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Reading, writing and anti-Semitism

By Seth Mandel

October 10, 2008
 

The most prominent American textbooks are riddled with anti-Semitic and anti-Christian bias, according to the authors of a comprehensive study.

 

"It is shocking to find the kind of misinformation we discovered in American textbooks and supplemental materials being used by schools in every state in the country," said co-author Dr. Gary Tobin, president of the Institute for Jewish and Community Research, the San Francisco-based organization that conducted the study. "Elected officials at every level should investigate how these offensive passages are creeping into our textbooks. Presenting false information in the classroom undermines the very foundation of the American educational system."

 

The study, called The Trouble with Textbooks: Distorting History and Religion, is the result of a five-year review of 28 history, geography, and social studies textbooks, published by Lexington Books. Tobin and co-author Dennis R. Ybarra, said the textbooks present a distorted view of Christianity, Judaism, Islam, and the Middle East, and are replete with errors and propaganda.

 

"The textbooks tend to be critical of Jews and Israel, disrespectful about Christianity, and rather than represent Islam in an objective way, tend to glorify it," Ybarra said. "To teach children, for instance, that Jesus was a Palestinian and de-emphasize his Jewishness does a disservice to Christians and Jews as well as anyone who cares about historical accuracy."

 

Referring to Jesus as a "Palestinian" was just one of more than 500 glaring inaccuracies in the books. Some books dismissed the role Jews played in cultural development.

 

A sample of such bias is found in the following passage: "Excepting the Old Testament's poetry, the Jews produced very little of note in any of the art forms. . . . There is no record of any important [early] Jewish contributions to the sciences" (World Civilizations, Thomson Wadsworth).

 

In an executive summary of the study, the authors provide an overview of the textbook problems and some specific examples.

 

One recurring theme is the presentation of Jewish stereotypes that have been the source of anti-Semitic expression throughout history.

 

"Jews are described as legalistic and Judaism is portrayed as merely an overlong list of arcane rules, devoid of any spirituality," the authors write. "Jews are depicted as intolerant of non-Jews and as looking down upon others with an attitude of superiority."

 

While the "Jewish God" is portrayed always as warlike, the lessons about other religions' gods highlight those gods' compassion. Derisive Old Testament language is often used to refer to Jewish origins, even when the lesson is about a time thousands of years before any other "testament" was written.

 

The authors note that while most minorities are handled with extreme cultural sensitivity, Judaism is often treated as an earlier version of Christianity, not a stand-alone religion. The textbooks also stop just short of openly accusing Jews of deicide and crucifying Jesus.

 

The sacred writings of Judaism are framed as "stories," "legends," or "tales," and presented in a mostly passive voice. Additionally, the authors note, most Jewish stories are qualified as such using skeptical language, such as "it is told that...." The same suspicion of authenticity is absent from any talk about Islamic history, the study finds.

 

"In effect, many textbooks serve as apologists for Islam in a way that they do not for Christianity, Judaism, or any other major religion," the authors write. "No religion should be presented in history textbooks as absolute truth, either on its own or compared to any other, or they all should be. Supplemental materials go even further in their unqualified praise for all things Islamic."

 

For example, Islamic empires built on imperialism, violent conquests, and subjugation are presented as perfect examples of success and peace.

 

The study also finds that textbook lessons of the Arab-Israeli conflict are written from the perspective of the Arab narrative. Discussions of "Palestine" find the following: 

  • "The name 'Palestine' is used liberally and inappropriately prior to the Roman suppression of the Jewish revolts and the Romans' renaming of the land at that time as a punishment for the revolts.
  • 'Palestine' is the location of Jesus' ministry even though the word is unknown in Christian sources.
  • Jesus was a Palestinian, not a Jew." 

The study finds three themes in textbooks about Israel's founding: Israeli Jews are presented as European colonialists; Arab violence is glossed over; and Jewish refugees are absent from any discussion on the conflict, though Palestinian refugees play a starring role in many lessons on Israel's War of Independence.

 

Some "facts" students are learning about 1948: 

  • "The Arab nations never attacked Israel. Arab-Israeli wars 'just broke out,' or Israel started them.
  • Arabs nations want peace but Israel does not.
  • Israel expelled all Palestinian refugees.
  • Israel put the Palestinians in refugee camps in Arab lands, not Arab governments.
  • Books perpetuate the propagandistic 'camps' terminology for communities with established infrastructure and permanent housing.
  • Jewish refugees forced out of Arab lands by the backlash against the creation of Israel are never mentioned, as if they do not exist." 

The authors write that terrorism committed by West Bank and Gazan Arabs is downplayed, and the Palestine Liberation Organization, chartered to destroy Israel, is presented as an Arab advocacy organization. Arab violence is often called "civil disobedience."

 

Here are some of the most common myths the study found: 

  • Palestinian terrorism is nonexistent or minimal.
  • Israel is not a victim of terrorism, or terrorism against Israel is justified.
  • U.S. support of Israel causes terrorism, including 9/11.
  • The intifadas were children's revolts not involving adults or terrorism. 

The authors conclude by noting the leadership role the United States plays in global education. But, they write, with textbooks like these, miseducation and the perpetuation of stereotypes becomes a stunning share of the country's exported knowledge.

 

"Discovering in our schools a pervasive set of erroneous beliefs about such a vital topic should alarm every taxpayer, every parent, and every public official" the authors write. "To allow biased textbooks and outright propaganda in supplemental materials into the schools is to pervert the very purpose of public education and a misuse of our democratic system."