Gülen schools or Gülen-inspired schools?

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What kind of schools does Gülen advocate?

The schools inspired by Fethullah Gülen's educational understanding are not religious or Islamic.

Instead, they are secular private schools inspected by state authorities and sponsored by parents and entrepreneurs. They follow secular, state-prescribed curricula and internationally recognized programs.

Why are they often called “Gülen schools” if Mr. Gülen has no relationship with them?

Because of its brevity, outsiders tend to use “Gülen schools” rather than “Gülen-inspired schools.” The shorter term seems to imply some sort of central control of activities and even an ideology, while the second makes it clearer that there is no centralization in the Movement. In fact, as yet there is no consensus among writers on what to call the Gülen-inspired institutions. However, if the term “Gülen schools” is equated with, for example, Montessori schools (where a particular training and qualifications are required for personnel and a specific methodology is used), it is misleading.

Participants have their own perspectives on terms used for the Movement and the social movement organizations (SMOs) participants have set up. However, many outsiders seem oblivious to these perspectives or choose to ignore them. The use of descriptions like “Gülen schools” can arise from ignorance or from attempts to spread disinformation.

Movement participants tend to use the Turkish term hizmet (volunteer services) for the projects and services they provide as a whole. This term could be a solution for the inconsistency in naming the Movement and in clarifying the identity of its services and institutions for outside observers.

How successful are the Fethullah Gülen-inspired schools?

The students and graduates of many of these institutions in Turkey, the Balkans, Europe, Africa, Central Asia and the Far East take top honors in university placement tests and consistently finish at the top in International Science Olympiads. The schools have produced a number of world champions, especially in mathematics, physics, chemistry, and biology.

Who responds to Gülen's call to support education?

Fethullah Gülen particularly urges the social elite, community leaders, industrialists and businessmen to support quality education.

Their positive and generous response has enabled the Movement to establish several hundred educational institutions in Turkey and other countries.

Why are some people in Turkey concerned about the Gülen-inspired schools?

So much positive acknowledgement and recognition outside Turkey of the success of the services, projects and institutions in the Gülen Movement has provoked anxiety in the protectionist elite and vested interest groups.

These groups prefer to isolate Turkey from world realities, as it is then easier for them to impose their control and authority on Turkish society. These vested interest groups are not recognized for their contribution to any international achievement, but they counter-mobilize against others who are. Those who countermobilize against the Gülen Movement are simply trying to retain their undeserved status in Turkey and the international arena as the single voice and authority acting on behalf of Turkish people.

The capacity of the participants and service projects in the Gülen Movement to outdo the elite in educational, intellectual, scientific and cultural services and to participate effectively in the international arena has revealed the elite’s limitations. This hurts the elite’s standing in the eyes of the people (within Turkey and abroad), something that the elite finds an intolerable irritant.

How does the Gülen Movement educate people and contribute to society?

The Gülen Movement does not contaminate its cultural and educational purposes with political tactics or political ambitions.

Rather than dealing with daily politics, the Gülen Movement makes the latent and dormant power in Turkish people visible and makes it assume a shape in terms of educational, health and intercultural and interfaith services and institutions. It expresses issues peacefully and calls for change through taking responsibility and dealing with individuals and their needs, rather than with (or against) political and governmental positions.

As a by-product of the cultural emphasis of its work, it exposes the contradictions and the silences that the dominant apparatuses of the political system seek to camouflage.

The processes of modernizing institutions and making them proficient and effective have undoubtedly gained in strength through the services provided by Movement participants.

Related Articles:

• Fethullah Gulen's relationship with the schools established worldwide
• Fethullah Gulen schools or Gulen-inspired schools?
• The Key Factors behind the Success of Gülen-Inspired Schools