All the professor’s cats

Salman Masalha

All the professor’s cats

For years a certain peddler roamed the streets with a laden sack on his back, declaring he has many good things. Every morning he set out to try to sell his wares. However, only the sharp-eyed knew what he kept in the bag.

One day, a “Canaanite slave” passed through the town and threw down a banana peel. The peddler, who was so engaged in concealing the contents of his bag of good, slipped and fell. However, he continued to hold on tight to the sack and its contents. This peddler had a fine reputation in the town and he is a very respected professor.

Recently Prof. Shlomo Avineri tried in every possible way to conceal his wares from everyone (“A Palestinian people yes, a Jewish people, no?” Haaretz English Edition, August 13, 2010). As a concerned Zionist he exalted the role of “the Zionist revolution” in transforming the Jews into a nation like all nations. He went so far as to make a ridiculous comparison between a Jewish nation and a French nation.

In a second article he published on the eve of Rosh Hashanah, the Jewish New Year (“Biladi, Biladi”, Haaretz English Edition, September 8, 2010), Prof. Avineri left no room for doubt as to his hidden intentions. Apparently a “sensitive Jewish nerve” under his Zionist skin has been damaged. This nerve is making him edgy and keeping him awake nights. Once again he limps to his desk, types his worst nightmare onto the screen and in on go spills out the contents of the “Zionist revolution” sack.

It is worth pausing first over the headline given to his article. “Biladi, Biladi” cries the Hebrew (and English) headline, in transliteration (of the title and opening words of the Egyptian national anthem), and this in order to pluck at the Hebrew readers’ most sensitive strings with the aim of injecting primordial fear into their world, as though this were another Arabic battle cry. It is important that the readers understand what this headline means and not stumble about in the fog. Indeed, translated into Hebrew the title will sound familiar to every man and woman in Israel. The Russian-born Hebrew poet Shaul Tchernikovsky (1875-1943) wrote the Zionist line “My country, my native land” – which is exactly what this headline says and this is a phrase often uttered by Prof. Avineri and many others. The transliterated title aims at arousing panic by means of using the savage sound, the Arab sound that is not understood.

From reading the article it also emerges that the bag Prof. Avineri carried on his back for years indeed contains many “good” things; a trick here and a trick there, a cat here and a cat there and all manner of goods including some Meir Kahane. Prof. Avineri sets forth for the readers an imaginary horror scenario by means of which the tried to warn of a “disaster” lying in wait for the state of Israel: “‘We're all Israelis, equal citizens in our common homeland," declared the Knesset speaker,’” he has the speaker of the Knesset declare in an imagined future session of Israel’s parliament.

Prof. Avineri’s Zionist lie is revealed in this last article. Here, his “Zionist revolution” that exalted belonging to the Jewish “nation” has vanished into thin air in favor of belonging to the Jewish religion.

It seems to me he deserves an Olympic medal for the impressive backwards somersault he executed in his return to the religious origins that shaped him. Indeed, in his second article he reveals in a single stroke everything he previously tried to hide. Suddenly, his main concern is “Jewish sovereignty.” Suddenly he returns to “the synagogue,” to “the Jewish people” and “the God of Israel.”

Equal citizens? A shared homeland? Democracy? Equality and things like that? You’re kidding. Forget it. It’s warmer and cozier in the bosom and in the laws of the Jewish shtetl, the backwards hamlet in the eastern European Pale of Settlement.

True, the “Canaanite slave” has a Canaanite soul and like the Jewish soul in the Israel’s national anthem “Hatikvah,” it too “throbs.” However, according to Avineri, who is familiar with his religious tradition, the law for a Canaanite slave or servant is not the same as for a Hebrew servitor.

Your faithful servant had naively believed that Shlomo Avineri is a professor of political science who propounds democracy, equality, the rule of law and an enlightened state. I was wrong. It turns out he is just another revered Jewish master teacher who lays down rabbinical rulings.

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For Hebrew, press here


See:
Salman Masalha, "A Jewish and democratic restaurant"
Shlomo Avineri, "A Palestinian people, yes, a Jewish people, no?"

Alexander Yakobson, "What's in the name?"
Uri Avnery, "Poisonous Mushrooms"
Lev Grinberg, "You can't be a Jewish Muslim"
B. Michael, "A Pravoslavic and republican tomato"
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Arabs, speak Hebrew!

Salman Masalha

Arabs, speak Hebrew!

Many Arab eyebrows - those of politicians and populist education officials - will no doubt be raised when they read this headline. At the same time, we should discuss the issue of language with due seriousness and detached from the sensitivity connected to it.

The Education Ministry recently published data on achievement levels in the school system. One finding particularly caught my eye - on achievements of students examined in Hebrew, especially Arab pupils. The report spoke of the catastrophic situation in the Arab community and said Arab students had the lowest average grade in Hebrew language. The grade in Arabic for Arab Students was only slightly higher.

Recent research by Prof. Zohar Eviatar and Dr. Rafiq Ibrahim of the University of Haifa's psychology department explain the problem from another angle. The researchers compared the speed and accuracy of comprehending texts among Arabic speakers, Hebrew speakers and English speakers. They found that the right hemisphere of the brain is involved in learning to read in Hebrew and English but not at all in learning to read Arabic.

This stems from the graphic complexity of Arabic writing, they believe. Arabic letters are joined together and change shape according to their location in a word. In addition, many letters are distinguished from one another by minute graphic signs alone. Thus Arabic writing's graphic uniqueness becomes a heavy burden on children when they are learning to read.

The data explain the considerable gap between students at Arabic-language schools and those at schools where the language of instruction is Hebrew or English. The data also partially explain Israel's low standing compared with the developed countries in international tests of schoolchildren. This gap, linked to the language's sad situation, exists in the entire Arab world. It's not by chance that not one Arab university is among the world's best 500 universities. This finding has nothing to do with Zionism or Israel.

Everyone knows that the Arabic taught in schools is compared with Hebrew or any other foreign language, but it is not the language Arab children speak at home. The mother tongue they speak at home is totally different from the literary Arabic taught at school. This situation exists throughout the Arab world.

The Arab public in Israel is not isolated from the general Arabic linguistic arena. The Arabic-language media, especially radio and television, do not provide the linguistic richness of formal Arabic. The opposite is true: They perpetuate linguistic superficiality that leads to intellectual superficiality.

Despite all this, an educational revolution is possible here. The positive results of such a revolution would be felt in just a few years. To this end, we need the courage to put the ultimate educational demand on the table: The Arabic and Druze departments at the Education Ministry must be abolished immediately and all the syllabi must be united into one core syllabus for everyone. Some 80 percent of the syllabus should include the teaching materials required for a modern and advanced education. For the remainder, special emphasis on the cultural interests of a segment of the population should be permitted.

We can conduct yet another revolutionary experiment - choose from the Arab community one or more class and decide that the language of instruction there, from kindergarten through high school, will be Hebrew. If we carry out an experiment like this, I'm convinced the positive results will not be long in coming.
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Published: Opinion-Haaretz, September 27, 2020

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For Hebrew, press here
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