以教育與對話建構社會和諧，論哈薩克的Hizmet 運動 - 政大學術集成

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(1)國立政治大學國家發展研究所博士論文 National Chengchi University Graduate Institute of Development Studies Ph.D. Thesis. 治政大指導教授: 林長寬博士立 Supervisor: Chang-Kuan Lin Ph.D ‧. ‧ 國. 學 er. io. sit. Nat. Hizmet 運動. y. 以教育與對話建構社會和諧，論哈薩克的. n. al iv n Ch e nThrough Building Social Harmony g c h i U Education And Dialogue: The Hizmet Movement In Kazakhstan 研究生: Osman Çubuk (初雅士) 中華民國 104 年 7 月 July, 2015 I.

(2) Acknowledgments The completion of this doctoral dissertation is a long journey; its work has been supported and encouraged by numerous people including my friends, colleagues, professors, and family. It is always difficult to list and thank all the people who help and contribute to any project or research. Upon completing Ph.D. study I would like to thank all the people who made this thesis possible and an unforgettable experience for me. First of all, I would like to express my deepest gratitude to my advisor Hoca Nabil Chang-Kuan Lin, who has given me good academic advices, spiritual support during my thesis work, not only for his sharp criticism and insight throughout the research, but also. 政治大 Nabil Hoca has been my mentor and teacher since my MA study, this work would not 立 have been completed without his guidance under that I successfully overcame many his friendly attitude and encouragement to my life in Taiwan—my second homeland.. ‧ 國. 學. difficulties and learned very much about the academic affair.. Secondly, I would like to thank my PhD committee members for their positive. ‧. criticism, useful comments and suggestions of revision. Their academic support and cheerful personality make me feel comfortable in the oral examine and forget all the. y. Nat. sit. hardship that I have encountered in my research.. er. io. Thirdly, I would like to thank all of my informants both in Turkey and Kazakhstan for showing me trust and spending time to answer my questions. I would also. n. al. Ch. i n U. v. like to express the same gratitude towards the vice director of the Kazakh-Turkish. engchi. Educational Foundation and chairman of the Turkish-Kazakh Business Association in Kazakhstan for providing me facilities that made my fieldwork accessable and introducing me to the informants whom I interviewed in Kazakhstan. Also, I would like to thank my Turkish colleagues in the Formosa Institute and Anatolia-Formosa Association and my Taiwanese friends for all their help and encouragements during my study. Finally, I would like to express my deepest gratitude to my Taiwanese and Turksish families for their strong spiritual and material supports, especially my wife Cevhera who sacrifies her career to look after our two children and has accompanied me throughout all the hardship I encountered during my studies in Taiwan. II.

(3) Last but not least, I wish to thank Allah the Almighty for His mercy and blessing bestowed on me no matter when and where I live, al-Hamdulillah, wa-Rahmatullahi waBarakatuhu!. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. III. i n U. v.

(4) Abstract The thesis researches on social conflicts and suggests the possible solutions from the perspective of Muslim transnational movement through educational reform and religio-cultural dialogue. The existence of social conflicts and the lack of social cohesion are the core themes of many public debates in both Western and Eastern societies. In recent years these issues have often been linked to Muslim communities and their religious activities. The Islamic response to these allegations and social problems is in various ways. Nevertheless this study concerns the solutions proposed and practiced by the Hizmet Movement, a global civil society inspired by the teachings of Fethullah Gülen,. 政治大. a great contemporary Turkish Muslim thinker.. In the pluralistic societies there are different communicational structures and ways. 立. of resolution to conflicts. The Hizmet Movement proposes that new education system and. ‧ 國. 學. dialogues between different races and faiths can establish the bridge to attain global peace, and it suggests only through education and dialogue different societies or. ‧. communities will maintain social cohesion and mend the social cleavages that divide Muslims and non-Muslims.. sit. y. Nat. This thesis examines the Hizmet Movement in Kazakhstan. It reflects how a small group of Hizmet followers successfully bring harmony into the national development in. io. er. Kazakhstan. It especially investigates the role and impact of Hizmet schools in. al. n. iv n C show that Hizmet hMovement i Uonly engaged e n g cishnot. educational reform and social transmutation of Kazakhstan in the post-colonial period. It also endeavors to. in Kazakhstan. national education projects, but also indirectly fosters mutual understanding between the Turkish people and the local Kazakhs in order to work together towards a peaceful coexistence and alliance of civilization. The thesis will contribute to the study of Islam in Central Asia’s Turkic countries, especially the reformation after their independence from the former Soviet-Union. Besides, it brings out a new research dimension of Transnational Islamic movement such as the Hizmet, in the aspect of educational reform and religio-cultural dialogues. Key Words: Hizmet Movement, peace-building, Muslim education, inter-cultural dialogue, Islam. IV.

(5) 摘要本論文從跨國穆斯林教育改革運動與宗教文化對話之角度，研究社會衝突及其可能的解決之道。無論是西方社會，抑或東方社會，都存在著社會衝突及社會缺乏凝聚力等現象，此等現象現在成為公共辯論的核心議題。近年來，這些議題也被認為與穆斯林及其宗教活動相關。面對這類指控與社會問題，伊斯蘭世界以各種不同的方式做出回應。深受土耳其穆斯林思想家法圖拉‧菊稜(M. Fethullah Gülen)之思想及教誨而啟發，發展出的 Hizmet 全球公民社會運動，即提出了解決前述問題的實務做法，此係本論文內容所研究之主題。在多元化的社會中，有各種不同的溝通架構與方法可解決衝突。Hizmet 運動提倡在不同種族與信仰的環境之間建立新的教育體系與對話管道，並藉此邁向全球和平。Hizmet 運動認為，唯有透過教育與對話，不同的社會群體間才有可能發展及維繫其社會的凝聚力，並能由此修補曾引發穆斯林與非穆斯林分裂的社會分歧。本論文探討了在哈薩克的 Hizmet 運動，呈現出在哈薩克國家發展的進程中，一小群 Hizmet 運動的追隨者是如何成功地為國家的發展帶來和諧。並特別研究在後殖民時代的哈薩克，Hizmet 運動所設立之學校對教育改革與社會轉型方面所造成的影響。研究顯示，Hizmet 運動不僅參與了哈薩克的國家教育計畫，也間接促進了土耳其人與哈薩克人之間的相互了解。土耳其人與當地的哈薩克人，為建立和平共存與文明交集這些目標而共同努力，而在攜手合作的過程中，他們也能更加認識彼此。本論文有助於對伊斯蘭在中亞突厥語係國家發展之研究，尤其針對自前蘇聯獨立出來之突厥語係國家的改革議題有所助益。除此之外，本論文探討了與教育改革及宗教文化對話之關係，在研究如 Hizmet 運動般之跨國伊斯蘭運動的同時，也為跨國伊斯蘭運動之研究拓展了新的研究面向。. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. v. 關鍵詞：Hizmet 運動、世界和平、穆斯林教育、文化對話、伊斯蘭. Ch. engchi. V. i n U.

(6) Table of Contents Acknowledgments………………………………………………………………...II Abstract…………………………………………………………………………..IV Abstract in Chinese…………………………………………………………........V Table of Contents………………………………………………………………VI List of Tables and Figures……………………………………………VIII. Chapter 1: Introduction……………………………………………………1 1.1 Research Aims and Background………………………………………………1. 政治大 1.3 Methodology…………………………………………………………………10 立 1.4 Literature Review…………………………………….....................................14 1.2 Theoretical Framework………………………………………………………..5. ‧ 國. 學. 1.5 Structure of the Thesis……………………………………………………….22. ‧. Chapter 2: The Emergence of the Hizmet Movement……………………27 2.1 Introduction…………………………………………………………………..27. y. Nat. sit. 2.2 The Ottoman Legacy……..…………………………………………………..27. al. er. io. 2.3 Emergence of the Hizmet Movement..............................................................36. n. 2.4 Development of the Hizmet Movement……………………………………...42. Ch. i n U. v. 2.5 Islamic Foundations of the Hizmet Movement………………………………47. engchi. 2.6 Conclusion …………………………………………………………………..51. Chapter 3: Fethullah Gülen Thought on Education……………………53 3.1 Introduction…………………………………………………………………..53 3.2 Traditional Islamic Education………………………………………………..53 3.3 Traditional Ethics and Values imbedded in Education………………………61 3.4 Education for the Global Peace………………………………………………69 3.5 Conclusion …………………………………………………………………..75. VI.

(7) Chapter 4: The Hizmet Movement in Kazakhstan…………………….78 4.1 Introduction ………………………………………………………………….78 4.2 Islam in Kazakhstan………………………………………………………….78 4.3 Profane and Religious Education in Kazakhstan…………………………….83 4.4 Schooling Kazakhs…………………………………………………………...90 4.5 Conclusion ...……………………………………………………………….103. Chapter 5: Impacts of the Hizmet Schools on Kazakhstan’s Social Changes and Its Relations with Turkey................................................. 106. 治政 5.2 Impact of the Hizmet Schools on the Educational大 Reform…………………106 立Entrepreneurs on Turkey-Kazakhstan Relations……116 5.3 Impact of the Hizmet 5.1 Introduction ………………………………………………………...………106. ‧ 國. 學. 5.4 Building a Bridge through the Dialogue of Education……………………129 5.5 Conclusion………………………………………………………………134. ‧. Chapter 6: Conclusion…………………………………………………..136. Nat. sit. y. References………………………………………………………………………142. io. er. Glossary of Terms………………………………………………………………157 Abbreviations………………………………………………………………….160. n. al. Ch. i n U. v. Interview Questions……………………………………………………………161. engchi. List of Interview……………………………………………………………....162. VII.

(8) List of Table and Figure Figure.4.1. Map of Kazakhstan ........................................................................................78 Table.4.1. Hizmet Schools run by KATEV in Kazakhstan ..............................................93. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. VIII. i n U. v.

(9) Chapter 1: Introduction I. Research Aims and Background In the contemporary world, the relations between nations have been widened as boundary between countries is no more emphasized in a globalizing world. On the other hand, people today around the world share some common values such as democracy, human rights, intercultural dialogue, the rule of law and freedom in a more challenging way. However, despite the existence of such wishful developments, world politics also witnesses inhumane actions that cause global reactions but cannot be ended immediately.. 政治大. Frequently heard are the global threat of war, terrorism, the increasing gap between rich and poor, famine, malnutrition, global warming and environmental pollution, economic. 立. problems or those related to scarce resources such as poverty and hunger, and cultural. ‧ 國. 學. problems. All these pose a real challenge to global citizens who need the establishment of global cooperation in order to solve these problems. Tackling these challenges is the prime concern of today’s intellectuals and politicians.. ‧. Despite the existence of pessimists, there are a number of initiatives working for. y. Nat. the common good and expending great effort to eradicate these problems. It can be. io. sit. argued that today non-state unites such as non-governmental organizations (NGOs) and. er. other civil society associations, all play an undisputedly role in dealing with global crises. al. n. iv n C rapid change, it is easy to imagine thath there should be many e n g c h i U approaches to globalization and to maintain the global order and stability. Living in a world which is in constant and. with which to contend. In this respect, the Fethullah Gülen's transnational’s religious. movement is unique in its approach to globalization. It opts for change but also respects traditional values and identities. Transnational religious movements can play crucial roles in peace-building with their strong faith-based motivation, long term commitment, religious, spiritual and moral authority and ability to facilitate constructive social relations between different groups of population. The Gülen movement is one of the most influential initiatives which could be taken into consideration in this context. Therefore this thisesi attempts to explore the question of how the formoal and informal educational activities of the movment contributes to the solution of local and global problems. 1.

(10) Gülen is considered one of the most influential Turkish Muslim figure. He plays many roles such as scholar, thinker, opinion leader, educational activist, and supporter of interfaith and intercultural dialogue. In 2008, Gülen was voted the world's top living public intellectual of the year in an internet poll organized by Prospect and Foreign Policy (Foreign Policy 2008 a,b). Gülen was among TIME's "World's 100 Most Influential People" in 2013, and Gülen Awarded 2015 Gandhi King Ikeda Peace Award. 1 In 2007, the Australian Catholic University established the Gülen Chair of the Study of Islam and Muslim-Catholic Relations. In 2009, the Indonesian Islamic University also established the Gülen Chair. In 2007 the Houston University established the Gülen Institute. In addition to the increasing number of academic journal articles and books by university presses,. 2. the Economist,. 立. 3. The New 治 York Times, The International Herald 政大. Tribune, Le Monde and Forbes have recently given positive coverage of the impact and activities of his movement in and outside of Turkey.. ‧ 國. 學. Gülen is the author of more than 50 books; he has dedicated his life to promoting peaceful relationships between different communities, societies, cultures and religious. ‧. traditions. His efforts have resulted in the emergence of the Hizmet 4 movement in the late 1960s that is a global network of volunteers, teachers, intellectuals, business people. Nat. sit. y. and students. The movement has established inter-cultural dialogue centres and thousands. io. er. of modern educational institutions that teach modern sciences alongside with Islamic ethics and spirituality in over one hundred different countries. 5 In addition, the movement. al. n. iv n C U College awarded its prestigious h e n gChapel Atlanta, April 9, 2015 – Martin Luther King Jr. International hati Morehouse cGülen 2015 Gandhi King Ikeda Peace Award to Islamic scholar Fethullah in recognition of his life-long dedication to 1. promoting peace and human rights. 2 J. Esposito and I. Yilmaz, 2010, Islam and Peacebuilding: Gülen Movement Initiatives, New Jersey: Blue Dome. Helen R. Ebaugh, 2009, The Gülen Movement: A Sociological Analysis of a Civic Movement Rooted in Moderate Islam, New York: Springer. Muhammed Cetin, 2010, The Gülen Movement: Civic Service without Borders, New Jersey: Blue Dome. Enes Ergene, 2008, Tradition Witnessing Modern Age: An Analysis of the Gülen Movement, New Jersey: Tughra. Jill Carroll, 2007, A Dialogue of Civilizations: Gülen's Islamic Ideals and Humanistic Discourse, New Jersey: Tughra. Robert Hunt and Yuksel Aslandogan, 2006, Muslim Citizens of the Globalized World: Contributions of the Gülen Movement, New Jersey: The Light Inc. Hakan Yavuz and J. Esposito, 2004, Turkish Islam and the Secular State, Syracuse: Syracuse University Press. Mehmet Gündem, 2005, 11 Days with Fethullah Gülen: An Analysis of a Movement with Questions and Answers, Istanbul. Ali Ünal and Alphonse Williams eds., 2000, Fethullah Gülen: Advocate of Dialogue. Fairfax: The Fountain. 3 According to The Economist, Fethullah Gülen is the most influential Muslim scholar in the world. He is an advocate of interreligious dialogue and educational opportunities. His admirers can be found in more than a hundred countries where they have established hundreds of educational institutions. While intellectuals have named this “the Gülen or hizmet Movement”. 4 Hizmet literally means “service” to humanity in Turkish; it is often used by followers of Gülen for his movement. 5 The Hizmet Movement has over two thousand elementary and high schools abroad and in Turkey, and 25 universities in 150 different countries worldwide (Ebaugh, Roese Helen, 2010, 61.. 2.

(11) leads charitable foundations, hospitals, media, publishing houses and business associations as well. It emphasizes the importance of education and the necessity for dialogue among different communities. The Hizmet movement endeavor with bringing solutions to three main problems within Turkey, such as ignorance, poverty, and disunity; it is extended to solve similar problems in other parts of world through the promotion of universal education, dialogue and human-centred principles. In light of Gülen’s philosophy, the fruits of this educational investment are seen around the world as these schools distinguishing themselves in acquiring academic excellence and moral values at home in host countries. The Gülen-inspired schools, both in Turkey and abroad, have attracted the attention of scholars due to their continual. 政治大 quality educational service is evident not only in less-developed countries, but also in 立 advanced economies which have a comparable advantage internationally in supplying academic accomplishments and emphasis on universal ethical values. The provision of. ‧ 國. 學. high standards of education. In recent years, the movement has begun to attract academic attentions. 6 Moreover, in the United States, the United Kingdom, Australia, Indonesia,. ‧. Taiwan, Canada and the Netherlands, several academic conferences have been convened about the movement and its contributions to global peace. In addition to his contribution. Nat. sit. y. to the betterment of educational activities in Turkey and the World at large, he is also. io. er. renowned for his endeavors towards the establishment of mutual understanding & acceptance and tolerance in society. His dedication to solving social problems and. n. al. Ch. i n U. v. satisfying spiritual needs have gained him a sizeable audience and readership throughout 6. engchi. 1 - East and West Encounters: The Gülen Movement, University of Southern California, December 4-6, 2009. 2- The Fifth International Conference on Islam in the Contemporary World: The Gülen Movement in Thought and Practice, Louisiana State University, Baton Rouge, LA, March 6-7, 2009. 3-Islam in the Age of Global Challenges: Alternative Perspectives of the Gülen Movement, Georgetown University, Washington, D.C., November 14-15, 2008. 4International Conference on Muslim World in Transition: Contributions of the Gülen Movement, School of Oriental and African Studies, and London School of Economics, October 25-27, 2007.5-Third International Conference on Islam in the Contemporary World: Contributions of the Gülen Movement, University of Texas at San Antonio, November 3rd, 2007. 6- International Conference on Islam in the Contemporary World: The Fethullah Gülen Movement in Thought and Practice, Rice University, Houston, Texas, November 12–13, 2005. 7- The Chicago Interfaith Gathering Towards Interreligious Dialogue in the New Millenium: Finding Common Ground, Special Session on the Gülen Movement, November 10–11, 2005 . 8- Second International Conference on Islam in the Contemporary World: The Fethullah Gülen Movement in Thought and Practice, Southern Methodist University, Dallas, Texas, March 3–5, 2006, 9- Second Annual Conference on Islam in the Contemporary World: The Fethullah Gülen Movement in Thought and Practice, University of Oklahoma, Norman, Oklahoma, November 3–5, 2006, 10-The Muslim World in Transition: Contributions of the Gülen Movement, House of Lords, United Kingdom, October 25–27, 2007,. 11- Peaceful Coexistence: Thoughts and Practices of Fethullah Gülen, Rotterdam, The Netherlands, November 23–24, 2007, co-sponsored by Erasmus University, Rotterdam, and Cosmicus Foundation. 12- Hizmet Movement and the Thought and Teachings of Fethullah Gülen: Contributions to Multiculturalism and Global Peace organized by Taiwan Associaton of Islamic Studies and Formosa Institute hold on December 8-9 2012, Taipei.. 3.

(12) the world. Educational institutions have been established world-wide, offering new opportunities for different nations; with no political motives whatsoever being involved. The movement rejects the idea of the clash of civilizations, and aims to live in a peaceful world. There is little scholarly work so far on the movement’s message regarding the causes and cures of social conflicts and rivalries in central Asia, especially in Kazakhstan. This thesis therefore will make a contribution to the study of peace by providing insights into the management of ‘unity of diversity’ and the practice of multiculturalism and cohesiveness in pluralist societies. In addition, today it is a fact that diversity and pluralism are not only a phenomenon within societies but also between different ones.. 政治大 movement, and elaborates on the reconciliation of social conflicts. My personal research 立 interest on the subject of social conflicts and harmony is a result of an enduring curiosity This study also presents the thoughts and practices of Gülen and the activities of his. ‧ 國. 學. about Gülen’s ideas of peace, educational and intercultural activism, which emerged in Turkey and then received its articulation on the global scale. Following the fall of the. ‧. Soviet Union and upon inspiration from Gülen, Turkish businessmen and teachers went to the newly emerging Central Asian republics with the same sense of responsibility. The. Nat. sit. y. educational institutions established in those countries have attained unparalleled. io. er. achievements at both the national and international levels. Those who attended these educational institutions performed extremely well at both local and international. n. al. Ch. i n U. v. scientific contests and Olympiads, and they also won the confidence of high-ranking. engchi. officials in their countries. Those institutions continued their services as multicultural, multilingual, and secular educational institutions. The media of teaching are English, Turkish, Russian, and the national language of the respective country. Thus the movement has gradually evolved and grown in various regions of the world (in Europe, Africa, the Pacific and others) As well, where these institutions have brought the young generation into the globalized world, where people are expected to live in peace and tolerance toward each other. My motivation to examine the thesis is, the largest number of schools is at the moment in Kazakhstan where the Hizmet now runs 32 high schools and the Süleyman Demirel University. One factor favoring the growth in the number of schools is that 4.

(13) Kazakhstan is administratively less centralized than the other states in Central Asia. In Kazakhstan the administrator of a region has the prerogative of reaching educational agreements with foreign companies. In 1991 and 1992 representatives of Gülen signed their agreements with regional governors. Meanwhile the Kazakh government has favored this cooperation as it has helped it to speed up the ‘Kazakhisation’ of the country and to reduce the extensive Russian influence. The Hizmet is active in Kazakhstan since 1991, now; it is primarily a Turkish and Kazakh effort, with Turkish-Kazakh teachers and Turkish-Kazakh businessmen and supporters. The bilateral relations between Kazakhstan and turkey have started, firstly due to deep cultural, historical ties, brotherhood kinship which caused Turkey to be the first country to recognize the independence of Kazakhstan.. 政治大 people because of cultural, religious and linguistic affinities. 立 In brief, this study is original; it has never been studied before in Kazakhstan. The. Other than the above reasons, the close relationship between the Turkish and Kazakhs. ‧ 國. 學. Movement has already diffused all over the world now, which empowers people and raises hope for justice and is the model for a new kind of education with the cooperation. ‧. of inter-cultural and interfaith dialogue. Does this collective action respond and offer. sit. io. II. Theoretical Framework. er. Nat. and disunity.. y. workable realistic solutions to local problems in Kazakhstan such as ignorance, poverty. al. n. iv n C hen organizational structure and how it works. However, i U movement theory has been g c h social The Hizmet is a movement which is difficult to understand in terms of its. taken as a theoretical framework to support my analysis; more specifically resource mobilization theory and framing are adopted. The following brief account will explain. why both theories are the most suitable to answer my research question. The theory of resource mobilization defines the human and financial resourcesthat enable a movement to grow and attain its goals. Resource mobilization theory, which appeared in the 1970s, views social movements as networks of people who are able to attract the types and amounts of finances and human labour to effect change in. 5.

(14) society. 7It is a sociological theory that stresses the kinds of resources needed for the maintenance and growth of social movements. Earlier theories focused on the social psychology of movement participants, who are seen as people who are disgruntled with one or more aspects of society. 8 According to resource mobilization theorists, there is always enough discontent in any society to provide grass-roots support for a movement. To focus and organize the discontent into a social movement, it is necessary for a core group of sophisticated strategists to organize in order to harness those disaffected people, to attract money and supporters, and to capture the media’s attention, making alliances with those in power and creating an organizational structure. This theory considers that without such resources, social. 政治大 create social change via a social movement. If human and financial resources are not 立 available to support the goals of the movement, it will eventually collapse or merge with. movements cannot be useful, and that dissent and disaffection alone are not sufficient to. ‧ 國. 學. a movement that is more successful in attaining resources.. This theory emphasizes the fact that movements are more likely to blossom when. ‧. favorable economic conditions allow a flow of necessary resources or when the balance of political power in a society is sufficiently fluid or receptive to allow movements the. Nat. sit. y. opportunity to develop. In this context one can say that during Turgut Özal’s leadership,. io. er. there was economic liberalization combined with Özal’s pro-Islamic attitude and the implementation of more democratic reforms which made it easier for Islamic movements. n. al. Ch. i n U. v. which had earlier been hushed down by the republic’s guardian Kemalist elites, to. engchi. blossom in terms of using newspapers, internet and other channels to become more visible than they had been before. 9 Most resource mobilization theorists 10 agree that money, legitimacy, and labour are necessary resources for a successful social movement. Sufficient and consistent streams of money make possible the salaries and support of movement staff, provide 7. Oberschall (1973); Tilly (1978); Snow et al. (1980); McAdam et al. (1996); (Melucci (1999); Edwards and McCarthy (2004). 8 Theorists who propose a social psychology perspective include Gurr (1970); Turner and Killian (1972); Smelser (1963); Byrne (1996); Eyerman and Jamison (1991). 9 Helen Rose Ebaugh, 2010, "The Gülen Movement: A Sociological Analysis of a Civic Movement Rooted in Moderate Islam" New York: Springer. pp.6. 10 McCarthy and Zald (1977); Jenkins (1983); Edwards and McCarthy (2004); Garner (1996); McCarthy and Wolfson (1996).. 6.

(15) office space, computers, copying machines etc., that are essential to increase visibility and advertise the message and goals of the movement, as well as publishing, announcements, billboards, websites and other media venues to mobilize potential participants, and financing projects and events sponsored by the movement. Resource mobilization theory will be used to frame and analyses the mechanisms whereby resources are garnered for the growth and success of the movement. Resource mobilization theory, therefore, deals specifically with the dynamics and tactics of social movement growth, decline, and change. The second theory, organizational commitment theory, focuses on movement strategies for gathering member motivation to provide necessary resources and the. 政治大 vitality and growth. Related to the issue of obtaining the resources needed for movement 立 success is the question of motivation for membership involvement. Why are millions of consequences of such commitment on building loyalty to the movement, thus assuring its. ‧ 國. 學. people committed to the movement in terms of giving time, labour, emotional involvement and finances to achieve movement goals? Commitment involves identifying. ‧. one’s personal fate with the success or failure of the collectivity. It is typically examined in terms of the mix of the personal and organizational characteristics which increase. Nat. sit. y. willingness to exert high levels of effort, to remain a member in the organization, to. io. er. accept its major goals and values, and to value the organization as worthwhile. How do groups maintain cohesion and focus on the organizational requirements that influence. n. al. Ch. i n U. v. individuals to feel that their own self-interest is indistinguishable from that of the group –. engchi. their sense of commitment? A person is committed to a relationship or group to the extent that he/she sees it as expressing or fulfilling some fundamental part of him/herself and identifies group goals as nourishing his/her own sense of self. A committed person is loyal and involved, has a sense of belonging, a feeling that the group is an extension of him- or herself and that he/she is an extension of the group. Sacrifice is one of the important characteristics of a person who teaches others. Gülen has emphasized the importance of making a Hicret, or migration, to another country, so that followers can model their values abroad, and thus promote peace through dialogue, as well as positive images of Islam and Turkish culture. “Hicret is one of the things that motivate the followers of the movement. Gülen followers consider their acts 7.

(16) of service to humanity while abroad to be part of this Hicret (Curtis 2005). Today many of the teachers and businessman from the Gülen movement are following in the Hicret tradition of their Forebears, striking out to other countries in the name of their God and Prophet and to act as ‘frontiers men’ for their fellow man. Migration and Islamic religious movements have played an obvious and important role in developing a Muslim presence in non-Muslim countries. Briefly, resource mobilization and commitment theories provide a lens to view the Hizmet Movement and to describe why it is successfully growing. These theoretical tools, along with an analysis of the historical and political contexts in which Gülen preached in Turkey and an understanding of the Turkish/Islamic concepts of giving and hospitality,. 政治大 movement to national and international prominence. By using the RMT and frame 立 analysis, it will be easier to understand the movement in terms of how they mobilize their provide insight into the beliefs, values, and social dynamics that are propelling this. ‧ 國. 學. resources and what their aims are behind this mobilization. When it comes to analyzing my findings in the conclusion, it will support my fieldwork material by first using the. ‧. resource mobilization theory (RMT) to find out what sort of resources are mobilized to make the projects and the movement grow.. Nat. sit. y. The ideas of tajdid (renewal) and islah (reform) are neither new nor unusual to. io. er. Islamic thought. The advent of Islam, the message and mission of Prophet Muhammed itself can be seen as a divine endeavor to revive Monotheism and reform the then extant. n. al. Ch. i n U. v. society and culture from jahiliyyah (ignorance) to Islam. This philosophy of reform and. engchi. renewal is a recurrent theme in Islamic intellectual and political history. As early as the 12th century, Abu Hamid al-Ghazali referred to the necessity of ‘revival’ in his book “The Revival of the Religious Sciences”. His efforts, that have roots in old history, have contributed strongly to the spreading of the concept of revival and reform of thought in Islamic theology. Al-Ghazali’s theory of renewal comes from the Hadith of the Prophet Muhammad: ‘God will send to this Muslim community, every hundred years, someone who will renew their religion’. This Prophetic tradition is highly significant and it has given rise, through the ages, to numerous comments as to its meaning and impact. What the hadith tells us is that the Muslim community will nevertheless be accompanied and guided through the centuries by scholars and/or thinkers who will help it, every hundred 8.

(17) years or so, “regenerate” or “renew” the religion of Islam. This renewal of religion does not, of course, entail a change in the source, principles and fundamentals of Islam, but only in the way the religion is understood, implemented and lived in different times or places. This is also the meaning of the concept of “islah” which appears several times in the Qur’an and which conveys the idea of improving, purifying, reconciling, repairing and reforming. Thus, divine messages through the centuries came to reform human understanding, and messengers are reformer “muslihun” who bring good, reconcile human beings with the divine and reform their societies for the better. The notion of reform implies bringing the object (whether a heart, intelligence or a society) back to its. 政治大 matter of improving, of curing, through re-forming, through reform. 立 Due to the impact of the West on Muslim societies thorough the late nineteenth. original state, when the said object was considered to be pure and good: it is indeed a. ‧ 國. 學. and early twentieth centuries, Muslim advocates of renewal have argued for a return to the use of ijtihad (re-interpretation) to facilitate reinterpretation of the Islamic heritage.. ‧. Ijtihad is an important element of renewal in Islamic history and tradition through which the ulema (Islamic scholars) play a crucial role to determine the needs in modern time. In. Nat. sit. y. this regard, the movement evolved around the ideas of Fethullah Gülen provides an. io. er. example of a renewal and reinterpreted Islamic understanding with respect to some traditionally sensitive issues and in terms of putting this discourse into practice. It is. n. al. Ch. i n U. v. suggested in this study that Gülen's case consists of renewed Muslim discourses and. engchi. practices on religion, pluralism, jurisprudence, secularism, democracy, politics, and international relations. The Gülen movement, appealing to an increasing number of people, Muslims and non-Muslims, all over the world is a successful example of neoijtihad and tajdid with its origins in Turkey where the encounter between modernity and traditional Islam has been experienced most deeply. Gülen believes that there is a need for ijtihad in our age. The issues brought forth by time and changing circumstances are referred to as secondary methods (furuat) of jurisprudence. Time and conditions are important means to interpret the Qur'an. Gülen argues that in fact it is diminishing the role of historical and religious values that leads to a weakening of the Turkish nation, because in this way it loses its identity and is 9.

(18) subjugated by materialism. As a solution he sees the hope of a renewal of the nation through a “golden generation” of young people who have secured their identity in line with their history or belief but who are at the same time well educated, especially in modern sciences, and so form a lead group willing to engage in sustained service to humanity.. III. Methodology This thesis is based on fieldwork with a qualitative approach and documentary research. The fieldwork comprises data gathered through participatory observation in Kazakhstan and interviews with key followers of the organizations and their local. 政治大. partners. The documentary research contains data from the movement’s publications and online materials. This thesis is based on several articles which analyses Gülen’s teachings. 立. and his movement’s contributions to the resolution of social conflicts and to peaceful. ‧ 國. 學. coexistence of Muslims and non-Muslims.. This study shall be conducted from an insider’s perspective. This will facilitate. ‧. me particularly to gain access to sources (including interviews). As an insider, I have participated in the movement’s many educational and dialogue activities both in Turkey. sit. y. Nat. and abroad thus the insider position enabled me to develop numerous contacts with other people from the movement and enhance my understanding of the movement. However,. io. n. al. er. the very same insider position harbours a risk concerning the critical distance to the. iv n C addresses question: h e ntheg ccentral hi U. researched object. To avoid this, I will try to bring out analysis with outsider’s attitude as possible as I could. This study. what is the Hizmet. Movement’s message for the reconciliation of social conflicts? This requires identifying and applying suitable methods with an interpretive nature to gather the necessary empirical information and at the same time to connect the theoretical points of departure. Through internet research, participant observation and qualitative interviews, it will paint a detailed picture of experiences and perceptions related to the research question. The following elucidates the sources consulted in this thesis. Consulted sources. 10.

(19) This study begins with a systematic review of relevant documents and Gülen’s works. The purpose of the literature review is to ensure that the current study was well informed about existing researches and Gülen’s works to conceptualize the research theme. The literature review is complemented by circulating an email to a wide range of contacts asking for assistance in collecting relevant literatures on nd the Hizmet movement. Gülen’s works can be classified into two main genres of literature: recordings and books. The former refers to his recorded speeches, especially in the formative period of the movement from 1970 to 1983, Gülen travelled across Turkey as a state preacher (vaiz). Most of his series of sermons, talks, conversations and public speeches were. 政治大 books. The books were firstly published in Turkish and some of them later translated into 立 English. It will be discussed briefly the chronological overview of his intellectual recorded and transliterated into text format and, with minor revisions, and published as. ‧ 國. 學. achievements, exclusively the published collections of audiotapes and visual materials out of his sermons.. ‧. In the 1977, Gülen gave a series of conferences entitled: The Prophet Muhammad, the Theory of Evolution and Truth, Social Justice, the Golden Generation, and the. Nat. sit. y. Qur’an and Science. In the early 1980s, Gülen introduced another novelty to the pulpit. io. er. with his series of ‘question-and-answer’ sermons. Gülen prompted the congregation to think, ponder and engage by encouraging them to write down any questions about social. n. al. Ch. i n U. v. and religious issues, which he would then answer during the sermons. Audio recordings. engchi. of over one hundred such ‘question-and-answer sermons’ exist, entitled Miscellaneous for the vast and various topics they cover. Gülen’s conference speeches and his talks at the coffee-houses also laid the foundation of the publication of Sızıntı (Rivulet) in 1979. This is a monthly popular religious-scientific magazine and the first such periodical of the Hizmet movement. Since 2000, Gülen has started his mid-afternoon conversations in the United States. He gives answers to the questions of his followers and visitors. The answers are recorded and published in a series entitled Kırık Testi (Broken Pitcher), which already includes six volumes (see www.herkul.org). One important point to note is that the new editions of Gülen’s books are provided with bibliographical references to the original sources. His hermeneutics are derived from 11.

(20) the Qur’an, al-Hadith and several scholars like al-Rumi, al-Ghazali, al-Baghdadi, and Nursi. Much of his works essentially take the form of a synthesis, a re-articulation of the earlier works of his predecessors. Parallel to this literature review, I have also studied the relevant works on the Hizmet Movement. 11 Qualitative interviews In addition to a systematic review of the works on and by Gülen, a number of qualitative interviews will be conducted with experts on Gülen and the movement’s participants. They are critics, academics, journalists, and the movement’s representatives in Turkey, Europe, Central Asia, Africa, the United Kingdom, and the United States of. 政治大 details about the perspectives of participants are desired. For my individual studies in 立 each chapter, I prepared an interview protocol, and pre-tested the interview by. America. Qualitative interviewing is an excellent tool for the current study in which rich. ‧ 國. 學. interviewing religious study scholars and leading participants of the Hizmet Movement. The interview guide is modified according to the suggestions made by these people.. ‧. In this research, many semi-structured interviews are conducted face to face, in either Turkish or English, lasting an average of one to two hours each. Some of the. y. Nat. sit. interviews will be held via electronic mail. I will record several face to face interviews.. al. er. io. However, most of my interviews will be carried out in informal settings where I write. n. down notes because the interviewees may not feel comfortable recording. Interviewees. Ch. i n U. v. are selected using two separate methods. Some interviewees are selected by a method of. engchi. quotation. These people often seem to be recognized as experts on or representatives of the Hizmet Movement. Some other interviewees are selected randomly from a group of Gülen specialists and some movement participants who know Gülen personally and are 11 Agai, Bekim, 2003, The education-network of Fethullah Gülen: the flexible implementation of modern Islamic thought. A comparison of three countries, Hamburg: Ruhr-Universität Bochum. Ergene, Enes, 2008, Tradition Witnessing the Modern Age. An Analysis of the Gülen Movement. Istanbul: The Light. Hunt, R.A., and Aslandoğan, Y.Aa, 2006, Muslim Citizens of the Globalized World. Contributions of the Gülen Movement, NJ: The Light & IID Press. Sevindi, Nevval, 2008, Contemporary Islamic Conversations. M. Fethullah Gülen on Turkey, Islam, and the West. Albany NY: State University of New York. Turam, Berna, 2007, Between Islam and the State: The Politics of Engagement. Stanford CA: Stanford University Press. Yavuz, M.Hakan, 2003, Islamic Political Identity in Turkey. London: Oxford University Press. Yavuz, M.Hakan, and Esposito, J.L.,2003, Turkish Islam and The Secular State. The Gülen Movement. New York: Syracuse University Press. Yilmaz, I. et al. 2007, Muslim World in transition: Contributions of the Gülen Movement. Leeds: Leeds Metropolitan University Press.Yilmaz, Ihsan, 2007, Peaceful Coexistence: Fethullah Gülen’s initiatives in the contemporary world. Leeds: Leeds Metropolitan University Press. Yukleyen, Ahmet, 2004, Sources of Tolerance and Radicalism among Turkish- Islamic Organizations in Europe. Dissertation. Boston MA: Boston University.. 12.

(21) well acquainted with his ideas and initiatives as well. In order to gain a distinct perspective, it is of particular interest to investigate what these respondents think about Gülen’s teachings, the movement’s structure, and the role of Gülen in the movement. It is also interesting to analyze how they interpret his discourses and actions, how Gülen inspires and influences individuals in the movement, and how the movement translates his ideas into practice. Interview questions are both open and close-ended and based on the issues discussed in different chapters. For gathering the data, I will use two different sampling techniques, ‘snowball sampling’ and ‘purposeful sampling’. Since it is difficult for me to locate my research population by other means, ‘snowball sampling’ shall be the first choice for this study. I. 政治大 movement’s intercultural organizations, educational institutions, schools, and 立 conversation and consultation meetings. I will ask my first respondents to recruit their. will contact individuals through various ways, including my personal contacts, the. ‧ 國. 學. successors. In this way, I hope to reach some key informants who will give me valuable information to complete this study. This technique is adequate for reaching people who. ‧. have distinct perspectives on the themes of my thesis. ‘Purposeful sampling’ is also crucial to my data collection, because I am interested in selecting respondents who would. Nat. sit. y. reflect the wide range of the movement’s activities and projects that I intend to study. To. io. er. select participants from different strata of the Movement, I use my connections in Taiwan and Turkey to contact different people inside the movement. After gathering information. n. al. Ch. i n U. v. about movement organizations and participants by talking to people, and looking at their. engchi. websites or brochures, I shall purposefully select people with distinct positions within the movement as well as from different generations in order to gain multiple perspectives. Internet search and participant observation In addition to the interviews, I will spend time to view internet websites of the movement. I will conduct internet searches on both Turkish and English sites related to the movement. 12 Moreover, I will listen to several selected cassettes of Gülen’s sermons. 12 Among the main sites in English are: www.fethullahgulen.org; www.fgulen.com; www.fgulen.net; www.thelightpublishing.com; www.fountainmagazine.com; www.fethullahgulenconference.org; www.fethullahgulen.org;www.dialoguesociety.org:www.interfaithdialogues.org; www.rumiform.org www.gulenconference.us;. 13.

(22) and monthly conversations, sometimes even weekly. His conversations are accessible on www.herkul.org. These are also published in the series, Kırık Testi (Broken Pitcher, vol. 1–6). The recordings of the sermons are available via the movement’s publishing houses. Nevertheless, I may gain my most interesting data and insights at unexpected times, such as an informal chat or email with an informant.. IV. Literature Review This study is the first contribution on the Hizmet Movement in Kazakhstan, while many studies have been done about the movement in Turkey and in other countries alike. I will begin with a preliminary review of the literature on Gülen’s approach to education. 政治大 pillar of Gülen’s ideas and work that a great number of the works about him deal with 立 this subject directly or indirectly. The best sources for understanding of Gülen’s ideas are. and on Gülen-inspired educational initiatives, because education is such a fundamental. ‧ 國. 學. his own writings. Therefore, a fair critique of Gülen and Gülen-inspired initiatives is not possible without an understanding of key elements of his ideas on education such as the. ‧. final goal of education, the process of learning and teaching, and the roles of the family, school and the environment. Gülen writes in Turkish, but some of his works are available. y. Nat. al. er. io. relevant to education.. sit. in English translation, and various collections of his articles contain sections directly. n. Among example of such collections are Essays–Perspectives–Opinions, Advocate. Ch. i n U. v. of Dialogue, and Towards a Global Civilization of Love. Although these three books. engchi. contain some similar-sounding sections (for example, Education from Cradle to Grave) their contents are not all the same. Religious Education of the Child is addressed to Muslim readers, and is about how to bring up a child and education within the family. Criteria or Lights of the Way might also be helpful for an overview of some relevant concepts such as knowledge, thought, family, etc. Towards a Global Civilization of Love & Tolerance gives an insight into how Gülen reflects around different aspects related to education, global perspectives and how to reach perfection by becoming an ideal human. The ideal human is the so-called “Golden Generation” which Gülen is seeking to raise www.pacificainstitute.org;www.mfethullahgulen.com www.fethullahgulenchair.com;www.guleninstitute.org www.hizmetmovement.com.. 14.

(23) and in this book he explains what it takes to become an ideal human and that their responsibility is, among other things, to raise consciousness in the world by carrying out good deeds and promoting tolerance and dialogue. There are some books related Gülen and Hizmet movement, but none, specifically focused on Gülen’s approach to education or Hizmet schools; however several have chapters. on. those. issues.. For. example,. Jill. Carroll,. in. A. Dialogue. of. Civilizations compares and contrasts Gülen’s view of education with those of Plato and Confucius. Aslandoğan and Çetin describe the boundaries of Gülen’s educational philosophy in terms of thought and practice in Muslim Citizens of the Globalized World. Additionally, the book by Yavuz & Esposito (2003a) Turkish Islam and the Secular State. 政治大 Turkey, it also includes a couple of chapters on the movement outside Turkey. It focuses 立 on Gülen’s different “periods” and how he and his supporters develop over time. It also shows the Gülen Movement is a quite good and thorough study made on the movement in. ‧ 國. 學. explains thoroughly the educational activities of the movement, the ideas behind education, what it symbolizes to the movement and how Gülen’s supporters have. ‧. propagated these educational activities and ideas both in Turkey and globally. In Turkish Islam and the Secular State, Thomas Michel illustrates the work of Gülen as an educator.. Nat. sit. y. The third set of articles takes on the most prominent aspect of the Movement: the. io. er. educational activities. Thomas Michel looks at Gülen’s outlook on education and identifies his concerns about some of the modern challenges to true “human freedom”.. n. al. Ch. i n U. v. Impoverishment of spirituality and ethical bases of value degeneration through false. engchi. dichotomies and artefacts make up the departing point of the movement’s educational enterprise. In such diverse contexts as Turkey, Bosnia, Kazakhstan, Brazil, Nigeria, and the Philippines, the teachers seek to cultivate good morals and conduct in their pupils as well as encouraging them to excel in sciences. Education plays a bridging role not only between Turkey and the host countries, but also among subnational groups and localities. Michel’s chapter mentions an example from The Philippines, where a school named “Philippine-Turkish School of Tolerance” played a constructive role to ease the tension between Muslims and Christians. Other contributors to the issue of education in the volume stress the movement’s adept synthesis of local, national, and global values. 15.

(24) There are also numerous published field studies focusing on Gülen-inspired schools. In “The role of Turkish schools in the educational system and social transformation of Central Asian countries: the case of Turkmenistan and Kyrgyzstan”, Balcı, Cennet and Akkok rely on interviews with parents and teachers in Gülen schools for their evaluation of the role of Turkish schools in the educational system and social transformation of Turkmenistan and Kyrgyzstan. Elizabeth Özdalga interviews three woman teachers in Gülen schools and publishes her impressions in “Following in the Footsteps of Fethullah Gülen”. Alice Moscaritolo (2009) presents her article “The Role of Education in Transitional Societies: The Case Study of Educators in Kazakhstan” at a conference, 13 based on interviews with advisors in the dormitories of Gülen schools in. 政治大 Kyrgyzstan using data from The World Values Survey and his own survey published as 立 Contributions of the Gülen Schools in Kyrgyzstan. Sagbansua& Keles’ article (2006). Kazakhstan. İbrahim Keleş’s quantitative research on values in Gülen schools in. ‧ 國. 學. “Turkish Higher Education Experience in Central Asia: Managerial and Educational Features of IAAU” illustrates the educational and managerial aspects of the Sebat’s. ‧. university, IAAU.. The book Muslim world in Transition: Contributions of the Gülen Movement. Nat. sit. y. (2007) includes a collection of studies made on the movement. Emre Demir’s study “The. io. er. Emergence of a Neo-Communitarian Movement in the Turkish Diaspora in Europe: The Strategies of Settlement and Competition of Hizmet Movement in France and Germany”. n. al. Ch. i n U. v. looks at the organizational strategies of the movement in France and in Germany.. engchi. Compared to other Islamic communities in Europe building mosques and emphasizing Islamic education, the movement has chosen to emphasize the importance of a secular education and by that they have been able to establish their schools and activities without attracting too much attention from local authorities. Demir concludes that the sociopolitical problems and economic vulnerability of the Turkish Diaspora in Europe has transformed the strategies of the Gülen Movement. The financial dimension of the Hizmet Movement is discussed in the book The Gülen Movement: A Sociological Analysis of a Civic Movement Rooted in Moderate 13. Presented in conference on “Muslims between Tradition and Modernity: The Gülen Movement as a Bridge between Cultures” Berlin; the University of Potsdam, May, 26-27, 2009.. 16.

(25) Islam by Helen Rose Ebaugh, The book describes the movement from a sociological perspective. She argues that the emergence and growth of a grassroots movement depends on a level of discontent sufficient to result in drawing money and supporters to the movement. And, she sheds light on the motivation of a core membership who identify themselves with the fate of the movement itself. Ebaugh holds that the Turkish/Islamic tradition of giving and the political-historical culture of Turkey need to be thoroughly comprehended in order to get a full picture of the economic bases of the Gülen Movement. The relevance for the movement of the Islamic tradition of philanthropy is easily be grasped by Ebaugh. Muhammed Cetin (2009) studies this faith-inspired movement and publishes his. 政治大 on motivation for participation that include spiritual resources and moral values like 立 altruism, and constitute the social capital for the peaceful civil society movement and on findings in the book The Gülen Movement: Civic Service without Borders, which focuses. ‧ 國. 學. how it developed volunteerism, dialogue and relationships to achieve shared goals, competiveness and non-materialistic and non-contentious services in 9 countries. Cetin. ‧. concludes that the Hizmet Movement is not established on reactionary, political or antagonistic interests, nor is it a sect or cult. It is a collective action as the frame theory. Nat. sit. y. for the collective consciousness because in its SMOs lies the ability to pursue general. io. er. goals over the long term; additionally, they have insusceptibility to escapism, extremism or violence, in the simplicity of decision-making and mediation, in their efficiency and. n. al. Ch. i n U. v. effectiveness, and in their work ethics in which a variety of interests collaborate.. engchi. Altruism is elevated to a virtue of high standing so as to be built in togetherness with others, towards common goals, with personal sacrifice in the interest of collective actions, and by working hard in the present for a happy future. In the article “A Civilian Response To Ethno-Religious Conflict: The Gülen Movement In Southeast Turkey” Mehmet Kalyoncu argues that it is possible to develop such strategies. His argument is based on field research in Mardin on the activities of the faith-inspired Hizmet Movement. The Hizmet Movement has succeeded in forging policies and programmes that bring different ethno-religious communities together as a necessary first step towards civil society: common problems facing the different ethnoreligious communities are identified, then solid services to address those problems are 17.

(26) provided, requiring collaborative effort by the different ethno-religious communities. In this way the social potential of those communities is mobilized and channeled to achieve shared goals which enrich the society as a whole. Islam and Peace-building: Gülen Movement’s Initiatives is edited by IhsanYilmaz and John Esposito. This book examines the contributions of the Movement in the field of interfaith dialogue. Contributing scholars take on the examples of interfaith or intercultural dialogue projects of the Hizmet Movement throughout the world and analyse their potential impacts as well as the reasoning and philosophy behind them. Overall, the book alters perceptions on the issue of common understanding and dialogue between Islam and the rest of the world.. 政治大 is edited by Maimul Ahsan Khan. This work illustrates the ways in which Gülen and the 立 supporters of the movement inspired by him have presented a new kind of social activism. The Vision and Impact of Fethullah Gülen: A New Paradigm for Social Activism. ‧ 國. 學. coupled with a deeper sense of spirituality and altruism that has been missing from many contemporary civic movements. It thoroughly puts forth the efforts of Gülen and his. ‧. ardent supporters in trying to balance spiritual life and social activism in order to inspire people from every segment of society to make self-sacrifices for the welfare of the. Nat. sit. y. complete cross-section of societies all over the world. Gülen and his supporters’ pursuit. io. er. of social and educational activities knows no borders or national, social, or ethnic identities, but indeed addresses the problem of hollowness in religious beliefs that lack. n. al. Ch. i n U. v. action plans in life as well as the problems of modernity accompanied by extreme selfishness and vulgar consumerism.. engchi. Muslim Citizens of the Globalized World: Contributions of the Gülen Movement is edited by Robert A. Hunt, and Yüksel A. Aslandoğan. This book explores the response and contributions of Turkish Muslims to globalization, including areas such as democratization, scientific revolution, changing gender roles, and religious diversity. This study identifies the common values and visions of peace Muslims share. It places specific analysis on the Hizmet Movement - a growing approach to the reunification of faith and reason with hopes for a peaceful coexistence between liberal democracies and the religiously diverse. 18.

(27) The Gülen Hizmet Movement and Its Transnational Activities: Case Studies of Altruistic Activism in Contemporary Islam is edited by Sophia Pandya and Nancy Gallagher, This book is a collection of essays on the Hizmet Movement and humanitarian civil society groups, it looks at the recent activities of its followers to practice their form of Islam and carry out collective interfaith projects at the international level. Included are essays which discuss how the movement is organized, structured, and institutionalized in many parts of the world, exploring Turkey's global influence, evaluating criticisms of the movement, and suggesting directions for further research. At the level of Ph.D. or Masters Dissertations, Gülen schools and Gülen’s approach to education have not been studied much so far. Özlem Kocabaş, write his MA. 政治大. dissertation (2006) Ideological Profiles of Science Olympiad Students from Gülen. 立. Schools in Turkey.. Gürkan Çelik’s Ph.D. thesis, The Gülen Movement: Building Social Cohesion. ‧ 國. 學. through Dialogue and Education, takes Gülen schools as a case study of the role of education in building social cohesion. This thesis examines the issue of social cohesion. ‧. from the perspective of a transnational civil society faith-inspired movement's activism. This study addresses the question of what the Hizmet Movement's message is for the. Nat. sit. y. reconciliation of social conflicts. Regarding this, Gülen proposes dialogue and education. io. er. of peace among people of different ethnic, linguistic, racial and cultural backgrounds. It is precisely these two methods - dialogue and education - for maintaining social cohesion. n. al. Ch. i n U. v. and mending social cleavages dividing Muslims and non-Muslims.. engchi. Berna Turam (2001) studies the Gülen Movement for her Ph.D that is based on an extended empirical research project undertaken in Turkey and Kazakhstan between 1997and 1999 and explores the relationship between Islam and the State: The Engagements between the Gülen Community and the Secular Turkish State. Her study contributes to the debates of civil society, nationalism and individual autonomy. Turam examines the Hizmet Movement’s activities in Kazakhstan to provide empirical support for her larger question of the possibility of a civil society in a non-Western social context. She argues that the movement displays a ‘striking homogeneity in its inner core’ with its fixed, rigid, and rule-based boundaries while it tolerates differences and celebrates the pluralistic quality of public life in the whole society. Her thesis examines engagements in 19.

(28) three distinct spheres, i.e. national education, international undertakings and the gender order. She concludes that although the Hizmet Movement is a nationalist and statist Movement, it is still an actor of civil society. Richard Tapper’s book Islam in Modern Turkey: Religion, Politics and Literature in a Secular State examine the resurgence of Islam in the avowedly secular state of Turkey. It discusses how the political and social culture of Turkey has shaped, and been shaped by, such features of Islamic life as schools, Sufi orders, mosques and pious literatures. It also explores the differences between Turkey and most other countries of the region. These issues cover three main topics: Islam and nationalism as political ideologies; Turkish Muslim intellectuals and the production of Islamic knowledge; and. 政治大 Ahmet T. Kuru and Alfred Stepan’s book Democracy, Islam, and Secularism in 立 Turkey explores the toleration of diversity during the Ottoman Empire’s classical period; Islamic literature and literacy in contemporary Turkey.. ‧ 國. 學. the erosion of ethno-religious heterogeneity in modern, pre-democratic times; Kemalism and its role in modernization and nation building; the changing political strategies of the. ‧. military; and the effect of possible EU membership on domestic reforms. Contributors tackle critical research questions, such as the legacy of the Ottoman Empire's ethno-. Nat. sit. y. religious plurality and the way in which Turkey's assertive secularism can be softened to. io. er. allow greater space for religious actors. This volume provides comparative insights into this critical period in Turkish and European history. The book looks at two of the most. n. al. Ch. i n U. v. important historical legacies of modern Turkey: the Ottoman Empire and Kemalism.. engchi. Turkey is the successor of the Ottoman Empire, which ruled much of the Muslim world for centuries and in the process developed forms of interreligious toleration that accorded most minorities more liberties than were then available in western Europe. Gage’s book Gülen’s Dialogue on Education: A Caravanserai of Ideas is a freewheeling exploration that connects the educational innovator James Moffett to the Turkish educator and inspirational figure Fethullah Gülen to John Dewey, Montessori and more. Professor Tom Gage portrays eight modern educators and the development of their theories viewed from personal, cultural, and historical perspectives. He links their ideas to those of Gülen, a highly influential educator of today who draws on an entirely different tradition. 20.

(29) Walter Wagner’s book Beginnings and Endings: Fethullah Gülen’s Vision for Today’s World attempts to present a framework of understanding that outlines the philosophy and theology of Gülen. This book shows how Gülen's vision for the present and future makes the present and future forms of Hizmet an essential part of his wider and urgent call for the formation of a community of religiously committed and nonreligiously committed persons to work toward a just, equitable and prosperous world now. Wagner’s book explores the way that Gülen, in his extensive writings, lays out a vision for humanity to make the most of its time on Earth as the end times near. Wagner shows how Gülen uses his deep understanding of both Islamic faith and our modern times to lay out a path for humans to co-exist and live peacefully during their brief lifetimes. In this. 政治大 as “vice-regents on Earth,” but they can also best prepare for life in the hereafter. Instead 立 of taking an apocalyptic view of the world, where religions and ideologies clash, Gülen. way, not only can humanity create a better world “here and now,” fulfilling their destiny. ‧ 國. 學. believes that people of faith and good intentions can work together to make a more peaceful, prosperous world.. ‧. Heon Kim & John Raines’ book Making Peace in and with the World: the Gülen Movement and Eco-Justice is a representative study and working analysis of. Nat. sit. y. contemporary Islamic thought on eco-justice. It cuts through problems facing humanity. io. er. today, ranging from inequality and violence in the smaller globalized world to 'the end/death of nature' as signaled by various environmental and ecological crises. This. n. al. Ch. i n U. v. volume sheds light on two dimensions of peace in the earth community–making peace. engchi. between differing human communities and humanity making peace with nature. The phrase Eco-Justice in this volume signifies this dual reality, thereby offering a unique and insightful view that justice in the world must go hand in hand with ecological justice if peace is to be made. It adds to a burgeoning field of religious ecology, by exploring the dynamics at play in the interaction between religion, human communities and nature, and by providing natural scientific works with considerable theoretical, philosophical and ethical implications. This volume provides a key reference to studies on Gülen and his movement for new dimension of peace among differing human communities and between humanity and nature. 21.

(30) Ori Soltes & Margaret Johnson’s book Preventing Violence and Achieving World Peace: The Contributions of the Gülen Movement presents the essays of scholars who consider the diverse ways in which the Hizmet Movement. These essays indicate multible instances of positive interfaith and/or multicultural dialogue. In addition, they consider how the writings of Gülen and the works of the Gülen movement, through and extensive programme of education and communication have contributed universial peace. Claude Salhani’s book on Islam without a Veil: Kazakhstan's Path of moderation describes how Kazakhstan has been able to maintain its Muslim heritage yet remain on track toward modernization while other Muslim countries have imposed strict Shari’a law upon their citizens, clamped down on individual freedoms, and persecuted all who do not. 政治大 of Kazakhstan today. He looks at the progress it has attained in just two decades since 立 independence. While there is no doubt as to the Muslim identity of the country,. adhere to the diktat of the ruling theocracy. Salhani examines the successful phenomenon. ‧ 國. 學. Kazakhstan is living proof that there can be a “kinder, gentler” mode of Islam, in which one can live at peace with oneself and with one’s neighbours, despite their differences.. ‧. Kazakhstan’s domestic and international policies prove that a Muslim country can interpret Islam in a moderate and peaceful way, without losing its religious identity.. Nat. sit. y. Salhani’s work is a real contribution to understanding of how Islam can be a strong. io. er. supporter, rather than an enemy, of peace at home and between nations.. Abdumalik Nysanbayev’s book Kazakhstan: Cultural Inheritance and Social. n. al. Ch. i n U. v. Transformation tell of the need for critical comprehension of the spiritual heritage of the. engchi. Kazakh nation in order to form a civil society in Kazakhstan. The work of Nysanbayev shows how in Kazakhstan the importance of cultural heritage of the nation now stands out in special relief. There can be found some of the greatest scientists, philosophers and jurists of the golden medieval period of Islamic civilization. Their contributions subsequently were overlaid by the special virtues of a nomadic society. This combination is now being challenged to provide cultural identity and human resources for the new nation of Kazakhstan as it works its way to develop the structures of a new nation at the beginning of the new millennium. This study is the first academic contribution on the Hizmet Movement in Kazakhstan and it aims to inspire further researches on the Hizmet movement in Central 22.