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

 

Related articles:

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

http://gulenmovement.com/news/154-the-gulen-movement-inspired-schools-effect-muslims-and-christians-connect-for-peace

http://gulenmovement.com/news/152-new-york-conference-highlights-turkish-schools-contribution-to-world-peace

http://gulenmovement.com/news/169-hizmet-movement-wins-hearts-with-education-charity-scholar

http://gulenmovement.com/news/155-an-untold-african-story-gulen-movement-activities

http://gulenmovement.com/latest-news/156-book-on-fethullah-gulens-teachings-to-be-taught-at-belarus-universities

http://gulenmovement.com/educations

http://gulenmovement.com/fethullah-gulen

http://gulenmovement.com/conferences

Response to Mr. Frank J. Gaffney's article on The Washington Times

Mr. Gaffney’s article can be best described as unsubstantiated propaganda and blatant fabrication. It is neither journalist nor scholarly and the editors at The Washington Times have chosen to diminish their paper’s reputation by publishing it. Nothing in the article is explained or backed up and one can only assume a prejudicial attitude against Muslims caused him to write it.

What is the point of attacking a group of people trying to open a new charter school? Is Mr. Gaffney unaware that charter schools present a much needed educational alternative for students in this country and overall are seen as a very positive development? Is he unaware that high performing charter schools are often duplicated in various locations and that some of the same educational models they use are employed in regular public school districts? If Mr. Gaffney is concerned about the state of education in America why not look at the real problems like the ever present problem of unequal tax basis’ in the city versus the county leading to resource poor schools versus resource rich; or the skewed emphasis on student testing as the “be all and end all” of school performance.

The article is propaganda because he claims that Chesapeake Science Point had “little or inconsistent improvement”. All one needs to do is look up Maryland Department of Education’s “Charter Schools Annual Report 2011”1 to see Chesapeake Science Point achieved >95% proficiency in Reading/English for 2011 and 93% proficiency in Math/Algebra for 2011; very high numbers. Is it significant that in 2009 the numbers were 97% for Reading/English and 98% for Math/Algebra? Absolutely not. The facts are distorted for the author’s purpose.

The article is slander and fabrication when referring to the Islamic spiritual leader Fethullah Gulen as “supremacist” and “autocratic”. This is a man who Muslims look up to as a beacon of spiritual guidance through his prolific writings urging love and tolerance. Any objective person who looks at the life and books of Mr. Gulen will conclude he is an inspired moderate Islamic scholar. Mr. Gaffney must be more interested in war than love of his fellow man.

Mr. Gaffney clearly knows nothing about Turkey and seeks to spread lies by claiming it is an “Islamist state”. Does an Islamist state forbid women with hijab to work in the government? Truth is that Muslims in a majority Muslim nation have not been able to practice their religion freely for decades and the current government is simply moving in that direction.

The local parents and officials plus education experts are the persons qualified to decide about charter school proposals; not a biased “journalist” with an agenda.

By Charter Advocate

Source: http://www.charteradvocate.org/op-ed/153-response-to-mr-frank-j-gaffneys-article-on-the-washington-times

More Articles:

http://www.charteradvocate.org/gulen-charter-schools/148-universal-schooling-and-gulen-insipred-schools

http://www.charteradvocate.org/gulen-charter-schools/127-showing-charters-as-dangerous-by-connecting-them-to-gulen

http://www.charteradvocate.org/gulen-charter-schools/138-islamophobia-network-targets-top-performing-american-schools

http://www.charteradvocate.org/gulen-charter-schools/85-gulen-charter-schools-myth-flourishes

1. http://marylandpublicschools.org/2011_Charter_School_Report.pdf

Charter schools making headway in communities

Charter schools making headway in communities

It was 20 years ago that Gov. Pete Wilson signed the California Charter Schools Act into law, and California became the second state, after Minnesota, to approve charter schools. With the governor’s signature, the door in the Golden State was opened, creating an innovative educational laboratory. New theories, practices and academic programming could be introduced with the sole purpose of positively impacting students with a specific five-year timeline in place.

The traditional school districts have watched closely as these schools have successfully taken on some of the most resistant students, in some of the toughest neighborhoods. The myth perpetuated by some naysayers would have you believe that charter schools only take the “good kids,” the “successful students,” etc. This is simply not true.

Over the last two decades, numerous charter schools have closed due to financial insolvency or a failed academic reputation. Taxpayers scratch their heads wondering why you can close a failing public charter school, but when traditional programs nationwide have the same issues, these schools are not closed. Communities and their children struggle and suffer as a result of this double standard. We are fortunate in our local community to have some great traditional school models that consistently make academic gains. Families are enjoying the high-quality options available in traditional and charter schools that were not available even a decade ago.

Charter schools have made headway in communities across America over the past 20 years and are now serving 5 percent of public school students. Although the reputation of charter schools is strengthening, there is still a sector of the public that is unaware that charter schools are indeed publicly funded. Over the last two decades, charter schools have gotten a bad rap by having some claim that these schools are the panacea for the public school system. Charter schools are merely educational models established to add to the academic options available in a community to help meet the needs of all students. What is best is when the local school district views the successes at charter schools, understands that these schools are bettering the educational landscape in their communities, and as such, implements innovation and change that benefit students in the traditional public school.

Although they serve public school students, charter schools from their very inception in 1992 have not received per-student funding at the same level as traditional schools. It is true that charter schools are expected to accomplish more with less. The funding gap created 20 years ago continues, and the inequity creates a greater burden on charter schools to produce sustainable positive outcomes with students over the long haul. Charter schools have less in state funds to budget with, and in most cases are required to provide for their own school facilities. Traditional public schools have the benefit of full funding per student and a facility provided for them by the state.

Charter schools have the freedom to operate outside much of the established education code. However, these schools are held to a higher standard when it comes to their academic outcomes and financial management as established in the charter school legislation. For instance, the promise was made that when these schools fail, they will be closed. Charter schools are also held to a higher standard when it comes to public critique. Numerous articles and publications have taken potshots at charter schools at the expense of shifting the focus off the challenges traditional schools face in dealing with 95 percent of public school students.

As the celebration of the 20th anniversary of charter schools culminates in San Diego in March 2013 with the California Charter Schools Association statewide conference, I take great pride as a charter school developer and operator. For almost 13 years, The Classical Academies has partnered with our parents and our students to achieve academic and social success. This experience reminded me of the value our state’s charter schools bring to the community of public education. The students’ successes far exceed the simple test scores we produce or the accolades and awards that have come as a result. Our state’s charter schools immensely benefit those whom we serve and help to improve the educational landscape that is part of the economic development efforts needed to improve our individual communities, and our state as a whole.

Published on North Country Times, by Cameron Curry

Charter schools growing in Sonoma County

Laura Comyns leads sixth grade band practice at Sonoma Mountain Charter School
in Petaluma, Thursday, Nov. 1, 2012.
(Crista Jeremiason / The Press Democrat)

Sonoma County is at the forefront of the charter school movement in California with 11 new schools opening this year, second only to massive Los Angeles County Unified with its nearly 660,000 students.

Nearly a quarter -- 23 percent -- of Sonoma County's 70,700 kindergarten-through-12th graders are enrolled in charter schools. Just two years ago, 13 percent of Sonoma County students were in charter schools.

Today, there are 56 campuses working under 51 state-issued charters. Fifteen years ago, there were two charter schools in the county.

The trend reflects districts' efforts to attract students in an increasingly competitive environment and a calculated assessment of how to maximize dwindling state funding for public schools.

In many cases, charter schools can pull in more state funds and with fewer restrictions while also being free of interdistrict transfer rules. Students do not need permission from their home district if they want to attend a charter school -- a key factor as Sonoma County's 40 districts compete for students and the key portion of state funding that is based on enrollment.

"They are trying to use the system to their advantage," said Steve Herrington, superintendent of the Sonoma County Office of Education. "I think people are starting to figure out, 'If I can increase my revenue, I'll do it.' I think you'll see more of that as word of mouth of that spreads."

"I don't begrudge them any of it," he said.

The trend is not isolated to Sonoma County. In California, 1,065 charter schools serve 484,000 students -- a 17 percent increase over last year. This fall, 109 charter schools opened to students. Read more...

Published on www.pressdemocrat.com, November 4, 2012, Sunday

Staff Writer Kerry Benefield writes an education blog at extra credit.blogs.pressdemocrat.com She can be reached at 526-8671, kerry.benefield@pressdemocrat.com or on Twitter @benefield

Book on Fethullah Gulen's teachings to be taught at Belarus universities

A group of academics from Belarus were in İstanbul on Tuesday for the presentation of the book “Social and Philosophical Aspects of the Teaching of Fethullah Gulen: The Look of Belarusian Intellectuals,” which will be used in the county's universities as a course book.
The academics, who are experts in the fields of philosophy, sociology, political science and philology, compiled the book, which is dedicated to the ideas and published works of respected Islamic scholar and intellectual Fethullah Gulen.

Anatoliy Rubanov, the dean of Belarusian State University's faculty of philosophy and social sciences, noted that the country has started to learn about Turkey in the last 20 years. Rubanov stated that Muslims and Christians live peacefully in Belarus, saying: “Muslims are always very tolerant and gentle. If somebody in Belarus says that Muslims are violent and aggressive, nobody believes him. Fethullah Gulen shows us the value of tolerance.”

Professor Svetlana Vinokurova, vice rector of the Belarusian State Academy of Arts, said that the name of the book has a special meaning for the academicians. “I do not know what “to look” means in Turkish, but, in the language of Belarus it means love and liking at first sight. When Belarus intellectuals looked at Fethullah Gulen, they liked his teachings. It is not possible to appreciate the teachings of Gulen immediately as he is a deep intellectual, philosopher and wise person,” added the vice rector. Vinokurova also noted that Gulen has established indestructible bridges between Turkey and Belarus, and she gives high praise to Fethullah Gulen for his contributions to world peace.

“When I first learned about the teachings of Gulen, I saw that the ideas of Gulen are notions that might draw the attention of every person. It was impossible for us to ignore his teachings. The most significant reason for compiling such a book was to acquaint others with the valuable ideas of Gulen and help people in our country learn about his teachings,” continued Vinokurova.

According to Professor Marina Tenyanko, the book is not compiled through the eyes of a journalist or some citizen, it is a synthesis of results obtained from scientific research. Saying that Gulen has demonstrated what can be achieved though tolerance, mutual respect and love, Tenyanko added: “Gulen's thoughts make mutual interactions [between people] inevitable. Interactions can result in peace or war. Thus, people should understand each other to maintain good interactions.”

Published on Today's Zaman, 10 October 2012, Wednesday

An untold African story: Gulen Movement activities

 

I had the privilege of traveling to Africa recently. It was somewhat a whirlwind tour of 4 countries - South Africa, Tanzania (including Zanzibar), Kenya and Ethiopia. It was full of many surprises. I hope to share some of my thoughts and feelings over the course some words in this article.
The purpose of this journey was to discover and note the Hizmet activities (commonly referred to as the Gulen Movement in academic circles). For the uninitiated, Hizmet is a loosely connected group of individuals and NGOs inspired by the ideas and ideals of Fethullah Gulen - a Turkish Muslim scholar and thinker. The movement's activities span some 140 or so countries occupying an important place in the field of education, intercultural dialogue, health and relief activities. The main emphasis is a selfless approach to serving all others while personally gaining God's pleasure.

During my visit to Horizon International School in Johannesburg , which is privately funded, I met one of the teachers. He was a local young man who happened to also be a graduate of the same school to which he was now a teacher. His warm smile gleamed over his humble demeanor. He took me on a tour of the school. Many doors and windows were reinforced - unfortunately robbery was one of the common crimes in the area. Only the week before some new televisions were stolen. Like his peers this teacher was dedicated to his teaching, being a role model for each of his students - as were his teachers who only were teaching him a few years previously - now those same teachers were his colleagues. He had a great deal of respect for this school. It had taken him out of the slums of Soweto. Even more miraculous was his own personal family story.

He was kind enough to invite us to his home - now out of the slums. His mother was a pastor of a local 500 member Protestant church. What stood out in this household was the story of his missing siblings. He had fours brother. The two older were now in prison for murders, having received 40 year prison sentences . The two younger, (a sad irony) had been killed in gang fighting. He was the success story in the family. His mother, protective of her son, was the proudest mother in the neighborhood. And pleased to have her son associated with and teaching at this Hizmet school.

The essence of these schools is typified in the above story. Taking individuals and their associated families and being a catalyst for them to shine - to remove the despair of the communities they belong to and the gruesome social conditions they may find themselves in. The school communities that are formed do not only play a positive role in the lives of its students, but as part of the wider school family touch the lives of students’ families, their relatives and friends and the neighborhoods from which they come. Such Hizmet schools - and it’s becomes quite fitting and appropriate that the movement calls itself hizmet meaning ‘service’ - become beacons of hope as graduates play a role in giving something back through service. This can come in the form of volunteering time, financial support - or those that are so moved by the teaching vocation, come back to teach at the school.

The ripple effect these schools have is tremendous. They provide a safe haven, a kind of ‘peace island’ - a term coined by Gulen - for all those associated with the school. Those not directly associated with the school take comfort in knowing the school is a role model for other educational institutions. And just as important they show-case that no matter how adverse the conditions are that stories like the one above are possible and with time probable and expected. Given the conditions, the teachers of these hizmet schools have outdone themselves,. They should be proud of their achievements but yet resilient to the excesses of immodesty. Such success breeds success and in an area that can be barrain of ‘good news’ this school stands out and needs to be applauded.

And the moral to the story ? These schools are doing fantastics things in many remote places under very difficult circumstances servicing students and families that are also in great need. And this and other stories need to be both understood and told.

Kudos to them !
by Emre Celik
President of the Rumi Forum

Published on www.fethullahgulen.org, 05 October 2012, Friday

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