Threats Of Terror Essay

7585 words - 30 pages

Threats of Terror

This article analyses the intellectual, religious, national and moral
processes through which a

democratic society has had to confront in its day-to-day routines
under the ever-present

threat of terror. It discusses the effects of the terror over the
character of Israeli society and

the critical debates in its system of education. As far as it can be
ascertained through the

observations in this study, the general publics’ attitude could be
defined as a mildly moral

realistic one: people think that terror and violence have objective
foundations but certainly

embody some subjective human conventions and beliefs.

Is it possible in a democratic society to aspire to peace during a
long period of war

and terror, and how should moral education be taught in accordance
with critical and

reflective principles in such circumstances? What are the intellectual
and spiritual options to

explain the existence of terror in Israeli society, a daily fact of
life that compels an entire

society to carry on with their day-to-day routines under the
ever-present threat of terror?

How then, should teachers start their daily teaching routine or react
in front of their pupils to

the reality of living with the constant threat of terrorism or
actually experiencing acts of

terror?

These questions and many other similar questions are asked in every
Israeli

classroom as well as in many other places all over the world. By
definition, it is quite

obvious that terror is a universal method of exercising power by
spreading fear and horror.

In that case, if terror is a constant universal reality, should
teachers put aside their regular

daily teaching in an attempt to give explanations again and again
about what has happened?

Would this be a successful way of providing a channel to filter
students' responses while

allowing them to vent their feelings? If everyone in every society
could be a target of terror,

are there any particular proficiencies or skills that would enable
teachers to explain what had

happened and why? Should every teacher carry on with ‘business as
usual’ thus seeking to

maintain normalcy and a sense of control by adhering to routine as the
best manner of

addressing such a horrific reality?

Aspirations for a global society governed by everyone playing fairly
by the rules, has

been one of the casualties of September 11th. The fall of the Berlin
Wall brought with it hope

of establishing a new world order, founded on international law and
paralleled by the spread

of institutions for international co-operation. However, in recent
years a nightmare scenario

of growing world disorder and rising ethnic tensions has replaced the
global dream of a

world...

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