Originally posted by Killer
They do! Badly educated people stay poorer and dumber. If you want racial or religious tension to go away, make people earn a good living!
If this concept is strange to you, that only shows that you are rather blind! Sorry to say this so straight out, but I don`t think you try to find a solution to the problem that doesn`t include genocity or slavery of the Palestinians. You sound hatefull and aggressive, and not trying to understand how the conflict came to be or can be solved.
I can understand you - after all everyone in Isreal lives in the constant danger of being blown up by someone he never harmed or even intended to harm, whom he never even knew. Still, try to take a step back! 
Wipe the milk of your mouth, young boy.
I will give you a tour of peace-aiding palestinien education:
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Abusive terminology
Overview
Jews and Israelis are:
Cunning
Deceitful
Treacherous
Disloyal
Wild animals
Jewish aggressors
Robbers
Locust
Thief
Enemy
Thieving conquerors
Thieving enemy
Enemy of prophets and believers
The Evil Enemy
a. Overview
Palestinian Authority school children are actively taught that the Jews and Israel are the enemy in a broad range of contexts. The school texts portray the Jew as the enemy of believers, the enemy of Islam, the enemy of the Arabs, as well as generally evil and dangerous. Jews are killers and robbers and have stolen Arab land. Modern events are misrepresented to portray Israel and Jews as the evil force in their world. Zionism is equated to Nazism. Together they are depicted as the prototype examples of racism. These themes also appear regularly on PA television.
b. The Evil Enemy
"Complete the following blanks spaces with the appropriate word:
The Zionist enemy - - [attacked] - - civilians with its aircraft.
[Our Arabic Language, Part II for Third Grade #523, p..9]
"Why do the Jews hate Muslim unity and want to cause division among them? Give an example of the evil attempts of the Jews, from events happening today."
[Islamic Education for Seventh Grade #745, p. 19]
"The Jews ... have killed and evicted Muslim and Christian inhabitants of Palestine, whose inhabitants are still suffering oppression and persecution under racist Jewish administration."
[Islamic Education for Ninth Grade #589, p. 182]
"Who is the thief who has torn our homeland?"
[Our Arabic Language for Sixth Grade Part I, #553, p. 15]
"Write in your exercise book: An event showing the fanaticism of the Jews in Palestine against Muslims or Christians."
[Islamic Education for Ninth Grade #589, p. 182]
"One must beware of the Jews, for they are treacherous and disloyal."
[Islamic Education for Ninth Grade #589, p. 79]
A section on Zionism is entitled:
"Zionist Greed."
['Modern Arab History and Contemporary Problems, Part II, for Tenth Grade #613, p. 49].
Even racism is defined through the Jews, while Nazism and Zionism are equated:
"Racism: Mankind has suffered from this evil both in ancient as well as in modern times, for, indeed, Satan has, in the eyes of many people, made their evil actions appear beautiful... Such a people are the Jews..."
[Islamic Education for Eighth Grade #576, p. 95]
"The clearest examples of racist belief and racial discrimination in the world are Nazism and Zionism."
[Modern Arab History for Twelfth Grade, Part I #648, p. 123]
"Understanding the racist and aggressive character of the Zionist Movement. Summary of the similarity between Nazism, Fascism and Zionism."
[Modern Arab History for Twelfth Grade, Part I #648, p. 92]
c. Islamic Sources used to Create Stereotype
At times, the offensive portrayal is based on Islamic sources. The children are taught to apply the traditional narratives to hateful teachings regarding Jews and Israelis today. Five examples:
"I learn from this lesson: I believe that the Jews are the enemies of the Prophets and the believers."
[Islamic Education, Part II, for Fourth Grade #531, p.67]
"From the Uhud expedition... a number of lessons can be learned...: Treachery and disloyalty are character traits of the Jews and therefore one should beware of them."
[Islamic Education for Ninth Grade #589, p. 87]
"The Jews adopted a position of hostility and deception towards the new religion. They called Muhammad a liar and denied him, they fought against his religion in all ways and by all means, a war that even today has not yet ended , and they conspired with the hypocrites and the idolaters against him and they are still behaving in the same way..."
[Islamic Education for Seventh Grade #745, p. 125]
"In many cases these Jews acted according to their known cunning and deceit, and they incited wars [between Arab tribes]..."
[Islamic Education for Ninth Grade #589, p. 78]
"Lessons to be learned: One must beware of civil war, which the Jews try to incite, and of their scheming against the Muslims."
[Ibid. #589, p. 94]
d. Misrepresentation of modern events
Modern events are misrepresented to portray Israel as active in an ongoing attack against Islam and the Arabs. Two examples: In 1969 an Australian [non-Jew] set the al-Aqsa Mosque in Jerusalem on fire. Yet, the children are taught that Israel is responsible.
"This arson is a further chapter in the Zionist plot, whose aim is to take control of this Islamic holy place, the Dome of the Rock and the whole area of the Jerusalem sanctuary and to destroy all that is holy to Islam."
[Reader and Literary Texts for Eighth Grade #578, p. 97]
The Zionist movement has never called for the expulsion of Israel's Arab citizens. Yet the books teach that Zionism calls for this "expulsion":
"Zionism is a political, aggressive and colonialist movement, which calls for the Judaisation of Palestine by the expulsion of its Arab inhabitants ...
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613, p. 49]
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Israel must be fought through Jihad (Holy War)
a. Call to fight Israel
The calls to fight and eliminate Israel through Jihad (Holy War) and Martyrdom for Allah, appear frequently in the PA school books. In addition there is a separate recurring theme: the children are taught to fight and conquer Israel's capital, Jerusalem.
"Know, my son, that Palestine is your country... that its pure soil is drenched with the blood of Martyrs... Why must we fight the Jews and drive them out of our land?"
[Our Arabic Language for Fifth Grade #542, p. 64-66]
"...there will be a Jihad and our country shall be freed. This is our story with the thieving conquerors. You must know, my boy, that Palestine is your grave responsibility ..."
[Our Arabic Language for Fifth Grade #542, p. 69-70]
In the poem "Palestine" the children are taught to wage Jihad (Holy War) against Israel:
"My brothers! The oppressors [Israel -ed.] have overstepped the boundary. Therefore Jihad and sacrifice are a duty.... are we to let them steal its Arab nature... Draw your sword... let us gather for war with red blood and blazing fire...Death shall call and the sword shall be crazed from much slaughter... Oh Palestine, the youth will redeem your land..."
[Reader and Literary Texts for Eighth Grade #578, p. 120-122]
The books then ask questions to emphasize the message that Israel, the enemy, is to be fought and defeated:
"2. Who are the "oppressors" to whom the poet is referring in the first verse?
3. What is the road to victory over the enemy that the poet mentions?
4.The poet urges the Arabs to undertake Jihad. Indicate the verse in which he does so."
[Reader and Literary Texts for Eighth Grade #578, p. 120-122]
"If you look towards the city Jerusalem, you will see the Dome of the Rock with its beautiful golden color, and you will feel you have the responsibility to free the captive Mosque and the mourning Dome from the thieving conquerors."
[Our Arabic Language, Part I, for 4th grade #532, p. 28]
The need to fight Israel, all of which is said to be on "occupied Arab land" becomes a religious imperative, with teachings like the following:
"... if the enemy has conquered part of its land and those fighting for it are unable to repel the enemy, then Jihad becomes the individual religious duty of every Muslim man and woman, until the attack is successfully repulsed and the land liberated from conquest and to defend Muslim honor..."
[Islamic Education for Seventh Grade #564, p.108]
"What, in your view, is the way to liberate Jerusalem, bearing in mind its liberation by the Muslims in the time of Saladin
[Reader and Literary Texts for Eighth Grade #578, p.102]
"Bayonets and Torches
'...In you left hand you carried the Koran,
And in your right an Arab sword...
Without blood not even one centimeter will be liberated
Therefore, go forward crying: 'Allah is great.'"
[Ibid. #578, p. 131-133]
"The poem represents a reality lived by Palestinians. Explain this."
[Ibid. #578 p. 135]
"Poems to Learn by Heart":
'Oh Jerusalem'
If the thief tears our homeland
And our people driven from the land
What is left but to call to Allah ...
Who will take hold the sword, without fear of death...
Or will hold the flag at the head of great victorious army
Lead by Al-Faruk..."[ 'Umar ibn al Khatab' who conquered Jerusalem in 638.]
[Our Arabic Language, Part I for Sixth Grade #553, p. 14]
Questions on Comprehension:
Who is the thief who has torn our homeland?
What, in the poet's opinion, is the way to liberate Jerusalem?
Can Al-Faruk lead an army? Why did the poet mention him?
[Ibid. #553, p. 15]
"Muslims must protect all mosques ... and must wage a Jihad both of life and property to liberate al-Aqsa Mosque from the Zionist conquest"
[Islamic Education for Seventh Grade #745, p.184]
"Subject for Composition: How are we going to liberate our stolen land? Make use of the following ideas: Arab unity, genuine faith in Allah, most modern weapons and ammunition, using oil and other precious natural resources as weapons in the battle for liberation."
[Our Arabic Language for Seventh Grade, Part I #566, p. 15]
"What must we do to liberate Jerusalem?"
[Reader and Literary Texts for Eighth Grade #592, p. 63]
"What can we do to rescue Jerusalem and to liberate it from the thieving enemy?"
[Ibid. #592, p. 99]
"Make use of the following expressions, making logical sentences:
Wise opinion the Zionist danger he called for a Jihad disaster remaining cool-headed."
[Our Arabic Language, Part I for Sixth Grade #553, p.29]
"A Poem of Palestine
To Palestine greetings from Arab hearts...
Who has stubbornly and successfully resisted the chains of the enemies.
For me - the promise of Martyrdom and Palestine is my song
From Jerusalem I shall build my ladder towards eternity."
[Our Arabic Language for Second Grade, Part II #513, p.51]
"The Muslim connects the holiness of al-Aqsa Mosque, and its precincts, with the holiness of the 'Sacred Mosque' and Mecca. Therefore, any aggression against one is an aggression against the other and to defend them is to defend Islam itself. Disregard of the duty in respect of them is a crime for which Allah will punish every believer in God and His Prophet."
[Islamic Education for Eighth Grade #576, p. 50]
"Fill in the appropriate word from among the following: they, he, she: ______ is the commander of the Muslim forces in the capture of Jerusalem."
[Our Arabic Language for Second Grade, Part II #513 p. 42]
b. Impending victory of Islam and the Arabs over Israel and the west
The children are assured through their books that the victory of Islam and the Arabs over the Jews, Israel, the West and all religions are preordained eventualities:
"Know, my son, that Palestine is your country... that its pure soil is drenched with the blood of martyrs ... Just as this sacred soil returned to its owners [in the past], so will it return again thorough your courage and determination..."
[Our Arabic Language for Fifth Grade #542, pp. 65-66]
"Our brothers in Arab and Muslim countries felt the danger threatening us and joined with us in a noble Jihad... until the [Arab] Nation recruits its forces and there will be a Jihad and our country shall be freed, by Allah's will."
[Our Arabic Language for Fifth Grade #542, p.69]
"Remember: The final and inevitable result will be the victory of the Muslims over the Jews."
[Our Arabic Language for Fifth Grade #542, p. 67]
"This religion will defeat all other religions and it will be disseminated, by Allah's will, through the Muslim Jihad fighters."
[Islamic Education for Seventh Grade #564, p. 125]
"In the present period, which exceeds all previous periods in the material and scientific advances taking place, social, psychological and medical scientists in the West are perplexed by the worrying increase in the number of people suffering from nervous disorders... and the statistics from America in this matter are a clear indication of this...
There is no escape from [the need for] a new civilization, which will arise in the wake of this material progress, and which will continue it and lift man to the highest spiritual life alongside his material advancement. Will there be such a civilisation? Is there a nation capable of fulfilling such a role? The Western world is not capable of fulfilling this role...There is only one nation capable of discharging this task and that is our nation [Islam]. No one but we can carry aloft the flag of tomorrow's civilisation... We do not claim that the collapse of Western civilization, and the transfer of the center of civilization to us [Islam] will happen in the next decade or two or even in fifty years, for the rise and fall of civilizations follow natural processes, and even when the foundations of a fortress become cracked it still appears for a long time to be at the peak of its strength. Nevertheless [Western civilization] has begun to collapse and to become a pile of debris."
Since the beginning of our reawakening... We awoke to a painful reality and oppressive imperialism and we drove it out of some of our lands and we are to drive it from the rest..."
[Some Outstanding Examples of Our Civilization for Eleventh Grade p 3, 12, 16]
Believe me, I can pour out a LOT MORE. 
Where do these people get off from reality?
