首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
To Get on the Same Page Sami Adwan is the very model of a soft-spoken professor. He measures his words, an
To Get on the Same Page Sami Adwan is the very model of a soft-spoken professor. He measures his words, an
admin
2021-10-13
66
问题
To Get on the Same Page
Sami Adwan is the very model of a soft-spoken professor. He measures his words, and listens carefully to what others have said. Yet while pursuing a Ph.D. at the University of San Francisco in the 1980s, Adwan not only refused to listen to Jewish students, he says but he dropped out of classes if he knew they included Jews. A Palestinian born in the village of Surif, near Hebron, Adwan had grown up under the shadow of the Israeli occupation, hearing tales from his father and grandfather of how Jews had seized the family’s orange groves and wheat fields in 1948. Returning to his homeland with his degree, Adwan joined the then outlawed Fatah Party and was thrown into an Israeli jail in 1993.
That was his real education. While awaiting charges, Adwan overheard two Israeli soldiers arguing over whether he should be made to sign a document in Hebrew that he couldn’t read. Shocked to hear one of his enemies defending his rights, Adwan decided that he had some things to learn about the Jewish nation.
So much of the gulf in understanding that plagues the Middle East has to do with the willful disregard for the other’s point of view. Israelis refer to the 1948 conflict that gave birth to their nation as the War of Independence; Palestinians know it as the Nakba, or Catastrophe. What Israelis call "the riots of 1920"—when Palestinians attacked Jewish neighborhoods around Jerusalem and Jaffa—are termed "the popular uprisings" by the other side. Adwan, a lecturer at Bethlehem University, has spent much of his professional career trying to bridge this gap.
Together with Dan Bar-On, a social psychologist at Ben Gurion University in southern Israel, he now co-directs the Peace Research Institute in the Middle East (PRIME). Since 2002 the group has produced three booklets to use in Palestinian and Israeli high schools that force each side to confront a contradictory vision of history. Each page is divided into three: the Palestinian and Israeli narratives and a third section left blank for the pupil to fill in. "The idea is not to legitimize or accept the other’s narrative but to recognize it," Adwan says. "The historical dates may be the same, but the interpretation of each side is very different."
Side by side, the divergent world views are striking. Zionism is described in the Israeli column as "a result of…the continuation of anti-Semitism [in Europe], the inspiration of other national movements, and the continual connection of the people of Israel to the land of Israel." It bears little resemblance to the "imperialist political movement that bestowed a nationalist characteristic to the Jews" known to Palestinians.
Educators in other conflict-ridden societies are taking notice. Last year the Center for Human Rights and Conflict Resolution at Skopje University in Macedonia published their own parallel Macedonian-Albanian narratives based on PRIME’S model. "If the Israeli and Palestinian teachers managed to overcome the incredible gap between themselves, we can do it here," says Skopje University professor Violeta Petroska-Beska. In France, which suffers from its own tensions between Muslims and non-Muslims, the PRIME booklet "Learning the Other’s Narrative" has sold more than 23,000 copies. It’s also been translated into English, Spanish, Italian, Catalan and Basque, and later this year will be produced in German. American educators in Virginia and Philadelphia have expressed interest in introducing the narratives into classes on conflict resolution.
Closer to home, however, the text has had a harder time. "When we established PRIME in 1998, we thought peace was around the corner," says Adwan. "Today both Dan and I know it was a wishful thinking." Shortly after the beginning of the second Palestinian intifada in 2000, Bar-On and Adwan found themselves stand on different sides of an Israeli checkpoint near Bethlehem, begging soldiers to let them shift a couple of yards closer to each other so they could discuss the project. In 2004, right-wing Israeli Education Minister Limor Livnat threatened teachers with disciplinary action if they used the booklet. One West Bank teacher has given lessons in her house for fear of reprisal and another, from a refugee camp near Jerusalem, was threatened by colleagues and parents for teaching what they called "normalization under occupation."
Asked whether the booklets will ever be a part of the local school curriculum, Adwan shakes his head slowly, shrugs and looks out his office window. From there he has a fine view of the wall that snakes between Jerusalem and Bethlehem, dividing Israel from the West Bank.
It can be inferred from the last paragraph that Adwan was________about the relations between Israel and Palestine.
选项
A、confident
B、indifferent
C、optimistic
D、pessimistic
答案
D
解析
由最后一段可知,当谈到小册子的未来时,爱德万摇摇头,耸耸肩,说明他对巴以的关系很悲观。故D为正确答案。
转载请注明原文地址:https://kaotiyun.com/show/HcIK777K
0
专业英语八级
相关试题推荐
A、Becausetheyarelesslikelytosuffermemoryloss.B、Becausetheytendtobemorediligentlanguagelearners.C、Becausethey
A、Becausethechildrenrefusetohaveparentslivingwiththem.B、Becausethechildrencanaffordtohavetheirownhomes.C、Bec
StudyActivitiesinUniversityInordertohelpcollegeanduniversitystudentsintheprocessoflearning,fourkeystudyac
PASSAGEONEWhatcanreducethecitizens’emotionalresponseaftertheterroristattack?
(1)Afterthirtyyearsofmarriedhappiness,hecouldstillremindhimselfthatVictoriawasendowedwitheverycharmexceptthe
A、Nappingfor2hoursisbetterthanfor40minutes.B、Itdoesnotreviveyouifthenaplaststoolong.C、Youshouldnevertake
(1)Afterthirtyyearsofmarriedhappiness,hecouldstillremindhimselfthatVictoriawasendowedwitheverycharmexceptthe
(1)HarryS.TrumanHighSchoolintheBronxhaseightfloors,sevengymnasiums,afootballfieldandaplanetarium.Butthereis
(1)Inadecadeworkingasananny,AndreiaSoaresfinallyclambereduptheladderintoBrazil’smiddleclass.(2)Withthemo
(1)Humansaredamagingtheplanetatanunprecedentedrateandraisingrisksofabruptcollapsesinnaturematcouldspurdiseas
随机试题
男性,52岁,右上腹胀痛、低热,贫血半年,6小时前起床突感头晕,右上腹剧痛。查体:血压70/50mmHg,心率110/min,体温37.7℃,面色苍白,全腹压痛、反跳痛、肌紧张,化验:Hb50g/L,WBC13×109/L。最可能的诊断是
根据《企业破产法》的规定,申请人在提出破产申清后可以请求撤回破产申请的时间是()。
企业收到的税费返还属于( )产生的现金流量。
从工业化国家财政支出的实践看,自20世纪初以来,各工业化国家财政支出规模变化的普遍趋势是()。
地陪第一次在旅游者面前较全面、正式地展示自己的业务水平和个人魅力是在()。
某校研究性学习小组到野外考察。下图为考察区域地形图,虚线所示为考察线路。读图回答问题。下列描述可能与实地情况相符的是()。
派出所的两位警察来到一所中学,要求找该中学12岁的小华了解情况。得知警察没有联系小华的父母,班主任拒绝了他们当面询问小华的要求。该班主任的做法()。
玻璃器皿因外观时尚、绚丽剔透受到消费者青睐,然而,给玻璃器皿加热导致爆炸伤人的事件屡有发生,国内外也已经有不少玻璃制品自爆造成人员受伤的报道。关于玻璃器皿的选用,下列说法正确的是()。
若下雨,就在家吃饭;若有朋友来,就不在家吃饭;若是周末,就不在家吃饭。假如以上说法正确,若在家吃饭,则以下说法正确的是()
软件测试的目的是(1)。通常(2)是在代码编写阶段可进行的测试,它是整个测试工作的基础。逻辑覆盖的标准主要用于(3)。它主要包括条件覆盖、条件组合(多重条件)覆盖、判定覆盖、条件及判定覆盖、语句覆盖和路径覆盖等几种,其中除了路覆盖外最弱的覆盖标准是
最新回复
(
0
)