How to Face the Re­li­gious Ex­trem­ist Groups

The Kurdish Globe - - NEWS - By Naz­naz Muhammed

As we know the in­ter­na­tional or­ga­ni­za­tions have a great im­pact and role on the di­rec­tion the world is head­ing due to the ad­vanced tech­nol­ogy. It's their re­spon­si­bil­ity to con­vince the pow­er­ful coun­tries that the best so­lu­tion to over­come re­li­gious ex­trem­ism and ter­ror­ism is through the ed­u­ca­tional sys­tems and en­light­en­ing in­sti­tutes. Many young­sters through­out the world join ter­ror­ist groups and that a very se­ri­ous is­sue.

It seems that the rea­sons vary from place to place. Each of them needs its own anal­y­sis and re­search. Poverty is the main rea­son for a So­ma­lian per­son to get in­volved in a group like (Shabab). On the other hand, when an English man re­sorts to ter­ror­ism, the rea­son may be dif­fer­ent. The main is­sues that the West is deal­ing with presently are so­cial is­sues, psy­cho­log­i­cal is­sues, fam­ily is­sues and ad­dic­tion of drugs. Th­ese types of is­sues lead to men­tal ill­ness and psy­cho­log­i­cal in­sta­bil­ity. Euro­pean and Amer­i­can teenagers and youths stand up against their own gov­ern­ment, re­li­gion, and cul­ture. Through join­ing th­ese ex­trem­ist groups they try to take re­venge.

The UNESCO needs to re­view the school­ing pro­grams to in­fuse peace and love be­tween all in­di­vid­u­als and en­deavor to change the en­vi­ron­ment into one that is full of un­der­stand­ing and love. The UNESCO and WB need to use a per­cent­age of its fi­nan­cial cap­i­tal to re­struc­ture and re­form the ed­u­ca­tional and school­ing sys- tems and es­tab­lish in­ter­na­tional schools and univer­si­ties. It needs to change the neg­a­tive and harm­ful val­ues by ed­u­cat­ing a new gen­er­a­tion of teach­ers who re­ally be­lieve in the equal­ity of hu­man be­ings. The teach­ers, on their part, should raise and ed­u­cate stu­dents who are ready to take per­sonal re­spon­si­bil­ity on how to in­ter­act with oth­ers who are dif­fer­ent: stu­dents who be­lieve in ev­ery one's in­tegrity and unique­ness; stu­dents who are pro­life. Chang­ing needs plans, mech­a­nism and cap­i­tal and it is also a long and con­tin­u­ous process. To fur­ther ed­u­cate a teacher re­quires the shift of the par­a­digm of the higher ed­u­ca­tional sys­tem.

Pub­lic and pri­vate sec­tor univer­si­ties should pay more at­ten­tion to the hu­man­i­ties and try to cre­ate ad­vi­sory in­sti­tutes for the long and short term. They should work as an elite on the in­ter­na­tional and lo­cal is­sues through giv­ing ad­vice and pre­par­ing pro­pos­als. A cam­paign needs to be started to es­tab­lish schools that pro­mote the common un­der­stand­ing of the value of ev­ery in­di­vid­ual; schools in which stu­dents study art, mu­sic and hu­man­i­ties as well.

The in­ter­na­tional or­ga­ni­za­tions' du­ties are dif­fi­cult. On one hand, they need to con­vince the su­per­pow­ers that arm­ing and air strik­ing aren't the only way to erad­i­cate th­ese ex­trem­ist groups. There are many ways to pre­vent th­ese groups to emerge: re­form­ing the ed­u­ca­tional sys­tem we men­tioned ear­lier is one. On the other hand, they need to con­vince the de­vel­op­ing coun­tries and the Mid­dle East that it is through the ed­u­ca­tional sys­tem that gov­ern­ments can come to terms with such ab­nor­mal phe­nom­e­non of bar­baric ter­ror­ism.

In or­der to ac­com­plish this goal se­ri­ous aca­demic work are needed to con­vince the Is­lamic world that re­li­gion needs to be sep­a­rated from pol­i­tics. Be­cause there are un­de­ni­able proofs of the dread­ful and risky out­comes of re­li­gion min­gled with power.

After the Septem­ber 11th in­ci­dent, USA has used 500 bil­lion dol­lars to fight ter­ror­ism and even a big­ger bud­get for se­cu­rity agen­cies with­out try­ing to find out the root of the dis­ease. They can, in­stead, work on counter-ter­ror­ism by scru­ti­niz­ing the re­li­gious or­ga­ni­za­tions, spe­cial pro­grams in the me­dia, pro­duc­ing doc­u­men­tary films and through sup­port­ing an ed­u­ca­tional sys­tem that en­hances the common hu­man­i­tar­ian val­ues of all so­ci­eties in the world.

As Tony Blair said that the ed­u­ca­tion process needs to be looked at as "World Se­cu­rity". Through that process, in­di­vid­u­als need to be taught on how to ac­cept each other's be­liefs and di­ver­sity. Stu­dents need to be taught that the whole world is theirs and they're the whole world in or­der to cre­ate in­di­vid­u­als that have healthy men­tal­ity and glob­al­ized per­spec­tive who can live in har­mony with other re­li­gions, groups and races.

Newspapers in English

Newspapers from Iraq

© PressReader. All rights reserved.