Sunday, 2 September 2012

A book will shortly be published in France called "L’histoire fabriquée" [Fabricated History], written by Vincent Badré, a teacher of history and geography. It argues that the content of the history curricula in French schools has been warped by politically-motivated propaganda. Among the topics affected are those related to Islam. He argues that official course material presents a soothing, soft-focus portrait of Islam's historical expansion:
Four textbooks out of six for the 5th year declare that the status of dhimmi (protected by Islam) is a mark of "tolerance". The former CM1 course offered by the site “Online academy” explicitly declares that Islam “owes its success to its tolerance”. This course has since been modified.

I decided to have a look at this online course for myself. Focusing on "The beginnings of Islam", it discusses "the Arab conquest of Syria-Palestine". The battle of Yarmuk, in which the Arabs supposedly defeated a much larger Byzantine force, is highlighted. It's worth noting that, although accounts of this battle (derived from Muslim sources) have now been incorporated without challenge into standard histories in the West, there is actually no evidence that this battle ever took place. Norbert G. Pressburg, in his book "Good bye Mohammed", now available in English as "What the Modern Martyr Should Know", questions whether it could possibly have been a real event, given that there are no references to it in contemporary Byzantine sources and that it would have been virtually impossible for the assembling of such a large army to have gone unremarked by the chroniclers of the time who took note of much less important goings-on.

The standard Muslim account comes from the Muslim historian al-Baladhuri. This is the extract quoted in the teaching material for French children. (I have used a standard English translation rather than re-translated the French myself.)
When Heraclius massed his troops against the Moslems and the Moslems heard
that they were coming to meet them at al-Yarmuk, the Moslems refunded to the
inhabitants of Hims the karaj [tribute] they had taken from them saying, "We are too busy to support and protect you. Take care of yourselves." But the people of Hims replied, "We like your rule and justice far better than the state of oppression and tyranny in which we were. The army of Heraclius we shall indeed, with your 'amil's' help, repulse from the city." The Jews rose and said, "We swear by the Torah, no governor of Heraclius shall enter the city of Hims unless we are first vanquished and exhausted!" Saving this, they closed the gates of the city and guarded them. The inhabitants of the other cities - Christian and Jew - that had capitulated to the Moslems, did the same, saying, "If Heraclius and his followers win over the Moslems we would return to our previous condition, otherwise we shall retain our present state so long as numbers are with the Moslems." When by Allah's help the "unbelievers" were defeated and the Moslems won, they opened the gates of their cities, went out with the singers and music players who began to play, and paid the kharaj.

The teaching material does note that:
The only texts we have on this battle were written a long time after the facts by Arab historians. It is thus the history of the victors that is offered to us.
But there is no attempt to balance the claims about how the Christians and Jews welcomed Islamic rule with material from other sources. Al-Baladhuri's claims about this are thereafter simply accepted as fact in the rest of the teaching material.
At the start of the 7th century, the Persian and Byzantine empires were weakened by more than a century of confrontation. Their armies were exhausted and the populations which living under their rule tired by long years of war.

In this context, the Arabs and their new religion are often welcomed by the inhabitants of Syria and Palestine. Persecuted by the Byzantines who wanted to impose their orthodox Christianity on them, the Christians and Jews appreciate the religious tolerance of the Muslims who do not impose their religion on them, but only demand the payment of a tax in the form of tribute, the Kharaj.

Later, in a graphic that summarises the key points explaining the Arab conquests, the teaching manual states:
The Christians and Jews of Palestine, persecuted by the Byzantines, prefer to live under the rule of the more tolerant Muslims.

Who would have thought that Islamic propaganda, written in the 9th century, would, more than a thousand years later, be incorporated unchallenged into European school curricula?


Maria José said...

Las islas y peñones de España en el norte de África, el nuevo frente de la inmigración

Decenas de inmigrantes llegan al islote de Tierra, donde se agolpan desde hace cuatro días

Unos 60 inmigrantes tratan de saltar la valla de Melilla

Anonymous said...


What might possibly be the connection to Balladur, Édouard Balladur, former French PM?

Anonymous said...

There is also another subject they are trying to incorporate into French history. Historians find it hard to document those specific teachings about some islamic notable in Mali, North Africa, which they want to teach as French history.

French historian, expert on Africa, Bernard Lugan asks if African history should be taught - in French schools - on the account of French history. Should pupils and students in France in general learn more about undocumented African islamic empires, than about Napoléon?

And what would the other African students say? Would you also have to incorporate more history about Ghana, the Luba kingdom, and the Zulus?

Another aspect of teaching African history in France, based only on African oral traditions, French teachers are not educated for this, as our science is based on archeology etc, says Lugan.

Bernard Lugan's own blog

What is already becoming clear in Europe, is that the multiheaded troll, by infiltration, is building up to teaching islam as "glorious, victorious, the only way to follow", glorifying Saladin, the dark ages of Spain, Afro-Muslim empires, and at the same time neglecting the European civilization by deconstructing it.

- Remember the Iranian businessman who cut out pages about British advances in Asia, in unique books at The British Library in London a few years ago?

When are we going to stop going backwards to the dark 600s?

Anonymous said...


And you are surprised?

Look at what the moslams did to the JEwish Bible.

Abraham was a moslam.

According to moslams, Jerusalem is arab city-never had Jewish history.

And Hebron, where Abraham is buried. Arabs slaughtered and expelled the Jewish residents, and now claim, with international support, that Hebron is an arab/moslem holy site.

The Temple never existed, the Temple Mount has always been a mosque.

And The Tomb of Rachael and Joseph are mosques, not Jewish sites.

" The PA wants the Church of the Nativity to be the world's 1st heritage site, and now they also say that nearby Rachel's Tomb is a mosque. She lived thousands of years before Mohammed, so they can't claim her for Islam. Christians are backing them.

Giulio Meotti
The writer, an Italian journalist with Il Foglio, writes a twice-weekly column for Arutz Sheva. He is the author of the book "A New Shoah", that researched the personal stories of Israel's terror victims, published by Encounter. His writing has appeared in publications, such as the Wall Street Journal, Frontpage and Commentary. He is at work on a book about the Vatican and Israel.
► More from this writer

The Palestinian Authority is making a historic bid to list Bethlehem’s Church of the Nativity as its first world heritage site under the United Nations.

The PLO knows the consequences of locating King David and Jesus’ city as being in the “country of Palestine”. The final goal is the de-Judaization of the land of Israel. Oras Hamdan Taha, the Palestinian minister who deals with antiquities and gets funds from Unesco, made clear,“it’s writing or rewriting the history of Palestine”."

And you should see what the moslams have done in India!

Why are you surprised?

GET USED TO IT-dhimmi!

IftikharA said...

European schoolbooks present a distorted image of Islam and Muslims using stereotypes, a five-country study published on Sept 15 revealed showed.

This slanted view reflects “cultural racism,” concluded Germany’s Georg Eckert Institute for textbook research, which analysed 27 volumes used in classrooms in Britain, France, Austria, Spain and Germany. The report was the first of its kind in Europe. “Islam is always presented as an outdated system of rules which has not changed since its golden age,” Susan Krohnert-Othman, said the institute’s project director.

The researchers said that Islam is presented as a homogenous entity without reflecting its diversity in different parts of the world. The report did not find major differences between the five countries studied. The textbooks used at the secondary school level frequently depicted conflict between “antiquated Islam” against a “modern Europe”.

“Even modern European school books include oversimplified presentations of Islam and they stand in the way of a credible intercultural dialogue with the Muslim world,” said Germany’s minister of state for European affairs at the foreign ministry, Cornelia Pieper, after reading the study’s findings.

I feel the media machine has stereotyped Muslim schools as non-cohesive and extremist, the truth of the matter is they are no different to any other school; sorry, the only difference being that majority excel in academic achievement…is that a bad thing?

Anti Islam propoganda in the Western media for the past 20 years, which accellerated after the 911, is having the opposite effect. Some educated people in the West mainly out of curiosity want to learn what Islam is about. When they approach their research with an open mind, probably most of them form positive impressions about Islam and some of whom rightfully convert. In the USA after the events of 911, convertions to Islam pheonominally increased maily in amongst the educated white community and a large majority of them were females.

Anonymous said...

A Native American tribe has forced distributors of an Arab studies guide for American teachers to remove an inaccurate and absurd passage that Muslim explorers preceded Columbus to North America, and eventually became Algonquin chiefs named Abdul—Rahim and Abdallah Ibn Malik!

The Middle East Policy Council, a Washington advocacy group that promotes this curriculum to school districts in 155 U.S. cities have apparently been somewhat unresponsive and dismissive of complaints. Ridiculous as this example is, it is illustrative of a far more disturbing development: the placement of propaganda in our schools by Muslim extremist groups. As the Thomas B. Fordham Foundation pointed out in a report issued this week titled, "The Stealth Curriculum:Manipulating America's History Teachers" these efforts are intended "to use America's public school classrooms to shape the minds of tomorrow's citizens by manipulating what today's teachers introducing into the lessons of today's children"

Radha Santadharma said...

Your post ignores the fact that Ghassanid Christian Arabs in the Levant were not Greek Orthodox, but followed Miaphysite belief (Syriac Orthodox), which was considered by Byzantine ruler Heraclius to be heresy.

As well, Heraclius was not fond of the Jews because of their historical tendency to rebel against Roman authority.

This supports evidence in the Muslim chronicles.

Indeed, the historical background of Yarmouk provided by Muslim sources regarding the Jews and Christians is not far from the truth.




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