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Mida Magazine“,  https://bit.ly/3lkaKHy

The 2020 Palestinian Authority’s Arabic Language, Vol 2, Grade 5, pp 51-61 and Social Studies, Vol. 1, Grade 9, p. 40 herald Dalal al-Mughrabi, who led – and participated in – the March 1978 massacre of 38 Israeli civilians (mostly passengers of two Haifa-Tel Aviv buses), including 13 children and wounding 72. The 5th and 9th graders are encouraged to become “martyrs” and follow in the footsteps of “the crown of the nation” and “the role model of Palestinian resistance… whose struggle portrays challenge and heroism, making her memory immortal in our hearts and minds.”

Education mirrors leadership and society

Education is the most authentic reflection of the identity, core values, culture, track record, worldview and vision of the architects of the education system and (subsequently) the society at-large.

Education plays a major role in shaping the personality of individuals and society at-large, especially in non-democratic societies, such as the Palestinian Authority. The Palestinian education system has been overseen by Mahmoud Abbas since 1993, when he established it in his capacity as Arafat’s deputy. The Palestinian education system is a byproduct of the 1959 and 1964/1968 Fatah and PLO Charters and the 1974 Palestinian Phased Plan, which stipulate the Palestinian vision.

Education in non-democratic societies mirrors the worldview of its leaders much more credibly than diplomatic statements, briefings and media interviews. The latter constitute “screen savers,” aiming to conceal the real vision, which is lucidly expressed by the educational curriculum.

While free societies promote education in order to enhance enlightenment, expand information and upgrade the standard of living, rogue regimes employ education as a means to advance their brutal goals and brainwash the younger generation into full-submission, including the perpetration of terrorism.

While free societies foster education as a hothouse of tolerance, peaceful-coexistence and innovative ideas and technologies, rogue regimes exploit education as a hothouse of fanaticism and violent intolerance, as well as terrorism and suicide-bombing.


The 2020-2021 Palestinian school curriculum highlights

According to a September 2020 report on the Palestinian School Curriculum, conducted annually by IMPACT-se, the 2020-2021 school textbooks of the Palestinian Authority are more inciteful, violence-oriented and martyrdom-driven than prior years, highlighting:

*Antisemitism (e.g., Jews portrayed as corrupt and enemies of Islam);

*Demonizing and repudiating Jewish history west of the Jordan River as forgery;

*Delegitimizing and dehumanizing Israel and Israeli Jews;

*Articulating the violent annihilation of Israel and Israeli Jews;

*Rejecting peaceful-coexistence with Israel and criticizing the Israel-Egypt peace accord;

*Inciting to anti-Israel terrorism (“martyrdom”) and Jihad (“Holy War”) as a personal religious obligation, while glorifying Jihad “warriors’ (mujahid), suicide-bombing and specific Palestinian terrorists (e.g., the murder of 11 Israeli athletes during the 1972 Munich Olympic Games);

*Glorifying women-terrorists as role-models in the struggle against Israel;

*Islamic inducements (including virgin brides in paradise) to terrorism;

*Promoting geographic maps, which exclude Israel, that is replaced by Palestine;

*Extending the “liberation struggle” from the Jordan River to the Mediterranean;


Documentation

*Islamic Education, Vol. 2, Grade 5, pp. 74-79: Girls are encouraged to kill and be killed in the battle against “Zionist occupation,” and follow in the footsteps of women, who elevated themselves as martyrs, during the early days of Islam.

*Islamic Education, Vol. 2, Grade 8, p. 93: Children are encouraged to engage in Jihad on behalf of Allah and the homeland.

*Islamic Education, Vol. 1, Grade 7, pp. 85-89: A chapter is dedicated to self-sacrifice in the service of Allah and in defiance of enemies/infidels, as the most noble sacrifice. It is rooted in Islamic history, relevant to the Palestinian reality, yielding martyrs a path to paradise.

*Islamic Education, Vol. 1, Grade 11, pp. 10-16: According to the Qur’an, Jews are corrupt and are doomed to be annihilated by Allah’s servants.  “Allah said that the Children of Israel will spread corruption through sin and arrogance…. The Children of Israel’s corruption was and will be the cause of their annihilation….”

*Islamic Education, Vol. 1, Grade 11, pp. 114-117: “In Islam, war against infidels is a legitimate necessity…. Infidels should be given an option before the battle: to embrace Islam or live under the rule of Islam [as Dhimmi – “protected” second class citizen]…. War is defined by Islam as Jihad… in order to fight those who oppose the spread of Islam to other nations.  The goals of Jihad are noble… unlike the goals of non-Muslim wars….”

*History, Vol 2, Grade 11, p. 52: “The Fedayeen [“martyrs”]… sought to strike at Zionist interests abroad, such as the Munich [Olympic Games] in 1972 [murdering 11 Israeli athletes and 1 German police officer].”

*Arabic Language, Vol. 1, Grade 5, pp. 14-15: “Khalil al-Sakakini [Nazi-supporter, who praised Hitler for revealing the weakness of Jews, a friend of the pro-Nazi Haj Amin al-Husseini, and urged the murder of Israeli civilians] has decorated the pages of history… lighting the darkness of our black nights…. The crown of the nation…. Immortalized by history….”

*Islamic Education, Vol. 1, Grade 9, p. 13: “Allah has made it clear that he is capable of annihilating the enemies [the “infidel” Christians, Jews and polytheists]…. Allah wants to take shuhada [martyrs] from among the believers and honor them by shahadah [martyrdom], to forgive their sins and raise their stature in paradise….”

*Islamic Education, Grade 12, p. 16: “Do not say that martyrs in the service of Allah are dead. They are alive. For Allah, martyrdom is a sublime status…. Martyrs live with their Lord; they were transferred from the life we know to the life, which we do not sense….”

*Social Studies, Vol. 1, Grade 6, p. 54: “The map of Palestine” [one of hundreds of similar maps in the curriculum] extends “from the Mediterranean Sea in the west to the Jordan river in the east, from Lebanon and Syria in the north to the Gulf of Aqaba and Egypt in the south, an area of approximately 27,000 square kilometers [replacing Israel].”

*Islamic Education, Vol. 2, Grade 8, pp. 49-52: Martyrdom in the battlefield is an integral element of Jihad, which is presented – by Qur’anic verses – as physical warfare, rewarding its participants. “Jihad relies on the holy Qur’an and the Sunnah [legacy] of the Prophet…. Rewards are awaiting the Jihad warrior…. Never think of martyrs as dead….”

*Arabic Language, Vol. 1, Grade 11, pp. 74-76: supported by Qur’anic verses, a poem glorifies the terrorist, who murdered 16 passengers in a Tel Aviv-Jerusalem bus, and was rewarded by happiness in paradise. Terrorists ” stand, blazing on the road, shining like stars…. Their rebirth will emerge from the depth of death and darkness….”

Peace process relevance of Palestinian curriculum

Western policy-makers have ignored the significance of the Palestinian education system, which is the most authentic mirror of the norms and vision of the Palestinian leadership and society, irrespective of Palestinian diplomacy and public relations, which serve as moderately-packaged “screen savers.”

The Palestinian curriculum (K-12) is consistent with the Palestinian intra-Arab track record, documenting the rogue profile of the proposed Palestinian state.

The Palestinian curriculum has been a most effective hothouse of terrorism, enticing almost two generations of young Palestinians to pursue the path of terrorism “in the service of Allah.”

Western policy-makers, who rightly condemn and don’t tolerate hate-education in their own societies, ignore a critical prerequisite and precondition to a constructive peace process: the uprooting of hate-education.

Therefore, hate-education, on the one hand, and a path to peaceful-coexistence, on the other hand, constitute a classic oxymoron.

Donations Appreciated

 

Palestinian terrorists are graduates of the tightly-controlled Palestinian education system (K-12), which has forged the core beliefs, norms and values of the Palestinian society. Moreover, the Palestinian education system has reflected the worldview of its architects – Arafat and Mahmoud Abbas.

Historical experience has also played a major role in shaping the identity of all societies, but it is presented (in democratic societies) or misrepresented (in non-democratic societies) by the education system, which thus enhances or corrupts the foundations of the next generation.

Furthermore, the Palestinian education system is the most authentic reflection of the Palestinian reality, vision and tactics, which are camouflaged by the Palestinian “screen saver” of diplomatic pronouncements, briefings and interviews.

The moderately-packaged Palestinian “screen saver” aims to mislead and sooth the concerns of Western policy-makers and public opinion-shapers, who are driven by well-intentioned wishful-thinking and oversimplification.  The West is eager to produce peaceful-coexistence between Israel and the Palestinians, in defiance of the Palestinian reality, and irrespective of the fact that peaceful-coexistence has yet to be established among Arabs/Muslims (“believers”), let alone between “believers” and the “infidel” in “the abode of Islam.”

Therefore, hate-education, on the one hand, and peaceful-coexistence, on the other hand, constitute a classic oxymoron. It highlights a major pitfall of Western policy-makers, who have grossly misunderstood and underestimated the dominant role played by Palestinian hate-education and incitement.

Western policy-makers have ignored the significance of Palestinian hate-education, which documents the intolerant, violent, immoral, terroristic, subversive and anti-Western profile of the proposed Palestinian state.

Western policy-makers tend to ignore a major prerequisite to a constructive peace process: the uprooting – and not merely trimming – of hate-education.

An April 2019 “IMPACT-se” study of the newly-restructured, more radical and more Islamist Palestinian school curriculum, conducted by Hebrew University Prof. Eldad Pardo, a veteran of Islamic and Middle East studies and a top expert on Palestinian curriculum, provides an elaborate documentation of the nature of the Palestinian education system.

For example:

*Urging Palestinian youth to follow in the footsteps of Dalal Mughrabi, the female terrorist who participated in the 1978 PLO attack on two Israeli buses, murdering 38 civilians, including 13 children and injuring 72.  According to the textbooks (5th grade Arabic Language volume 2, pages 51-54 and 9th grade Social Studies volume 1, page 53), “Dalal Mughrabi’s struggle portrays challenge and heroism, making her immortal in our hearts and minds…. Arab women, such as Dalal Mughrabi who led the 1978 operation, had a prominent role in…leading guerrilla operations against occupation….”  Mughrabi is heralded as a martyr role model, and is commemorated, by the Palestinian Authority, through the naming of public schools and youth camps after her; a series of “Dalal Mughrabi seminars;” annual anniversaries of her death; a Dalal Mughrabi public square in al-Bireh; an official plaque; a women’s center in Bourqa, etc.

*Heralding the massacre of 11 Israeli athletes during the 1972 Munich Olympic Games (11th grade History volume 2, page 54): “The Palestinian resistance resorted to many methods in their opposition to Zionist occupation, such as the 1972 Munich operation….” The massacre was praised by Palestinian Prime Minister, Muhammad Ishtayeh.

*Clarifying that the term “occupation” also refers to the pre-1967 Israel (Tel Aviv, Haifa, Safed, Tiberias, Nazareth, Beersheba, etc.), and that the conflict with Israel is not over the size – but over the existence – of a Jewish State in the “abode of Islam,” which is exclusively “ordained” to Muslims. According to the textbooks (6th grade Social Studies volume 1, page 56, 10th grade Arabic Language, volume 1, page 133, 8th grade Social Studies, volume 1, page 9, and 11th grade Geography volume 1, page 103), “Palestine is the geographic area between the Mediterranean Sea in the west and the Jordan River in the east and from Lebanon and Syria in the north to the Gulf of Aqaba [Eilat] and Egypt in the south….”

*Presenting the concept of Jihad [holy war] and the global division – and the ongoing war – between “the abode of Islam” and “the abode of the infidel”: “Jihad [holy war] defends Muslims against attacks by infidels and the arrogant ones, and is conducted against those who stand in the way of Islam spreading to other nations…. The goals of Jihad are noble, defeating the aggressor and spreading the tenants of Islam, while the goals of non-Muslim wars are not noble…. Infidels should be warned before the battle, and offered an option to embrace Islam or live [as subordinates] under the rules of Islam….” (11th grade Islamic Education volume 1, pages 114-115).

*Emphasizing the sacrifice of one’s life – on the altar of Islam – as a most noble and rewarding mission: “Allah wants to take Shuhada’ [martyrs] from among the believers and honor them by Shahadah [martyrdom] to forgive their sins and raise their stature in Paradise…. They will be married to 72 wives from among the virgins…. I vow to sacrifice my blood, to saturate the land and eliminate the usurper from my country, annihilating the foreigners….” (9th grade Islamic Education volume 1, page 13; 3rd grade Our Beautiful Language volume 2, page 64).

In order to sustain the Palestinian state option, Western policy-makers have allowed rose-colored diplomatic communications with Palestinian leaders to supersede, and conceal, the harsh reality of Palestinian hate-education, which would produce a rogue, terroristic, anti-Western entity, implementing the aforementioned values and goals promoted by the Palestinian curriculum.

recent posts

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).

Overview

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.

Support Appreciated

 

 

Mida Magazine“,  https://bit.ly/3lkaKHy

The 2020 Palestinian Authority’s Arabic Language, Vol 2, Grade 5, pp 51-61 and Social Studies, Vol. 1, Grade 9, p. 40 herald Dalal al-Mughrabi, who led – and participated in – the March 1978 massacre of 38 Israeli civilians (mostly passengers of two Haifa-Tel Aviv buses), including 13 children and wounding 72. The 5th and 9th graders are encouraged to become “martyrs” and follow in the footsteps of “the crown of the nation” and “the role model of Palestinian resistance… whose struggle portrays challenge and heroism, making her memory immortal in our hearts and minds.”

Education mirrors leadership and society

Education is the most authentic reflection of the identity, core values, culture, track record, worldview and vision of the architects of the education system and (subsequently) the society at-large.

Education plays a major role in shaping the personality of individuals and society at-large, especially in non-democratic societies, such as the Palestinian Authority. The Palestinian education system has been overseen by Mahmoud Abbas since 1993, when he established it in his capacity as Arafat’s deputy. The Palestinian education system is a byproduct of the 1959 and 1964/1968 Fatah and PLO Charters and the 1974 Palestinian Phased Plan, which stipulate the Palestinian vision.

Education in non-democratic societies mirrors the worldview of its leaders much more credibly than diplomatic statements, briefings and media interviews. The latter constitute “screen savers,” aiming to conceal the real vision, which is lucidly expressed by the educational curriculum.

While free societies promote education in order to enhance enlightenment, expand information and upgrade the standard of living, rogue regimes employ education as a means to advance their brutal goals and brainwash the younger generation into full-submission, including the perpetration of terrorism.

While free societies foster education as a hothouse of tolerance, peaceful-coexistence and innovative ideas and technologies, rogue regimes exploit education as a hothouse of fanaticism and violent intolerance, as well as terrorism and suicide-bombing.


The 2020-2021 Palestinian school curriculum highlights

According to a September 2020 report on the Palestinian School Curriculum, conducted annually by IMPACT-se, the 2020-2021 school textbooks of the Palestinian Authority are more inciteful, violence-oriented and martyrdom-driven than prior years, highlighting:

*Antisemitism (e.g., Jews portrayed as corrupt and enemies of Islam);

*Demonizing and repudiating Jewish history west of the Jordan River as forgery;

*Delegitimizing and dehumanizing Israel and Israeli Jews;

*Articulating the violent annihilation of Israel and Israeli Jews;

*Rejecting peaceful-coexistence with Israel and criticizing the Israel-Egypt peace accord;

*Inciting to anti-Israel terrorism (“martyrdom”) and Jihad (“Holy War”) as a personal religious obligation, while glorifying Jihad “warriors’ (mujahid), suicide-bombing and specific Palestinian terrorists (e.g., the murder of 11 Israeli athletes during the 1972 Munich Olympic Games);

*Glorifying women-terrorists as role-models in the struggle against Israel;

*Islamic inducements (including virgin brides in paradise) to terrorism;

*Promoting geographic maps, which exclude Israel, that is replaced by Palestine;

*Extending the “liberation struggle” from the Jordan River to the Mediterranean;


Documentation

*Islamic Education, Vol. 2, Grade 5, pp. 74-79: Girls are encouraged to kill and be killed in the battle against “Zionist occupation,” and follow in the footsteps of women, who elevated themselves as martyrs, during the early days of Islam.

*Islamic Education, Vol. 2, Grade 8, p. 93: Children are encouraged to engage in Jihad on behalf of Allah and the homeland.

*Islamic Education, Vol. 1, Grade 7, pp. 85-89: A chapter is dedicated to self-sacrifice in the service of Allah and in defiance of enemies/infidels, as the most noble sacrifice. It is rooted in Islamic history, relevant to the Palestinian reality, yielding martyrs a path to paradise.

*Islamic Education, Vol. 1, Grade 11, pp. 10-16: According to the Qur’an, Jews are corrupt and are doomed to be annihilated by Allah’s servants.  “Allah said that the Children of Israel will spread corruption through sin and arrogance…. The Children of Israel’s corruption was and will be the cause of their annihilation….”

*Islamic Education, Vol. 1, Grade 11, pp. 114-117: “In Islam, war against infidels is a legitimate necessity…. Infidels should be given an option before the battle: to embrace Islam or live under the rule of Islam [as Dhimmi – “protected” second class citizen]…. War is defined by Islam as Jihad… in order to fight those who oppose the spread of Islam to other nations.  The goals of Jihad are noble… unlike the goals of non-Muslim wars….”

*History, Vol 2, Grade 11, p. 52: “The Fedayeen [“martyrs”]… sought to strike at Zionist interests abroad, such as the Munich [Olympic Games] in 1972 [murdering 11 Israeli athletes and 1 German police officer].”

*Arabic Language, Vol. 1, Grade 5, pp. 14-15: “Khalil al-Sakakini [Nazi-supporter, who praised Hitler for revealing the weakness of Jews, a friend of the pro-Nazi Haj Amin al-Husseini, and urged the murder of Israeli civilians] has decorated the pages of history… lighting the darkness of our black nights…. The crown of the nation…. Immortalized by history….”

*Islamic Education, Vol. 1, Grade 9, p. 13: “Allah has made it clear that he is capable of annihilating the enemies [the “infidel” Christians, Jews and polytheists]…. Allah wants to take shuhada [martyrs] from among the believers and honor them by shahadah [martyrdom], to forgive their sins and raise their stature in paradise….”

*Islamic Education, Grade 12, p. 16: “Do not say that martyrs in the service of Allah are dead. They are alive. For Allah, martyrdom is a sublime status…. Martyrs live with their Lord; they were transferred from the life we know to the life, which we do not sense….”

*Social Studies, Vol. 1, Grade 6, p. 54: “The map of Palestine” [one of hundreds of similar maps in the curriculum] extends “from the Mediterranean Sea in the west to the Jordan river in the east, from Lebanon and Syria in the north to the Gulf of Aqaba and Egypt in the south, an area of approximately 27,000 square kilometers [replacing Israel].”

*Islamic Education, Vol. 2, Grade 8, pp. 49-52: Martyrdom in the battlefield is an integral element of Jihad, which is presented – by Qur’anic verses – as physical warfare, rewarding its participants. “Jihad relies on the holy Qur’an and the Sunnah [legacy] of the Prophet…. Rewards are awaiting the Jihad warrior…. Never think of martyrs as dead….”

*Arabic Language, Vol. 1, Grade 11, pp. 74-76: supported by Qur’anic verses, a poem glorifies the terrorist, who murdered 16 passengers in a Tel Aviv-Jerusalem bus, and was rewarded by happiness in paradise. Terrorists ” stand, blazing on the road, shining like stars…. Their rebirth will emerge from the depth of death and darkness….”

Peace process relevance of Palestinian curriculum

Western policy-makers have ignored the significance of the Palestinian education system, which is the most authentic mirror of the norms and vision of the Palestinian leadership and society, irrespective of Palestinian diplomacy and public relations, which serve as moderately-packaged “screen savers.”

The Palestinian curriculum (K-12) is consistent with the Palestinian intra-Arab track record, documenting the rogue profile of the proposed Palestinian state.

The Palestinian curriculum has been a most effective hothouse of terrorism, enticing almost two generations of young Palestinians to pursue the path of terrorism “in the service of Allah.”

Western policy-makers, who rightly condemn and don’t tolerate hate-education in their own societies, ignore a critical prerequisite and precondition to a constructive peace process: the uprooting of hate-education.

Therefore, hate-education, on the one hand, and a path to peaceful-coexistence, on the other hand, constitute a classic oxymoron.

Donations Appreciated

 

Palestinian terrorists are graduates of the tightly-controlled Palestinian education system (K-12), which has forged the core beliefs, norms and values of the Palestinian society. Moreover, the Palestinian education system has reflected the worldview of its architects – Arafat and Mahmoud Abbas.

Historical experience has also played a major role in shaping the identity of all societies, but it is presented (in democratic societies) or misrepresented (in non-democratic societies) by the education system, which thus enhances or corrupts the foundations of the next generation.

Furthermore, the Palestinian education system is the most authentic reflection of the Palestinian reality, vision and tactics, which are camouflaged by the Palestinian “screen saver” of diplomatic pronouncements, briefings and interviews.

The moderately-packaged Palestinian “screen saver” aims to mislead and sooth the concerns of Western policy-makers and public opinion-shapers, who are driven by well-intentioned wishful-thinking and oversimplification.  The West is eager to produce peaceful-coexistence between Israel and the Palestinians, in defiance of the Palestinian reality, and irrespective of the fact that peaceful-coexistence has yet to be established among Arabs/Muslims (“believers”), let alone between “believers” and the “infidel” in “the abode of Islam.”

Therefore, hate-education, on the one hand, and peaceful-coexistence, on the other hand, constitute a classic oxymoron. It highlights a major pitfall of Western policy-makers, who have grossly misunderstood and underestimated the dominant role played by Palestinian hate-education and incitement.

Western policy-makers have ignored the significance of Palestinian hate-education, which documents the intolerant, violent, immoral, terroristic, subversive and anti-Western profile of the proposed Palestinian state.

Western policy-makers tend to ignore a major prerequisite to a constructive peace process: the uprooting – and not merely trimming – of hate-education.

An April 2019 “IMPACT-se” study of the newly-restructured, more radical and more Islamist Palestinian school curriculum, conducted by Hebrew University Prof. Eldad Pardo, a veteran of Islamic and Middle East studies and a top expert on Palestinian curriculum, provides an elaborate documentation of the nature of the Palestinian education system.

For example:

*Urging Palestinian youth to follow in the footsteps of Dalal Mughrabi, the female terrorist who participated in the 1978 PLO attack on two Israeli buses, murdering 38 civilians, including 13 children and injuring 72.  According to the textbooks (5th grade Arabic Language volume 2, pages 51-54 and 9th grade Social Studies volume 1, page 53), “Dalal Mughrabi’s struggle portrays challenge and heroism, making her immortal in our hearts and minds…. Arab women, such as Dalal Mughrabi who led the 1978 operation, had a prominent role in…leading guerrilla operations against occupation….”  Mughrabi is heralded as a martyr role model, and is commemorated, by the Palestinian Authority, through the naming of public schools and youth camps after her; a series of “Dalal Mughrabi seminars;” annual anniversaries of her death; a Dalal Mughrabi public square in al-Bireh; an official plaque; a women’s center in Bourqa, etc.

*Heralding the massacre of 11 Israeli athletes during the 1972 Munich Olympic Games (11th grade History volume 2, page 54): “The Palestinian resistance resorted to many methods in their opposition to Zionist occupation, such as the 1972 Munich operation….” The massacre was praised by Palestinian Prime Minister, Muhammad Ishtayeh.

*Clarifying that the term “occupation” also refers to the pre-1967 Israel (Tel Aviv, Haifa, Safed, Tiberias, Nazareth, Beersheba, etc.), and that the conflict with Israel is not over the size – but over the existence – of a Jewish State in the “abode of Islam,” which is exclusively “ordained” to Muslims. According to the textbooks (6th grade Social Studies volume 1, page 56, 10th grade Arabic Language, volume 1, page 133, 8th grade Social Studies, volume 1, page 9, and 11th grade Geography volume 1, page 103), “Palestine is the geographic area between the Mediterranean Sea in the west and the Jordan River in the east and from Lebanon and Syria in the north to the Gulf of Aqaba [Eilat] and Egypt in the south….”

*Presenting the concept of Jihad [holy war] and the global division – and the ongoing war – between “the abode of Islam” and “the abode of the infidel”: “Jihad [holy war] defends Muslims against attacks by infidels and the arrogant ones, and is conducted against those who stand in the way of Islam spreading to other nations…. The goals of Jihad are noble, defeating the aggressor and spreading the tenants of Islam, while the goals of non-Muslim wars are not noble…. Infidels should be warned before the battle, and offered an option to embrace Islam or live [as subordinates] under the rules of Islam….” (11th grade Islamic Education volume 1, pages 114-115).

*Emphasizing the sacrifice of one’s life – on the altar of Islam – as a most noble and rewarding mission: “Allah wants to take Shuhada’ [martyrs] from among the believers and honor them by Shahadah [martyrdom] to forgive their sins and raise their stature in Paradise…. They will be married to 72 wives from among the virgins…. I vow to sacrifice my blood, to saturate the land and eliminate the usurper from my country, annihilating the foreigners….” (9th grade Islamic Education volume 1, page 13; 3rd grade Our Beautiful Language volume 2, page 64).

In order to sustain the Palestinian state option, Western policy-makers have allowed rose-colored diplomatic communications with Palestinian leaders to supersede, and conceal, the harsh reality of Palestinian hate-education, which would produce a rogue, terroristic, anti-Western entity, implementing the aforementioned values and goals promoted by the Palestinian curriculum.

Please watch – and consider recommending/sharing – my online video seminar (forty 6-minute-videos) on the following topics:
1. US-Israel ties
Israel’s contributions, 400-year-old foundations, Congress – the co-equal ally, State Dep’t blunders) and more;
2.Jewish-Arab Demographics
3. The Palestinian issue
Core causeof turbulence? Arab crown-jewel?Terrorism root cause? Cruxof conflict? And more;
4. Palestinian terrorism
6.Palestinian refugees
7. Jewish refugees
8. Christian repression
10. Anti-US terrorism
11. Iran’s Ayatollas
12. Israeli settlements
13. Israel’s economy
14. The real Middle East
15. Israel’s pre-1967 borders
The precariousness of Israel’s pre-1967 borders;
16. International and US security guarantees

Can Israel rely on US/international security guaranteesand/or peacekeepers?

The Palestinian Authority’s school curriculum, dogmatic education system and controlled-media reflect its worldview and core values, as is the case in all non-democratic regimes.

The Palestinian school curriculum has been the most critical tool to indoctrinate and mold Palestinian youth – K through 12 – in accordance with the dominant ideology and policy of the Palestinian Authority, aiming to sustain the regime and advance its goals.

Anti-Israel and anti-Jewish themes, which have dominated the Palestinian curriculum and controlled-media, reflect the inherently primary geo-strategic goals of the Palestinian Authority.   As documented by the Palestinian curriculum, the Palestinian Authority has not been preoccupied with the size – but with the existence – of the “infidel” Jewish State in the “abode of Islam.”

For example, “Where are the cavalrymen who will dash to liberate [the Jerusalem Al Aqsa Mosque] from the fists of the infidel aides of the devil [the Jews]” (7th gradeArabic Language, volume 1, p. 66)?  “The Jews did not honor the accord [with the Prophet Muhammad] and resorted to betrayal, treachery and hostility, which forced the Moslems to fight them” (7th gradeIslamic Education, volume 1, p. 50).  “The Jews repeated their attempts to murder The Messenger [Muhammad]” (5th gradeIslamic Education, volume 2, p. 66).  “Jihad [a binding Holy War] is one of the gates to Paradise” (7th gradeArabic Language, volume 2, p.92).

The aforementioned quotes featured in a June 2018 study of over 200 Palestinian school books – many of them used in UNRWA schools – which was conducted by the veteran researcher of Palestinian curriculum, Dr. Arnon Groiss, commissioned by the Jerusalem-based “Center for Near East Policy Research” and published by Israel-based “Meir Amit Intelligence and Terrorism Information Center.”

According to Dr. Groiss, “A thorough examination of the new [2017] PA schoolbooks revealed that they followed three main fundamentals: the de-legitimization of Israel’s existence and the very presence of Jews in the country; the demonization of Israel and Jews; and war indoctrination instead of peace education…. None of the PA textbooks, including those used in UNRWA schools, advocates peaceful coexistence with Israel, or hints at the possibility of solving the conflict peacefully…. The new [2017] books, which have been accepted for teaching by UNRWA, are generally more radical than their predecessors…. Peaceful coexistence with Israel is not an option. Instead, a violent struggle for the liberation of Palestine in its entirety is propagated, since the original occupation of Palestine took place in 1948, not 1967….”

An April 2017 study by Hebrew University Prof. Eldad Pardo, the Research Director at the “Institute for Monitoring Peace and Cultural Tolerance in School Education (IMPACT-se),” documents a revival of the 1974 “PLO Phased Policy” to eliminate Israel in stages through the PA curriculum: “What used to be the strategy of one extremist guerilla movement has become the standard for all Palestinian students.”

Prof. Pardo observes that Israel is defined, by Palestinian school textbooks, as “the 1948 Occupied Territories.” Therefore, “the PA educational system has created a Palestinian nationalism that is incompatible with Israel’s existence….”
Moreover, “3rd grade pupils recite from Our Beautiful Language, volume 2 p. 64: ‘I vow that I shall sacrifice my blood… will remove/eliminate the usurper from my country, and will annihilate the remnants of the foreigners….’ There is apparently no restriction on violence until the last Israeli is out of Palestine [from the Jordan River to the Mediterranean].”
Prof. Pardo notes that “the new Palestinian 1st-4th grade curriculum is significantly more radical than in previous curricula…. The struggle against Israel and its disappearance is the main theme…. Children are expendable…. Martyrs are used as examples in math classes…. Religion is clearly abused in 11th-12th grades to foment hate amid calls for eternal war in the Levant…”
Back to Dr. Groiss’ June, 2018 study: “Israel’s very establishment, in 1948, is described as occupation…. Israel is never presented as a sovereign state, neither on maps nor in texts, even within its pre-1967 boundaries (5th gradeSocial Studies, volume 1, p. 22; 4th gradeNational and Social Upbringing, volume 1, p. 7; 3rd gradeSciences and Life, volume 1, p.65).
4th graders study mathematics in the following manner (Mathematics, volume 1, p.25): “The number of martyrs during the First Intifadah [1988-92 wave of terrorism] reached 2,026; the number of martyrs during the Al Aqsa Intifadah [2000-2005 wave of terrorism] was 5,050. How many martyrs were there during the two Intifadahs?”

5th graders
 (Arabic Language, volume 2, p.51) are taught that martyrs are in the vein of “the martyr Dalal al-Mughrabi [who co-led the 1978 Palestinian assault on a public transportation bus, on Israel’s coastal highway, murdering 35 passengers and injuring 71] who painted with her struggle a picture of heroism that has made her memory eternal in our hearts and minds….” 9th graders learn in their Arabic Language book, volume 1, page 61 – which is used in UNRWA schools – that Molotov Cocktails hitting an Israeli public transportation bus produce ‘a barbecue party’….”
P.S. The Palestinian education system was instituted in 1993 by Mahmoud Abbas and Yasser Arafat – the “moderate” wing of the Palestinians….

In contrast to national liberation movements, Palestinian terrorism has targeted – deliberately, institutionally and systematically – Arab and Israeli non-combatants, sometimes hitting combatants.

Palestinian terrorism has haunted Arab societies in Jordan (especially during the 1968-1970 PLO terrorism), in Lebanon (particularly during the 1971-1982 civil wars), in Kuwait (during the 1990 invasion by Saddam Hussein), in Iraq (until 2002, serving as an arm of Saddam Hussein’s ruthless domestic oppression), in Syria (until 2012, bolstering Assad’s regime of horror) and currently in Egypt (collaborating with the Muslim Brotherhood terror organization).  Pro-US Arab regimes consider Palestinian terrorism a clear and present, lethal threat, never fighting on behalf of Palestinians, sometimes dealing them severe military blows (e.g., 1970 Black September in Jordan) and expulsions (e.g., 300,000 expelled from Kuwait), showering them with rhetoric, but not resources.

Since the establishment of the Arafat/Abbas’ Palestinian Authority in 1993, Palestinian terrorism has afflicted the Arabs of Judea, Samaria and Gaza, denying civil liberties and instituting a corrupt, oppressive reign of horror.  It caused the flight of most Christians from Ramallah (Abbas’ headquarters!), Bethlehem and Beit Jallah. In addition, Muslim emigration from the Palestinian Authority has increased since 2000: 25,000 net-emigration from Judea and Samaria in 2014 and 20,000 in 2013. While Egypt prevents emigration from Gaza through Sinai, Gaza’s Arabs have emigrated, in increasing numbers, via the Mediterranean. Moreover, Palestinians flow to Jerusalem’s municipal lines, escaping Abbas’ tyranny, in order to receive Israeli I.D. cards, social benefits and human rights.  

Palestinian terrorists have targeted pro-US Arab regimes and “the arrogant, infidel, Great Satan,” the USA, joining the Ayatollahs in Iran (since the toppling of the Shah in 1979), Taliban, Al Qaeda, ISIS and other Islamic terror organizations. For instance, the role model, and spiritual mentor, of Bin Laden was Abdullah Azam from Samaria.

Palestinian terrorism has been a recent branch of Islamic terrorism, which has plagued the Middle East – and beyond – since the appearance of Islam in the 7th century.   The current intensification of Islamic terrorism throughout the Middle East provides a tailwind to Palestinian terrorism.

Palestinian terrorism has inspired terror cells in Europe, Africa, Asia and the American continent, including sleeper cells in the US

Anti-Jewish Palestinian terrorism has been a Middle East fixture since, at least, the 1920s, well before the 1948 establishment of Israel and the 1967 return of Jewish communities to Judea and Samaria. Its well­-documented collaboration with Nazi Germany intended to prevent the existence – and not reduce the size – of the Jewish State. The political guideline of contemporary Palestinian terrorism – the Palestinian Covenant – was published in 1964, three years before the reunification of Jerusalem.

Palestinian terrorism is nurtured by 23 year of Palestinian hate-education in kindergartens, schools, mosques and media – the most effective production line of terrorists. It was established by Mahmoud Abbas (Arafat’s chief deputy) in 1993, highlighting the fundamentals of Islam, which have intensified Palestinian terrorism: the supremacy of Islam over all other religions; the permanent state of war between the Abode of Islam and the Abode of the “infidel;” the inadmissibility of “infidel” sovereignty over Waqf lands, which are divinely ordained to Islam; the sublime honor of sacrificing one’s life on behalf of Islam’s war against the “infidel”; and the provisional nature of agreements concluded with “infidels.”

Palestinian terrorism has been encouraged by Mahmoud Abbas’ systematic policy of naming streets, squares, monuments and sport tournaments in honor of terrorists, and extending generous financial assistance to their families.

Palestinian terrorism – an endemic feature in the Middle East – provides the writing on the wall, which highlights the destabilizing, anti-Western, terroristic nature of the proposed Palestinian state.  An Israeli withdrawal from the mountain ridge of the Golan Heights would provide a platform for Islamic terrorists to traumatize northern Israel; but, an Israeli withdrawal from the mountain ridges of Judea & Samaria, would provide Muslim terrorists with a platform to topple the Hashemite regime in Jordan and traumatize Tel Aviv, Jerusalem, Ben Gurion Airport and 80% of Israel’s population and infrastructures.

Palestinian terrorism is adrenalized by the immoral moral equivalence (between Israeli counter-terrorism and Palestinian terrorism), misrepresenting Middle East reality. It is fueled by foreign aid to the Palestinian Authority, which funds hate-education. It is rewarded by calls to negotiate with the Palestinian Authority, while Mahmoud Abbas conducts hate-education. It is emboldened by Western pressure for further Israeli concessions and Western denial of Israel’s moral high ground in the topographic high ground of Judea and Samaria.

In order to defeat Palestinian terrorism, it is necessary to defy political correctness, shifting gears from chasing individual terroristic mosquitoes to draining the terroristic swamp: to launch a large-scale, disproportional, preemptive military operation throughout Judea and Samaria and Arab neighborhoods in Jerusalem; to precondition any (US and Israeli) direct and indirect contact with – and assistance to – the Palestinian Authority upon an end to hate-education; and to severely punish families and communities of terrorists for failing to exercise communal responsibility.

In order to frustrate Palestinian terrorism, which aims to set Israel on a path of retreat, Israel should proclaim a constructive response, expanding Jewish construction in Jerusalem, Judea and Samaria.  While it would trigger short-term international pressure, it would yield long-term strategic respect, as documented by the legacy of Prime Ministers Ben Gurion, Eshkol, Golda Meir, Begin and Shamir, who defied much more severe international pressure with slimmer military and commercial resources at their disposal. 

Contrary to Western conventional wisdom, the nature of Mahmoud Abbas’ Palestinian Authority – which is burdened by a mere 17% favorability in the US, compared with Israel’s 70% – has turned most Palestinians against Mahmoud Abbas, has led most Jerusalem Arabs to prefer Israeli sovereignty, and catapulted Hamas to prominence on the Palestinian Street. 

The nature of the KGB-graduate Mahmoud Abbas regime has been defined by a rare combination of endemic corruption, kleptomania (“Mr. 20%” is Mahmoud Abbas’ nickname), nepotism, hate-education, incitement, terrorism, anti-US and pro-Venezuela, Russia and China worldview, non-compliance with internal and external agreements, and egregious violations of civil liberties, which has fueled Muslim emigration and the flight of Christian Arabs from Bethlehem, Beit Jala and Ramallah.

The nature of the Palestinian Authority has been shaped – since its establishment in 1993 – by Yasser Arafat, Mahmoud Abbas and other Palestinians, who were imported from terrorist camps in Sudan, Yemen, Iraq, Lebanon, Libya and Tunisia, imposing themselves ruthlessly upon the indigenous Arabs of Judea and Samaria. In 2003, I was rebuked by a prominent Palestinian: “We shall never forgive the Jewish State for imposing upon us the Tunisia-based PLO Sodom and Gomorrah!”

Irrespective of the nature of the Palestinian Authority, the US has been, by far, its largest single-state donor (averaging $500mn, annually, in economic and security assistance), in addition to leading the pack of donors to UNRWA ($250mn in 2014), which has not reduced the threat of incitement and hate-education-driven Palestinian terrorism. It has not inclined Palestinians towards peaceful coexistence with the Jewish State, nor has it advanced the cause of democracy and human rights in the Palestinian Authority.

In September 1993, on the eve of the conclusion of the Oslo Accord, Elias Freij, the Christian Mayor of Bethlehem, and additional Christian leaders from Bethlehem and Beit Jala, (unsuccessfully) implored Prime Minister Rabin to refrain from transferring both towns – which were included in the Jerusalem District during the Ottoman, British and Jordanian rule – to the emerging Palestinian Authority. They expected severe repression of Christian Arabs, by the Palestinian Authority, which would cause Bethlehem and Beit Jala to be “top heavy on churches, but very low on Christians.” And indeed, Bethlehem’s Christian majority has been reduced to a 15% minority.

Before the signing of the Oslo Accord, I introduced the New York Times’ William Safire to a former mayor of Beit Jala, Farah al-Araj, who predicted that “the current state of affairs will produce a larger community of Beit Jala Christians in Belize, Central America than Christians left in Beit Jala.” In 2015, Christian emigrants from Beit Jala achieve prominence in Belize, politically and financially, while those remaining in Beit Jala are repressed religiously and physically.

Mahmoud Abbas’ stashed accounts and nepotism were highlighted by the anti-Israel, pro-Palestinian Stephen Lendman, who accused Abbas of “bribes, secret investments and hidden bank accounts…. earning $1mn monthly…. Abbas holds several Jordanian accounts… not under any national or international scrutiny…. Abbas urged Moscow to supply him with a new advanced presidential jet…. His sons, Tarek and Yasser, profit handsomely from all PA projects….”  According to Jonathan Schanzer, “the conspicuous wealth of Abbas’ own sons, Yasser and Tarek, has become a source of quiet controversy in Palestinian society…. Yasser enjoys a monopoly on the sale of US-made cigarettes…. Chairs a Palestinian engineering conglomerate… boasting $35mn annual revenues…. Tarek is just as ambitious in the business world….”

Bassam Eid, the founder of the Jerusalem-based Palestinian Human Rights Monitoring Group, concludes that “the Palestinians need strong democratic institutions and an end to human rights violations…. [However,] Abbas runs a corrupt dictatorship, using international funds to consolidate his own administration, rather than to develop the Palestinian economy. In East Jerusalem, the PA is so mistrusted that most Palestinians would prefer to live under Israel rule….”

American interests, morality and common sense behoove the US Congress to precondition further foreign aid, to the Palestinian Authority, upon dramatic transformation of its conduct.

Children (clash of civilizations)

The Israeli Spring was defined by the entire country – Left and Right, Doves and Hawks, secular and religious – marshalling its human resources to find the three teens (one of them a US citizen), who were murdered by Palestinian terrorists, and to embrace the bereaved parents. The Israeli concern for the children is perceived, by the Arab street, as a symptom of weakness, adrenalizing further terrorism. However, the intense sense of communal responsibility – felt by most Israelis – has been the secret weapon of the Jewish People and the Jewish state in face of perpetual lethal threats.

In contrast, the Palestinian street has glorified elementary school kids wearing suicide vests, on their way to murder Israeli civilians.  Moreover, the Arab Tsunami has been characterized by the murder, rape, torture and expulsion of hundreds of thousands of children in Tunisia, Libya, Egypt, Yemen, Syria and Iraq by fellow Arabs.

During the 1980-1988 Iran-Iraq war, Teheran’s Ayatollahs formed a special force of 500,000 illiterate and poor children, the Basijii, who were tasked with clearing Iraqi minefields.  Each child received a plastic key to paradise.

Palestinian Terrorism

Soldiers hit, rarely and usually unintentionally, civilian targets.  On the other hand, terrorists murder, maim and intimidate civilians systematically and deliberately, as demonstrated by the abduction and murder of the three Israeli teens (Gilad and Naftali were 16 years old and Eyal was 19 years old). The focus on Jewish civilians characterized Palestinian terrorism during the 1920s, 1930s, 1940s, since Israel’s establishment in 1948, during the 1987-1991 First Intifadah and the 2000-2003 Second Intifadah. It is demonstrated by the daily bombing of Israeli communities in the Negev by Gaza-based Palestinian terrorists. The focus on civilian targets has characterized the Arab Tsunami with Arabs/Muslim murdering Arab/Muslim and Christian civilians.

Who is the real Mahmoud Abbas?

Notwithstanding Mahmoud Abbas’ (sometime) moderate talk, his walk has been consistent:

*Since 1994, when he was Arafat’s loyal deputy, Mahmoud Abbas has conducted a hate education system, funded by foreign aid, brainwashing Palestinian children (K through 12) – via hate education in PA-controlled schools, mosques and media – to herald suicide-bombing and martyrdom, targeting Israeli civilians. Abbas has glorified terrorists by naming streets, squares and soccer tournaments after them. 

*Mahmoud Abbas is using foreign aid to provide monthly allowances to families of Palestinian terrorists.  The higher the number of Israelis murdered by a terrorist, the higher the allowance. The release of terrorists from Israeli prisons – and providing them with a hero’s welcome – has been Abbas’ top priority.

*According to the Oslo Accords, Mahmoud Abbas derives his authority as the Chairman of the Palestinian Authority from his current position as the Chairman of the PLO and Fatah. The covenants of both terrorist organizations specify that the conflict with Israel is over the existence – not the size – of the Jewish state.

*The recent establishment of a PLO-Hamas coalition government, by Mahmoud Abbas, is consistent with his track record: a top activist in the Palestinian cell of the Muslim Brotherhood in Cairo (1950s); an Arafat associate in subversive operations in Syria (1966), Jordan (1970), Lebanon (1970-1982) and Kuwait (1990); a graduate of Moscow University and KGB courses and the coordinator of PLO ties with the ruthless regimes of the Communist Bloc; the chief PLO-Hamas negotiator until Oslo, 1993; currently, maintaining close contacts with the regimes of Iran, North Korea, Venezuela and Cuba.

The Palestinian issue and Arab policy-making

The low priority accorded to the Palestinian issue by Arab policy-makers has been demonstrated by the absence of any Arab involvement during the last three weeks of intense Israeli operations against Palestinian terrorism. Arab policy-makers also stayed on the sideline when Israel launched large-scale campaigns against Palestinian terrorism in Gaza (2009 and 2012) and in Judea & Samaria (2000-2003 and 1987-1991), as well as during the Israel-PLO war in Lebanon (1982).  What do Arab leaders know about the subversive nature of the Palestinian leadership that Western leaders have yet to learn?!

Israel’s national security

The murder of the three abducted Israeli teens, along with 40 aborted abductions last year, and the daily preemption of terrorism by the IDF and Israel’s Security Services, shed light on the potential of Palestinian terrorism, should Israel withdraw from Judea & Samaria. The 1994-5 immigration to Judea & Samaria of Arafat, Mahmoud Abbas and some 70,000 Palestinian terrorists, and Israel’s withdrawal from 40% of Judea & Samaria – as stipulated by the Oslo Accords – catapulted terrorism to unprecedented levels as a result of Palestinian Authority hate education, incitement and sizeable inventories of military hardware accumulated by the PLO and Hamas terrorists. The reintroduction of the IDF and Israel’s Security Services into Judea & Samaria in 2003 – following the Second Intifadah – has reduced terrorism by 90%.  Thus, Israel’s control of the mountain ridges of Judea & Samaria constitutes an absolute prerequisite to the defeat of Palestinian terrorism.  On the other hand, Israel’s withdrawal from Judea & Samaria would embolden Palestinian terrorism, inspiring Islamic terrorism, dooming the Hashemite regime in Jordan and other pro-US Arab regimes in the Middle East.

 

Will the April, 2014 accord between Mahmoud Abbas, Hamas and Islamic Jihad transition these two Islamic terrorist organizations to moderation, or does it shed light on Mahmoud Abbas’ core ideology?

Unlike Western policy-makers and public opinion molders, Arab leaders never doubted Mahmoud Abbas’ core ideology. Therefore, they deny him adequate financial support, while the Arab oil-producing countries provide Egypt multi-billion dollar assistance.  Similarly, during the 1980s, Saudi Arabia provided Afghanistan’s Muslim rebels a billion dollars in annual aid, while extending Arafat a mere $100 million annually, which was cut off following Arafat’s and Mahmoud Abbas’ betrayal of Kuwait in August 1990, when they collaborated with Saddam Hussein’s invasion of the Sheikhdom.  Moreover, Arab countries did not support the PLO and Hamas during their grand confrontations with Israel: the 1st and 2nd Intifadahs, the Lebanon War and the series of wars in Gaza.

The Arab attitude towards Abbas is driven by Abbas’ track record of intra-Arab subversion and terrorism.  For example, during the late 1950s, Abbas and Arafat fled Egypt because of their subversive and terrorist activities, carried out as key Muslim Brotherhood operatives.  In 1966, they fled Syria to Jordan, following their murders of a number of Syrian intelligence officers.  In 1970, they were expelled from Jordan to Lebanon, following their attempt to topple Jordan’s Hashemite regime, which ignited a brutal civil war.  By 1975, they had plundered large parts of Southern Lebanon, attempting to overthrow the central regime in Beirut, which triggered the Syrian invasion of Lebanon, a series of civil wars and the destruction of Lebanon.  In 1990, Palestinian intelligence cells in Kuwait and Palestinian battalions in Iraq facilitated Saddam Hussein’s invasion of Kuwait, which since 1960 had been the preferred safe haven for 300,000 Palestinian relatives and allies of Arafat and Mahmoud Abbas. As a result of that egregious betrayal, Kuwait expelled over 200,000 Palestinians. No Arab leader protested that expulsion!

While Egypt is cracking down on Hamas and its affiliates, Abbas – an ally of Saddam Hussein, North Korea, Iran, Cuba and Venezuela – provides Hamas with a vital tailwind. 

On March 15, 2013, Mahmoud Abbas, the Russian-speaking graduate of KGB courses and the Moscow University, the former steward of PLO ties with the ruthless East European Communist regimes, and (since 1993) the lead PLO negotiator with Hamas, told the Russian Today TV: “As far as I’m concerned there is no difference between the policies of the Palestinian Authority and Hamas.”  The frequent attempts to form the PLO-Hamas axis are based on their common strategic goal, while maintaining their tactical differences. Abbas’ strategic goal  (the eradication of the Jewish state) and tactics (gradually, via diplomacy and terrorism) are specified in the 2009 Fatah platform, the PLO’s 1974 Phased, Step-by-Step Plan and the 1964 PLO Covenant (two thirds of its articles are dedicated to the destruction of the Jewish state). Both terror organizations are chaired by Abbas, who – according to the 1993 Oslo Accord – derives his power as the Chairman of the Palestinian Authority from the PLO, which is the highest Palestinian authority! Fatah was established in 1959 and the PLO in 1964, before Israel reasserted itself in Judea and Samaria and before the establishment of the first modern-day Jewish settlement in Judea and Samaria. Thus, the strategic goal of Abbas has been directed at pre-1967 Israel. On November 29, 2012, Mahmoud Abbas told the UN General Assembly that “occupation” and ”injustice” began in 1948, not in 1967!

Abbas highlights the claim of return to the “1948 occupied areas,” which explains his insistence to represent and release Israeli Arab terrorists.  Being a devout Muslim, and a former top Muslim Brotherhood activist, Abbas adheres to cardinal principles of Islam.  For example, Waqf, the supposedly divinely-ordained Muslim right over any area previously controlled by Muslims, including the Land of Israel. Also, the Hudaybiyyah Treaty, which considers agreements concluded with “infidels” a pragmatic, provisional agreement to be breached whenever possible to bring the infidel” to submission, and not to peaceful co-existence.

In order to achieve the strategic goal, Mahmoud Abbas has spoken softly, while carrying a horrendous stick of hate-education in schools, mosques and media, brainwashing Palestinian society: the most effective production-line of terrorists. One’s education is the most authentic reflection of one’s values, ideology and strategic goal. Hence, the popularity of the anti-Semitic Mein Kampf and The Protocols of the Elders of Zion on the Palestinian Street. Thus, the Mahmoud Abbas-driven Palestinian conventional wisdom: It’s not the size – but the existence – of the Jewish state, which is the crux of the conflict with Israel.

The central role played by terrorism in shaping Abbas’ worldview is highlighted by his demand to release Palestinian terrorists, who deliberately and systematically murdered, maimed and intimidated Israeli civilians; by providing monthly allowances to families of terrorists; and by naming streets, squares and soccer tournaments after terrorists; and by featuring terrorists as role-model to Palestinians. 

Germany and Japan were transformed from hateful – to peaceful – countries by uprooting hate-education and terror regimes, not by engaging and funding them.

Should the US taxpayer continue funding the hate-education system of Mahmoud Abbas, who caused the flight of Christians from the Bethlehem area, and is known as “Mr. 20%” for his corruption?

Should Israel accept Mahmoud Abbas in view of the ferocity of Hamas’ terrorism? Only if Jack the Ripper’s vicious style made the Boston Strangler an acceptable member of society! 

 

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Demography

2024 artificially inflated Palestinian demography

Ambassador (ret.) Yoram Ettinger, “Second Thought: a US-Israel Initiative”
March 25, 2024

Palestinian demographic numbers are highly-inflated, as documented by a study, which has audited the Palestinian data since 2004.  For example:

*500,000 Arabs, who have been away for over a year, are included in the census, contrary to international regulations. 325,000 were included in the 1997 census, according to the Palestinian Central Bureau of Statistics, and 400,000 in 2005, according to the Palestinian Election Commission. The number grows steadily due to births.

*350,000 East Jerusalem Arabs are doubly-counted – by Israel and by the Palestinian Authority. The number grows steadily due to births.

*Over 150,000 Arabs, who married Israeli Arabs are similarly doubly counted. The number expands steadily due to births.   

*A 413,000 net-emigration (since the 1997 first Palestinian census) is ignored by the Palestinian census, overlooking the annual net-emigration since 1950. A 23,445 net-emigration in 2022 and a 20,000 annual average in recent years have been documented by Israel’s Population and Migration Authority in all international passages.  

*A 32% artificial inflation of Palestinian births was documented by the World Bank (page 8, item 6) in a 2006 audit.

*The Judea & Samaria Arab fertility rate has been westernized: from 9 births per woman in the 1960s to 2.9 births in 2022 (In Jordan – similar to Judea & Samaria), reflecting the sweeping urbanization, a growing female enrollment in higher education, rising marriage age and the rising use of contraceptives.

*The number of deaths is under-reported for political and financial reasons.

*The aforementioned artificial inflation of 1.7 million documents a population of 1.55 million Arabs in Judea and Samaria, not the official 3.25 million. In 2024: a 69% Jewish majority in the combined area of Judea, Samaria and pre-1967 Israel, benefitting from a tailwind of fertility and net-immigration, while Arab demography is westernized. In 1947 and 1897: a 39% and 9% Jewish minority.
No Arab demographic time bomb; but, a Jewish demographic momentum. More data in these articles and this short video.

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Iran

FBI Director Chris Wray defies the State Department on Iran

Ambassador (ret.) Yoram Ettinger, “Second Thought: a US-Israel initiative”
June 17, 2024

FBI Director Chris Wray’s position on Islamic terrorism/Iran

FBI Director, Chris Wray reiterated – during his June 4, 2024 Senate testimony and April 11, 2024 House testimony – his warning of an October 7-like terrorism on the US soil:

“We have seen the threat from foreign terrorists rise to a whole another level after the October 7 [Hamas terrorism]….Increasingly concerning is the potential for a coordinated attack here in the [US] homeland, akin to the ISIS attack we saw at the Russia Concert Hall in March, 2024 [137 murdered, 180 wounded]…. Nations such as the PRC, Russia and Iran are becoming more aggressive and more capable than ever before.  These nations seek to undermine our core democratic, economic and scientific institutions….

“We are in an environment where the threats from international terrorism, domestic terrorism and state sponsored terrorism are all simultaneously elevated…. We are paying heightened attention to how the events abroad could directly affect and inspire people to commit violence here in the homeland….

“Our top concern stems from lone offenders inspired by the ongoing Israel-Hamas conflict, as they pose the most likely threat to Americans.  In recent years, there have been several events in the US that were purportedly motivated, at least in part, by the Israel-Hamas conflict….

Iran and its global proxies and partners, including Iraqi Shia militant groups, attack and plot against the US and our allies throughout the Middle East.  Iran’s Islamic Revolutionary Guard Corps-Quds Force has also provided support to terrorist organizations. And, Iran has supported Lebanese Hezbollah and other terrorist groups. Hezbollah has sent operatives to build terrorist infrastructure worldwide [including in Latin America all the way to the US-Mexico border]. The arrests of individuals in the US allegedly linked to Hezbollah’s main overseas terrorist arm, and their intelligence-collection and procurement efforts, demonstrate Hezbollah’s interest in long-term contingency planning activities here in the homeland….

“We continue to see the drug cartels [which intensely collaborate with Iran’s Ayatollahs and Hezbollah, that supply them predator unmanned aerial vehicles and tunnel construction equipment] push fentanyl and other dangerous drugs into every corner of the country, claiming countless American lives….

“Since October 7, we have seen a rogue gallery of foreign terrorist organizations call for attacks against Americans and our allies…. Our most immediate concern has been that [terrorists] will draw twisted inspiration from the events in the Middle East to carry out attacks here at home….”

The FBI Director Wray’s April 11 and June 4 testimonies followed his alarming testimonies on October 31, 2023 and on November 15, 2023, in the Senate and House Homeland Security Committees.

FBI Director Wray vs. Secretary of State Blinken

*FBI Director Chris Wray recognizes that the October 7, 2023 Hamas terrorism is relevant to the US homeland security, and that Israel’s war on Hamas supports the US’ war on Islamic terrorism. Unlike Director Wray, Secretary of State Blinken has assumed the role of an “honest broker,” ignoring the US-allied role of Israel and the US-enemy role of Hamas, a proxy of Iran’s Ayatollahs and a branch of the Moslem Brotherhood, the largest anti-US Sunni terrorist organization.

*FBI Director Wray considers Iran’s Ayatollahs and their Islamic terror proxies, such as Hamas and Hezbollah, as a clear and present threat to the US homeland security. He is aware of their intensified collaboration with the drug cartels in Mexico, Colombia, Bolivia, Ecuador and Brazil, as well as with Venezuela, Cuba, Nicaragua and all other anti-US governments in Latin America, the US’ soft underbelly. In contrast, Secretary of State Blinken – true to his multilateralist UN-oriented worldview – has approached Iran’s Ayatollahs as a diplomatic challenge, opposing the options of regime change, and refraining from establishing a potent military threat hovering above the head of the Ayatollahs.

*FBI Director Wray realizes that Iran’s Ayatollahs are the chief epicenter of Hamas, Hezbollah and other components of the global anti-US Islamic terrorism, in addition to the Ayatollahs’ role as the main anti-US drug trafficker, money launderer and proliferator of advanced military systems. However, irrespective of the Ayatollahs’ rogue anti-US track record, Secretary Blinken refrains from defining Iran as a terrorist-state, viewing the Ayatollahs as partners in good-faith negotiations.

*FBI Director Chris Wray is aware that Iran’s Ayatollahs, and other anti-US Islamic terrorists, are driven by a 1,400-year-old fanatical and imperialistic ideology, which aims to bring the “infidel US” to submission. He is convinced that Islamic terrorism should be addressed by national security means, and not via gestures and concessions, which are perceived by terrorists as terror-inducing weakness. On the other hand, Secretary Blinken believes that Islamic terrorism is despair-driven, and therefore, should be addressed via substantial diplomatic and financial gestures, notwithstanding the fact that terrorists bite the hands that feed them (e.g., Iran’s Ayatollahs terrorize the US, which facilitated their rise to power; the Mujahideen’s terrorize the US, which helped them expel the Soviet military from Afghanistan; Libyan Islamic terrorists lynched US diplomats, notwithstanding the US-led NATO military offensive, which helped them topple Gadhafi; etc.).   

*Will the mounting threat of anti-US Islamic terrorism, and the volcanic Middle East reality, cause Secretary Blinken to reassess his position on Iran’s Ayatollahs, Hamas and other forms of Islamic terrorism, by avoiding rather than continuing to repeat critical mistakes, which have undermined the national security and homeland security of the US?

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Judea & Samaria

Secretary Blinken on settlements – vindicated by facts?

Ambassador (ret.) Yoram Ettinger, “Second Thought: a US-Israel Initiative”
February 27, 2024

Secretary of State Antony Blinken represents conventional wisdom when claiming that “It’s been longstanding US policy… that new settlements are… inconsistent with international law.”

However, conventional wisdom is frequently demolished by the march of facts

For instance:

*According to Prof. Eugene Rostow, who was the co-author of the November 22, 1967 UN Security Council Resolution 242, served as Undersecretary of State and was the Dean of Yale University Law School: “Jews have the same right to settle in the West Bank as they have in Haifa.”

*According to UN Resolution 242, Israel is required to withdraw from territories, not the territories, nor from all the territories, but some of the territories, which included Judea and Samaria (the West Bank), East Jerusalem, the Gaza Strip, the Sinai Peninsula and the Golan Heights.  Moreover, according to Prof. Rostow, “resolutions calling for withdrawal from all the territories were defeated in the Security Council and the General Assembly…. Israel was not to be forced back to the fragile and vulnerable [9-15 mile-wide] lines… but to secure and recognized boundaries, agreed to by the parties…. In making peace with Egypt in 1979, Israel withdrew from the entire Sinai… [which amounts to] more than 90% of the territories occupied in 1967….”

*Former President of the International Court of Justice, Judge Stephen M. Schwebel, stated: “Between Israel, acting defensively in 1948 and 1967 (according to Article 52 of the UN Charter), on the one hand, and her Arab neighbors, acting aggressively in 1948 and 1967, on the other, Israel has better title in the territory of what was [British Mandate] Palestine…. It follows that modifications of the 1949 armistice lines among those States within former Palestinian territory are lawful…. [The 1967] Israeli conquest of territory was defensive rather than aggressive… [as] indicated by Egypt’s prior closure of the Straits of Tiran, blockade of the Israeli port of Eilat, and the amassing of [Egyptian] troops in Sinai, coupled with its ejection of the UN Emergency Force…[and] Jordan’s initiated hostilities against Israel…. The 1948 Arab invasion of the nascent State of Israel further demonstrated that Egypt’s seizure of the Gaza Strip, and Jordan’s seizure and subsequent annexation of the West Bank and the old city of Jerusalem, were unlawful….” 

*The legal status of Judea and Samaria is embedded in the following 4 authoritative, binding, internationally-ratified documents, which recognize the area for what it has been: the cradle of Jewish history, culture, language, aspirations and religion.

(I) The November 2, 1917 Balfour Declaration, issued by Britain, calling for “the establishment in Palestine (a synonym to the Land of Israel) of a national home for the Jewish people….”
(II) The April 24, 1920 resolution, by the post-First World War San Remo Peace Conference of the Allied Powers Supreme Council, entrusted both sides of the Jordan River to the British Mandate for Palestine, for the reestablishment of the Jewish Commonwealth: “the Mandatory will be responsible for putting into effect the [Balfour] declaration originally made on November 2, 1917, by the Government of His Britannic Majesty, and adopted by the said Powers, in favor of the establishment in Palestine of a national home for the Jewish people.” It was one of over 20 Mandates (trusteeships) established following WW1, responsible for the boundaries of most Arab countries.
(III) The July 24, 1922 Mandate for Palestine was ratified by the Council of the League of Nations, entrusted Britain to establish a Jewish state in the entire area west of the Jordan River, as demonstrated by its 6th article: “[to] encourage… close settlement by Jews on the land, including State lands and waste lands….” The Mandate was dedicated exclusively to Jewish national rights, while guaranteeing the civic rights of all other religious and ethnic groups. On July 23, 1923, the Ottoman Empire signed the Treaty of Lausanne, which included the Mandate for Palestine.  
(IV) The October 24, 1945 Article 80 of the UN Charter incorporated the Mandate for Palestine into the UN Charter.  Accordingly, the UN or any other entity cannot transfer Jewish rights in Palestine – including immigration and settlement – to any other party. According to Article 80 of the UN Charter and the Mandate for Palestine, the 1967 war of self-defense returned Jerusalem and Judea and Samaria to its legal owner, the Jewish state.  Legally and geo-strategically the rules of “belligerent occupation” do not apply Israel’s presence in Judea and Samaria, since they are not “foreign territory,” and Jordan did not have a legitimate title over the West Bank.  Moreover, the rules of “belligerent occupation” do not apply in view of the 1994 Israel-Jordan Peace Treaty. The 1950-67 Jordanian occupation of Judea and Samaria violated international law and was recognized only by Britain and Pakistan.

*The 1949 4th Geneva Convention prohibits the forced transfer of populations to areas previously occupied by a legitimate sovereign power. However, Israel has not forced Jews to settle in Judea and Samaria, and Jordan’s sovereignty there was never legal.

*The November 29, 1947 UN General Assembly Partition Resolution 181 was a recommendation, lacking legal stature, superseded by the Mandate for Palestine. The 1949 Armistice (non-peace) Agreements between Israel and its neighbors delineated “non-territorial boundaries.”   

*The term “Palestine” was a Greek and then a Roman attempt (following the 135 CE Jewish rebellion) to eradicate Jews and Judaism from human memory. It substituted “Israel, Judea and Samaria” with “Palaestina,” a derivative of the Philistines, an arch enemy of the Jewish people, whose origin was not in Arabia, but in the Greek Aegian islands.    

*The aforementioned march of facts demonstrates that Secretary Blinken’s conventional wisdom on the Jewish settlements in Judea and Samaria is based on gross misperceptions and misrepresentations, which fuels infidelity to law, undermining the pursuit of peace.

*More on the legality of Jewish settlements in Judea and Samaria in this article by George Mason University Law School Prof. Eugene Kontrovich.

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Jerusalem

United Jerusalem – a shared US-Israel legacy and interest

US departure from the recognition of a United Jerusalem as the exclusive capital of the Jewish State, and the site of the US Embassy to Israel, would be consistent with the track record of the State Department, which has been systematically wrong on Middle East issues, such as its opposition to the establishment of the Jewish State; stabbing the back of the pro-US Shah of Iran and Mubarak of Egypt, and pressuring the pro-US Saudi Arabia and the United Arab Emirates, while courting the anti-US Ayatollahs of Iran, Saddam Hussein, Arafat, the Muslim Brotherhood, Hamas, the Palestinian Authority and the Houthis of Yemen; transforming Libya into a platform of global Islamic terrorism and civil wars; etc..

However, such departure would violate US law, defy a 3,000 year old reality – documented by a litany of archeological sites and a multitude of documents from Biblical time until today – spurn US history and geography, and undermine US national and homeland security.

United Jerusalem and the US law

Establishing a US Consulate General in Jerusalem – which would be a de facto US Embassy to the Palestinian Authority – would violate the Jerusalem Embassy Act, which became US law on November 8, 1995 with substantially more than a veto-override majority on Capitol Hill.

According to the Jerusalem Embassy Act, which enjoys massive support among the US population and, therefore, in both chambers of Congress:

“Jerusalem should remain an undivided city in which the rights of every ethnic and religious group are protected….

“Jerusalem should be recognized as the capital of the state of Israel; and the United States Embassy in Israel should be established in Jerusalem….

“In 1990, Congress unanimously adopted Senate Concurrent Resolution 106, which declares that Congress ‘strongly believes that Jerusalem must remain an undivided city in which the rights of every ethnic and religious group are protected….’

“In 1992, the United States Senate and House of Representatives unanimously adopted Senate Concurrent Resolution 113… to commemorate the 25th anniversary of the reunification of Jerusalem, and reaffirming Congressional sentiment that Jerusalem must remain an undivided city….

“In 1996, the state of Israel will celebrate the 3,000th anniversary of the Jewish presence in Jerusalem since King David’s entry….

“The term ‘United States Embassy’ means the offices of the United States diplomatic mission and the residence of the United States chief of mission.”

United Jerusalem and the legacy of the Founding Fathers

The US Early Pilgrims and Founding Fathers were inspired – in their unification of the 13 colonies – by King David’s unification of the 12 Jewish tribes into a united political entity, and establishing Jerusalem as the capital city, which did not belong to any of the tribes (hence, Washington, DC does not belong to any state). King David entered Jerusalem 3,000 years before modern day US presidents entered the White House and 2,755 years before the US gained its independence.

The impact of Jerusalem on the US founders of the Federalist Papers, the Declaration of Independence, the Constitution, the Bill of Rights, the Federalist system and overall civic life is reflected by the existence, in the US, of 18 Jerusalems (4 in Maryland; 2 in Vermont, Georgia and New York; and 1 in Ohio, Michigan, Arkansas, North Carolina, Alabama, Utah, Rhode Island and Tennessee), 32 Salems (the original Biblical name of Jerusalem) and many Zions (a Biblical synonym for Jerusalem and the Land of Israel).  Moreover, in the US there are thousands of cities, towns, mountains, cliffs, deserts, national parks and streets bearing Biblical names.

The Jerusalem reality and US interests

Recognizing the Jerusalem reality and adherence to the 1995 Jerusalem Embassy Act – and the subsequent recognition of Jerusalem as Israel’s capital, the site of the US Embassy to Israel – bolstered the US posture of deterrence in defiance of Arab/Islamic pressure and threats.

Contrary to the doomsday assessments by the State Department and the “elite” US media – which have been wrong on most Middle East issues – the May 2018 implementation of the 1995 law did not intensify Palestinian, Arab and Islamic terrorism. State Department “wise men” were equally wrong when they warned that Israel’s 1967 reunification of Jerusalem would ignite a worldwide anti-Israel and anti-US Islamic volcanic eruption.

Adherence to the 1995 law distinguishes the US President, Congress and most Americans from the state of mind of rogue regimes and terror organizations, the anti-US UN, the vacillating Europe, and the cosmopolitan worldview of the State Department, which has systematically played-down the US’ unilateral, independent and (sometimes) defiant national security action.

On the other hand, US procrastination on the implementation of the 1995 law – by Presidents Clinton, Bush and Obama – eroded the US posture of deterrence, since it was rightly perceived by the world as appeasement in the face of pressure and threats from Arab/Muslim regimes and terrorists.  As expected, it radicalized Arab expectations and demands, failed to advance the cause of Israel-Arab peace, fueled Islamic terrorism, and severely undermined US national and homeland security. For example, blowing up the US Embassies in Kenya and Tanzania and murdering 224 persons in August 1998; blowing up the USS Cole destroyer in the port of Aden and murdering 17 US sailors in October 2000; the 9/11 Twin Towers massacre, etc.

Jerusalem and Israel’s defiance of US pressure

In 1949, President Truman followed Secretary of State Marshall’s policy, pressuring Israel to refrain from annexing West Jerusalem and to accept the internationalization of the ancient capital of the Jewish people.

in 1950, in defiance of brutal US and global pressure to internationalize Jerusalem, Prime Minister David Ben Gurion reacted constructively by proclaiming Jerusalem the capital of the Jewish State, relocating government agencies from Tel Aviv to Jerusalem, and settling tens of thousands of Olim (Jewish immigrants to Israel) in Jerusalem. He upgraded the transportation infrastructure to Jerusalem, erected new Jewish neighborhoods along the 1949 cease fire lines in Jerusalem, and provided the city land reserves for long-term growth.

In 1953, Ben Gurion rebuffed President Eisenhower’s pressure – inspired by Secretary of State Dulles – to refrain from relocating Israel’s Foreign Ministry from Tel Aviv to Jerusalem.

In 1967, President Johnson followed the advice of Secretary of State Rusk – who opposed Israel’s 1948 Declaration of Independence – highlighting the international status of Jerusalem, and warned Israel against the reunification of Jerusalem and construction in its eastern section. Prime Minister Levi Eshkol adopted Ben Gurion’s statesmanship, fended off the US pressure, reunited Jerusalem, built the first Jerusalem neighborhood beyond the 1949 ceasefire lines, Ramat Eshkol, in addition to the first wave of Jewish communities in Judea and Samaria (West Bank), the Jordan Valley and the Golan Heights.

In 1970, President Nixon collaborated with Secretary of State Rogers, attempting to repartition Jerusalem, pressuring Israel to relinquish control of Jerusalem’s Holy Basin, and to stop Israel’s plans to construct additional neighborhoods in eastern Jerusalem.  However, Prime Minister Golda Meir refused to rescind the reunification of Jerusalem, and proceeded to lay the foundation for additional Jerusalem neighborhoods beyond the 1949 ceasefire lines: Gilo, Ramot Alon, French Hill and Neve’ Yaakov, currently home to 150,000 people.

In 1977-1992, Prime Ministers Menachem Begin and Yitzhak Shamir defied US and global pressure, expanding construction in Jerusalem, sending a clear message: “Jerusalem is the exclusive and non-negotiable capital of Israel!”

“[In 1978], at the very end of [Prime Minister Begin’s] successful Camp David talks with President Jimmy Carter and President Anwar Sadat, literally minutes before the signing ceremony, the American president had approached [Begin] with ‘Just one final formal item.’ Sadat, said the president, was asking that Begin put his signature to a simple letter committing him to place Jerusalem on the negotiating table of the final peace accord.  ‘I refused to accept the letter, let alone sign it,’ rumbled Begin. ‘If I forgot thee O Jerusalem, let my right hand forget its cunning,’ said [Begin] to the president of the United States of America, ‘and may my tongue cleave to my mouth’ (The Prime Ministers – An Intimate Portrait of Leaders of Israel, 2010)”

In 2021, Prime Minister Bennett should follow in the footsteps of Israel’s Founding Father, Ben Gurion, who stated: “Jerusalem is equal to the whole of the Land of Israel. Jerusalem is not just a central Jewish settlement. Jerusalem is an invaluable global historical symbol. The Jewish People and the entire world shall judge us in accordance with our steadfastness on Jerusalem (“We and Our Neighbors,” p. 175. 1929).”

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Jewish Holidays

Shavou’ot (Pentecost) guide for the perplexed, 2024

Ambassador (ret.) Yoram Ettinger, “Second Thought: a US-Israel Initiative”
June 9, 2024

More on Jewish holidays: Smashwords, Amazon

1. Shavou’ot (June 11-12, 2024) and the Land of Israel

*Shavou’ot commemorates the receipt of the Torah (the Five Books of Moses). It is one of the three liberty-driven Jewish pilgrimages to Jerusalem:  Passover, Shavou’ot (Pentecost) and Sukkot (Tabernacles). It documents the critical linkage between Judaism, the Land of Israel and the Jewish people. These pilgrimages constitute central milestones in the formation of Jewish history and the 4,000-year-old Jewish roots in the Land of Israel.

*Shavou’ot is an historical, national, agricultural and a spiritual extension of Passover. Passover highlights the physical liberty from slavery in Egypt; Shavou’ot highlights spiritual liberty, embracing the values of the Five Books of Moses, the Ten Commandments and The Ethics of our Fathers (Pirkey Avot). Therefore, the eve of Shavou’ot is dedicated to an all-night study of Jewish values.

*Shavou’ot is also called the Holiday of the Harvest (Bikoorim in Hebrew), since it concludes the harvesting season, which starts during Passover.

*Shavou’ot commemorates the 40 years of the Exodus, which entailed tough challenges on the road to the Land of Israel, forging the state-of-mind of the Jewish people and the Jewish State. 

*Shavou’ot means “weeks” in Hebrew and its root is identical to the root of the Hebrew word for “vows” (שבע), which is the same word for “seven.” It documents the seven weeks between Passover (the Exodus) and Shavou’ot.

*Shavou’ot highlights the prerequisites for a secure Land of Israel: the willingness to sustain blood, sweat and tears; faith and principle-driven tenacity in the face of severe odds; the steeper the hurdle, the more critical is the mission; crises are opportunities in disguise.

2. Shavou’ot’s impact on the formation of the US

*The holiday of Shavou’ot commemorates the legacy of Moses, which had a significant impact on the Early Pilgrims and the Founding Fathers, and the formation of the US culture, civic life, the federal system (e.g., the Separation of Powers), the US Revolution, The Federalist Papers, the US Constitution and the Bill of Rights. 

  • *The Liberty Bell and the Abolitionist Movement were inspired by the Biblical concept of Jubilee – the role model of Biblical liberty – which is a cardinal component of the Mosaic legacy. The essence of the Jubilee is engraved on the Liberty Bell: “Proclaim liberty throughout all the land and unto all the inhabitants thereof (Leviticus 25:10).”
  • *The Liberty Bell was installed in Philadelphia in 1752, 50years following William Penn’s Charter of Privileges, and eventually inspiring the 50 States in the union. According to the Biblical Jubilee, all slaves must be released, and land must be returned to the original proprietors every 50 years. Shavou’ot is celebrated 50 days following Passover, and Pentecost – a derivative of the Greek word for 50 – is celebrated 50 days following Easter.  According to Judaism, there are 50 gates of wisdom, studied during the 50 days between Passover and Shavou’ot.
  • 3. The Scroll of Ruth (Honor thy mother in-law…)
  • Shavou’ot spotlights the Scroll of Ruth, the first of the five Biblical scrolls, which are studied during five Jewish holidays: Ruth (Shavou’ot), Song of Songs (Passover), Ecclesiastes (Sukkot/Tabernacles), Book of Lamentations (the Ninth day of Av), Esther (Purim).
  • *Ruth was a Moabite Princess, who joined the Jewish people, and became the great grandmother of King David. She was a role model of loyalty to her Jewish mother in-law. Ruth is exemplary of humility, gratitude, responsibility, reliability, faith, optimism and respect of fellow human beings. Ruth stuck by her mother-in-law, Naomi, during Naomi’s roughest time, when she lost her husband, Elimelech (a President of the Tribe of Judah), two sons and property.
  • *The stature of Ruth reflects the centrality of Biblical women: the four Matriarchs: Sarah, Rebecca, Leah and Rachel; Yocheved, Miriam and Tziporah, the mother, older sister and the wife of Moses; Deborah the Prophetess, Judge and military leader; Hannah, the mother of Samuel the Prophet; Queen Esther and Yael, who delivered the Jewish people from potential oblivion; etc.  
  • The Scroll of Ruth took place in the Judean Desert (in Judea and Samaria), the cradle of Jewish history, religion, culture, language and ethnicity.

4. The Ethics of the Fathers  (Pirkey Avot in Hebrew)

It is customary to study – from Passover through Shavou’ot – the six brief chapters of The Ethics of the Fathers, one of the 63 tractates of the Mishnah (the Oral Torah) – a compilation of common-sense values, ethical and moral teachings, which underline key inter-personal relationships. For example:

“Who is respected? He who respects other persons!”
“Who is a wise person? He who learns from all other persons!”
“Who is wealthy? He who is satisfied with his own share!”
“Who is a hero? He who controls his urge!”
“Talk sparsely and walk plenty;”
“If I am not for myself, who will be for me? If I am only for myself, what am I? If not now, when?”
“Don’t be consumed with the flask, but with its content.”
“Conditional love is tenuous; unconditional love is eternal.”
“Treat every person politely.”
“Jealousy, lust and the obsession with fame warp one’s mind.”

5. Jubilee/Constitution. Shavou’ot has seven names: The holiday of the Jubilee; the holiday of the harvest; the holiday of the giving of the Torah; Shavou’ot; the holiday of offerings; the Rally and the Assembly (Constitution).

More on Shavou’ot and additional Jewish holidays: Smashwords, Amazon

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Secretary Blinken on settlements – vindicated by facts?

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