US : ME (Wahabis!)

From: S. Yasir Husain
]compare:compare
/compare.compare



The Mideast Threat That's Hard to Define

(Pretty good article re the Wahabis in Saudi Arabia and Islam)


http://www.washingtonpost.com/ac2/wp-dyn/A1067-2002Aug9?language=printer



Wally Keeler Posted:

Compare:

Special Report - Saudi Arabia
December 20, 2002, No. 12
By Steven Stalinsky*

Preliminary Overview - Saudi Arabia's Education System: Curriculum, Sprea=
ding Saudi Education to the World and the Official Saudi Position on Educat=
ion Policy

Preface

In view of the recent attention given to the Saudi education system and i=
ts role in the radicalization of Saudi youth and Muslim students in Saudi-s=
upported schools throughout the world, MEMRI is releasing this preliminary =
overview from a full study of Saudi school books that is underway and will =
be published in 2003.

Introduction

For the past two decades, the Kingdom of Saudi Arabia has been engaged in=
an extensive effort "to spread Islam to every corner of the earth."(1) Thi=
s has meant supporting or creating schools with a curriculum primarily base=
d upon the teachings of Sheikh Muhammad Ibn Abd Al-Wahhab, the 18th century=
founder of the Islamist Wahhabiyya movement.(2)

This report offers a preliminary overview of the Saudi education system f=
ocusing on its main principles, aspects of its organizational structure, tr=
anslations from its textbooks and statements made by high ranking Saudi off=
icials on the Saudi education policy.

To read the report in its entirety, visit www.memri.org/release.

Part I: The Philosophy of Education

Education Based on the Teachings of Sheikh Muhammad Ibn Abd Al-Wahhab

According to a book published in 1995 by the Saudi Cultural Mission to th=
e U.S. on education in the Kingdom, titled "Education in Saudi Arabia,"(3) =
the roots of the contemporary Saudi education policy date back to the 18th =
century when Sheikh Muhammad Ibn Abd Al-Wahhab called for the return of Mus=
lims to the fundamentals of Islam as preached by the Prophet Muhammad.

The cornerstone of education in Saudi Arabia consists of the most pervasi=
ve themes in Islam. The book published by the Saudi Cultural Mission to th=
e U.S., quotes a document published by the Higher Committee for Educational=
Policy(4) which contains 236 principles that explain how students should p=
romote loyalty to Islam by denouncing any system or theory that conflicts w=
ith Islamic law. The students are also taught to understand Islam in a corr=
ect manner, how to plant and spread Islam throughout the world, and how "to=
fight spiritually and physically for the sake of Allah,"(5) with emphasis =
on early Islamic glories.(6)

Spreading Islam throughout the World

Spreading Islam throughout the world is a fundamental pillar of the Saudi=
education system, as indicated in the document by the Higher Committee for=
Educational Policy: "The purpose of education is to understand Islam in a =
proper and complete manner, to implement and spread the Muslim faith, to pr=
ovide students with Islamic values, and teachings."(7) It further discusses=
the importance of "providing the individual with the necessary ideas, cons=
ciousness and abilities to preach the message of Islam."(8)

Teaching the History of Islamic Glories

Educating students in "the spirit of Islamic struggle" is another common =
theme in the Saudi education system, as the following principles indicate: =
"Striving and fighting for the sake of Allah is a prescribed duty, a follow=
ed tradition and an existing necessity. This spirit of striving will remain=
in force until the Day of Judgment."(9) This is done by "teaching history =
in a systematic way, deriving crucial lessons from it and explaining the Is=
lamic points of view," highlighting the glorious stances in the history of =
Islam and the civilization of its people, "so as to be an example to be fol=
lowed by our present Muslim generation."(10) "Awakening the spirit of Islam=
ic struggle to resist our enemies, restore our rights and glories, and perf=
orm our duties towards the Islamic message"(11) is a general theme students=
are expected to learn.(12)

Part II: Organizational Aspects

Government Control of Schoolbooks to Guarantee They are Consistent with I=
slam and Devoid of Anything Conflicting with Its Principles

The Saudi government maintains control of every aspect of educational mat=
erial:(13) "The government shall be concerned with the control of all books=
coming into the Kingdom from abroad or going out of the Kingdom to the out=
side world. No books shall be allowed for use unless they are consistent wi=
th Islam, the intellectual trends and educational aims of the Kingdom…"(1=
4) The government policy also states: "All books should fulfill the aims of=
education and be devoid of anything conflicting with Islam."(15)

Textbook Development

According to the study by the Saudi Cultural Mission to the U.S., "commit=
tees at the Ministry of Education oversee the development of textbooks(16) =
in every subject for all educational levels… Textbooks are updated period=
ically to reflect developments in different subjects. The textbooks used in=
Islamic studies, for example, which primarily cover the traditional religi=
ous texts and their interpretation, change very little over the years. Text=
book materials in fields such as mathematics, science, and social studies, =
however are reevaluated regularly."(17)

Part III. Translations from Saudi Schoolbooks(18)

Jihad

From an early age, schoolchildren are taught about Jihad for the Sake of =
Allah (Al-Jihad fi sabil Allah). In a textbook for 8th grade students, a Ha=
dith is introduced about a companion of the Prophet Muhammad who asked the =
Prophet: "What labor is most favored by Allah? He [the Prophet] answered: P=
rayers on time; he then asked: what next? The Prophet answered: love thy pa=
rents. He then asked: what else: The Prophet answered: Jihad for the sake o=
f Allah." The textbook interprets the conversation between the Prophet and=
his companion as follows: the most important activity is Jihad for the sak=
e of Allah and the convocation of Allah's religion on this earth.(19)

In a textbook titled "Pictures from the Lives of the Companions," the stu=
dents are told that following the battle of Badr (the first victory of Musl=
ims over the disbelievers) a new chapter in the Koran had descended on the =
Prophet which raised, in the eyes of Allah, the status of the mujahid (Jiha=
d warrior) and his preference over those who sit still. The chapter challen=
ges the mujahid to Jihad, and discourages those who sit still.(20)

Jews and Christians - Cursed by Allah and Turned into Apes and Pigs

A textbook for 8th grade students explains why Jews and Christians were c=
ursed by Allah and turned into apes and pigs. Quoting Surat Al-Maida, Verse=
60, the lesson explains that Jews and Christians have sinned by accepting =
polytheism and therefore incurred Allah's wrath. To punish them, Allah has=
turned them into apes and pigs.(21)

"There is a Jew Behind Me, Come and Kill Him!"

A schoolbook for the 9th grade on Hadith introduces a famous narration kn=
own by the name, "The Promise of the Stone and the Tree." It tells a story=
about Abu Hurayra, one of the Prophet's companions who quoted the Prophet =
as saying: "The hour [the Day of Judgment] will not come until the Muslims =
fight the Jews and kill them. A Jew will [then] hide behind a rock or a tr=
ee, and the rock or tree will call upon the Muslim: 'O Muslim, O slave of A=
llah! there is a Jew behind me, come and kill him!' - except for the gharqa=
d tree, for it is one of the trees of the Jews."(22)

The Hadith is accompanied by a number of statements:
1. "It is Allah's wisdom that the struggle between Muslims and Jews shall=
continue until the Day of Judgment."
2. "The Hadith brings forth the glad tidings about the ultimate victory, =
with Allah's help, of Muslims over Jews."
3. "The Jews and the Christians are the enemies of the believers. They w=
ill not be favorably disposed toward Muslims and it is necessary to be caut=
ious [in dealing with them]."

The book asks questions for class discussion:
1. "Who will be victorious in the Day of Judgment?"
2. "With what types of weapons should Muslims arm themselves against the =
Jews?"
3. "Name four factors leading to the victory of Muslims over their enemie=
s."(23)

Part IV: Exporting the Saudi Education System

Spreading Islam throughout the world is emphasized on numerous occasions =
in the official Saudi document authored by the Higher Committee for Educati=
onal Policy. For example, students are taught: "to plant and spread the Isl=
amic creed,"(24) and that "preaching of Islam throughout the world . is the=
duty of the state and its citizens."(25) The Saudi curriculum also educate=
s students on the importance of "propagating Islam in all areas of our glob=
e, with wisdom and sound preaching."(26)

On March 1, 2002, 'Ayn-Al-Yaqeen, a weekly news magazine published online=
by the Saudi royal family, detailed the efforts of the Saudi royal family =
to spread Islam throughout the world.(27) The article states, "The cost of =
King Fahd's efforts in this field has been astronomical, amounting to many =
billions of Saudi riyals. In terms of Islamic institutions, the result is s=
ome 210 Islamic centers wholly or partly financed by Saudi Arabia, more tha=
n 1,500 mosques and 202 colleges and almost 2,000 schools for educating Mus=
lim children in non-Islamic countries in Europe, North and South America, A=
ustralia, and Asia."

According to 'Ayn-Al-Yaqeen, the list of countries where the Saudis have =
established schools includes (among others): the United States, Canada, Gre=
at Britain, France, Russia, Germany, Switzerland, Australia, Belgium, New Z=
ealand, Spain, Austria, Scotland, Italy, Croatia, Bosnia, Hungary, Afghanis=
tan, Pakistan, Egypt, Palestinian Territories, Jordan, Lebanon, Yemen, Japa=
n, Indonesia, South Korea, Thailand, Malaysia, Bangladesh, Burundi, Fiji, A=
zerbaijan, Kurdistan, Algeria, Nigeria, Chad, Kenya, Cameroon, Senegal, Uga=
nda, Mali, Somalia, Sudan, Brazil, Eritrea, and Djibouti.(28)

Part V: Saudi Officials on their Education System

Of late, many members of the Saudi royal family, as well as government sp=
okesmen, have made statements regarding the Saudi education system. Saudi g=
overnment preachers also speak often about education. Sheikh Majed 'Abd Al=
-Rahman Al-Firian recently stated in the Suleiman Bin Muqiran mosque in Riy=
adh: "Muslims must… educate their children to Jihad. This is the greatest=
benefit of the situation: educating the children to Jihad and to hatred of=
the Jews, the Christians, and the infidels; educating the children to Jiha=
d and to revival of the embers of Jihad in their souls. This is what is nee=
ded now…"(29)

In reaction to U.S. criticism(30) of Saudi education policy, high level S=
audi officials have issued statements in defense of their education system,=
insisting it does not teach hatred and Jihad. In fact, this has been part =
of the message of the multi-million dollar Saudi PR campaign in the U.S. to=
explain to Americans that Saudi Arabia is against terrorism. In an interv=
iew with the Associated Press(31) on October 21, 2002, 'Adel al-Jubeir, for=
eign policy advisor to Saudi Arabia's Crown Prince Adbullah, urged American=
s not to fault the Saudi education system for producing 15 of the September=
11 hijackers by saying, "the Unabomber went to Harvard" and "can you tell =
me that Timothy McVeigh represents America?"

Another official government reaction came on the first anniversary of Sep=
tember 11. Saudi Minister of the Interior, Prince Naif Ibn Abd Al-Aziz(32) =
gave an interview to the Saudi-owned London daily Al-Sharq Al-Awsat. He sp=
oke about his views of those who call for changing the Saudi school curricu=
la, especially on subjects relating to Jihad. The prince said: "We do belie=
ve in the soundness of our educational curriculum, but we never oppose deve=
lopment of educational methods in a manner that does not run counter to the=
country's deep-rooted principles." The prince added: "We strongly believe =
in the correctness of our education system and its objectives. We don't cha=
nge our systems on the demands of others… "(33)

On October 26, 2002, Saudi Defense Minister Prince Sultan Ibn Abd Al-'Azi=
z(34) also discussed his country's education system: "We will never change =
our education policy, and there is no demand that we change it. Our country=
has a policy… and above all religious curricula that must never be harme=
d. Any demand by another country in the world that Saudi Arabia change its=
curricula is unacceptable interference in [Saudi] sovereignty. There is no=
such demand, and we ask that our free press take note that there are peopl=
e who belong to Israel [and act] against the [Saudi] kingdom's policy and d=
o the impossible in order to drive a wedge between Saudi Arabia and the U.S=
…"(35)

During a press conference held between American and Saudi officials in la=
te October 2002,(36) Saudi Deputy Education Minister Dr. Khaled Al-'Awad al=
so referred to the matter, claiming that during recent meetings with U.S. o=
fficials, the Americans had retracted their accusations regarding the Saudi=
curricula. He explained: "Meetings were held between top Saudi Education M=
inistry officials and American media personnel and officials to clarify tha=
t the Saudi curriculum is fine and does not encourage or boost terrorism an=
d hatred of a member of another religion or faith. This follows attacks on =
the Saudi curriculum, according to which it was claimed that the curricula =
nourished the [ideas] of terrorism in the souls of the pupils following the=
events of September 11, in which 15 of the 19 perpetrators of the events t=
hat shocked New York and Washington and killed hundreds of people were Saud=
is." Dr. Al-'Awad also claimed that the U.S. admitted it made a mistake reg=
arding criticism!
of the Saudi education system and would be offering an apology: "These m=
eetings yielded positive results, and since most of those present realized =
that the Saudi curricula were fine, they retracted their baseless accusatio=
ns. In light of the facts and information presented to them during this mee=
ting, some of the media personnel realized that the Saudi learning process =
is fine, and they promised to stop the attacks and to apologize for the fal=
se accusations. Similarly, some of the officials promised to retract their =
previous positions."(37)

*Steven Stalinsky is Executive Director of MEMRI.

Endnotes:
(1) When the Saudi royal family refers to "spreading Islam," it refers to=
the form of Islam practiced in Saudi Arabia, which is Wahhabi Islam. See A=
yn-Al-Yaqeen: The Saudi royal family spent billions of riyals to 'spread Is=
lam to every corner of the earth;' MEMRI Special Dispatch No. 360: http://w=
ww.memri.org/bin/opener.cgi?Page=archives&ID=SP36002.
(2) According to the Encyclopedia of Islam, Wahhabiyya denotes "the doctr=
ine and the followers of Muhammad Ibn Abd Al-Wahhab (1115-1206/1703-92)." =
Wahhabiyya was founded in the mid-18th century in the Arabian Peninsula. T=
he core ideology of Wahhabiyya is based on the concepts of adhering to tawh=
id (monotheism) and fighting shirk (polytheism). Muhammad Ibn Abd Al-Wahha=
b believed that Muslims throughout the world had become religiously ignoran=
t and were no better than non-believers. In addition to gaining knowledge =
of tawhid and refraining from shirk, believers were expected to "combat… =
those who did not act according to the rules of tawhid, who were thus regar=
ded as not being Muslims…"
(3) Salloom, Hamad I. Education in Saudi Arabia (1995). 2nd Ed. Saudi Cu=
ltural Mission to the U.S. Dr. Al Salloom, was Cultural Attache to the Un=
ited States 1991-1994.
(4) Al Salloom, p. 15. Educational Policy in Saudi Arabia contains a tota=
l of 236 articles which serve as the main reference in the formulation of i=
deas and provide the main principles that direct education in Saudi Arabia,=
its policies, objectives, systems, curricula, teacher training, and the ev=
aluation system. The document details the national education policy and sta=
tes that the educational process (should) fulfill the duty of acquainting t=
he individual with Islam and adjust his conduct in accordance with the teac=
hing of religion, in fulfillment of the needs of society, and in the achiev=
ement of the nation's objectives. Islam is not only integral to Saudi educa=
tion but also serves as the very essence of its curriculum.
(5) Al-Zaid, Abdulla Muhammad. Education in Saudi Arabia: A Model with A =
Difference (1982). (Omar Ali Afifi, Trans.), p. 51. The author, Al-Zaid, =
is a former member of the teaching staff at King Abd Al-Aziz University, fo=
rmer chairman of the department of education, and former director general o=
f education for the western province of Saudi Arabia.
(6) Al-Zaid, p.15.
(7) Ibid., p. 39.
(8) Ibid., p. 40.
(9) Al-Zaid., p. 39.
(10) Ibid., p. 42.
(11) Al-Zaid p. 45.
(12) Ibid. p 48. According to Dr. Al-Zaid, teaching the history of Islami=
c glories is highlighted in the Saudi curriculum.
(13)According to the report by Al Salloom (p.22), the Ministry of Educati=
on of Saudi Arabia oversees the Kingdom's education system. Its responsibil=
ities range from policy-making, planning, and budgetary staffing to providi=
ng physical and teaching materials and supplies to schools. The Ministry al=
so undertakes research and development programs related to the development =
of curriculum and teaching methods.
(14) Al-Zaid, p. 69.
(15) Ibid., p. 65.
(16) According to Al Salloom, pp. 99-100, the curriculum used in the educ=
ation system in Saudi Arabia undergoes a constant process of change and imp=
rovement in response to social and economic developments in the Kingdom, as=
well as international developments in technology. National committees, est=
ablished by the Ministry of Education in 1984, are devoted to curriculum de=
velopment and review, and advise the Educational Development Department of =
the Ministry.
(17) Committees at the Ministry of Education, Al Salloom, p. 100.
(18) All references are taken from books issued and distributed by the Sa=
udi Ministry of Education to Saudi schools in the Kingdom and to Saudi-spon=
sored schools abroad.
(19) Al-Hadith for 8th grade (2000), p. 24.
(20) Suwar Min Hayat Al-Sehaba (2001), p.80.
(21) Sharh Kitab Al-Tawheed for 8th grade (2001), p.43
(22) Al-Hadith for 9th grade (2000), p. 122.
(23) Ibid. p. 123.
(24) Al Salloom. p.17.
(25) Ibid.
(26) Al-Zaid, p 39.
(27) See MEMRI Special Dispatch No. 360, http://www.memri.org/bin/opener.=
cgi?Page=archives&ID=SP36002
(28) Visit http://www.ain-al-yaqeen.com/ (extensive archives can be fou=
nd here).
(29) See MEMRI Special Report: Friday Sermons in Saudi Mosques: Review an=
d Analysis
http://www.memri.org/bin/articles.cgi?Page=archives&Area=sr&ID=SR01=
002
(30) The list of U.S. officials who have criticized the Saudi education s=
ystem includes Senators Joseph Biden and Carl Levin. To read their stateme=
nts and other statements made by U.S. officials, see full version of this r=
eport.
(31) See http://www.concordmonitor.com/stories/news/recent2002/1023_saudi=
_2002.shtml.
(32) The Interior Minister recently blamed the September 11th attack on "=
Jews" and claimed that "it is impossible that 19 youths, including 17 Saudi=
s, carried out the operation of September 11;" see MEMRI Special Dispatch 4=
46, December 3, 2002,
http://www.memri.org/bin/latestnews.cgi?ID=SD44602.
(33)As reported in 'Ayn-Al-Yaqeen, September 20, 2002;
http://www.ain-al-yaqeen.com/issues/20020920/feat7en.htm.
(34) Prince Sultan Ibn Abd Al-'Aziz recently accused "Yarmulke-wearing Co=
ngressmen" of making allegations against Saudi Arabia. See MEMRI Special =
Dispatch 396, July 2, 2002,
http://memri.org/bin/articles.cgi?Page=archives&Area=sd&ID=SP39602.
(35) Al-Bawaba, October 27, 2002 http://albawaba.com/news/index/php3?sid=
=231619&lang=a&dir=news.
(36) To read the press release issued by the American Embassy in Saudi Ar=
abia on October 27, 2002, visit
http://www.usembassy.state.gov/riyadh/wwwhpr26.html.
(37) Al-Hayat (London), October 22, 2002. The paper also noted that the S=
audi education minister had spent some 10 days in the U.S., meeting and con=
sulting with American educators and signing a number of agreements.