Dr. Saliba Sarsar
• The idea behind good education is not to teach in isolation of others.
• If I were to return to Jerusalem, my first priority would be to
strengthen Education.
Six-Day War: A Transformative Event
tories are important to us; they are important in our
lives and the lives of our families and communities. We
are defined by them; they continually form us and make us
vital. Stories, by their very nature, give us hope.
The answers we provide to the questions we ask of
ourselves or are asked of us express our voice and touch.
The more our thoughts, words, and actions are in sync
with each other, the more we are at peace and the more
impactful we are. That 's an ideal we all should try to
actualize.
I was born at Augusta Victoria Hospital, a Lutheran
institution, on the Mount of Olives in the mid-1950s when
East Jerusalem was ruled by Jordan. My family lived (and
my mother still lives) in the all-Muslim neighborhood of
AI-Thori. My four brothers and I attended College des
Freres and my three sisters attended St. Joseph School;
both are Catholic educational institutions in the Old
City. We often prayed at St. Sauveur and at St. James '
Orthodox Church, adjacent to the Holy Sepulcher. When
Israel took over East Jerusalem in June 1967, I was
introduced to Hebrew and Israeli Jewish culture . What
makes Jerusalem special is not only its history and holy
sites, but also its multiple faith traditions, languages,
ethnicities, and personal narratives.
The Six-Day War of June 1967 was a transformative
event. It became even more so as I entered adulthood.
Arab Palestinian AI-Thori sits across from Israeli Jewish
Abu Tor; separating both neighborhoods was no-man's-
S
land. The bombardment and explosions and the resultant
fear forced us to leave our home . In the heat of battle,
my brother Michael and I got separated from the rest of
our family. We eventually ended up in Al-lzzarieh, where
we took refuge at the Greek Monastery there and later
with the Sahhar family. We had no news of our family.
Are our grandmother, parents, brothers, and sisters
hurt? Where are they? It was not until several days later
that we were reunited ... all safe. Two of our immediate
neighbors were not as lucky; they lost their lives . The
war and its aftermath generated in me an initial interest
in personal narrative, history and politics, and a lifelong
yearning for understanding and peace.
Higher Education in the United States
ollowing the completion of Tawjihi; humanities
stream at St. Joseph's School since College des Freres
had only the scientific Stream, I had the opportunity to
pursue my education in the United States, specifically
in New Jersey. At first, I thought of majoring in hotel
management as a way of satisfying my interest in
tourism and of interacting with people from diverse
backgrounds before I returned to Jerusalem. Upon
further consideration, and perhaps influenced by the
example of dedicated teachers in Jerusalem and the SixDay War experience, I decided to focus on the interaction
between history and politics. My B.A. is in HistoryPolitical Science Interdisciplinary, Summa Cum Laude,
from Monmouth College, and my Ph .D. is in Political
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Science with a specialization in International Relations
and Middle East affairs from Rutgers University. My
doctoral dissertation focused on what motivated Egypt's
Anwar Sadat to pursue a policy of accommodation
toward Israel after years of conflict and wars.
Even though I studied politics, I am not a politician. I
think of myself as a diplomat or bridge builder, trying
to resolve problems and bring healing to our fractured
communities, our fractured world. That is why my
efforts have concentrated on humanizing politics, not
politicizing humanity. I have done so in my teaching,
research and writing, and dialogue work. In analyzing
Middle East or global issues, for example, I usually shy
away from interpreting reality solely from the lens of
power politics. I prefer to include the human dimension
and how the power of values, not the value of power, can
positively transform human and political relationships.
If I were to go back in time, I would follow the same
path, but I would enhance my education with intensive
hands-on experience in international affairs, such as that
found in the United Nations and its specialized agencies .
I would also learn additional languages, and travel more
extensively. It is never too late!
High school graduates are urged to stay focused
on their studies and to pursue their higher education at
whatever college or university possible. Each person's
aspirations and circumstances are different. Hence, those
wishing to stay close to home should do so, while others
who have opportunities and specializations found only
elsewhere should study abroad. Whatever path is chosen,
the important advice is not to forget one's roots, and to
stay proud of and connected to one's family, community,
and nation. Obviously, being connected takes on multiple
forms, including the sharing of talent, time, and/or treasure .
My Academic Career: My Vocation
ollowing my doctoral work, my academic career
led me back to Monmouth College (which became
Monmouth University in March 1995), which has
become my home away from home . During the past
quarter century, I have been promoted to full professor
of Political Science . As professor, I teach courses such as
Introduction to Political Science, Comparative Politics of
th e Middle East, Islam and Politics, International Relations,··
and Semina r in Political Science. I speak and write on
variou s su bjects, including Jerusalem, Palestinian-Israeli
relations, an d peacemaking and peace building in the
Middle East. I have authored, co-authored, and edited
multiple works, especially on Middle East affairs.
Since getting married in 1996, I have found much
pleasure in composing poetry. While I have studied and
taught politics, I believe that poetry brings me closer to
what is important in life. It anchors me, and connects
me to deeper feelings and memories. It brings me closer
to Jerusalem, to the Holy Land, and to humanity.
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In addition to my teaching and writing, I have
occupied key administrative positions at Monmouth,
including Assistant Dean for Leadership Initiatives, Special
Assistant to two presidents, Associate Dean of the School
of Humanities and Social Sciences, Associate Vice President
for Academic Program Initiatives, and now Associate Vice
President for Global Initiatives. In my current position, I am
responsible for Monmouth University's global outreach,
including the Institute for Global Understanding, study
abroad and faculty-led international travel study courses,
International Student and Faculty Services, and the
International Scholar Program.
Education in Our Technological Age
N
o matter what happens in life, my experience has
shown that education and obtaining an educational
degree matters . Both open many opportunities and,
more often than not, enable success . Without the
education I received, I would not be where I am today.
Through my educational journey, I have discovered that
teaching and learning are most worthy, for they enhance
our knowledge, aptitudes, and attitudes. It is gratifying
to analyze issues and to think about them critically. It is
gratifying to come up with solutions to problems .
However, the idea behind good education is not to
teach in isolation of others and to learn by rote, but to
create an environment where intellectual connections
and joint work can occur between teacher and students
on the one hand, and between students and students on
the other. It is great to create a community of learners,
feel accomplished, and see students achieve. That is
a mark of good leadership, which entails working with
others to reach commonly held goals .
Modern technology is transforming education and
educational institutions . Educational leaders who ignore
technological innovations in and out of the classroom
do so at their own peril. Monmouth University, where
I work, invests heavily in technological hardware,
software, training, and programming in order to stay
current and address student, faculty, and staff needs .
The university is wired and classrooms are equipped with
the latest technology. Students take courses that use
the traditional lecture and discussion format, the hybrid
method (combing both classroom and online teaching
and learning), or the online method. Whatever is used
must be done with moderation.
Technology is also transforming the world outside
academe . Unl ike earlier times, technological change
'depends on rapid advances of knowledge and the
accumulation of information . This is happening not only
on one front, but on multiple fronts at the same time .
This change both drives and is driven by competition.
In a world that is shrinking and linking, we see that
boundaries of all kinds are easily penetrated, and new
forms of power are emerging, often between rivaling
countries . These new forms of power or alliances spread
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STORY OF SUCCESS
out the cost of research, rationalize production for more
efficiency, and tap into many markets quickly for sizeable
rewards. The democratic ideal of equality is linking with
technological innovations; the latter offers a means to
reduce scarcity and achieve the equity in material wellbeing for hundreds of millions of people .
College des Freres:
A Special Place in My Heart
n addition to my parents who have sacrificed dearly so
that I, along with my four brothers and three sisters,
received the best education, I give the most credit to
the unsung heroes at College des Freres and St. Joseph's
School who have provided me and generations of
students with a holistic, quality education anchored in
human values, critical thinking, and languages.
Mr. Abu Sa'dah in Arabic literature and geography,
Mr. Sarkis in English, Brother Juan in Mathematics, Brother
Bernard in music and religion, Brother Paul in Frencheach in his own way has influenced my love of learning
and of teaching. The co-curricular activities were equally
important as they complemented classroom learning and
helped build my religious upbringing, leadership qualities,
and volunteer spirit. I remember with deep appreciation
the chorus practices with Brother Felix and Brother
Bernard; the showing on a monthly basis, with guidance
from Brother Raphael, of black and white, silent films at the
children's orphanage in Al-lzza riya; and the assistance given
to Brother Juan with assembling, along with my family,
countless rosaries made from olive wood. Being an altar
boy, attending mass after the installation of Our Lady of
Guadalupe altar, watching basketball games, acting in a play
without preparation or prior practice, going on fieldtrips; all
of which have left enduring and pleasant memories.
Graduates, like me, should express their gratitude, as
most do. Being the bestatwhatwe do will speakvolumesof
family roots, educational backgrounds, and city or national
origin. The expression of gratitude each of us gives again
varies, based on intentions and capabilities. What if every
graduate, wherever he or she may be, establishes a link
with a current administrator or teacher, and/or mentors
one current student? What if those graduates who can
afford to contribute do so, and those who wish to be
more engaged offer their expertise to College des Freres,
even if from a distance? While logistical issues need to be
addressed, with commitment, good will, and prayers, the
collective energies can be harnessed in support of College
des Freres. I stand ready to help.
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The Importance
of Peace and Dialogue
eace is born by preparing for it. The responsibility
and cred it for peace rests within all of us . Education
for peace, dialogue, and diplomacy are essential for
disabling stereotypes, dispelling fear, and creating trust
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and compassion. A shared vision of peace, if supported
by a strong political will and dedicated engagement by all
parties concerned, can relieve society of the unknown,
and set the foundation for a sustainable culture of peace.
Dialogue is an essential element of the habits
of peace. It is not about winning and losing. The
intent of dialogue is not to reach agreement. Through
storytelling and retelling, and the sharing of feelings,
dialoguers connect through the heart, and then grow
with " no walls, no checkpoints". New realities emerge.
"You do not have to be wrong in order for me to be
right!" By including all perspectives-not just some at
the expense of others-dialoguers create trust, and the~
unprecedented learning, compassion, and creativity
to model a sustainable culture of peace. Dialogue can
uncover not only liberation and empowerment, but
conflicting narratives and emotional pain as well . Finally,
as an .equalizer of power, the dialogue process restores
symmetry to relationships and enables participants to
highlight similarities. In this regard, our personal and
collective responsibility is not to alter or compromise our
identity in order to change our perspectives, but rather,
as a Buddhist friend believes, "to transcend our identity
so that we can arrive at a common place with the other."
Transcendence allows us to work through the paradox
of despair on the ground and find hope in dialogue .
Ultimately, we become advocates for many peoples,
equally.
Israelis and Palestinians must improve the world
they have made, It is in the best interest of their people
and the common good . Israeli domination over millions
of Palestinians is not defensible. The occupation must
end. Likewise, complete Palestinian rule over the whole
of historic Palestine is untenable and unacceptable.
A single, democratic state in which Israeli Jews and
Palestinians both ignore their ethno-national identities
in favor of a "mosaic" identity in a joint or bi-national
state, while appealing to some, is not practical and will
lead to a dead end .
Israel and Palestine living alongside each other in
peace and security, although not perfect or satisfactory
to all, remains the most logical and practical. Neither
Israelis nor Palestinians, both of whom exist in roughly
equivalent numbers between the Jordan River and
the Mediterranean Sea, are going to vanish from the
land. Neither intends to abandon its identity or accept
subjugation at the hands of the other.
Israeli and Palestinian leaders must think beyond
their current conditions and the next election. They must
seriously engage in negotiations to arrive at common
; interests. Only time will tell how they will work through
their contending narratives and actualize a better world
for their children and grandchildren. What is clear is
that Israelis and Palestinians must realize that they are
neighbors forever. The sooner they start working on
their shared destiny, the sooner they will reach a more
hopeful future. The closer they get to the center, the
more likely they are to succeed.
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I usually ·ask Palestinians and Israelis to imagine.
Imagine our families did not go through wars, intifadas,
and countless tragedies . Imagine political and milita ry
leaders without much barbed wire stuffing their brains
and prickly plants congesting their hearts. Imagine real
democracy, pluralism, and defensive defense instead of
authoritarianism and militarism pervading the Middle
East. Imagine the Arab Spring giving birth to good
governance, real empowerment, and gender equity in
Arab countries, including Palestine, but also in Israel.
Imagine more is invested in human security that makes
possible freedom and human dignity. Why not give peace
a chance? We must.
Palestinians in the Diaspora
and the Home Front
e make decisions in life and have to account for
them, which is not always easy to do. Like other
people, but perhaps even more so, Palestinians who
voluntarily left their ancestral home did so in sea rch of
security, education, and/or a better life. The PalestinianIsraeli conflict and its consequences, the constant
tension, and the tough economy are among the main
causes . Some immigrated without looking back and
others left with a heavy heart, pledging to return some
day or to remain connected in one way or another. Those
who wish to return after a long sojourn ab road face many
obstacles, and when these obstacles are resolved , they
have limited opportunities in comparison to what they
have gotten accustomed in the Diaspora .
Regardless, the Palestinians in the Diaspora can
become engaged in Palestinian life by being good
ambassadors in their countries of residence . While there
are many paths to activism, my preference is centered
on education and finding the best ways to communicate
with others about the Palestinian question and the need
to arrive at a peaceful solution. The Palestinians in the
Diaspora can also lend a hand of support to their families
and others, or they can even j oin organ izations that
work hard to address needs and develop local capacities
in Palestine. The ability to influence the hearts and
minds of others is enhanced by the ability to speak with
confidence and honesty about the history, language,
heritage, religions, and society of Palestine.
Pa lestin ian society has countless needs. If I were
to return to Jerusal em, my first pri ority would be to
strength en education in general and education for
peace in pa rti cula r. I wo uld encourage these at all levels
in order to inspi re teac hers and students to excel and
become distinctive and distinguished; to transform
educational institutions to make them competitive,
learning organizations; and to urge all concerned to
seriously cont ribute to society th rough volunteerism and
experiential education so as to give back and heal some
of its wounds.
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A STORY OF SUCCES"S- ·- _
Sarsar:
/l
Few Words
Saliba Sarsar is Associate Vice President for Global
Initiatives and Professor of Political Science at Monmouth
University. As AVP, he is responsible fo r Monmouth
University's global outreach, including the Institute fo r
Global Understanding, study abroad and faculty-led
international travel study courses, International Student
and Faculty Services, International Scholar Program,
international faculty and student exchanges, international
agreements, Provost's Film Series, Jewish Cultural Studies
Program, and Monmouth Dialogue Project.
Since joining Monmouth University, Sarsar has
occupied other academic administrative positions, including
Associate Vice President for Academic Program Initiatives,
Acting Dean of the Library, Associate Dean of the School
of Humanities and Social Sciences, Special Assistant to the
President for Leadership Initiatives, and Assistant Dean for
Leadership Initiatives.
Sarsar is the co-author of two books: Id?ology, Values,
and Technology in Political Life and World Politics: An
Interdisciplinary Approach. He is editor of two works:
Education for Leadership and Social Responsibility and of
Palestine and the Quest for Peace, and co-editor of four
works: Patriarch Michel Sabbah- Faitfiful Witness: On
Reconciliation and Peace in the Holy Land; Principles
and Pragmatism- Key Documents f rom the American
Task Force on Palestine; The Holocaust Suite of Jacob
Landau; and Democracy in Africa: Political Changes
and Challenges. He guest edited a special issue of the
International Jeurnal of Politics, Culture, and Society,
focusing on Palestinian-Israeli relations.
Sarsar 's articles have appeared in Peace and Conflict
Studies, Holy Land Studies, Palestine-Israel Journal of
Politics, Economics and Culture; This Week in Palestine;
Columbia Univers ity Middle East Studies Internet
Resources; Clio s Psyche; Peace Review: A Journal of
Social Justice; Middle East Quarterly; Jerusalem Quarterly
File; Scandinavian Journal of Development Alternatives
and Area Studies; Journal of South Asian and Middle East
Studies; International Journal of Leadership; Journal
of Leadership Studies; and Leadership & Organization
Development Journal.
Sarsar's has two books of poetry. The first, titled
Crosswinds, was published by Mellen Poetry Press. The
poems included impressions of a teenager experiencing
Jerusalem under Jordanian and Israeli rul e, and maturing
in a land of "between war and peace." The second, Seven
Gates of Jerusalem, was published in Haifa by Kul- Shee
in a bilingual (English/Arabic) edition. A third, Portraits:
Poems of the Holy Land, is awaiting publication. His
individual poems have appeared in a variety of venues,
including the Monmo uth Review, Ups tate Magazine, Voice
of the Shore, The New York Times, Th is Broken Shore, the
Asbury Park Press, and Tiferet: A Journal of Spiritual
Literature.
Sarsar is founder of the Monmouth Dialogue Proj ect.
He serves on the board of directors of the Holy Land
Christian Ecumenical Foundation (HCEF), the Water
Resources Action Project (WRAP), and the Jacob Landau
Institute (JLI), and is advisor to the Monmouth Center for
World Religions and Ethical Thought.
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