WHY THERE IS A MILITARY
MILITARY
"I see in the near future a crisis approaching that unnerves me and causes me to tremble for the safety of my country. As a result of the war, corporations have been enthroned and an era of corruption in high places will follow, and the money power of the country will endeavor to prolong its reign by working upon the prejudices of the people until all wealth is aggregated in a few hands and the Republic is destroyed. I feel at this moment more anxiety for the safety of my country than ever before, even in the midst of war."
The Marine Corps
The Marine Corps was created on November 10, 1775, in Tun Tavern,
Philadelphia, Pennsylvania, by a resolution of the Continental
Congress.
In 1834 the Marines became part of the Department of the Navy. "
Smedely Butler
the only Marine Officer to win the Medal of Honor twice.
Keep in mind, this was when WWI was just the World War. Reading
"War is a Racket" is frighteningly similar to what is happening
today, except the monetary figures are bigger. He foresaw WWII
and all his points are verifiable.
class material
He has a base named after him, he hated fascism. He fought
against it home and abroad.
Smedley Butler was one of the most beloved military leaders in
American history. Teddy Roosevelt called him, "The finest
fighting man in America." Butler was known as "the fighting
Quaker." Butler was only one of four Americans ever awarded
the Congressional Medal of Honor twice. He tried returning one
of them because he did not feel it was earned, but was instead
ordered to wear it. Rank-and-file American soldiers loved him.
Butler helped run the Marines for a generation, carried a pack
and was in the trenches with his troops. Butler was known for
his honesty and appreciation for the common man. In Butler's
case, it was genuine.
The Business of War (an excerpt about Smedley Butler)
[
1
]
Near the end of his career, he began questioning the issue of
foreign wars. He began calling war a racket, and became adamant
about the imperialist aspect of the U.S.' foreign interventions.
He was not a pacifist, and came from a long line of republicans.
When he had an opinion, however, he made it known. In 1935, after
he retired, he published a slim book titled War is a Racket.
Butler campaigned on that theme for the rest of his life.
Butler believed that all U.S. foreign interventions were
self-serving acts, which lined the pockets of the rich at the
expense of the nations it victimized, sending young boys to do the
dirty work, wearing American uniforms. People such as Franklin
Roosevelt sidled up to the trough, to "invest" in Haiti after it
had been secured for American interests. Roosevelt drafted the
Haitian constitution that overturned more than a century of
Haitian strategy of not allowing foreign land ownership to gain a
foothold in Haiti, which would begin undermining its sovereignty.
FDR was an integral part of the neocolonial strategy of pillaging
Haiti. Butler provided the muscle to pull it off. Read "
War is a Racket" by Smedely Butler
Stratfor is the world's leading private intelligence firm specializing in providing critical intelligence and insights on political, economic, military, and security events around the world to give you the perspective you need to navigate today's complex and competitive global environment.
Country Reports on Terrorism
Annual reports from the Secretary of State about "developments in
countries in which acts of terrorism occurred, countries that are
state sponsors of terrorism, and countries determined by the
Secretary to be of particular interest in the global war on
terror." Includes reports back to 1996. (Prior to 2004, these
reports were known as "Patterns of Global Terrorism.") From the
U.S. Department of State Office of the Coordinator for
Counterterrorism.
Deadly Maps
This site provides images of "the complete collection of maps from
Carnegie's, 'Deadly Arsenals: Nuclear, Biological, and Chemical
Threats'. ... The first five maps reflect the worldwide
proliferation of nuclear, chemical, and biological weapons and
their missile delivery systems. The country maps show the major
nuclear installations, both civilian and military, in each
country." Includes maps of Iran, North Korea, China, Russia,
Pakistan, Libya, Israel, and other countries. From the Carnegie
Endowment for International Peace.
Foreign Terrorist Organizations
Foreign Terrorist Organizations are foreign organizations that are
designated by the Secretary of State in accordance with section
219 of the Immigration and Nationality Act (INA), as amended. FTO
designations play a critical role in our fight against terrorism
and are an effective means of curtailing support for terrorist
activities and pressuring groups to get out of the terrorism
business.
The Terrorism Research Center
"Dedicated to informing the public of the phenomena of terrorism
and information warfare.
FAS Intelligence Resource Program
:
Terrorism Intelligence Threat Assessments and
Liberation Movements, Terrorist Organizations, Substance
Cartels, and Other Para-State Entities
Documents and web site links courtesy of the Federation of
American Scientists.
Center for Defence and International Security Studies
"CDISS exists to research, raise awareness and stimulate debate on
a wide range of defence and security issues relevant to both the
UK and the International Community."
U.S. State Department Office of the Coordinator for
Counter-terrorism
Policies, current news, and research links.
Gilmore Commission
( Advisory Panel to Assess Domestic Response Capabilities for
Terrorism Involving Weapons of Mass Destruction)
A group authorized by Congress (National Defense Authorization Act
for Fiscal Year 1999, Public Law 105-261) to "assess the
capabilities for responding to terrorist incidents in the U.S.
homeland". Associated with Rand, which has additional research on
terrorism available.
International Policy Institute for Counter-terrorism
A research institute and think tank dedicated to developing
innovative public policy solutions to international terrorism.
Council on Foreign Relations: Iran
Articles, background, opinion pieces, interviews, and other
documents on government and politics in Iran. Publication topics
include Iran's nuclear program, U.S.-Iran relations, Iran-Iraq
relations, and Iranian leaders. Browse by date, publication type,
or issue. From the Council on Foreign Relations, "a nonpartisan
and independent membership organization."
Henry L. Stimson Center,
Chemical and Biological Weapons Nonproliferation Project
was launched by Senior Associate, Amy E. Smithson in 1993.
The project aims to serve as an "information clearinghouse,
watchdog, and problem-solver regarding chemical and biological
weapons issues." As such, the site offers a number of resources
including information on how much the government is spending on
anti- terrorism, how to protect oneself against chemical and
biological terrorism, and nonproliferation efforts
internationally. The site offers text of legislation, articles,
maps of selected countries (especially the United States, Russia,
and Iraq), and much more. This should be a very valuable site for
both researchers and general readers looking for background
material on chemical and biological weapons, their production, and
efforts to reduce their threats.
JUSTICE DEPARTMENT RELEASES 1997 TO 1999 HATE CRIME STATISTICS
Almost 3,000 of the approximately 5.4 million criminal
victimizations reported to police from 1997 through 1999 in more
than a dozen states were considered to be hate crimes, according
to a new study published today by the Justice Department's Bureau
of Justice Statistics (BJS).
Hate crimes
, or bias-motivated crimes, are defined as offenses motivated by
hatred against a victim based on his or her race, religion,
sexual orientation, handicap, ethnicity or national origin.
Of the 2,976 incidents police departments reported to the Federal
Bureau of Investigation's National Incident-Based Reporting System
(NIBRS) for those three years that were attributed to hatred,
1,820 were attributed to racial bias (61 percent), 431 to
religious bigotry (14 percent), 379 to sexual orientation (13
percent), 329 to
ethnicity (11 percent) and 17 to physical or mental disabilities
(less than 1 percent).
In 60 percent of the hate crime incidents the most serious offense
was a violent crime - most commonly intimidation or simple
assault. Aggravated assault was the most serious offense reported
in 13 percent of the incidents. In almost 40 percent of the
incidents the most serious offense was a property crime, 73
percent of which was damage, destruction or vandalism.
Among racially-motivated bias incidents, 6 in 10 targeted blacks,
3 in 10 targeted whites, and the remainder targeted Asians or
American Indians. In incidents involving religious bias, 41
percent targeted Jewish victims and 31 percent targeted
unspecified religious groups.
More than half of violent hate crime victims were 24 years old or
younger and almost a third were younger than age 18. Hate crime
offenders also tended to be younger. Thirty-one percent of violent
hate crime offenders, and 46 percent of property offenders were
under 18 years old.
Thirty-two percent of the reported hate crimes occurred in a
residence, 28 percent in an open space, 19 percent in a retail or
other commercial establishment or building, 12 percent at a school
or college and 3 percent in a church, synagogue or temple.
Hate crimes
were committed mostly against one or more individuals (84
percent), as opposed to business or financial institutions (6
percent), governments (4 percent), religious organizations (2
percent) or society or the general public (2 percent).
Of the 2,204 persons who were violent hate crime victims, 3 were
murdered, 4 abducted or kidnaped, 17 sexually assaulted, 42 robbed
and 2,138 assaulted (504 aggravated, 815 simple and 819
intimidated).
On July 1, 2000, BJS added new questions to its National Crime
Victimization Survey to uncover hate crimes that go unreported to
law enforcement agencies. Preliminary data from the first six
months of this data indicate that the majority of hate crimes are
not reported to police, as is true of crimes in general.
The Hate Crime Statistics Act of 1990 (P.L. 101-275)
requires the collection and analysis of data on reported hate
crimes. The FBI, in partnership with local law enforcement
agencies, began the collection of such incidents and published
annual reports as part of the Uniform Crime Reporting Program. In
recent years, many law enforcement agencies have begun to report
hate crime data through NIBRS, which is a more detailed reporting
system with the ability to capture a wide range of information on
specific incidents. In 1999, 3,396 agencies from 17 states
representing 13 percent of the U.S. population submitted NIBRS
data to the FBI.
The special report, "
Hate Crimes Reported in NIBRS, 1997-99" (NCJ-186765
),
was written by BJS statistician Kevin J. Strom. Single copies may
be obtained by calling the BJS clearinghouse number:
1-800-732-3277
. Fax orders for mail delivery to 410/792-4358.Additional criminal
justice materials can be obtained from the
Office of Justice Programs
Send comments to askbjs@ojp.usdoj.gov
Bureau of Justice Statistics
www.ojp.usdoj.gov/bjs/
"Education in Saudi Arabia"
"A book published in 1995 by the Saudi Cultural Mission to the
U.S. on education in the Kingdom, titled 'Education in Saudi
Arabia,'
[3] …quotes a document published by the Higher Committee forr
Educational Policy
[4] which contains 236 principles that explain how students
should promote loyalty to Islam by denouncing any system or
theory that conflicts with Islamic law. T
he students are also taught…how to plant and spread Islam
throughout the world, and how "to fight spiritually and physically
for the sake of Allah,"
[5] with emphasis on early Islamic glories....
Educating students in "the spirit of Islamic struggle" is another
common theme in the Saudi education system, as the following
principles indicate: "Striving and fighting for the sake of Allah
is a prescribed duty, a followed tradition and an existing
necessity. This spirit of striving will remain in force until the
Day of Judgment."…
This in effect will lead to "prommpting his [the student's] zeal
for the restoration of the glories of his Muslim nation… and for
the resumption of the march along the path of gllory and
honor."...the most important activity is Jihad for the sake of
Allah and the convocation of Allah's religion on this earth.
[23] In a textbook titled "Pictures from the Lives of the
Companions," the students are told that following the battle of
Badr (the first victory of Muslims over the disbelievers) a new
chapter in the Koran had descended on the Prophet which raised, in
the eyes of Allah, the status of the mujahideen (Jihad warrior)
and their preference over those who sit still. The chapter
challenges the mujahid to Jihad, and discourages those who sit
still....A textbook for 8th grade students explains why Jews and
Christians were cursed by Allah and turned into apes and
pigs.Quoting Surat Al-Maida, Verse 60, the lesson explains that
Jews and Christians have sinned by accepting polytheism and
therefore incurred Allah's wrath.To punish them, Allah has turned
them into apes and pigs. ....A schoolbook for the 9th grade on
Hadith introduces a famous narration known by the name, "The
Promise of the Stone and the Tree."It tells a story about Abu
Hurayra, one of the Prophet's companions who quoted the Prophet as
saying: "The hour [the Day of Judgment] will not come until the
Muslims fight the Jews and kill them. A Jew will [then] hide
behind a rock or a tree, and the rock or tree will call upon the
Muslim: 'O Muslim, O slave of Allah! there is a Jew behind me,
come and kill him!' ....Sheikh Majed 'Abd Al-Rahman Al-Firian
recently stated in the Suleiman Bin Muqiran mosque in Riyadh:
"Muslims must… educate their children to Jihad. This is the
greatest beenefit of the situation: educating the children to
Jihad and to hatred of the Jews, the Christians, and the infidels;
educating the children to Jihad and to revival of the embers of
Jihad in their souls. This is what is needed now…"
THE MIDDLE EAST MEDIA RESEARCH INSTITUTE
Special Report - No. 12 December 20, 2002 No.12 Preliminary
Overview.
Saudi Arabia's Education System: Curriculum, Spreading Saudi
Education to the World and the Official Saudi Position on
Education Policy
Introduction[I] For the past two decades, the Kingdom of Saudi
Arabia has been engaged in an extensive effort "to spread Islam
to every corner of the earth."
[1] This has meant supporting or creating schools with a
curriculum primarily based upon the teachings of Sheikh Muhammad
Ibn Abd Al-Wahhab, the 18th century founder of the Islamist
Wahhabiyya movement.
[2] This report offers a preliminary overview of the Saudi
education system focusing on its main principles, aspects of its
organizational structure, translations from its textbooks and
statements made by high ranking Saudi officials on the Saudi
education policy.
Part I: The Philosophy of Education Education Based on the
Teachings of Sheikh Muhammad Ibn Abd Al-Wahhab According to a book
published in 1995 by the Saudi Cultural Mission to the U.S. on
education in the Kingdom, titled "Education in Saudi Arabia,"
[3] the roots of the contemporary Saudi education policy date back
to the 18th century when Sheikh Muhammad Ibn Abd Al-Wahhab called
for the return of Muslims to the fundamentals of Islam as preached
by the Prophet Muhammad. The cornerstone of education in Saudi
Arabia consists of the most pervasive themes in Islam.The book,
published by the Saudi Cultural Mission to the U.S., quotes a
document published by the Higher Committee for Educational Policy
[4] which contains 236 principles that explain how students should
promote loyalty to Islam by denouncing any system or theory that
conflicts with Islamic law. The students are also taught to
understand Islam in a correct manner, how to plant and spread
Islam throughout the world, and how "to fight spiritually and
physically for the sake of Allah,
[5] with emphasis on early Islamic glories.
[6] Spreading Islam throughout the World The concept of spreading
Islam throughout the world is a fundamental pillar of the Saudi
education system, as the following principles from the document by
the Higher Committee for Educational Policy indicate:"The purpose
of education is to understand Islam in a proper and complete
manner, to implement and spread the Muslim faith, to provide a
student with Islamic values, and teachings."
[7] The document discusses the importance of "providing the
individual with the necessary ideas, consciousness and abilities
to preach the message of Islam."
[8] Another concept within the Saudi education system is "widening
the horizons of the thinking of the students by acquainting them
with various countries of the world… and in attending to the duty
of spreading its [Islam's] message..."
[9] In order to successfully spread Islam, students are taught "…
at least one of the living languages in addition to their original
language to enable them to acquire knowledge… [to] transmit our
Saudi knowledge… to other communities and pparticipate in the
spreading of Islam."
[10] Teaching the History of Islamic Glories Educating students in
"the spirit of Islamic struggle" is another common theme in the
Saudi education system, as the following principles indicate:
"Striving and fighting for the sake of Allah is a prescribed duty,
a followed tradition and an existing necessity. This spirit of
striving will remain in force until the Day of Judgment."
[11] This is done by "teaching history in a systematic way,
deriving crucial lessons from it and explaining the Islamic points
of view," highlighting the glorious stances in the history of
Islam and the civilization of its people, "so as to be an example
to be followed by our present Muslim generation."
[12] "Awakening the spirit of Islamic struggle to resist our
enemies, restore our rights and glories, and perform our duties
towards the Islamic message"
[13] is a general theme students are expected to learn.This in
effect will lead to "prompting his [the student's] zeal for the
restoration of the glories of his Muslim nation… and for the
resumption of the march along the path of glory and hoonor."
[14] Part II: Organizational Aspects Government Control of
Schoolbooks to Guarantee They are Consistent with Islam and Devoid
of Anything Conflicting with Its Principles The Saudi government
maintains control of every aspect of educational material:
[15] "The government shall be concerned with the control of all
books coming into the Kingdom from abroad or going out of the
Kingdom to the outside world. No books shall be allowed for use
unless they are consistent with Islam, the intellectual trends and
educational aims of the Kingdom..."
[16] The government policy also states: "All books should fulfill
the aims of education and be devoid of anything conflicting with
Islam."
[17] Students also learn "how to face misleading rumors,
destructive doctrines, and alien thoughts,"
[18]The Saudi education authorities insist "the school textbooks
should be in line with Islamic requirements."
[19] Textbook Development According to the study by the Saudi
Cultural Mission to the U.S., "committees at the Ministry of
Education oversee the development of textbooks
[20] in every subject for all educational levels… Textbooks are
updated periodically to reflect developments in different
subjects. The textbooks used in Islamic studies, for example,
which primarily cover the traditional religious texts and their
interpretation, change very little over the years. Textbook
materials in fields such as mathematics, science, and social
studies, however are reevaluated regularly. Similar textbooks are
used by male and female students who also follow the same academic
curricula.It is compulsory that private schools use the same
textbooks and curricula employed in the public schools. The
government provides textbooks to private schools free of charge."
[21] Part III. Translations from Saudi Schoolbooks
[22] Jihad From an early age, schoolchildren are taught about
Jihad for the Sake of Allah (Al-Jihad fi sabil Allah). In a
textbook for 8th grade students, a Hadith is introduced about a
companion of the Prophet Muhammad who asked the Prophet: "What
labor is most favored by Allah? He [the Prophet] answered: Prayers
on time; he then asked: what next? The Prophet answered: love thy
parents. He then asked: what else: The Prophet answered: Jihad for
the sake of Allah."The textbook interprets the conversation
between the Prophet and his companion as follows: the most
important activity is Jihad for the sake of Allah and the
convocation of Allah's religion on this earth.
[23] In a textbook titled "Pictures from the Lives of the
Companions," the students are told that following the battle of
Badr (the first victory of Muslims over the disbelievers) a new
chapter in the Koran had descended on the Prophet which raised, in
the eyes of Allah, the status of the mujahideen (Jihad warrior)
and their preference over those who sit still. The chapter
challenges the mujahid to Jihad, and discourages those who sit
still.
[24] Jews and Christians - Cursed by Allah and Turned into Apes
and Pigs A textbook for 8th grade students explains why Jews and
Christians were cursed by Allah and turned into apes and
pigs.Quoting Surat Al-Maida, Verse 60, the lesson explains that
Jews and Christians have sinned by accepting polytheism and
therefore incurred Allah's wrath.To punish them, Allah has turned
them into apes and pigs.
[25] The Whole World Should Convert to Islam and Leave Their False
Religions Lest Their Fate Will Be Hell A schoolbook for 5th grade
instructs the students: "The religions which people follow on this
earth are many, but the only true religion is the religion of
Islam.As for the other religions, they are false as mentioned in
the Koran (the Sura of Aal 'Umran Verse 85): 'And whoever follows
a religion that is not Islam, it will not be accepted from him and
in the Hereafter he will be of the losers.''The religion of Islam
we know from the Koran and the Hadiths about the Prophet. The
whole world should convert to Islam and leave its false religions
lest their fate will be hell. As mentioned in the Koran (the Sura
of Al-Nihal Verse 125): '[I swear] by Him who holds Muhammad's
soul in his hand that not one Jew or Christian who had heard me
and did not believe in the message that I was sent with shall die
without being one of those whose fate is hell.'" The students are
then asked to mark "yes" or "no" to the following questions: *"The
Islamic religion is the road to heaven…" *"Other religions bestow
eternal damnation on ttheir adherent…"
[26] "There is a Jew Behind Me, Come and Kill HHim!" A schoolbook
for the 9th grade on Hadith introduces a famous narration known by
the name, "The Promise of the Stone and the Tree."It tells a story
about Abu Hurayra, one of the Prophet's companions who quoted the
Prophet as saying: "The hour [the Day of Judgment] will not come
until the Muslims fight the Jews and kill them.A Jew will [then]
hide behind a rock or a tree, and the rock or tree will call upon
the Muslim: 'O Muslim, O slave of Allah! there is a Jew behind me,
come and kill him!' - except for the gharqad tree, for it is one
of the trees of the Jews."
[27] The Hadith is accompanied by a number of statements:
1. "It is Allah's wisdom that the struggle between Muslims and
Jews shall continue until the Day of Judgment."
2. "The Hadithbrings forth the glad tidings about the ultimate
victory, with Allah's help, of Muslims over Jews."
3. "The Jews and the Christians are the enemies of the
believers.They will not be favorably disposed toward Muslims and
it is necessary to be cautious [in dealing with them] ."
The book asks questions for class discussion: 1. "Who will be
victorious in the Day of Judgment?" 2. "With what types of weapons
should Muslims arm themselves against the Jews?" 3. "Name four
factors leading to the victory of Muslims over their enemies."
[28] Jewish Treachery In a textbook for 5th grade on the "History
of the Islamic State" the students are told that the Prophet
Muhammad had concluded an agreement with the Jewish tribes in
Medina so that they would not commit treacheries against Muslims.
"The Jews (then) broke their promise because they were known for
treachery, and the Prophet had expelled them from Medina to their
relatives in Khaibar where they started plotting (again)."It is
then that the Prophet had decided to invade them, destroy their
fortifications and bring them under submission.
[29] A subject of discussion in the classroom is the case of
Abdullah bin Saba, a "hypocrite Jew" who converted to Islam
fraudulently and caused sedition among Muslims which resulted in
the martyrdom of the third Khalifa, Othman ibn 'Affan.
[30] Jesus is Not the Son of God Islam acknowledges Jesus, the son
of Miriam, as a prophet. In the book, "Interpretation of the
Oneness of God (Tawheed)," for first year high-school students it
is related that God had sent Jesus to order the Jews to worship
the oneness of God. The book then states that "He [Jesus] is the
messenger of God, not his son as the Christians claim."
[31] Part IV: Exporting the Saudi Education System Spreading Islam
throughout the world is emphasized on numerous occasions in the
official Saudi document authored by the Higher Committee for
Educational Policy. For example, students are taught: "to plant
and spread the Islamic creed,"
[32] and that "preaching of Islam throughout the world … is the
duty of the statee and its citizens."
[33] The Saudi curriculum also educates students on the importance
of "propagating Islam in all areas of our globe, with wisdom and
sound preaching."
[34] OnMarch 1, 2002, 'Ayn-Al-Yaqeen, a weekly news magazine
published online by the Saudi royal family, detailed the efforts
of the Saudi royal family to spread Islam throughout the world.
[35] The article states, "The cost of King Fahd's efforts in this
field has been astronomical, amounting to many billions of Saudi
riyals. In terms of Islamic institutions, the result is some 210
Islamic centers wholly or partly financed by Saudi Arabia, more
than 1,500 mosques and 202 colleges and almost 2,000 schools for
educating Muslim children in non-Islamic countries in Europe,
North and South America, Australia, and Asia…" According to
'Ayn-Al-Yaqeeen, the list of countries where the Saudis have
established schools includes (among others): the United States,
Canada, Great Britain, France, Russia, Germany, Switzerland,
Australia, Belgium, New Zealand, Spain, Austria, Scotland, Italy,
Croatia, Bosnia, Hungary, Afghanistan, Pakistan, Egypt,
Palestinian Territories, Jordan, Lebanon, Yemen, Japan, Indonesia,
South Korea, Thailand, Malaysia, Bangladesh, Burundi, Fiji,
Azerbaijan, Kurdistan, Algeria, Nigeria, Chad, Kenya, Cameroon,
Senegal, Uganda, Mali, Somalia, Sudan, Brazil, Eritrea, and
Djibouti.
[36]
The Case of the Islamic Academy in Washington, D.C. The
'Ayn-Al-Yaqeen article added
,
"it is not surprising that King Fahd Ibn Abd Al-Aziz initiated a
program to establish Islamic academies in some of the major
capitals of the world…Amongst them is the Islamic AAcademy in
Washington, D.C. established in 1984. The academy has 1,200
students... 549 are Saudis. The rest represent 29 nationalities."
A report in The Washington Post on July 11, 2002, explained that
the Saudi academy now educates about 1,300 students from
pre-kindergarten through 12th grade on two campuses in northern
Virginia, with a dual American and Middle Eastern curriculum.
Muslim educators say the academy is unlike other Muslim schools in
the United States, many of which struggle for resources, in part
because it is heavily funded by Saudi Arabia. Some Islamic studies
classes at the school use Saudi Arabian textbooks that promote
hatred of other religions. The Saudi Islamic Academy lost its
accreditation and withdrew its membership from a respected
association of private schools in Virginia following an unwelcome
inquiry. According to sources, the association raised questions
regarding the Academy's funding sources, as well as voiced concern
about the substance of the Academy's curriculum.
[37] Part V: Saudi Officials on their Education System Of late,
many members of the Saudi royal family, as well as government
spokesmen, have made statements regarding the Saudi education
system. Saudi government preachers also speak often about
education.Sheikh Majed 'Abd Al-Rahman Al-Firian recently stated in
the SuleimanBin Muqiran mosque in Riyadh: "Muslims must… educate
their children to Jihad. This is the greatest benefit of the
situation: educating the children to Jihad and to hatred of the
Jews, the Christians, and the infidels; educating the children to
Jihad and to revival of the embers of Jihad in their souls. This
is what is needed now…"
[38] In reaction to U.S. criticism
[39] of Sauudi education policy, high level Saudi officials have
issued statements in defense of their education system, insisting
it does not teach hatred and Jihad. In fact, this has been part of
the message of the multi-million dollar Saudi PR campaign in the
U.S. to explain to Americans that Saudi Arabia is against
terrorism. In an interview with the Associated Press
[40]on October 21, 2002, 'Adel al-Jubeir, foreign policy advisor
to Saudi Arabia's Crown Prince Adbullah, urged Americans not to
fault the Saudi education system for producing 15 of the September
11 hijackers by saying, "the Unabomber went to Harvard" and "can
you tell me that Timothy McVeigh represents America?" During the
last week of August 2002, the Kingdom of Saudi Arabia released a
10 page summary report from its embassy in Washington, D.C.
[41] documenting its "Initiatives and Actions in the Fight Against
Terrorism." The Saudi embassy document explains: "Our education
system does not teach anti-American doctrines and hatred of the
West... Islam teaches peace, amicability, and tolerance, not
violence and hatred…" Saudi Foreign Minister Prince SS'ud
al-Faysal's address to the UN
[42] on September 19, 2002 added, "The Kingdom of Saudi Arabia,
which itself suffered from acts of terrorism… mmade the fight
against terrorism part of basic school curricula…"; Another
official government reaction came on the first anniversary of
September 11.Saudi Minister of the Interior, Prince Naif Ibn Abd
Al-Aziz
[43] gave an interview to the Saudi-owned London daily Al-Sharq
Al-Awsat.He spoke about his views of those who call for changing
the Saudi school curricula, especially on subjects relating to
Jihad. The prince said: "We do believe in the soundness of our
educational curriculum, but we never oppose development of
educational methods in a manner that does not run counter to the
country's deep-rooted principles."The prince added: "We strongly
believe in the correctness of our education system and its
objectives. We don't change our systems on the demands of
others... "
[44] On October 20, 2002, Prince Kahled Bin Fahd Bin Khaled wrote
in Al-Sharq Al-Awsat that the Saudi school curriculum is based on
Shari'ah (Islamic Law) and that while it is true that a small
group of Saudis were involved in September 11, they were not the
masterminds of these acts.The prince explained that the leading
perpetrators of the attack were unaware of the objectives and the
impact of the operations which were erroneously and arbitrarily
linked to Saudi Arabia's educational curriculum. The prince
claimed that the Saudi curriculum does not warrant baseless
accusations.
[45] The same week on October 26, 2002, Saudi Defense Minister
Prince Sultan Ibn Abd Al-'Aziz
[46] discussed his country's education system: "We will never
change our education policy, and there is no demand that we change
it. Our country has a policy... and above all religious curricula
that must never be harmed.Any demand by another country in the
world that Saudi Arabia change its curricula is unacceptable
interference in [Saudi] sovereignty. There is no such demand, and
we ask that our free press take note that there are people who
belong to Israel [and act] against the [Saudi] kingdom's policy
and do the impossible in order to drive a wedge between Saudi
Arabia and the U.S. in particular, and between Saudi Arabia and
the European countries. Our friendship will continue, and it is
flawless..."
[47] During a press conference held between American and Saudi
officials in late October 2002,[48]Saudi Deputy Education Minister
Dr. Khaled Al-'Awad also referred to the matter, claiming that
during recent meetings with U.S. officials, the Americans had
retracted their accusations regarding the Saudi curricula. He
explained: "Meetings were held between top Saudi Education
Ministry officials and American media personnel and officials to
clarify that the Saudi curriculum is fine and does not encourage
or boost terrorism and hatred of a member of another religion or
faith.
This follows attacks on the Saudi curriculum, according to which
it was claimed that the curricula nourished the [ideas] of
terrorism in the souls of the pupils following the events of
September 11, in which 15 of the 19 perpetrators of the events
that shocked New York and Washington and killed hundreds of people
were Saudis." Dr. Al-'Awad also claimed that the U.S. admitted it
made a mistake regarding criticism of the Saudi education system
and would be offering an apology: "These meetings yielded positive
results, and since most of those present realized that the Saudi
curricula were fine, they retracted their baseless accusations.In
light of the facts and information presented to them during this
meeting, some of the media personnel realized that the Saudi
learning process is fine, and they promised to stop the attacks
and to apologize for the false accusations. Similarly, some of the
officials promised to retract their previous positions."
[49] *Steven Stalinsky is Executive Director of MEMRI.
[I] In view of the recent attention given to the Saudi education
system and its role in the radicalization of Saudi youth and
Muslim students in Saudi-supported schools throughout the world,
MEMRI is releasing this preliminary overview from a full study of
Saudi school books that is underway and will be published in 2003.
[1] When the Saudi royal family refers to "spreading Islam," it
refers to the form of Islam practiced in Saudi Arabia, which is
Wahhabi Islam. See Ayn-Al-Yaqeen: The Saudi royal family spent
billions of riyals to 'spread Islam to every corner of the
earth;'MEMRI Special Dispatch No. 360:
http://www.memri.org/bin/opener.cgi?Page=archives&ID=SP36002.
[2] According to the Encyclopedia of Islam, Wahhabiyya denotes
"the doctrine and the followers of Muhammad Ibn Abd Al-Wahhab
(1115-1206/1703-92)."Wahhabiyya was founded in the mid-18th
century in the Arabian Peninsula.The core ideology of Wahhabiyya
is based on the concepts of adhering to tawhid (monotheism) and
fighting shirk (polytheism).Muhammad Ibn Abd Al-Wahhab believed
that Muslims throughout the world had become religiously ignorant
and were no better than non-believers.In addition to gaining
knowledge of tawhid and refraining from shirk, believers were
expected to "combat... those who did not act according to the
rules of tawhid, who were thus regarded as not being Muslims..."
[3] Salloom, Hamad I. Education in Saudi Arabia (1995). 2nd Ed.
Saudi Cultural Mission to the U.S.Dr. Al Salloom, was Cultural
Attache to the United States 1991-1994.
[4] Al Salloom, p. 15. "Education in Saudi Arabia" contains a
total of 236 articles which serve as the main reference in the
formulation of ideas and provide the main principles that direct
education in Saudi Arabia, its policies, objectives, systems,
curricula, teacher training, and the evaluation system. The
document details the national education policy and states that the
educational process (should) fulfill the duty of acquainting the
individual with Islam and adjust his conduct in accordance with
the teaching of religion, in fulfillment of the needs of society,
and in the achievement of the nation's objectives. Islam is not
only integral to Saudi education but also serves as the very
essence of its curriculum.
[5] Al-Zaid, Abdulla Muhammad. Education in Saudi Arabia: A Model
with A Difference (1982). (Omar Ali Afifi, Trans.), p. 51. The
author, Al-Zaid, is a former member of the teaching staff at King
Abd Al-Aziz University, former chairman of the department of
education, and former director general of education for the
western province of Saudi Arabia.
[6] Ibid., p.15.
[7] Ibid., p. 39.
[8] Ibid., p. 40.
[9] Ibid., p. 43.
[10] Al Salloom, p. 18.
[11] Al-Zaid., p. 39.
[12] Ibid., p. 42.
[13] Ibid., p. 45.
[14] Ibid. p 48.
According to Dr. Al-Zaid, teaching the history of Islamic glories
is highlighted in the Saudi curriculum.
[15] According to the report by Al Salloom (p.22), the Ministry of
Education of Saudi Arabia oversees the Kingdom's education system.
Its responsibilities range from policy-making, planning, and
budgetary staffing to providing physical and teaching materials
and supplies to schools. The Ministry also undertakes research and
development programs related to the development of curriculum and
teaching methods.
[16] Al-Zaid, p. 69.
[17] Ibid., p. 65.
[18] Ibid., p. 49.
[19] Ibid., p. 67.
[20] According to Al Salloom, pp. 99-100, the curriculum used in
the education system in Saudi Arabia undergoes a constant process
of change and improvement in response to social and economic
developments in the Kingdom, as well as international developments
in technology. National committees, established by the Ministry of
Education in 1984, are devoted to curriculum development and
review, and advise the Educational Development Department of the
Ministry.
[21] Committees at the Ministry of Education, Al Salloom, p. 100.
[22] All references are taken from books issued and distributed by
the Saudi Ministry of Education to Saudi schools in the Kingdom
and to Saudi-sponsored schools abroad.
[23] Al-Hadith for 8th grade (2000), p. 24.
[24] Suwar Min Hayat Al-Sehaba (2001), p.80.
[25] Sharh Kitab Al-Tawheed for 8th grade (2001), p.43
[26] Al-Tawheed Wa Al-Hadith for 5th grade (1999), p.34.
[27] Al-Hadith for 9th grade (2000), p. 122.
[28] Ibid. p. 123.
[29] Tarikh Al-Dawla Al-Islamiyya for 5th grade (1999), pp. 29-30.
[30] Ibid., p.31.
[31] Sharh Kitab Al-Tawheed (2001), p. 22.
[32] Al Salloom. p.17.
[33] Ibid.
[34] Al-Zaid, p 39.
[35] See MEMRI Special Dispatch No. 360,
[36] Visit http://www.ain-al-yaqeen.com/(extensive archives can be
found here).
[37] "Muslim School Withdraws from Association," The Washington
Post, July 11, 2002. [38] See MEMRI Special Report: Friday Sermons
in Saudi Mosques: Review and Analysis