Showing posts with label gulen inspired schools. Show all posts
Showing posts with label gulen inspired schools. Show all posts

Tuesday, January 22, 2013

Gulen inspired Schools and Peace education

Gulen inspired Schools and Peace education


The world is gradually becoming a small village, and have been facing challenges like conflict, violence, terrorism, and war along with their terrible consequences of poverty, disease, despair, environmental destruction, and poor leadership. These challenges are present at all levels of human life—family, school, community, society, and globally. The solution to all of challenges is within the education that people have been receiving so far. Incorporating Peace education in the education systems would to eventually help people to gain the ability to prevent conflict, and to resolve conflict peacefully when it does arise, whether on the intrapersonal, interpersonal, intergroup, national or international level.

Peace education has been defined as an learning environment to addresses cognitive, affective and behavioral learning and can occur both within schools, through curriculum development and teacher education, and outside of schools, through camps, sports and recreation programs, youth groups and clubs, and training for community leaders, parents. And, the Gulen inspired school worldwide become an exceptional model to actually implement the peace education. Gulen teachings emphasizes the significance of educating younger generations with the idea of peaceful coexistence and mutual understanding. The educational perspective of Gulen is to illumination of the mind to science and knowledge, and the lighting of the heart in faith and virtue. And, according to Fethullah Gulen, it can be accomplished though teachers who are committed to devoting their lives, time and knowledge to teach the younger generations in these educational institutions. There are currently more than 1000 Gulen inspired schools in more than 110 countries around the world. In the European countries, there are at least a dozen Gulen inspired schools, and more than 150 smaller educational and cultural centers. Having an exceptional track of success in the different section of the world, Gulen schools have been perceived to be elite schools around the globe. Most of these outstanding schools are private schools where students have been selected on the basis of academic performance. The students in the schools tend to score high in different national and international competitions. In Gulen’s thinking there is no greater religious concept than love, there is no greater religious action than love: “Love is the most essential element of every being, and it is the most radiant light, and it is the greatest power; able to resist and overcome all else”. True religion is therefore how we move from being merely human to in fact becoming humane. In this way, Gulen teaches, spiritual people are open to the flow of the divine.

We are going to conclude with a testimony from Emre Celik who recently traveled South Africa, Tanzania (including Zanzibar), Kenya and Ethiopia to see Gulen inspired schools first hand. “The ripple effect these schools have is tremendous. They provide a safe haven, a kind of “peace island” for all those associated with the school” [1]

[1] Source: http://gulenmovement.com/news/155-an-untold-african-story-gulen-movement-activities
http://gulenmovement.com/news/175-gulen-inspired-schools-and-peace-education

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Friday, January 18, 2013

In what ways is Fethullah Gulen spiritual?

Fethullah Gulen
As a devout Muslim, Fethullah Gulen maintains the principles of orthodox Islamic spirituality taught by the Qur’an, and historically and ideally exemplified in the life of the Prophet Muhammad. This general sense of spiritual life includes observation of canonical daily prayers, consistent supplications to God, and frequent invocations of the divine names or “remembrance” (dhikr), as well as meditation. Gulen is well known to have observed all these basic spiritual practices in his deep sense of piety throughout his entire life. Since his early youth, he has adopted a spiritually-based daily life that starts an early wake up before the dawn to practice the traditional late night prayer called tahajjud and to recite various supplications. He dedicates a couple of hours to informal prayer called du‘a to ask God for goodness not only for himself, his relatives and friends, but also for all fellow believers and all humanity. Indeed, prayer and supplication comprise the very spirit of his daily discourse.

Gulen is also considered a follower of Sufism, the traditional mysticism of Islam. Sufism is not only a spiritual tradition, but also a humanistic and humanitarian one. Gulen wrote his masterpiece of four volumes on the key concepts of Sufism, which is entitled The Emerald Hills of the Heart. In this work, Gulen examines the traditional Sufi understanding of spirituality, morality, and metaphysics, with a constant emphasis on the human perfection to be realized by dedication to the eternal values of the Divine, especially mercy, compassion, love, and generosity, all expressed by the divine name of Rahman. This latter attribute of God has an outstanding significance in the spiritual system of Sufism, as it signifies the character of the ideal human being. Traditionally called al-insan al-kamil, this ideal individual is to be the greatest manifestation of the name of Rahman, namely the greatest representative of “The Most Merciful and Generous One” in the universe. Here is the necessary intersection of service to God and service to humankind and all creation. As Gulen reiterates in his article on al-insan al-kamil, the true spirituality requires the embracement of all creation, especially the human existence, as well as the dedication to the betterment of society, for the sake of the Creator, who is first of all the Lord of mercy and generosity.

Source: http://www.hizmetesorulanlar.org/in_what_ways_is_gulen_spiritual.html
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Wednesday, January 2, 2013

Turkish schools abroad: a global phenomenon

Dr. Seyfettin Gursel
Two weeks ago, I was in northern Iraq, the region controlled by the Kurdistan Regional Government (KRG), with my colleagues from Zaman. We had a very informative exchange of views with KRG personalities about the collaboration between Ankara and Arbil on the exploration of natural resources (see my article "Kurdish oil: a strategic shift," Dec. 14, 2012).
 
During our stay we had also the opportunity to visit Fethullah Gulen-inspired Turkish schools to meet some of the managers as well as teachers.
 
This was my third visit to these schools. Years ago I visited those of South Africa, and Bosnia and Herzegovina. A very similar story is found in each case. A handful of volunteers arrive in difficult times and succeed in tearing out required authorizations in an atmosphere of suspicion. They move on to build their first school with the support of donations coming from the faithful of some Anatolian city. After the first school proves its high performance in educating students and once the local authorities are reassured that there is no obscure political or ideological aim behind the institution, the way is opened wide for enlarging the school's presence.
 
In Iraq the saga began in 1994 with 74 students in Arbil at a time when an armed confrontation between Kurds and then-Iraqi President Saddam Hussein raged on, isolating the country's north. The second school opened in Sulaimaniya, but beyond that the number remained limited to four till 2004. After the fall of Saddam, an explosion occurred. According to Talip Büyük, general director of the Fezalar Education Company, there are now 30 Turkish schools in Iraq, 18 of which were established in northern Iraq and 12 in the territories controlled by Baghdad. As many as 12,000 students are enrolled in these schools. Naturally, the question comes to mind: How many of these schools are there worldwide? I asked the question to Celal Uşak, a board member of the Journalists and Writers Foundation (GYV). Uşak estimates that there are about 1,000 in approximately 150 countries, employing 10,000 teachers from Turkey. No doubt that we are facing an astonishing global phenomenon whose long-term implications are difficult to predict from where we stand.
 
This phenomenon has been puzzling me for a long time. How do these schools work? What are the keys items behind their success? What are the mission and limits of this global phenomenon? I cannot claim to be able to fully answer these questions, only to give some personal perspectives. The educational system is quite similar to foreign schools established in Turkey during Ottoman times. Mathematics and scientific courses are in English, taught by Turkish teachers, while social courses are in the countries' native languages, handled by local teachers. English and Turkish language education is very important. For example, in Iraqi schools there are 16 hours of English and 12 hours of Turkish per week. We met by coincidence in an Arbil mall a Kurdish student, Berhevan, who actually teaches English in the Mosul school. We were impressed by Berhevan's fluent Turkish.
 
The performance of the graduates in university entry exams is undisputable. Last year Selahaddin Eyyubi, one such school in Sulaimaniya, had seven of their students in the top 10 KRG baccalaureate students. I asked Ali Çavdar, a math teacher and the vice president of the committee responsible for educational matters, to account for this success. The key word is "a dynamic educational process" for staff, Çavdar said, some kind of learning-by-doing program for the educators themselves. Workshops are regularly organized for the teachers, aiming to improve their skills. Mr. Çavdar told me that a laboratory workshop was going on right now in which university professors of physics, chemistry and biology from Turkey were showing experiments to the young Turkish teachers. He told me also that the experienced teachers regularly show the beginners teaching methods.
 
The entry into schools requires high performance on entry exams for students even though there are school fees. Last year, in the Arbil school, 5,000 students applied for 400 places. I have to note that the fees are quite affordable for the middle class. Turkish teachers receive salaries similar to the salaries of local teachers, which makes the Turkish schools very attractive vis-à-vis their competitors when comparisons are made on price to quality. Once the startup cost is financed from Turkey, the schools are able to produce sufficient income to finance new ones.
 
Obviously, the fundamental factor behind the success of Turkish schools is the spirit of the mission of the people who belong to the faith-based social movement which supports the schools. What is this mission? I am not able to answer this question, but nothing I have seen indicates it is Islamization.

Source: Today's Zaman December 21, 2012

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Tuesday, November 20, 2012

Fethullah Gulen moot to explore meaning of life, model of ideal human

Ideal Human and Ideal Society in the Thoughts of M Fethullah Gulen

LAHORE: The editor of The Fountain, a Turkish magazine, has said that the purpose of international conference on “Ideal Human and Ideal Society in the Thoughts of M Fethullah Gulen” was to explore meaning of life and the model of ideal human and ideal society that have found their definitions in the thoughts of one of the most significant Turkish scholars Yesilova was addressing a press conference at Punjab University on Monday. 

The Fountain Magazine and Rumi Forum are organising the November 21 conference at PU Law College auditorium. Assistance will come from the Punjab government, Higher Education Commission, Punjab Education Department, Pak Turk International Educational Foundation, Journalists and Writers Foundation and Harmony Publications. 

Talking to media, Yesilova further said that speakers from Pakistan, Australia, Singapore, Indonesia, Egypt, Turkey, Northern Ireland and the US had been invited to shed light on the thoughts of Fethullah Gulen, who had inspired an immense civil society movement known as “Hizmet Movement” in Turkey since the late 1960’s and had evolved and grown to encompass many facts of social life. 

He said that Fethullah Gulen was pioneer of the positive action that contributed to social welfare and peace in Turkey and worldwide through education. He said the movement of voluntary people was trying to act as a bridge in realizing unity in diversity, synergy, social innovation, interaction and dialogue between the members of different cultures and civilization. Yesilova was of the view that the speakers would share their research and experience with Hizmet, now active in over 140 countries, on the topics and themes such as democracy and faith-based activism, Gulen’s philosophy on life, meaning and language, Hizmet perspectives on education and case studies on Hizmet.

Published on Dailytimes.com.pk, November 20, 2012

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Conference on Fethullah Gulen’s thoughts on ideal society to be held in Pakistan

A press conference was held at the at the University of the Punjab in Lahore on Monday, to inform reporters about upcoming conference on Gulen's thoughts. (Photo: Today's Zaman)

A conference titled “Ideal Human and Ideal Society in the Thoughts of M. Fethullah Gulen,” seeking to extensively discuss the various dimensions of the Turkish Islamic scholar’s perspectives over an ideal society in a tumultuous time, will kick off on Tuesday in Lahore, Pakistan.

In a press conference held at the University of the Punjab in Lahore on Monday, Professor Dr. Liaqat Ali, the acting vice chancellor; Assistant Professor Maria Maldonado, director of International Linkages; Harun Köken, chairman of the Rumi Forum; and Hakan Yeşilova, editor-in-chief of The Fountain magazine, disclosed the details of the conference.

Professor Ali told reporters that the University of the Punjab had conferred an honorary doctorate on Fethullah Gulen on May 17, 2012, in recognition of his contributions to education and peace, and that this conference will be a follow-up event.

Dedicated to exploring Fethullah Gulen’s ideas on diverse issues, the conference will feature speakers and participants from a number of countries, including Australia, Indonesia, Singapore, Turkey, the United Kingdom and the US.

Fethullah Gulen is a key figure in Turkey and abroad. He is known as the founder of the Hizmet movement, which has played a significant role in the opening of more than 500 schools in over 100 countries around the globe. Additionally, several linked organizations and institutions have stepped up their efforts to build interfaith dialogue through cultural centers and intellectual circles in a bid to contribute to peace and reduce tensions.
Fethullah Gulen has been living in the US for more than a decade.

Source: Today's Zaman 19 November 2012

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Friday, October 5, 2012

The Gulen Movement-Inspired Schools Effect: Muslims and Christians connect for peace

Fountain Magazine held a conference recently, titled "Peacebuilding Through Education", in New York in cooperation with the Peace Islands Institute. Some institutions were honored with the best practice award, as they have served the peacebuilding under difficult conditions. Among the honorees was The Filipino–Turkish Tolerance School (FTTS), Zamboanga, The Philippines. Below is an article about this school serve peacebuilding. The article also includes a story about some Kurdish youth in South Eastern Turkey.
Filipino-Turkish Tolerance School

By Suat Erguvan for Silent Heroes, Invisible Bridge

Most children of the picturesque city of Zamboanga in the Philippines' troubled south are groomed to be cautious in making friends believing in a different religion.

Zamboanga Peninsula, the sixth most populous region and the third geographically largest in the Philippines, is home to 70 percent Christians and 30 percent Buddhist and Muslim people.

The peninsula has been in the headlines for Moro Islamic Liberation Front's militancy against security agencies. The Muslim outfit brands its actions as 'freedom struggle' which has taken heavy toll on civilian lives over the past two decades.

The Christian and Muslim communities have adapted to live in a tense equilibrium, with fire fights and bomb blasts claiming precious lives on one hand, and soaring number of unconstitutional disappearances on the other.

Wherever the two enraged communities live side by side, traffic on the roads dividing them becomes litmus test for peace or unrest in the vicinity.

While compatriot tourists visit the country's southern peninsula exercising caution, some foreigners are seen calmly working in a Zamboanga school.

Since 1997, Turk educationists are sowing the seeds of tolerance and co-existence through the Filipino-Turkish Tolerance High School located in the heart strife-torn region.

With humble beginning of 89 students, the institution today has boarding and teaching facilities for over 1,000 students. The school gets equal attention of Christian and Muslims parents and their offsprings.

"It also has one of the best dormitories not only in Zamboanga, but in Mindanao. The Filipino-Turkish Tolerance School, considered one of the best in the region, has produced a number of students that topped in many international competitions and were even cited for their excellent educational skills," noted The Mindanao Examiner newspaper in one of its story in 2007.

Encouraged by the vision of a Turkish Muslim scholar, M. Fethullah Gülen, over 1,500 non-governmental Turkish educational institutions have spread to almost 115 countries worldwide.

The schools, also working in collaboration with local businessmen, strive to provide students with a learning environment to "make them acquire solid competencies in critical thinking, creative problem solving, consensus building, informed decision making and technical literacy."

Fr. Thomas Michel, Ph.D, Secretary General of Interfaith Dialogue Council in Rome, Italy, visited the Turkish tolerance schools in 1995, in Zamboanga.

"The Turkish and Filipino staff's proud claim was a stunning reality for me as Muslims and Christian students were getting education with true spirit of a culture of dialogue and tolerance," Fr. Michel shared these remarks with gatherings around the world.

He noted that children befriended their class fellows regardless of religious divides, thus their parents not only started communicating with each other but also eventually cooperate for children and community's future both.

During a visit to Turkey in September 2009, Philippine President Gloria Macapagal-Arroy expressed need for increase in the number of Turkish schools to help "strengthen mutual relations". She vowed to learn from Turkey's experience "in helping the people of different faiths in our nation to accept one another."

Last October, Philippines' Ambassador to Turkey Pedro Chan said his country wanted to open honorary consulates in Turkey's northern province of Samsun and northwestern province of Bursa.

The Philippines is not an exception in strengthening bilateral relations with Turkey after fruitful contribution of schools. Many African nations saw following the Turkish embassy years after the voluntary Turkish schools made their mark.

Recollecting his experiences in the Philippines, Ahmet Yamakoglu, former Principal of the Phillipines-Turkish Tolerance School, recalls a meeting of Kayseri philanthropist businessmen with Governor of Zamboanga Mrs Maria Clara Lobregat.

Ahmet quotes the governor as saying, "You have changed the misconceptions formed in our minds owing to the unfortunate clashes between the Muslims and Christians, and you made us love Muslims and Islam."

On occasion of the Philippines National Day, Ahmet recollects, "When our students were parading before her, she stood up and announced to the public: And now my new children are passing out before us!"

This success did not come in platter for the Turkish educationists. Long after submitting papers for opening schools in Manila, the Turks received no results owing to the deep-seated suspicions of the central government about Muslims.

Only in 2001, the final decision for opening the school was passed; however then slow-moving bureaucracy still had question marks about presence of Muslims educationists in the conflict zone. Until Mrs Maria assigned her parliamentarian son Celso Lobregat to facilitate her Turkish friends with the processes, hopes were dim.

Celso Lobregat told his politician colleagues, "We fought with Muslims for many years in the Mindanao region. There might have been no bloodshed in the south if we had them many years ago."

Thus, the Turkish NGO got permission in style to open more branches back then.

Before dying Mrs Maria bequeathed her wish to Celso Lobregat to be the beneficiary of the Turkish schools in the Philippines. Lobregat became the Governor of Zamboanga and Turkish school quietly spread their message of co-existence and tolerance.

Such experiences have borne fruit in Turkey as well where Kurdish militants are attacking civilian and security personnel indiscriminately, alleged at the behest of external factors.

Abdullah Aymaz, a Turkish educationist, recalls a touching incident involving two Kurdish-speaking students who went on rampage in school 15 days after enrolling and lodging in the school.

Realising sensitive nature of the region, the principal treated the students with affection.

One of the students, whose name has been kept anonymous, is quoted as saying: "We were told so many negative things about you that we hated you and we came to burn the school, but we couldn't."

In another incident, a student from Cizre - a Turkish town near the Syrian border - wrote to the principal, "Until recently, I used to see Turks as our sworn enemies but now I loved you all. If you had come here earlier, terrorism might not have been here." The youngster regretted about his uncle who has adopted Kurdish guerilla lifestyle in the mountains.

The bar of expectations from the Turkish schools' peacebuilding role is rising world over as many Muslim and non-Muslim geographies, too, long for tranquility and peaceful coexistence.


Published on Silent Heroes, 04 October 2012, Thursday

Related Acticles:
New York conference highlights Turkish schools' contribution to world peace
Fethullah Gulen's message to the conference entitled "Peacebuilding through Education"
Fethullah Gulen schools or Gulen-inspired schools?

Video Source:
http://www.youtube.com/gulenmovement
http://www.youtube.com/gulen4worldpeace

Saturday, September 8, 2012

Can the West believe in Islamic progress?

(ILLUSTRATION: ORHAN NALIN)
While the West has been largely indecisive about its position on the several recent experimental and violent renegotiations of Islam and power in the Middle East, its feelings on Islamic power have been rather clearly demonstrated over the years: The acquisition of power by Islamic entities is a cause for concern. By the same token, the Islamization of a powerful entity is also a cause for concern.

In Turkey’s case, the Western perception of the latter scenario has dominated the language of experts and journalists who are expressing worry by filling their assessments of Turkey’s political path in general, and the influence of the Gulen movement in particular, with sinister overtones. Recep Tayyip Erdoğan’s government is viewed as facilitating a “takeover” in which Islamic powers in Turkey have seized control of previously secular state institutions. The association of Turkey’s Islamization with depictions of aggression and radicalization has been boosted by the alarm sounded by Bernard Lewis, one of the most influential historians of the Middle East, who describes Turkey’s movement as “re-Islamization,” thus emphasizing a return to darker days and a form of rule that does not rule out future Iranization.

This movement, as viewed through Western eyes, presents what appears to be a baffling paradox, especially in light of Turkey’s economic growth: Turkey’s financial progress is coinciding with the ideological retreat of its secular identity. How on earth can more wealth be leading a country to become less Western? No wonder the West is bewildered.

Using Hegel to understand Turkey


It is here proposed that a helpful way to resolve the West’s Turkish cognitive dissonance is by employing one of the West’s own interpretive methods: the Hegelian dialectic. This philosophical technique was designed and developed by European thinkers in order to reconcile seeming contradictions similar to the one posed by modern-day Turkey’s tension between Islam and secularism. In such a framework of thought, Islam, in its original form in the Ottoman days, is likened to a thesis negated by its antithesis in the form of secularism, leading to the subordination and assimilation of the negation, resulting in a synthesis: an Islam that is self-reflective and self-conscious for having seen itself through the mirror of secularism and, hence, of an elevated degree of compatibility with the West. In other words, Turkey’s Islamization is not regressive, but progressive, motioning, as reason does, through the integration of contradictions into a more comprehensive unity.

This dialectic movement forward in Turkey is primarily propelled by the Gulen movement, which sprang in bottom-up fashion from Turkey’s Anatolian bourgeoisie, comprising Muslims who identify their social class in Western terms. These are Muslims who promote and optimize Turkey’s civil society through Western sensibilities. For instance, headscarves, which were previously banned in Turkey’s secular antithetical stage, are now not forced upon anybody, but simply allowed in the public space. In other words, the true Muslim wishes of key elements in Turkish society are no longer denied while at the same time Western constitutional freedoms are respected.

The political scientist M. Hakan Yavuz, whose fascinating upcoming book “Toward an Islamic Enlightenment: The Gulen Movement” I was privileged to preview, considers the movement to constitute a genuinely Protestant Islam. This means the movement’s Islamic core is intertwined with an internalization of Western Weberian and Calvinist worldviews, highlighting the interconnectedness of religious principles and economic applications, believing, in the spirit of Capitalism, that socioeconomic prosperity is the most favorable way to bring about and reflect God’s pleasure. This is the main aspect of many other avenues in which the movement expresses a cognizant dialogue with Western thought and belief. Yavuz, a Turkish scholar in the United States, puts the movement under the magnifying glass of academic scrutiny, identifying both its promise and the stumbling blocks ahead. His earnest analysis of the movement’s subtleties does not offer predictions of the movement’s future, but sends an echoing message that has been overlooked: The Gulen movement is still in motion.

The path of the Gulen movement might not be perfect -- old contradictions are always replaced by new ones in humanity’s quest for betterment -- but it is nonetheless a road paved by a commitment to progress. The movement’s innovations in teaching must be continuously coupled with openness to learning even from its obvious detractors within Turkey. In particular, issues concerning freedom of expression and the judiciary have increased the number of the movement’s doubters, but doubt offers the best possible stage on which to show that perceived contradictions may be reconciled. The stage for showing the movement’s commitment to progress is also set outside Turkey, as tangible improvements in the lives of many Muslims would be readily noticeable. If this Turkish movement’s constructive focus on science and technology as well as love and community service could inspire the Arab world, then there would be hope of lessening the destructive worship of struggle in the region. Turkey’s ideological and actual fight against terrorism does not leave any room for comparison with Iran’s top-down, terror-sponsoring Islam.

The foreign Muslim Turk


Nonetheless, the portrayal of Turks in Western media is dominated by suspicion and alienation. The underwhelming reception of Islamic prosperity, especially of the kind that is not grounded in oil rigs but in economic ingenuity, is somewhat frustrating: While the West is adamant about stirring Islam away from violence, it is not terribly thrilled to see it flourish. Furthermore, the Armenian lobbies are trying to perpetuate Turkey’s defamiliarization in Western eyes by projecting past tragedies on Turkey’s modern-day image. The attempt to hold the current Turkish government accountable for Talat Pasha and the late Ottoman rule is as sensible as holding the Obama administration accountable for Jefferson Davis and the agenda of the Confederate States of America in the Civil War. The mere existence of such pressure is a banner of anti-Islamic double standards in the world today, standing atop unnecessarily highlighted divides between Muslims and Christians.

The recent article by Maximilian Popp in the popular German weekly Der Spiegel epitomizes the ethnocentric chauvinism that is bent on defamiliarizing the progressive Turk. Unfortunately, that article, which will likely be read by many, is based on the erroneous belief that the author’s preferred secular culture sets the universal norm; the author’s own culture, upon its own preferred categories, is followed as if it were the exclusive determiner for judging other cultures. The article reveals an intention to take what volunteers of the movement feel are familiar standards, and give them a strange and unfamiliar appearance. This type of defamiliarization, which looks to present another culture through an aggressive biased devotion to one’s own cultural beliefs, should be rejected outright for its use of exaggeration, pretense objectivity and maneuvered context. In fact, it has already been criticized and even mocked by responsible anthropologists for quite some time now. Horace Mitchell Miner’s brilliant satirical essay “Body Ritual among the Nacirema” from 1956 shows that even American culture can be defamiliarized if such is the author’s intent as, for instance, brushing one’s teeth is described as a private mouth ritual and dentists are holy-mouth-men.

Specifically, when Popp defamiliarizes the Gulen-inspired schools by highlighting the authoritative role of the elder brother and the restrictions on watching TV, listening to music or reading books that are not approved, he is trying to depict the movement as an adversary of freedom, failing to recognize that the concept of discipline is not so foreign, or exclusive to these schools, but rather is common in many quality private schools, professional sports or military academies. However, Popp will not be defamiliarizing the English Eton College, the FC Barcelona youth academy or the US Marine academy for their different emphases on discipline. Similarly, the article defamiliarizes a religious group’s right for self-preservation. If Der Spiegel finds it strange and newsworthy that volunteers of the movement are encouraged (or “pressured” as Popp puts it) to marry other volunteers, does that mean that the magazine is culturally uncomfortable with other religious or social groups who do the same, and even in a more explicit manner, such as the Jews? Furthermore, the endeavor to align one’s religion with science is not an invention unique to Gulen, but rather a continuation of efforts over centuries by Islamic mutakallimun, Jewish thinkers and Christian theologians. Correspondingly, Gulen does not deny scientific facts, as the article states, but rather he concedes that the survival of Islam is dependent on a successful assimilation of scientific theories into the faith. Indeed, the article defamiliarizes religion, as it even considers the long practiced and biblically sanctioned concept of tithing to be “murky finances.”

Wording goes a long way, especially in cases of first impression. If, as the article claims, the German public knows nothing about the Gulen movement, then such articles will likely present the movement’s volunteers, Turks and Muslims as a foreign threat. The pronounced negativity of such articles is clear if one gleans the harmful words carefully placed in it to describe the movement: references to the movement being “shadowy,” “secretive,” “mafia”-like and “dangerous” lead to unequivocal and immediate vilification; describing volunteers as serving Gulen rather than serving the community leads to impressions of self-service and self-aggrandizement; saying that the movement inspires volunteers to “idolize” creates a strong sense of a blind, rather than sober, worship; suggesting that the book collection of a proud volunteer is a mere exhibition with no substance is a reflection of painfully distrusting cynicism; comparing the movement to Opus Dei and Scientology creates an association with groups perceived in Germany as being controversial, cultish, and threatening; reporting that Gulen seeks “control,” “power,” and “influence” as part of a strategy to dominate the West, is appealing to old xenophobic fears; and, most disturbingly, printing words to ascribe the Gulen movement the image of a spider that lays webs for innocent Germans, as the article in Der Spiegel does, is too reminiscent of the notorious anti-Semitic caricature in the Nazi newspaper Der Stürmer in which the Jews are represented as a spider that is about to devour the people caught in its web.

Turkey’s Islamization is an opportunity, not a concern. There are those who pin America’s low popularity among Turks on Islamization, but this rate is only as low as the retrospective approval rate of the war in Iraq among Americans themselves; others pin the conflict with Israel on Turkey’s Islamization, but when viewed without prejudice it is purely a matter of pragmatic offensive realism, as would be expected of any power in Turkey’s situation, secular or religious. Turkey’s Islamization should not be vilified, but rather appreciated for the synthesis it presents between Islam and West. Turkey’s Protestant Islam, not secularism, is a much stronger foundation for a bridge between Islam and Christianity. The current wrong assessments and under-appreciation of Turkey’s role in politics and interreligious dialogue can be smoothly corrected with adequate study and gestures by secularists and Westerners. At a time when the West is greatly tested by tumultuous developments in Muslim countries, it is not less important for it to focus on how to handle the test posed by real Islamic capitalistic success.

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Tal Buenos, an Israeli, has a master of theological studies from Harvard Divinity School (2005).

Thursday, August 2, 2012

Fethullah Gulen schools or Gulen-inspired schools?

First of all there no such definition as “Fethullah Gulen schools”. None of the schools have an official affiliation with Fethullah Gulen himself. There is no wayFethullah Gulen himself to involve in the establishment of such large number of schools which are scattered all over the world. And, it is humanly impossible to one person who lives in an isolated, remote region to manage the schools which are in different countries.

The missing part in this ordeal is not recognizing the influence of Fethullah Gulen in the world fast developing county, Turkey.

As the Turkish Secretary of State Davutoglu has mentioned, the biggest potential of Turkey is human capital. Turkey is not known for its everlasting natural resources. Turkey do not possess capital saving that was obtained through exploiting other nations. Turkey has not been known for its resources such as natural gas and oil as well. Nevertheless only one thing – the biggest resource of Turkey is the human capital – well-educated, young, and energetic but the most significantly human resource that is powerful belonging to their country, history and nation.

Fethullah Gulen has been extensively emphasising the importance of working hard to bring the society on to the higher levels of prosperity. In this bookPearls of Wisdom;

“Laziness and attachment to ease are among the major reasons for deprivation and humiliation. Inactive people who have abandoned themselves to (indolent) comfort one day will fall so low that they will expect even their basic necessities to be supplied by others.

For a human being, change and decay are usually slow and silent. Sometimes even a little heedlessness, a slight straying from the “caravan,” can cause a complete collapse and a total loss. However, because those who have fallen see themselves as still on the same line and in the same situation, they do not realize that they have plunged to the bottom of a deep well from a minaret-like peak.

Some people who leave the line of exertion and struggle with a feeling of guilt, which every fugitive and truant is bound to feel, are likely to defend themselves and criticize their friends who continue to serve. It is almost impossible for such people to escape their deviation and return to their original line.”[2]


People who were inspired by Fethullah Gulen have achieved autonomy from state power and has been able to play a significant role in society, the main characteristics of civil society organizations. Turkey is also a country which has undergone an economic transformation in recent years. And, the influence ofFethullah Gulen cannot be underestimated on this aspect of the Turkey’s economic growth.

In his book, Fethullah Gulen writes: “Those who want to reform the world must first reform themselves. If they want to lead others to a better world, they must purify their inner worlds of hatred and jealousy, and adorn their outer worlds with virtue. The words of those who cannot control and discipline themselves, and who have not refined their feelings, may seem attractive and insightful at first. However, even if they somehow manage to inspire others, which they sometimes do, the sentiments they arouse will soon wither.” [2]

In addition, thanks to the Turkey-EU Customs Union which came into force in 1996, Turkey has enjoyed customs-free exports to a market of over 500 million people. Apart from EU integration, Turkey is playing a leading role in several international bodies, such as the World Trade Organization, OECD, and Black Sea Economic Cooperation. Turkey has been promoting peace, stability, democracy and economic welfare in its region and beyond. Turkey is one of the three standalone countries, which was declared by the African Union as a strategic partner, after China and India, in January 2008. So far, development projects in 37 African countries have already been conducted. [3]. Turkey is a success story when the majority of the developed countries suffering from the economic turmoil. Today, Turkey is a secular state with no Islamic reference. It offers an open political space that allows for all political ideologies to compete free. [1]

Fethullah Gulen has been trying to encourage generations to come to improve themselves to better people to make their positive impact to the world around themselves... Fethullah Gulen wrote “ the generation who aim to give a better shape to the world should be equipped with mathematical thought. Mathematical thought implies a comprehension of the enigmatic connection between creation and the ‘laws’ of mathematics, and a discovery of the mysterious world of numbers. Without mathematics, it is not possible to perceive the mutual relations between man and things; it is mathematics which, like a source of light, illuminates our way along the line from the universe to life and shows us the depths of the world of possibilities beyond human imagination, thus enabling us to attain our ideals” [4]

Source:  http://gulenmovement.com/latest-news/143-fethullah-gulen-schools-or-gulen-inspired-schools

[1] http://www.nationmultimedia.com/opinion/Turkey-a-success-story-of-tripartite-coexistence-30181222.html

[2] http://en.fgulen.com/

[3] Mr Zafer Çağlayan, State Minister for Foreign Trade. http://www.biz-works.net/index.php5?&;;fl=y&pgid=ar&art=1001_08

[4] Towards the lost paradise

Sunday, December 4, 2011

US Congressman Charlie Dent: Many Americans think Turkey’s leadership in Middle East will be constructive


When Congressman Charlie Dent was offered an opportunity to visit Turkey, he thought this could be a great opportunity to assess the country’s influence in a tempestuous region.
 
 He had a chance to see Turkey over the span of a week with his wife, Pamela. Although they had different reasons to be excited about the trip, they both found many more during their stay.
Since 2005, Congressman Dent has represented Pennsylvania’s 15th district in the US House of Representatives. Although a member of the Republican Party, the congressman has been elected four times in an area that generally favors Democratic candidates. Congressman Dent is a member of the US House Committee on Appropriations and serves on several of its subcommittees, including Homeland Security; State, Foreign Operations and Related Programs; and Transportation, Housing and Urban Development and Related Agencies.
He has visited different parts of the Middle East at various times, but had not been to Turkey until October. The trip gave this distinguished couple a chance to meet people from different walks of life in Turkey. Upon his return, Congressman Dent spoke with Sunday’s Zaman on topics ranging from politics to culture and from history to current affairs.
What was your perception of Turkey before this trip? Did your thoughts change after it?
I wasn’t sure if Turkey was going to be a more European or Middle Eastern country before the trip. I wasn’t quite sure. I always sensed that İstanbul was much more European and other parts of Turkey in Anatolia might have been more Middle Eastern. That was my perception walking in, but the more I visited Turkey, the more it struck me as frankly more European than Middle Eastern. The country is much more modern and more secular than I [had] anticipated. Particularly İstanbul is much more secular.

Thursday, September 1, 2011

Gulen Charter Schools: More from Islamophobia Report


Center for American Progress summaries how ultra-nationalists are organized and funded. This draws a clear picture of actions of bloggers who attack so-called Gulen charter schools
Fast facts on the Islamophobia network 
This in-depth investigation conducted by the Center for American Progress Action Fund reveals not a vast right-wing conspiracy behind the rise of Islamophobia in our nation but rather a small, tightly networked group of misinformation experts guiding an effort that reaches millions of Americans through effective advocates, media partners, and grassroots organizing. This spreading of hate and misinformation primarily starts with five key people and their organizations, which are sustained by funding from a clutch of key foundations. 
The funding 
• More than $40 million flowed from seven foundations over 10 years.
• The foundations funding the misinformation experts:
Donors Capital Fund; Richard Mellon Scaife Foundation;
Lynde and Harry Bradley Foundation; Newton and Rochelle Becker
Foundation and Newton and Rochelle Becker Charitable Trust;
Russell Berrie Foundation, Anchorage Charitable Fund and William
Rosenwald Family Fund; Fairbrook Foundation.