To put it simple, in the last analysis extremism is always the expression of an attitude and inability to put on others' skin and shoes. This attitude and inability leads to a revolt against those who do not espouse our worldview. In this vein, all school curricula should be designed to develop a sense of diversity, citizenship, mutual respect and understanding.

I see no good in saying the same thing twice as is the case of what follows: "The true meaning of the school curriculum should be the promotion of the individual's emancipation, understood as a concept of citizenship."This is at complete variance with the idea of parsimony, a key concept in the scientific writing.

A quality education will dry up any fertile environment that extremist and terrorist groups exploit to spread their ideas. In addition, education contributes to raising children and youth from an early age on a system of positive values that encourages coexistence, moderation and tolerance and rejects fanaticism, extremism and terrorism.

To develop people's ability and attitude to put on others' skin and shoes had proved to be one the best ways to avoid manifestations of extremism and fanaticism. All manifestations of extremism and fanaticism are, in the end, egocentric and self-centered manifestations that take only into account extremists' and fanatics' values and principles. These manifestations are at complete variance with a culture of peace, coexistence, tolerance, cooperation and dialogue.

PS: I do not like the "terrorism" concept. As is well known, people judged to be "terrorists" at a given time and space are judged to be even "heroes of peace and justice" at a different space and time. Youth's education for peace and justice are but two ways to avoid forms of extremism and fanaticism and the like.

The role of school curricula in developing extremism and non-acceptance of others is a complex and debated topic. While school curricula can influence attitudes and beliefs, they are just one factor among many that contribute to a person's worldview. Here are some perspectives to consider:

Content and Representation: The content included in curricula can shape students' understanding of different cultures, religions, and perspectives. If curricula emphasize a single cultural or religious viewpoint while excluding others, it may contribute to non-acceptance of diversity. Balanced representation and accurate portrayals of various cultures can promote understanding and respect.

Biased Teaching: The way teachers present information can impact students' perceptions. Biased teaching, whether intentional or unintentional, can reinforce stereotypes and promote negative attitudes towards certain groups. Teachers have a significant role in fostering inclusive and tolerant classrooms.

Absence of Diversity Education: If curricula lack diversity education, students may not have the opportunity to learn about different cultures, religions, and backgrounds. This can lead to ignorance and misunderstanding, potentially fostering non-acceptance of others.

Nationalistic or Ideological Agendas: In some cases, curricula may be influenced by nationalistic or ideological agendas that promote a single perspective and marginalize others. This can result in a narrow worldview and intolerance towards those who don't align with the dominant narrative.

Lack of Critical Thinking: Curricula that do not encourage critical thinking and open dialogue may discourage students from questioning stereotypes or exploring diverse viewpoints. Developing critical thinking skills can help students analyze information critically and form their own opinions.

Inclusive and Multicultural Education: Schools that prioritize inclusive and multicultural education can actively combat extremism and non-acceptance. Curricula that teach about different cultures, histories, and religions can promote empathy, understanding, and respect for others.

Social and Cultural Factors: It's important to recognize that school curricula are only one part of a broader social and cultural context. Factors outside of schools, such as media, family, peer groups, and societal attitudes, also play significant roles in shaping individuals' beliefs and behaviors.

Recommendations:

Diverse and Inclusive Curricula: Schools should aim to develop curricula that represent a wide range of cultures, religions, and perspectives. This can promote tolerance and empathy among students.

Teacher Training: Provide teachers with training on diversity, cultural sensitivity, and inclusive teaching practices to ensure they create an accepting and respectful classroom environment.

Critical Thinking and Media Literacy: Incorporate critical thinking and media literacy skills into curricula. This empowers students to question stereotypes and evaluate information critically.

Open Dialogue: Encourage open discussions about diversity, stereotypes, and prejudice in the classroom. Creating a safe space for dialogue can help students challenge their biases and learn from one another.

Community Engagement: Involve parents, community leaders, and diverse stakeholders in shaping curricula to ensure they reflect the needs and values of the local community.

Ongoing Evaluation: Regularly review and update curricula to ensure they remain relevant, accurate, and inclusive.

Fuentes Jimbo, Thank you very much for your response. Indeed, your attention and suggestions will allow us to write a more scientific study on the subject. In addition, I will appreciate it if you provide me with relevant literature regarding this topic. Finally, It would an honor to collaborate on research project in future.

School curricula can play a significant role in shaping attitudes and beliefs, including those related to extremism and non-acceptance of others. The way certain topics are presented, the historical narratives emphasized, and the values promoted within curricula can influence students' perspectives on diversity, tolerance, and inclusivity.

If a curriculum promotes a narrow view of history or culture, excludes certain perspectives, or fosters an "us vs. them" mentality, it can contribute to the development of extremism and non-acceptance. On the other hand, a well-rounded curriculum that encourages critical thinking, promotes understanding of different cultures and viewpoints, and teaches empathy can mitigate these negative tendencies.

Teachers, administrators, policymakers, and curriculum designers all play a crucial role in shaping the content and approach of school curricula. By fostering open dialogue, emphasizing critical thinking, and promoting respect for diversity, curricula can contribute to a more inclusive and accepting society.

As see it, a multicultural and holistic curriculum is one of the best ways to disseminate the ideas of peace, justice, inclusiveness, tolerance, acceptance, to only mention five examples. All these ideas are at complete variance with the ideas of extremism, fanaticism and the non-acceptance of the otherness. In addition to this, to putting on others skin and shoes has shown to be the best procedure to avoid extremism, fanaticism and a lot of many others "isms"

To promote a worldview based on the idea of "us vs. them" is a pivotal key to open the gate of extremism, fanaticism, xenophobia and the like. So, any school curriculum guided by the idea, let alone the slogan "us vs. them" amounts to opening a Pandora box, whose opening tends to lead to manifestations of xenophobia, fanaticism, extremism, parochial patriotism and a lack of a sense of citizenship

Orlando M Lourenço: Thank you very much for participating.

Sarhad Mohammed Sameen: Thank you very much for you words of support

it has been a pleasure to participate in your challenging thread.

The role of school curricula in the development of extremism and non-acceptance of others is a complicated and contentious issue. While it is important to emphasize that not all school curricula contribute to extremism or non-acceptance, some elements can impact how these difficulties arise. School curricula have an important role in developing and shaping attitudes and behaviors, they are only one of the many elements that contribute to a student's worldview. Family, culture, media, and personal experiences all have an impact on how people view and interact with others.

Cedric Anthony Estigoy Ochoco, Thank you so much for your contribution, it makes the topic richer and makes us look at it from a different perspective.

You're most welcome Dr. Sarhad Mohammed Sameen!

Thank you for recognizing my humble contribution. Indeed, an opportunity to share and build the dynamics of collaboration and

knowledge sharing!

I think that the more school curricula are oriented to a culture of peace, justice, inclusiveness, tolerance and acceptance of different voices, the more they are at complete variance with the ideas, attitudes and actions of extremism and non-acceptance of others.

Orlando M Lourenço, Thank you so much for your participation.

Sarhad Mohammed Sameen

Sir, It is being and will continue to be a pleasure to participate in your thread. Because of the dramatic effects of extremism and non-acceptance of others on the society at large, all contributions to tackle these effects are welcome.

"What is the role of school curricula in developing extremism and non-acceptance of others?"

I am convinced that the role of school curricula in developing extremism and non-acceptance of others may be terrible for the society at large when such school curricula are focused on the idea, let alone slogan, of "we vs they ". In contradistinction, such school curricula may be a whole asset to the betterment of the entire society when they are focused, for example, on the idea of inclusiveness and respect for the different voices.

Orlando M Lourenço : Thank you very much for participating. Of course, we will use your great idea.

Sarhad Mohammed Sameen.

I am more than happy to know that you are going to use my idea in your research. In fact, when some people are not able or don't want to put on others' skin and shoes diverse forms of extremism, fanaticism, non-acceptance of others and so for are likely to occur,