covenant life school proposal

INTERNATIONAL AFFAIRS SEMINARS

Bui ld ing Intel l igence for Strategic Movements in Histor y

Prepared for Covenant Life School by Simon A. Mould, Ed. D

N A T I O N R E B U I L D E R S

Bui ld ing intel l igence for strateg ic movements in his tory

Nat ion Rebui lders • 1920 243 R D PL SW Bothe l l , WA 98021 • (888) 787 -5340 • www.nat ionrebui lders .com

Bob Schickler, Assistant Principal

Covenant Life School

7503 Muncaster Mill Rd

Gaithersburg, MD 20877

July 15th 2014

Dear Bob,

It has been a pleasure to talk with you over the last couple of months. It is always a blessing to find

those with a similar vision to help raise up the next generation of emerging leaders with Kingdom

mission.

Based upon our conversation, I am sending this package as a sampling of various educational content

deliverables to give you some idea of what could be implemented at Covenant Life School. The actual

design of what can be put together as a final package is really determined as you and your team

determine how these deliverables can best accomplish the strategic goals of Covenant Life School.

Included in this sample package are a set of seminars, all of which you may hand pick certain topics and

custom build a specific course of instruction. Also included are some sample lesson notes to give you a

sense of how the lessons are crafted and delivered. In addition is an informational brochure that explains

the model National Security Council program. The brochure explains the specific student capabilities the

program is designed to foster and proposes an implementation plan for the program over the course of

an academic school year.

For fun, I have also included a brochure for our Strategic Games plan. Over the last several years I have

been asked to lead a portion of our Outdoor Education program. We decided to take the game Capture

the Flag to another level by developing strategic games where kids are tasked with intelligence gathering

and "military" operations that are based upon a current world issue. Over the years we have turned a 4

acre set of woods into different hot spots; Afghanistan, Syria, Libya, Saudi Arabia, etc. and every year the

kids express it to be the best part of camp. This is something that could be incorporated into a school

camp or outdoor-ed program if you were interested.

I trust the package will be helpful in discussions with your colleagues. I don't want to anyway push

anything that is not a good fit for the school, but if there is anything here that might be of benefit to the

long term strategic interest of Covenant Life, I will be glad to be of assistance.

Serving in Christ,

Simon Mould, Ed.D

SEMINAR SYLLABUS

Instructor : S imon A. Mould Ed.D - 2 - NATION REBUILDERS

International Affairs and Christian Statesmanship Seminars

Overview

Purpose of Seminars:

Dr. Simon has over eighteen years of experience in creating training seminars and workshops for students and teachers

that focus on a distinctively Christian approach to understanding international affairs. These seminars bring together a

unique blend of modern history, Christian worldview and statesmanship to equip teachers and students. Students will

be envisioned as modern history is presented as a means to understand world power trends and how they have define

history and shape the future.

A brief list of training seminars is provided in the seminar listing below. Each seminar can be uniquely crafted with

specific instructional learning to achieve the unique objectives and time availability of Covenant Life School.

Seminar Listing:

The Prophet Daniel: Archetype of Prophetic Statesmanship

A History of Power in the Middle East

Primacy of Power & Clash of Civilizations

Discerning the Post-Cold War Era

Analyzing 21st Century American Foreign Policy

Gathering Intelligence for Discernment

SEMINAR SYLLABUS

Prepared by S imon A. Mould Ed.D - 3 - NATION REBUILDERS


Seminar Syllabus

Seminar Description:

The prophet Daniel is widely regarded as one of the greatest examples in biblical history of a prophet whose calling was to

reveal the sovereignty of God's Kingdom to the world powers of his time. This seminar examines Daniel's relationship with

God and his unique intelligence of the world of which He is Sovereign. The principles and lessons exemplified by Daniel

provide Christians today with a strategic model for believers who wish to serve in government. Daniel's gifted yet disciplined

intelligence gained him an influential reputation before kings and courts that granted him the opportunity to discern and

declare emerging shifts in world power that would ultimately contribute towards a return to liberty for God's people.

Seminar Outline:

Session 1: Preparing the Future History Makers

Session 2: From God's Counsel to the World Court

Session 3: A Distinct Influence and Work

Session 4: History in the Making: Defining Moments and Movements in History

Session 5: Prayer that Pulls Heaven into History

Seminar Objectives:

To envision believers to recognize the importance of equipping believers to think with biblical wisdom and

prophetic insight towards unfolding international affairs.

To understand how historical movements are initiated by defining moments

To recognize that personal preparation is vital to apprehending personal destiny.

To discern the personal distractions which keep believers from personal preparation.

To understand Daniel’s progression of spiritual revelation.

To summarize Daniel’s executive experience in education and government.

To identify some of Daniel’s distinct work characteristics.

To understand the governmental authority believers exercise through prayer.

To recognize the different aspects of governmental prayer: executive, legislative, and judicial.

Seminar Keynote:

A keynote address that summarizes this material can be provided to envision believers to see the importance of

understanding leading trends and shifts in world politics and encourages their participation as prophetic statesman.

Such a keynote can serve as an opening introduction to other seminars that focus solely on specific aspects on

international affairs.

SEMINAR SYLLABUS

Instructor: S imon A. Mould Ed.D - 4 - NATION REBUILDERS

A History of Power in the Middle East

Seminar Syllabus


More than an historical overview of the Middle East, this seminar seeks to provide a grand narrative that integrates the

spiritual, political, and cultural story from the earliest of civilizations to modern world empires that have struggled for

survival, have contended for legitimacy, and have fought for hegemony in this hotly contested region. The main objective

of this seminar will be to understand the overarching struggle for power that has dominated the Middle East, with particular

emphasis on how spiritual and temporal forces have driven rulers and nations in this epic struggle through the ages.

Seminar Outline:

Session 1: Patriarchs & Powers: Abraham and the Rise of World Powers

Session 2: The Dawning of Islamic Power

Session 3: Waxing Colonial Power, Waning Ottoman Power

Session 4: The New Israel and its Arab Opposition 1917-78

Session 5: Revolution & the Resurgence of Islamic Extremism 1979-91

Session 6: The Al-Qaeda movement and the Path to 9/11

Session 7: The future?: A Potent Mix of Disenfranchised Youth, Social Media, and Moderate Islam

Seminar Objectives:

To understand the overarching struggle for power that has dominated international politics and international

relations in the Middle East throughout history.

To note the dominant trait of conquest and the quest political power from the origins of Islam.

To contrast the differences between the origins of the Islamic and the Judeo-Christian communities.

To recognize the effects of the Crusades in attempting to contain the Muslims to Arabia.

To discern some of the root causes of bitterness and humiliation among some Muslims that stems from the

decline of the Ottoman Empire and the rise of the West.

To recognize the 20th century superpower struggle for influence over the Middle East.

To identify the defining elements of the founding of the State of Israel.

To discover reasons for the shift from Arab nationalism to Islamic fundamentalism.

To understand causes and outcomes of the Iranian Revolution.

To trace the rise of Al-Qaeda and the path to the 9/11 attacks.

To discover and explain social and religious factors driving emerging changes in the Middle East.

SEMINAR SYLLABUS


Seminar Options:

This seminar can be condensed into fewer sessions or used alongside other content related seminars that focus on

other specific international affairs topics.

SEMINAR SYLLABUS


The Primacy of Power and the Clash of Civilizations

Seminar Syllabus


Understanding the nature of world power is paramount to developing a keen sense of discernment of current world

events. This seminar will provide the student with an understanding of world affairs as they have emerged from the fall

of the Berlin Wall in the post-Cold War era, along with the subsequent rise of post modernism, Islamic militancy and

China.

Seminar Outline:

Session 1: The nature and structure of world power

Session 2: Paradigms of world power

Session 3: Modernization in a postmodern world

Session 4: Post-cold war paradigms

Session 5: The fading power of the West

Session 6: The Islamic resurgence

Session 7: The rise of China

Seminar Objectives:

To understand the overarching struggle for power that has dominated international politics and international

relations.

To grasp the necessity of possessing a paradigm through which to interpret the broader context of world

events.

To understand how powers relate: unipolar, bi-polar, multi-polar, non-polar.

To analyze some of the paradigms presented in the early 1990s and evaluate their usefulness as a paradigm

for the post-Cold War era.

To evaluate the Clash of Civilizations thesis in a post-Cold War and post-9/11 paradigm.

Seminar Options:



SEMINAR SYLLABUS


Discerning the Post-Cold War Era

Seminar Syllabus


The fall of the Berlin Wall served as the defining moment that wiped away the old era of super power modernism

which, since the end of World War II, had defined the epic struggle between Eastern tyranny and Western democracy

and capitalism. From the early 1990s a new postmodern era was emerging, yet the inability for the leaders of this time

to articulate a clear vision and direction resulted in a loss of Western identity and influence and the subsequent rise of

anti-Western forces in its place.

Seminar Outline:

Session 1: The Finale of the Cold War

Session 2: The Gulf War and the Search for New World Order

Session 3: Post Cold War Paradigms

Session 4: Multiculturalism and the Loss of Western Identity & Influence

Session 5: Lost Opportunity: U.S. Foreign Policy in the Clinton Administration

Seminar Objectives:

To understand the necessity of possessing a paradigm through which to view the broader context of world

events.

To analyze some of the paradigms presented in the early 1990s and evaluate their usefulness in the new post-

Cold War era.

To understand the nature of how power is organized: unipolar, bi-polar, multi-polar, non-polar.

To discern the changing loyalties of both the West and the Islamic community during the Cold War based

upon pragmatic political self-interests.

To recognize how the nature of war changed due to the advancement of military technology and its affect on

U.S. supremacy.

To recognize the perceived setback in the Islamic agenda with U.S. leadership and presence in the Middle East

after the Gulf War.

To recognize how politically correct multiculturalism of the 1990s aided the undermining of national identity

and with it, the gradual decline of American foreign policy influence.

To examine the new and increasing threats of the post-Cold War era during Clinton Administration and

evaluate the effectiveness of his administration’s foreign policy.

Seminar Options:



SEMINAR SYLLABUS


Analyzing U.S. Middle East Foreign Policy in the 21st Century

Seminar Syllabus


The attacks of September 11, 2001 were a defining moment for 21st Century. The immediate reality of the attacks

threatened to jeopardize the realization of America’s vision of a post-Cold War global movement of democracy and

globalization. But the attacks also provided an opportunity to reset foreign policy to new grand strategy; to stamp out

Islamic terrorism and to establish a legitimate democratic development in parts of the Middle East. This seminar will

enable the student to recognize the dramatic changes in U.S. foreign policy following 9/11 and identify the key issues in

the ongoing quest for power and security in the Middle East and Central Asia.

Seminar Outline:

Session 1: A Defining Moment of the 21st Century: September 11th 2001

Session 2: Sweeping Afghanistan of the Taliban & Al Qaeda

Session 3: Bush Doctrine, the Neo Conservative Vision, & Pax Americana

Session 4: The Writing on the Wall: The Iraq War

Session 5: The Remaking of Iraq: Post ‘Mission Accomplished’

Session 6: The Arab Israeli Conflict in the 21st Century

Session 7: The Return of Taliban & Al Qaeda

Session 8: Persian Power: The Revival of Iran

Session 9: The future?: A Potent Mix of Disenfranchised Youth, Social Media, and a Divided Islam.

Seminar Objectives:

To understand how the attacks of September 11, 2001 were a defining moment to U.S. policy in the Middle East

at the outset of a new century.

To recognize the new face of terrorism as part of a new postmodern terrorist strategy.

To recognize the terrible hardships borne by the Afghan people over years of fighting and bitter civil war that

undermine development and stability.

To understand the major components of the war in Afghanistan to remove the Taliban and dismantle Al Qaeda.

To discern possible concerns and effects of in planning and executing the Afghanistan war of 2001.

To recognize the necessity of drawing upon a new paradigm for assessing foreign policy objectives and actions in

the post 9/11 era.

To comprehend Saddam’s defiance of the international community between the Gulf War and the Iraq war

period.

To trace the path towards the U.S. led invasion and regime change in Iraq.

To identify the effect of the Iraqi insurgency that sought to disrupt the governance of a newly freed Iraq.

To understand the Middle East peace process spanning the Bush and Obama administrations.

To recognize the resurrection of the Taliban in Afghanistan and Pakistan.

SEMINAR SYLLABUS


To understand Iran’s quest for regional power its realization through the growth of Shiite influence.

To evaluate different policy options regarding how the West should respond to Iran through regime change,

military strikes, containment, or engagement.

To evaluate recent developments through the Arab Spring and “post-surge” Iraqi disintegration and sectarian

violence.

Seminar Options:



SEMINAR SYLLABUS


Gathering Intelligence for Discernment

Seminar Syllabus


This seminar will challenge students to recognize that cultivating a relevant knowledge, understanding and wisdom

constitutes a three dimensional intelligence of present world affairs and culture that is essential to the task of discipling

nations. In a time when much of the next generation today is more concerned with pop-culture issues than the problems

facing world governments, the seminar will envision students to find the task of building a global intelligence to be a

compelling and rewarding activity. Students will examine a biblical strategy to develop a three dimensional intelligence of

knowledge, understanding and wisdom that can be used to advance their influence in the field of their calling.

Seminar Outline:

Session 1: The gift and development of 3D intelligence

Session 2: The ignorance of 3D intelligence

Session 3: The gathering of 3D intelligence

Session 4: The interpretation of 3D intelligence

Session 5: The presentation of 3D intelligence

Seminar Objectives:

To recognize the importance of intellectual development as a means of glorifying God and preparing for His

calling.

To understand the elements of developing a three dimensional intelligence capability comprising of

knowledge, understanding and wisdom.

To understand the necessity of gathering news in order to develop understanding and apply wisdom to

current events.

Know how to find relevant information about international issues from a variety of news sources and

government organizations and be able to discern different opinions, bias, and be able to use the knowledge to

make policy recommendations or decisions.

Seminar Options:

This seminar can be condensed into one session and used alongside other content related seminars that focus on

specific international affairs topics.

LESSON SESSION SAMPLES


International Affairs and Christian Statesmanship Seminars

Lesson Session Samples

Lesson Sessions:

Each seminar is divided into a number of lesson sessions each lasting under one hour. The lesson session notes include

a fully prepared lesson plan that provides opportunity for students to engage in further study, discussion, and assignment

projects.

Lesson Samples:


Session 1: Preparing the Future of History Makers

Analyzing 21st Century American Foreign Policy

Session 7: The Return of the Taliban & Al Qaeda

Unit 2: The Archetype of Christian Statesmanship: The Prophet Daniel

Lesson 1: Preparing the Future History Makers

Lesson Session Sample - 13 - NATION REBUILDERS


Lesson 1: Preparing the Future History Makers Lesson Plan: 2.01

Objectives

Unit 2 Objective:

Demonstrate the Daniel Archetype. By following Daniel’s example, students will be encouraged to take the

biblical model of Daniel and begin emulating his pursuit of prayer and intelligence.

Lesson 1 Objective:

Recognize that personal preparation is vital to apprehending personal destiny.

Discern what personal distractions keep them from their personal preparation.

Content

Captivate Attention:

Begin by setting the vision for a Daniel generation, and why Daniel is so apropos as an example to prophetic

statesmanship for today.

Input & Taxonomy:

Students will be challenged with the necessity of embracing both character and intellectual preparation that

is unique to Christian statesmanship. The students will discover that success in these areas of preparation

is found in pursuing the indwelling power of God’s Spirit that enables an accurate representation of both

the character of Christ, and the wisdom of Christ.

Biblical Worldview:

God desires that we live in the world without becoming like the world, yet Satan seeks to undermine

our distinctiveness as we behold the world’s values.

The intellect is developed as we fear the Lord, qualifying us to receive the three dimensions of His

intelligence; knowledge, understanding and wisdom. (Prov. 1:17)

Comprehension & Discussion Questions:

Why does the identity and values of a person constitute the core of their character?

Why is the fear of the Lord the beginning of wisdom?

Conclusion:

Pray for the gift of intelligence, through the contemplation of Daniel’s example seen in chapter 1:17.

Assessment

Written Paper:

How could the possession a three-dimensional intelligence be applied in the field you are called to and

how do you plan to develop and practice receiving that level of intelligence?

Recommended Reading (See Course Site for additional readings and resources):

James Sire. Habits of the Mind. Intellectual Life as a Christian Calling. (2000).

Ch. 7. Perfecting the Intellect: The Intellectual Disciplines.




I. Introduction: Preparing the Path from Dreams to Destiny

A. Pursuing the proper preparation

The calling and destiny to become greatly used by God is something that must be taken very seriously in

terms of the preparation that it requires. Our preparation should be a reflection of our expectation or faith

that God desires to use us for His purposes.

To be available to God and willing to be used for His purposes is a good start, but to reach a place of influence

and significance requires appropriate preparation. Although the Dominion Mandate gives Christians the right

to rule (Gen. 1:26-28; 9:1-7), the previous abdication of this responsibility by the church means that Christians

must earn this right through serving in the places of influence.

In evaluating their own preparation to fulfill the Dominion Mandate and the Great Commission, the next

generation must be willing to ask themselves: “What am I doing today that is truly preparing me for the task

of fulfilling my responsibility to the Dominion Mandate and the Great Commission?”

If the vision to see effective Christian statesmen accomplishing the Dominion Mandate and the Great

Commission is due to a lack of skill rather than lack of willingness, then there must be greater attention given

to the development of specific knowledge based skills that will promote their effective service.

While much of the social studies curriculum available today provides a general understanding of American

history, along with the purpose and function of government, but what is lacking is a more specific preparation

of students to be able to critically analyze world affairs and trends, and engage in a collaborative effort to

provide solutions to global challenges.1 However, before launching into the preparation, finding an exemplary

biblical character provides us with inspiration for Christian statesmanship that will help students persevere

through the process of preparation.

B. Daniel: The archetype of prophetic statesmanship

The prophet Daniel provides us with some important lessons that can be applied to Christian statesmanship.

Daniel is described by some as a man who gained the unique dual distinction of statesman and prophet.2

Taken as a youth during the Babylonian siege of Jerusalem, Daniel was sent to Babylon to be educated and

trained in the Babylonian literature and later rose within the political structure of the largest of world

empires. Despite the pressure to conform to the surrounding pagan culture, Daniel became a strong

prophetic voice in the spiritual darkness of his time.

Even during the twentieth century when tyrannical regimes sought again to build utopian empires, Daniel’s

example provided hope and wisdom for God’s people. In 1939, as Churchill warned that the lights across

1 Kurtz, Karl T., et al. “Citizenship: A Challenge to all Generations.” National Conference for State Legislatures. Sept. 2003. Web 19 Aug. 2009.

<http://www.ecs.org/html/offsite.asp?document=http://www.ncsl.org/public/trust/opquestions.htm>. (See Course Site). 2 Schultz, Samuel J. The Old Testament Speaks. New York: Harper Row Publishers, 1970. Print.




Europe were going out, a Swiss writer, Walter Lüthi, wrote a series of messages from the book of Daniel in

his book, The Church to Come. At that time, Lüthi’s readers faced the fiery furnace of persecution and affliction

reserved for many Jews and even some Christians in Europe. Lüthi used Daniel’s example as a call for God’s

people to stand firm in the midst of tyranny, and work to build the manifestation of God’s Kingdom on the

earth.3

At the time of Judah’s captivity in

the early 6th century B.C. Daniel

was taken from Jerusalem, the

political and spiritual capital of

Judah. Some scholars believe

that Daniel was possibly a young

Hebrew official in the Judean

court.4 As such, it is likely that

Daniel was well conversant in

the dramatic international

events of his time with the fall of

the dominant Assyrian empire

and the subsequent rise of the

Babylonians to world hegemony.

What perhaps, would such a

shift in world power mean for

the future of Judah? Would

Judah consider new diplomatic

alliances to secure her

precarious political

independence? Given Daniel’s

passion for Jewish restoration

revealed in his intercession in Daniel 9, and the manner in which he was taken into captivity at such an

impressionable age, the Hebrew court officials of the time likely grappled with such questions and were seized

by the urgency of the events surrounding the rise of Babylon and their attack on Judah’s sovereignty in 605

B.C.

Toward the end of Judah’s seventy-year captivity, we observe, Daniel, apprehended by a revelation that he

had found in Jeremiah’s prophetic writings (Dan. 9:2), who prayed for Judah’s restoration. Later he would

provide political leadership in Persia (Dan. 6:3) around the time when the Hebrew captives were granted

permission from the Persian authorities to return from captivity and rebuild. His intercession and government

work enabled him to correctly discern how the nation became captive and then use appropriate political

skills as a Persian official at a time when Persia granted the Hebrews their liberty.

3 Lüthi, W. The Church to Come. Cited in Daniel: The Daily Study Bible Series. Russell, D. Louisville, KY: Westminster John Knox Press, 1981. Print.

17. 4 Comway, Joan. Who’s who in the Old Testament. New York: Routledge, 1995. Print. 62.




This combination of spiritual discernment and political skill is an unusual, yet vital combination in the present

era, as it is increasingly being defined by religious and cultural worldview conflicts, as Samuel Huntington

suggests in The Clash of Civilizations.5 Given the spiritual nature of some of the challenges facing the 21st

century, even some secular scholars argue that leaders who understand the effect of spiritual matters upon

political realities must be utilized in the development of policy solutions.6

This lesson will focus on two specific and intentional areas that God used to prepare Daniel both in character

and intellect that resulted in Daniel’s great influence in government.

II. The Character Preparation of a Christian Statesman

In Daniel chapter 1 the story of his captivity in Babylon reveals how his character was tested and strengthened

as he responded with Godly convictions to King Nebuchadnezzar’s agenda to undermine his godly character that

was based upon Hebrew values. It was Nebuchadnezzar’s strategy to find the most promising young men from

among the nations that had been conquered by Babylon, who could be retrained to become members of his

court and upon whom he could rely to maintain Babylon’s world power status. Victor Matthews writes in Social

World of the Hebrew Prophets that Nebuchadnezzar had a specific re-cultural policy that was aimed to “seduce

them into the affluent lifestyle of their captors, making them more loyal and sympathetic officials.”7

In order for the Hebrews to be trusted with responsibility as officials in Babylon, King Nebuchadnezzar's first

priority was to replace their Hebrew values and identity with a new identity based on Babylonian values by

encouraging the captives to acquire an attractive taste for their culture.

A. 1st stage of Nebuchadnezzar's strategy: Undermine and change Daniel's identity (Dan. 1:7).

Upon arrival in Babylon Daniel was renamed with a pagan name, Belteshazzar, referring to Babylonian idolatry

and gods in exchange for his Hebrew name that meant “God has judged.”8 From ancient times the change of

a person's name has been indicative of a major event in a person's life that often accompanies a complete

change of that person's identity:

Abram to Abraham: When God made covenant with Abraham his name was changed to be the father

of many nations (Gen. 17:5).

Jacob to Israel: After wrestling with God, Jacob’s name was changed from deceiver to prince and heir

of God’s promise (Gen. 32:28).

5 Huntington, Samuel P. The Clash of Civilizations and the Remaking of World Order. New York: Simon & Schuster, 1996. Print. 28-29. 6 Johnston, Douglas. Religion, the Missing Dimension of Statecraft. New York: Oxford University Press. 1995. Print.

Mead, Walter Russell. “God's Country?” Foreign Affairs, 85.5 (2006): 24-43. ABI/INFORM Global. Web. 30 July 2009. 7 Matthews, Victor H. Social World of the Hebrew Prophets. Peabody, MA: Hendrickson Publishers, 2001. Print. 170. 8 Russell, D. Daniel: The Daily Study Bible Series. Louisville, KY: Westminster John Knox Press, 1981. Print. 23.




A wife’s name is changed at marriage: Throughout history the covenant making during a marriage

results in the wife taking her husband’s name and with it she receives the identity of her husband.

The issuing of a new name by the Babylonian authorities was an attempt to impose the exchange of Daniel’s

Hebrew identity for a Babylonian one. Bible scholar James Jordan states that the change of names raises

questions concerning who these men are. “Whose house and culture will they serve?”9 Changing the name

was partly done to communicate to the young Hebrew men that they would serve a new house with a

different culture.

Jordan’s commentary also states that the change of name in ancient traditions was also given to conclude an

adoption process. “Nebuchadnezzar is in some sense adopting these men as his sons.”10 A person’s name is

an indication of who they belong to. Exchanging their names upon their arrival in Babylon was an indication

that Daniel’s life was no longer his own, let alone God’s

– Nebuchadnezzar wanted Daniel to sense that he now

belonged to him and could be used for his own political

agenda.

A further reason for the name change is expounded upon

by John Calvin who explains that Nebuchadnezzar’s plan

was to make the Hebrews feel the extent of their

captivity and their separation from their own people. “By

all means the king might blot out of their hearts the

remembrance of their own race, and they might forget

their own origin.” The name change would act as a symbol

of slavery “to the king of Babylon and his palace.”11

When Daniel arrived in Babylon he was only approximately sixteen years old, which for most young people

as they begin to discover their identity, this is a crucial time. For Nebuchadnezzar the timing could not be

more opportune than to stamp his own mark of identity on these captives while they were still young and

malleable. Yet Daniel remains confident in his identity as a Hebrew. Calvin states that he “always retains the

remembrance of his origin.”12 In his writings Daniel never refers to himself by using his Babylonian name.

As Christians seeking to influence the world we must recognize that Satan will use the world system to

undermine our true identity in Christ and thus render us ineffective in being salt and light. If the enemy can

change our sense of identity, then our perception of ownership changes too. Christians need to be continually

reminded of their true identity in Christ (I Pet. 2:9; II Cor. 5:20) in order to effectively operate in the world

without becoming of the world. A Christian who fails to understand the source of their identity will likely be

9 Jordan, James. The Handwriting on the Wall: A Commentary on the Book of Daniel. Power Springs, GA: American Vision, 2007. Print. 139. 10 Ibid. 11 Calvin, John. Commentaries on the Prophet Daniel. Grand Rapids, MI: Wm. B. Eerdmans Publishing Company, 1948. Print. Vol. 1. 95-

96. 12 Calvin 97.

Images on Babylon’s Ishtar Gate built under

Nebuchadnezzar’s rule.




conformed to the image of the world rather than conformed into the image of Christ as we are commanded

(Rom. 12:2).

B. 2nd stage of Nebuchadnezzar's strategy: Undermine Daniel's values by appealing to his senses (Dan. 1:5)

The second part of Nebuchadnezzar’s strategy to undermine Daniel’s character was through the continual

appeal to the desires of the flesh. Allowing Daniel to have access to the daily provision of delicacies from the

king’s table was part of Nebuchadnezzar’s strategy to cultivate an addiction to the pleasures of Babylon.

Commenting on Nebuchadnezzar’s intention, Calvin states, “For he hoped, as we shall see, that those who

were nourished in his palace would be degenerate and hostile to the Jews.”13 Jordan’s commentary

underscores the significance of being offered food from the king’s table by implying that food is a sign of

incorporation, where those who receive it become “one with them.”14

Nebuchadnezzar’s intent was to produce a noble class who, in becoming like him, would deny their own

origins and customs in favor of representing Babylon more fully. The daily provision from the king’s table

would instill in his future leaders a sense of entitlement and arrogance quite befitting of a Babylonian official.

Nebuchadnezzar cleverly implants into the young men’s minds that they are to behave more like Chaldeans

than Hebrews, and as Calvin puts it, in the hopes that they would “deny their own race.”15

For Christian statesmen to operate with distinction in places of influence there must be a willingness to guard

against the sense of entitlement towards cultural pursuits that tend to undermine their allegiance to the ‘holy’

nation they truly represent.

Daniel overcame the temptation to indulge his senses by surrendering the desire of his heart and mind (Dan.

1:8). The mind tends to justify what the heart or will has previously chosen. For Daniel, he could have easily

found reasons to justify not abiding by the Jewish laws, after all, he was now in Babylon and the priests were

not around to notice a little indulgence. If Daniel’s will had not been yielded to God’s commands then to

refuse the king’s table rule could have easily been interpreted as a legalistic and archaic restriction. The heart

choice Daniel makes reveals that he had kept his values and turned the exterior rules into inward convictions.

Jordan concludes on this issue that “Daniel’s faithfulness and victory were a sign and a lesson to Israel,

showing them how they should act while in exile.”16

Christian statesmen must discern those things that are being offered from the table of culture. The delicacies

of entertainment, ease, riches, popularity, and vanity, are too readily available as a daily provision, and, unless

guarded against, could become something demanded, an entitlement that undermines the Christian values

that produce distinction from the world.

13 Calvin 87. 14 Calvin 146. 15 Calvin 93. 16 Calvin 127.




III. The Intellectual Preparation of the Christian Statesman

Once the will of a man is surrendered to God, the mind is also ready to be renewed and trained to receive and

apply biblical wisdom. The mind is created in the image of God, to serve Him by bringing Him glory through a

comprehensive worship that comes not only from our hearts, but also from our mind (Matt. 22:37).

The mind needs to be trained through renewal and regeneration so that it can engage wisdom, understanding

and knowledge. Throughout the Bible we often see these three dimensions working together that collectively

make up a person’s intelligence (Ps. 49:3; 111:10; Prov. 1:2; 2:2,6; 3:13). Since the book of James tells us that the

dimension of wisdom originates in heaven (Jam. 3:17) then it stands to reason that the best the world can offer

is only a two dimensional intelligence: knowledge and understanding. But Christian statesmen can offer effective

solutions to world problems because of their distinct ability to operate with three dimensions of intelligence:

knowledge, understanding, and wisdom.

In summary, Daniel shows us that clearly he was intellectually prepared and that he had considerable influence as

a result:

Dan. 1:5 “And the king appointed for them a daily provision of the king’s delicacies and of the wine which he

drank, and three years of training for them, so that at the end of that time they might serve before the king.”

Nebuchadnezzar appointed two things: the food and wine from the king’s table, and three years of

training. Daniel resisted the delicacies but submitted to the training.

Dan. 1:17 “God gave them knowledge and skill in all literature and wisdom.” Daniel received God’s gift of

skill during his training.

Dan. 1:20 “And in all matters of wisdom and understanding about which the king examined them, he found them

ten times better than all the magicians and astrologers who were in all his realm.” Daniel was tested and was

able to show Nebuchadnezzar that clearly he was prepared for service.

Dan. 2:21 “He gives wisdom to the wise.” This was Daniel’s experience. We know that he was wise from a

young age (1:4) and that God had given him additional wisdom during his preparation (1:17) and special

wisdom to understand the king’s dream, of which he testifies (2:21).

Dan. 5:12 “Inasmuch as an excellent spirit, knowledge, understanding, interpreting dreams, solving riddles, and

explaining enigmas were found in this Daniel, whom the king named Belteshazzar, now let Daniel be called, and

he will give the interpretation.” Daniel’s preparation and intellectual growth resulted in him developing a

reputation in the world system as a problem solver that could be counted upon.

The story surrounding Daniel, his life, and his experience, demonstrates four Scriptural principles of intellectual

preparation that resulted in Daniel’s greater ability to function with distinct intelligence in government.




A. Possessing a 3-Dimensional intelligence requires the fear of God.

“The fear of the Lord is the beginning of

knowledge.” (Prov. 1:7)

As Christians, most accept this proverb to be

true, but why? Why is the fear of the Lord

the beginning of wisdom, in contrast, per se,

to disciplined study? A person who does not

have the fear of the Lord is more likely to use

their intelligence to justify their autonomy

from God.

In the Garden of Eden it was clear that Adam

did not fear the Lord. When he was tempted

to eat from the tree of the knowledge of

good and evil, he justified his autonomy from

God, thinking he could be equal to his maker.

When Daniel refused to eat from the king’s

table, he demonstrated the fear of the Lord

in the submission of his heart to God, rather

than eat from the king’s table and feed on the

pursuits of pleasure.

Immediately following Daniel’s exercise of

the fear of the Lord, God blessed Daniel with

the “gift” of knowledge and wisdom of the

literature and philosophy of Babylon (Dan.

1:17). For Daniel, the fear of the Lord

demonstrated through his obedience was the beginning of his intelligence.

B. Possessing a 3-Dimensional intelligence is a gift.

“God gave Daniel knowledge and skill in all literature and wisdom” (Dan. 1:17).

The Hebrew word, nathan, “gave,” means “to cause” to receive or “to teach,”17 which implies that God

caused Daniel to receive intelligence and taught him in the skill of Babylonian philosophy. Calvin correctly

reminds us that in this passage Daniel asserts that “men have no wisdom but what springs from God.”18

17 Strong. James. Strong’s Exhaustive Concordance. Grand Rapids, MI: Baker Book House. Print. (Hebrew word #5414). 18 Calvin 146.

Michelangelo’s Daniel on the ceiling of the Sistine Chapel, Rome.




The gift God gave was knowledge and skill of the Chaldean literature. Commentator John Walvoord

observes, “By knowledge and skill (or intelligence) is indicated that they not only had a thorough acquaintance

with the learning of the Chaldeans, but they had insight into its true meaning…Here the grace of God

operated, however, in giving them understanding so they could distinguish between the true and the false.

They not only had knowledge but discernment.”19

All Christian statesmen must be able to analyze the world’s system of thinking and reveal its deceptions in

order that they can credibly proclaim the truth of God’s wisdom. Kiel states, that Daniel “needed to be

deeply versed in the Chaldean wisdom, as formerly Moses was in the wisdom of Egypt (Acts 7:22), so as to

be able to put to shame the wisdom of this world by the hidden wisdom of God.”20

Christian statesmen must constantly evaluate the analysis of experts regarding international issues so that

they are not tossed around by every political philosophy or cultural trend that would rob them of the ability

to present biblical wisdom. The apostle Paul warns us to “see to it that no one takes you captive by philosophy

and empty deceit” (Col. 2:8).

Although Daniel learned the art of Chaldean literature, his skill was a divine gift.21 Since gifts are for receiving,

the pre-requisite to receive must be that we ask. “If any of you lacks wisdom, let him ask of God, who gives to all

liberally” (James 1:5).

C. Possessing a 3 Dimensional intelligence requires mastery of thinking.

“God gives wisdom to the wise and knowledge to those who have understanding” (Dan. 2:21). The Proverbs also

tell us that “A wise man will hear and increase learning” (Prov. 1:5).

A wise man does not stop exercising his ability to become intelligent. He sets out to increase his learning

and to master understanding and wisdom. It is to the wise that God desires to increase the capacity for divine

revelation and wisdom. This follows the same principle of stewardship found in the parable of the talents. To

the one who was a faithful steward of the little, more was given (Mt. 25:29). While the parable of the New

Testament refers to the talent as a measure of wealth, Daniel’s song (2:21) applies the same principle of

multiplication to wisdom. The story in Daniel 2 presents a tremendous problem as king Nebuchadnezzar was

unable to understand the nature of his disturbing dream and threatened to destroy the entire academic

establishment on the grounds of their inability to provide a solution. Daniel sought to receive more wisdom

from God’s presence in prayer in order to provide a solution to the king’s problem.

19 Walvoord, John F. Daniel: The Key to Prophetic Revelation. Chicago: Moody Press, 1989. Print. 41. 20 Kiel & Delitzsch. Commentary on the Old Testament. (n.d.). (Pub. unknown). 21 Russell 32.




D. Possessing a 3 Dimensional intelligence requires the application of truth.

By wisdom, “kings reign, and rulers decree justice.” By wisdom, “princes rule, and nobles, all the judges of the earth”

(Prov. 8:15).

Throughout his life of service Daniel revealed that wisdom is the principled and prudent application of

knowledge. At the end of his time of training, King Nebuchadnezzar questioned and probed Daniel and he

was found to have ten times the superior intelligence of the king’s own counsel (Dan. 1:20). The result was

that Daniel was promoted and given additional opportunities to apply wisdom to the government of Babylon

and Persia:

Daniel was promoted to serve king Nebuchadnezzar’s court, and became ruler of the province of

Babylon.

“The king answered Daniel and said, ‘Surely your God is a God of gods and a Lord of kings and a revealer of

mysteries, since you have been able to reveal this mystery.’ Then the king promoted Daniel and gave him

many great gifts, and he made him ruler over the whole province of Babylon and chief prefect over all the

wise men of Babylon” (Dan. 2:47-48).

When insurmountable problems arose, Daniel had a unique and unparalleled prophetic insight.

“The Chaldeans answered the king and said, ‘There is not a man on earth who could declare the matter for

the king…Moreover, the thing which the king demands is difficult, and there is no one else who could declare

it to the king except the gods, whose dwelling place is not with mortal flesh.’…The king said to Daniel, whose

name was Belteshazzar, ‘Are you able to make known to me the dream which I have seen and its

interpretation?’ Daniel answered before the king and said, ‘As for the mystery about which the king has

inquired, neither wise men, conjurers, magicians, nor diviners are able to declare it to the king. However, there

is a God in heaven who reveals

mysteries, and He has made

known to King

Nebuchadnezzar what will take

place in the latter days” (Dan.

2:10,11,27,28).

Daniel gained a reputation for

explaining enigmas and hard

sayings which opened further

doors of opportunity to

proclaim the truth.

“There is a man in your

kingdom in whom is a spirit of

the holy gods; and in the days of

your father, illumination, insight Belshazzar’s Feast. John Martin. 1820.

Belshazzar's Feast. John Martin. (1789-1854).




and wisdom like the wisdom of the gods were found in him…an extraordinary spirit, knowledge and insight,

interpretation of dreams, explanation of enigmas and solving of difficult problems were found in this Daniel,

whom the king named Belteshazzar. Let Daniel now be summoned and he will declare the interpretation

(Dan. 5:11-12).

Daniel had influence at the highest levels of Babylonian and Persian society.

“Then this Daniel began distinguishing himself among the commissioners and satraps because he possessed

an extraordinary spirit, and the king planned to appoint him over the entire kingdom…So this Daniel enjoyed

success in the reign of Darius and in the reign of Cyrus the Persian” (Dan. 6:3, 28).

Unit 7: Analyzing U.S. Foreign Policy in the 21st Century

Lesson 7: The Return of the Taliban & Al Qaeda



Lesson 7: The Return of the Taliban & Al Qaeda Lesson Plan: 7.07

Objectives

Unit 7 Objective:

Analyze American foreign policy in the 21st Century.

Lesson 7 Objective:

Understand the nature of the problems with regards to the resurrection of the Taliban in Afghanistan

and Pakistan.

Note factors contributing to the failure of nation building attempts.

Content

Captivate Attention:

Start with the quote by the journalist, Rashid, depicting the dire situation that has been unfolding in

Afghanistan and Pakistan.

Input & Taxonomy:

This lecture will present a sense of urgency among students to rethink the common perception that the

war in Afghanistan against Al-Qaeda and the Taliban after 9/11 was predominantly concluded successfully.

Students will note how militant groups have staged a comeback and are poised on the edge of power in

this region, threatening the present stability and future liberty.

Biblical Worldview:

The short term need for the South Asia region is security so that the long term need of nation building

can flourish. From a biblical perspective the institutions of a culture must work together, rather than

apart, in their responsibilities to the people. Government provides security (Rom. 13) and the church and

family provides the context for education (Dt. 6, Mt. 20). In this context, the role of nation building must

involve the key input of missions based Non-Governmental Organizations that cooperate with

government in the task of rebuilding the institutions of government, education, business, healthcare, etc.

Comprehension & Discussion Questions:

How do you think the Scripture, Matthew 12:44-45 applies to the situation in Afghanistan?

Conclusion:

Present a vision for discovering how one might prepare to minister/serve in such a country through the

provision of humanitarian assistance and nation building.

Assessment

Instructions:

In light of ongoing terrorism in the West and ongoing violence in Afghanistan, what should the ongoing

policy regarding the war on terror should continue to be?

Recommended Reading (See Course Site for additional readings and resources):

Ahmed Rashid. Descent into Chaos. (2008).

Ch. 12: Taliban Resurgent.




I. Introduction

“In the region that spawned al Qaeda and in

which the United States had promised to

transform after 9/11, the crisis is even more

dangerous. Afghanistan is once again staring

down the abyss of state collapse…The Taliban

have made a dramatic comeback, enlisting the

help of al Qaeda and Islamic extremists in

Pakistan, and getting their boost from the

explosion in heroin production that has helped

fund their movement.”1 Ahmed Rashid.

Pakistani journalist.

In Lesson 7.02 that dealt with the removal of the Taliban regime in Afghanistan and the undermining of Al Qaeda

operations, the lesson ended by identifying a number of issues in the 2001/2002 military campaign that later

contributed to the growing problems in Afghanistan and Pakistan that have come to an apex in 2009.2

The CIA and Department of Defense power struggle: initially resulted in conflicting priorities and plans

as the war in Afghanistan began to be developed in the shadow of 9/11.

Department of Defense delay in getting into Afghanistan: The DoD did not have an advance plan of attack

for Afghanistan and therefore missed crucial early opportunities in pursuing vital targets.

Pakistan’s intelligence duplicity:3 The U.S. became reliant on questionable Pakistani intelligence to provide

assistance in cutting off essential supplies to the Taliban and Al Qaeda fighters.

Open borders with Pakistan: Al Qaeda and Taliban forces slipped through the poorly guarded border

into Pakistan during the fighting in the mountains at Tora Bora.

From approximately 2005 onwards the Taliban in Afghanistan and in Pakistan began to make serious attempts to

regroup and interfere in the emerging democracy in Afghanistan and took advantage of growing instability in

Pakistan. By 2008 the situation was dire, as depicted by Rashid, the Pakistani journalist, in the title of his book

Descent into Chaos.

This lesson will focus on understanding the dilemmas that faced Afghanistan and Pakistan, given the resurgence

of the Taliban and Al Qaeda and will evaluate the course of action that the U.S. debated and acted upon in late

2008 and into 2009 as the Obama administration began its work.

1 Rashid, Ahmed. Descent into Chaos: The United States and the Failure of Nation Building in Pakistan, Afghanistan, and Central Asia. London: Penguin

Books, 2008. Print. XXXVIII. (See interview with Rashid in Course Site). 2 See Lesson 7.02, Sweeping Afghanistan of the Taliban & Al Qaeda. 3 Rashid 78.




II. Post 9/11 Al Qaeda Influence

Following the initial campaign to disrupt the Al

Qaeda network in 2001 and 2002 it seemed initially

that its organizational infrastructure had been

significantly undermined and its base of operations in

Afghanistan had been effectively shut down. Yet it

must be considered that militant groups such as Bin

Laden’s operate with a tremendous amount of

patience, allowing them sufficient time to gradually

restructure and rebuild with the potential of striking

later, when the perception of urgency has lessened.

Over two years lapsed from the first World Trade

Center bombing in 1993 and the Khobar towers bombing of 1995 in Saudi Arabia, and then three years later the

1998 U.S. embassy bombings in Africa, and then 2000 with the U.S.S. Cole bombing.

It was not possible to estimate how long it would be would be before the inevitable attack upon Western interests

would resume, such as the Madrid bombing in 2004, and the London bombings of July 7, 2005. Drawing on lessons

from history, classical historian Victor Davis Hanson wrote the day after the London bombings, “Terror is the

signature of the Islamist: hit, back off; hit, back off — hoping in a few years to erode the will and nerve of affluent

and leisured Western countries.”4

While here in America there have been no further successful attacks, the most dramatic attacks that have been

successful were the Madrid and London bombings, inspired by al Qaeda, that sought to disrupt the normal life of

innocent people going about their daily lives.

A. The Madrid Bombings (March 11, 2004)

An Al Qaeda inspired Spanish terrorist cell conducted a

series of ten coordinated bombings on the Spanish

commuter railway system in Madrid killing 191 people and

injuring 1800. It was widely believed that the motivation

for the attacks was the Spanish cooperation with the Bush

administration in providing assistance in the war in Iraq.5

The attacks were mounted three days prior to important

Spanish elections were the incumbent Prime Minister Jose

Maria Aznar was defeated by the Socialist, Jose Luis

Rodriguez Zapatero. This was the first time terrorist

action had directly impacted the democratic process.

4 Hanson, Victor Davis. “The Same Old Same Old. An Anatomy of the London Bombing.” The National Review 2005. Web. 29 May 2009.

<http://article.nationalreview.com>. (See Course Site). 5 Al-Qaeda Madrid Claim. BBC 14 Mar. 2004. Web. 26 Sept. 2009. <http://news.bbc.co.uk/2/hi/europe/3509556.stm>.




Even the left-center San Francisco Chronicle reported that the Spanish had rewarded the “mass murderers

by electing [a] Socialist.”6 A Washington Times article expressed the view that the spirit of appeasement was

running rampant, having seen that “al Qaeda has just bagged its first Western government.”7

B. The London Bombings (July 11, 2005)

In what was the deadliest attack on London since the Battle of Britain, Muslim suicide bombers detonated

three bombs on the underground within

1 minute of each other, and another

bomb on a London bus within the hour.

The bombings took the lives of 52 people

and injured 700.

In comparison to New York and Madrid,

it was a miracle that there were not more

casualties. Given the ghastly 1995 Tokyo

subway attacks where domestic terrorists

used sarin gas, it was a relief that more

serious terrorist methods were not used

prompting The Times (London) columnist

to brazenly pose the question “Is this the

best they can do?” 8

Despite the seeming lack of coordinated

attacks on the scale previously seen

before, Al Qaeda should still be taken

very seriously as real security threat in

the West. Audio tapes released by top Al

Qaeda leaders still continue unabashed

in their call for targeting Western

nations.9

6 Saunders, Debra J. “Spanish Voters Elect Violence.” San Francisco Chronicle 16 Mar. 2004. Web. 29 May 2009. (See Course Site). 7 Lindberg, Todd. (2004, March 16). “Democracy and Terrorism.” The Washington Times 16 Mar. 2004. Web. 29 May 2009. (See Course Site). 8 Baker, Gerard. “Simple 20th-Century Techniques in the Service of 14th-Century Fanaticism.” The Times 8 Jul. 2005. Web. 29 May 2009.

<http://www.timesonline.co.uk/article/0,,19269-1684948,00.html>. (See Course Site). 9 “Al Qaeda No. 2: Attacks on Western Nations in Works.” CNN 2 Apr. 2008. Web. 4 Apr. 2008

<http://www.cnn.com/2008/WORLD/meast/04/22/zawahiri.targets.ap/index.html>.




III. The Afghanistan Situation:

A. The failure of nation building

Decades of conflict, first by the Soviets, then followed by the destruction wreaked by the Taliban had left a

nation void of any effective civil structure and basic services. The removal of the Taliban, while an occasion

for great hope was met with the somber reality of a failed state that could easily again become the breeding

ground for extremist movements and hard-line political tyrants.

Successful nation building is predicated upon an environment of stability where a nation’s vital institutions

have the capacity to develop, mature and become viable. Experts have noted that, “Advancing reconstruction,

development, good governance, and counternarcotics efforts and building effective police and justice systems

in Afghanistan will require many years of relative peace and security.”10 It must be remembered that the

European reconstruction plan, the Marshall Plan of 1948, brought

about a significant comprehensive aid and redevelopment program to

war-torn Western Europe, and a guaranteed security for forty years.

This ultimately prevented the Soviet Union from expanding further

into Germany.

Rashid in his book Descent into Chaos presents the problem the U.S.

faced at that time. The State Department faced pressure from all over

the world to ensure that the rebuilding effort was substantial, but the

U.S. government lacked an agency through which it could carry it out.11

Secretary of Defense Rumsfeld was reluctant to commit the Defense

Department to the task since its efforts were stretched enough in a

global war on terror.

“The American failure to rebuild Afghanistan and Iraq or to move

Pakistan and Central Asia toward reform and democracy made it

almost impossible for Muslim moderates to support the West’s

struggle against Islamic extremism.”12

B. The resurgence of the Taliban

The London-based International Council on Security reported that what the Taliban had been experiencing

was something of a “renaissance,” increasing its permanent presence from 54% in November of 2007 to 72%

by December 2008.13 Many have even reported that the Taliban have sometimes placed themselves close to

the capital city of Kabul, creating fear by threatening to disrupt trade and those travelling around the country.

10 Rubin, Barnette R. and Ahmed Rashid. “From Great Game to Grand Bargain: Ending Chaos in Afghanistan and Pakistan.” Foreign Affairs

87.6 (2008): 30. 11 Rashid 173. 12 Rashid LVII. 13 “Struggle for Kabul: The Taliban Advance.” The International Council on Security and Development. London: MF Publishing, 2008. Web.

14 May 2009. <http://www.icosgroup.net/documents/Struggle_for_Kabul_ICOS.pdf>.




The report cites two reasons in particular for the emboldened position of a renewed Taliban14:

The use of asymmetric measures

and tactics that undermine the

otherwise superior power of

NATO forces. With the attacks of

9/11, the war on terrorism began

with the most profound

asymmetric use of violence, which

would continue to be effective in

their fight against the West.

Failure of the West to help rebuild

Afghan institutions to the pre-

conceived expectation. Although Western aid was substantially poured into Afghanistan, the promise

that life would improve under a democratic system was clearly taking a lot longer than had been

hoped.

C. The future of the Afghan government

The ability of the Afghan government to maintain its hold on

power throughout the different regions of the nation was

and still is critical not only to the ongoing future stability of

the nation but will also determine whether nation building

efforts will have the chance to succeed. The incoming Obama

administration recognized in early 2009 that putting pressure

on Afghanistan to deal with government corruption would

bring about a greater degree of legitimacy. The U.S.

continues to commit itself to working with the local and

national governments in providing civilian assistance to this

end.15

In addition, if the Taliban are not stood up to, it will

communicate that a prevailing atmosphere of weakness produces a conducive political environment for the

Taliban to take advantage and regain further influence in Afghanistan. Former U.S. statesman, Henry Kissinger,

wrote in early 2009 that “the stakes are high. Victory for the Taliban in Afghanistan would give a tremendous

shot in the arm to jihadism globally.”16

14 Ibid 15. 15 “White Paper of the Interagency Policy Group's Report on U.S. Policy Toward Afghanistan and Pakistan.” The White House 27 Mar. 2009.

Web. 27 Mar. 2009. <http://www.whitehouse.gov/assets/documents/Afghanistan-Pakistan_White_Paper.pdf>. 16 Kissinger, Henry. A Strategy for Afghanistan. Real Clear World 26 Feb. 20009. Web. 27 Feb. 2009.

<http://www.realclearworld.com/articles/2009/02/a_strategy_for_afghanistan.html>.

Afghanistan’s President Harmid Karzai.




IV. The Rise of the Taliban and Al Qaeda in Pakistan:

The Taliban in Pakistan consisted of members of the Pashtun tribes and various elements that had fled from

coalition forces in Afghanistan in December 2001. Six years later in December 2007, they announced their

existence as the Tehrik-i-Taliban Pakistan (Students' Movement of Pakistan) based in the North West Frontier

Province and the Federally Administered Tribal Areas (FATA) that shares a common border with Afghanistan’s

mountainous region. Their stated

objectives are to:17

Resist the Pakistani army

Enforce Sharia law

Assist in resisting NATO

forces in Afghanistan

According to Steve Coll, President of

the New America Foundation, the

Pakistani Taliban can be described as

“a younger generation of more

violent radical leaders who are in a

hurry and have no patience with

compromise with the state.”18 They

eliminated around 200 of the other

tribal elders in the FATA territories

and put themselves in a position

where the Pakistani government was

forced into acknowledging their hold

on power in these regions. Rashid

believes that the Taliban was

confidently engaging in brutality and

“terrorizing the population” from

2004 onwards.19

The Taliban plays on the high anti-Western sentiment among the vast majority of Pakistanis, portraying the state

government as a legacy of the old colonial regime of the British. Some argue that Pakistanis are demanding the

Islamization of the country and that the only ones who are attempting to resist this are the pro-British elite who

have ruled since Pakistan was created in 1947.20

17 Bajoria, Jayshree. “Pakistan's New generation of Terrorists.” Council on Foreign Relations 7 Oct. 2009. Web. 29 May 2009.

<http://www.cfr.org/publication/15422/pakistans_new_generation_of_terrorists.html>. 18 Coll, Steve. Cited in Bajoria, “Pakistan's New Generation of Terrorists.” 19 Rashid, Ahmed. (2009, April 28). “Ahmed Rashid Discusses the Re-emergence of the Taliban in Afghanistan and the Failure of the US and

Allies to Reign in the Warlords.” National Public Radio 28 Apr. 2009. Interview. 20 Qazi Hussain Ahmad. “The Dawn of an Islamic Revolution is Around the Corner.” MEMRI Special Dispatch - No. 2331. 29 Apr. 2009. Web.




The softness towards the Taliban is partly due to the fact that Pakistan has mildly supported the Taliban in

Afghanistan as a means of countering the Afghan government of Hamid Karzai who tends to lean on Indian

support. What makes this more complicated is that India and Pakistan’s are arch rivals for supremacy on the

Asian sub-continent. In addition, it is argued that the U.S. only expected Pakistan to see Al Qaeda as the real

enemy that needed to be dealt with rather than the Taliban.21

By December 2007, the U.S. government was acknowledging that Al Qaeda and the Taliban were operating with

some degree of unified operations within Pakistan.22

V. U.S. Attempts to Address the Situation:

In early 2008 it was becoming increasingly evident that the significant problems in Afghanistan and Pakistan that

needed addressing were due to the resurgence of Al Qaeda and the Taliban.

A number of experts weighed into the argument, identifying causes and proposing solutions, which given the fact

that the Bush administration was entering its final months, would largely have to be dealt with by the new U.S.

administration.

At the request of Congress the United States Government Accountability Office brought to the forefront the

fact that the U.S. had not met its national security goals in the FATA areas in Pakistan and was relying heavily on

Pakistani military in its attempt to facilitate security.23

The two most obvious options that lay before the U.S were not attractive:

Invasion into FATA which was contrary to the Pakistani desires and would likely stir up vehement hatred

towards the U.S. among the Pakistani population.24

Hoping the Pakistani army is up to the challenge of dealing with Taliban militants.25

However, given the recent success of the “surge strategy” in Iraq, some analysts were calling for a third option

that would dramatically increase U.S. troops in Afghanistan and secure the major cities from Taliban incursions.

The idea was based upon what was seen in Afghanistan as similar elements that the U.S. was facing in Iraq such

as gangsterism, sectarian violence, and militant Islamic insurgencies.26

21 Rashid, Ahmed. “I No Longer Say That There's a Creeping Talibanization in Pakistan – It's a Galloping Talibanization.” MEMRI Special

Dispatch – No. 2348. 8 May. 2009. Web. 22 Gates, William. “Comments by Sec. of Defense Concerning Al-Qaeda Shifting Focus to Pakistan.” The Department of Defense 21 Dec. 2007.

Web. 29 May 2009. <http://www.defenselink.mil/transcripts/transcript.aspx?transcriptid=4113>. 23 “The United States Lacks Comprehensive Plan to Destroy the Terrorist Threat and Close the Safe Haven in Pakistan’s Federally

Administered Tribal Areas.” Government Accountability Office Apr. 2008. Web. 17 Apr. 2008. <http://www.gao.gov/new.items/d08622.pdf>. 24 Biddle, Stephen. “Afghanistan, Iraq, and US Strategy in 2009. Statement Before the House Armed Services Committee.” Council on Foreign

Relations 12 Feb. 2009. Web. 27 Mar. 2009. 25 Innocent, Malou. “A Model for Modern Insurgency.” Armed Forces Journal August 2008. Web. 14 May 2009.

<www.cato.org/pubs/articles/malou_innocent_model_insurgency.pdf>. 26 Ibid.




A. Do we negotiate?

With the Obama administration now in place,

many have been wondering if the President’s

more diplomatic and multi-lateral approach to

foreign relations might also be extended in

the U.S. relationship with the Taliban by

making a distinction between hardliners (a.k.a.

terrorists) and moderates who have only

aligned with militants out of economic

necessity and do not share the same the

shared philosophical values. Some believe that

many among the Taliban can be bought off

through negotiation with the softer elements

of the Taliban. Others argue that the entire

concept of the “war on terror” must be

redefined so not as to pit two sides against one another. According to Rubin and Rashid (2008), such terms

are mere rhetoric that “thwarts sound strategic thinking by assimilating opponents into a homogenous

“terrorist” enemy.27 As a result the authors call for a shift from the great game strategy that engages military

options to secure objectives and instead move towards a new grand bargain of cooperation with all parties.

Such thinking is based upon the assumption that a deal with the Taliban that resulted in their disapproval of

Al Qaeda would undermine Al Qaeda. However, such disapproval does not separate the two groups from

fellowshipping over their extremist religious views. An agreement with the Taliban does not bring the Taliban

onto the side of the West, it communicates to Al Qaeda that the Taliban could be successful in negotiating

some terms while remaining faithful to its beliefs that still unite the two groups.

At the height of the debate, the Council on Foreign Relations interviewed six experts on whether diplomatic

engagement with the Taliban should be sought. Hilary Synnot, from the acclaimed International Institute for

Strategic Studies actually said “lasting peace and stability will not be, and never has been, brought about by

force alone.”28 One should not forget 1945 when there were there were no negotiations with Germany and

Japan, only terms of surrender. Following up the comments from Synnot were equally shocking remarks from

Michael Semple, former Deputy to the EU Representative for Afghanistan who said, “the best way for the

United States to address the Pakistan insurgency would be to reach an accommodation with the Afghan

Taliban and bury the notion that there is a jihad in Afghanistan.”29

One of the few academic experts, who has actually had significant experience as a journalist on the ground

in this region, is Peter Bergen, a correspondent for CNN and professor of South Asian studies at John

Hopkins University. He explains why any such deals with the Taliban are dangerous and ill-conceived:30

27 Rashidand and Rubin 32. 28 Synnot, Hilary. Cited in “Six Experts on Negotiating with the Taliban.” Council on Foreign Relations 20 Mar. 2009. Web. 29 May 2009. 29 Semple, Michael. Cited “Six Experts on Negotiating with the Taliban.” 30 Bergen, Peter. “Deals with the Taliban Could be Dangerous.” CNN 13 Mar. 2009. Web. 20 Mar. 2009.




Negotiations would have to take place bi-laterally between the government of Afghanistan and the

Taliban, since Afghanistan is a sovereign state. However, it is also weak and would possibly have to

concede territory and principles.

The Taliban has not shown interest in meetings but only interest in attacking U.S. and NATO forces.

The Taliban is fanatical about its cause thus difficult to do deals with.

The Taliban sees itself as winning therefore has no interest in a deal now when a better one might

come about later.

The majority of the Taliban leadership is in Pakistan, therefore a deal with Afghanistan would be

undermined from the Pakistan Taliban.

In past “deals” between Pakistan’s military and the Taliban, it has generally resulted in the Taliban

taking greater amounts of territory.

Those Taliban leaders who were deemed “reconcilable” have already reconciled with the Afghan

government.

Al Qaeda and the Taliban are more fused together than before 9/11. Would we ever consider

negotiating with Al Qaeda? Then why negotiate with the Taliban also?

B. The new Obama policy:

The Obama administration has avoided the controversy over whether or not to engage in negotiations with

the Taliban since the Taliban have not yet proven their interested in diplomacy.

Given the tough stance of the Taliban, the Obama administration has found new justification in engaging

Afghanistan with renewed military efforts, initially forwarding an additional 20,000 U.S. troops in Afghanistan

to secure its efforts.

In addition, the administration communicated clearly to all parties that it sees both the problems in

Afghanistan and Pakistan as integrally related when it announced the appointment of Richard Holbrooke as

Special Representative for both Afghanistan and Pakistan. After a thorough policy review, the U.S.

government published its new policy objectives for the region:31

Disrupting terrorist networks in Afghanistan and especially Pakistan to degrade any ability they have

to plan and launch international terrorist attacks.

Promoting a more capable, accountable, and effective government in Afghanistan that serves the

Afghan people and can eventually function, especially regarding internal security, with limited

international support.

31 “White Paper of the Interagency Policy Group's Report on U.S. Policy Toward Afghanistan and Pakistan.” The White House 27 Mar. 2009.

Web. 27 Mar. 2009. <http://www.whitehouse.gov/assets/documents/Afghanistan-Pakistan_White_Paper.pdf>. (See Course Site).




Developing increasingly self-reliant Afghan security forces that can lead the counterinsurgency and

counterterrorism fight with reduced U.S. assistance.

Assisting efforts to enhance civilian control and stable constitutional government in Pakistan and a

vibrant economy that provides opportunity for the people of Pakistan.

Involving the international community to actively assist in addressing these objectives for Afghanistan

and Pakistan, with an important leadership role for the UN.

While the U.S. has stepped up its military presence in Afghanistan, the Pakistan government broke off official

diplomatic relations with the Taliban and launched a new military offensive in the SWAT areas to undermine

Taliban control. (At the time of publishing this curriculum, the outcome of these operations is not yet known

and would be the appropriate subject for further lessons.)

The President attends a National Security briefing in the situation room of the White House.

NOTES


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