Damascus-SANA
Transferring the racist Zionist ideology to generations and spreading its poison is an endeavor that the Israeli occupation authorities have worked on since the formation of this entity with the aim of sowing hatred against Arabs and Palestinians and the legitimacy of perpetrating massacres against them among the children and youth of the occupation entity.
The book (Letters of Hatred from Talmud Racism to Racism in Education), by researcher Ahmed Raja Orabi, sheds light on the efforts of the Zionist leaders to perpetuate their ideology separated from reality through methods of work and actual application on the ground.
In presenting the book, Dr. Khalaf Al-Muftah, director of the Al-Quds International Foundation, which issued it, refers to the educational discourse, both religious and cognitive, in the Zionist entity, and its rejection of the idea of accepting the other. In light of his racist policies, including education.
The book examines the real objectives of the Zionist educational process and the educational methods adopted by the entity in its educational and educational institutions to charge the youth with racial racist ideas.
The first chapter discusses the Zionist education system, its sources, theoretical premises, its objectives on the ground, its components and foundations, and the characteristics of hatred and malice in it. The second chapter reviews what this entity contains of pre-university education institutions from kindergarten to secondary school, in addition to informal education clubs and institutions.
This chapter presents American opinion polls on the texts prescribed in the Zionist educational curricula, which incite incitement to murder and terrorism based on religious texts and the response of generations to them, carrying their extremist ideology, and brainwashing students in this entity.
The third chapter contains information about the university education system, its huge size and the large budgets allocated to it, while the fourth chapter reviews children's literature and how the phenomenon of historical fiction is exploited in promoting the Zionist ideology and implanting intolerant political and military values.
As for the fifth chapter, it deals with primary education and the role of rabbis in it and examples of their famous sayings in it, which reflect their fanaticism and racism, and the issuance of the Jewish Education Law in 1953, where religious education began to grow and religious schools began to produce a radical generation that rejects the Arab other and sees no solution to its existence except expulsion, displacement or murder.
At the conclusion of the book’s introduction, the author believes that research on Zionist education is not complete without studying the phenomenon of the militarization of education in the occupation entity as a community of warriors as described by Ibn Gurion, and education is only an aspect of this war society.
Bilal Ahmad
