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Problems with the U.S. in their manuals of religious instruction, report on a study by Peter Menkin

In a system of reliable and even remarkable study, the Institute for Jewish and Community Research, located in San Francisco, has published a book on religion in the textbooks American schools. These textbooks used in U.S. schools, causing many errors of religion is surprising mistakes, even obvious.

The book is entitled "The problem of textbooks: distorting history and religion ", published by Lexington Books, a division of Rowman and Littlefield publishers. = ^ DB / CATALOG.db = 0739130935 & eqSKUdata effort five years later the researcher Gary Tobin, Ph.D. (Former president of the Institute) and Dennis Ybarra, MBA, has discussed both by email and webcam. Part A: The interview starts Dennis Ybarra said via e-mail: How many books are being considered? I have a copy of the Executive Summary, is in place www.TroublewithTextbooks.org : I have reviewed 28 books. So far they have refused to separate the 28 subsets of spending or in the absence of everything, because the contents of each of them is so "all the map. "This means that in the four areas were analyzed: Judaism, Christianity, Islam and Israel, many are very good in one area and terrible in another. Why what say some are "… well in one area and terrible in another?" This is because the articles in these areas can be yours, while others are serious. Part I: What Jews and the scientific community says about themselves, an introduction The introduction of the Executive Summary notes for the book boldly:   "The problem with manual alarm bells about some textbooks denigrating groups and teach historical distortions. Our schools are supposed to teach young people about American values and provide students with the knowledge necessary for good citizenship. Instead, the textbooks are full of errors and misinterpretations. "   The research was conducted under funding and under the auspices of the Institute for Jewish and Community Research, whose three components are well as "… an independent think tank dedicated to creating a safe, secure and growing Jewish. We offer research community to the Jewish community and society generally use our information to design and develop innovative initiatives, and educate the general public and opinion leaders. "   They explain:   (1) "The Institute conducts survey research on religious prejudice."   (2) "The Institute focuses on research in megagifts American philanthropy, giving to higher education, and philosophy of giving. Also specializing in research on Jewish philanthropy, including foundations and motivations for giving Jewish causes. "   (3) "We study the demographics of the Jewish population, examine how Jewish identity is defined and expressed. Examine issues marriage, conversion and racial and ethnic diversity of the Jewish people. "   In terms of educational textbooks, The executive summary explains that people of religious faith was clearly erroneous, once seen in the books. Dennis Ybarra Institute encourages parents to read books of their children, and wrote the summary is readable and useful to school boards in San Francisco Bay Area and the United States. Part Three: Interview with the new … list • The name "Palestine" is used to fund and innacurately. Rior to the suppression of the Roman Jewish revolt and the Romans "change Name of land as punishment for the rebellion, the earth was not known as Palestine. • "Palestine" is referred to as the location of "Ministry of Jesus, even if the word is unknown in the Christian sources. • Christianity describes one having been founded" by a Palestinian called 'the youth of Jesus. "For religion, whether Christian or Jew, some background facts are important. Jesus was a Jew. Jesus lived in Israel or the area in the world was Hebrew Judah and Israel. Messiah Jesus is considered unqualified for the Christians, is Biblical and is passed from the dead, not just a tradition or belief. At the core of the faith, which is vital, Easter is the most important Christian festival of the year. These, as I say, are important points: even very important. A religious education fund for Jews and Christians, is that Moses received the Ten Commandments of God. This is not a vague or questionable education. It clearly visible and part of a series of agreements believers, much less a reader of the Bible. That there are many concerns about the Jewish tradition today, because I only cites numerous notes the Jerusalem Post for access to the "moral" side of the object using the words of the researchers. This concerns the Jewish faith moral, and valid. The Jews have a valid license in high esteem the moral sense, so I think and believe in general. Christians they also have the same concerns with its moral dimension, after all the two religions have in common several areas of the teaching of the Old Testament is part of the Christian Bible. Christian and academic and parents and the lessons are they who find the questions and controversies of the moral, and historical facts and attention to accuracy in peace. Books text does not conform to the devotional practices that are actually practiced. Here is a table work:

• teachings of Islam is seen as historical truth while Judaism and Christianity are presented with a skeptical tone.
• Textbook publishers spend on equipment that proselytism of Islam and not rather sign on Islam.

Looking through this comparative table that notes the language used in the beliefs of three major religions textbooks selected, the chart shows on the right: The name and textbook publishing, religion (as Judiasm, Christianity, Islam). Read formulation, the differences are subtle, even in the shade. The implication here, so the light begins to see a model that makes the effect of attitude each weighted differently: "history" / "revealed", "Claim" / "revelation received" " alleged "/ received the revelation of Allah," and so on.

  Table 5.1: Comparison of the language used in the beliefs of the three main religions of Judaism Christianity Islam textbooks, textbooks selected El Mundo (Pearson / Scott Foresman) The caption of a picture of a Seder plate "food on the seder plate are a symbol of Jewish history. "" The pilgrimage, or hajj (haj) to Mecca is an essential part of Islam, Muhammad revealed religion …." World History: Continuity and Change (Holt) Glossary: "Ten Commandments of Moses moral laws claimed to have received the Lord God in Hebrew on the Mount Sinai. "Glossary entry:" The holy book of Islam Koran contains revelations received by Muhammad from God. "World Civilizations: overall experience (Pearson) Glossary: "Jesus of Nazareth", reads in part, "Prophet and teacher among the Jews, believed by Christians as the Messiah …. Glossary: "Muhammad, the prophet of Islam … God's revelations in 610 AD and later, History of the Modern World ….": Interaction patterns. (McDougal Littell) "According to the New Testament, Jesus of Nazareth was born about 6 to 4 BC, "according to" The disciples of Jesus, risen from the dead. . . . "Teaching Muhammad, which are the revealed word of God.. . , Is found in the holy book called the Koran. "World Cultures and Geography – Eastern Hemisphere (McDougal Littell) Teacher's Planning Guide: "[Article] Summary: Key Ideas Birthplace of the three religions… Judaism, Christianity and Islam share in common. "Judaism is a story of exile." "Christians believe that Jesus was the Messiah promised. "" The Koran is the book of God's revelations to Muhammad "Glencoe World History (McGraw-Hill)" Then due to drought, the Israelites migrated to Egypt, where they were enslaved until Moses led out of Egypt .. . . Some details of recent archaeological interpretations contradicting the testimony of the Bible story. "

Moreover, in his introduction, the study says: Some documentation is additional inflammatory. argue that Israel's Jews are white European colonists in the same category doubt that the imperialist system of European countries. • The Arab countries have never attacked Israel. Arab-Israeli wars "just broke" or Israel started. • Arab nations want peace, but Israel has not done so. • Israel expelled all Palestinian refugees. • Israel put the Palestinians in the camps refugees in Arab countries, not Arab governments. Questions we asked Dennis Ybarra, to once again, for the study. What was your method? We selected the 28 books containing all major and smaller publishers who believe that covering all the most used in public schools U.S.. Once you bought them, did a survey of at least two school districts in each "non-adoption" of the state. (K-8 California passed statewide.) for adoption, States had the list of approved textbooks. Hereby, we confirmed that we had included all textbooks most used. If Please tell us more? I have reviewed thousands of pages of manuals. We also considered additional material training and professional development of teachers. The textbooks analyzed including teachers, students and advanced placement issues. An analysis content of the materials for students, including textbooks, websites and documentation and training materials, including topics manuals for teachers, curricula, lesson plans, training materials for teachers, web sites, and more. The content analysis of books text focuses on four areas: • Jewish history, theology and religion • relationship between Judaism and Christianity • The relationship between Judaism and Islam • The history, geography and politics Middle East What about schools San Francisco Bay Area and textbooks? I have a look at this that the books were in use in the San Francisco Unified School District. In general, for information on what books are used in many consumer elementary, middle and secondary districts long the region if the information is not displayed on a website. We must determine the appropriate contact at the district level that deals with the programs, call the person and he is waiting in the office. Arriving the person, you have to wait to be cooperative (although, as a public body should be transparent). For high school, San Francisco Unified using McDougal Littell Modern World History: models of interaction, Traditions Love and Friendship by McCraw Hill and civilizations of the world: the experience Pearson's global, we have reviewed. Are there other errors that the note you want to mention in the textbooks? This may be one of the manuals, not only those used in San Francisco Bay Area. "Except for the poetry of the Old Testament, the Jews produced very little of note in a form of art …. No sign an important [early] Jewish contributions to science. "(World Civilizations, Thomson Wadsworth) We found that in many of 28 textbooks, the following: 1. Negative stereotypes of Jews appear in the textbooks. 2. Books, distort the close relationship between Judaism, Jesus and Christianity. 3. textbook material Muslim advocacy groups glorify Islam over Judaism and Christianity is placed in the textbooks by publishers in full compliance. The moral issue of fairness, impartiality and the objective nature of textbook quality is not much of this article. The media have offered the story in a context of equity, the state of moral and religious attitudes in relation to the content. As a side note, this writer wants to add this researcher Dennis Ybarra believes textbook publishers can not be "deliberately creating errors, but say they are given repeatedly without taking into account both and so was given. The researcher said: "We have not talked to editors in the investigation. Our goal was to identify problems. During my research, I realized that the world of publishing textbook has been surprisingly open. "Person of the major stakeholders in the public sector were willing to criticize the textbooks are written so the process of textbook adoption and the results less desirable content, or manual. One or two exceptions to published sources were people who had left the industry. "    What the press says about the book so far?   From the publication of The problem with all textbooks and interviews I did, the only comment I have ever seen or reaction between the editors in an article in USA Now by Greg Toppo December 1, 2008. His spokeswoman for the association, said the publishers who have been carefully reviewed the material on religion and its products have been fair to all religions. Fox News religion correspondent Lauren Green clear in his March 7, 2009 Report of textbook errors about Islam (which I introduced myself) that publishers have declined to offer the opportunity to comment on the issues raised. In fact Fox posted the phone numbers of publishers Main recommend their viewers to contact them and complain. I later learned through the grapevine that, in response, publishers and near these figures that no audience member was able to get anyone living on the line. I'm sure it's because the editors feel trapped in a hopeless situation, shaken by the pressure from all sides. Among our major conclusions is that "tainted jeopardizing publishers books were not bad, but can not successfully navigate economic pressures, political and cultural content that is carried on its books. "[P. 154] Part Four What others say, including quotes from the study's researchers elsewhere published an article that highlighted particular Researchers interviewed. In Jerusalem Post on September 25, 2008 states in its title, "U.S. textbooks misrepresent Jews and Israel." These are excerpts from the article Jerusalem Post written by Haviv Rettig GUR
These quotes highlight the words spoken by the researchers published in the newspaper, including the late Gary Tobin: In his treatment of Judaism, too, the textbooks showed a bias effect negative, the study said. They have often expressed the view that "Jews and Judaism are legalistic" and that "Jews are only interested in letter of the law and ignore its spirit, "the study said. The Jewish God is presented as" back and warlike, "and not compassionate, as highlighted in other religions. In some cases, Jews were accused of deicide death of Jesus. The study also found that 18 textbooks used "scholar and derogatory and "terminology of the Old Testament of the Jewish scriptures when discussing the origins of Judaism." The study compared the language used to describe the Jewish and Christian belief with the conviction that Muslims described. "The textbooks tend to be critical of Jews and Israel, disrespectful of Christianity, and rather than represent Islam in an objective way, tend to glorify "said Ybarra." book publishers text often recover completely to Muslim groups in the content [of Islam] because they want to be sensitive to the concerns of Muslims, he said. "So write that Mohammed is a prophet of God, without the qualifier you should have in a public school that shows that you are teaching religion instead of teaching of religion. "One example among many cited in the study is in the history of the world: continuity and change, including a glossary on the Ten Commandments describes them as "Moral laws Moses claimed to have received the Hebrew God Yahweh on Mount Sinai." The same glossary describes the Quran as a " Holy Book of Islam containing revelations received by Muhammad from God "- without qualification conditional." Islam is treated with a devotional tone in some textbooks, less independent and analytical than it should be, "the report said." Muslim beliefs are described in several instances as fact, no clear classification as' Muslims believe …. "No religion should be presented in history textbooks as absolute truth, and either by itself or over another, or they must be all. "What some others think of the work is proposed on the cover of the book, and a date is the following statement (): "The problem of textbooks is a very important book not only for Jews, but for the entire Christian community. This volume is an excellent tool for anyone interested in balanced reporting, fair and reliable information about Judaism, Christianity and Islam. "Rev. John J. Keane, SA, board member and Delegate for ecumenism, Franciscan Friars of the Atonement All quotes "Declaration of manuals Trouble, TroublewithTextbooks.org"

Images: (1) Problems with textbooks, (2) Dennis Ybarra, (3) The death of Gary Tobin. All photos are courtesy of the Institute the Jewish community and research, San Francisco

Addendum:

The study manuals listed here:

1. Arreola, Daniel. D., Marci Smith Deal, James F. Peterson and Sanders, Rickie. Geography the world. ed teachers in California. Evanston, IL: McDougal Littell, 2006. 2. Beck, B. Roger, Linda Black, Larry S. Krieger, Phillip C. Dahia Ibo Shabaka Naylor. Modern history: the world patterns of interaction. Master ed. Evanston, IL: McDougal Littell, 2005. 3. Beck, B. Roger, Linda Black, Larry S. Krieger, Phillip C. Ibo Shabaka Naylor. History Old: World patterns of interaction. Dahia Teacher's ed. Evanston, IL: McDougal Littell, 2005. 4. B. Arroyo Roger, Linda Black, Larry S. Krieger, Phillip C. Dahia Ibo Shabaka Naylor. History of the World: the medium of interaction. Student ed. Evanston, IL: McDougal Littell, 2003. 5. Bednarz, W. Sarah M. Ines Miyares, Mark C. Schug, S. Carlos White. World Cultures and Geography: The Eastern Hemisphere and Europe. Ed Teacher. Evanston, IL: McDougal Littell, 2005. 6. Berson, Michael J., ed. History of the World. (Harcourt Horizons). Teacher ed. Orlando: Harcourt, 2005. 7. Boehm, G. Claudia Richard Hoon, Thomas McGowan, Mabel C. McKinney-Browning, Ofelia B. Miramontes, and Priscilla H. . Ancient civilizations Porter. (Harcourt Brace Social Studies). Teacher ed. Orlando: Harcourt Brace, 2002. 8. Bulliet, W. Richard, Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson and David Northrup. The Earth and its peoples: a global history. Advanced Placement ed. Boston: Houghton Mifflin Company, 2005. 9. Carrington, Mattie P. Laurel Collins, Kira Iriye, Rudy J. Martinez, Pedro N. Stearns, eds. History World: the human adventure. Student ed. Austin: Holt, Rinehart and Winston, 2003. 10. Carrington, Laurel, Mattie P. Collins, Kira Iriye, Rudy J. Martinez, Pedro N. Stearns, eds. History of the Human Journey, Modern World. Ed teachers. Austin: Holt, Rinehart and Winston, 2005. 11. Hanes, William T. III, ed. History of the World: Continuity and change. Annotated ed teacher. Austin: Holt, Rinehart and Winston, 1999. 12. Harcourt Horizons, ed. Le Monde. (Harcourt Horizons). Teacher ed. Orlando: Harcourt, 2003. 13. Helgren, David, Robert J. Sager and Alison S. Brooks. People, places, and change. Ed teachers. Austin: Holt, Rinehart and Winston, 2005. 14. Sager, J. Mr. Robert and David Helgren. Geography of the world today. Ed teachers. Austin: Holt, Rinehart and Winston, 2005. 15. Bentley, Jerry H. Herbert F. Ziegler. Traditions and Encounters: a global perspective on the past. Boston: McGraw-Hill, 2006. 25. Jacob, Heidi H., and Michal L. Le Vasseur. The ancient world. (World Studies). Teacher ed. Upper Saddle River, NJ: Pearson / Prentice Hall, 2005. 26. Stearns, N. Peter, Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert Civilizations in the world: overall experience. 4th ed., Advanced Placement ed. New York: Pearson / Longman, 2006. 27. Adler, Philip J. and L. Randall Pouwels. Civilizations in the world. 4th ed., Ed instructor. Belmont, CA: Wadsworth / Thomson, 2006. 28. Upshur, Jiu-Hwa L., Janice J. Terry, James P. Holoka, Richard D. Goff, and George H. Cassar. World History since 1500: The Age of global integration. Vol. 2. Belmont CA: Wadsworth / Thomson Learning, 2002. 16. Boehm, G. Ricardo, David G. Armstrong, Hunkins, Dennis P. Francis and Merry Lobrecht Reinhartz. The world and its inhabitants. ed teacher. New York, McGraw-Hill/Glencoe 2005. 17. Farah, Mounir A. and Andrea Berens Karls. History of the World: human experience. Student ed. New York: McGraw-Hill / Glencoe, 2001. 18. Greenblatt, Miriam and Peter S. Lemma. Patrimony of Rights: A History of the world. Teacher Ed. New York: McGraw-Hill / Glencoe, 2006. 19. Lamm, Robert C. The humanities in Western culture. Boston: McGraw-Hill, 1996. 20. Spielvogel, J. Jackson Glencoe World History. From the teacher ed. New York: McGraw-Hill/Glencoe 2005. 21. Iftikhar, Herbert Brodsky, Marylee Susan Crofts, Elisabeth Gaynor World. Ahmad Cultures: A global. Mosaic Professor Ed Ellis. Upper Saddle River, NJ: Pearson / Prentice Hall, 2004. 22. Boyd Frederick Risinger, D. Candy, Geneva Gay, Rita Geiger, James B. Kracht, Valerie W. Pang, C., Sara M. Sanchez. The World. (Scott Foresman Social Studies). Teacher ed. Glenview, IL: Pearson Scott Foresman / 2005. 23. Ellis, G. Elisabeth and Anthony Esler. World History: Connections to the present day. Student ed. Upper Saddle River, NJ: Prentice Hall, 2001. 24. Jacob, Heidi H., and Michal L. Le Vasseur. Middle Ages to the present. (World Studies). Teacher ed. Upper Saddle River, NJ: Pearson / Prentice Hall, 2005. 25. Jacob, Heidi H. and L. Michal LeVasseur. The ancient world. (World Studies). Teacher ed. Upper Saddle River, NJ: Pearson / Prentice Hall, 2005. 26. Stearns, N. Peter, Michael Adas, Stuart B. Schwartz, Marc Jason Gilbert. Civilizations in the world: the experience in general. 4th ed., Advanced Placement ed. New York: Pearson / Longman, 2006. 27. Adler, J. Philip, and Randall L. Pouwels. Civilizations in the world. 4th ed., Instructor ed. Belmont, CA: Wadsworth / Thomson, 2006. 28. Upshur, Jiu-Hwa L., Janice J. Terry, James P. Holoka, Richard D. Goff, and George H. Cassar. History of the World since 1500: The age of global integration. Vol 2. Belmont C

Community Jewish Institute in San Francisco said that one of its main objectives is to provide public understanding, both in their own community and communities large, the Jews are all colors, races, peoples. It is a diverse population, "said Dennis Ybarra in an interview with this writer webcam background. This YouTube is a Jewish prayer, chosen by the institute is dedicated to conducting research on topics as diverse as the scandal Madoff Philanthropy This book study text, and the areas of Jewish identity, including its vast membership of the faith of many nationalities.

end Notes about the author of the article in general about the interview and examination manuals "problem"
In this article the author states: This writer wants readers to recognize that disputes of this study manuals to reflect the influence Muslim reports in fact if the researchers say, and impartiality of the report offer. It is important to know that the Muslim influence on the content of textbooks is very high, and is considered by Christians and Jews and not the kind of representation of its express religious views in a reasonable belief. Of course, judge for yourself himself as a parent, teacher or a university. Clearly teachers to be on issues related to the documents on several occasions from home or own investigation on behalf of a school. Take those provided by your school. Students are threatened by ignorance of basic beliefs. Maybe not in a crisis, but this writer is in agreement with the Researchers are mised. While Muslims are entitled to their way of seeing things. A salient point and important, and not until the end is again mentioned as a moral question about the motives of the media to cover this story is that of fairness and accuracy point of view, representation and religious belief and the fact that through the individual faith. Your comments are invited as a reader of this article. – Rule Peter Menkin, Mill Valley, CA, USA

About the Author

Peter Menkin, an aspiring poet, lives in Mill Valley, CA USA (north of San Francisco).

My blog:

http://www.petermenkin.blogspot.com

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