Monday, November 9, 2009
Indoctrination in the U.S.A.?
From grade school and up, we have been programmed to believe that our government system is ideal; flawless; we are the true free nation. Our books, contrary to that of other countries, are not indoctrinated, are not written falsely, and contribute to a national sense of democratization. On the whole, we do not question this system, but if we did, would we find that the system is a fallacy? Rather, the question should be, would we know if it was at all?
Here in the United States of America, we do not learn about Mathew, Peter, John, and Paul in public school education. We are not taught the proper prayer to Allah or of the sacred scrolls from the Torah. In Egypt, however, it’s very natural for students to be taught straight from the Koran. In fact, examining the curriculum from that of a sixth grade level, we can find that an emphasis is placed on the work ethic of the individual, clearly outlined from sections of the Qur’an (1). With 90% of Egypt being Islamic, versus the United States, (whose religion varies greatly on ethnicity, location, and environment), it’s easy to see why the Egyptian school system would implement Islam in their core curriculum. If the United States decided to teach Islam as a core class, on the other hand, the people would rally and fight whatever clause instated it. With this being said, it would be nearly impossible to indoctrinate all of our textbooks here in the United States. People would notice what was being taught, and at some point or another, they would speak out against it, as not everyone in this country has the same core belief.
In the United States, we seemingly have rights that many other countries do not, including the freedom of speech, press, the right to peaceably assemble, the right to bear arms, and the right to freedom of religion. We have countless different sources of information, from radio to television to the daily newspaper. There is no opposition towards obtaining information from word-of-mouth. There is not one government official who maintains control over all of these sources; therefore, if the United States were to transmit a set opinion to the whole country, it would be nearly impossible.
Sure, many news-broadcasting channels have political preferences, but those are subject to change after time. Most channels are opposing rivals of one another, and compete for viewers by presenting information that likely adheres to one side of the view or another (for example CNN and FOX). This is not the way that all countries operate their media. In Egypt, there are fewer news stations, and although the country’s economy is free-market based, the few news stations do not present various different viewpoints. Most of Egypt’s media is government controlled through the State Information Service, and the three largest news-broadcasting stations, Al-Ahram, Al-Akhbar, and Al-Gumhuriya, are government owned and operated. Nearly all magazines and newspapers are by printed by one of seven government-owned printing houses (3). What makes Egypt’s control over foreign politics even stricter is the control over these three laws: The Press Law, the Publications Law, and the Penal Code. These three laws allow the Egyptian government to issue and stipulate fines or imprisonment for criticizing the president, members of the government, or any members of state.
When it comes to the bottom line, the United States of America and the Republic of Egypt are two very different countries. The United States houses countless ethnicities and religions, whereas Egypt is primarily dominated by Egyptians and people of the Islamic religion. American media is operated through the free-enterprise system, while Egyptian media is government owned and maintained. So, on the whole, indoctrination in the United States is practically infeasible.
References
1. Guindy, Adel. Islamizing Egyptian Education. Middle East Quarterly. 2009: 76-79
2. Sherbiny, Naiem. America: A View From Egypt. Social Research Online. 2005. http://findarticles.com/p/articles/mi_m2267/is_4_72/ai_n16129794/?tag=content;col1
3. Gross, M. Pamela. Egypt. Press Reference. http://www.pressreference.com/Co-Fa/Egypt.
Wednesday, October 21, 2009
American V. Foreign Education
Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%
3D&tsp=1256170322693
2. Yemen - Educational System—overview
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%
3D&tsp=1256170322693
2. Yemen - Educational System—overview
Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%3D&tsp=1256170322693
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%3D&tsp=1256170322693
Sunday, October 18, 2009
Education: Yemen V. United States
Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this is small, and those students are forced into low-wage careers.
Perhaps neither of these systems are ideal; maybe, a healthy combination of both the American and the Yemeni systems of education are the paragon.
Yemen - Educational System—overview
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this is small, and those students are forced into low-wage careers.
Perhaps neither of these systems are ideal; maybe, a healthy combination of both the American and the Yemeni systems of education are the paragon.
Yemen - Educational System—overview
Wednesday, September 30, 2009
Is it okay for governments to violate human rights in order to maintain party platforms?
Government entities are entitled to uphold their principles of governing; democratic nations are obligated to hold elections, whereas totalitarian domains are expected to suppress them. To what extent, however, should a government be allowed to control the human masses? Of course government should seek involvement in a rebellious group who wishes to harm Hindu-Americans. On the same note, however, should big government put a stop to a mass to whom they see as potentially threatening to their political powers? Where do you draw the line?
When we look at the Communist Party, we generally see a small group of head party leaders who preach to the majority of the people that they work for the benefit of all, and that their country is superior to others. Alterior to the party's motive, we often see the Communist Party as an oppressing evil, whose goal is to control every aspect of human life. The party seems to rely greatly on instilling fear within its regime to control its people, and is often found to be threatened by even the slightest communal gathering. As an outsider looking in, we see only these things; we fail to recognize the objective of the party's initial platform.
Falun Dafa is a widely practiced spiritual cleansing, originating from China. Falun Dafa, or Falun Gong is not a religion; it’s a peaceful way of life that centers itself on truthfulness, compassion, and forbearance. In 1999, however, the CCP or Chinese Communist Party, began to arrest and persecute members of the group. Although Falun Dafa is not a political party, its rapid growth in members stirred uneasiness in the Communist Party. Opposition quickly arose against Falun Dafa members, and many have been arrested and beaten since July of 1999 (1).
Examining this violation of human rights as people of a democratic and free nation, we are initially shocked and outraged, followed by a desire to stand against the Chinese government. If we consider, however, the party’s platform, such a reaction from the Chinese government should seem only natural. In order for the Chinese Communist Party to exist in the form that it does, suppression is necessary.
Is the persecution of peaceful Falun Dafa followers beyond repercussions and forgiveness? Absolutely. No persons should have to endure such an obliterating lifestyle. From a literal standpoint though, the Chinese Communist Party is within its rights to stifle anything that may seem threatening to its regime. It would not be sufficient to diplomatically ask the Chinese government to stop the persecution of the Falun Dafa members. Instead, the only way to end the violations of human rights, would be to put an end to the Communist regime itself.
References:
1. Jacobs Andrews, China Still Presses Crusade Against Falun Gong. http://www.nytimes.com/2009/04/28/world/asia/28china.html?_r=1. 2009.
When we look at the Communist Party, we generally see a small group of head party leaders who preach to the majority of the people that they work for the benefit of all, and that their country is superior to others. Alterior to the party's motive, we often see the Communist Party as an oppressing evil, whose goal is to control every aspect of human life. The party seems to rely greatly on instilling fear within its regime to control its people, and is often found to be threatened by even the slightest communal gathering. As an outsider looking in, we see only these things; we fail to recognize the objective of the party's initial platform.
Falun Dafa is a widely practiced spiritual cleansing, originating from China. Falun Dafa, or Falun Gong is not a religion; it’s a peaceful way of life that centers itself on truthfulness, compassion, and forbearance. In 1999, however, the CCP or Chinese Communist Party, began to arrest and persecute members of the group. Although Falun Dafa is not a political party, its rapid growth in members stirred uneasiness in the Communist Party. Opposition quickly arose against Falun Dafa members, and many have been arrested and beaten since July of 1999 (1).
Examining this violation of human rights as people of a democratic and free nation, we are initially shocked and outraged, followed by a desire to stand against the Chinese government. If we consider, however, the party’s platform, such a reaction from the Chinese government should seem only natural. In order for the Chinese Communist Party to exist in the form that it does, suppression is necessary.
Is the persecution of peaceful Falun Dafa followers beyond repercussions and forgiveness? Absolutely. No persons should have to endure such an obliterating lifestyle. From a literal standpoint though, the Chinese Communist Party is within its rights to stifle anything that may seem threatening to its regime. It would not be sufficient to diplomatically ask the Chinese government to stop the persecution of the Falun Dafa members. Instead, the only way to end the violations of human rights, would be to put an end to the Communist regime itself.
References:
1. Jacobs Andrews, China Still Presses Crusade Against Falun Gong. http://www.nytimes.com/2009/04/28/world/asia/28china.html?_r=1. 2009.
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