Wednesday, September 26, 2012

Charter school opens with exorbitant waiting list


Six hundred children are on waiting list for Thomas Edison EnergySmart Charter School


After three years of planning and paperwork, the Thomas Edison EnergySmart Charter School (TEECS) opened its doors in September for children in kindergarten through fourth grade.

The school, located in Franklin but serving children from North and South Brunswick as well, focuses on technology and energy resources in addition to the New Jersey core curriculum.

“We want the children to understand nature and the resources available to us,” Raja Govindaraju, curriculum supervisor and special education supervisor, told the Sentinel. “We are taking our children back to nature and to understand the implications if we don’t take care of Mother Earth.”

“We want to focus on solar cell energy, hydropower, and those sort of energies that we are using through everyday life,” said Head Person Yildiz Oguz.

For September and October, the curriculum will focus on recycling, incorporating it into lessons across the disciplines.

“The children will talk about how trees are important to us, why it’s important to recycle, and how we protect the environment and make the earth a better place to live in,” Govindaraju said. “There is non-fiction text and articles about recycling. We also integrate [the other subjects] with recycling, and we will take field trips to recycling centers in the community.”

Charter schools are primary or secondary schools that are part of the public school system and receive public funds, but frequently put a strong focus on a particular field in addition to the state’s core curriculum. They are often toted as an alternative to public schools and are attended by choice.

TEECS filed its application to start a charter school in 2009 and their charter was granted in 2010. After its awarding, charter schools need to re-file for permission each year until the school starts, unless the application is denied or not renewed. Typically, finding a space zoned for a school is the most difficult step, and is one that often ends the charter process for many would-be institutions.

TEECS found space in the same building as Central Jersey College Prep, an unaffiliated charter school, Oguz said. He explained that TEECS received $500,000 of federal funding over three years, money used to purchase basic necessities to start the school.

“We were granted a federal starter budget, and over the summer we started using the first budgeted payment,” Oguz, said. “We’re only allowed to use it for starting the school, such as for furniture, books, and computers.”

Charter schools receive money from the state in accordance with the amount of children enrolled. Public education is calculated by a certain cost per child, and that amount of paid to TEECS for operational costs.

Enrollment for the 2012-13 school is at its maximum capacity of 210 children, with a waiting list of an additional 669 seeking a spot for the current school year.

Without advertising, Oguz said, the school received over 100 applications just for kindergarten.

TEECS relies heavily on the use of technology, both in the classroom and out. Teachers have access to iPads to give interactive lessons using “smart” classroom boards, and an iPad cart is stocked with enough devices so that each student in a class averaging from 18 to 24 students can use an iPad for an interactive lesson. A smartphone application for Android and iPhone gives children and parents a new way to keep track of homework, assignments, grades, and behavior marks, as well of use of the Dropbox program to submit assignments. Miniature robotics called Little Bits will be incorporated into technology classes, and additional technologies, such as robotics, are in the works for later in the school year. Lunches are swiped for with student IDs with the parents paying the bill online.

Even with the strong focus on technology, education consultant Lynette Tannis explained that the emphasis on language arts, handwriting, and other “non-technical” subjects is strong.

“Implementing a balanced literacy bloc within the school allows for creativity,” Tannis said. “Even when there’s a mini-lesson when students are in smaller groups and working together, there’s still a focus on the core literacy instruction.”

Students are divided into two classes, “gifted” and “talented.” The “gifted” class has 22 to 24 children, and moves at a faster pace to challenge the students. The “talented” class has 18 students for individualized attention and moves at a slower pace. The purpose, Oguz said, is to level out the playing field in each classroom, both for the teacher and the students.

Parents are also highly involved with their children’s education. Instead of parentteacher conferences being held at school, teachers make visits to the home, which Govindaraju said is key in order to understand the child better.

“I believe that a home and school connection is extremely important because there are the two major groups where the child spends most of her life,” Govindaraju said. “In order to make a connection to the child, you need to know where he or she is coming from and talk to the parents to understand their philosophy and values.”

“Without this connection, a student may come home and say one thing to mom and may go back and say another thing to the teacher,” Tannis said. “This allows the students to see that mom and teacher are on the same team and will help contribute to the child’s success as a student.”

Govindaraju said that parents and children alike have been receptive to home visits.

“Most parents are thrilled, and even the child is surprised to see the teacher really care for her,” Govindaraju said.

However, with each charter school that opens its doors in September, there are several who are not able to take the final decisive steps to becoming a school. The Princeton International Academy Charter School (PIACS), which intended to serve South Brunswick children, went through the same process as TEECS, but was unable to acquire a building and its charter renewal was rejected for the 2012-13 school year.

“This charter is, for lack of a better word, dead,” said Kristin Epstein, vice chair of the school’s board. “The board is in the middle of dissolving.”

PIACS’s theme would have been a Mandarin Chinese language immersion program, led by Dr. Bonnie Liao, who started language programs and private schools in Bergen County and Princeton.

“She heard from some parents who had one child in the private school, and by the time their second child came around, they didn’t think they could afford to send them there,” Epstein explained. “She noticed that people were doing excessive things to teach their children Chinese, like sending their kids to camp in Beijing, and she noticed a need for a charter school in the area.”

PIACS applied in 2009 but delayed the start date for three years in an ultimately failed attempt to find a building. PIACS faced intense opposition from the public schools, which Epstein believed eventually led to its rejection. There are no intentions to re-apply for PIACS.

“As a charter school, we can adapt faster and try more pilot programs,” Epstein said. “We need to have the right to be able to fail — if one program didn’t work out, we will learn from the next one.”

That spirit of open communication and flexibility is something that TEECS is carrying on in its curriculum.

“Education has long been criticized as being a mile long and only an inch deep, so we want children to find ways to really delve into a subject,” Govindaraju said. “We want to get input, see how teachers are responding and building into every aspect, and then we will change it.”


BY STELLA MORRISON
Staff Writer


Contact Stella Morrison at smorrison@gmnews.com.

Source: http://ns.gmnews.com/news/2012-09-27/Schools/Charter_school_opens_with_exorbitant_waiting_list.html

Saturday, August 18, 2012

Turkish school opens in Kigali

The premises of Hope Kids Academy, which opens on October 8. The New Times / Timothy Kisambira.

Hope Kids Academy, an international Turkish school, has opened its branch in the country under a Rwandan-Turkish framework.

The school is located in Nyarutarama, Gasabo District.

Speaking with The New Times yesterday, Isa Gokturk Yilmaz, the Headmaster of the school, said studies will commence on October 8, adding that from Nursery one to two, each kid will be paying a registration fee of Rwf125, 000, and tuition of Rwf1.3 million per term.

Foreign students will pay a tuition fee of Rwf1.136, 000, he added.

He added that Rwandan pupils, from Primary one to three, will be paying Rwf1.4 million per term in tuition, while foreign pupils will pay Rwf1, 460,000.

“The idea is to give Rwandan children an international exposure, but ensure they retain their culture,” Yilmaz said.

He said the school will be offering Cambridge primary International programme with a strong emphasis on science, Mathematics, ICT teaching with smart boards.

The school, which will use English as a medium of instruction, has already recruited 11 teachers, will also teach several languages including French and Turkish.

According to the schools administration, each nursery and primary class will have between eight and 12 pupils.

Yilmaz the decision to open the school came after a visit to Turkey by President Paul Kagame earlier this year. “The two countries enjoy a brotherly relation”.

Rwanda and Turkey last month signed a Memorandum of Understanding (MoU) that provides for a cooperation framework between the two countries.

The MOU was signed by the Minister of Foreign Affairs and Cooperation,

Louise Mushikiwabo and the Deputy Prime Minister of Turkey, Besir

Atalay, during the latter’s visit to Rwanda.

Although its tuition means the school will be out of reach for the overwhelming majority of Rwandans, ordinary people have welcomed the development.

Albert Ndemezo, a resident of Kacyiru in Kigali, said the new school will contribute to the development of the country’s education sector.

He said more international businesses should invest in the country.

Source: The New Times

More news: http://www.charteradvocate.org

Thursday, August 16, 2012

President of Republic of Benin praises Gulen-inspired schools.


President of Republic of Benin Dr. Thomas Yayi Boniexpressed his appreciation for the work of Gulen-inspired schools that opened in his country. He said, “It is impossible to neglect such issues as healthcare and education. These schools are strengthening our historic and cultural ties. We look forward to making strategic cooperation with them”. Dr. Boni visited Turkey as part of his work trip organized by TUSKON (the Turkish Confederation of Businessmen and Industrialists) during which he discussed political, economic and business ties between Turkey and the Republic of Benin.


English translation retrieved from fethullah-gulen.net, 11 August 2012, Saturday
Original article [in Turkish] published on Zaman, 10 July 2012, Monday

Wednesday, August 8, 2012

Universal Schooling and Gulen-Insipred Schools

Although universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education. What is universal primary and secondary education intended to accomplish?

The project on Universal Basic and Secondary Education (UBASE), based at the American Academy of Arts and Sciences, recognized a lack of consensus within and among countries and a lack of focused international discussion on the desired content and aims of basic and secondary education.

This book offers views from Asia, Africa, Europe, North America and South America on the purposes of universal education while considering diverse cultures, religions, and professions. It is the first book in which renowned authors from around the world have proposed, considered, and debated goals of basic and secondary education, engaging in a constructive dialogue on one of the most pressing issues facing education today. [1]

The purposes of the report are to stimulate attention to educational goals on the part of individuals, families, educational professionals, community leaders in business, religion, and politics, local governments, national governments, and international organizations, and to provide some starting points for future discussions among the different groups with different agendas that compose any society on the globe. The study is to explore the venues to come up with an Secondary Education model that can be applied in a global prospective in improve the education just in one courtly but internationally. [2]

In the study Joel Cohen have started the research by raising the following questions
What should be the goals of basic and secondary education of high quality?
Which, if any, of these goals should be universal? What does universal mean? What happens when educational goals conflict? What are the meanings of high quality in basic and secondary education? Who decides these questions, and by what process do they decide? How should the quality of decisions about educational goals be evaluated?

The report, Educating All Children: A Global Agenda, [3] by the academy, a Cambridge, Mass. based independent policy research center, outlines an ambitious plan for improving educational access that goes beyond the goals of existing international initiatives, which have long focused on primary education, to include secondary school. [5]

The research suggests that achieving universal primary and secondary education is both urgently needed and feasible. Will the international community commit the necessary economic, human, and political resources? The challenge, say the editors, is “as inspiring and formidable … as any extraterrestrial adventures and far more likely to enrich and improve life on earth.”

Despite the findings, the study by the American Academy of Arts and Sciences said the goal of providing a high-quality education to all children could be achieved at a reasonable cost with more support and funding from governments worldwide. “There’s no question that it’s possible,” said David Bloom, one of the authors of the study. “It’s a question of financial resources and it’s a question of political will.” “We … need to pay much more attention to education access at the secondary level and we need to pay attention to educational quality,” Bloom said. “It’s not just a question of getting kids into schools, it’s also a question of what you do with them once they’re in school.” The study attempted to lay out a vision of what the world would look like, “how much better the world would be if instead of using our resources for military purposes we used them to get every kid in the world into school and provide them with quality education.” [4]

There is no question on the fact that, achieving universal primary and secondary education is both urgently needed and feasible. Will the international community commit the necessary economic, human, and political resources? The main challenge is not financially oriented but rather on the leadership side. It is to have people to dedicate themselves on this cause which is inspiring and formidable … as any extraterrestrial adventures and far more likely to enrich and improve life on earth.

And, this is what Fethullah Gulen achieved so far. Gulen emphasizes the significance of educating younger generations with the idea of peaceful coexistence and mutual understanding.

The educational perspective of Fethullah Gulen is the illumination of the mind to science and knowledge, and the lighting of the heart in faith and virtue. This can be accomplished though teachers who are committed to devoting their lives, time and knowledge to teach the younger generations in these educational institutions.

And, the recent findings are speaking about the extraordinary achievement Gulen-inspired school demonstrated so far. 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. Generally, Gulen-inspired schools are low fee schools due to the limited wealth of supporters of these educational projects . [6].


To President Obama’s Muslim Advisor Mogahed, the Gulen Movement is a model and inspiration for all those working for the good of society, and is a highly admirable and impressive movement in the world.

Cemil Genc

[1]http://belfercenter.hks.harvard.edu/publication/19869/international_perspectives_on_the_goals_of_universal_basic_and_secondary_education.html?breadcrumb=%2Fexperts%2F210%2Fowen_r_cote
inspired by FG

[2] Cohen, Joel E. and Martin B. Malin, eds. International Perspectives on the Goals of Universal Basic and Secondary Education. New York: Routledge USA, December 2009.

[3] Cohen, Joel E., David E. Bloom, Martin B. Malin, eds. Educating All Children: A Global Agenda. Cambridge, Mass.: MIT Press, January 2007.

[4] Reuters World falling behind on 2015 education goal Wed Jan 17, 2007 7:15 PM ET
By David Alexander

[5] Education Week Worldwide Education Achievable, Study Says Published: January 19, 2007
Vol. 26, Issue 20, Page 16 By Kathleen Kennedy Manzo

[6] The Key Factors behind the Success of Gulen-Inspired Schools. Ahmet Polat, Executive Officer of the Australian Intercultural Society.

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

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]

[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

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

Saturday, July 28, 2012

Gulen Inspired Schools / Gulen Charter Schools

In the last two years, a new trend has been started by some mysterious bloggers later joined by a few self-identified scholars with PhDs. They came up with a brand-new term, a totally new coinage, for the charter school world: Gulen Charter Schools. While the early-bird alarmist bloggers tried to attract people’s attention to those so-called Gulen Charter Schools by claiming that Fethullah Gulen involved in the foundation and administration of some US charter schools, others – specifically the academics – based their arguments on these blogs as if the latter were highly credible sources. Moreover, in an effort to make their claims look authentic alarmist bloggers employed Charter Schools’ open-to-public data, such as tax returns and H1B visa applications which indeed have been scrutinized by local and federal government agencies many times for various procedural reasons.
The question here is what charter schools are and in what sense they could be compared with the schools founded throughout the world by the people inspired by Fethullah Gulen.
According to uscharterschools.org;

Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The “charter” establishing each such school is a performance contract detailing the school’s mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school’s contract. Charter schools are accountable to their sponsor– usually a state or local school board– to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them and the public that funds them.

Uscharterschools.org also provides some other definitions of charter schools from various independent sources such as this one:

Charter schools are semi-autonomous public schools, founded by educators, parents, community groups or private organizations that operate under a written contract with a state, district or other entity. This contract, or charter, details how the school will be organized and managed, what students will be taught and expected to achieve, and how success will be measured. Many charter schools enjoy freedom from rules and regulations affecting other public schools, as long as they continue to meet the terms of their charters. Charter schools can be closed for failing to satisfy these terms. (“Charter Schools Description”, Education Commission of the States, 2005)

These definitions clearly state that charter schools are public institutions owned by the public, operated for the sake of public by using public money, and responsible to the institutions representing the public. They have to be transparent – as dictated by the laws in the US – open to public by providing equal opportunity of enrollment to anyone legally eligible for the application to the school, cannot discriminate even by requiring certain test scores as a requirement for enrollment. Charter schools are operated by contractors for a specified term and the contract could be renewed based on the schools’ performance. They are accountable for their academic and fiscal performances to the institution (state, local school board etc) who granted them this privilege in the name of public. This means the contractors do not really own the schools but operate them for a pre-arranged time period. Then, if the contract is renewed they are good to go; but if not, it turns into a regular, government operated public school overnight.

Academics studying Gulen-inspired schools founded throughout the world by the people who were inspired by Fethullah Gulen’s teachings have coined the term Gulen Schools (or Gulen-inspired schools/institutions) for convenience purposes (see Ebaugh, 2010, p. 96). Although Fethullah Gulen does not accept any affiliation to his name, whether it is people or institutions, it has been useful to call them Gulen Schools. Fr. Thomas Michel describes Gulen Schools as follows:

[T]he schools inspired by Gülen’s educational understanding are not religious or Islamic. Instead, they are secular private schools inspected by state authorities and sponsored by parents and entrepreneurs. They follow secular, state-prescribed curricula and internationally recognized programs. (Michel, 2006, p. 111)

Gulen-inspired schools, unlike charter schools, are private schools financed by tuition fees and donations of local businessmen who pledged their support at school fundraisers that are held on yearly basis. They are open to public as long as students could pay the tuition and at the same time pass a certain qualification test held either by the school itself or – in Turkish case – by the state. For those who are well qualified without proper financial support, there are scholarships such as tuition waivers and even stipends. Moreover, these private schools are predominantly boarding schools where there usually is no option other than living in the dormitories under the tutelage of school administration.

The business circles of the movement are the main sponsors of these schools, supporting them financially until they are able to raise their own revenues through school fees. In each country, the community works in co-operation with the local authorities, who often provide logistical assistance and supervise the curriculum:

Some schools are completely built and funded by businessmen and industrialists, while some are joint ventures between the state and the trusts. The state provides the building, electricity, water, etc., and the trusts provide teaching, the teaching staff, and all educational materials and resources.

Some are eventually completely funded by student fees. They work as non-profitable companies or trusts, that is, all the income incurred goes back to the students again as educational investment (new teaching materials and resources such as books, computers, software; and facilities such as labs, gyms, hostels, residence halls, etc).

Ruth Woodhall says, “Every school has its own independent accountants and accountancy system. They are all accountable to the local authorities (the state) and the trust’s inspectors, and comply with the state and international law.”[1] Ian G. Williams adds that the schools do receive summary and unpredicted inspections.[2] On the other hand, a qualitative field research about Kenya’s Gülen-inspired schools suggests that the schools have been functioning not only as a secular alternative to religious, Christian missionary schools and Islamic schools, but also as barriers to potential ethno-religious conflict between Kenya’s local Christian tribes and its politically empowering Muslim minority.[3]

Charter schools allegedly affiliated to Fethullah Gulen and mistakenly called Gulen Charter Schools have none of the above mentioned characteristics that Gulen-inspired schools display. They are neither founded as private institutions, nor funded by private entrepreneurs and they are not allowed to charge any sort of tuition fee let alone putting enrollment requirements to select students that have promising academic potential. They don’t administer any entrance or qualification test. Unlike Gulen-inspired schools, charter schools have almost no donations from generous businessmen. If there is any donation, it probably comes from certain foundations like Dell Foundation or Gates Foundation within the scope of a larger project or initiative such as T-STEM. The budget of a charter school largely consists of the state money that is paid annually to each and every charter school in the nation. Charter schools also may not make zip code distinction as public schools and more than half of their students, statistics show that, come from disadvantaged areas. There is also no boarding school option as in the example of Gulen-inspired schools. Charter schools are day schools; therefore there are no dormitories that students can stay overnight.

Here remains a question: Is there any Gulen-inspired school in the sense that I have described above? I can say “Yes,” this question. There are indeed handful Gulen-inspired private schools in the United States. One of them is the Pinnacle Academy of Northern Virginia (DC metropolitan area). Lately they have attracted the attention of the national and international media after President Obama hosted Inaugural White House Science Fair. Pinnacle team developed a digital and three-dimensional model of “Yeshilist,” an imaginary city that anticipates the accommodation needs of citizens who lose their homes during an earthquake and they introduced their project to President Obama at the White House.

Another Gulen-inspired school is Brooklyn Amity School, a well-known school by its achievements at some of the top academic competitions such as Science Olympiad, Math Contests, Robotics Competitions, Art Contests, and Future City Engineering competition.

I guess there are five or six Gulen-inspired schools in the US and those schools have no connection with some other charter schools called mistakenly Gulen Charter Schools. As I stated in my article entitled Gulen Charter Schools, the fact that some people inspired by Fethullah Gulen work for a charter school does not necessarily make this school a Gulen Charter School.

Finally, I need to reiterate the fact that we should definitely make a distinction and put some space between Gulen-inspired schools and the non-existent concept of Gulen Charter Schools mistakenly claimed by some alarmist bloggers. I have described the nature of Gulen-inspired schools and their main differences from US charter schools. I hope self-proclaimed academics won’t fall into the trap of mistakenly-coined Gulen Charter Schools concept again.

[1] Ruth Woodhall, “Organizing the Organization, Educating the Educators: An Examination of Fethullah Gulen’s Teaching and the Membership of the Movement, delivered during “Islam in the Contemporary World: The Fethullah Gulen Movement in Thought and Practice” conference, Rice University, 12-13 November, 2005, pp.3-4
[2] Ian G. Williams, “An Absent Influence? The Nurcu/Fetullah Gulen Movements in Turkish Islam and Their Potential Influence upon European Islam and Global Education”, delivered during “Islam in the Contemporary World: The Fethullah Gulen Movement in Thought and Practice” conference, Rice University, 12-13 November, 2005, pp.8.
[3] Mehmet Kalyoncu, “Gulen-inspired Schools in the East Africa: Secular Alternative in Kenya and Pragmatist Approach to Development in Uganda”, delivered during “Islam in the Age of Global Challenges: Alternative Perspectives of the Gulen Movement” conference on November 14-15, 2008, Georgetown University, p.1

Source: Charter Advocate, http://www.charteradvocate.org/gulen-charter-schools/76-gulen-inspired-charter-schools

Tuesday, August 23, 2011

The Gülen Movement: A Sufi-Type Spirituality for Modern Societies


1. The need for a modern spirituality

The emergence in Europe and North America of interest in the thought of Turkish scholar Fethullah Gulen is a phenomenon that demands explanation. Several American universities, such as Rice and Georgetown, have held academic seminars to study the various aspects of his thought. In Europe, in the Netherlands, for example, at least four universities (Nijmegen, Tilburg, Erasmus in Rotterdam, and Amsterdam) have hosted seminars on “Forerunners for Peace,” which prominently feature the views of Gulen and his movement.
In trying to understanding the reasons for this, I think that several factors can be mentioned. Firstly, people who feel oppressed by the materialist and consumerist character of modern life are looking for a spirituality that can point a way to live authentically and usefully, and many find this spirituality in the writings and movement of Fethullah Gulen. Secondly, Muslims seeking a way to live their Islamic faith in modern situations and make a positive contribution to the transformation of society find in the movement a constructive interpretation of Qur’anic teaching that stresses good deeds and service to humanity. Thirdly, non-Muslims who are looking for Muslim partners with whom they can live and work together, share ideas, and form friendships find in the Gulen movement a body of ethically concerned individuals who are open to cooperate in a pluralist approach to issues of peace, justice, and human development. All these factors contribute to the interest in the ideas of Mr. Gülen and the activities of the Gulen movement associated with his name shown in universities, community centers, churches and mosques. In this talk, I will treat the Sufi-oriented spirituality of Gülen’s interpretation of Islamic life and teaching.
In my paper, I cannot hope to treat all aspects of the thought of Fethullah Gulen or all the activities of the movement associated with his name. I intend to take up only one aspect, that is, the Sufi-oriented spirituality of Gülen’s interpretation of Islamic life and teaching.
A recent survey in Europe showed that there is a decreasing interest in “religion,” but a corresponding increase of interest in “spirituality.” At first glance, this seems inconsistent, but it does reflect, I believe, a widespread and typical modern attitude. When people express disinterest in “religion,” I believe that they are referring to traditional ritual, which they consider, perhaps based on their own unhappy experience, to be dry, formalistic, and empty of deeper meaning. Conversely, their interest in spirituality reflects the need for some form of contact with the Divine in their lives. They are dissatisfied with a purely positivist approach to life and are seeking transcendent input, relevant insights which can help them deal with the challenges raised by post-modern living, a program of exercises that can help one progress on the path of personal interior growth and transformation.
Sufism, the generally accepted term for the Islamic mystical tradition, is seen by many as offering such food for the spirit. Sufism is not a single clearly defined movement, but an interrelated network of ideas and practices aimed at a deeper understanding and faithful pursuit of the Qur’anic message. Non-Muslim scholars, as well as Sufis themselves, inevitably pull out certain elements and emphases that have been central among some Sufis at various periods of history, while ignoring or downplaying other characteristics that do not fit in and perhaps even contradict their definition.
For some, it is asceticism and simplicity of life that is the key to a true following of Islam. Others emphasize love as the central idea and understand the Sufi path as one leading to a union of love with God, the Beloved. For others, Sufism is a voluntarist path by which the believer, by concentrating on virtue and moral behavior, comes into a union of will with God, a state in which the mystic no longer has an independent will of his or her own, but seeks only to do the will of God. Many mystics see the Path as primarily one of knowledge, of becoming aware of the eternal Truth, the perennial wisdom of the heart that is the only sure font of true insight. Still others affirm the oneness of all existence, so that the mystical path is essentially a psychological movement toward recognition that the believer is simply a transient manifestation of the eternal One present in the cosmos and at the depths of one’s own personality. Some Sufis emphasize extraordinary mystical experience, expressed in states of ecstasy, inspired utterances, visions, and dreams, while for others the path is a contemplative pilgrimage to God residing in the silent cave of the heart.

2. Fethullah Gülen and Sufism

When one studies the writings and the actions of Fethullah Gülen in this context, a question that arises is whether “Khoja effendi,” as he is affectionately called by his followers and associates, is a Sufi. At various times in his life, Mr. Gülen has had to defend his movement from accusations that he has founded a new Sufi order, of which he is regarded as the shaykh. In Turkey today, the charge of founding a secret tarekat (tariqa) carries social, legal and political implications. Secular modernists view Sufism as part of the pre-modern past, a relic from Ottoman times, an obstacle to progress, development and prosperity. Conversely, Muslim activists of salafi tendency view Sufism as responsible for introducing unwarranted and unorthodox innovations and for promulgating a passive, pietistic religiosity.
In response, Gülen affirms that he has not founded a tarekat nor ever belonged to any Sufi order. He states: “The religious orders are institutions that appeared six centuries after our Prophet, upon whom be peace, in the name of representing Sufism. They have their own rules and structures. I never joined a Sufi order, and I have never had any relationship with one.” To the question of why he is called Khoja, literally, “Teacher,” a form of address traditionally used by Sufis for their master, he answers that the title carries no hierarchical or Ottoman revivalist connotation, but is simply “a respectful way of addressing someone whose knowledge on religious matters is recognized and acknowledged by the general public.”
Given that Gülen has never belonged to a tarekat, is it still accurate to regard him as a Sufi? In a seminal work on Sufi elements in Gülen’s thought, Zeki Saritoprak calls Gülen “a Sufi in his own way.” Saritoprak affirms that many Sufis in history belonged to no Sufi Order. For the first six centuries of Islam, there were no Sufi Orders, yet there were many important Sufis. Even after the appearance of Sufi orders in the 13th-14th Century, there are instances of well-known Sufis who did not belong to any tarekat.
Yet the appearance of the “independent Sufi” has usually been considered anomalous by most practitioners of the Sufi path. Saritoprak notes the problematic situation of the modern Sufi who follows no tarekat and has no spiritual guide.
“Early Sufis had neither orders nor even Sufi organizations. Rabia, Junayd, Muhasibi, Bishr, Ghazzali, Feriduddin Attar, and even Rumi did not belong to a tariqah. However, they were Sufis. From the vantage point of institutionalized Sufism, their Sufism would be problematic, because these early Sufis did not have a spiritual master. In the Sufi tradition, he who has no a shaykh, finds Satan as his shaykh."
Concerning the necessity for a spiritual guide, it is true that the vast majority of Sufis have discouraged or even forbidden one from following the Sufi path without a shaykh or pir. However, a minority view has always held that the spiritual guide need not be a living person. Kharaqani, for example, was initiated into the Sufi path by the spirit of Abu Yazid al-Bistami, while ‘Attar was inspired by the spirit of Al-Hallaj. Other Sufis claimed to have as their guide Khidr, the mysterious companion of Moses whose story is recounted in the Qur’an.
Gülen’s position is that he is guided in his spiritual development by the Qur’an and the sunna. He holds that the Qur’an is the source and font of all Sufi thought and practice. Rooted in the Qur’an and sunna, and supplemented by the views and experiences of later Sufis down through the centuries who applied the Qur’anic teachings through their own personal efforts (ijtihad), Sufism is not an “alternative” path followed by some Muslims in contradiction to the shari’a, but rather, Sufism should be regarded as one of the basic sciences of Islam.
[Tasawwuf] is not contradictory with any of the Islamic ways based on the Book and the Sunna. Far from being contradictory, it has its source, just like the other religious sciences, in the Book and the Sunna and the conclusions the purified scholars of the early period of Islam drawn from the Qur’an and the Sunna - ijtihad.
Tasawwuf and shari’a are two ways of expressing the same truth and arise from differences in personality rather than from any internal contradictions. Both lead the Muslim to believe and practice the one Islamic truth, but each must find the path most suited to his disposition.
While adherence to the former [shari’a] has been regarded as exotericism (self-restriction to the outward dimension of religion), following the latter [tasawwuf] has been seen as pure esotericism. Although this discrimination partly arises from the assertions that the commandments of Shari’a are represented by jurisprudents or muftis, and the other by the Sufis, it should be viewed as the result of a natural human tendency, which is that everyone gives priority to the way more compatible with his temperament and for which he has aptitude.
Sufism has known antinomian Sufis who claimed that following the exoteric (zahir) regulations of the shari’a were unnecessary for those on the esoteric (batin) path, but Gülen’s position comes down clearly in the camp of those who stress that the Sufi must not abandon the shari’a. Gülen exemplifies the long line of shari’a-oriented Sufis, represented most strongly by the Qadiri and Naqshbandi traditions, and in modern times by Said Nursi, who regard tasawwuf as an interiorized facet of the life of the sincere Muslim who seeks to live fully the message contained in the Qur’an and sunna.
Ozdalga sees three “positive reference points” which have shaped Gülen’s thinking: 1) orthodox Sunni Islam, 2) the Naqshbandi Sufi tradition, 3) the Nurculuk movement, that is, those influenced by the writings of Said Nursi. The Naqshbandis have always insisted on the careful performance of the prescriptions of the shari’a, so there is no contradiction between the first two points. Gülen differs from the Naqshbandi Order, however, in that the Naqshbandi disciple is presented with an explicit program of spiritual development, which is closely monitored by the shaykh, whereas Gülen’s approach is more open-ended in stressing good deeds and service to humanity (hizmet) more than spiritual exercises and devotions.
Probably the most important formative influence on the development of Gülen’s thought, including his approach to Sufism, was Said Nursi. Like Nursi, who was also formed in the Naqshbandi tradition but chose to work and teach outside the confines of an established tarekat, so also Gülen sees the Sufi tradition more as the accumulated wisdom of the saints of Islam, rather than an institutionalized precondition to internalize Islamic values. According to Nursi, Sufism “has been proclaimed, taught, and described in thousands of books written by the scholars among the people of illumination and those who have had unfolded to them the reality of creation, who have told the Muslim community and us of that truth.”
Moreover, like Said Nursi, Gülen is aware that not everything that historically has passed in the name of Sufism is of positive value. A critical approach to the Sufi tradition, however, must recognize the intrinsic strength of the movement as an instrument for fostering and building a sense of community and brotherhood. As Said Nursi states:
“The Sufi path may not be condemned because of the evils of certain ways which have adopted practices outside the bounds of taqwa, and even of Islam, and have wrongfully given themselves the name of Sufi paths. Quite apart from the important and elevated religious and spiritual results of the Sufi path and those that look to the hereafter, it is the Sufi paths which are the first and most effective and fervent means of expanding and developing brotherhood, a sacred bond within the World of Islam.
Gülen understands Sufism as the inner dimension of the shari’a, and the two dimensions must never be separated. Performance of the externals without attention to their interior transformative power results in dry ritualism. Concentration on the interior disciplines and rejecting prescribed ritual and behavior reduces spiritual striving to following one’s own preferences and proclivities. Only by activating both dimensions of Islam will the seeker be able to humbly submit (islam) one’s life fully to God.
An initiate or traveler on the path (salik) never separates the outer observance of the Shari’a from its inner dimension, and therefore observes all of the requirements of both the outer and the inner dimensions of Islam. Through such observance, he or she travels toward the goal in utmost humility and submission.
Just as Sufism is what “gives new life to the religious sciences,” so the shari’a keeps the believer rooted in the Islamic tradition. “If the traveler has not been able to prepare his heart according to both the requirements of his spiritual journeying and the commandments of the Shari’a, that is, if he does not think and reason in the light of Prophethood while his feelings fly in the boundless realm of his spiritual state, he will inevitably fall. He will be confused and bewildered, speaking and acting contrary to the spirit of the Shari’a.”
According to Saritoprak, both the appellation, the question of whether one is called a Sufi, as well as that of membership in a tarekat are secondary. He cites Mevlana to the effect that it is not the external trappings that make one a Sufi but the purity of one’s interior disposition:
Gülen never calls himself a Sufi. One is not a Sufi in name, but rather in spirit and heart. As Rumi says: “What makes the Sufi? Purity of heart, not the patched mantle and the perverse lust of those earth-bound men who steal his name. He [the true Sufi] in all things discerns the pure essence.” In short, Gülen understands that one may annihilate himself in the rays of the existence of the Truth through knowing of his impotence, poverty and nothingness.
If Gülen is to be considered a Sufi, what does Sufism mean to him? In two works on the subject, Gülen offers his own definition. In the earlier work he states “Tasawwuf [Sufism] means that by being freed from the vices and weaknesses particular to human nature and acquiring angelic qualities and conduct pleasing to God, one lives one’s life in accordance with the requirements of knowledge and love of God and in the spiritual delight that comes thereby.” In the later work, he gives a very similar definition of the Sufi path: “Sufism is the path followed by an individual who, having been able to free himself or herself from human vices and weaknesses in order to acquire angelic qualities and whose conduct is pleasing to God, lives in accordance with the requirements of God’s knowledge and love and in the resulting spiritual delight that ensues.”
Both definitions come down to the same thing. Gülen gives priority to the will, emphasizing that Sufism means overcoming the human obstacles to God’s power and grace and acquiring the virtues and behavior that God desires in His servants. The person who lives in this way is gradually growing in ma’rifa or spiritual wisdom and in love (mahabba, ‘ashq), both for God and for others. God encourages and confirms the faithful follower of this path by granting the gift of spiritual joy. This understanding is consistent with the mainstream of Sufi teaching down through the centuries, in which the Sufi exerts his or her own efforts to remove one by one the obstacles to divine grace, and then wait trustfully for God to grant as gifts the spiritual states of knowledge, love, and delight.
What is the attraction of the Sufi tradition for Gülen? In a telling comment, he notes that the Muslims who, down through the centuries, most reflected upon and sought to practice the interior values taught by Islam and who developed the spiritual disciplines for controlling selfish impulses, were in fact Sufis. One could almost say that Sufism is the essence or, as he states elsewhere, the spirit of Islam.
As a religion, Islam naturally emphasizes the spiritual realm. It takes the training of the ego as a basic principle. Asceticism, piety, kindness and sincerity are essential to it. In the history of Islam, the discipline that dwelt most on these matters was Sufism. Opposing this would be opposing the essence of Islam.
Gülen finds the importance of Sufism for a modern Islamic spirituality in its offering a program of discipline by which the believer can step by step renounce consumerist tendencies and secular heedlessness. This renunciation is not an empty asceticism for its own sake, but is oriented toward the greater reward of becoming aware of spiritual realities. For Gülen, Sufism brings the blessing of an experiential confirmation of the truths of faith which had previously been only intellectually apprehended. Gülen explains:
“Sufism enables individuals to deepen their awareness of themselves as devotees of God. Through the renunciation of this transient, material world, as well as the desires and emotions it engenders, they awaken to the reality of the other world, which is turned toward God’s Beautiful Names. Sufism allows individuals to develop the moral dimension of one’s existence, and enables the acquisition of a strong, heartfelt, and personally experienced conviction of the articles of faith that before had only been accepted superficially.”
In other words, the genius of Sufism, according to Gülen, is its ability to interiorize the message of the Qur’an and sunna so that it influences and shapes the behavior of the Muslim. Through Sufism, the Muslim learns to move beyond obeying commands and regulations that he or she does not understand to an appreciation of Islamic teaching which becomes part and parcel of the believer’s way of life. Sufism shows how a Muslim can overcome selfish tendencies, respond to frustration and opposition, and with patience and perseverance move beyond discouragement and routine. Sufism enables the Muslim to attain the virtuous qualities and the personal disciplines required to live fully in accord with the will of God. Sufism leads the way to shawq, delight, so that religious commitment is not some onerous and unpleasant burden that a person is forced to carry, but can be conducive to a joyful, loving acceptance of life.
What is of most interest for Gülen in Sufism is its ability to provide a practical program by which the Muslim can internalize Islamic faith so that it motivates a life of service to humankind. For Gülen, the ecstatic or para-normal mystical experiences sometimes claimed by or for Sufi saints appear to be of relatively little interest.
Gülen’s appreciation for the teaching of the Sufi masters does not prevent him from criticizing on occasion the way that Sufi life was often put into practice. The dynamism of the early Sufis often got mired in the institutional forms that took shape in the Sufi Orders.
Sufis, in Gülen’s view, are among those responsible for the crisis of education in the Muslim world, including the Turkish republic. In fact, his educational efforts can be understood as a reaction to the impoverishment of choice available to Turkish students. Until Gülen and his colleagues began their schools, Turkish students were forced to study either at schools on the secular republican model, at traditional madrasas, at the Sufi takyas, or at military academies. None of these models was able to integrate successfully scientific training with human and spiritual values. “At a time when modern schools concentrated on ideological dogmas, institutions of religious education (madrasas) broke with life, institutions of spiritual training (takyas) were immersed in sheer metaphysics, and the army restricted itself to sheer force, this coordination [of knowledge] was essentially not possible.”
The Sufi takyas, although they had concerned themselves with fostering the development of spiritual values, failed to meet the challenges of contemporary society and, in Gülen’s word, “console themselves with virtues and wonders of the saints who had lived in previous centuries.” Even if the way that Sufism was handed down in recent decades has not been able to provide guidance for the modern Muslim, the Sufi tradition can enrich still Muslim spirituality and offer direction for the future. If a precondition for progress is the changing of outdated and ineffective mentalities, this is only achieved when one acknowledges his own limitations, recognizes the need for controlling his impulses, and finds motivation to strive for virtue and knowledge. This is what Sufism is all about. “The Islamic spiritual life based on asceticism, regular worship, abstention from all major and minor sins, sincerity and purity of intention, love and yearning, and the individual’s admission of his essential impotence and destitution became the subject-matter of Sufism.”
The Sufi training enables the Muslim to confront modernity critically without falling into the snares either of unreflective acceptance or angry refusal. The question all modern people face is how to develop humane qualities, good behavior, love for others, enthusiasm for self-improvement, and an active desire to serve others, make a difference in the world, and to persevere in this desire in the face of setbacks and failures. For the Muslim, according to Gülen, it is the Sufi thinkers who, down through the centuries, have thought through these questions and have followed the experimental method of dealing with them.
If modern Muslims want to engage modernity critically and make necessary changes, they must begin with their own selves. Sufism offers the collected wisdom transmitted down through the centuries by which one can move toward a transformed mentality, deeper love, positive character traits, and courage to work for the improvement of society. The spiritual program offered by Sufism provides a firm basis for purifying modern scientific study from its ethical inadequacies and positivist limitations. In this way, science and humanities, scientific and humane values, a scientific and a religious approach to life, can be reconciled. This is the challenge facing scholars, educators, and religious teachers today.