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The Inevitable Truth about Hamas: A Lesson for Protesters on US University Campuses

About the Author Entrepreneur, Founder & CEO in Bio-Pharma & Medical Devices and attorney. 9-11 minutes

In examining Hamas’s radical doctrine – an organization recognized as a terrorist entity by numerous nations – I refer to the Hamas covenant[1] to explore its militant ideology and implications, particularly considering the heinous attack in October 2023. The Al-Nukhba terrorists conducted a brutal and barbaric attack on innocent Israeli civilians, resulting in the murder and kidnapping of over 1200 individuals, including children, women, elderly, and sick people. This monstrous incident underscores the reprehensible nature of Hamas’s actions and highlights the urgent need to confront its radical ideological position.

This essay aims to enlighten and educate the anarchist, militant, ignorant pro-Palestinian/pro-Hamas protesters on U.S. and EU university campuses by analyzing pivotal articles from the Hamas covenant:

Article Two[2] of the Hamas covenant sets up its affiliation with the Muslim Brotherhood in Palestine, underscoring its role as one of the largest Islamic movements in modern times. This affiliation serves as a foundational element of Hamas’s deep-rooted commitment to Islamic principles and its persistent dedication to Palestinian liberation.

Article Six emphasizes Hamas’s unwavering dedication to Islam and its mission to establish Islamic rule over Palestine. It presents Islam as the solution to regional conflicts, advocating for peaceful coexistence under Islamic governance and warning of turmoil and oppression otherwise.

Article Seven traces Hamas’s history back to the emergence of the Muslim Brotherhood in Palestine in 1939 and its later involvement in the Palestinian struggle against Zionist invaders[3]. This historical context illustrates Hamas’s continuity with past resistance efforts and its aspiration to fulfill Allah’s promise of liberation, regardless of obstacles.

Article Eleven asserts the Islamic sanctity of Palestine as Waqf land, consecrated for Muslim generations until Judgement Day. It rejects relinquishment of Palestinian territory, emphasizing Islam’s role in shaping the region’s destiny and its religious significance globally.

Article Thirteen dismisses peaceful solutions and international conferences as contradictory to Hamas’s principles, declaring Jihad[4] as the sole means of addressing the Palestinian question. It condemns attempts to compromise Palestinian rights and sovereignty, emphasizing the religious obligation of Jihad in confronting Zionist state.

Article fourteen contextualizes the Palestinian struggle within three interconnected spheres: the Palestinian, the Arab, and the Islamic. It highlights the shared responsibility of these spheres in resisting Zionism and striving for liberation, underlining the religious importance of Palestine for Muslims globally. Palestine holds the distinction of being the first qiblah (direction Muslims face in prayer), the third holiest sanctuary in Islam, and the starting point of Prophet Muhammad’s miraculous journey to the seven heavens, making it significant for Muslims worldwide[5].

Article Fifteen asserts the individual duty of every Muslim to engage in Jihad when enemies seize Muslim land. It calls for the diffusion of Islamic awareness and the implementation of Jihadist spirit among Muslims, particularly within educational systems, to confront Zionist.

In summary, understanding Hamas’s radical ideological position is paramount for educating ignorant protestors on university campuses violently propagating anti-Semitism and anti-Zionism. Pure hatred and homophobia are disguised under the appearance of Palestinian solidarity, making it crucial to understand Hamas’s true intentions and combat misinformation. Recognizing Hamas’s radical ideology is crucial for fostering dialogue and advancing towards a sustainable resolution of the Israeli-Palestinian conflict, rather than relying on ignorance.

[1] The Covenant of the Islamic Resistance Movement 18 August 1988 – see The Avalon Project: Hamas Covenant 1988 (yale.edu)

[2] For Articles numbers refer to footnote 1

[3]. It is important to clarify that the establishment of the state of Israel did not result from a Zionist invasion, but rather from United Nations General Assembly Resolution 181. This resolution proposed the partition of the British-ruled Palestine Mandate into separate Jewish and Arab states. Passed on November 29, 1947, with 33 votes in favor, 13 against, 10 abstentions, and one absence, the resolution was accepted by the Jewish community in Palestine. However, it was rejected by the Arab community in Palestine and the neighboring Arab states. On May 15, 1948, Israel declared independence. Shortly afterward, Egypt, followed by Arab forces from Transjordan (Jordan), Iraq, Syria, and Lebanon, launched attacks on Israel.

[4]For more details, see e.g., Afsaruddin, Asma. “jihad”. Encyclopedia Britannica, 24 Apr. 2024, https://www.britannica.com/topic/jihad .  Accessed 6 May 2024.

[5]The history of Jews in the Land of Israel dates back thousands of years, with archaeological evidence indicating a continuous Jewish presence in the region since ancient times. It is crucial to emphasize that millennia before the Quran, the biblical narrative affirms the divine promise of the land of Israel to the people of Israel by God Himself. In a covenant with Abraham, God assured, “To you and your descendants, I will give this land.”  The Arabs first conquered the Land of Israel in the seventh century AD, during the Islamic expansion. Jerusalem fell to the Arab armies in 637 AD, marking the beginning of Arab-Muslim rule in the region.

Navigating AI in Secondary Education: Personal Perspective

As my grandson embarks on his journey through junior high school this year, I’m inspired to contemplate the profound influence of Artificial Intelligence (AI) on education in our time and share my view. The integration of AI into the secondary school curriculum signifies a notable transformation in the educational domain, presenting both promising opportunities and significant challenges.

The introduction of AI in secondary education signals a new era, promising to revolutionize the learning process and shape the future of our children’s education. With AI, students gain access to personalized learning experiences tailored to their individual needs and preferences. No longer limited to one-size-fits-all instruction; now, students can explore subjects at their own pace, delving deeper into areas of interest and receiving targeted support where needed.

Furthermore, AI’s influence extends beyond content delivery to the domain of writing skills. Through AI-powered tools, students receive real-time feedback on grammar, spelling, and structure, enhancing their writing proficiency and fostering a greater appreciation for effective communication. This integration of AI not only improves academic performance but also equips students with essential skills for success in the digital age.

However, amid the excitement surrounding AI’s potential, it is crucial to acknowledge and address the accompanying challenges. One such challenge is the risk of over-reliance on AI, which may inadvertently inhibit students’ critical thinking abilities and hinder their development as independent learners. It is imperative to strike a balance between leveraging AI as a tool for learning enhancement and preserving the fundamental aspects of education that promote deep understanding and intellectual growth.

Moreover, ethical considerations play a significant part in discussing AI’s impact on education. As students engage with AI-powered technologies, they must be equipped with the knowledge and skills to address ethical dilemmas responsibly. This includes understanding concepts such as intellectual property rights and the importance of originality in academic work. By fostering a culture of integrity and ethical conduct, educators can ensure that students adhere to academic standards and promote responsible scholarship while leveraging AI’s potential.

In navigating the integration of AI into secondary education, educators play a crucial role as facilitators of learning and guardians of academic integrity. By leveraging AI-driven insights to personalize instruction and provide targeted support, educators empower students to maximize their learning potential while also fostering essential skills such as critical thinking, creativity, and ethical discernment. Additionally, educators serve as guides, helping students navigate the complex ethical considerations that accompany the use of AI in education.

Concluding, the integration of AI into secondary education represents a pivotal moment in the evolution of learning. It offers unprecedented opportunities for personalized learning, enhanced writing skills, and educational innovation. However, it also presents challenges that must be addressed to ensure that AI serves as a force for positive change in education. By embracing the transformative potential of AI while remaining vigilant against its pitfalls, educators and stakeholders can work together to create a future where all students have the opportunity to thrive in an increasingly interconnected and technologically advanced world.

Entrepreneur, Founder & CEO in Bio-Pharma & Medical Devices and attorney.