The “trauma” that has been experienced since 15 July 2016 is seen with both its structural and individual effects within the organization, which is described as a “community” which eventually came to life with the group culture and behavior patterns that people came together and formed over time.
We do not intend to make a sociological analysis of the structure, which is also called the “Hizmet movement” from beginning to end. We are looking for an answer to a question that comes to everyone’s minds, which is remembered again with the posts and approaches of the members of the community, which can be called the “reflex of defending the leader”, after the publications and articles published on the role of the secret/privacy structure of the community on July 15. This question is as follows.
“Why do so many people insist on seeing “Hodjaefendi” as innocent, sinless, faultless, perfect, and explain the source of the problems with obscurity, abstract enemies and indirect explanations?”
It should not be forgotten that the “community” basically has a multivariate but disciplined education model. A methodology that has been shaped and settled since the 1970s has been applied in all “Hizmet institutions” though with different intensities. The field in which this training methodology, with its literary expression, “creating a new person” is applied with the strictest rules and the most discipline is the preparation processes for “secret/privacy services/units”.
To be more concrete; ın the 1980s (probably 1986), “the consistency” required of the student groups that were trained/worked in “community houses” from the 2nd grade to the end of the 3rd grade in secondary school step by step and subject to subject by connecting to a discipline/system just as explained in the user manual of a very complex system and a “curriculum” in its name had been said. Names may vary according to place and time. (It is also defined as IMPOSITION (TAHŞİDAT) Booklet)
This curriculum was a document that only a limited number of responsible persons in the regions/provinces had access to. Relevant parts of the curriculum were conveyed to the elder brothers of the group, who were interested in secondary school services by the “regional student supervisors” during the weekly consultations, and to them by the “major region student supervisors” during the weekly consultations. In the curriculum, it has been explained in which order, when and how the topics of “imposition (Tahşidat)” such as keeping secrets/loyalty/fidelity/prayer/risale/ hodjaefendi will be brought to the agenda. In addition, there are details such as how to get a place in the minds of the students and how the contact with the families of the students should be (Let us also announce that we will publish the curriculum booklet in sections on our website in the future).
While many things are being questioned/criticised within the community it will be easier for us to understand the answer to the question of why F.Gülen is excluded from it, through how F. Gülen is told to children/young people in community homes. As of the point we have come to the image of “Hodjaefendi” engraved on young minds, we can say that it is the only concept that people who have spent years in the community and Hizmet, and who have held different positions in the lower-middle-upper private or civil positions try to preserve it as a pure/clean/white page in their world of thought despite all the hardships/troubles they experience. Giving up on “”Hodjaefendi”, criticizing him, mentioning his mistakes can be called the limit that these people draw for themselves. They don’t want to cross that border because beyond the border is almost a big dark, oxygen-free space.
Let’s come to the curriculum “Why Do We Do the Hodjaefendi’s Compilation?” titled section. In this section the topics are listed as follows:
1.Why are we emphasizing/highlighting the Hodjaefendi?
2. How Will We Introduce Hodjaefendi?
2.1. Imitation Method
2.2. Endearing Your Ideas
3. Considerations When Introducing Hodjaefendi (HE)
3.1. Attracting Attention to HE’s Scientific Aspect
3.2. Attracting Attention to HE’s Sporting Aspect
3.3. Attracting Attention to HE’s Memory and Intelligence
3.4. Attracting Attention to HE’s Spiritual Aspect
3.5.How and When to Start Requesting the Tapes of HE
What is written under these headings in the document reveals how serious the issue is, how systematic it is, and therefore how difficult it is to deal with. While reading the articles, it is necessary to think about the childhood of high-ranking officers, police directors, bureaucrats, governors, diplomats and to think about the state of their subconscious despite all this knowledge/accumulation/cv. While this exemplary document goes down in history as a note, we should definitely ask the following question: Is F.GÜLEN unaware that he has been told to children and young people in this way/with this content/with this method for about 35 years?
