Evolution of Conflicts, Traits, and Practices in Egypt and Tunisia

This document explores the evolution of conflicts, traits, and practices in the cultures of Egypt and Tunisia. It discusses the impact of the environment and cultural practices on the inhabitants of these regions. It also delves into the collaboration of Tunisian and Egyptian youths since 2005.

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Executive Summary
Egypt and Tunisia are the two major countries that are known to be inhabited by various
personalities who are known to be coming from different types of backgrounds. Moreover, as a
result of the Inhabitation of these different personalities the two regions have always been
practicing a vast range of cultures that have even gone further to describe the personalities in
terms of their practices that they are capable of implementing due to various reasons(Ali and
Abbas 576). Additionally, the evolution of conflicts, traits together with quite a number of
practices in the cultures of both Egypt and Tunisia is known to have emerged as a result of
various issues taking place within the surrounding environment. Different types of conflicts have
been able to emerge across various individuals in relation to a wide range of factors that have
been taking place within the environment. The conflicts have also been accompanied by a wide
range of negative outcomes that have needed up causing a lot of destruction not only to human
life but also to the entire surrounding environment that is known to constitute of different
physical features. At the same time, different character traits have also been able to emerge due
to particular types of influences that various personalities have been able t encounter in relation
to their daily experiences across these two regions.

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The evolution of conflicts, Traits and practices in the cultures of both Egypt and Tunisia
The evolution of traits has fully depended on the type of environment that the inhabitants
of the regions have been able to encounter together with the practices that are being carried out
within their boundaries. At the same time, there has been a wide range of practices in terms of
culture practice thus enabling people to follow various procedures that they think are the best for
them to attain certain objectives in their lives. Quite a number of experiences have been able to
describe all these three parameters thereby creating a lot of attention across different
organizations and individuals thus making them to develop the urge of knowing more about what
is taking place. Both Egypt and Tunisia totally differ in terms of various aspects with the major
one being their geographical locations where they are situated within the global environment.
More than four decades ago, an individual by the name Nizar Qabbani decided to come up with
Arab generation with plans to eliminate themselves form their leaders who were more corrupt
and at the same time were dictators. From his exile in London, Qabbani fully believed that the
young generation would bring a change to various regions dominated by Arabs by making it to
be a more reliable society where citizens could be allowed to present their opinions. The kind of
vision that he had clearly talked about the ‘catastrophe of Arab defeat’ is a condition that was not
easy to notice until the implementation of different types of technologies that existed in the
advanced age was able to power quite a number of men and women who were digital. By the end
of 2010 and 2011, the use of mobile phones together with several other social media platforms
provided the new generation with one of the best methods that they could implement in order to
organize certain revolutions directed towards different states controlled by the police that were
situated in the northern parts of Africa. Later on, the power that was brought about as a result of
numbers which majorly constituted of hundreds of thousands of hits were experienced across
nearly all the social media sites which resulted to the emergence of massive crowds that were

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able to turn out in large numbers with an idea of carrying out demonstrations. This allowed
several other internet users together with quite a number of citizens in order to overcome the
fears that were able to hold a large number of personalities by making them prisoners of
conformity together with intimidation (Dooly and Melinda 779). Right after the emergence of
protests across different places.
The collaboration of Tunisia and Egypt Youths since 20015
Way back in 2005 different types of young leaders who originated from the two countries both
ruled by dictator’s during those period, decided to collaborate with an intention of preparing for a
large scale nonviolent revolts that was to be carried out across different individuals. When 2010
came to an end, they started to shake the entire Arab nation (Amar and Paul 842). Moreover, as
early as 2005, they had been able to come across quite a number of writings that were written by
an American professor by the name Gene Sharp who in quite a number of books and pamphlets
decided to lay out different types of blueprints for overthrowing dictatorship without the use of
any kind of force (M'charek and Amade95). In 2008, a specific group of Egyptian bloggers who
were in their twenties decided to visit Serbia where there was a youth movement that was
strongly allied with different types of factory workers had decided to implement a nonviolent
revolt that was meant to be against their dictator that made the dictator to be forced out of power.
This is where the Egyptians were able to learn how they could organize quite a number of large
scale decentralized campaigns that was characterized by mobility without the use of any
permanent or even depending on any other recognized leader. The revolts that were to be
organized in the North African countries was a process that did not emerge quite fast due to he

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emergence of different events. The youthful leadership were able take their good time in order to
fully develop all their theoretical perceptions for the entire scenario. This really helped them to
avoid any conditions of pitfall that were likely to emerge (Fox and Jonathan 742). The later on
began to learn that they had to have on hand quite a number of things when the demonstrations
began. This majorly included a considerable supply of fresh lemons, onions together with
vinegar that were to be used as antidotes to teargas together with a huge number of bottles milk
that they were to use in their eyes during the revolution (Ayache et al. 37). At the same time,
they had in mind that it was also important to equip themselves with quite a number of medical
personnel whose duties were going to be the treatment of any injured personalities during the
revolution. Moreover, they also decided to prepare specific type of rudimentary body armor that
fully composed of kitchen pots and were majorly meant to offer protection to their heads. There
were also cardboards together with a large number of crushed plastic bottles which were
specifically placed under the clothes of the demonstrators with an intention of protecting them
against body bowls that were likely to originate from armed thugs together with different types
of rock throwing loyalists that could be attached to the regime (Danneman, Nathan, and Emily
885). Anyone who could watch the revolts on the television had to be totally amazed at the high
level of the whole organization together with the entire leadership. Moreover, some of the senior
members who were known to be originating from the outlawed Muslim brotherhood, after
deciding to carry out a boycott of the entire demonstration, joined at a critical movement when
the supporters of pro Mubarak who were well armed attached them right at the liberation square
that was located at the center of Cairo. Later on, the experienced Islamists who were a little bit
older decided to help in the organization of the crowd into quite a number of brigades who were
given a major duty to prepare rocks that could be used to throw the adversaries. Moreover, all the

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demonstrators were apparently divided into different types of task oriented groups who were able
to save the day. Moreover, they had to share the limelight with a large population of large
individuals who originated from different walks of life and were able to risk their lives on a daily
basis by returning back to the square in order to join their fellow protestors. The finance that was
obtained from the supports who existed at the local level played an essential role in the purchase
of various parameters like the blankets and in Egypt, it was used to purchase tents for the
demonstrators who used to stay overnight on protest sites.
The Jasmine revolution in Tunisia
Each and every country had its own history of repression and death that was able to push a huge
number of its population towards the revolution side. In Tunisia that was majorly under the ben
Ali the one party state decided to brook no opposition (Ali, Abbas 23). The minister of interior
during those days decided to rig the national elections while on the other hand, ben Ali decided
to make parliament a rubber stamp that were directed towards the presidential decisions. On the
other hand, the president’s wife seriously milked the country for huge amount of dollars where
they decided to invest all their wealth oversees (Dickson et al. 67). Additionally, the unemployed
youths most so the students who had bachelor’s degrees were able to face quite a number of new
dilemmas in the recent years. In order to scale down quite a number of complaints about students
who were passing the end year exams, Ben Ali decided to approach the university professors
where he forced them to inflate the grades of all the students (Elbanna et al. 56). Over the past,
an approximation of those who were able to sit for the end year exams were able to pass and a
student who received a grade of 6 out of 20 could expect to pursue one of the best courses
oversees. Unfortunately, after the introduction of the inflation, each and every student was now
expected to get a score of 19 out of 20 for them to be subjected to those privileges (Arizpe and

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Lourdes 769). On December 10th 2010 at a place known as Sidi Bouzid that was situated in
Tunisia, a twenty six year old high school, dropout who was named Mohamed Bouazizi who was
majorly known to be a fruit peddler, was approached by a local police officer where all his
produce was confiscated. Unfortunately, the young man decided to set himself on fire right
before the town’s municipality. The next day, a group of lawyers who wore black court robes
matched to the site where different family members demonstrated and demanded redness. The
victim’s cousin who was known as Ali decided to film the entire scene and later on decided to
put it on you tube (Cohen and Raymond 80). The entire scenario galvanized a huge protest
movement. Unfortunately, one of their own counterparts had been slapped on the face by a local
police officer; it was a scene that was carried out right before several other witnesses. The
immolation of Mohamed was a scenario that provided the spark that later on was able to explode
into a general revolt (Ali, Abbas and Abdullah Al-Owaihan 789). On January 4t 2011, his death
was able to trigger a mass demonstration that was carried out at the national level which later on
led to the flight of the country’s president with his wife Leila together with some of the family
members where they moved to Saudi Arabia. Nearly each and every Tunisian had decided to
internalize the plight of the twenty six year old individual and as a result of this, quite a number
of the youths who were found within the country felt assaulted by the political system that was
full of corruption together with favoritism. As a result of this, they decided to make up their
minds in order to die for their freedoms (Mikhail and Susanne 337). The entire transformation
took everyone by surprise and, in relation to the weight of quite a number of determined crowds
that were situated in different parts of the country, men and women who originated from
different backgrounds and ideological classes decided to confront each and every armed police
together with together with the members who were attached to the country’s single party militia.

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It is as a result of this event that decided to put the small country on the global map (Kumar et al.
73).
The Egyptian revolution
In the early days, Egypt was known to be having one of the largest together with the most
important popular uprising (Gready, Paul, and Simon 673). On January 15th the anniversary that
was attached to the police revolt in 1952 within the town of Ismailiya situated near the Suez
Canal that had led to the overthrow of ruling king by that time together with the creation of
military government that was secretly led by an individual by the name Gamal Abd-al Nasser,
another popular explosion deiced to break out (Lotan et al. 67). Quite a number of young
opponents who were associated with the entire regime that was known to be led by the youth
from the April sixth movement through the use of cell phones together with the use of quite a
number of social media sites decided to call one of their periodic demonstrations that was meant
to be against the regime of Hosni Mubarak (Calza et al 78). Surprised by the huge turnout in the
total number of protestors amounting to tens of thousands and were fully inspired by the kind of
revolution that was experienced in Tunisia earlier on. Quite a number of young activists who had
taken much of their time to prepare for this movement for quite a number of years were able to
find themselves right at the head of the entire revolutionary movement (Minkov et al. 775).
Interestingly, the entire crowd decided to take over the entire liberation square located in Cairo
where the revolt spread at a faster rate to several other Egyptian cities (Berman and Sheri 89).
After eighteen consecutive days of mass protests in the entire country, many of them marked by
violence that were fully provoked by all the supporters of pro Mubarak, all the ranks attached to
the revolutionaries decided to swell in all the Egyptian boundaries. This is when different types
of workers decided to demand pay hikes together with several other forms of improved benefits

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(David and Gary 79). The worst is that they decided to go on strike for specifically for economist
reasons, an act that later on paralyzed the economy of the entire country (Yousef and Tarik 442).
In most cases, the army stayed neutral where they publicly stated that they would not fire any
bullets to the protesting crowds (Castles et al. 56). Unfortunately, over three hundred and sixty
five individuals were able to lose their lives leaving behind more than five thousand wounded
citizens who took part in the revolution process (Kumar et al. 559). Later on, the United States
waffled where it called for publicity with an intention of making Mubarak to continue staying in
power, the next calling was then associated with his retirement form the entire political scene and
then finally, they reversed themselves under pressure from different types of allied states
including Israel and Jordan. As far as the rulers of these states were concerned, all of them
wanted Mubarak to continue staying in power (Hoover and Judith 885). Later on, on February
11th 2011, the entire high military council decided to organize a coup which was fully supported
by the power of the demonstrators thus sending Mubarak together with his wife to the southern
resort town (Van et al. 663). Moreover, the recurring mass demonstrations that took place in the
liberation square was able to keep pressure on the entire transitional military supreme council for
them to appropriately prepare for the elections that was to be used to come up with a new
parliament together with a new president. This made Suleiman who was the former head of
military intelligence in Egypt to be forced out. On the other hand, in Tunisia, quite a number of
protestors at the Kasbah decided to go before the office of the prime minister where they staged
multiple events with an intention of removing different officials who were known to be left over
from the Ben Ali’s regime. This included the prime minister himself. All their continued actions
decided to force the new military backed regime to appoint an individual by the name Beji Caid
Essebsi who was 84 years by then and was also a former interior and foreign minister from the

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Bourguiba era. He was given the opportunity to lead the new government (Comunello,
Francesca, and Giuseppe Anzera 97).
Each and every Friday following the noon prayers huge number of individuals gathered in Tunis
and Cairo just to keep pressure on all their respective militaries together with the transitional
governments. Moreover, the revolutions were able to affect the economies of the two countries in
both positive and negative ways (Hazbun and Waleed 20). Strikes broke out that made various
workers and administrators to demand salary increments together with purges of dictators that
were known to be appointed by the initial regime (Elnokaly, Amira, and Ahmed 87). Tourism
that acted as an essential sector to the North African economies decreased dramatically since the
Europeans were totally frightened away by the revolutions that caused quite a number of
conflicts. Many hotels closed down and this made a huge number of workers to find themselves
jobless (Kienle and Eberhard 784). All the regimes were able to clearly indicate the conflict
evolution that was able to take place in the two countries thus leading to the emergence of quit a
number of experiences from different events, most so the ones that were organized in relation to
the revolutions (Halverson and Jeffry 74). It is therefore clear that both Egypt and Tunisia have
been able to encounter one of the worst conditions of conflicts that were fully attached to
fighting for the rights of the citizens thus making them to stay away from the leaders who were
totally dictators and could not see any benefit that was there within the boundaries of democracy
(Benstead et al. 74). Moreover, the conflicts also contributed towards the loss of various lives
that was very unfortunate and at the same time, there was also a huge population that was totally
injured when taking part in the mass protests since they believed that they were all fighting for
their rights. Later on, these conflicts made the two countries to gain popularity across different

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boundaries in the entire universe as a result of the dedication that was shown by all the protestors
who took their time to organize the revolutions (Gleick and Peter 85).
Religious Education and Pluralism that has been implemented in Both Egypt and Tunisia
Religion is known to be occupying a good percentage in the education system of almost all Arab
countries (Luciani and Framework 74). Moreover, with a high increase of various Islamits who
have been able to dominate a better part of the Arab world especially in Tunisia and Egypt, there
is a high possibilities that the entire new parties who are in power will be able to update the
entire curricula for it to develop the capability of reflecting quite a number of Islamic beliefs.
Moreover, education has emerged as one of the most essential parameter most so for any
political party that is capable of assuming a particular political power and in the long run, nearly
all the Islamists who have been able to dominate a better part of Egypt and Tunisia will be able
to target quite a number of education reforms with an intention of ensuring that a wide range of
Islamic content is implemented in all the schooling systems that are found within their
boundaries (Entelis and John 790). In the short term, the currently emerging that is known to be
attached to the Muslims brotherhood’s freedom together with the justice party that is known to
be situated in Egypt and Ennahda that is located within the boundaries of Tunisia is unlikely to
contribute towards the emergence of Dramatic change in the entire curricula together with the
cultures of all the public schools or even to the imposition of different types of Islamic code of
conduct (Greif and Avner 160). Later on, Islam had been incorporated into quite a number of
Egyptian the Egyptian public education, this majorly ranges from the Arabic Language courses
to a wide variety of courses that are attached to social studies (Kuhn and Randall 889). On the
other hand, quite a number of personalities have also been able to give more weight to different
types of conservative Islam values specifically to the detriment of a wide range of pluralistic

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norms or any other religious beliefs (Racy and Ali 310). Nearly the entire climate of various
schools is known to be fully associated with different aspects of Islamic brotherhood (Hatem,
Mervat 87). Meanwhile, in as much as Islam appears to be the only religion that is taught in most
of the public schools within Tunisia, the entire country is known to be having a long history that
talks more about secularization. This has made the entire education system to develop the
capability of promoting different types of social values like freedom together with social justice
(Gendzier and Irene 56).
Evolution of Religion and Pluralism in Tunisia and Egypt
Quite a number of political parties in the entire Arab world have been able to evolve in a region
where Islam as the major religion, has been able to shape, the very pillar of economic, political
together with cultural life that is entailed in the lives of different individuals living within the
regions (Lotan et al. 78). Moreover, it is a solid component of the entire legal system and at the
same time plays an essential role of acting as a key component in term of personal identification.
Due to the fact that all religions are directed towards the side of upholding and even defend whet
in the eyes of their followers is ‘truth’, fledging nearly all the democracy being experienced in
the whole Arab world thus facing a challenge of reconciling education curricula that are majorly
directed towards scaling up pluralism together with tolerance of quite a number of ideas and
opinions most so with the religious teachings that are being provided almost in all the public
schools. This appears to be a dilemma that is faced by nearly all democratic parties that are
situated in different parts of the universe (Nanji and Azim 95). But in the two major North
African countries, Tunisia and Egypt in particular, almost the whole of this challenge is totally

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compounded by the fact that the whole democratic process led to the emergence of different
types of political parties that are currently focused in pushing for a more prominent role towards
the side of religion particularly in politics and society (Saleh and Shadi 557). Moreover, the end
goal for the education reform in Both Tunisia and Egypt should specifically focus in the
education for citizenship that talks more about the development of quite a number of informed,
responsible citizens who are capable of thinking freely and also contributing positively to their
respective societies (Avraham and Eli 67).
The Traditional approach to religious practices taking place in Tunisia and Egypt
Religion together with the type of education that is being undertaken in the two countries
is known to be closely linked (Leca and Jean 994). Historically, nearly all the education practices
were majorly undertaken in the places of worship where it was also undertaken by the clergy
who were given the mandate to take control of everything (Tosun, Mehmet and Serdar 773).
They were able to serve an essential role of being teachers and administrators (Kuhn and Randall
96). Moreover, in the traditional Kuttab system, nearly all the Muslim students were able to learn
the Quran and the hadith. That was majorly taught from the religious scholars (Hatem and
Mervat 83). Furthermore, they were also able to receive quite a number of basic educations that
was majorly done in Arabic language together with mathematics (Halverson et al. 677). The
Kuttab was able to serve an important social function as the pillar for formal public education
specifically for all the Muslim children together with the youth. Way back in the 19th century
under the Ottoman rule, Christian missionaries who were known to be originating from Europe
and the United states were able to establish the k-12 schools in both Egypt and Tunisia
(Budhwar, Pawan, and Kamel Mellahi 753). Later on, quite a number of Islamic associations
such as the Makkased Islamic philanthropic association that was known to be situated in

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Lebanon together with quite a number of Arab countries were able to establish their own schools
that put much focus in teaching Islam together with different types of basic subjects (Minkov et
al. 67). Through this, they were able to offer a more modern and quality education to the
Muslims than what the Kuttab did. In this modern society, the Islamic religious education that is
known to be forming part of the school curricula in the two countries tend to differ by the type of
school, the way religion is taught and represented in textbooks together with the total time that is
specifically allocated for teaching (Merone and Fabio 59). In the two countries, the Islamic
religious education that is provided in the public schools system appears to be a separate course
of study while in other countries, it is somehow integrated into Arabic language together with the
social studies curriculum that is normally presented in form of different types of themes, topics
together with values (Grundmann and Hajo 995). However, the exact way through which
religions is taught in quite a number of the public education is known to be varying significantly
from one country to another (Leca and Jean 743). In as much as reaching religions might
avoidably try to put much focus on teaching absolute truth together with several other forms of
indisputable matters that can be carried out in the eyes of the believers, there is a considerable
difference that is known to be existing between Egypt and Tunisia in relation to quite a number
of content, learning objectives and even all their teaching methods (Sfeir and Leila 455).
Moreover, in private Islam schools that are situated in both Tunisia and Egypt together with quite
a number of public schools, the whole school environment is known to be characterized by
Islamic norms together with a wide range of codes and behaviors (Hazbun and Waleed 740).
Nearly each and every student and staff is required to fully observe all the Islamic rituals which
majorly includes praying and fasting. On the other hand, the girls too are expected to carry out
some practices in relation to the religion whereby the religious law requires them to cover

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themselves and wear hijab. On the other hand, each and every student activity is aimed towards
promoting religious norms and values (Johansson-Nogués and Elisabeth 645).
Egypt’s Experience
In relation to the information that is postulated in the Egyptian textbooks, they strongly
believe that there is only one true religion which is Islam (Stodolska, Monika, and Jennifer 331).
Moreover, an approximation of 10% of the Egyptian population is known to be consisting of
Christianity where it is also given some space also in the public school curricula (Newsom,
Victoria and Lara 664). Due to this, Christian students are taught about Christianity by specific
teachers and priests of their own faith while on the other hand; the Muslims are normally being
taken through the Islam education through the help of Muslim teachers of Sheikhs (Moghadam
and Valentine 89). Additionally, all the courses are known to be including Instructions in their
respective religious dogmas, rights and even several other forms of behavior codes (Yousef and
Tarik 73). Also, the Muslim students in the public schools are now being taught about
Christianity, through the perspective of the Quran together with Hadith while on the other hand,
Christian students are not given a chance to learn about Islam in the entire Christian religious
course since they have formed a belief that it is capable of postdating all their religious texts
(Gerbaudo and Paolo 958).
All those text books that are attached to the Islamic religious education subject are known to
have the capability of using two different contradictory approaches to all the Christians and the
Jews; there is an approach that fully represents Christianity together with Judaism as kinds of
monotheistic religions that were able to emerge during the time of Abraham (Ramos, Raul, and
Jordi 884). On the other hand, the whole approach is able to consider Torah together with the

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other gospels to be some of the distorted versions that are associated with the true sacred books
that were revealed to both Mosses and Jesus thus making them to believe that it is only the Quran
that majorly includes the correct content of these books (O’Sullivan et al. 994). In addition, the
textbooks are also capable of embracing the concepts of Jihad specifically against the enemy
where this is capable of falling into two different categories that majorly includes the infidels and
the enemies of the homeland.
The students in almost all the public schools that are situated in Egypt are capable of receiving
quite a number of consistent messages regarding what it really means to be a contributing
member of the entire Egyptian society. A wider section of the social studies textbooks have been
able to develop an explanation of all the pluralism principles, national unity together with the
acceptance of the other beliefs and cultures. What further complicates the situation is the role of
teachers when it comes to imparting religious values and behaviors. These teachers have been
able to impose their own thoughts together with attitudes on quite a number of personalities in a
process that is totally affected by the prevailing culture within various schools. It is something
that is also made easier through the adoption of the dominant teacher directed method of
learning. Moreover, the whole picture tends to be different in a wide variety of public schools
since there might not be any religious education of even any social studies course that is capable
of including general information concerning various religions together with the role of religion in
the whole society. As a result of this, quite a number of private schools situated in Egypt have
been able to resort to different types of extracurricular activities together with a wide range of
community service internships with an intention of enriching their programs in religious
education. The cultures of nearly all the private schools are marked by the norms and values of
different types of administrators thereby in any Islamic school, quite a number of all the Islamic

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culture together with the Islamic norms are capable of pervading the interactions of the
instructors with all the students together with their respective families. Moreover, they are also
capable of criticizing what they fully consider to be a behavior of action that violates the Sharia
(Welzel et al. 331)Some of these behaviors majorly include the consumption of alcoholic
beverages together with the failure of the girls to wear their headscarf. In contrast, Christian
schools are also able to request that all the students should be able to attend the Sunday mass and
also go as far as exhibiting other exemplary Christian behaviors (Straub et al. 779).
Religious Education practices in Tunisia
Tunisia tends to present a totally different approach in terms of its religious education
practices. All the values together with learning objectives of Tunisian religious studies and civic
studies are more compatible compared to the one that exists in Egypt since the entire school
curriculum for quite a number of subjects’ aims much more than the one in Egypt at the
development of different types of universal values, responsible freedom, equality together with a
good number of issues that surrounds social justice and respect for others. Tolerance is an
essential recurrent theme that is known to be existing in almost all the Tunisian books. One of
the most interesting things is that tolerance has one of the most interesting roots associated with
reforms that were implemented during the authoritarian presidency of Ben Ali. During that
period, Ben Ali was able to appoint an individual by the name Mohamed Charfi who was known
to be one of the most prominent lawyers during those days. He was able to implement quite a
number of important reforms which major included the scrutiny of all the schools textbooks that
were to be used across different institutions. One of the major purposes that was attached to this
strategy was to fully delete quite a number of statements that promoted the intolerance of
different types of religions together with various groups thus making it much easier to keep all

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the liberal aspects of Muslims thought through the use of religious education. On the other hand,
the reforms may have contributed to the democratic and a more pluralistic world view towards
the side of the young generation of Tunisians who were able to rebel against the regime way
back in 2010 (Schilling and Janpeter 774). At the current situation an approximation of 98% of
the entire population is made up of the Sunni Muslim. The Jews together with the Christians are
known to comprising of 2% of the entire population. Moreover, the only religion that is taught in
all the public schools is Islam. On the other hand, as part of social studies in the public schools,
the history of Judaism, Christianity together with Islam are all tough as a form of practice that is
required by the law. The Tunisian text books that are used in public primary schools specifically
the books that are meant for Islam education course tend to encourage different practices which
fully emphasizes on the ethical and moral aspects of the entire Islam fraternity and its major
pillars together with training in the performance of different types of religious rituals with the
major ones being praying and fasting. Religious tolerance towards all the Christians and the Jews
is has also been appropriately highlighted as one of the Major Islamic values. Unlike the other
remaining Arab countries, quite a number of Tunisian books are known to develop the urge to
warn against the exclusion of a specific group of nonbelievers and the enmity that is likely to
exist towards them. In Tunisia, tolerance is defined in terms of respect for other religions. At the
same time, the dialogue with and also acceptance of another tends to be fully promoted where
the other is believed to have rights and duties that are totally equal to those of Muslims
irrespective of their color, religion, age together with education. The emphasis in Tunisia is more
of Unity and of Mankind, peaceful coexistence between different types of races and religions and
also the equality of all the nations. Additionally, the Islamic education course that is being
implemented in Tunisia majorly promotes peace, accepting war only under various

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circumstances like oppression. At the same time, they are able to define Jihad as a form of
spiritual struggle specifically against all the moral deficiencies that are attached to self. The
concept of jihad against the enemy is something that is not endorsed (Schlumberger and Oliver
845). On the other hand, Democratic values are adequately adopted in Tunisia as a form of
historical product of the entire culture. The Islamic education course that is attached to the
primary and middle schools that are situated in Tunisia tries to present most of the Islamic rituals
as a personal affair that is more of religious duty that is capable of carrying an individual
responsibility to God. Normally, there is no condition of implied enforcement by either the
society or even the entire state. On the other hand the Islamic education course at the secondary
level in nearly all the public schools is specifically referred to as Islamic thinking.
The Muslim brotherhood in Egypt
Egyptian Islamists are able to view religion to be one of the most important components that is
attached to the entire national character. Moreover, the goals of Muslim brotherhood as stated by
one of its experts majorly aims towards creating a new curriculum in the entire Islamic religious
Education. On the other hand, what is advocated by the brothers appears to be far more than
teaching some of the chapters from the Quran together with a wide variety of statements that are
obtained from the hadith. They would like to implement a more comprehensive education reform
that has the capability of creating a more integrated curriculum across each and every subject
through the use of explicit Islamic themes. An Islamic school climate has been one in which the
major characters of school life is capable of reflecting all the Islamic values and teachings
including the learning of quite a number of principles that follow all the appropriate Islamic
principles. The Egyptians have given the spirit of Muslim brotherhood to be a first priority in
each and every life encounter that they are capable of coming across. As a result of this, they

Surname 19
have been able to form quite a number of beliefs and practices that are much concerned with the
implementation of the Islamic brotherhood among them. This has been their culture ever since
thus through this, they have been able to get an appropriate and reliable sense of belonging
(Moghadam and Valentine 774)
Religion and Citizenship
In quite a number of democratic and plastic societies where Egypt and Tunisia tends to be the
major ones, education for citizenship majorly aims towards three main different concepts:
Knowledge attached to civic concepts, systems and various processes attached to civic life.
Moreover, the purpose for implementing education for citizenship as a major practice in these
two major countries aims towards developing responsible citizens who are well rounded and are
capable of clearly evaluating their legal rights and duties thereby applying the entire knowledge
in the evaluation or justification of various types of government policies and practices. As a
result of this the teachers of any subjects together will all the supervisors who might be attached
to any activities within the school level, are given the mandate to educate all their students
specifically for citizenship when they fully impart values which majorly includes; respect
diversity together with conditions of responsibility. Moreover, the definition of citizenship
education is something that is not adopted or even applied fully either in Egypt or Tunisia. At the
same time, all the Islamists situated in both Egypt and Tunisia is able to believe that a civics
course or citizenship is far less important than any other course that is attached to Islam since
religion has a priority over the entire nationality and even citizenship (Kienle and Eberhard 334).
According to the Muslim brothers in Egypt and Tunisia, they strongly hold that religious identity
appears to be much more profound and more comprehensive most so when it is compared with
either national or citizenship identity. According to them, any act that involves religious identity

Surname 20
is capable of deriving itself from a much wider conceptualization of various issues attached to
life, the entire universe and even divinity. According to an individual by the name Rached
Ghannouchi, he strongly believed that the major goal of sharia is the realization of all the
available supreme interests that are fully associated with humanity with the most important one
being safeguarding of the whole religion. The ministry of education in Egypt that was under
Mubarak was able to adopt the same view just like the one that was adopted by Ghannouchi,
maybe not deliberately, when the whole citizenship education was fully integrated with religious
education together with social studies in quite a number of learning institutions. Both Tunisia
and Egypt have been able to carry out a wide range of practices that are known to be related to
both religion and citizenship. Moreover, their governments too have been able to come up with
quite a number of laws describing how religion and citizenship should be handled in the two
countries thus providing them with one of the guidance techniques on how they can handle
various issues among themselves without involving the implementation of any type of violence
that is capable of taking place either at the current situation or even in the coming future. These
practices in religion and citizenship have been able to expose the two nations to various issues
taking place across the whole universe.
Conclusion
Some of the practices that have been carried out by both Tunisia and Egypt have been
able to provide them with one of the greatest sense of belonging so far.This is simply because
through the practices, the people who are known to be inhibiting the two regions have been able
to carry out diverse practices in relation to their culture. Moreover, the evolution of conflicts in
both Tunisia and Egypt that emerged as a result of revolution across different individuals was
able to bring quite a number of changes since the conflicts were able to provide them with a

Surname 21
perfect opportunity to throw out some of the dictators together with several other leaders who
were not competent and could not deliver some of the leadership skills that were expected from
them. Additionally, one of the negative effects that is known to be associated with the conflict
evolution is that it led to the death of quite a number of individuals and also caused injuries to
various people most so the ones who fully took part in the conflicts. On the other hand, the
conflicts are known to have emerged majorly due to various factors that the people were able to
experience at some point they required a reasonable change that they felt could only be brought
about as a result of conflict specifically meant to pile pressure on various individuals. Moreover,
the evolution of traits was also a clear indication of quite a number of issues and events and
could give a wide range of signals. To some extent, various practices that were carried out in
both Tunisia and Egypt, acted as a game changer to both countries and perhaps this was a new
dawn to them since by implementing them, they were not going to remain the same again but
instead, they were meant to bring quite a number of changes both at the economic level together
with societal level that consisted of different characters. Additionally, the evolution of conflicts,
traits and practices is not something that just took place in a one-step event but instead, it
involved a series of issues that occurred in a progressive manner and resulted in a final outcome
that could be attached to the cultural issues of the two countries. Various leaders are also known
to have played some roles in the evolution of various practices and Traits in both Tunisia and
Egypt. To some extent, the leaders can also be accused of contributing towards the emergence
and the evolution of various conflicts due to various reasons that could only bee given by the
local personalities. At some point, when conflicts and traits are not well handled within a society,
they might end up causing nothing but total destructions that can only hinder the progress of any
form of development from taking place. As a result of this, there is the need for modern society

Surname 22
to address various issues pertaining conflicts in a more advanced manner that will ensure that
various loopholes are well sealed.

Surname 23
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