The Turkish education curriculum unwittingly supports the ideology of the PKK

The point requiring attention here, and the most worrying thing in terms of the Turkish state and nation, is that the Turkish education curriculum unwittingly supports the ideology of the PKK. As we have already seen, communism, the basic ideology of the PKK, derives from Darwinism and Darwinism, or the theory of evolution, is the worst deception in the history of mankind, imposed by force on educational curricula across the world by a cunning dictatorship. That deception has particularly been exposed by 21st Century science. More than 500 million fossils show that living things have remained unchanged for millions of years. Molecular and biological evidence has revealed that no protein can ever come into being by chance. Consequently the theory of evolution is invalid in the scientific sense. Yet thanks to pressure and deterrent policies from the Darwinist dictatorship, state systems have come to adopt this deception and made the theory of evolution a fundamental compulsory subject in schools and universities. The mainstream media also instruct their own broadcasting and publishing bodies accordingly.

Turkey is one of these countries. Although 99% of Turkish people are religiously devout, evolution plays a primary role in the Turkish educational curriculum, as it does in all other countries. Our children are taught evolution from a very early age, as if it were something that had actually happened. They believe that the world is a battleground where the strong vanquish the weak, and the subconscious idea that everything comes into being by chance turns them away from belief in God. Religious knowledge based on a traditional approach is taught in religious studies classes in schools. However, children are also inculcated with the false idea that God does not exist in all their other classes (surely God is beyond that). Therefore, under the effects of this false infrastructure, a child can very easily later be influenced by ideologies based on Darwinism, such as communism and fascism. Even if he does not fall under their spell, he will still lack the strength and ideological equipment with which to oppose these false ideologies. It is for these reasons that while the PKK provides Darwinist/communist education for its own people, the young Turks who should be striving against that are amazingly given a very similar education in public schools. One tragic consequence of this is that they are unable to wage any intellectual struggle against the PKK. The fight against the PKK is limited to the military arena, and ends in casualties because of the guerrilla war the PKK perfidiously conducts.

However, as we have said so many times over the years, the only way of fighting the PKK is on an intellectual basis. So long as that does not happen it will be absolutely impossible to completely eradicate the PKK. Negotiations and ceasefires will obviously fail to achieve results, because the killers will still be there, just simply deprived of their weapons for a short time.

Top right: A hornet preserved in 50-million-year-old amber in the finest detail right down to the present day. Top left: A present-day hornet identical to a 50-million-year-old fossil specimen.

In order to give a better understanding of the Darwinist infrastructure of the PKK, it should be stated that Öcalan himself is a fanatical evolutionist and the ideological foundations of the PKK lie in that deception. (For more detail, see “The PKK is Darwinist” section in the book The Danger of a Communist Kurdistan by Harun Yahya, p. 111). Indeed, in giving his own foolish definition of religion, Öcalan speaks of an imaginary time in which he believes “man started becoming human”. This is a reference to the false idea of a transition from primates to human beings in Öcalan’s mind. The words that Öcalan uses are these:

Under the conditions in which the human species came into being, during the time they started to become human as a species, when they started to use their capabilities which gave them these attributes, they had to come up with a religious value, a religious thought, a religious way of thinking. They had to do this with two reasons, on the one hand there were natural forces they regarded as supernatural and on the other hand they had their own capabilities in question.

Ibid., p. 135

Our young people study Darwinism as a compulsory subject in public schools, and under the influence of the false infrastructure they thus acquire, it is easy for them to fall under the spell of ideologies rooted in Darwinism, such as communism and fascism, later in their lives.

As can be seen, Öcalan, in his own mind, identifies a time when humans started becoming human and claims that the notion of religion was developed by man under the influence and fear of supernatural events. This idea can also be seen in other statements of his:

… Let us have a look at humans and consider their weakness against nature while trying to understand religion. With what will he overcome this weakness, this nakedness of his? I believe that we are not mistaken in this point: Humans, in order to make themselves ruling, in order to get rid of their helplessness, in order to appear sympathetic towards nature and to render nature understanding and of course above all else in order to make themselves sovereign, appeal to the notions of religion and God. As a matter of fact, people have their eyes on being "sovereign". As a prerequisite of this, they create gods for themselves… If we were to materialize it even further, religion is the first form of thought and psychological development in the confrontation of human species with nature.

Ibid., p. 112

This is in fact a new tactic on the part of Öcalan, who until then had rejected religion entirely. He still speaks as an atheist and still backs the PKK's atheistic strategy, but also seeks to give the impression that religion is “an acceptable institution” by claiming it was a need felt by the earliest humans. He is actually using a means of fighting religion described by Lenin in the words, “... We must explain the origins of faith and religion to the masses from a materialist perspective.” He adopts a guise that seeks to account for religion in sociological terms but that does not reject it completely, and thus seeks to influence the devout Kurdish people.

Another passage from Öcalan on the subject reads:

Religion is a remedy for humans to overcome all weaknesses and to eliminate their fears, concerns and pains. And it is necessary. It is not possible to say why did the first man not reach the scientific facts, why did he fall into errors and obsessions. That is because it was not possible to act any different under the conditions of that day. In that case, a better understanding of the truth of the first man is necessary.

Ibid., p. 135

Violence and conflict have become images that we are familiar with almost everywhere in the world. The main reason for this is that the nonsensical infrastructure of the philosophy of conflict and violence, Darwinism in other words, is literally taught as if it were an established fact in schools.

As this makes very clear, Öcalan seeks to impose the false notion of evolution on religion, which claims that nature and history evolved within a dialectic course and maintains that religion does exist within that dialectic course. Accordingly, he accounts for religion as a need stemming from fears and claims that it also evolved over the course of time. Öcalan foolishly espouses the horrifying logic which states that, “a perception of religion within the axis of God and nature ruled in the primitive communal society and with tie transformation to feudal society, the concept of religion started to be evolved and created the social foundation for monotheistic religions.”

It is not surprising that these ideas should have an effect on some segments of society. The curriculum in Turkish schools describes religion in these terms in sociology classes:

Ibid., p. 135

In general terms, religion is a way of accounting for natural and societal events that people could not understand and which they were powerless in the face of, in terms of supernatural and mysterious forces invented by themselves.

It is a horrifying state of affairs that religion, sent down by our Almighty Lord as a guide to the truth and the right path from His Own Presence, should be described in our own schools as a concept “invented by people” to cope with fears caused by natural and social events. This state of affairs not only serves the interests of the PKK, but also lays the foundation for the production of atheistic communities. Lovelessness, violence and hatred will clearly enjoy free rein in societies that have no fear of God and instead believe that a struggle in nature where the strong vanquish the weak is essential. Indeed, it is no surprise that the numbers of savage killings, the murders of women, daily brawls and psychopaths are increasing all the time. Due to classes being based on evolution, students are directly indoctrinated in school with the idea that “God does not exist”, (surely God is beyond that) and come to regard violence as a law of nature. So long as they have no fear of God, neither laws nor deterrent sanctions can stop people with a tendency to violence.

Some of the expression that appear in philosophy text books in the Turkish school curriculum read as follows:

...Man is free and strong. He has no essence predetermined by God... He is an existential entity that does not come from nothing. Because there is nothing outside him. If God existed, there would be no existence and freedom. Therefore...

...If God wishes to prevent evil in the world but is unable to do so, then He is weak. If God is able to prevent evil but does not wish to do so, then He is ill-intentioned... (Surely God is beyond that)

These terrifying words are used to subconsciously indoctrinate people into denying the existence of God. A child reading these words will believe that they represent information from an academic source and will grow up as an atheist. The truth of the matter is that God is Infinite and Eternal, and the universe came into being by His leave; the universe and everything in it have a beginning and an end. The fact that the universe, man and all living things were created has been proved by countless branches of science, including genetics, astronomy, physics, quantum physics, biology and paleontology. The existence of God is a guarantee of freedom, justice, happiness and peace. True evil and unhappiness are the features of an illusory world that evolutionists and materials believe came into being by chance and advances in a state of conflict.

Statements about the dialectic of history and nature from the past to the present day are in fact false philosophies fabricated in order to spread the fraud of evolution across the world. Nothing in history or nature has ever developed from the primitive to the more advanced. No such thing as the “Stone Age” ever happened in the course of history, and living things did not descended from a bacterium. Some societies in the past were extraordinary civilizations far more advanced than some today. (For more detail, see The Evolution Deceit by Harun Yahya, and, A Historical Lie; The Stone Age by Harun Yahya) Therefore, the dialectic that Öcalan and all other Darwinists seek to impose to religion is merely a deception. Yet that deception is shamelessly being taught in middle school textbooks, as we have seen.

As we have seen, the PKK terrorists are led astray up in the mountains, and our students in their schools. It will be very difficult for there to be an intellectual struggle against the PKK and its ideology within Turkey’s borders until that deception is brought to an end. As we have made clear many times, the real problem that needs to be dealt with is the PKK’s horrendous ideology. The absence of any infrastructure for an ideological struggle, and young people being deprived of any such infrastructure and raised as the prisoners of a vast deception, might result in terrible tragedy for Turkey.

MEB, Sosyoloji ders kitabı (Ministry of Education, Sociology text book), p. 96

MEB, Felsefe ders kitabı (Ministry of Education, Philosophy text book), p. 171

Some Examples of Evolutionary and Atheist Propaganda
in School Text Books
(According to the 2013-14 curriculum)

Middle School 12^th-Year Biology Text Book

In this academic year you will learn about how life first appeared and about the changes in life forms in the chapter“THE BEGINNING OF LIFE AND EVOLUTION”

Fossils provide us clues about how living beings appeared on earth, where and how they spread throughout the world and what kind of changes they have gone through while they spread out. Information obtained from fossils and several branches of science is used to study the origin of life and evolution. (p. 199)

All changes undergone by life forms from their initial states to the emergence of present-day diversity are described as evolution. (p. 204)

As a result of the paleontological studies conducted, it has been observed that there are fossils different from each other among these layers and that the more the age of these layers increased, the less the fossils resembled to today's living beings. The results attained with the survey of fossils, revealthat some species that lived millions of years ago have undergone change in time or have gone extinct. (p.204)

Therefore, determining the evolutionary process undergone by a species is based on the observation of similarities between species and examination of fossils exhibiting such similarities. (p. 205)

Unit headings:

Lamarck’s Views (p. 205) 
Darwin’s Views (p. 206)
Fossils are the most powerful evidence for evolution. (p. 207)
Fossils enable the comparison of the similarities and differences between the living species that lived in ancient ages and today and show us what kinds of changes species have undergone. (p. 207)
Evolutionary Relations in Similarities and Differences in Living Things’ Embryological, Biochemical, Anatomical and Genetic Structures (p. 208-209)

How Do Changes in Nature Affect Evolution? (p. 210)

1. What are the contributions of embryology, genetics and biochemistry in explaining evolution?
2. How do fossils contribute to understanding evolution?
4. What problems do changes in living things taking place gradually in long terms according to the theory of evolution cause for biologists conducting research on this? 
5. What are the adverse effects that occur as a result of the increase in the human population? How do these affect the evolutionary process and life? (p. 211)

Middle School 9^th-year Biology Text Book

Primitive eukaryote… From unicellular to multicellular… Volvox that is regarded as the transitional form, from unicellular to multicellular… (p.91)

However, life began in the seas and only recently (in geological terms, some 500 million years ago) moved onto the land. (p. 107)

Primary School 6^th-year Science and Technology Text Book

The evolution of the horse (p. 232)

The ancestor of the horse was an animal with five toes and about the size of a dog. (p. 232)

Middle School 10^th-Year Biology Text Book

This is an evolutionary adaptation developed for survival under different underwater conditions. (p. 150)
Evolutionary adaptation permits genetic diversity in a population. (p. 18)
The answer to this question can be found by looking at the evolution of amphibians, birds and mammals.   (p. 47)
When these groups began diversifying in the evolutionary process...   (p. 47)
Since they never caught malaria throughout their evolutionary processes...  (p. 126)

Primary School 8^th-Year Science and Technology Text Book

Adaptation and evolution: ... Adaptations are a sign of the process of evolution in the emergence of biological diversity.  Give examples of the contributions made by adaptations to biological diversity and evolution. (p. 38-40)
We have given examples of how adaptations by living things in the face of environmental changes contribute to biological diversity andevolution. (p. 42)

Middle School Psychology Text Book

Zoology: Investigates embryological development, feeding, health, behavior, inheritance and evolution in animals, and interaction and communication with other animals. (p. 27)

Fine Arts and Sports High Schools 12^th-Year Museum Education

The determination of unknown points of human evolution, and particularly caves containing fossil remains from our remote ancestors, personal goods, footprints, animal bones, jugs, bowls and ceramics make wide archeological and anthropological investigation possible. (p. 56)

Art is a phenomenon that has existed in all periods of human history. The evolution undergone by mankind has changed people’s life-styles and views... (p. 58)

Middle School Astronomy and Space Sciences Text Book

Content:

The Evolution of the Stars, The Stages of Stellar Evolution (p. 63) 
In this section we shall be looking at the evolution and important stages of a star. (p. 63)

FELSEFE DERS KİTABI (Allah’ı tenzih ederiz)

...man is free and strong. He has no essence previously determined by God... he is an existential entity, he does not come from nothing. Because there is nothing outside him. If God existed, there could be no coming into being or freedom. Therefore... (p. 171) 
...If God wishes to prevent evils in the world but cannot, then He is weak. If God is powerful enough to prevent evils in the world but does not wish to, then He is ill-intentioned... (p. 171)

Sociology Text Book (Surely God is beyond this)

“Generally, religion means people’s attempts to explain natural and social phenomena which they cannot understand and are powerless in the face of in terms of mysterious, supernatural forces of their own invention.” (p. 96)