Religious high schools, generating so much debate, are far from fulfilling their expected mission.
If religious high schools were established just to raise imams, then it should be noted that there is no 'body of clergy' in Islam, whose sole job is to lead prayers and preach. An imam, at the same time, is a faith leader It is also an issue of debate as to how the needs of the people can be met by young people, who are taught until the age of 18, and then presented before the populace as imams.
Anyone, who has doubts, should look at the rate of people going to imams to listen to group discussions, and those going to shrine tombs to speak about their problems. If our people even prefer the corpses of the older imams to young imams who are living, it means we have not raised imams the way it should be. No offense to imams! In our country, where even physical education instructors are university graduates, people cannot be expected to put their trust in an imam, who is merely a high school graduate. I think imams, who give shape to our faith and hold our hearts, should be given better education than lathing and plastering specialists. European doors do not open in just one direction. If we go to them, they will also come to us. Which faith will the imams, who do not know any foreign language teach and preach? Which religion will they represent? Perhaps, instead of religious high schools, religious universities that raise imams should be opened…
What We Need is 'Oriental High Schools'
IHL graduates may be angry because of these criticisms, but no one should be offended. As an Anatolian high school graduate, I believe that the reasons for the existence of Anatolian high schools should be discussed as well. The issue is not colonial literature. Education in native tongue (I am not talking about the Kurdish language rights, but rather the interest that should be shown to Turkish) is essential to complement mental development. Diversity occurs at university. What we need at the high school level is oriental high schools, where both Arabic and Persian are taught. In these schools, the religion of the geography in which we live would be taught as well as other culture notions. However, they are not be classified as high schools giving religious education. And graduates from Oriental High Schools, after a sound university education, would be expected to serve as administrators, diplomats and civil servants in our country where more than half is orientalist.
Demand for Religious Education is Legitimate, No Need for Cover
The approach, 'if we do not teach religion, then the mullahs will teach it,' is highly undesirable as the secular approach, 'religious education is brainwashing'. Religious education is not a burden to endure but a right and responsibility. Minimum compulsory religious education courses and maximum elective religious education courses should be included in high school curriculums. The education people expect from religious high schools should be given by all high schools. Uniformity of hearts does not bear fruit unless it sows the thought of unity; hence, uniformity in education does not yield dividends.
Encouraging Imams is Appropriate
Education unity cannot be mentioned in a place where there are vocational schools. Opening a vocational school means to encourage people in that profession. Those who say encouraging religious high schools is against secularist principles, criticize these schools as well. If you pay imams, then it means you are encouraging them. If you give insurance, housing and retirement rights, it is tantamount to encouragement. It is obvious that the one who vetoes, does not veto the law but the lawmaker. However, it is a truism that the lawmaker also indulges in populism.
Why is the Camel's Neck Crooked? [1]
Absolute justice requires not keeping quiet when injustice is done to even a single individual. The Turkish education system does not only hurt the IHL graduates. It does not only ostracize vocational high schools. What kind of equal opportunity is it in a country, where almost half of those who studied abroad do not get accreditation? Aren't Anatolian and science high school graduates also 'coefficient' victims? Leaving aside coefficients, what kind of justice, equality and productivity can be expected from a system that ties an entire life to an examination held in just one day?
The neck is not the only part of the camel that is crooked.
[1]: According to a Turkish saying: "Someone asked a camel, 'Why do you have a crooked neck?'" The camel replied: "You should have rather asked, 'What part of your body is not crooked."'
That is used as a metaphor for something not going on well.
May 31, 2004
