OPEN FORUM KERK & ISRAËL



Aansluitend op het geposte artikel van Louise Katus: over de angst van bewoners in Israël en in het gebied PA., vergelijk de paragrafen 1905 en 1906 uit onderstaand document van de Mensenrechtenraad van de VN:


page 8

G. The impact of dehumanization
1905. As in many conflicts, one of the features of the Palestinian-Israeli conflict is the dehumanization of the other, and of victims in particular. Palestinian psychiatrist Dr. Iyad al-Sarraj explained the cycle of aggression and victimization through which "the Palestinian in the eyes of the Israeli soldier is not an equal human being. Sometimes […] even becomes a demon […]" This "culture of demonization and dehumanization" adds to a state of paranoia. "Paranoia has two sides, the side of victimization, I am a victim of this world, the whole world is against me and on the other side, I am superior to this world and I can oppress it. This leads to what is called the arrogance of power." As Palestinians, "we look in general to the Israelis as demons and that we can hate them, that what we do is a reaction, and we say that the Israelis can only understand the language of power. The same thing that we say about the Israelis they say about us, that we only understand the language of violence or force. There we see the arrogance of power and [the Israeli] uses it without thinking of humanity at all. In my view we are seeing not only a state of war but also a state that is cultural and psychological and I hope, I wish that the Israelis would start, and there are many, many Jews in the world and in Israel that look into themselves, have an insight that would make them, alleviate the fear that they have because there's a state of fear in Israel, in spite of all the power, and that they would start to walk on the road of dealing with the consequences of their own victimization and to start dealing with the Palestinian as a human being, a full human being who's equal in rights with the Israeli and also the other way around, the Palestinian must deal with himself, must respect himself and respect his own differences in order to be able to stand before the Israeli also as a full human being with equal rights and obligations. This is the real road for justice and for peace."

1906
. Israeli college teacher Ofer Shinar offered a similar analysis: "Israeli society's problem is that, because of the conflict, Israeli society feels itself to be a victim and to a large extent that's justified and it's very difficult for Israeli society to move and to feel that it can also see the other side and to understand that the other side is also a victim. This I think is the greatest tragedy of the conflict and it's terribly difficult to overcome it […] I think that the initiative that you've taken in listening to […] people […] is very important. The message that you're giving Israeli society is absolutely unambiguous that you are impartial that you should be able to see that the feeling of being a victim is something that characterizes both sides. What requires you to take this responsibility is the fact that you have to understand how difficult it is to get this message through to Israeli society, how closed the Israeli society is, how difficult it is for Israeli society to understand that the other side is not just the party which is infringing our own human rights, but how they are having their human rights infringed, how they are suffering as well."


GE.09-15836
UNITED NATIONS A General Assembly Distr.
GENERAL A/HRC/12/48 (ADVANCE 2)
24 September 2009
Original: ENGLISH
HUMAN RIGHTS COUNCIL
Twelfth session Agenda item 7
HUMAN RIGHTS IN PALESTINE AND OTHER OCCUPIED ARAB TERRITORIES
Report of the United Nations Fact Finding Mission on the Gaza Conflict
Conclusions and recommendations *

* The present document is an advance translation and contains only the conclusions and recommendations of the Fact-Finding Mission. The full report will be issued as A/HRC/12/48 in all languages according to translation capacity of the United Nations translation services.
A/HRC/12/48 (ADVANCE 2). (……).



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