Concept of Citizenship in Lebanon

Since achieving independence in 1943, Lebanon has persistently employed education as a tool to promote social unity in a nation characterized by diversity, featuring 18 official religious sects and numerous political parties. Three major national education reforms occurred in 1946, 1971, and 1997, each responding to significant social and political events in Lebanon. These reforms also reconceptualized the definition of the “ideal citizen” by altering the content of citizenship-related subjects like civics, history, and geography.

Initially, the focus was on a “Lebanese” identity in the 1946 curriculum, but this shifted towards an Arab identity in 1971 during the rise of Arab nationalism. Ultimately, the 1997 curriculum, following the 1975–1990 civil war, emphasized a dual identity of being both Lebanese and Arab. This dual identity is also emphasized in the recently published “Lebanese National Framework for the General Pre-university Education Curriculum”.

The 1997 National Curriculum

The 1997 National Curriculum, which is still in effect, defines citizenship as “active belonging to a public national entity that ensures the enjoyment of rights and freedoms, and constitutes a space for positive interaction between citizens and responsible participation in public life, based on respect for the law and a system of common public values.”

This definition is enshrined in the General Objectives of the Curriculum which are based on a set of general intellectual, humanistic, national, and social principles, that aim “to develop the personality of the Lebanese individual as a responsible and productive member of a free democratic society and a civil citizen committed to the laws and the principles and foundations of the nation.” These objectives respond to the need to “build an advanced and integrated society where its members live in an atmosphere of freedom, justice, democracy, and equality.”

This curriculum is based on three general principles:

On the Intellectual and Humanitarian Level
Lebanon is a land of freedom, democracy, and justice, as established and safeguarded by its constitution and laws. The nation is grounded in humanitarian values and principles that honor human dignity, uphold reason, and promote knowledge, hard work, and ethics. There is also awareness of Lebanon’s spiritual heritage, rooted in monotheistic religions, which must be preserved and strengthened as a model of spiritual and intellectual dialogue and a stand against systems based on racial and religious discrimination. In addition, commitment to the national culture and the need to be open to global cultures and humanitarian values and knowing that this commitment constitutes a positive contribution to the development and enrichment of these cultures.

On the National Level
Lebanon is a free, sovereign, independent country, the final homeland of all its citizens, one land, one people, and one institution within the boundaries specified in the constitution and internationally recognized Lebanon is Arab in identity and belonging, and it is a founding and active member in the League of Arab States and is committed to its charters, as well as a founding and active member in the United Nations and is committed to its charters and the Universal Declaration of Human Rights. The state embodies these principles in all fields and areas without exception. Lebanon is a parliamentary democratic republic based on the respect for public freedoms, foremost of which is freedom of opinion and belief, and on social justice and equality among all citizens without discrimination or preference. Moreover, education in Lebanon is free “as long as it does not disturb the public order or violate the dignity of any of the religions or denominations, and it cannot affect the rights of the sects to establish their private schools, provided that they operate by the general regulations issued by the state in matters of public knowledge (4).”

On the Social Level
The supremacy of the law over all citizens is the means to achieve justice and equality among them. Respect for individual and collective freedoms guaranteed by the Lebanese constitution and enshrined in the International Bill of Human Rights is a vital necessity for the survival of Lebanon. Participation in social and political work within the framework of the Lebanese parliamentary democratic system is a right and duty of the citizen towards his society and his homeland. Education is a priority of national work; it is a comprehensive, diverse, and evolving collective work planned by the state and its responsibility in the framework of the general plan for social and economic development, and it gradually adopts compulsory education until the student reaches the age of fifteen. The participation of all citizens in the educational process, through educational, humanitarian, political, economic, and social institutions, is a national duty to achieve and maintain the public interest.

Citizenship Education in the Objectives of Civic Education Courses

Citizenship education also appears in the objectives of civic education courses as follows:

1. Preparing the student morally in a way consistent with human values within his community and country.
2. Raising the student to critique, discuss, and accept others, and to solve problems with his/her peers in a spirit of peace, justice, and equality.
3. Developing the student’s sense of belonging to a larger society whose unity is enriched by its diversity.
4. Raising the level of the student’s cultural, social, political, and economic contribution and enhancing his/her free participation in civil life.
5. Consolidating the student’s attachment to his/her Lebanese identity, land, and homeland, and his/her loyalty to them through a cohesive and unified democratic framework.
6. Increasing the student’s awareness of his Arab identity, his/her loyalty to it, and his/her sense of open Arab belonging towards the entire world.
7. Enhancing the student’s awareness of his humanity through close relationships with his fellow humans, regardless of differences of gender, color, religion, language, culture, and others

Citizenship Education in the Lebanese National Framework for the General Pre-University Education Curriculum

The 2023 Lebanese National Framework for the General Pre-University Education Curriculum states the following regarding citizen education: “The tensions and crises that the Lebanese have suffered and continue to endure in recent times, the corruption that has infiltrated various aspects of their lives, and the absence of accountability practices, have necessitated the focus in the curricula on citizenship education to ensure that citizens’ understanding of the public good becomes direct, not through the political and sectarian clientelism, but through state institutions.”

This underscores the role of curricula in educating learners and nurturing them to fulfill their national roles and engage in public affairs by embracing efficiency, fostering transparency, integrity, accountability, combating corruption, and enhancing their responsibility in developing the concept of the common good, expanding it towards greater justice and equality.

Current Status of Citizenship Education

During the past decades, several studies have assessed the status of citizenship education in Lebanon and other Arab countries. Most of these studies indicate that citizenship education is in crisis in Lebanon and other Arab countries because education itself is in crisis. Citizenship education in Lebanon faces several challenges and issues, some of which are rooted in the country’s complex political and social landscape.

Some of these challenges are the following:

1. Sectarianism and Identity Politics: Lebanon’s political system is based on a confessional system that divides political power among religious sects. This sectarianism often seeps into education, making it challenging to promote a unified sense of citizenship. Many Lebanese students are taught within their sectarian communities, leading to limited interaction and understanding between different religious and ethnic groups.
2. Lack of a Unified National Curriculum: Lebanon does not have a unified national curriculum for citizenship education. Instead, various sectarian authorities oversee their educational curricula, which may emphasize different historical narratives, values, and beliefs. This lack of uniformity makes it difficult to foster a common national identity yet reflects the freedom of education enshrined by the Lebanese constitution.
3. Marginalization of Citizenship Education.  Indeed, the diminished importance of citizenship education in the official exams has lowered the stakes of civics, history, and geography.
4. Limited Dialogue and Critical Thinking. The curriculum and most of the textbooks focus on ideals, steering away from encouraging dialogues and explorations into topical and controversial issues along with teaching and assessment approaches that encourage rote learning and memorization.
5. Political Interference: Political parties and sectarian leaders sometimes influence the content of educational materials and curricula. This interference often leads to the promotion of sectarian ideologies over inclusive citizenship values and concepts.
6. Insufficient Teacher Training: Many teachers lack the necessary training and resources to effectively teach citizenship education. This can result in inconsistent and inadequate instruction on civic values, human rights, and democratic principles.
7. Limited Civic Engagement: Lebanon has a history of political apathy among its youth, in part due to disillusionment with the political system. Citizenship education programs often struggle to engage students in meaningful civic activities and discussions.
8. Conflicting National Narratives: Lebanon has a history of civil conflict, and different groups may have conflicting narratives about the country’s history and identity. These conflicting narratives can complicate efforts to teach a common understanding of citizenship and history.
9. Socioeconomic Disparities: Socioeconomic disparities in Lebanon can affect access to quality education, including citizenship education. Students from marginalized communities may not have the same opportunities to learn about their rights and responsibilities as citizens.
10. Limited Resources: The Lebanese education system has faced resource constraints and challenges, including funding shortages, which can hinder the development and implementation of effective citizenship education programs.
11. Refugee Crisis: Lebanon hosts a significant number of refugees, including Palestinians and Syrians. Integrating refugees and teaching them about Lebanese citizenship is a challenge, as they often live in separate communities and face legal and social barriers and discrimination.

Reflections and recommendations

Article 10 of the Lebanese Constitution declares that “Education shall be free insofar as it is not contrary to public order and morals and does not affect the dignity of any of the religions or creeds. There shall be no violation of the right of religious communities to have their schools provided they follow the general rules issued by the state regulating public instruction,” is both a blessing and a curse for Lebanon.

On one hand, it allows religious communities to establish their own schools and universities, which has been instrumental in preserving their unique identities. However, this same freedom has hindered the development of a unified Lebanese identity, as these institutions often prioritize their distinct religious and cultural teachings over national cohesion.

This issue underscores the need for more institutions like the American University of Beirut, which promotes a more inclusive and diverse educational environment. Moreover, while much of the focus on educational reform within Lebanon and other Arab countries has been on pre-university systems, it is at the university level where reform is most critically needed. Universities play a pivotal role in shaping future teachers and professionals, who in turn, influence the education system as a whole.

Accreditation processes could serve as powerful vehicles for driving continuous, meaningful change. These processes emphasize the preparation of active and productive citizens who champion transparency, integrity, and accountability while combating corruption and advocating for greater justice and equality.

How can AUB play a role in tackling the issues mentioned above?

The American University of Beirut (AUB) is guided by a mission that emphasizes the importance of freedom of thought and expression, fostering an environment of tolerance, respect for diversity, and open dialogue. The university is dedicated to preparing graduates who are committed to creative and critical thinking, life-long learning, personal integrity, civic responsibility, and leadership. Diversity and inclusion are integral to AUB’s curriculum, reflecting its commitment to creating a learning environment that embraces different perspectives and backgrounds.

In alignment with this mission, AUB adopts a liberal arts education approach, which is instrumental in transforming students into freethinkers, effective communicators, knowledgeable citizens, and individuals of integrity. The university encourages its faculty to focus on nurturing critical and creative thinking skills, ensuring that students are equipped to navigate complex ideas and challenges.

AUB also mandates participation in community service projects as part of its General Education (GE) requirements, emphasizing the importance of civic engagement. Additionally, the university provides numerous opportunities for students to assume leadership roles and actively participate in decision-making processes, particularly through student elections, which are a cornerstone of the campus experience.

AUB is considering integrating citizenship education into its regular curriculum to further enhance its educational impact. This initiative would involve aligning the learning outcomes of selective programs and required courses with the principles of citizenship education.

Faculty members at AUB can play a crucial role in this by promoting respectful debate and discussion in the classroom, which would require developing and assessing program and course learning outcomes. They are also encouraged to incorporate current events and global issues into their teaching, connecting these topics to civic values and responsibilities.

Finally, it is essential to ensure that program and course learning outcomes are carefully developed and assessed for each related activity. Additionally, educators must be provided with ongoing professional development opportunities. These opportunities will help them deepen their understanding of civic education principles and refine their teaching methods to better integrate these concepts into their classrooms. Through these measures, the institution can create a more robust and impactful educational experience that aligns with its mission of fostering civic responsibility and leadership among its students.