Rumi Forum's blog on Hizmet, Fethullah Gulen, peacebuilding, education and interfaith efforts.

Showing posts with label kenya. Show all posts
Showing posts with label kenya. Show all posts

Wednesday, September 25, 2013

Fethullah Gulen Condemns Terrorist Attack in Nairobi, Kenya

FOR IMMEDIATE RELEASE

September 25, 2013 – I am heartbroken by the senseless terrorist attack in Kenya and the loss of lives and horrific injuries to so many innocent people. In the eyes of God, every life is sacred and every person has dignity. The taking of a single human life is an attack on all humankind.

I deplore these revolting acts of terrorism, which serve no purpose but to bring about destruction, sorrow and grief. I reiterate my condemnation of all forms of terror regardless of its perpetrators and their stated purposes. The criminals must be brought to justice even though that will do little to mitigate the cruelty inflicted on victims and their families.

I extend my heartfelt prayers to the injured, the families of the deceased and all of the people of Kenya. I ask God the Merciful to guide us all expediently into a world of mutual respect and peace.

Read more of Fethullah Gulen’s statement.

Tuesday, March 26, 2013

ARTICLE: An untold African story 2


This is the follow up article to Emre Celik's first piece on Africa and the Hizmet Movement. Link to original is below.

An untold African story 2
Following on my recent piece on travels in Africa.

During my visit in Tanzania, I met with the former President Ali Hassan Mwinyi. He commended the
Hizmet schools highly for their successes and contributions to Dar Es Salaam and the wider region. He was a genuine advocate of the schools, and he dedicated his time to sharing the virtues of the schools to his fellow countrymen. And as such he took on the role of Honorary President of the Ishik Medical and Education Foundation.

A short hop across the Dar Es Salaam Bay to Zanzibar and we are
greeted by one of the teachers from the Hizmet’s Feza School. Zanzibar can easily be described as an island oasis - the climate and the people - both warm and welcoming. The Hizmet schools set up on the island do not only play an educational role.

Like all
Hizmet schools around the world, they partake in numerous community activities, and concern themselves with any social and civic issues that can be alleviated through their efforts. In this case, doctors from one of the Hizmet medical associations from the region of Izmir were visiting the island. It was a group of 8 doctors - 7 male and 1 female with various specializations including general practice. The purpose of this visit was to provide medical assistance to the students and their families, and to their relatives. This was done numerous times over the previous five years. With each visit the doctors would spend two weeks providing these services on the school campus.

For Turks engaged in Hizmet, the globalization phenomena might be said to have reached them as a result of
Gulen’s encouragement to travel abroad and provide service to others. Through Gulen’s encouragement a new generation of teachers, often new graduates themselves, took up the challenge of “education abroad.” This term usually refers to students studying overseas, but in the Hizmet’s context, it meant teachers going abroad. This could easily be seen in the handful of such people working in Zanzibar. Similarly, while in Africa, I also found out about new school projects on the Comoros Islands. To me this was even more remote than Zanzibar, since the Comoros Islands were halfway between Madagascar and Zanzibar - and unbeknown to me.

In Kenya, there is the Light Academy and its numerous campuses in Nairobi
and Mombassa. I met with the person heading the dialogue activities.
He introduced me to a Catholic nun who was impressed with Gulen’s message since coming across it through Fr. Tom Michel when she was in the Philippines. In Somalia, I met by chance the person heading Kimse Yokmu, a Hizmet international aid organization. He told of two attempts on his life by the Al Shabab during Kimse Yokmu’s relief work. He survived both without a scratch. But this reflects the danger that some in Hizmet find themselves, and despite such risks they continue their service.

In Mombasa I came across a young family of Catholic Missionaries from
Chicago. They were passionate and busy with their work in the local prisons. They were so pleased with the Light Academy and the school’s willingness to accommodate them that they had enrolled their two young daughters in the school. This was all the more interesting as there was a local Catholic school that they could have considered.

In Addis Ababa, Ethiopia I met with numerous ministers from the Ethiopian government, all pleased
with the local Hizmet schools. Some ministers were also sending their children to these schools. One parent from the schools was also involved in the African Union. This one parent played an important part in organizing a dialogue conference earlier in 2012, based on Fethullah Gulen’s ideas on civilizational dialogue. During a conversation with a minister, he highlighted these important concepts that he listened to at this conference that was held at the grand African Union building. This building was fantastic in architectural design as well as magnificent in size. It was donated to the Union by the Chinese government and estimated to cost nearly 200 million US dollars. I have attended about half a dozen of such dialogue conferences usually numbering 150-300 participants. This conference had an amazing number of attendees—2,500. Amongst them were heads of state and leaders from all walks of life.  I further discussed this conference when I was meeting with one of the persons in charge of curriculum design in the Education Ministry. He said they were now considering introducing some type of dialogue subject that dealt with intercultural understanding for all K-12 and possibly in universities—even making such a course mandatory.

During the course of my African travels, I came across many amazing
stories of those involved in Hizmet and those who are respectful of the services provided. And for someone like me who has been involved for more than 20 years now, I too was not only amazed, but many times moved to see such passion, selflessness, gratitude, perseverance, hopefulness, altruism, and fraternity between many types of people from all walks of life—whether they were poor and uneducated or highly schooled and in the higher echelons of society. All were thankful for their link to Hizmet; no matter how small or how great it was, people truly felt honored to be in the company of those who served.

And to me this was most humbling.
See also:


Emre Çelik is an Australian based in Washington DC and President of the Rumi Forum.

Friday, January 25, 2013

NIGERIA PRESS Fethullah Gulen: There Is No Compulsion In Religion

Fethullah Gulen's articles are now appearing weekly in the Nigerian Newspaper,  'Leadership'



There Is No Compulsion In Religion

FETHULLAH GULEN




Compulsion is contrary to the meaning and purpose of religion, which essentially is an appeal tobeings endowed with free will to affirm and worship their Creator. Intention and volition are necessary bases of all actions (including formal worship), attitudes, and thoughts for which the individual is religiously accountable. Without that basis, accountability has no meaning.


According to Islam, actions are not considered religiously acceptable or valid unless they are done with the appropriate intention. Compulsion also contradicts the religious–legal principle that actions are to be judged only by intentions.


Islam does not allow Muslims to be coerced into fulfilling its rites and obligations, or non-Muslims to be forced into accepting Islam. Under Islamic rule, non-Muslims always are allowed full freedom of religion and worship.


The Islamic way of life cannot be imposed or sustained by force, for faith (iman) is essential toit. And as we know, faith is a matter of the heart and conscience, both of which are beyond force. In the absolute sense, therefore, compulsion is impossible, for one can believe only withand from the heart.


From the time of Adam, religion has not coerced anyone into unbelief or forced anyone to stray from righteousness. However, the powers of unbelief always seek to coerce believers away from their religion and their faith.


In other words, Islamunderstands and practices the principle of "there is no compulsion in religion." Muslims had theconfidence and self-assurance to understand that once that principle becomes part of thecollective ethos, people will recognize Islam's truth and enter it of their own will.


Tolerance and letting-be will be replaced bypersecution, which calls for force to re-establish religious freedom. At other times, the attitudeexpressed in: To you your religion, and to me my religion (109:6) will be more appropriate.


The present is a period of the latter sort, one in which jihad is seen in our resolution, perseverance, forbearance, and devoted, patient preaching. And so we teach and explain. We do not engage in coercion, for there would be no benefit in our doing so.


The misguidance and corruption of others is niether the target nor the focus of our efforts. We provoke, target, or offend no one. But, we try to preserve our own guidance in the face of misguidance. And in our own lives, we strive to establish the religion.


Just because a particular Qur'anic command is not applicable in present circumstances does mean that it is no longer applicable or relevant. Rather, it means that the command can be applied correctly or properly only in certain circumstances. We do not know when such circumstances will recur, only that they will. Meanwhile, the principle underlying the command remains relevant and applicable: religious persecution is abhorrent at all times and in all places.


Religious tolerance is, in some sense, a sociopolitical characteristic special to Islam, one derived directly from the Muslims' understanding of and commitment to the Qur'anic principle of "there is no compulsion in religion."Even in modern times, Western political constitutions typically make space for individualreligious freedom, as opposed to collective and communal religious freedom. The Islamic polityrecognizes the relevance and importance of community to the practice and continuance ofreligious beliefs and traditions.


Islam also applies Muslim-specific deterrent sanctions to maintain the Islamic social order andethos. An analogy may clarify this point. Most states have armed forces. These forces arecomposed either of volunteers or conscripts. Both types of soldiers are governed by the same disciplines (and sanctions).


There is no "conscription" into Islam, for you can enter only by repeating the shahada. To be valid and acceptable, this declaration must be voluntary and sincere. After that, the duties and obligations of Islam apply equally to all Muslims.


Collective action must be taken to prevent or undo widespread corruption within the social body. While such action includes positive efforts to educate the community in the corresponding virtues, it also must accept the negative action of imposing appropriate penaltieson those who wilfully and systematically introduce vices into society that will destroy its discipline and Islamic character.


"There is no compulsion in religion" because we have free will and because "Truth stands clearof falsehood." Truth has an absolute authority within the human conscience, which calls iturgently to affirm its Creator and Sustainer. In both individual and collective life, the Truth's absolute authority demands a flexible but strong and steady discipline.


Discipline and forbearance, as well as compassionate understanding and patience, are the proper responses to all breaches—but only up to and until the discipline itself is threatened with destruction. Like every discipline, the discipline of Islam imposes its burdens. But unlike any other, the rewards for carrying those burdens with sincere devotion are sanity, serenity, and ease in this life and in the life to come.

SOURCE: http://www.leadership.ng/nga/articles/45996/2013/01/25/there_no_compulsion_religion.html

Friday, November 23, 2012

ARTICLE: An untold African story

This article appeared on Fethullah Gulen's official web site and numerous other ezines. It was written by Rumi Forum's President, Emre Celik


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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 Gülen 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 Gülen - 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 neighbourhood. 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 neighbourhoods 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 Gülen - 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!

Emre Çelik is an Australian based in Washington DC and President of the Rumi Forum.

Thursday, May 26, 2011

BBC - What is Islam's Gülen Movement?


What is Islam's Gülen Movement?

What is Islam's Gülen movement?
Founder Fethullah Gülen: His motives have been questioned in the past.
Turkey's Gulen movement, which promotes service to the common good, may have grown into the world's biggest Muslim network. Is it the modern face of Islam, or are there more sinister undercurrents?

From Kenya to Kazakhstan, a new Islamic network is attracting millions of followers - and billions of dollars.

Tuesday, March 1, 2011

BOOK REVIEW - Faith, Theology and Service in Peacebuilding

Stanley Ridge*

Fethullah Gülen's work and thinking starts and ends in faith. In a world that commonly extends conflict by speaking of religion either in stereotyped or in ideologized terms, this is a refreshingly engaged perspective.

Faced with the challenge of mounting hostility between the Islamic world and the West, and with belligerent and increasingly fundamentalist groups on both sides supposedly speaking in the name of religion, the need for peacebuilding with integrity is pressing. The writers of different traditions whose essays resonate here explore the faith-based ideas of one of this century's seminal thinkers and tease out their implications and potential for peacebuilding.




Gülen
is deeply and unequivocally Islamic. The first three chapters of the book, by the editors and Mohammed Abu-Nimer, introduce his approach to peacebuilding. They analyze his ideas through various modern lenses as within a tradition from Rumi, Al Ghazali, and Said Nursi, while also showing that the specific approaches he takes to peacebuilding arise from a thorough reading of the contemporary globalized world. Because these approaches are predicated on faith, the initiatives are heuristic. The movement into a caring engagement with the world is a movement of faith, marked by openness to discovery and so by an expectation of change. The object is not simply to change others, but to be changed with others, and so to move into and discover more of the just and caring social condition desired by Allah.

Part 2 takes a closer look at Gülen's reading of the globalized world and his deliberate transgression of the kinds of borders which are a product of modernism and fail to meet human realities or to orient us to global perspectives. In a fascinating essay, Klas Grinell bringsGülen's thinking into association with wider, postmodern debates. Borders, he points out, are associated with fixed identities which do not accord with our realities "in the multi-layered present" (68). Accordingly, crossing the border into the territory of the "other" perhaps does not characterize Gülen's aspiration because it seems to accept existing stereotypes and fails to leave room for the large areas of overlapping territory. Grinell changes the metaphor, seeing Gülenrather as on the border in the sense proposed by the Argentinian Mignolo:

Border thinking ... is thinking and knowledge produced from the borders of colonial modernity, knowledge that recognizes the colonizing aspects of what has been seen as true knowledge in mainstream modernity, and uses local resources to confront and alter that knowledge in order to know the particularities of life lived in that setting better. (75)

Irina Vainovski-Mihai pursues some of the implications of dialogue, which requires an open awareness of the other. She concludes that "the dialogical approach may transform the experience of the other into an experience of the self" (96). As Karina Korostelina suggests, though, that self embodies the creative tension in a dual identity, between "one component connected to a religious identity and another component that reflects membership in a secular nation" (104). The borders involved are different and shifting, finding resolution in a much more sophisticated and tolerant sense of the self. That, taken with Gülen's view of globalization outlined by Richard Penaskovic as more than economic and ideological, as referring "to connectivity and interdependence in all areas of life: cultural, ecological, economic, political, religious, social, and technological" (126), makes hostility manifestly problematic and is conducive to peace.

The third part of the book examines Gülen's theology of dialogue in comparative perspective. Turan Kayaoglu's informative essay traces the overlapping theologies of Rabbi Jonathan Sacks, Pope John-Paul II and Fethullah Gülen - theologies which place interfaith dialogue in the context of the core concerns of each faith. The theological leadership of these three major figures "validates, accommodates, and humanizes the 'other' in order to open up religious space for interfaith activities and to establish religious grounds to complement humanity's quest for peace, tolerance, and care for God's creation" (166). Zeki Saritoprak shows the continuity between Gülen and Ibn Khaldun, the fourteenth century Muslim sociologist, who emphasizes asabiyya or a non-racist, non-nationalist "group solidarity" around key transformative values. Forgiveness, love and compassion are values at the heart of all major religions and are essential to our full humanity. However, in the heat of social tension, they tend to provoke persecution which has to be faced with a patience that involves being true to the self one has discovered through faith. Despite the legal and spiritual persecution and exile Gülen has faced, he concludes "We are going to respect our character... As a believer, I promise that I will never shun any person, and I will not persecute those who have transgressed against me" (184). Approaching the topic from another angle, Douglas Pratt examines the historical "baggage" in Muslim-Jewish-Christian relations and some of the ways in which Gülen seeks to surmount it. I would have welcomed more attention to the persistent discursive patterns that mark that history. However, central to the notion of dialogue is acceptance that the supreme greatness of God cannot be captured in words and that truth blossoms and its implications become clear in an ongoing process of awed interpretation. For People of the Book, "The 'book' is ever a text requiring interpretive understanding and application" (203). Felicitously, the final chapter in this section has a strong emphasis on the hermeneutic. David B Capes places the thinking of the American Baptist, A J Conyers in dialogue with Gülen. Conyers critiques "the modern, secular doctrine of tolerance" in attempting to reclaim "the practice of Christian tolerance based upon humility, hospitality and . . . the incarnation" (207). At the same time, he explicitly recognizes the affinities between Christians and those of other faiths, including specifically "the Sufi mystics of Islam," in this practice (not doctrine) of tolerance (209). Capes concludes with the observation that whileGülen is specific about forgiveness, there seems to be no explicit discussion of it in Conyers. Of course, Gülen's "the road to forgiveness passes through the act of forgiving" (221) is strikingly resonant with "forgive us our sins as we forgive those who sin against us" in the Lord's Prayer. Capes concludes that the difference in the contexts in which the two theologians worked accounts for this apparent gap, implicitly emphasizing the need to interpret contextually.

Part four looks at the practice arising from this rich understanding of Islam. The five sets of initiatives discussed are a sample of the hundreds of innovative Gülen Movement ventures undertaken worldwide. All are undertaken by volunteers who seek to serve in lands or regions faced with conflict and very difficult social adjustment. In Gülen's words, "Holy people" carry the "new atmosphere, new understandings and dialogue" around the world, creating "islands of peace for stability and harmony" (181). What is most remarkable to me is the humility and rigor with which the volunteers "read" the local situation to determine how best to engage with it.

Modern Cambodia, recovering from more than two decades of traumatic instability, is a striking example. The situation of the minority Cham Muslim group, impoverished, hostile to public education as assimilatory, with religious education usually separated from life needs, and a high level of illiteracy in Khmer, complicates recovery. Philipp Bruckmayr shows Gülen Movement participants supporting Cambodian NGOs which promote "the acquisition of secular knowledge" within the context of faith, and offer practical support to the Chams (234f). The emphasis on "common values rather than differences" is reflected in translation of seminal works on Islam and in cooperation and dialogue with Buddhists (235). More characteristically Gülenian is the Zaman International School of Phnom Penh, which offers excellent secular schooling within a spiritually sensitive context, and has no assimilationist motives (245).

Jonathan Lacey discusses the Turkish Irish Educational and Cultural Society, a Gülenian group in a country with a tiny, fragmented and fractious Islamic minority. It emphasizes dialogue, supports conferences, and shows hospitality in annual iftar dinners during Ramadan, but most strikingly its members accept full, responsible citizenship: "[T]hey have no intention of assimilating, but instead intend to integrate" (263). It is a vital distinction.

The importance of civil society is emphasized by Mehmet Kalyoncu. He looks at the ways in which Turks, Kurds, Arabs and Assyrian Christians have been mobilized by the Gülen Movement in Mardin "to cooperate in tackling their common problems" (275). The Gülenian school there is also a community focus, and helps build civil society organizations. The focus shifts to initiatives in Kenya and the Philippines, again based on schools which bring together the children of parties in conflict, and provide a platform for addressing local needs.

The role of the Gülen Movement in predominantly Muslim South East Asian societies where there is strong sectarianism and a divisive politicization of religion is explored by Mohamed Nawab bin Mohamed Osman. The fact that the volunteers are driven by a sense of duty to serve in places in great need underlines the appropriateness of the Turkish name of the Movement: hizmet or "service to humanity." The service in Singapore and Indonesia involves dialogue and education with a strong emphasis on honoring and using local customs, as in the Halalbihalal ceremony in Indonesia to bring conflicted groups together in an atmosphere of trust and hospitality.

The final essay by Harun Akyol puts the Movement's credentials to the acid test in the multiple conflict zone of northern Iraq. Fifteen successful schools and a university have been established to provide a base for thinking and interacting differently.

This book, bringing together key papers from three conferences, offers refreshingly varied, critically nuanced views of Gülen's thinking and shows the profound impact hizmet has had on particular individuals and societies.

* Emeritus Professor of English and retired Pro-Vice-Chancellor of the University of the Western Cape, South Africa.

Published on The Fountain Magazine, January-February 2011 issue

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