MEDIA REACTION ON CHANGING THE CURRICULUM IN

UNCLAS SECTION 01 OF 02 AMMAN 000062 SIPDIS STATE FOR NEA/ARN, NEA/PA, NEA/AIA, INR/NESA, R/MR, I/GNEA, B/BXN, B/BRN, NEA/PPD, NEA/IPA FOR ALTERMAN USAID/ANE/MEA LONDON FOR GOLDRICH PARIS FOR O'FRIEL E.O. 12958: N/A TAGS: KMDR JO SUBJECT: MEDIA REACTION ON CHANGING THE CURRICULUM IN SOME ARAB COUNTRIES Summary -- Lead story in all papers today, January 5, highlights British Prime Minister Blair's visit and activities in Jordan, as well as his meeting with King Abdullah. All papers highlight Jordan's official "condemnation" of Israel's "crimes" in Nablus over the past two days. Front pages also focus on a variety of domestic issues, such as Parliament's debate over the social status temporary law and an ongoing debate about the government's reported plans to revise school curricula. Editorial Commentary -- "Changing the curricula and resistance versus terrorism" Daily columnist Yaser Za'atreh writes o n the op-ed page of center-left, influential Arabic daily Al- Dustour (01/05): "So far, we do not know the nature of development or change that is going to affect the school curricula in Saudi Arabia, Kuwait and Jordan . but, whatever is going on, it is no more than fulfillment of American demands. We are not against the development of curricula, but we fear that it might go beyond what is required, into undeclared demands.. These curricula have been around a long time and have not produced any terrorism, extremism or violence. Why would they [existing curricula] produce them now? Does this not mean that circumstances are what create the phenomenon [of terrorism] rather school curricula? Why has violence sprung from one country and not another although curricula in all Arab countries are very similar? Why did Algeria have such vicious violence despite the fact that its curriculum is not Islamic oriented? The problem lies in saying that curricula aids violence and extremism, which is what the United States and the Hebrew state like to say because they do not want to see the actual circumstances that have led to the rise of the phenomenon [of terrorism], since that entails that they look at their own policies that have led to that phenomenon.. In short, they may change the curricula as they want, but that will not change the status quo, as long as the circumstances that give way to the rise of the phenomenon persist. There is no solution but to change those circumstances." -- "On education and the culture of human rights" Columnist `Abu Yazan' writes on the op-ed page of center-left, influential Arabic daily Al-Dustour (01/05): "There is a need to entrench values of justice, sovereignty of law, respect for others and equal opportunity. There is a need for our children to know that they have a pledge that guarantees their rights, and for our girls to know their rights and duties, away from the culture of `dad reads, mom cooks' or `dad works the field, mom sews socks'. Yes, we need to develop our curricula in an in-depth and comprehensive manner, particularly the part related to national education, because it has become obsolete.. The fact that the `infidel west' or the `great Satan' is calling for changing and developing curricula does not belittle our need for it. We must serve our need of creating future generations capable of carrying the burden of political and democratic reform." -- "Anxiety unwarranted" Centrist, influential among the elite English daily Jordan Times (01/05) editorializes: "It would seem axiomatic that countries review their educational policies and programs on a periodic basis. What Jordan is now trying to do is upgrade its educational policies so that our children can be better prepared for the contemporary world. Jordan and other Arab countries are parties to several human rights instruments and to the Geneva Conventions on how wars and armed conflicts can be pursued. All that the review process aims to do is to make sure that the contents of school textbooks are in harmony with Islam and these binding international norms.. We see nothing wrong in making sure that what we are teaching our students is harmonious to Muslim teachings as well as the legally binding treaties. The anxiety being built up on the distinction between terrorism and liberation is unnecessary. Armed struggle to free people from occupation and subjugation is an inalienable right. What the international norms tell us is that the methods of warfare used in the liberation process should comply with the Geneva Conventions. That's not a lot to ask for." GNEHM