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But, Abu Mazen is a Man of Peace…

Since 2007, US foreign aid to the Palestinian Authority and to PA-controlled NGOs reached nearly $2BN, in addition to $3.7BN contributed by the US to UNRWA since 1950. Has American foreign aid to Abu Mazen advanced moderation, the pursuit of peace and US national security interests?


On April 20, 2010, Abu Mazen named a Ramallah street in honor of Abu Jihad, the architect of PLO terrorism during 1965-1988.  For example, Abu Jihad masterminded the March 11, 1978 Israeli Coastal Road Massacre, hijacking two civilian buses, murdering 38 civilians, including 13 children and wounding 71. He also orchestrated the March 1975 Tel Aviv Hotel Savoy Massacre, murdering 7 civilians. But, Abu Mazen is a man of peace…


On March 11, 2010, Abu Mazen-controlled TV and dailies (Al-Ayam and Al-Khayat Al-Jedida) praised Dalal Mughrabi – who commanded the Coastal Road Massacre – as a martyr. On January 16, 2010, Abu Mazen announced that a major square in El-Bireh shall be named in honor of Mughrabi. The PA also named a Hebron girls school, a computers center, a summer camp and a sport tournament in honor of Mughrabi. But, Abu Mazen is a man of peace…


Abu Mazen and Salam Fayyad authorize the transfer of monthly allowances to families of Palestinian “martyrs”/terrorists. They pay condolences visits to families of suicide bombers, acclaiming them as national heroes.  But, Abu Mazen is a man of peace…


In 1994 Abu Mazen instituted – as Arafat’s Deputy – an unprecedented system of hate-education through the PA-controlled school, media and mosque systems. Since January 2005 – when he replaced Arafat – Abu Mazen has perpetuated the anti-Jewish, anti-Israel and anti-US hate education. Mein Kampf and the anti-Semitic “Protocols of the Elders of Zion” are best sellers.  Hitler and suicide-bombers are folk heroes.  Hate-education, and not a dialogue with Western policy-makers and public-opinion molders, reflects Abu Mazen’s ideology/strategy.  Hate-education cements Palestinian national identity. It feeds the root cause of the Arab-Israeli conflict: the de-legitimization of the existence – and not the size – of the Jewish State.  Hate-education has been the main manufacturing line of terrorists in general and suicide bombers in particular. Western indifference toward Hitler’s hate-education facilitated unprecedented human calamity.  But, Abu Mazen is a man of peace…


Abu Mazen’s education system de-humanizes the Jewish State, heralds a religious war against the Jewish State (10th grade “Islamic Education – part II, p.50), idolizes martyrs/suicide bombers who “live next to Allah” and “whose blood is pure,” (5th grade “Our Beautiful Language” pp.26, 31,36,70; 10th grade “Grammar” p.30, 146), denies  Mideast roots of the Jewish State, fuels anti-Semitism, glorifies “the claim of return” (code name for Israel’s destruction) and promotes Holocaust Denial (“Modern World History, p. 83). But, Abu Mazen is a man of peace…


On August 13, 2009, Abu Mazen ratified the resolutions of Fatah’s 6th General Conference.  For instance, “Armed struggle is a strategy, not a tactic… for the elimination of the Zionist presence.  The struggle shall not end until the Zionist entity is eliminated and Palestine is liberated (article 19)… Popular armed revolution is the only way to liberate Palestine…Opposing the recognition of Israel as a Jewish State…”


The US would not fund hate-education in America, but it funds a hate-education regime. Has the US examined the proposition that Abu Mazen is, supposedly, a man of peace?


Abu Mazen was Arafat’s top confidant and First Deputy for 50 years, partaking in the betrayal of Arab host countries: Egypt, Syria, Jordan, Lebanon and Kuwait. He enrolled in KGB courses and submitted a doctorate thesis – which reaffirmed Holocaust Denial – at the Moscow University.  Abu Mazen coordinated PLO ties with ruthless Communist regimes, supervised the logistics of the 1972 Munich Massacre (11 Israeli athletes murdered), co-supervised the March 1973 murder of two US ambassadors in Sudan, was a key member of the Palestinian cell of the Muslim Brotherhood in Cairo and earned the nickname – “Mr. 20%”  – due to his corruption.  But, Abu Mazen is a man of peace…


Ignoring Abu Mazen’s horrific track record of the last 50 years, and applying moral equivalence and even-handedness, constitutes a victory to wishful-thinking, rewarding terrorism, adding fuel to the fire of terrorism and Middle East turbulence, at the expense of peace and vital US interests.


Heard in Texas: Be wary of deadly coral snake posing as harmless skipjack snake!










The post-1967 turning point of US-Israel cooperation

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Palestinian school curriculum – peaceful coexistence?

Female fighters are glorified for sacrificing their sons and husbands in (Jihad) battle, as role models and as a proof that Islam ensures women’s “equality with men in sacrifice and self-sacrifice in invasions and battles” (Islamic Education, Grade 8, Card 8, Quarter 1, Semester 1, 2021–22, p. 29).

Dalal Mughrabi, the perpetrator of the 1978 terror attack on a civilian bus from Haifa to Tel Aviv – which left 38 Israelis murdered, including 13 children – is praised as a brave “female Arab jihad warrior” (Social Studies, Grade 9, Semester 1, 2021–22, p. 20).


The Palestinian Authority’s school curriculum (Please see documentation in the next section) was established in 1993 by Mahmoud Abbas, when he was Arafat’s deputy.

The school curriculum of the Palestinian Authority is the most factual description of the rogue Palestinian walk; a direct contrast to Palestinian diplomatic talk.

The school curriculum of the Palestinian Authority focusses on the pre-1967 area of Israel.

The school curriculum of the Palestinian Authority has been consistent with the 1959 Charter of Mahmoud Abbas’ Fatah (8 years before the “1967 War”) and the 1964 Charter of Mahmoud Abbas’ PLO (3 years before the 1967 War), before Israel regained control of Judea and Samaria (the West Bank).

The school curriculum of the Palestinian Authority is consistent with the anti-“infidel” precepts of Islam, aimed to eliminate the “infidel” entity in the abode of Islam and bring the “infidel” to submission.

The school curriculum of the Palestinian Authority is the most reliable expression of the deeply-rooted Palestinian vision to establish an Arab entity from the Jordan River to the Mediterranean, by eliminating the “infidel” Jewish sovereignty.

The school curriculum of the Palestinian Authority is a most authentic reflection of the state of mind of the Palestinian Authority, in general, and its view of the Jewish State, in particular.

Since its establishment in 1993, the school curriculum of the Palestinian Authority – along with sermons of incitement in the mosques, public events and highlighted monuments – has shaped the state-of-mind of the Palestinian Street.

Since 1993, the Palestinian school curriculum has been the most effective production line of Palestinian terrorists.

The perpetrators of Palestinian terrorism – against rival Palestinians and against the Jewish State – represent the effectiveness of the Palestinian school curriculum as a brain-washing incubator of hatred and martyrs.

Palestinian school curriculum documented

The following January 2022 documentation of the Palestinian school curriculum was prepared by Dr Eldad Pardo of the Hebrew University, who has researched school curricula in the Palestinian Authority, Iran, the Gulf States and other Middle East entities. The report was published by The Institute for Monitoring Peace and Cultural Tolerance in School Education.

*The 2021-22 Palestinian curriculum radicalizes anti-Jewish and anti-Israel hate and incitement.

*Jews are depicted as devious, treacherous and brutal.

*The focus of “occupation” is on the pre-1967 area of Israel, such as Jaffa, Haifa, Acre, Lod, the Galilee and the Negev.

*Israel has been entirely erased from the maps of geography and social science classes.

*Israel is described as a satanic entity, and its establishment is defined as a crime, a “racist ideology,” and a “colonial conspiracy,” which is based on “false premises.”

*Women may gain equality through sacrifice and martyrdom.

*Students are encouraged to commit acts of violence and instructed to commit Jihad (Holy War) against Israelis and die as martyrs to liberate Palestine and especially the Al Aqsa Mosque.

*Students are taught that those who die as martyrs (shuhada), while killing infidels (kuffar, i.e., Christians, Jews, polytheists), a notion described as one of the “rules of jihad,” will receive God’s grace and be greatly rewarded.

The bottom line

A peace process, on the one hand, and Palestinian school curriculum, on the other hand, constitute a classic oxymoron.

The failure to precondition negotiations with the Palestinian Authority upon the dismantling of its hate-education, has doomed negotiation to failure, while energizing terrorism.

Conducting peace negotiation with the Palestinian Authority, before the dismantling of its hate-driven school curriculum, resembles negotiating an end to drug trafficking, while tolerating the drug cartels’ penetration of the political and educational systems.

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The post-1967 turning point of US-Israel cooperation

Israeli benefits to the US taxpayer exceed US foreign aid to Israel

Iran - A Clear And Present Danger To The USA

Exposing the myth of the Arab demographic time bomb