Palestinian Hateful Education Mirrors Policy and Vision

Thousands of pupils at the PA schools are being exposed to Jew hatred and incitement for terrorism from young age

Posters of terrorists who have committed suicide bombings hang in a classroom in Tul Karem | IDF


The 2020 Palestinian Authority’s Arabic Language, Vol 2, Grade 5, and Social Studies, Vol. 1, Grade 9, herald Dalal al-Mughrabi, who led 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 1968 Fatah and PLO Charters and the 1974 Palestinian Phased Plan, which stipulate the Palestinian vision: Israel’s annihilation.

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;


*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 is a legitimate necessity…. Infidels should be given an option before the battle: to embrace Islam or live under the rule of Islam…. War is defined by Islam as Jihad… in order to fight those who oppose the spread of Islam spreading 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 [antisemitic Nazi-supporter, who praised Hitler for revealing the truth about Jews, 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

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 – and not merely adjusting – hate-education.

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

Ambassador (ret.) Yoram Ettinger, “Second Thought: a US-Israel Initiative’

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3 comments on the article

  1. What’s “Palestinians”? :-\

    Al-Turki – Turkey

    Sultan – Turkey

    Uthuman / Ottoman – Turkey

    Al Masri – Egypt

    Masrawa – Egypt

    Al Tartir – Tartir village, Egypt

    Bardawil – Lake and village Bardawil, Egypt

    Tarabin – South-east Sinai (Bedouin), Egypt

    Abu-Suta / Abu-Seeta – Tarabin tribe, Egypt

    Sha’alan – Bedouin, Egypt

    Fayumi – Al-Fayum village, Egypt

    Al Bana – Egypt

    Al-Baghdadi – Baghdad, Iraq

    Abbas – Baghdad, Iraq

    Zoabi – West Iraq

    Al-Faruki – Iraq

    Al-Tachriti – Iraq

    Zabaide / Zubeidy – Iraq

    Husseini / Hussein – Saudi Arabia (Hussein was the 4th Imam)

    Tamimi – Saudi Arabia

    Hejazi – Hejaz region (Red Sea shoreline) in Saudi Arabia

    Al-Kurash / Al Kurashi – Saudi Arabia

    Ta’amari – Saudi Arabia

    Al-Halabi – Haleb region, North Syria

    Al-Allawi – West Syria (shoreline)

    Al-Hurani – Huran District, South Syria

    Al-Qudwa – Syria

    Nashashibi – Syria

    Khamati – Syria

    Lubnani – Lebanon

    Sidawi – Sidon, Lebanon

    Al-Surani – Sour-Tair, South Lebanon

    Al-Yamani – Yemen

    Al-Azad – Yemen

    Hadadin – Yemen

    Matar – Matar village. Yemen

    Morad – Yemen

    Khamadan – Yemen

    Mugrabi – Maghreb, Morocco

    Al-Araj – Morocco

    Bushnak – Bosnia

    Al-Shashani – Chechnya

    Al-Jazir – Algiers

    Al-Abid (Bedouin) – Sudan

    Samahadna (Bedouin) – Sudan (still a matter of debate)

    Al-Hamis – Bahrain

    Zarqawi – Jordan

    Tarabulsi – Tripoli, Lebanon

    What’s “Palestinians”? :-\

  2. The number of Arabs and Jews living west of the Jordan River is approximately the same.
    Arab autonomy in Palestine exists for more than 20 years, on the territory of the Gaza Strip and in areas A & B.
    All Jews were expelled from there long ago.

    100 years of living of two peoples on a narrow strip of land, in conditions of constant conflict,
    proved that Jews and Arabs cannot and should not live in one country.
    Every nation must live in its own country. This is the essence of the UN decision on the partition of Palestine.
    A two states solution is meaningless without changing citizenship of Israeli Arabs.

    In 1952, Jews rashly presented the Arabs with Israeli citizenship.
    6.5 million Palestinian Arabs have no rights to choose for themselves the particular citizenship
    Separating peoples on the basis of citizenship is the most rewarding.
    Checked in the past by:
    Greeks – Turks, Hungarians – Austrians, Poles – Germans, Lithuanians – Russians, Czechs – Slovaks,
    Irish – British, Serbs – Croats and so on.

    The winner in a war does not give his land and citizenship to the defeated enemy.
    It is necessary to initiate a referendum on the issue:
    Separation of Jews from Arabs on the basis of citizenship.
    Citizenship ✡️ of a Jewish State – for Jews -//- Citizenship ☪️ of an Arab State (without an army) – for Arabs.
    The party that will organize a referendum will double its attendance in the Knesset.

    After 2 million Arabs become citizens of their state (without an army), they will pay taxes in Ramallah
    and gradually all Arabs will be absorbed in Ramallah, Nablus, Jenin, Hebron, Jericho, Abu Dis, Bethlehem, Gaza, etc.

    It’s time to release the “occupied” and compare the rights of Arabs in Haifa and Jaffa
    to the rights of Jews in Ramallah and Gaza.
    Palestinian-Jordanian citizenship, Abu Dis and Shu’afat – for Arabs,
    Israeli citizenship and Jerusalem – for Jews !

  3. HAARETZISM: Haaretz hate site, anti-Jewish racism, fabrication, half-truths, pro-terror, false Racialization :

    Since, especially, the early 2000s’ unreliable Haaretz has been systematically exaggerating, often invented fake news, fabricating facts (sometimes apologizing weakly and only after the falsehood was widely disseminated) and apologetic for racist Arab attacks targeting Jews, yet slapping falsely the “racism” label exclusively on those that fear the very racist attacks. In general, using big words terminology like “racism” and “fascism” when not even related (some stated, it’s intended for bait clicks). It has incited repeatedly for violence. And above all, has been spreading hatred against Jews, including vile hate cartoons. It’s widely quoted by neo-Nazis. And all of the above, with a fanaticism. In its zealotry, it even rewrites history.

    Hate And A Racialization Earoneous Termimolgy Zone.









    Red herring.


    Erroneous, ersatz.


    Tar, Tarnishing.


    Zero, Zilch.