University lecturer and educational researcher Charline M. Elias wrote the following article:
Throughout the eras of modern history, Lebanon has been undeniably praised for its quality of education. Starting with the establishment of the Maronite College in Rome in 1584 and the founding of Ain Waraka School in the 18th century, to the Lebanese commitment to the United Nations Charter and the Universal Declaration of Human Rights represented by Charles Malik, Lebanon has been celebrated for maintaining its famous and high standard education even in times of social distress, wars, and economic collapses.
Nonetheless, the educational system in Lebanon poses a dangerous threat to the Lebanese society today. The main reason behind the latter is the historical and present sectarian division of schools and universities. The educational system has always reinforced and reproduced sectarian intolerance, which has indirectly lead to the Lebanese civil war through educating on the idea of “us” and “them”.
Building on an educational perspective, the conflicting perceptions and ideologies prevalent in the 20th century have lead, in one way or another, to the outbreak of the 1975 war. This sectarian segregation was further emphasized by the Taef peace agreement. It continues to paralyze political reform up till today, despite some valuable efforts made by a few to change the status quo such as President Fouad Chehab.
The structure of our Lebanese educational system dates back to the massacres of 1860 and the subsequent establishment of the Mutasarrifate of Mount Lebanon, which resulted in appointing a Christian Ottoman governor supported by twelve representatives of the religious communities. Throughout this period, the influence of sects in the multi-confessional society reached its peak as it represented the sole source of authentic political claims.
This partition of Mount Lebanon paved the way for differentiated social development endeavors based on sectarian division. This institutionalization of knowledge gained wide acceptance and persisted with the help of the increasing support of religious leaders. These leaders valued sectarian cleavages as a means to maintain their superiority and hegemony, making it impossible to practice a unified state control over education.
By the mid-1920s, 90% of schools were religious private schools (UNDP report, 2009) subject to no state inspection. Following the establishment of the State of Greater Lebanon, the French seized their share in nourishing the confessional political system in education, as inherited by the Ottoman Empire, by redistributing the power between various sectarian communities.
In light of all these events, the current Lebanese educational system is unable to control and centralize educational contents due to the intervention of politics and religion in this sector. The implementation of numerous curricula within one country is a fine testimonial of the status-quo.
Adding fuel to the fire, the Lebanese constitution authorized in article 10 of 1926 the freedom of education to confessional communities; “… There shall be no violation of the right of religious communities to have their own schools provided they follow the general rules issued by the state regulating public instruction”. Ever since, none of the successive governments were able to impose a common curriculum on private schools, and the contradicting concepts of national identity and civic partnership have contributed to the collapse of the current Lebanese state. The Ministry of Education and Higher Education is deemed to take immediate action to put an end to the underlying threat posed by education through stipulating new regulations and policies.
In hopes of never again repeating the bloody experience of war, the challenge lies in shaping a new generation of Lebanese youth equipped with a mutual perception of national identity starting with teaching a set of shared social, civic, and humanitarian values, as well as acceptance of the pluralistic nature of the Lebanese society.
Throughout the eras of modern history, Lebanon has been undeniably praised for its quality of education. Starting with the establishment of the Maronite College in Rome in 1584 and the founding of Ain Waraka School in the 18th century, to the Lebanese commitment to the United Nations Charter and the Universal Declaration of Human Rights represented by Charles Malik, Lebanon has been celebrated for maintaining its famous and high standard education even in times of social distress, wars, and economic collapses.
Nonetheless, the educational system in Lebanon poses a dangerous threat to the Lebanese society today. The main reason behind the latter is the historical and present sectarian division of schools and universities. The educational system has always reinforced and reproduced sectarian intolerance, which has indirectly lead to the Lebanese civil war through educating on the idea of “us” and “them”.
Building on an educational perspective, the conflicting perceptions and ideologies prevalent in the 20th century have lead, in one way or another, to the outbreak of the 1975 war. This sectarian segregation was further emphasized by the Taef peace agreement. It continues to paralyze political reform up till today, despite some valuable efforts made by a few to change the status quo such as President Fouad Chehab.
The structure of our Lebanese educational system dates back to the massacres of 1860 and the subsequent establishment of the Mutasarrifate of Mount Lebanon, which resulted in appointing a Christian Ottoman governor supported by twelve representatives of the religious communities. Throughout this period, the influence of sects in the multi-confessional society reached its peak as it represented the sole source of authentic political claims.
This partition of Mount Lebanon paved the way for differentiated social development endeavors based on sectarian division. This institutionalization of knowledge gained wide acceptance and persisted with the help of the increasing support of religious leaders. These leaders valued sectarian cleavages as a means to maintain their superiority and hegemony, making it impossible to practice a unified state control over education.
By the mid-1920s, 90% of schools were religious private schools (UNDP report, 2009) subject to no state inspection. Following the establishment of the State of Greater Lebanon, the French seized their share in nourishing the confessional political system in education, as inherited by the Ottoman Empire, by redistributing the power between various sectarian communities.
In light of all these events, the current Lebanese educational system is unable to control and centralize educational contents due to the intervention of politics and religion in this sector. The implementation of numerous curricula within one country is a fine testimonial of the status-quo.
Adding fuel to the fire, the Lebanese constitution authorized in article 10 of 1926 the freedom of education to confessional communities; “… There shall be no violation of the right of religious communities to have their own schools provided they follow the general rules issued by the state regulating public instruction”. Ever since, none of the successive governments were able to impose a common curriculum on private schools, and the contradicting concepts of national identity and civic partnership have contributed to the collapse of the current Lebanese state. The Ministry of Education and Higher Education is deemed to take immediate action to put an end to the underlying threat posed by education through stipulating new regulations and policies.
In hopes of never again repeating the bloody experience of war, the challenge lies in shaping a new generation of Lebanese youth equipped with a mutual perception of national identity starting with teaching a set of shared social, civic, and humanitarian values, as well as acceptance of the pluralistic nature of the Lebanese society.
