Chapter 5: Impacts of the Hizmet Schools on Kazakhstan’s Social Changes and Its Relations with Turkey
IV. Building a Bridge through the Dialogue of Education
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contribute to the development of economic and cultural relations between Turkey and Kazakhstan, since they all have information about Turkey and the Turkish culture and they seemed to be impressed by the social and economic power of Turkey. Therefore those schools serve the political and economic goals of Turkey in relation to the Central Asian countries and Kazakhstan. This part has researched the effects of the Turkish private entrepreneurs on the economic, and diplomatic relations between Turkey and Kazakhstan. As a result, based on the findings of the study that Turkish existence in Kazakhstan has been achieved not by sustainable state politics but Hizmet private sectors.
IV. Building a Bridge through the Dialogue of Education
The transnational Hizmet schools provide a model of education that fosters intercultural respect and dialogue. When Hizmet schools opened in Kazakhstan, they proposed a system of education which consisted of dormitory-based schooling.
Dormitories would serve as an institution for inter-cultural activities. An outgrowth of these schools’ success is the activities of inter-civilizational dialogue that emerge from a humble, self-sacrificing circle. These schools strive to bring people of diverse religions, cultures and civilization to a common understanding. By rising people who are consistent with moral, human, and social values and diversity-minded, these schools establish comprehensive infrastructure for future inter-civilizational dialogue. A person, who accepts various cultural elements, will take the attitude of cultural reconciliation. Both dialogue and reconciliation refer to a broad, common spectrum of social space that allows people to live together on the basis of mutual respect without denying each person’s foundations for existence. Building dormitories is a significant contribution that Hizmet movement has been giving in Kazakhstan.
Through education significance of diversity, recognition of human dignity, understanding of common origins of human beings, positive attitude toword differences, and coexistence could be understood. Building peace through education is a sustainable reconciliation in divided societies. Gülen claims a holistic education requiring a learning circle that consists of family, school, friends, neighbors, faith and cultural organizations, and workplaces. This allows children from an early age to shape the concepts of harmony and peace.
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In this regards, the movement’s International Turkish Language Olympiad (ITLO) takes this a step further to international level, bringing together secondary-school students from different cultures to compete in the Turkish language, providing a platform of friendly competition where they can experience diversity and build strong relationships.
The competition provides a positive encounter of globalization and interconnectedness in non-judgmental atmosphere of peace and harmony, and builds awareness of global citizenry on its participants. Others express that the Olympiads enhance their personal development and transform their perception of the world. The ITLO is similarly effective in removing some of the student’s prejudice that is affected through exposure to internet and media sources. Some students’ views are illustrated in the following quotations:
I could see my generation in different versions of it, and this, of course, broadened my vision a lot. It helped to change some of the prejudices that I had towards people from certain parts of the world. (Kerimov)
Turkish Olympiad contributed a lot to my perception of the world. I got to see other peoples’ culture and their outfit. Also, my perception of other people changed because the way they are portrayed in the media is different from the way I saw them.
(Nurbek)
Significantly, one of the participants experienced transformation to become friendlier, more motivated and socially active: The Turkish Olympiads contributed to my personal development by turning me into friendlier person, develop motivation, and it helped me in experiencing more social activity. It has also been contributed to the world's perception by creating peace, friendship, love, and respect especially, respect to other cultures and religions. Also it gave me enough courage to compete in the international stage. (Muhtar)
Hizmet schools have been regarded as peace maker for universal values and peace.
Sarıtoprak holds that these schools have played remarkable roles in decreasing levels of conflict in these areas. Consequently, a harmonious and revitalized society in a diverse global environment would be established through the new generations referred to by Gülen as the “Golden Generation”184
184 Zeki Saritoprak, 2005, “Islam in Contemporary Turkey: The Contribution of Fethullah Gülen,” The Muslim World (Special Issue), 96 (1), pp. 325-471.
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Participants are of the view that international events, such as the ITLO, bring together people of many different backgrounds whilst contributing towards intercultural dialogue. For the duration of the project, some participants view getting together in this program as the initial step to developing long-lasting relationships:
It has helped people in getting new friends from different countries, who can now talk and share ideas. For now it may seem to them that the interaction is short-term, but when they get to the outer world the first people they would hold on to are those who they met within a short period with an everlasting effect. (Ataman)
Students also highlight the benefits of the preparation phase for the ITLO through the Turkish lessons at the Turkish schools. One student expresses that she has gained a better insight into multiculturalism through the topics discussed in class:
During the Olympiad, I felt like I was in an entirely different habitat… This Olympiad, carrying the quality of diversity, helped me appreciate differences that exist between communities and nations. Now I have friends from all over the world. This makes me feel good and “international” too. When I left arena the last day, all in tears, I could feel that we all had become better people. (Avezov)
The vibrant atmosphere combined with people from a vast number of countries reminded me of the International Sporting Olympics in the sense that so many different cultures and languages were all there in the same space at the same time. (Atalay)
The comments from the interviewees demonstrate the potential for the ITLO participants to develop lasting friendships that continue outside the framework of the organization. Grounded in Hizmet education that emphasizes multiculturalism, global citizenship, moral values and democracy, the ITLO gives the students the opportunity to
“live” these values during the event period, the participants themselves claiming to “feel”
international. This demonstrates the participants start to place their global, human identity about their national identity enabling them to see difference as something non-threatening.
The impact of these relationships lasting for years after the ITLO events has the potential to contribute positively to peaceful coexistence between different cultures.
Turkish Olympiad helps us learn to appreciate differences and tolerate them. It promotes solidarity and understanding among people. The lack of tolerance and solidarity is precisely the cause of the current conflicts in the world. Promoting them,
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which is something that this Olympiad has succeeded in is the right way to peace. We’re on the right tracks; I would say… (Altinbek)
Students also noted the fact that all students are able to share aspects of their own culture and traditions as opposed to only the Turkish culture and traditions being imposed on all students contributed towards world peace by establishing mutual relationships:
In the universal Turkish schools and Turkish Olympiads the students also have the chance to show their own cultural aspects and expose their own traditions not just Turkish which is the factor that supports the contribution towards world peace. (Nurlan)
Teachers preparing students for the ITLO also play a significant role in promoting world peace and harmony to students. The emphasis they place on the virtue of diversity and respect towards different cultures helps students increase their self-confidence and feelings of sympathetic towards other cultures. Participants in the ITLO show an acute awareness of the value of respect and tolerance of diversity as essential for world peace and global harmony. From the personal level of developing friendships based on these common values, to sharing and enjoying the differences in cultures and traditions, demonstrated in the interviews.
The ITLO has not only established communication between students around the world, but also has given rise to long term relationships. One of the students notes that she still has contact with students from the Olympiads. The following quote demonstrates the Olympiads’ potentiality for establishing strong bonds between individuals.
I loved my time in Turkey as I was able to build relationships with people around the globe. Until now I continue to communicate with them and plan to see them in the future. I loved the hospitality that people offered us in Turkey. (Aybek)
Another student values the exposure to different cultures and found that the team spirit helped participants to establish a strong sympathy for one another, common values and healthy relationships:
The dialogues were the favorite part of the event, people of different cultures, races, religion come together and talk about the similarities they hold, how the Olympiads has helped them establish peaceful interactions within a team spirit of mutual coexistence. This event should be enhanced to bring greater effect, one day it would be a story proud to tell. (Yernur)
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Interestingly the ITLO is becoming increasingly effective in building long-lasting relationships between individuals as well as between nations. It is thus proven that globalization through cross-cultural communication and dialogue provides more thrust to educational NGOs. In a world that is increasingly culturally pluralistic there are few places untouched by globalization. This world requires more sophisticated, culturally aware citizenry to promote peace and understanding and to avoid suspicion, conflict and exploitation. Language teaching and learning enables people to avoid stereotyping individuals by fostering an understanding of other nations, cultures and traditions. It develops curiosity and openness to others and unites people through their commonalities whilst promoting tolerance, respect and understanding of differences.
The youth from the international communities that take part in the ITLO experience reflective changes in the way they see others and people from other countries.
Being high-performing students from successful Hizmet schools, it is not wrong to consider they may hold positions of respect and influence in the community in the future.
In this sense, as future world leaders, not only do they experience significant personal transformations but also as a group they have the potential to positively affect global peace and harmony. The results of the interviews clearly demonstrate the value that the students attach to their experience at the ITLO, by their acute awareness of the positive impact and change, it has made to their lives and their wish to extend the effect of this through continuing the friendships they formed during the event period. In order to establish a global civilization of peace and harmony effectively and efficiently, it is essential that intercultural dialogue and communication should be at the forefront of world peace initiatives.185
In short, Hizmet students harmonize the global modern values with their local cultural traditions. The Hizmet movement is a global initiative; it is both global and local.
It is global because the movement institutions and schools have spread to all continents.
It is also local as it tailors operations to the needs of the communities; for example, if the official policy mandates that half of the teachers to be locals that is what the Hizmet schools will do; Or, if the school day has to end at a certain time, the time schedule will be adjusted accordingly.
185 Ian Hosack, 2011, “Foreign language teaching for global citizenship,” Policy Science, vol. 18, no. 3, pp. 125-140.
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V. Conclusion
Education is perceived to enhance the social and economic development and transformation of countries.186 While analyzing the role of education in social transition, the notions of correspondence, cultural reproduction and contradiction must be taken into consideration.187
One of the serious problems of Kazakhstan in the transition period is the dramatic decrease in the quality of education. Hizmet schools are perceived as an opportunity for children to have better education. Curriculum implemented at those schools is more up-dated than that in Kazakhstan schools. In this context, Hizmet schools are perceived as a model in the educational reform to bring up citizens who are able to cope with modernity.
Since the graduates of Turkish schools can speak English and Turkish effectively, they are perceived by the Kazakhs communities as future pioneers to establish and maintain the relationships with Western countries. These schools seem to have filled the gap that has emerged in the transition period.
In terms of social transition, Kazakhstan has been in the process of reproducing its culture and political system, education plays a crucial role in this process, and foreign entrepreneurs are encouraged to establish schools at international standards.
The Hizmet schools have been operating in all regions of Kazakhstan about 20 years. As a result of their activities, thousands of Kazakhs students have received a higher quality education. The schools’ success in scientific competitions in domestic and international area results a good reputation in the country. Beside these schools spend more efforts to develop student personal characters. The education in these schools supports the democratization and globalization of the country. The students meet with democratic practices in their early years, and also are integrated into global world by having foreign teachers, learning foreign languages and attending scientific Olympiads.
Hizmet schools educate students with good manners and concept of loyal citizens.
Hizmet schools also contribute to the development of economic and cultural relations between Turkey and Kazakhstan. Therefore those schools achieve the political and economic goals of Kazakhstan in relation to Turkey.
186 Martin Carnoy, 1990, Education and Social Transition in the Third World, Princeton University Press, p 15.
187 Michael. W. Apple, 1996, Cultural Politics and Education, New York: Teachers College Press, p 18; H. A. Giroux,
“Schooling as a form of cultural politics: Toward a pedagogy and for difference.” in H. Giroux and P. McLaren eds.d, Critical Pedagogy: The State and Cultural Struggle, ed. by State University of New York Press, 1989, pp. 125-151.
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This vision seems to be shared by the general global community, and it is with this vision that the Hizmet schools have been facilitating an education that is based on global values such as diversity, tolerance, respect and intercultural dialogue. Students of these schools are then given the opportunity to experience through international events which we have seen provide a rich, intense, life and perspective changing experience.
The key reasons behind the success of Hizmet schools is the unique and unprecedented educational philosophy of Gülen which is followed by the unparalleled and devoted teachers who sacrifice their time and efforts, and hence strive for academic perfection while imparting moral values to the students.
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Chapter 6: Conclusion
This study has addressed social conflict and its possible solutions from the perspective of a transnational movement’s activism through educational dialogue. This concluding chapter provides a recapitulation of the main lessons learned from the Hizmet movement, along with reflections on the aforementioned central research themes. There is little scholarly work so far on the movement’s message regarding social conflict and reconciliation. This study therefore makes a contribution to the study of peace by providing insights into the management of diversity’ and the practice of multiculturalism and cohesiveness in pluralist societies. This study is the first contribution on the Hizmet Movement in Kazakhstan. Therefore this thesis attempts to explore the question of how the educational activities of the movement contribute to the solution of social problems.
Over the years, the identity of the movement has changed, but continues to evolve and develop. Hizmet’s activism is no longer simply on “articulating faith in secular Turkey” or even establishing an “elite group of educated Muslims” through new schooling systems; it has rather been promoting dialogue through new mediums around the world. The Hizmet community does not identify itself as an Islamist political organization, an Islamic reform movement, or Sufi order; rather it claims as a social reformation. In Kazakhstan the hizmet has played a role in the revival of Turco-Islamic heritage that was weakened by its Soviet experience.
In observing and discussing Hizmet schools in Kazakhstan, it is clear that the key issue is to facilitate dialogue, mutual respect and understanding amongst different types of people, rather than to bring about a reformation of Muslims, or teach about a new type of Islamic order. Still, it is important to note that while Islamic teaching or schooling was not directly or clearly stated. These brief examples demonstrate that Hizmet related activities in Kazakhstan have little to do with proselytizing Islam, but principally work to apply Islamic moral values of tolerance and dialogue through educational and charitable activities in order to dissuade conflict, to decrease ignorance, and to diminish poverty. In order to do this successfully as a transnational network, Hizmet practitioners must understand their own religious and cultural backgrounds as well as the society they live in order to communicate and promote these values in each particular community.
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At the global level, today there is an urgent need for a new sense of peaceful coexistence. Gülen, as one of the most persuasive and influential voices in the Muslim community has advocated dialogue as a step to peace. He proposes dialogue as a method to establishing culture of peace among people of different ethnic and religious backgrounds. Gülen’s inspirations for worldwide educational efforts contribute to peace and dialogue among societies of the twenty first century. In Kazakhstan, Hizmet focuses on the development of relations amongst Muslims due to the overwhelming number of Muslims in the country. Also, enhance ties between the Muslims and non-Muslims through the Turkish schools and their inter-religious and inter-cultural activities. The schools are like a bridge between Turkey and Kazakhstan. The schools have opened the way for a large-scale accommodation of Turks as well as for a vibrant business interaction between Turkey and Kazakhstan.
Furthermore, there are two seemingly contrary views on the world. From one perspective, it has become potential site for new wars and conflicts due to greedy appetites; but from another perspective, it is the cradle of brotherhood, love, forgiveness, and unity due to the efforts of people who are ambassadors of peace and dialogue. This thesis asserts that dialogue is possible only when accompanied by moral values, mutual knowledge and acceptance of cultural and religious identity. It argues that the movement provides, initially and primarily, an example of a renewal with a potential to influence individuals, both Muslim and non-Muslim. A number of positive NGOs and peaceful institutions (schools, and dialogue centers) led by volunteers, social innovators and peaceful, can form “Islands of Peace” around the world. This depends on deep and
Furthermore, there are two seemingly contrary views on the world. From one perspective, it has become potential site for new wars and conflicts due to greedy appetites; but from another perspective, it is the cradle of brotherhood, love, forgiveness, and unity due to the efforts of people who are ambassadors of peace and dialogue. This thesis asserts that dialogue is possible only when accompanied by moral values, mutual knowledge and acceptance of cultural and religious identity. It argues that the movement provides, initially and primarily, an example of a renewal with a potential to influence individuals, both Muslim and non-Muslim. A number of positive NGOs and peaceful institutions (schools, and dialogue centers) led by volunteers, social innovators and peaceful, can form “Islands of Peace” around the world. This depends on deep and