such as the&lt;br /&gt;construction sector that is exclusively male-oriented, at the expense of other sectors.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 174)&lt;br /&gt;&amp;ldquo;The Israeli occupation and the settlement [activity] have hindered the growth of educational&lt;br /&gt;activity in Palestine.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;170)&lt;br /&gt;&amp;ldquo;Neglect of health, education, and social services for the Palestinian people under the&lt;br /&gt;occupation.&amp;rdquo; (National Education, Grade 6 (2000), p. 16)&lt;br /&gt;&amp;ldquo;Neglect of the educational infrastructure under the occupation.&amp;rdquo; (The Palestinian Society &amp;ndash;&lt;br /&gt;Demographic Education, Grade 11, p. 119)&lt;br /&gt;&amp;ldquo;Write a report of several lines about the settlements&amp;rsquo; effect on ecological pollution.&amp;rdquo;&lt;br /&gt;(Principles in Human Geography, Grade 6, p. 95)&lt;br /&gt;&amp;ldquo;Let us write in our copybooks a short report, not more than 10 lines, about the negative&lt;br /&gt;effects that have resulted from the establishment of the settlements in the Palestinian lands.&lt;br /&gt;(National Education, Grade 6, (2000), p. 19)&lt;br /&gt;&amp;ldquo;To that one must add the grave ecological and health problems which are a result of the&lt;br /&gt;sewage that flows from the Israeli settlements at the top of the hills and mountains towards&lt;br /&gt;the neighboring Palestinian lands, which ruins them and destroys the crops therein.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 94)&lt;br /&gt;&amp;ldquo;Various factors have led to the increase of ground water salinity in the Palestinian areas,&lt;br /&gt;such as over-pumping of water, especially by the Israelis, for use by the settlers and other&lt;br /&gt;Israelis. [Also,] Israel&amp;rsquo;s diversion of a large quantity of water from the Jordan river to the&lt;br /&gt;Negev, as well as the diversion of the water of the salty springs from the area of Beit Shean&lt;br /&gt;and Tiberias to it, have led to the increase of its salinity in the [West] Bank [region].&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 95)&lt;br /&gt;Page 26&lt;br /&gt;26&lt;br /&gt;20.&lt;br /&gt;Dismembering the Unity of the West Bank&lt;br /&gt;&amp;ldquo;In addition to the robbery of Palestinian lands, the Israeli policy regarding Palestinian lands&lt;br /&gt;and water led to grave results: dismemberment of the geographic unity of the [West] Bank by&lt;br /&gt;transforming the large Arab residential clusters into islands isolated from one another.&amp;rdquo; (The&lt;br /&gt;Palestinian Society &amp;ndash; Demographic Education,&lt;br /&gt;Grade 11, p. 74)&lt;br /&gt;&amp;ldquo;Map of the Israeli settlements in the West Bank&lt;br /&gt;and the Gaza Strip [Questions:]&lt;br /&gt;1. Let us read the map&amp;rsquo;s title.&lt;br /&gt;2. Let us mention some of the settlements that&lt;br /&gt;are close to our residence.&lt;br /&gt;3. Let us explain Israel&amp;rsquo;s goal in establishing&lt;br /&gt;the settlements on Palestinian lands.&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), pp. 15-&lt;br /&gt;16)&lt;br /&gt;&amp;ldquo;Let us gather information about&amp;hellip; the names of&lt;br /&gt;the Israeli settlements and residential clusters in&lt;br /&gt;our specific environment.&amp;rdquo; (National Education,&lt;br /&gt;Grade 7, p. 57)&lt;br /&gt;Page 27&lt;br /&gt;27&lt;br /&gt;V.&lt;br /&gt;Israel and Palestine&lt;br /&gt;Natural, geographic and historical Palestine extends from the Jordan River to the Mediterranean Sea. It&lt;br /&gt;is presented as wholly Arab since the dawn of history. The ancient Canaanites and Jebusites are&lt;br /&gt;considered Arab nations. The pupils are presented with the actual existence of a &amp;ldquo;State of Palestine&amp;rdquo;,&lt;br /&gt;although sometimes it is noted that such a state is still to be established. The State of Israel is neither&lt;br /&gt;mentioned in this context, nor does its name appear on any map. When the text refers to regions, cities&lt;br /&gt;and sites that are within Israel&amp;rsquo;s pre-1967 borders, they are presented as Palestinian. Jerusalem as&lt;br /&gt;well is depicted as wholly Arab, without any reference to its historical or religious importance to the&lt;br /&gt;Jews.&lt;br /&gt;21.&lt;br /&gt;Israel in its Entirety is Considered Palestine&lt;br /&gt;Palestine, rather than Israel, is among the countries that are included in the region of Geographic Syria&lt;br /&gt;(Sham in Arabic):&lt;br /&gt;&amp;ldquo;The countries of Geographic Syria [Sham] are Palestine, Jordan, Syria and Lebanon.&amp;rdquo;&lt;br /&gt;(Islamic Education, Grade 2, pt. 1, p. 98)&lt;br /&gt;&amp;ldquo;The Geographic Position of Palestine&lt;br /&gt;As regards the world, Palestine is located at the western side of Asia, east of the&lt;br /&gt;Mediterranean, and it overlooks the continents of Asia, and Africa with Europe through the&lt;br /&gt;Mediterranean Sea. As regards the Arab homeland, it [Palestine] is located south west of&lt;br /&gt;Geographic Syria [Sham], between the Mediterranean Sea on the west and the Jordan River&lt;br /&gt;on the east.&amp;rdquo; (Geography of Palestine, Grade 7, p. 4)&lt;br /&gt;&amp;ldquo; Geography of Palestine&lt;br /&gt;Let us read the map of natural Palestine and examine it&lt;br /&gt;&amp;hellip; The Position of Palestine:&lt;br /&gt;Palestine occupies an important place at the heart of the Arab homeland because:&lt;br /&gt;1. It connects the three continents (Asia, Africa, Europe), serving as a crossroad for them.&lt;br /&gt;2. It connects the Mediterranean with the Red Sea&amp;hellip;&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), pp. 8-9)&lt;br /&gt;&amp;ldquo;The area of Palestine is 27,027 square km. It has a shape of a rectangle,&lt;br /&gt;which causes dissimilarity in the lengths of the borders with its Arab&lt;br /&gt;neighbors, as follows:&lt;br /&gt;1. The length of the border between Palestine and Jordan is 360 km. As for the length of the&lt;br /&gt;coast of the Mediterranean Sea &amp;ndash; it is 277 km.&lt;br /&gt;2. The length of the border between Lebanon and Palestine is 79 km., and with Syria &amp;ndash; 76&lt;br /&gt;km., while the length of the border with Egypt is 240 km.&amp;rdquo; (Geography of Palestine,&lt;br /&gt;Grade 7, p. 4)&lt;br /&gt;22.&lt;br /&gt;Palestine is Arab and Muslim&lt;br /&gt;&amp;ldquo;Lesson 4: Palestine is Arab and Muslim (National Education, Grade 2 (2001), pt. 1, p. 16)&lt;br /&gt;Page 28&lt;br /&gt;28&lt;br /&gt;&amp;ldquo;I see small things with [the help of&lt;br /&gt;]&lt;br /&gt;a magnifying glass: Palestine is Arab.&amp;rdquo; (General&lt;br /&gt;Science, Grade 1, pt. 1, p. 9)&lt;br /&gt;&amp;ldquo;Activity 4&lt;br /&gt;Let us understand the following text:&lt;br /&gt;Palestine is part of the greater Arab homeland and the Palestinian people are part of the Arab&lt;br /&gt;nation.&amp;rdquo; (National Education, Grade 6 (2000), p. 11)&lt;br /&gt;23.&lt;br /&gt;The Arab Palestinian Canaanites and Jebusites&lt;br /&gt;The PNA textbooks endeavor to establish for the Palestinians exclusive historical rights over Palestine&lt;br /&gt;by giving the ancient Canaanites and Jebusites an Arab character. This way a historical continuum of&lt;br /&gt;Arab presence in the land since antiquity is established.&lt;br /&gt;&amp;ldquo;Since the dawn of history the soil of Palestine has raised its Arab identity high through the&lt;br /&gt;giants of Canaan.&amp;rdquo; (Our Beautiful Language, Grade 7, pt. 1, p. 32)&lt;br /&gt;&amp;ldquo;The Canaanite Arabs were the first ones who settled in Palestine.&amp;rdquo; (National Education,&lt;br /&gt;Grade 2, pt. 1 (2001), p. 4)&lt;br /&gt;&amp;ldquo;&amp;rsquo;Our Palestinian heritage is rich in antiquities that demonstrate the connection of the Arab&lt;br /&gt;man with the region over the ages since the [time of the] Canaanites.&amp;rsquo; I will collect pictures of&lt;br /&gt;Palestinian archeological sites that support this phrase and discuss that with my&lt;br /&gt;classmates.&amp;rdquo; (Homework, Health and Environment, Grade 7, p. 98)&lt;br /&gt;&amp;ldquo;[Nablus] is one of the cities of the early Arab Canaanites.&amp;rdquo; (National Education, Grade 7, p.&lt;br /&gt;71)&lt;br /&gt;&amp;ldquo;The Canaanite Palestinians are the ones who invented the alphabet.&amp;rdquo; (National Education,&lt;br /&gt;Grade 7, p. 8)&lt;br /&gt;&amp;ldquo;The Arab Jebusites built it [Jerusalem] five thousands years ago in that distinguished place&lt;br /&gt;and it has remained since that time a capital of Palestine during the ages.&amp;rdquo; (Geography of&lt;br /&gt;Palestine, Grade 7, p. 77)&lt;br /&gt;24.&lt;br /&gt;The State of Palestine&lt;br /&gt;In some of the textbooks there are references to a State of Palestine. However, another reference shows&lt;br /&gt;that there is awareness on the part of the Palestinians that the independent Palestinian state is yet to&lt;br /&gt;be established. The 1993 Oslo Accords defer this issue to the phase of the final settlement of the&lt;br /&gt;conflict.&lt;br /&gt;&amp;ldquo;The establishment of the State of Palestine, with noble Jerusalem as its capital, was declared&lt;br /&gt;in Algiers in the year 1988.&amp;rdquo; (National Education, Grade 6, (2000), p. 30)&lt;br /&gt;Page 29&lt;br /&gt;29&lt;br /&gt;&amp;ldquo;The National Council hereby declares, in the name of God and in the name of the people, the&lt;br /&gt;establishment of the State of Palestine on our Palestinian land, with noble Jerusalem as its&lt;br /&gt;capital&amp;hellip;&lt;br /&gt;[Questions:]&lt;br /&gt;1. Let us mention when the establishment of the State of Palestine was declared.&lt;br /&gt;2. Let us name the capital of the State of Palestine.&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 29)&lt;br /&gt;&amp;ldquo;1. Is there a constitution for every state?&lt;br /&gt;2. What does the existence of a constitution for the State of Palestine point to?&amp;rdquo; (Homework,&lt;br /&gt;National Education, Grade 6 (2000), p. 33)&lt;br /&gt;&amp;ldquo;Let us write down in our copybook articles from the constitution of the State of Palestine.&amp;rdquo;&lt;br /&gt;(Homework, National Education, Grade 6 (2000), p. 35)&lt;br /&gt;&amp;ldquo;The [district] governor&amp;rsquo;s mission is to carry out the laws, regulations and administrative&lt;br /&gt;decisions. The President of the State appoints the governors.&amp;rdquo; (National Education, Grade 6&lt;br /&gt;(2000), p. 43)&lt;br /&gt;&amp;ldquo;On 5.6.1997 Mr. Yasser Arafat, President of the State of Palestine, issued his order to&lt;br /&gt;conduct a first census of the population.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic&lt;br /&gt;Education, Grade 11, p. 22)&lt;br /&gt;&amp;ldquo;Let us mention the names of some of the ministries in the State of Palestine&amp;rdquo; (Homework,&lt;br /&gt;National Education, Grade 6 (2000), p. 36)&lt;br /&gt;&amp;ldquo;5. The increase of publicity and advertising in order to attract tourists. It is done through&lt;br /&gt;tourism advertisement and [through] publicity between the Palestinian state and other states&lt;br /&gt;after signing tourism agreements for tourist exchange.&amp;rdquo; (National Education, Grade 7, p. 84)&lt;br /&gt;Page 30&lt;br /&gt;30&lt;br /&gt;The phrase &amp;ldquo;The State of Palestine&amp;rdquo; appears on the front page and on the cover of many of the&lt;br /&gt;textbooks:&lt;br /&gt;Page 31&lt;br /&gt;31&lt;br /&gt;Another referece, however, states that the independent Palestinian state is yet to be established:&lt;br /&gt;&amp;ldquo;4. Supporting the establishment of an independent Palestinian state.&amp;rdquo; (National Education,&lt;br /&gt;Grade 6 (2000), p. 3)&lt;br /&gt;25.&lt;br /&gt;Israel is a Usurper and a Foreign Occupier of Palestine&lt;br /&gt;&amp;ldquo;The Establishment of the State of Israel on a Palestinian land [1948].&amp;rdquo;&lt;br /&gt;(Excerpt from a historical table, History of the Middle Ages, Grade 7, p. 105 and also in:&lt;br /&gt;National Education, Grade 7, p. 3)&lt;br /&gt;&amp;ldquo;Palestine faced British occupation following the First World War in the year 1917 and Israeli&lt;br /&gt;occupation in the year 1948 with the help of Britain. The Israeli occupation destroyed most of&lt;br /&gt;the Palestinian villages and cities, expelled the Palestinian inhabitants and forced them to&lt;br /&gt;leave their lands and villages.&amp;rdquo; (National Education, Grade 6 (2000), p. 16)&lt;br /&gt;&amp;ldquo;As the result of the Arab-Israeli war in 1948, 479 Palestinian villages out of 807 villages&lt;br /&gt;came under Israeli occupation.&amp;rdquo; (National Education, Grade 7, p. 55)&lt;br /&gt;&amp;ldquo;I thought it advisable to return to my book in order to reassemble it anew and present it to&lt;br /&gt;the sons of Arabdom in general and to the sons of Palestine in particular, so that they will&lt;br /&gt;remember their usurped homeland and work for its rescue.&amp;rdquo; (From the preface of Mustafa&lt;br /&gt;Murad al-Dabbagh&amp;rsquo;s book &amp;ldquo;Our Country, Palestine&amp;rdquo; as quoted in: Our Beautiful&lt;br /&gt;Language, Grade 6, pt. 1, p. 112)&lt;br /&gt;26.&lt;br /&gt;Substitute Names for Israel&lt;br /&gt;The &amp;ldquo;Green Line&amp;rdquo; describes the pre-1967 war demarcation line between Israel and the territories of the&lt;br /&gt;West Bank and the Gaza Strip which were then under Jordanian and Egyptian control, respectively. It&lt;br /&gt;was usually drawn in green whence it got its name. Both this term and the equivalent term &amp;ldquo;the lands&lt;br /&gt;of 1948&amp;rdquo; [aradi 1948], as well as the term &amp;ldquo;the interior&amp;rdquo; mentioned in section 6, are used as&lt;br /&gt;euphemisms for &amp;ldquo;Israeli territory&amp;rdquo;.&lt;br /&gt;&amp;ldquo;Distribution of the Palestinians According to Their Place of Residence in the World, 1998:&lt;br /&gt;&amp;hellip;The Green Line 12.18 %&amp;hellip;&amp;rdquo;. (The Palestinian Society &amp;ndash; Demographic Education, Grade&lt;br /&gt;11, p. 21)&lt;br /&gt;Page 32&lt;br /&gt;32&lt;br /&gt;&amp;ldquo;Distribution of the Palestinians According to Their Place of Residence in the World, 1998:&lt;br /&gt;&amp;hellip;The Green Line, 989,076, 12.18 %&amp;hellip;&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic&lt;br /&gt;Education, Grade 11, p. 22)&lt;br /&gt;&amp;ldquo;As to the percentage of the Palestinian inhabitants within the Green Line &amp;ndash; it was in that&lt;br /&gt;same year 12.2 % approximately.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education,&lt;br /&gt;Grade 11, p. 22)&lt;br /&gt;&amp;ldquo;The West Bank includes a number of streams and [small] rivers, some of which make their&lt;br /&gt;way westward to the Mediterranean Sea&amp;hellip; to be utilized for agriculture within the Green&lt;br /&gt;Line.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 79)&lt;br /&gt;&amp;ldquo;Israel aimed throughout the past three decades at joining the Palestinian economy in the&lt;br /&gt;[West] Bank and the [Gaza] Strip to its own economy&amp;hellip; The geopolitical separation between&lt;br /&gt;the [West] Bank and the [Gaza] Strip contributed to it on one hand and the opening of the&lt;br /&gt;labor market within the Green Line to the Palestinian work force [contributed to it] on the&lt;br /&gt;other hand.&amp;rdquo; (Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 117)&lt;br /&gt;&amp;ldquo;The Israeli economy relied heavily on the policy of encouraging Israeli exports by way of&lt;br /&gt;reducing the value of the Israeli currency&amp;hellip; These policies led to high rates of inflation within&lt;br /&gt;the Green Line.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 118)&lt;br /&gt;&amp;ldquo;The policies of the occupation [authorities]&amp;hellip; which led to the weakening of the agricultural&lt;br /&gt;sector and to the emigration of the rural work force to work in the other sectors or to work&lt;br /&gt;within the Green Line.&amp;rdquo; (The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p.&lt;br /&gt;133)&lt;br /&gt;&amp;ldquo;Lesson 15: Geographic Distribution of the Palestinian People according to Its Places of&lt;br /&gt;Residence&lt;br /&gt;Let us look at chart no. 2&amp;hellip;&lt;br /&gt;Place of Residence&lt;br /&gt;Number of Inhabitants in mid-2000&lt;br /&gt;The West Bank&lt;br /&gt;2,011,930 souls&lt;br /&gt;The Gaza Strip&lt;br /&gt;1,138,126 souls&lt;br /&gt;The Lands of 1948&lt;br /&gt;1,113,000 souls&lt;br /&gt;The Diaspora&lt;br /&gt;4,534,277 souls&lt;br /&gt;Total&lt;br /&gt;8,797,333 souls&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 42)&lt;br /&gt;&amp;ldquo;Chart 2 shows that the Palestinian people resides in four geographic regions which are [as&lt;br /&gt;follows]: the West Bank, the Gaza Strip, the Lands of 1948 and the Diaspora.&amp;rdquo; (Geography of&lt;br /&gt;Palestine, Grade 7, p. 43)&lt;br /&gt;Page 33&lt;br /&gt;33&lt;br /&gt;27.&lt;br /&gt;Israeli Regions, Cities and Sites are Presented as Palestinian&lt;br /&gt;&amp;ldquo;Historical Palestine is divided into four natural parts:&lt;br /&gt;1) The coastal plain region&amp;hellip; on the shores of which the cities of Acre, Haifa, Jaffa&amp;hellip;&lt;br /&gt;are located.&lt;br /&gt;2) The mountainous region which includes the Galilee mountains&amp;hellip; where the cities&lt;br /&gt;of Nazareth&amp;hellip; are located.&lt;br /&gt;3) The Jordan Valley region which is traversed by the Jordan river from its sources&lt;br /&gt;in Mount Hermon through the Sea of Galilee&amp;hellip; Its main cities [are]: Beit Shean&amp;hellip;&lt;br /&gt;4) The Negev Heights which constitute half of the terrain of natural Palestine&amp;hellip; Its&lt;br /&gt;main cities [are]: Beer Sheba&amp;hellip;&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 9)&lt;br /&gt;&amp;ldquo;The lands of historical Palestine are divided into three topographic zones stretching&lt;br /&gt;between north and south in the form of long strips as follows:&lt;br /&gt;&amp;bull;&lt;br /&gt;The strip of the western coastal plains which stretches along the Mediterranean&lt;br /&gt;coastal plains and includes the plain of Acre north of Mount Carmel and the&lt;br /&gt;Palestinian coastal plain that stretches south of that mountain&amp;hellip;&lt;br /&gt;&amp;bull;&lt;br /&gt;The mountain strip which stretches between the Lebanese border in the north and&lt;br /&gt;the Egyptian border in the south. It includes the Galilee mountains, the mountains of&lt;br /&gt;Nablus and their north-western extension of Mount Carmel, the Jerusalem&lt;br /&gt;mountains&amp;hellip; and the Negev Heights.&lt;br /&gt;&amp;bull;&lt;br /&gt;The Jordan Valley strip which stretches between the upper sources of the Jordan&lt;br /&gt;river (Banyas, Dan, Hasbani) in the north and the Gulf of Aqaba in the south.&amp;rdquo;&lt;br /&gt;(The Palestinian Society &amp;ndash; Demographic Education, Grade 11, p. 19)&lt;br /&gt;&amp;ldquo;Lesson 3: Surface Phenomena in Palestine:&lt;br /&gt;1. The coastal plains: They stretch parallel to the coast of the Mediterranean Sea&lt;br /&gt;between Ras al-Naqura in the north and Rafah in the south&amp;hellip;&lt;br /&gt;2. The mountainous heights: They stretch from the extreme north of Palestine to the&lt;br /&gt;Negev in the south&amp;hellip; They are divided into two main parts, as follows:&lt;br /&gt;a. Galilee mountains in the north&amp;hellip;&lt;br /&gt;b. The central mountainous ridge: It stretches from the valley of Marj&lt;br /&gt;Ibn &amp;lsquo;Amer [Jezreel Valley] in the north to the region of Beer Sheba in&lt;br /&gt;the south.&lt;br /&gt;3. The Jordan Valley: It stretches from the Hula Valley in the north to the &amp;lsquo;Araba&lt;br /&gt;Wadi in the south.&lt;br /&gt;4. The Negev: The Negev region constitutes about half of the area of Palestine&amp;hellip;&lt;br /&gt;(Geography of Palestine, Grade 7, pp. 8-10)&lt;br /&gt;&amp;ldquo;As far as the geography of Palestine is concerned, we find that it is chracterized by&lt;br /&gt;geographic and climatic diversity. Within it [one could find] the depression areas, as&lt;br /&gt;in the Jordan Valley of Jericho, the mountainous [areas], as in the mountains of the&lt;br /&gt;West Bank, the desert [areas] as in the Negev, and the coastal [areas], as in the&lt;br /&gt;coastal strip stretching from Rafah to Ras al-Naqura.&amp;rdquo; (Civic Education, Grade 7,&lt;br /&gt;p. 21)&lt;br /&gt;&amp;ldquo;First - The Most Important Rivers&lt;br /&gt;a. The Jordan River. It flows into the Dead Sea and its length is 370 km.&lt;br /&gt;b. The &amp;lsquo;Awja River&amp;hellip; It is the second [largest] river of Palestine. Its length is&lt;br /&gt;26 km., and it flows into the Mediterranean Sea north of Jaffa.&lt;br /&gt;c. The al-Muqatta&amp;rsquo; River, which is the third [largest] river of Palestine. Its&lt;br /&gt;length is 16 km., and it flows [into the Mediterranean] north of Haifa.&lt;br /&gt;d. The Zarqa River, which is [also] known as the Crocodile River [Timsah]. It&lt;br /&gt;flows into the Mediterranean Sea north of Caesarea.&lt;br /&gt;Second - The Most Important Wadis&lt;br /&gt;a. &amp;hellip;[A wadi in the West Bank]&lt;br /&gt;b. The Gaza Wadi which descends from Hebron Mountains past Beer Sheba and&lt;br /&gt;flows into the Mediterranean Sea south of the city of Gaza.&lt;br /&gt;Page 34&lt;br /&gt;34&lt;br /&gt;c. The Qurn Wadi which is found in northern Palestine and its waters descend&lt;br /&gt;from the northern heights in Palestine. It flows into the Mediterranean Sea&lt;br /&gt;near the village of al-Zib north of the city of Acre.&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 23)&lt;br /&gt;&amp;ldquo;First - Flora of the Main Regions&lt;br /&gt;a. Flora region of the Mediterranean: This region includes the Palestinian mountains&lt;br /&gt;which stretch from Galilee Mountains in the north to Hebron Mountains in the south.&lt;br /&gt;It also includes the region of the Palestinian coastal plains along the Mediterranean&amp;hellip;&lt;br /&gt;b. The desert flora region: It includes most of the lands of the central and&lt;br /&gt;southern Negev, as well as the desert next to Jerusalem and Hebron&amp;hellip;&lt;br /&gt;Second &amp;ndash; Flora of the Marginal Regions&lt;br /&gt;a. The region of the semi-arid flora: It includes the lands in the northern Negev&lt;br /&gt;surrounding Beer Sheba&amp;hellip;&lt;br /&gt;b. The region of the Jordan Valley flora: It includes a narrow strip in the&lt;br /&gt;Palestinian Jordan Valley stretching from the Hula [Valley] to Umm al-&lt;br /&gt;Rashrash [Eilat] on the Gulf of Aqaba&amp;hellip;&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, pp. 28-29)&lt;br /&gt;&amp;ldquo;Lesson 16: Agricultural Yields in Palestine&lt;br /&gt;a. Yields of the coastal regions&amp;hellip; in the areas of Acre, Haifa, Jaffa,&lt;br /&gt;Tulkarm, Qalqilya and Gaza.&lt;br /&gt;b. Yields of the mountainous regions&amp;hellip; in the areas of Galilee, Jenin, Nablus,&lt;br /&gt;Jerusalem and Hebron.&lt;br /&gt;c. Yields of the Jordan Valley&amp;hellip; in the areas of Beisan [Beit Shean], Tiberias and&lt;br /&gt;Jericho.&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 46)&lt;br /&gt;&amp;ldquo;Map no. 10 shows us a group of minerals of which the most important [ones] are the&lt;br /&gt;following:&lt;br /&gt;1.&lt;br /&gt;A group of mineral salts is found in the waters of the Dead Sea.&lt;br /&gt;2.&lt;br /&gt;Construction stones are found in the Galilee and Carmel mountains and&lt;br /&gt;in the mountains of Nablus, Jerusalem, Hebron and the Negev.&lt;br /&gt;3.&lt;br /&gt;Phosphate is found in the areas of the central Negev.&lt;br /&gt;4.&lt;br /&gt;Glass sand and quartz are found in the coast and in the north-western&lt;br /&gt;Negev.&lt;br /&gt;5.&lt;br /&gt;Dry clay is found in the form of layers in central and northern Palestine.&lt;br /&gt;6.&lt;br /&gt;Limestone is found in most of the mountainous regions in Palestine.&lt;br /&gt;7.&lt;br /&gt;Oil rocks and asphalt are found around the Dead Sea and in the area of&lt;br /&gt;al-Nabi Musa.&lt;br /&gt;8.&lt;br /&gt;Copper and manganese are found in southern Palestine.&lt;br /&gt;9.&lt;br /&gt;Oil and gas are found in the regions of the southern coastal plains and&lt;br /&gt;[off] the shores of Gaza.&amp;rdquo;&lt;br /&gt;Page 35&lt;br /&gt;35&lt;br /&gt;&amp;ldquo;The mineral wealth of Palestine&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, p. 55)&lt;br /&gt;&amp;ldquo;Activity 1: I will draw the map of Palestine and&lt;br /&gt;then I will mark on it the places where&lt;br /&gt;potassium, phosphate and construction stones&lt;br /&gt;are found.&amp;rdquo; (Geography of Palestine, Grade 7,&lt;br /&gt;p. 56)&lt;br /&gt;&amp;ldquo;Among the famous rocks in southern Palestine&lt;br /&gt;are the rocks of Beer Sheba and the Negev.&amp;rdquo; (Our&lt;br /&gt;Beautiful Language, Grade 6, pt. 1, p. 64)&lt;br /&gt;&amp;ldquo;I will test myself:&lt;br /&gt;1.&lt;br /&gt;I will determine the most important&lt;br /&gt;industrial centers in Palestine.&lt;br /&gt;2.&lt;br /&gt;Why is the oil refining industry&lt;br /&gt;concentrated in the city of Haifa?&lt;br /&gt;(Geography of Palestine, Grade 7, p. 65)&lt;br /&gt;&amp;ldquo;In some other Palestinian villages and cities&lt;br /&gt;restrictions have been imposed upon the&lt;br /&gt;inhabitants and they have been prevented from&lt;br /&gt;building, like Jaffa, Lydda, Ramle, Acre and the&lt;br /&gt;villages of Galilee, the Triangle and the Negev.&amp;rdquo;&lt;br /&gt;(National Education, Grade 7, p. 55.)&lt;br /&gt;&amp;ldquo;The desert is found in southern Palestine and it&lt;br /&gt;is called the Negev.&amp;rdquo; (National Education, Grade&lt;br /&gt;2 (2001), pt. 1, p. 19)&lt;br /&gt;&amp;ldquo;Beer Sheba: It is located in southern Palestine and considered to be the key to the Negev&lt;br /&gt;and its main center.&amp;rdquo; (Geography of Palestine, Grade 7, p. 80)&lt;br /&gt;&amp;ldquo;Lesson 29: Palestinian Cities&lt;br /&gt;Palestine has always been full of human dwelling places [in] villages, towns and cities.&lt;br /&gt;Most famous among them are noble Jerusalem, Safed, Acre, Nazareth, Tiberias, Haifa,&lt;br /&gt;Beisan [Beit Shean], Jenin, Nablus, Tulkarm, Qalqilya, Caesarea, Ramalla, al-Bira, Lydda,&lt;br /&gt;Ramle, Jaffa, Jericho, Bethlehem, Hebron, Ashkelon, Asdod, Gaza, Khan Yunis, Rafah,&lt;br /&gt;Beer Sheba.&amp;rdquo; (Geography of Palestine, Grade 7, p. 76)&lt;br /&gt;&amp;ldquo;Jerusalem is connected&amp;hellip; with all the cities of Palestine, such as Nazareth, Safed, Haifa,&lt;br /&gt;Nablus, Jaffa, Ramle, Hebron, Beer Sheba, Gaza, Jericho and Beisan [Beit Shean].&amp;rdquo;&lt;br /&gt;(Geography of Palestine, Grade 7, pp. 76-77)&lt;br /&gt;&amp;ldquo;Let us draw a map of historical Palestine and indicate on it the following geographic&lt;br /&gt;objects:&lt;br /&gt;1.&lt;br /&gt;The main coastal cities&lt;br /&gt;2.&lt;br /&gt;The main mountainous cities&lt;br /&gt;3.&lt;br /&gt;The main cities in the Jordan Valley region&lt;br /&gt;4.&lt;br /&gt;The rivers and lakes: the Jordan River, Sea of Galilee, the Dead Sea.&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 11)&lt;br /&gt;&amp;ldquo;A Trip in the Lands of the Homeland&lt;br /&gt;&amp;ldquo;The family of Karim and Leila went on a trip to the city of Jaffa&amp;hellip;&amp;rdquo; (Our Beautiful&lt;br /&gt;Language, Grade 2, pt. 1, p. 60)&lt;br /&gt;&amp;ldquo;Jaffa is a harbor and a city in Palestine, on [the shores of] the Mediterranean.&amp;rdquo; (Our&lt;br /&gt;Beautiful Language, Grade 6, pt. 1, p. 120)&lt;br /&gt;Page 36&lt;br /&gt;36&lt;br /&gt;&amp;ldquo;We are in the city of Jericho. Who remembers the name of another city in Palestine&lt;br /&gt;famous for orange growing? &amp;hellip; The name of a Palestinian city famous for orange growing&lt;br /&gt;[is]: Jaffa.&amp;rdquo; (General Science, Grade 1, pt. 2, pp. 5, 7, respectively)&lt;br /&gt;&amp;ldquo;The Cities of Palestine&lt;br /&gt;There are many cities in Palestine, the most famous of which is Jerusalem&amp;hellip; And there&lt;br /&gt;are other cities such as: &amp;hellip; Jaffa and Haifa&amp;hellip;&amp;rdquo; (National Education, Grade 2 (2001), pt.&lt;br /&gt;1, p. 22)&lt;br /&gt;&amp;ldquo;I will compare between the city of Haifa and the city of Jericho regarding rain quantities&lt;br /&gt;and temperature.&amp;rdquo; (Geography of Palestine, Grade 7, p. 19)&lt;br /&gt;&amp;ldquo;Let us express in a descriptive and correct manner the religious position of one of the&lt;br /&gt;following Palestinian cities: &amp;hellip; Nazareth&amp;hellip;&amp;rdquo; (Our Beautiful Language, Grade 6, pt. 1, p.&lt;br /&gt;44)&lt;br /&gt;&amp;ldquo;Let us fill in the following chart:&lt;br /&gt;The Palestinian City&lt;br /&gt;The Holy Places&lt;br /&gt;&amp;hellip; Nazareth&lt;br /&gt;&amp;hellip;&amp;rdquo;&lt;br /&gt;(National Education, Grade 6 (2000), p. 14)&lt;br /&gt;&amp;ldquo;The fields of the popular Palestinian heritage could be categorized within three types:&lt;br /&gt;1 &amp;ndash; the material heritage, 2 &amp;ndash; the literary heritage, 3 &amp;ndash; the artistic heritage&lt;br /&gt;1.&lt;br /&gt;The Material