Jew Hatred:

European educators brainwash young minds with blatant anti-Israel views

Promoting hate for Israel.

(Ynet) Earlier this month it became known that the German EVZ Foundation had financed two high school student programs which promoted hatred of Israel.

Is every imam  a child molester?

• Imam Jailed for Sexually Assault-ing Young Girls at Mosque…

Another horny imam

• ‘Keep Your Hands to Yourself’

A groping victim complains of bad behavior on the part of elder clerics.

 Quran breaks childs leg

Lesson learned: Cleric breaks 7-year-old’s leg for forgetting  Quran verse

” The students said he was hitting my son because he had forgotten verses while fasting. Latif was torturing him, period,” Father Mumtaz.

Its all totally un-Islamic, of course:

1 in 5 Pakis Involved in Sexually Exploiting Children in Yorkshire Town (Islam vs Europe)

“We need to stand up and say. ‘Not in Islam. This is not what Islam teaches.’”

 Norway: Light Bulbs or Dim Bulbs?

• Today’s Rape News From Norway

 ”Asian Men”

• UK: Teenager gang-raped after being abducted by group of Asian men  (PC-speak adds insult to injury…..)

“They could not take him off the woman…”

Scores of pilgrims and other passers-by tried in vain to force the defiant assailant off the woman in Makkah on the second day of Eid Al Adha  (Rape in Mecca)

Will she be stoned to death now?

•  Woman raped by three Saudis on beach

Sharia lessons for pupils, six: Minister’s concern after BBC investigates 40 ‘weekend schools’

By James Slack/Daily Mail

Children in Britain are being taught brutal Sharia law punishments, including how  to hack off a criminal’s hand or foot. So-called ‘weekend schools’ for Muslim pupils as young as six also teach that the penalty for gay sex is execution and that ‘Zionists’ are plotting to take over the world for the Jews.

One set textbook challenges youngsters to list the ‘reprehensible’ qualities of Jews.

Investigation: A BBC Panorama programme has found that around 40 weekend schools are teaching Sharia law to pupils as young as six (file picture)

Another for six-year-olds asks them to answer what happens to someone who dies who is not a believer in Islam. The answer being looked for is ‘hellfire’.

A BBC Panorama investigation, to be screened tonight, identified a network of more than 40 weekend schools teaching around 5,000 children, from age six to 18.

The schools – which offer the hardline Saudi National Curriculum – are run under the umbrella of ‘Saudi Students Clubs and Schools in the UK and Ireland’.

They are not state-funded, and do not use Government buildings. They are able to exploit a loophole which means weekend schools are not inspected by Ofsted.

Last night, experts at the Policy Exchange think-tank warned that similar extremists could seek to exploit the Government’s policy of giving greater freedoms from state control to free schools and academies.

They call for the establishment of a due diligence unit to check whether those applying to open the schools have an extremist background.

Current checks are largely limited to fraud, criminal convictions and funding.

Education Secretary Michael Gove, who is believed to be supportive of the idea, said he would not tolerate anti-Semitism and homophobia in English schools.

The Panorama investigation identified a book for 15-year-olds being used in the classes which teaches about Sharia law and its punishments.

It says: ‘For thieves their hands will be cut off for a first offence, and their foot for a subsequent offence.’

There are diagrams showing children where cuts must be made. One passage says: ‘The specified punishment of the thief is cutting off his right hand at the wrist. Then it is cauterised to prevent him from bleeding to death.’

For acts of ‘sodomy’, children are told that the penalty is death and it states a difference of opinion whether this should be done by stoning, or burning with fire, or throwing over a cliff.

Panorama alleges that a building used for one of the schools, in Ealing, West London, is owned by the Saudi government .

Clear message: Education Secretary Michael Gove has said he would not tolerate anti-Semitism and homophobia in English schools

Mr Gove told the programme: ‘I have no desire or wish to intervene in the decisions that the Saudi government makes in its own education system.

‘But I’m clear that we cannot have anti-Semitic material of any kind being used in English schools. Ofsted are doing some work in this area.

‘They’ll be reporting to me shortly about how we can ensure that part-time provision is better registered and better inspected in the future.’

The text books for 15-year-olds revive the so-called ‘Protocols of the Elders of Zion’, which teach that Zionists want to establish world domination for Jews.

The Saudi text books instruct pupils: ‘The Jews have tried to deny them (the Protocols) but there are many proofs of their veracity and their origin among the elders of Zion.’

The text books say the ‘main goal’ of the ‘Zionist movement’ is ‘for the Jews to have control over the world and its resources’ which, the book allege, Zionists seek to achieve partly by ‘inciting rancour and rivalry among the great powers so that they fight one another.’

Mr Gove said anyone who cites the Protocols of Zion is ‘indulging in one of the oldest and foulest anti Semitic smears that, that we know of’.

In a written response to the findings, the Saudi ambassador said the schools had nothing to do with the Saudi embassy.

It stated: ‘Any tutoring activities that may have taken place among any other group of Muslims in the United Kingdom are absolutely individual to that group and not affiliated to or endorsed by the Royal Embassy of Saudi Arabia.’

Referring to the lesson that tasks children to list the ‘reprehensible qualities of the Jews’, in a letter to the BBC, the Saudi ambassador said it was ‘dangerously deceptive and misleading to address such texts and discuss them out of their overall historical, cultural and linguistic contexts’.

Panorama separately claimed some Muslim private schools have expressed extreme sentiments on their school websites.

These include: ‘We need to defend our children from the forces of evil’, and ‘our children are exposed to a culture that is in opposition to almost everything Islam stands for’.

Policy Exchange says Britain’s faith and other schools are increasingly vulnerable to extremist influences.

It claims in a report that the Department for Education, Ofsted, education authorities and schools are ‘not equipped’ to meet such challenges.

Current checks for extremism are described as ‘piecemeal’.

The report adds: ‘The Government’s policy of opening up the education system to new academies and free schools programmes could be exploited unless urgent measures are taken to counter extremist influence.’

This is an ongoing scandal that goes back to at least 2002:

Concerned Women for America – Islam in California public schools

Excerpt:

“As children return to school this week, following the Christmas break, 7th graders in a growing number of [California] public schools, who are not permitted to wear a cross or speak the name of Jesus, will be required to attend an intensive, three-week course on Islam; a course in which students are mandated to learn the tenets of Islam, study the important figures of the faith, wear a robe, adopt a Muslim name and stage their own Jihad.”

• Look who’s teaching Johnny about Islam: Saudi-funded Islamic …
• Schoolbook hunky-dory with Islam, but skunks Jesus?
• US public school history books whitewashing and promoting Islam …
• From California to the Khalifate: Public school students to live …
• California school district declines to portray Islam accurately  …
• Nation’s first Muslim college opens in California

History textbooks promoting Islam

Bob Unruh/WorldNetDaily

History textbooks being used by hundreds of thousands of public school students across the U.S. are blatantly promoting Islam, according to a new report by an independent organization that researches and reviews textbooks.   WND has reported several times on issues involving the promotion of Islam in public school texts, including a recent situation in which California parents complained their children were being taught that “jihad” to Muslims means “doing good works.” Muslim activists ‘succeeding’ in expunging criticism (WND)

If you think that a problem that’s been festering for so long should have been dealt with by now,  you are wrong:

Pissing on Christianity  while praising Islam in America’s public schools

Dig this:

* “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.

* “Some of the finest centers of Moslem life were established in Spain. In Cordova, the streets were solidly paved, while at the same time in Paris people waded ankle-deep in mud after a rain. Cordovan public lamps lighted roads for as far as ten miles; yet seven hundred years later there was still not a single public lamp in London!”

By YOAV GONEN Education Reporter

State testmakers played favorites when quizzing high-schoolers on world religions — giving Islam and Buddhism the kid-gloves treatment while socking it to Christianity, critics say.

Teachers complain that the reading selections from the Regents exam in global history and geography given last week featured glowing passages pertaining to Muslim society but much more critical essay excerpts on the subject of Christianity.

“There should have been a little balance in there,” said one Brooklyn teacher who administered the exam but did not want to be identified.

“To me, this was offensive because it’s just so inappropriate and the timing of it was piss-poor,” he added, referring to the debate over the plan to build a mosque near Ground Zero.

The most troubling passage came from Daniel Roselle’s “A World History: A Cultural Approach,” observers said.

The passage reads: “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.”

Meanwhile, an excerpt listing the common procedures used by Christian friars to introduce the religion in Latin America stated that “idols, temples and other material evidences of paganism [were] destroyed,” and “Christian buildings [were] often constructed on sites of destroyed native temples” — and built with free Indian labor, to boot.

“I can see why some people might see these questions as skewed,” said Mark MacWilliams, a religious-studies professor at St. Lawrence University in upstate Canton. “Why does the exam seem to have only documents that portray Islam as a religion of peace, civilization and refinement, while it includes documents about Christianity that show it was anything but peaceful in the Spanish conquest of the Americas?”

At the same time, MacWilliams criticized the presentation of Hernando Cortes’ conquest of Mexico — which he said portrayed him as a “choirboy” rather than a “conquistador.”

“It’s quite a whitewash,” he said.

Some other religious-studies experts contacted by The Post said they didn’t see what the fuss was all about.

“[The] selections seem about equal in terms of being historically/culturally focused, all relatively positive about the contributions made by each religion as it was introduced into various societies,” wrote Barbara Sproul, an associate professor of religion at Hunter College in Manhattan.

Yet Michael Dobkowski, chair of Religious Studies at Hobart and William Smith Colleges in upstate Geneva, asserted that it was only Christianity for which both positive and negative aspects were highlighted.

“Some [essays] suggest a kind of Christian triumphalism and the desire to convert the other that is not present in the treatment of Islam,” he said. “My impression is that there is certainly a divergence of approaches and impressions that should not appear in a Regents exam of this caliber.”

State education officials said that every effort had been made to present accurate historical information through the excerpts.

They said the questions had been developed over a four-year period and require students to use their own knowledge of social studies to produce answers.

They added that they weren’t aware of any complaints about the exam.

The Muslim reading:

* “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.

* “Some of the finest centers of Moslem life were established in Spain. In Cordova, the streets were solidly paved, while at the same time in Paris people waded ankle-deep in mud after a rain. Cordovan public lamps lighted roads for as far as ten miles; yet seven hundred years later there was still not a single public lamp in London!”

Source: Daniel Roselle, A World History: A Cultural Approach

The Christian reading:
Common Procedures used by Friars in Converting Areas in Spanish America:

* “Idols, temples and other material evidences of paganism destroyed.”

* “Christian buildings often constructed on sites of destroyed native temples in order to symbolize and emphasize the substitution of one religion by the other.”

* “Indians supplied construction labor without receiving payment.”

* “In a converted community, services and fiestas were regularly held in the church building.”

Source: Based on information from Charles Gibson, Spain in America

Additional reporting by Chuck Bennett

yoav.gonen@nypost.com

Indoctrination, Intimidation, Islamization at any cost:

Islamization Watch:

Islamic group CAIR files complaint with US School Department over Islamic prayer in school

My sympathies go out to this child – who has been so frightened into thinking that if she doesn’t make all the required prayers in a day – her God will reject her.

There is a bit of he said she said here – though it could be that CAIR doesn’t have all the facts – the school district says the child can pray quietly in the school – but coming from the child’s uncle – it seems that the family are demanding a dedicated room for the child to pray in – and the school says that is not possible.

Further in a vindictive fashion – CAIR has asked that the school faculty undergo ‘sensitivity training’ – so that there will be no backlash against the child – from the staff. Previously CAIR’s chairman has said – Islam is in the US to conquer – and not to be equal with other religions.

Here is the slightly sharper end of nasty.

CAIR National Communications Director Ibrahim Hooper said Friday that if the Lewiston School Department did not address its four requests to allow prayer, modify school policy, institute training and protect Aden from retaliation, “we wouldn’t really have much choice but to take the case further”

It is like Fort Hood no one wants to offend the Muslim – it appears CAIR is making full use of that power.

LEWISTON — A national Muslim civil rights organization has filed a formal request with the Lewiston School Department to allow a middle school student to pray on school property. The group also wants Lewiston to modify existing policy and provide “constitutionally protected religious accommodation,” such as a designated prayer room.

The group has also requested the school department institute diversity training for school staff, and to ensure the middle-schooler won’t face retaliation because of her request to pray at the Lewiston Middle School.

According to the Washington, D.C.,-based Council on American-Islamic Relations, seventh-grader Nasra Aden had been routinely “praying discreetly during her free time or lunch break in a corner of a school hallway.” But, on Tuesday, CAIR asserts a teacher told Aden “never to pray on school property” after Aden was seen preparing to kneel in prayer in a corner of one of the hallways.

After Aden told her mother, Jamad Warsame, what happened, Warsame spoke with school Principal Maureen Lachappelle and asked the school to accommodate her daughter’s desire to pray. According to CAIR, Warsame’s request was rebuffed and she has been “forced to pick up her daughter every day and take her to a nearby park to pray.”

Lachappelle said Aden is not being forced to leave school to pray, but that the district accommodated her mother’s request for her to leave the campus this past week for prayer.

Read more…

Feel-good weekend: Rifqa Bary at Restoration Weekend

Rifqa Bary panel at Restoration Weekend: Spencer, Geller, Bostom

Unexpected, resurrected:

Surprise: Converts from Islam to Christianity set free in Iran

Life in an American Fourth Grade: Self-Made Villains, Teaching American Kids that They’re the Bad Guys

By Barry Rubin

After the readings of books on African-Americans, Asian-Americans, Native-Americans, Hispanic-Americans (your choice, three books of four); the book on the African-American runner; and the book on the internment of the Japanese in World War Two, it’s time to study the…Native Americans.

And the plot line is clear. As my ten-year-old summarized the teacher’s explanation: The Native Americans welcomed everyone to America and said, “It’s all of our land. Let’s share it.” The settlers tricked them and stole it.

Related Links:

• Islam in America’s Public Schools
• Exposing Liberal Lies: Liberal Indoctrination in Public Schools
• Indoctrination of Our Youth
• CAIR Threatens Maine School to Force Muslim Prayer Time
• Critics Decry Obama’s ‘Indoctrination’ Plan for Students – FOXNews.com
• Illinois Review: More videos of Obama indoctrination of school …
• Barack Obama’s Indoctrination Project

From everything I’ve heard so far, that is probably an accurate summary of what was taught. Even though the teacher supports this approach, of course, it comes from the county and state level as the curriculum.

Look, the bottom line is not: let’s rectify the exaggerations in the other direction from the past. These ten-year-old were not brought up on John Wayne films, after all, and years of indoctrination that America is always right. This is merely putting other propaganda in place of the old propaganda.

In short, it gives the following message:

Proposition One: America is evil and born in sin.

Proposition Two: America is racist.

Proposition Three: Everyone else are innocent victims. It is therefore reasonable to assume that they are better than American, Americans, or at least the dominant system of the United States. The United States owes them big time and has a lot of apologizing to do. According to this, the best policy would be to say: We’re really sorry and the check is in the mail.

Proposition Four: The assertion of U.S. interests, especially by the use of force, is a bad thing.

And so the conclusion is, to paraphrase President Barack Obama’s former religious mentor: God damn America/ land that I hate/Don’t stand beside her/Deride her/And may defeat and suffering be her fate.

Exaggeration? Well, that depends on whether the kids accept or ignore what they are being told—and not told. How are they going to know better—by instinct?—anything else?

By the way, I unfortunately purchased and read a recent biography of Ulysses Grant which had won a major prize. I was shocked at how bad the book was, almost openly propagandistic on behalf of current agendas. The basic argument was that the Grant Administration had been unfairly criticized for corruption by those who opposed its support for Reconstruction and African-American rights. This is ludicrous. It was arguably the most corrupt presidency in American history.

The corruption and mismanagement of Reconstruction governments was also a major reason why this worthy in principle effort to bring racial equality to the South failed miserably, antagonizing many who might have been won over by a fairer and more honest rule even despite the racial antagonism element. (The book was also largely plagiarized from Grant’s superb autobiography.)

While we’re on the subject, Grant might make a wonderful case study of how history can be balanced. Grant, judging by his autobiography, was a decent man very typical of the American character. He was modest and hated pomposity. He understood the need for war–and in his case the need for a particularly bloody strategy to win the Civil War–but regretted it and felt very personally the casualties he was responsible for incurring.

He was well-meaning but naive and hence fell prey to those who wanted to abuse an expansion of government and spending for their own private gain. The general was also a strong opponent of the Mexican war, which violated his sense of fair play, but helped fight and win it. He made clear his admiration for Mexicans as a people and for their culture.

Grant was a proud American but open to the world. He tried to help African-Americans achieve their rights but had a terrible policy toward Native Americans, despite the fact that one of his very closest friends and aides was one of them, a show of a great personal lack of prejudice on his part. In his personal life, he was very close to his wife who was one of his most trusted and heeded advisors.

In short, Grant’s life and actions show a complex situation in which choices had to be made.  He also showed that past Americans, even generals, were not a bunch of racist, sexist monsters.

But back to the fourth grade. When I recounted the story about what’s going on in this classroom to a friend, who is relatively conservative by today’s standard, he immediately replied that he had been taught that the cowboys were good and the Indians bad. Yes, that’s what this teacher also said had been her experience. For the record, that isn’t what I and many others were taught at all.

When I pointed out the absurd degree to which the pendulum had swung in the opposite direction, however, he quickly agreed. Still, it is easy to see how already there are built-in reflexes toward accepting a view of the United States and its history that is no more balanced than that of the most extreme nineteenth-century super-patriot. It’s just in the exact opposite direction.

How should one respond to this?

First, the way to deal with past indoctrination is not to replace it with a new form of indoctrination. For me, the idea of liberalism is to be open to understanding that history and reality must be seen in a three-dimensional way, non-cartoonish way. Remember, this is the same teacher who when my son referred to Native Americans as war-like, replied huffily that there was no evidence for saying this. Obviously she never heard of the Plains Indians, Apache, or Iroquois. They were busy building their own empires. Tribes were not notably tolerant of each other, though according to the teacher the Iroquois were very “nice.” Of course, her statement would be true for other tribes, especially the agricultural-oriented ones.

Underlying this kind of teaching, however, lurks the idea that only whites or Europeans can be aggressive or racist. In fact, while Europeans generally won, those they defeated were not necessarily saints. The Spanish Conquistadors were ruthless but the reason a tiny number were able to conquer Mexico and Peru is that the subject tribes hated the Aztecs (who we should remember carried out human sacrifice with them as victims on a massive scale) and the Incas so much that they allied with the Spanish.

At most, then, we do not discover that the American settlers behaved so badly as that people often behave badly in general. All power corrupts and absolute power corrupts absolutely. But this is not the message of the radical left because it must insist that while capitalism is bad their utopia will be perfect.

A belief in human nature and the limits of social engineering are doctrines that promote conservatism. That’s why the left’s narrative must be: some people and systems are just plain bad but others are good. The underdogs are good; the winners are bad, and we will create a perfect system. And thus, we had seventy years of disastrous Communism in the USSR, which continues in such places as Cuba and North Korea, as well as in a different version in places like Iran, Syria, Libya, and Venezuela.

Second, while the old style of teaching may have been indoctrination, its goal was to portray America as a great country. Inculcating love of one’s country—especially when it is a democratic one that has always tried to do the right thing and made tremendous progress—is a good thing. Understanding that there are flaws or mistakes does not detract from the fact that this is a worthy goal. Teaching kids to hate their country can only end in disaster.

Third, a central part of American history is the fact that there have always been debates over what to do in which many Americans–often a majority–took stances quite in line with today’s approved positions. Most obviously, there was the Civil War in which tens of thousands of whites died fighting against slavery. But there are many examples. Few people know what George Armstrong Custer was doing before heading off to meet his fate on the Little Bighorn. He was testifying in Congress against the government’s policy which he said was unfair to the Indians.

In American society, problems have been raised; conflicts fought; solutions found. The system has proved itself to be strong, flexible, and open enough to fix problems. That is why the capitalist and democratic systems have succeeded. Not because they are perfect but because they can deliver freedom, prosperity, and adjust as necessary.

At some point one would hope–but I doubt it–students will be taught about the disaster of Communism so they will have something to compare their system with. They might learn about dictatorship and Islamist totalitarianism. Then they could say: Despite whatever problems that exist in America we are far better off here! But I sort of doubt that also.

In addition, history should always be taught with an understanding of the prevailing norms at the time. This might be hard to believe, but in the future students may be given horrifying and hilarious lessons about how insane what’s going on today will seem.

Fourth, necessity and conflict are part of life. Children should be taught the idea that conflicts exist. It is a tough world and sometimes one must decide what side he’s on.

While one can certainly find rationalizations for Native American actions—attacking the Jamestown settlement; massacring civilians; siding with the French in the Seven Years’ War or the British during the revolution—these positions did put them into conflict with the Americans in which the settlers had to defend themselves, fight, and win or, alternatively, die.

If one only acts with perfect morality on their side, one doesn’t act at all and thus one loses to people who are far worse.

And finally, if people really believe the kind of thing they are teaching, then they should leave the United States and go someplace where the land wasn’t “stolen” like: South America (Spanish and Portuguese colonialism); continental Europe (Germanic invasions, centuries of conquests by just about everyone); Great Britain (Normans 1, Saxons and Celts 0); most of the Middle East (Arab Muslim Jihad); etc.

In history there are tragedies, conflicts, and shades of grey. They are not the same thing as crimes and conspiracies. That’s how this history should be taught.

And also don’t miss the funniest satire ever on how American history is being taught today.

Barry Rubin holds a PhD in U.S. history and has taught the subject in universities. He is director of the Global Research in International Affairs (GLORIA) Center and editor of the Middle East Review of International Affairs (MERIA) Journal. His latest books are The Israel-Arab Reader (seventh edition), The Long War for Freedom: The Arab Struggle for Democracy in the Middle East (Wiley), and The Truth About Syria (Palgrave-Macmillan). To read and subscribe to MERIA, GLORIA articles, or to order books. To see or subscribe to his blog, Rubin Reports.

*  Sucking the hatred with the mothers milk:

2 Year Old  New York Muslim child: “Who are struck by Allah’s wrath?” “The Jews” “Who are the misguided?”  ”The Christians”

[youtube]http://www.youtube.com/watch?v=gGFjkfKoECc[/youtube]

More on teaching children to hate: watch this cute little Muslim girl answer a series of questions about Islam (thanks to Martin for the heads-up). Note the ones about hating Jews and Christians, and about rejecting the idea that the Qur’an was created, rather than existing eternally with Allah, identical to the “Mother of the Book, in our presence” mentioned in Qur’an 43:4. This complicates the possibility of historical criticism and reform.

Note also all the approving comments from Muslims in the YouTube thread.

Saudi cleric teaches boy to hate, curse Jews

Khaled Al-Khlewi is clearly a Misunderstander of Islam, isn’t he? Can we get Honest Ibe Hooper of CAIR or some other enlightened moderate to go over to Saudi Arabia and straighten him out?

Note that this vile bit of hatred and incitement aired on Al-Jazeera. “Saudi Cleric Khaled Al-Khlewi Teaches Children to Hate Jews,” from MEMRITV,via JW

* Egyptian Cleric Said Al-Afani: Jews Are the Offspring of Snakes and Vipers and Were Behind All Wars