Thursday, January 24, 2019

The Dangers of Academia Education

This I selected from the curriculum of a course currently being taught. Take not of the semantics:

Current Issues II: Israel, Palestine;4.12. (Jakub Zahora) Historical development of the Israeli occupation; conflicting narratives; current issues • Gordon, Neve (2008) “From Colonization to Separation: Exploring the Structure of Israel’s Occupation.” Third World Quarterly, Vol. 29, No. 1, pp. 25–44. • Newman, David (2017) “Settlement as Suburbanization: The Banality of Colonization.” In Marco Allegra, Ariel Handel, and Erez Maggor (eds.) Normalizing Occupation: The Politics of Everyday Life in the West Bank Settlements, Bloomington: Indiana University Press, pp. 34–47. • O’Malley, JP (2018) “Journalist examines a century of dueling Israeli-Palestinian narratives”, Times of Israel, available at: • • Klein, Menachem (2017) “Religion out, nationalism in: Will Hamas’ charter divide the movement?” +972magazine, available at: 

It's being taught this semester:

Middle East Security (JPM698)
Winter semester 2018/19
Charles University in Prague, Institute of Political Studies

and the description details that

This course offers introduction to the politics of security in the Middle East. In so doing, it aims to go to beyond the usual listing of various conflicts between states, insurgencies or civil wars. To the contrary, it conceives of "security" in broad terms and pays attention to a variety of social and political processes that (in)form and underpin political contestations in the region. 

I am sure if I spent another hour googling, I'd find more examples. Like here, or here, or here.

The instruction is biased.  In another course in Vilna, I found some of the same reading material including this article from which I selected this:

You saw the reference to Article 17?  Here's what the author did not quote:

The Moslem woman has a role no less important than that of the Moslem man in the battle of liberation. She is the maker of men. Her role in guiding and educating the new generations is great. The enemies have realised the importance of her role. They consider that if they are able to direct and bring her up they way they wish, far from Islam, they would have won the battle. That is why you find them giving these attempts constant attention through information campaigns, films, and the school curriculum, using for that purpose their lackeys who are infiltrated through Zionist organizations under various names and shapes, such as Freemasons, Rotary Clubs, espionage groups and others, which are all nothing more than cells of subversion and saboteurs. These organizations have ample resources that enable them to play their role in societies for the purpose of achieving the Zionist targets and to deepen the concepts that would serve the enemy. These organizations operate in the absence of Islam and its estrangement among its people. The Islamic peoples should perform their role in confronting the conspiracies of these saboteurs. The day Islam is in control of guiding the affairs of life, these organizations, hostile to humanity and Islam, will be obliterated.
Islah Jad by leaving out the part that the "Zionists", the "enemies", are the source for all the other groups the author names is, how shall I say, slightly unprofessional.

Parents, take care what your children are being taught.