The Arabic Institute.

*********************************************************

  • The Arabic Institute for the learning and teaching of the Arabic Language.
  • Classes and Tutors.
  • Trust.
  • Strategies for teaching Peace.
  • Feedback form.
  • Useful Links.
    The Arabic Institute
    for the learning and teaching of the Arabic Language.
  • to provide information to stimulate the learning and teaching of Arabic.
  • to bring together Arab speaking Jew and non-Jew to discuss mutual concerns
  • develop curriculum to teach Peace in Arabic.
Places to Learn Arabic

  • Jerusalem YMCA Arabic Language Study Center
    26 King David St.
    02-569-2692
    Dr Halloun 052-273-874
  • Open University call Cecilia Ahronowitch 02-643-0117
  • Bet Ha Am call Cecilia Ahronowitch 02-643-0117
Tutors of Arabic
  • Cecilia Ahronowitch 02-643-0117
Other
  • L'daber Aravit by Y. Elichai
Discussions in Arabic.

It is posited that speaking to people in their own language is a way to foster Peace. Trust can be built and that can lead to resolving differences. This has been countered with the argument that those Jews who speak Arabic, having come from Arab countries, are the ones to least trust Arabs. Their bitter experiences have made them want to avoid contacts in general. At the same time if they make personal contact with one or two Arabs speaking Arabic they can maintain polite or even friendly relationships.
While superficial contacts might be maintained, it is important to understand the different culture backgrounds and power relationships.
Arabic discussions would not shy away from these issues. And can only reasonably occur when the Arab has accepted the right of the Jew to live peaceably in the Land.
Idea: the Peace treaties with Jordan and Egypt has phrases within them that speak of Peace, such as "their right to live in peace within secure and recognized boundaries free from threats or acts of force." from the preamble Camp David Accords of September 17, 1978

Strategies for teaching Peace.
A number of years ago I was involved in developing educational programs that would bring together children from a white community and from a black community and teach them together.
My idea was to have as the course of study the small river that formed the border between the two communities. The assumption underlying this was that each group had an interest in the location and no turf issues would arise with the larger group being on either side.
Later in Jerusalem I was involved with an other group that sought to teach Israeli and Arab children Peace together. I brought up this river ecology idea. But then I realized that there were problems. First the assumption that there were mutually recognized borders. But this is not the case. Second the assumption that these would not change. But the course of study itself could be an instrument of change. And third that the borders would have relative equality on each side like the opposite banks of a river. But the cease-fire lines have an up-down inequality to them.
I shifted to developing a curriculum studying the Moon. It was a common part of both traditions. It was not a border. It could not be changed.
Unfortunately there was not an interest on the other side.

Feedback

    Add your voice to the discussion. Please tell us what you feel about the web page.
    Your response does not have to be in perfect English.
    All submissions are subject to editing.

    Your Email address:

    Please type your name here:

    You can use my name.
    Yes, you may use my name.
    No. Please don't use my name.

    Add your thoughts to our web site.

To join or assist in The Arabic Institute,
contact us click here.

To Actual Jerusalem

To Actual Jerusalem Archives

To Esek Home Page

Web site developed by Pinchas Richard Wimberly, Webwright.

July 16, 2004.