د. نهى محمود عفونة

Introduction:

The clash of civilizations thesis begins to devote all of Western domination of the world, but a logical alternative, which is evidenced by days days after the other is the foundation for the rearing and culture believes in dialogue as opposed to the proposals confrontational. The clash of civilizations thesis begins to devote all of Western domination of the world, but a logical alternative, which is evidenced by days day after another is the foundation for education and culture that believe in dialogue as opposed to the confrontational proposals.

Education Valmnahj education is the first step of creating a culture believes in dialogue and respect for cultural specificity of each society whatsoever, and deepening of democracy to gain access to global citizen. curricula are the first step of creating a culture that believes in dialogue and respect for cultural specificity of each society whatsoever, and deepening of democracy to gain access to the global citizen.

And the human dimension of curricula that is imposed on us to promote dialogue between cultures, a dialogue will be open to all cultural communities and to civil society, youth and universities, and the media. And the human dimension of our curricula imposes on us promoting dialogue among cultures, a dialogue that will be open to all cultural communities and to civil society, youth and universities, and the media.

This awareness is not the dialogue of civilizations clashing refute what he wants theorists clash marketing claims, the restructuring of international politics on the basis that the cultural identity of the state define its role in world politics. This awareness of the dialogue among civilizations and not their clashing refute what clash theorists are marketing through claims, of  restructuring of international politics on the basis that the cultural identity of the state define its role in world politics.

Such arguments of racism leads us to launch a multi-cultural dialogue or bilateral agreements between other cultures and civilizations of the world. Such argument of racism leads us to launch a multi-cultural dialogue or bilateral agreements between other cultures and civilizations of the world.

The term means that other non-Arab and non-Muslim, it is true that the current privacy of Western civilization make the need for dialogue with the more urgent, however, that the privacy (I mean the dominance of international organizations) do not require to single out Western civilization and the dialogue alone, and is not be of concern to the dialogue with the dialogue with other of cultures and civilizations, what may not know, these other cultures, as groweth, and of benefit because the anniversary and help us become a dialogue with the Western civilization and if the sponsorship and Tmanat dispensed with the latter particularly concerned that some point out that the core countries in Western civilization is very much interested in the idea of civilizational dialogue and reflect the positions of the draft United Nations for dialogue of civilization. The term means that other non-Arab and non-Muslim, it is true that the current privacy of Western civilization make the need for dialogue with the more urgent, however, that the privacy (I mean the dominance over international organizations) does not require to single out Western civilization and the dialogue alone nor is it the concern to the dialogue with it at the expense the dialogue with other of cultures and civilizations, who knows, these other cultures, may be closer, and benefitial and help become a dialogue with the Western civilization and if the latter refused and in  particular some who are concerned point out that the core countries in Western civilization is not interested in the idea of civilizational dialogue and reflect the positions towards United Nations proposal for dialogue of civilization.

And also supports our dialogue with other non-Western civilizations, the researchers who support openly the inevitability of conflict such as the U.S. (Samuel Huntington) puts us in the front trench together, I mean the Arab-Islamic civilization and culture, Chinese Confucianism is seen next to the conflict of civilizations between the two on the one hand and Western civilization on the other hand . Further, our dialogue with other non-Western civilizations is supported by the researchers who support openly the inevitability of conflict such as the American(Samuel Huntington) who puts us in the front trench together, I mean the Arab-Islamic civilization as well as, Chinese  and Confucianism, he foresees a conflict of civilizations between the two on the one hand and Western civilization on the other.

We hear a lot of theorizing about what the next conflict, and the inevitability of the next clash is not the economy or ideology, but culture and cultural specificity of each civilization targeted to the dispute with them. We hear a lot of theorizing about the sort of the next conflict, and the inevitability of the next clash which is not going to be in economy or ideology, but culture and cultural specificity of each civilization targeted to the dispute with them.

Systems and voted for the advocates of dialogue such as (Mohammad Khatami) and (Analinda), but retreat into our culture and our built-in and rooted in her veins departing from the principle of dialogue which says: “Invite to the way of thy Lord with wisdom and beautiful preaching and argue with the way that is better” (Bees / 125) We are in favour of the advocates of dialogue such as (Mohammad Khatami) and (Analinda), but retreat into our culture and our built-in and rooted in its veins the principle of dialogue according to saying of God: “Invite to the way of thy Lord with wisdom and beautiful preaching and argue with the way that is best ” (bees / 125)

The issue of Search: The issue of Search:

The question around which this paper is: The question around which this paper is:

Do you interested in courses (curriculum in public institutions and private or independent) purifying the negative implications and the development orientation or commitment to the Apostle to the output of those institutions? Are the educational syllabuses (curricula in public institutions and private or independent ones concerned with) purifying the negative implications and developing the dialogue orientation or commitment in the output of those institutions?

And to what extent could the new Palestinian curriculum to include educational materials dealing with knowledge of the other, and learn about its culture and civilization? And to what extent could the new Palestinian curriculum to include educational materials dealing with knowledge of the other, and learn about its culture and civilization?

Proactive and ask questions of search results: Another question should be asked in advance:

To what extent we can add educational materials dealing with the dialogue of cultures and civilizations in the universities? To what extent we can add educational materials dealing with the dialogue of cultures and civilizations in the universities?

I must point out that the application will be on the books Study of Arabic language at all levels of primary and secondary school, with an analysis of their contents, on the grounds that an essential element of any culture or civilization is the language, but the beautiful language of the capacity and spaciousness that open up to other cultures also believe that dialogue between any culture, and the other if it is successful, and proliferation, we must start from the school because the school is formed stereotypes about each other, and the curriculum is a cornerstone in this process are either to help to clarify the image of the other or distortion and the consolidation of the erroneous image. I must point out that the application will be on the books of Arabic language at all levels of primary and secondary school, with an analysis of their contents, on the grounds that an essential element of any culture or civilization is the language, our beautiful language has got such capacity and spaciousness that it might open up to other cultures. We also believe that dialogue between any culture, and the other if it is successful, and prolific, we must start from the school because in the school stereotypes about each other are formed, and the curricula are the cornerstone in this process either to help to clarify the image of the other or distortion and the consolidation of the erroneous image.

Valmnahj in any given country is helping to provide cultural convergence and the most important methods of this convergence, networking dialogue between universities, institutions and media studies, compared to the textbooks, translating Arabic books into other languages to deepen the dialogue among civilizations, cultures and religions. The syllabuses in any given country are helping to provide cultural convergence and the most important ways in this regards, networking dialogue between universities, institutions and media studies, compared to the textbooks, translating Arabic books into other languages to deepen the dialogue among civilizations, cultures and religions .

We must work to correct the misconceptions of the curriculum taught at the other and we have, to be more harmonized, objective and expression of the other. We must work to correct the misconceptions of the curriculum taught about the other and we have, to be more harmonized, objective and expressing of the other.

And depart from the belief that schools are the best place to start a dialogue between cultures as a place for educating young men, who represents the future. I have got the belief that schools are the best place to start a dialogue between cultures as a place for educating young men, who represent the future.

And begin a genuine dialogue to correct misconceptions of the curriculum taught to be more harmonized, objective and expression of the other. And the genuine dialogue begins with to correcting misconceptions of the curriculum taught to be more harmonized, objective and expressing of the other.

It is noted that the launch titles and bright Asthilalat newspapers that speak of the necessity of dialogue among civilizations and cultures have become a lot recently, but we need to start small practical steps with the curriculum to promote a culture of dialogue a substitute for theory and rhetoric only. It is noted that launching bright terms and newspapers headlines that speak of the necessity of dialogue among civilizations and cultures have become a lot recently, but we need to start small practical steps starting with the curriculum to promote a culture of dialogue instead of theory and rhetoric only.

Dialogue means both parties, there is a need to address cultural issues, cultural and Islamic concepts, which give rise to problems in the West, and these cultures in an objective, to prevent the wrong judgments, and thereby mitigate the severity of the phenomenon presented in a negative and distorted in textbooks. Dialogue means both parties, there is a need to address cultural issues, cultural and Islamic concepts, which give rise to problems in the West, and these cultures in an objective way , to prevent the wrong judgments, and thereby soften the severity of the phenomenon presented in a negative and distorted  image in textbooks.

On the other side the introduction of texts from world literature, which includes positive values in our curricula to emphasize the image of the West is also the same objective that we wanted to highlight the curricula of our culture and our civilization and Islam. On the other side, the introduction of texts from world literature, which includes positive values in our curricula to emphasize the image of the West also objective that we wanted to highlight the curricula of our culture and our civilization and Islam.

To what extent could the Palestinian curriculum in the Study of the Arabic language to include within it the provisions of universal values and creativity opens the horizon for our students to know the other, conscious and informed understanding of the culture of another civilization far from being confined on the self, and to prosecute the statements that put them to the concepts of local and highlight Privacy is the only local, which means belonging and away from alienation, and to dispel assumptions that believes in the existence of conspiracies to the infiltration of Western culture through our curricula, and drowning others by saying that based on writing the curriculum for our students put poison in their daily diet which school their book? To what extent could the Palestinian curriculum in the Study of the Arabic language include within it the provisions of universal values and creativity worldwide texts which open the horizon for our students to know the other, with conscious and informed understanding of the culture of another civilization far from being confined to the self, and to prosecute the statements that put them to the concepts of local and highlight Privacy is the only local, which means belonging and away from alienation, and to dispel assumptions that believes in the existence of conspiracies to the infiltration of Western culture through our curricula, and others drown by saying that those preparing  the curriculum for our students put poison in their daily diet ,that is, their school textbook

 

Through the display of text in the Arabic language books for all stages we can prosecute the earlier assertions, and especially that the Arabic curriculum is built on three axes: — Through the display of text in the Arabic language books for all stages we can prosecute the earlier assertions, and especially that the Arabic curriculum is built on three axes: —

1. Axis of the local literature. Axis of the local literature.
2. The center of Arabic literature. The center of Arabic literature.
3. The center of world literature. The center of world literature.

 

Content analysis: — Content analysis: —

To be sure, the nature of the first phase of rows (1-3) the focus is on teaching students to read and write through the texts are made from the local environment. To be sure, the nature of the first phase of grads (1-3) where the focus is on teaching students to read and write through the texts are made from the local environment.

• Note: The researcher used the second edition of the pilot . Note: The researcher used the second trial edition.

 

In theFourth Grade Anjad to specific texts, but we find two references in the first part of the book for the beautiful language studied (Moon), p. 66 — 67 Reference to the intense competition between Russia and America to the moon and the names of pioneers on the surface (consider this the first sign of the attention on something outside the perimeter but purely scientific information, the student in fourth grade, which is ten years old tower in his imagination into the unknown – this is a positive calculated for the platform. Fourth Grade we do not find to specific texts, but we find two references in the first part of a book by the beautiful language the lesson  (Moon), p. 66 — 67 refer to the strong competition between Russia and America to the moon and the names of pioneers on the surface (I consider this the first sign of the attention on something outside the surroundings were purely scientific information, the student in the fourth grade, which is ten years old travels in his imagination into the unknown – this is a positive credit to the syllabus.

In the second part of our language beautiful fourth grade also: In the second part of our beautiful language fourth grade also:

Quick reference to the study (an oddity of animals and nature) to the Greek physician (Galen), and how to cure a disease headaches. Quick reference to the study (an oddity of animals and nature) to the Greek physician (Galen), and how to cure headaches as a disease.

Moreover, this rapid scientific reference can not we make open to the Greek civilization that it can not be underestimated to learn to discover the world of diligent treatment. In addition, we can not consider, this rapid scientific reference openness towards the Greek civilization, nor can it be underestimated to learn about diligent scientist who discovers cure.

He also points out that same lesson to the way Indians and Africans in dealing with snakes and ants, this information undoubtedly been a thrill to see students at worlds other than the scientist who lived. The lesson itself also points out the way Indians and Africans deal with snakes and ants, this information undoubtedly achieves the element of excitement for students at worlds other than of his own.

In the book the fifth grade primary Part I: In the book the fifth primary grade Part I:

Signal begins the first of the Crusades through the study (Judge Al Fadil), p. 59 +60 +61, but it is clear that the authors of the curriculum were the degree of awareness in reference to the enemies of Muslims at the time by saying (Franks). The first mention of the Crusades starts through the study (Judge Al Fadil), p. 59 +60 +61, but it is clear that the authors of the curriculum show the degree of awareness in reference to the enemies of Muslims at the time by saying (Francs). This, if nothing but the evidence that recipe (Crusaders) were not invented by our ancestors of Arab Muslims in the Middle Ages, but was invented by advocates of the war – both clergy and politicians alike – in Europe (which is being repeated now by the advocates of conflict Western politicians and intellectuals have the staff) when they were described by our ancestors who faced the West’s aggressive campaigns already only be described as wars of the Franks “and sometimes the other tribes to the resultant joke or military teams which involved a” franc and Alingelatrp and Alastbarip … This, if nothing but the evidence that the description of  (Crusaders) was not invented by our ancestors of Arab Muslims in the Middle Ages, but was invented by advocates of the war – both clergy and politicians alike – in Europe (which is being repeated now by the advocates of conflict Western politicians and intellectuals of their  staff) when they were described by our ancestors who faced the West’s aggressive campaigns already only be described as wars of the Francs “and sometimes the other tribes or military teams which involved a “Francs and Alingelatrp and Alastbarip …

As well as in the first part, we find the same lesson XII, p. 107 +108 +109 for (Thomas Edison) and how the invention of electricity and shed light on the lesson his childhood, youth, and his inventions and the educational value, saying: As well as in the first part, we find the same section, lesson XII, p. 107 +108 +109 about(Thomas Edison) and his  invention of electricity which shed light on his childhood, youth, and his inventions and the educational value, saying:

“I am Indebted to the encroachment by 1% and indebted to the tenacity and the ongoing work by 99% “And creativity demonstrated despite leaving school at an early age, this is a bit of respect for human capacity. “I am indebted to the encroachment by 1%, and owes it to the tenacity and the ongoing work by 99%” and his creativity is demonstrated despite leaving school at an early age, this is a bit of respect for human capacity. As well as financial support from the private sector of our inventions. As well as financial support from the private sector to our inventions.

In the second part of our language beautiful fifth-grade Statute: In the second part of our beautiful language fifth-grade textbook:

In Lesson IX, p. 80 +81 entitled (the world a small village) shows how to open up the subject peoples to each other through visual media, radio and the Internet and your computer and how the world thanks to technological advances like a small village. Lesson IX, p. 80 +81 entitled (the world is a small village) shows how to open up the subject peoples to each other through audio visual media, the Internet and computer and how the world thanks to technological progress is like a small village.

In the next lesson (Lesson X r 91 +100 ), Entitled Journey to the Alhambra Palace, opened the mind of the student on the day that Spain is Andalusia yesterday and the nostalgia of the past without much reference to what it was previously or call one way or another to any hostility to those who are now, and was confined to the lesson from the angle of flight and the tracking impact of architecture and inscriptions in the Alhambra Palace, has demonstrated a provision of historical information in a simplified framework. In the next lesson (Lesson X. p. 91 +100), entitled Journey to the Alhambra Palace, the mind of the student is opened to the day that Spain is Andalusia yesterday and the nostalgia of the past without much reference to what it was previously or call one way or another to any hostility available now, and was confined to the lesson from the angle of flight and tracing architecture and inscriptions in the Alhambra Palace, demonstrating a more historical information to provide a simplified framework.

The Grade Book VI Part I: In the sixth grade book Part I:

Did not want any text or a reference to the other, but we find in the third unit to display the story of Mary, daughter of Imran and the Christian faith, which came by Jesus son of Mary, in a way that all the respect and veneration for the Prophet cream, in a scene showing the Church of the Resurrection in Jerusalem. There is no mention of any  text or a reference to the other, but we find in the third unit a display of the story of Mary, daughter of Imran and the Christian faith, which came by Jesus son of Mary, in a way that all the respect and veneration for the Prophet, in a scene showing the Church of the Resurrection in Jerusalem.

This is a positive signal for the respect of religions and displayed in the Arabic language books. This is a positive signal for the respect of religions displayed in the Arabic language books.

The second part of the book sixth grade (for beautiful language) The second part of the book sixth grade (our beautiful language)

Two units out of nine Have been allocated units from nine to view the literature, we find the other unit introduced the disposal of the fourteenth story of Man and the Sea on the novel (and the Sea) / American writer (Ernest Hemingway), the authors noted that the famous novel “A Farewell to Arms” and “the sun also rises”, which got them writer on the Nobel Prize. And the most beautiful in the world of this text when he said: “Man is not made for defeat, could be devastating, but not defeated.” Have been allocated to view the literature, to  find the other  unit  number fourteen display the  story of Man and the Sea on the novel (The old man and the sea) by the American writer (Ernest Hemingway), the authors noted that the famous novel “A Farewell to Arms” and “the sun also rises”, which qualified their  writer the Nobel Prize. and the most beautiful in the words of this text when he said: “Man is not made for defeat, could be devastatied, but not defeated.” As for our students most in need of such statements at the time of defeat and dejection and destruction. As for our students, they are mostly in need forsuch statements at the time of defeat and dejection and destruction.

The unit-eighth session of the same book were devoted to the definition of the struggle of Gandhi and left his mark on the continent, Hindi, and explained to the students of the philosophy of Gandhi’s struggle and the method of peaceful resistance. The eighteenth unit  of the same book was devoted to the definition of the struggle of Gandhi and his marks left  on the Indian  continent,, and explained to the students the philosophy of Gandhi’s struggle and the method of peaceful resistance.

In the book the seventh grade basic Part I: In the seventh grade book Part I:

We find the seventh unit, entitled “preferred the Arabs to the world” and makes clear that scientific progress, in which we live now is a product of all mankind, and this is certainly a matter of cooperation between all civilizations because what with the West at some point the Arabs had started in earlier stages and thus remains in the United provide each other in the science and knowledge. We find the seventh unit, entitled ” the Arabs preference to the world” and making it clear that scientific progress, in which we live now is a product of all mankind, and this is certainly a matter of cooperation between all civilizations because what with the West reached at some point the Arabs had started it in earlier stages and thus remains in the nation provide each other with  science and knowledge.

The educational role which entails such lessons is the deepening of belonging to this nation and to uphold the Arab identity, which is believed that this Youth Amadmahl role in human civilization, but not singing the glories of the target manufacturing grandparents, but the goal is to remove the erroneous image that is taking root in the minds of students passive role in the world, as well as motivate them to try to take the lead again or for the transfer of interaction with other civilizations to the benefit of all mankind. The educational role which entails such lessons is the deepening of belonging to this nation, and adherence to the Arab identity, which is believed that this generation believes in it shallow role in human civilization, but the target is  not singing the glories of the what our  grandparents have achieved , but the goal is to remove the erroneous image that is taking root in the minds of students about the passive role in the world, as well as motivate them to try to take the lead again or for the transfer of interaction with other civilizations to the benefit of all mankind.

The second part of the Book of the seventh grade Statute: The second part of the Book of the seventh grade:

We Find a unit devoted to the seventeenth stories translated from world literature (the story of Don Quixote / Michal de Serfntes) is a beautiful story about windmills, flying student Iatdha not envision things in the surrounding community. Find the seventeenth  unit devoted to the stories translated from world literature (the story of Don Quixote / Michal de Serfntes) is a beautiful story about windmills, flying student  fiction to  things  unaccustomed in the surroundings with his  community.

The second story (vendor sulfur / by Jean-Christian Andersen) talk about the suffering of a child in the bitter cold and very dark, this raises in the minds of students of child labor in the world, not only in third world countries. This makes our students look to the other for what it is, not what they think they are unique in their lives and their rights and welfare in their communities, but there are unhappy people like what we have of these categories. The second story (vendor sulfur / by Jean-Christian Andersen) talk about the suffering of a child in the bitter cold and very dark, this raises in the minds of students of child labor in the world, not only in third world countries. This makes our students look to the other for what it is and not what they think they are distinguished in their lives and their rights and well-being in their communities, but there are unhappy people like what we have of such categories.

In eighth grade Arabic curriculum is called “reading and texts” as if our language beautiful ended at the seventh grade, but between the folds of this book (Part I) represents a dialogue and respect for religions is “inventory age,” p. 94 , Followed by Lesson XIV is entitled ( “The Trial of Socrates) the text of the Creative Commons is about the famous trial of the Greek philosopher Socrates, after he was accused of turning young people in his time against the Senate, and discredit the gods of his people, and encouragement for personal reflection, which ended his trial and sentence him to death, as the author depicts the daring Socrates and his courage before death. In eighth grade the Arabic curriculum, under the name of “reading and texts” as if our beautiful language ended at the seventh grade, but between the Omar pledge the folds of this book (Part I) represents a dialogue and respect for religions is ,” p. 94, followed by Lesson XIV is entitled ( “The Trial of Socrates) Text of the Creative Commons is about the famous trial of the Greek philosopher Socrates, after he was accused of turning young people in his time against the Senate, and discredit the gods  by of his people, and encouragement for personal reflection, which ended his trial and sentencing  him to death, as the author depicts the daring and courage of Socrates to death.

What our students most in need of such texts in them that are of thinking and the adoption of positive values contained in this lesson (such as courage, virtue, honesty, justice and the right). What our students most in need of such texts in them that is of thinking and the adoption of positive values contained in this lesson (such as courage, virtue, honesty, justice and the right).

The tenth lesson in the book itself handled (information revolution), and this can we consider means of communication between nations and civilizations in the poles of the world, if not the letter, but the figure author, (d. Suheir Alqlmaoi) studied at various European universities and in this article serve liquor knowledge and flag means of transport and circulation of information in the world, thus contributing to the horizon of our students about the openness of modern revolution in information and try to use them. The tenth lesson in the book itself handled (information revolution), and this we can consider a means of communication between nations and civilizations in the poles of the world, but the figure author, (Dr. Suheir Alqlmaoi) who taught  at various European universities and in this article serves the core  her  knowledge of the  means of transport and circulation of information in the world, thus contributing to the horizon of our students about the openness of modern revolution in information and try to use .

In the second part of the book reading and eighth-grade texts: In the second part of the eighth-grade book reading and texts:

We find a text entitled (poor family) a lesson thirteenth Waqas Italian / (Joseph Cesar father), which tells the story of a very poor family barely get hungry only with great difficulty, but they are cooperating to support the family, with two kids, maintained orphaned after the death of their mother, and ensured Like their lives to their children three. We find a text entitled (A poor family) the thirteenth lesson by the Italian  narrator / (Joseph Cesar father), tells the story of a very poor family that  get food  only with great difficulty, but they are cooperating to support the family, with two kids, maintained orphaned after the death of their mother, and ensured Like their lives along with their three children. This story from the lesson of social solidarity as much. This story includes much of from the lesson of social solidarity.

The lesson came fifteenth entitled (and the challenges of the future of technology) which he introduced the author two positions: first, to the world of mathematics, English philosopher Bertrand Russell, the second American university professor (Robert Rich), both focusing on the importance of the development of intellectual, scientific and technological industrial production, which is in an economic boom. The fifteenth lesson came entitled (the future and the challenges of technology) in which the author introduced two positions: first, to the world of mathematics, English philosopher Bertrand Russell, the second American university professor (Robert Rich), both focusing on the importance of the development of intellectual, scientific and technological industrial production, which leads to economic prosperity.

This is undoubtedly open to the thought of others and belief in the necessity of perseverance and knowledge like the other, and participate and benefit from the progress on which the humanitarian community at the present time and the strength of the human mind, and artificial intelligence and technological progress in the electronic area, and these things of interest to economists and sociologists. This is undoubtedly an openness to the thought of others and belief in the necessity of perseverance and knowledge like the other, and participate and benefit from the progress of the humanitarian community at present time and the strength of the human mind, and industrial intelligence and technological progress in the electronic area, and these things enjoy the interest of economists and sociologists.

In the book the first part of ninth grade (such as reading and text) In the first part of ninth grade book the (reading and text)

We Find lesson XIV allocated to the definition of the Nobel Prize global fields: scientific, literary and peace, the economy and preferred lesson About the Swedish scientist (Alfred Nobel) and the prize that amounted to fame is reached, presents the profile of his life, and the merits of announcing the award, and the areas that give them, mechanism awarded to the winners. find lesson XIV allocated to the definition of the global Nobel Prize fields: scientific, literary and peace, the economy and the  lesson reviews the life of  Swedish scientist (Alfred Nobel) and the prize that gained so much  fame, presents the profile of his life, and the merits of announcing the award, and the areas that deserve  them, as well as the  mechanism the winners are awarded it

The key authors and the first era of our students with the Russian literature, where the lesson the nineteenth story titled (hard lesson) (Anton Pavlovic Chekhov), and his story This is a sample of stories that explain the issues of the poor and suffering within the Russian society at that time. This book introduces for the first time  the Russian literature, where nineteenth lesson is a  story titled (hard lesson) by (Anton Pavlovic Chekhovh), and his story is a sample of stories that explain the issues of the poor and suffering within the Russian society at that time.

Chekhov and his plays, several of them (birds gull) and (three sisters) and (Cherry Orchard), and this lesson provides new knowledge to our students of Russian literature, and this enrichment of knowledge is indispensable. Chekhov is plays, several of them such as (The Sea gull) and (three sisters) and (Cherry Orchard), and this lesson provides new knowledge to our students of Russian literature, and this enrichment of knowledge is indispensable.

In the second part of the ninth grade: In the second part of the ninth grade:

We find in this book a large part of both openness to the other subjects or texts compiled or even different signs. We find in this book a large part of both openness to the other subjects or texts compiled or even different signs.

Let’s Start from the second lesson, entitled (Embassy of Islam to Caesar) is a short play of the author Mokhtar proxy addresses in this theatrical event for the call of Islam and the nature of the world, through a conversation between the Ambassador of the Prophet – peace be upon him – Caesar and the Romans and constructive dialogue is What we aspire between religions in today if we asked gave us has become a young man in the ninth grade this IAS about the dialogue of religions, we have accomplished much Calls to curb Confrontation and conflict between religions, and that calculated for the Arabic curriculum in the balance of positives, alerting of such issues, not in a theory, but through literary art is the art of the play, provides a thesis in a literary dialogue of religions is not repugnant, but exciting and meaningful. Start with the second lesson, entitled (Embassy of Islam to Caesar) is a short play of the author Mokhtar Alwakeel who  addresses onevent for the call of Islam and its nature world wide, through a conversation between the Ambassador of the Prophet — peace be upon him – and Caesar of  the Romans this  constructive dialogue is What we aspire among religions today if a ninth grader  gave us such a dialogue of religions, we have done little to curb calls for clash and conflict between religions, and that calculated for the Arabic curriculum in the balance of positives, alerting of such issues, not in a theory but through the art of literature art of theater, provides a thesis in a literary dialogue of religions is not repugnant, but interesting and meaningful.

The fourth lesson entitled Vengda (Earth-purple) with the text display for the first civilization arose in the land of purple, which later was named Palestine, is the civilization of our ancestors, the Canaanites, who resettled Palestine since the dawn of history, and gave the Arab identity but that the reference task in this lesson focus on profiles and photos brief on the activity of the Canaanites, and cultural achievements in the areas of agriculture, trade, architecture, arts, and in which they had a particular contribution in the march of human civilization as a whole, and this signal can not be underestimated and even strengthen our students belonging to the land of purple. The fourth lesson entitled (Earth-purple) with  which the text display for the first civilizationthat  arose in the land of purple, which later was named Palestine, is the civilization of our ancestors, the Canaanites, who settled Palestine since the dawn of history, the Arab identity and gave only the reference task in this lesson focus on profiles and photos brief on the activity of the Canaanites, and cultural achievements in the areas of agriculture, trade, architecture and arts, which they had a particular contribution in the march of human civilization as a whole, and this signal cannot be underestimated but that will foster  our students belonging to the land of purple.

The lesson is entitled X (Fine Arts) and author (Erwin addictive) and took him about his book, the authors quote (Arts and rights), in which he talked about art and civilization, art, philosophy, and art-known types of singing, drawing, sculpture, music, poetry and story, and the relationship of the arts of man, and its relation to emotions, Ihsasath, and translated this book Mustafa Habib, and highlights the importance of this text by focusing on the core issues between human beings and in art as a phenomenon creative individual and collective at the same time. The tenth lesson is entitled (Fine Arts) and its  author (Erwin Addman) and the authors made use of his book (Arts and Man), in which he talked about art and civilization, art, philosophy, and art-known types of singing, drawing, sculpture, music, poetry and story, and the relationship of the arts of man, and its relation to his emotions, and feeling , and Mustafa Habib translated this book, and highlights the importance of this text by focusing on the core issues between human beings and in art as a creative phenomenon individually and collectively as well.. And promote in our students and universality of human art and passed over for the regional and ethnic barriers, this is an important in the dialogue of cultures and knowledge of each other, through the creations of its members and communities. And this promotes in our students the v universality of human art and how to  pass over the regional and ethnic barriers, this is an important entry t in the dialogue of cultures and knowledge of each other, through the creations of its members and communities.

And find the lesson XIX is entitled (sperm whale) to the world of the Sea (Roy Andrews) and the translation of Dr.. And we find the 19^th lesson entitled (sperm whale) to the world of the Sea Scientist (Roy Andrews) and the translation of Dr .. Mohammad Saber sound into Arabic, in which scientific information is important, but the interest of our students completed both its scientific and literary, this approach to the world of creatures large and searches to identify sperm whales and the world of something without the benefit of the doubt. Mohammad Saber salim into Arabic, in which important scientific information is , but the interest of our students completed both its scientific and literary, this approach to the world of gigantic creatures and searches to identify sperm whales and the world of something benefitial undoubtedly ..

It is noted that the ninth grade book hauled: I and II contained five themes are global, the references to humanitarian issues and serves the subject of dialogue among civilizations These lessons by 5 classes of 39 (ie 13%) This is a good ratio and content is also good, with the pros in the Palestinian curriculum for the Study of Language Arabic in a book reading and texts for ninth-grade boys, which prepare them for the future of young mature open-minded to the world. It is noted that the ninth grade book parts : I and II contained five themes either global, or with the references to humanitarian issues and serves the subject of dialogue among civilizations These lessons 5 out  of 39 (ie 13%) This is a good ratio and content is also good, with the pros in the Palestinian curriculum for the Study of Arabic Language in a book reading and texts for ninth-grade boys, which prepare them for the future mature and  open-minded in the world.

As for the book the tenth grade reading and text (Part I): As for the book the tenth grade reading and text (Part I):

The eighth Lesson eighth book of the tenth grade short story entitled (Ornament) and the author is French writer (LG de Maupassant) and her interpreter, Ahmed Hassan al-Zayat, and is without doubt a beautiful story which completed elements of the short story of suspense and included in the offer remain oriented, time, place and logical justification for the events, it is practiced mentality of the student and attempts to sharpen diligence anecdotal similar. Lesson of the tenth grade book is a short story entitled (Ornament) and the author is French writer (G .de Maupassant) and its interpreter, Ahmed Hassan al-Zayat, and is without doubt a beautiful story which completed the elements of the short story of thrill and included the characters, time, place and logical justifications for the events, it practices the mentality of the student and attempts to sharpen his diligence for similar anecdotes.

In the thirteenth lesson of this book, we find a nice reference to the efforts of the German doctor (Albert Dolf) in the use of ozone in the treatment where the title of the lesson (ozone wonder drug of the poor) and in the same lesson new information about this issue, and certainly any research conducted in the practice of medicine , opens a new page in the art of healing for all mankind. In the thirteenth lesson of this book, we find a nice reference to the efforts of the German doctor (Albert Dolf) in the use of ozone in the treatment where the title of the lesson (ozone wonderful drug to the poor) and in the same lesson new information about this issue, and certainly any research conducted in the practice of medicine, opens a new page in the art of healing for all mankind. This is a matter of medical scientific cooperation among all civilizations. This is a matter of medical scientific cooperation among all civilizations.

In the second part of the book and reading texts for class X, we find a fraternal message from Ali Tantawi, to his brother, who requested the flag abroad, this letter as a summary of student life in the West and the references to the Arab world and the West and the nature and habits, religion and orientalists and other important issues that are awareness of one another, the message that must be carried to this new society, and the benefit should be restored to the Mcherqk, this is a message tactical guidance our children need to study in alienation, and this forms the foundation stone for the establishment of a dialogue with the other civilization, the definition of the new society that made civilization which this student, education in the west bridge to connect over the ages. In the second part of the book reading and texts for class X, we find a fraternal message from Ali Tantawi, to his brother, who requested the knowledge abroad, this letter as a summary of student life in the West and the references to the Arab world and the West and the nature and habits, religion and orientalists and other important issues that are awareness of one another, the message that must be carried to this new society, and the benefit should be restored to the Orient, this is a message tactical guidance our children need to study in alienation, and this forms the cornerstone for the establishment of a dialogue with the other civilization, the definition of the new society that made civilization which this student came from , education in the west is a bridge to connect over the ages.

After I finished reviewing  the topics in which references to the other, which are originally translated stories tell us about other cultures, the main phase of the fourth grade to the tenth aspects of goods , varied scientific, literary and cultural fields from here and there are some issues relevant  to our research, it points out the awareness of the need to open up to the awareness of authors regarding civilizations and human cultures, and the transfer of a fraction of which is educational goals to our students in these stages.

The books of reading and texts for grades XI and XII in the secondary stage of another nature, where the outline of the Arabic curriculum for these grades gradually are reviews the history of literature on the subject of Arab pre-Islamic era to the modern era that started in grade eleven Episode(1) The first pre-Islamic literature and the quotation of these texts representing a historical period, literary stage to be completed by years of school and move to a wider world in the university or the labor market, to provide him with knowledge of literary and poetic heritage and criticism is justified.

And here ends the role of the school curriculum and begin the role of universities that sponsor the teaching of courses dealing with different aspects of the dialogue of civilizations.

The research I addressed the Arabic curriculum undoubtedly is a very wide field, but that the clash of civilizations or, as we want to replace it with the dialogue of civilizations in its scope is wider history books and the Arab Islamic civilization and other books such as civic education the  Arabic curriculum, has not ignored the humanitarian and global  aspect both in its scientific articles or arts of literature taken in diversity of the world’s celebrities, and its selection is also credited with the successful translation of the texts which bear great educational values, as well as address the issues of heritage to stimulate the mentality of some students to continue the efforts of grandparents, without looking racist disdain for technological progress in the West, The way of  handling and addressing has proven something systematic and logical, to  install the roots of our students and then we moved to the era of early Islam and the texts of that period represented, followed by time-period of the Umayyad caliphate and then the Abbaside period, with some periods of the briefing that respects the moral and criticism issues, and so on.

The  book of reading and texts for the twelfth  class (Tawjehi) continues with  the Ottoman period and presentation of artistic poetry and prose in it, and then goes to view the literary schools of modern poetry from a school renovation  and conservation and the Diaspora and a school Trochee In these sections, we find signs of the vulnerability of exile poets and poets Trochee most popular poets such as Western (Racine) and (Lamartine), and others, but the whole book focused on the national axis in the literary texts and the Arab axis, where the selection of literary arts for Arabs and Palestinians to the play for an Iraqi writer and the story of a Palestinian writer as well as  the Arab and Palestinian poetry  .. Thus, I justify this choice that is in high school curricula and our stage is the stage of collection of education and this is what justifies the methodology for dealing with issues of this literary form, and also the formation of cultural awareness when a young Palestinian roots and its extensions, National Heritage and its solid floor, and to try to motivate achievement and effort to return to the fore or keep up with  and take advantage of the achievements of world civilization, which was built in the Middle Ages on top of  the achievements of the Arab Islamic civilization and the development and awareness of others through participation and contribution in the service of humanity, without dwarfing for their roles or keep them on the road singing their grandfathers glories.

Conclusion: Conclusion:

We can consider this curriculum the founder factor of our student’s awareness in the world, to its credit, the diversity of choices of global ethics, and dealing with flexible humanitarian issues of interest to large segments of all societies and the Palestinian society, in particular.

And with  the t objective testimony is from narcissism and prejudice , we can consider the  Arabic curriculum with  the various stages is a privilege to every Palestinian for its diversity and methodology in the presentation of the various issues leading other  educational curricula and forms the core of civilized cultural exchange with other nations.