There is an extraordinary forest in the south-western part of Australia that often fascinates its visitors. Contrary to what we know and might assume, it is a forest consisting of not trees but sharp stone columns. The legendary Pinnacle Desert is home to these marvelous towers of stone, each with a look more fascinating than the other. An extensive stretch of this desert is located in Nambung National Park, 245 kilometers from the Perth city center.

Breaking through the routine in our mental realm, these ghostly limestone columns in an eerie silence attract many photographers from around the world. This is, in fact, a unique landscape that invokes contemplation despite having scarce vegetation and trees but being rich in conspicuously shorn columns. With its diversity, this panorama stimulates minds, urges thinking, and attracts inquisitive eyes to close observation, and virtually whispers to the hearts: “Read me!”

Besides the centuries-old enigmatic beauty of this geography, the jagged columns rising from the giant sea of yellow quartz sand evoke the view of the moon’s surface. Spanning over 4 square kilometers in the desert, one can observe a wide assortment of rock pillars, varying from huge rocks as high as 5 meters to some that are only the size of a pen. The density of these rocks differs significantly and can reach up to 2 meters in width. While the distance between lined-up structures ranges between 0.5 to 5 meters in dense spots, a general inspection also shows the distance between them varying from a few centimeters to 20 meters.

While they are generally in a conical shape and have a mushroom-like appearance with a rounded cylindrical structure that resembles hollow pipes or tombstones, some of these tall rocks are finger-shaped and look a lot like termite skyscrapers. There are even some that look like auricles. Apart from these, the rocks in multiple compound, cave-shaped, and pipeline-like structures formed of merged concentric columns are conspicuous on site.

Each of these columns, which have endured for thousands of years, are named according to their appearance. In addition to names such as “Elephant Foot,” “Garden Wall,” “Camel,” “Kangaroo,” “Molar Tooth,” and “Red Chief,” there are also group names such as “Ghost Silhouettes” because they resemble ghosts who are having a meeting. Although they show similar features, the fact that each column is of different size, shape, and feature illustrates that each was created as a specific letter bearing a message for us, or as a separate book to be read and appreciated.
This breathtaking landscape in the Pinnacles Desert appears best at dawn or twilight. The columns grow even more terrifying when they cast eccentric shadows on the undulating sand dunes. Although the desert is intertwined with wildlife, most of the animals in the area are nocturnal. At night, it is also likely to encounter gray kangaroos, reptiles, emus, and several bird species which droop like kites around those unusual rock formations.

From Sea Creatures to Stone Columns

Researchers state that the raw material of the pointed columns originated from soft-bodied sea creatures such as sea snails. They believe that the pulverized shell remains of these creatures, which lived in warm waters 700 to 120 thousand years ago, are the source of the limestone silt within the rock formations. It is also stated that the sand carried by winds and waves to the shore accumulated in layers over time and helped form the dunes.

According to research, plant root nets and humus deposits in the region sustained the permanence of the dunes during the formation of the columns. While the acid rains in winters caused the corrosion of the materials in the soil, the dissolved material turned into cement after extreme soil desiccation in summers. Limestone deposits were then created with the fusion of particles. Plant roots pushing the cracks in the hard layer and water penetration into the site over time eroded the limestones to the extent of forging more durable sediments. The rock columns reached their final form as a result of rains, wind erosion, and abrasion by plant roots over the centuries.

Chemical and Structural Analyses

Stone columns, believed to date back to 25-30 thousand years, were first discovered in 1956 by Harry Turner, a historian from Perth. In time, chemical and structural analyses were carried out on many samples from these marvelous rock structures and were revealed to have been formed from Pleistocene Tamala Limestone that contained cyclical arrays of paleosol, calcarenite, and calcrete.

The analyses showed that the material in some columns are primary calcarenites and consist of component layers such as layered dune, calcrete, and paleosol. The strong resistance of the materials is a likely outcome of a robust cementation process that was triggered partially by roots subjected to chemical and mechanical processes. The rhizoliths revealed in the chemical analyses of the material indicate the presence of plant roots in the past.

Other rocks found on the site have secondary cemented pipe or tube filling as material. The polygenetic origin of these vertical tubes are solutions that are likely to have originated from concentrated water flow triggered by root activities. Two types of structures were identified in some towers of stone.

Several researchers believe that numerous complex processes are valid explanations for how these rock formations formed instead of just the theories presented to this date. The researchers also state the need for conducting advanced research to shed more light on these processes.

While not as dense as in the desert, the sharp columns can also be observed in several other locations that do not meet the mentioned climatic and geographical conditions. Likewise, even with root activity, the presence of solution pipes, corrosion, and wind erosion in the surrounding areas, there are locations where no stone columns exist. In more detailed future research, more exclusive secrets of these columns may perhaps be discovered.

These obelisk-like rock formations offer us an extensive feast for exploring the essence of phenomena. Bearing exclusive features and extraordinary equipment under their hard and lifeless appearances, these rocks are an exquisite exhibition of fine arts offered to our contemplation.

References

• Matej Lipar: Pinnacle Syngenetic Karst in Nambung National Park, Western Australia, ACTA CARSOLOGICA 38/1, POSTOJNA 2009, pp. 41-50.
• Matej Lipar, John A. Webb, The Formation of the Pinnacle Karst in Pleistocene Aeolian Calcarenites(Tamala Limestone) In Southwestern Australia, Earth Science Reviews, Volume 140, January 2015, Pages 182-202.
• http://www.discoveraustralia.com.au/western_australia/pinnacles_desert.html 24.11.19

The panel commenced with Professor Greg Barton from Monash University who introduced the panelists to the audience. The first speaker was Jon Pahl from the Lutheran Theological Seminary at Philadelphia, USA who discussed whether or not the media can be moral. He illustrated how rethinking ‘sacred space’ and other commitments of historic religious traditions might help orient the media to something beyond mere market values. He compared shopping malls to sacred places of worship and the pilgrimage we take to get to this ‘sanctuary’. He expanded on the notion of the sacred space by discussing the 6 circles of sacred space in the Hizmet Movement. Through his analysis of the movement, Pahl concluded that sacred space cannot be market drive because it is and should be moral driven.

Radhi al-Mabuk from the University of Norther Iowa, USA emphasized the role of media in reporting of morals and values in today’s world, highlighting the Fountain Magazines emphasis on values and forgiveness. He mentioned how unfortunate it was that there was very little mention of forgiveness, love and compassion in the media. He mentioned his surprise when reading Fethullah Gulens book titled ‘Love and Tolerance’ and seeing 61 references to forgiveness being made. He highlighted Gulen’s notion on forgiveness as a return to ones essence, becoming alienated with one’s self and in doing so, finding one’s self. He concluded by mentioning the importance of interfaith dialogue where oppressed, marginalized groups work together with encapsulated, superior groups and accept all other groups through dialogue.

Peter Barnett, former director of Radio Australia addressed the issue of media from a global perspective including personal observations from the Watergate scandal in Washington which he covered as the ABC White House correspondent to report on the obstruction of justice. He mentioned the Tunisian revolution and how activists used social media to organize the uprising and helped spread the events minute-by-minute as they unfolded. As the author of Said Nursi’s autobiography “The Guardian of the Flame,” Barnett explained how Nursi, the 19th century Turkish scholar, was aware of the power of the media and how he stressed on the importance of inner jihad (inner spiritual struggle) to counter the power of the media. He concluded that the media are guardians of individual freedom and that they need to take this responsibility seriously.

Hakan Yesilova, the editor of The Fountain Magazine, outlined the aims and objectives of The Fountain magazine, focusing on the morals and values in the media and the need for interfaith dialogue in this modern day and age. Yesilova illustrated the power and influence of the media in everyday life, how out of the 100,000 words a person hears daily, over 97% of it is from media organs such as television, radio, computers and print media and only 1% was from formal education. He mentioned the power of the word in the bible (John 1:1) and in the Quran (Rahman 55:1-4). He reflected on how the year 1979 was a time when the world changed. A change Fethullah Gulen endorsed through the magazine initiative Sizinti which came out to address the needs of the youth and reach out to the world with a helping hand. He concluded by mentioning the importance of the media in finding the right wavelength to address their audience.

Barney Zwartz, the religious affairs editor from The Age newspaper discussed his decade old experience in covering issues concerning Australian Muslims and Islam for The Age newspaper. Barney mentioned how his experience in reporting Muslims was different now compared to when he first started journalism three decades ago. He argues that Muslims are not alone by being stereotyped and that the media has a take on all religions. He argued that the media representation of Muslims is not false, but rather unbalanced. The fact that the media fail to mention the sacrifices and the good work Muslims do within their communities is what makes media representation of Muslims unbalanced.

As a journalist, Barney prefers to put a human face to ordinary Muslims and report on them and their lives. He prefers to report on interfaith, focusing on similarities instead of differences. He explained that the media was not hostile towards Muslims, they were merely ignorant. He spoke about the dilemma that reporters like himself face when undecided on an issue only to find that Muslims are undecided among themselves. “How can we claim who speaks for Muslims when so many claim to do so?” he questioned. Zwartz concluded saying he was hopeful that a new generation of Muslim leaders are emerging, youth who are comfortable with the country they are living in and the media they consume. He said the media was also comfortable with them.

Generally accepted as a Christian country, Australia became exposed to Christianity along with Judaism and Islam little more than 200 years ago, due to the arrival of the British settlers and scattered landings of Muslim Indonesian sailors on the northern shores (Stephenson, 2007). Evidence has shown that it is inaccurate to claim that Indonesian Muslims were the first to discover Australia. The earliest reliable evidence dates their presence in Australia to the mid-1700s, whereas it is known the Dutch had discovered it by 1606 (Ganter, 2008). Since the arrival of the first fleet in 1788, Australia has been subject to a regular influx of refugees and immigrants. As a direct result, integration of cultures has become an integral part of Australian society. Over the last 60 years, the population of Australia has become one of the most ethnically diverse in the world (Kurti, 2013). It is clear that today’s Australia is a multicultural and religiously diverse society. According to the 2011 Australian Census, over a quarter (26% or 5.3 million) of Australia’s population was born overseas and a further one-fifth (20% or 4.1 million) had at least one parent born overseas (Ozdowski, 2012). Since the 1970s, federal and local governments, NGOs, and various intercultural and interfaith organizations have worked incessantly to make Australia everyone’s home. The primary aim of this was to overcome misconceptions and to promote community cohesion through principles of respect, acceptance, tolerance, and collaboration.

Many cultures, including Australian (and by implication Western European cultures), view anything or anyone who comes across as different in regard to customs, appearance, dress or language, in a mistrustful way which can invoke a variety of emotions, ranging from mild loathing to extreme fear. Such views are further affected by constant media exposure of adverse events, including minor misdemeanors carried out by minority groups from particular ethnic and religious backgrounds. Controversial news travels faster and attracts more attention than noncontroversial news, so it is unsurprising that print and electronic media release unfavorable news almost exclusively on a daily basis. Furthermore, the overwhelming influence of visual and print media has on people’s perceptions and views, intentionally or otherwise, results in a one dimensional view of events. This type of news, informed by biased information, tends to shape responses to events in our lives in a way that creates serious prejudices.

Australia can be proud of its record when it comes to amicable and respectful inter-cultural community relations. This, along with its inclusive view of the religious beliefs of others, is founded on mutual respect and the forbearance of alternative points of view. In recent times, however, small but concerning components of insularity and corresponding multi-racial indifference has emerged, threatening the otherwise harmonious levels of co-existence. Much of the early success of colonial expansionism was due to the respect and tolerance of cultural differences by the British colonialists, especially in the Indian-sub continent. A notable exception, however, was the early treatment of the native Aboriginal people in Australia by European settlers (Reynolds, 1987). The initially negative treatment of native people by the white settlers evolved over time and led to a general shift in attitudes towards accepting each other’s views, cultures, and traditions.

In today’s world, one would have to be either intellectually myopic or simply deeply misinformed to have formed the view that ‘all is well’ in the world of human relations, with naked violence, in its worst possible forms, paraded in front of us daily in the international and local media. Those who profess naivety would appear to accept no responsibility for what is all too often a one-sided view of events. At a personal level, our relationships are strengthened by an open minded approach to the beliefs of others without feeling the need to force others with differing views to believe what we believe and perceive. However, they can also be affected by a sense of profound disquiet that comes in the wake of the often quite virulent proselytizing of those who cannot, or will not, acknowledge the rights of others to believe in their own version of the “truth.”

Few will argue that prejudice ‘feeds’ on ignorance, possibly the worst form of ignorance being one that is “fed” by innuendo, half truths, and downright slander. Australia, as a country with a historically Christian tradition, can be quite proud of its generally open-minded and fair approach towards fellow Australians who choose to follow other religious or cultural beliefs and traditions. According to (Koleth, 2010-11; 3-41) in Australia: “Multiculturalism has served a variety of goals over the years, including, the pursuit of social justice, the recognition of identities and appreciation of diversity, the integration of migrants, nation building, and attempts to achieve and maintain social cohesion.” This has become one of many reasons why our immigration policies, which have led to an enhanced acceptance of “multiculturalism,” now enjoy high levels of success and positive acclaim within the international community (Ozdowski, 2012).

One of the achievements of our immigration policy has been the acceptance of those who are refugees on humanitarian grounds, providing the bounty of many skills and practical abilities that migrants bring to our country. This has become vital to engender notions of acceptance and understanding in all people. In Australia, communities come from diverse political, cultural, and religious persuasions. Thus, the focus should be on a deeper level of unconditional acceptance, understanding, and affection between people who may not necessarily be well acquainted at a personal level. A good example of this is contained in a biblical utterance from Paul of Tarsus in his letter to the Corinthians: “And if I have the gift of prophecy, and know all mysteries and all knowledge; and if I have all faith, so as to remove mountains, but have not love, I am nothing” (Corinthians 13:2). As this quote highlights, love forms the foundation of social acceptance and cohesion. It is, therefore, not too fanciful or naive to suggest that this type of love offers the best possibility for peaceful and harmonious co-existence between peoples of widely differing cultural and religious backgrounds.

Similar to the Christian teachings, Islam and its proponents promote tolerance at all levels: between family members, husband and wife, parent and child, as well as between groups and nations. The Qur’an says, ”O Mankind! We have created you male and female, and have made you nations and tribes so that you might [affectionately] come to know one another. Surely, the most honored among you, in the sight of God, is the most righteous of you. Indeed, God is Knowing and Acquainted” (49:13). To this end, the Qur’an commonly advocates tolerance, respect, and goodwill towards the People of the Book (Christians and Jews). For example, the Qur’an declares: “God does not forbid you, as regards those who do not make war against you on account of your Religion, nor drive you away from your home, to be kindly to them, and act towards them with equity. God surely loves the scrupulously equitable” (60:8).

Thus, in a spirit of tolerance, acceptance and understanding, Australia seems to fit well within this ideal paradigm. In Australia, immigrants of all nationalities and religious beliefs are well integrated by international standards. However, there still exists a pressing need for interfaith and intercultural dialogue between all members and from all strata of society. Currently, there are government organizations and NGOs promoting dialogue through various events and programs. Affinity Intercultural Foundation, the Australian Intercultural Society, the Department of Foreign Affairs and Trade, the Victoria Multicultural Commission, and the Community Relations Commission for a multicultural NSW are some of the organizations who are genuinely exerting creditable efforts toward the goal of dialogue. The high degree of diversity in Australia could quite naturally lead to social segregation. Fortunately, the commonsense and basically fair-minded attitudes that prevail in Australia have prevented this from happening to the same extent as in Europe (Ozdowski, 2012). At the beginning of white settlement in Australia, by a combination of free and convict settlers, there existed a degree of European based xenophobia towards anyone who either looked or dressed differently; but familiarity, liberal values, and a broadly democratic view of life have tempered misconceptions.

Australia is proud of its strong and unshakable friendships with people of varying religious beliefs, including those encompassed by the large monotheistic religions Christianity, Islam, and Judaism. It needs to be acknowledged after all, that if we can believe in one single external power in our lives, it is possible to accept that we are all children from the same source. Many philosophers have suggested that ultimately ‘all is perception’; however, if that perception of our fellow human beings is one of ‘difference’ in terms of language, culture, dress, and beliefs, then we are presented with the challenge to ensure that these differences do not create the sort of divisions that lead to a ‘ghetto’ response that is sadly all too often one of the consequences of such differences.

There is beauty in diversity and diversity in beauty. This beauty is further enhanced in the human experience if all people in the world agree to differ amicably with a sense of respect for different views, or more simply put, “agree to disagree.” What a beautiful world that would be to live in. Finally, it may be said that the achievement of cultural and interfaith harmony begins with the necessary education that enables us to recognize that whatever differences there are, these must not cause divisions and unfounded suspicions. Differences are something to be embraced rather than feared; they give life a special richness that would be absent if everyone was the same. Above all, along with viewing love as a bond between people, we are bound to recognize love as an ingredient for human tolerance and harmony.

References

• Ganter, R. 2008. Muslim Australians: The Deep Histories of Contact. Journal of Australian Studies, 32(4), 482–483.
• Koleth, E. 2010-11. Multiculturalism: a review of Australian policy statements and recent debates in Australia and overseas, Parliament of Australia, Research Paper No.6, pp. 3-41.
• Kurti, P. 2013. Multiculturalism and the Fetish of Diversity. CIS policy monographs 138: Centre for Independent Studies (Australia)
• Ozdowski, S. 2012. “Australian Multiculturalism: the roots of its success.” Third International Conference on Human Rights Education: Promoting Change in Times of Transition and Crisis, The Jagiellonian University: Krakow, Poland.
• Reynolds, H. 1987. Frontier: Aborigines, settlers and land. Sydney: Allen – Unwin.
• Stephenson, P. 2007. The outsiders within: Telling Australia’s indigenous-Asian story. Sydney, Australia: University of New South Wales Press Ltd

The learning that takes place through interfaith dialogue is one such example. The insight, emotions and experience generated by interfaith dialogue simply cannot be generated through reading textbooks. The color and depth that dialogue can add to understanding other’s faiths, one’s own faith, human psychology and society can in no way be attained through theoretical knowledge.

However, not everyone gains depth and understanding from such dialogue experiences. While some attain great levels of knowledge and wisdom, others gain nothing. Why is this so? How can two people with the same experience have such differing responses? There are three important principles which ensure that interfaith dialogue can be a teaching experience; firstly, to appreciate that interaction and sharing between people of different faiths is an important constituent of the learning experience. Secondly, to feel comfortable in knowing that interfaith dialogue and education about the “other” does not lead to confusion or conversion. Thirdly, to have the vision that dialogue can lead to cooperation.

Globalization and the increased need for education

In a globalized world where cultural and religious diversity is manifest, more awareness of the existence of other faiths and other worldviews outside our own immediate circle and society means increased interaction between people of different faiths and backgrounds. The need for knowing the “other” at some level becomes critical; lack of knowledge and interaction can dangerously reinforce the notion that the “other” is somehow alien. The moment the “other” is perceived as alien or foreign we enter unsafe grounds. As a result, education and dialogue have become strong instruments that are imperative for people seeking peace, ensuring that the “other” is not so alien.

A great deal has been written on the importance of learning through interfaith dialogue. In an article entitled “The Necessity of Interfaith Dialogue,” Dr. Yucel highlights the importance of interfaith dialogue in educating ourselves about the “other”: “The root of conflict is ignorance and ignorance is the source of prejudice. To get to know each other through dialogue is essential for the establishment of a world peace.” Swidler explains how the consequences of not having dialogue can be quite serious, even deadly: “We can no longer ignore ‘the other,’ but we can close our minds and spirits to them, look at them with fear and misunderstanding, come to resent them, and perhaps even to hate them. This way of encounter can all too easily lead to hostility and, eventually, war and death.”

Due to the importance of knowing the “other,” interfaith dialogue has been taken very seriously in multi-faith Australia. There is great diversity in Australia, not only within the Christian population, but also within the non-Christian population. 64% of the Australian population is Christian. The largest Christian denominations are: Catholic (25.8% of the population) followed by Anglican (18.7%) and the Uniting Church (5.7%). The number of people affiliated with non-Christian faiths has almost doubled in Australia in the past 10 years. The largest non-Christian religions are Buddhism (2.1%), Islam (1.7%), Hinduism (0.7%) and Judaism (0.4%).

There are many organizations in Australia that are involved in interfaith dialogue. These organizations have been established by individuals of different faith backgrounds. Affinity Intercultural Foundation is an example of such an organization that was established by a group of young Australian Muslims in early 2001 in order to facilitate the interaction of the Muslim community with the members of other faiths and to increase the awareness and understanding of the Muslim community by the wider Australian society. Affinity has organized numerous events and projects to foster dialogue between different faiths and cultures.

Initiatives undertaken by Affinity Intercultural Foundation will be used to explain the three important aspects of interfaith dialogue that enable progressive learning.

Interaction and sharing between people of different faiths is an important element of the learning experience

Education through interaction and sharing can achieve many outcomes which cannot be achieved through the reading of text books, even if one was to read volumes and volumes of text books.

Whenever we interact with each other, our ignorance is highlighted and we realize that there is clearly a gap in our knowledge of one another. We make assumptions, we stereotype and we pretend we know when we don’t. We come to the realization that we have no idea about certain things or that what we knew was incorrect.

Through interactions, we ask, we witness, we experience, and we learn. This type of learning becomes internalized because it has been experienced.

Sharing of sacred times is a good example of such learning; non-Muslims going to Muslim homes for iftar (breaking of the fast) during the month of Ramadan, Muslims visiting the church at Easter or Christmas or the synagogue for Sukkot or Hanukkah.

I have been told that entering a home where the last minute iftar preparations are taking place is quite a unique experience for a non-Muslim. The realization that nothing, absolutely nothing has been eaten all day and the witnessing of that first meal, is quite profound. So profound that it leads to many questions: Did you get really hungry today? How does fasting help you to connect with God? Does fasting make you feel more humble? As the meal is shared, the conversation leads from one topic to another.

The experience becomes even more interesting when the non-Muslim guests choose to fast for the day, purely to share the experience with their Muslim hosts. It becomes a trigger for further discussion as individuals reflect on their experience of fasting.

Such interactions and sharing can be defined as multi-dimensional education, as there is so much learning taking place through our words, actions, experiences, emotions and thoughts. Similarly, there is so much we learn from observing the experience of the other individuals. It is a learning which is alive and positively life-changing, an experience that cannot be replaced through the reading of volumes and volumes of textbooks.

Interfaith dialogue and education about the “other” does not lead to confusion or even conversion

A common misconception about interfaith dialogue is that listening to others talk about their faith will lead to confusion about our own faith. Some also believe that there is a danger that we will settle for the “lowest common denominator” or a “watered-down” version of our faiths. In reality, the opposite scenario has become the norm in interfaith dialogue circles; people actually feel that they learn more about their own faith and become better Muslims, Christians, Jews, Buddhists or Hindus through interfaith dialogue.

A project that has demonstrated this point is the Home Encounters project. Home Encounters is a community-based educational approach involving Muslims and Christians meeting on a monthly basis over six months.

At each meeting a new topic, such as monotheism, spirituality, or poverty, is covered from both a Christian and Muslim perspective. This is followed by an informal discussion and a question-and-answer session.

For previous groups who have participated in this project the experience has generated profound understandings of the other in their frame of reference. The key to success is the establishment of an atmosphere of trust in the informal setting of the participants’ homes, alternating between Christian and Muslim homes, and a willingness to understand. The right atmosphere and right attitude produce an environment of learning and sharing.

An insightful reflection by one of the participants of the first encounter reaffirms the presence of such an atmosphere:

Plates of Divine sweet talk gently moved across and around the table. So harmonious was the aroma of dialogue, so sweet was the taste of familiarity in beliefs that unity gently touched all hearts… And as the question and answers were shared like a summer dessert over coffee, learning, reflecting, understanding and peacefully digesting the different spices of faith, everyone only gained more appetite…

An outcome of the project, which surprised many of the participants, was that the discussions increased the participants’ level of knowledge and understanding of their own faith tradition. Reading up on the topic of discussion, studying the topic in preparation for a fifteen-minute presentation and finally hearing the topic being discussed and analyzed from various angles not only helped them to learn about the topic from the other faith perspective, but it also deepened their understanding of the topic from their own faith perspective.

The dialogue that takes place during the question-and-answer session are mentally stimulating as the questions that are asked by an individual from another faith are usually very different to the questions we would be asked by someone from our own faith. This enables us to consider the topic from unique angles, resulting in a more all-encompassing understanding. For example, a Muslim won’t often ask “Do you have a concept similar to the Holy Spirit in Islam?” or “How do you relate to God if you do not know what God looks like?” But these questions prompt a Muslim to search the answers to these questions, and by the end one has generated a deeper understanding of God, His Names, His Attributes and how they are manifested.

This deeper understanding is a mutual experience. This was confirmed by Rev. Grahame Ellis who also participated in Home Encounters; here he reflects on his first encounter:

… it was a Muslim question that compelled me as a Christian to this new affirmation…The fact is that I would not have had this insight if it had not been for a Muslim.

Such reflections highlight the importance of creating a positive environment so that true learning can take place through discussion, reflection, and investigation.

Dialogue leads to co-operation

Once a relationship has been developed and there is trust between the different faith groups, it is only natural that this will lead to cooperation. One of the first areas where there can be cooperation is education. Youth Encounters offers exactly this.

Youth Encounters, a project which involves four Muslim schools, four Christian schools and four Jewish schools has been organized every year since 2004. As part of the project, senior high school students from the participating schools go through training to prepare them for an end of year gala. The gala involves workshops where the students from the different schools come together and discuss various topics such as “my identity.” For many Christian students, this is the first time they meet a Muslim or a Jew. And for many Muslim and Jewish students, this is the first time they have the chance to converse at a deep level with a Christian.

The results are amazing. At the beginning of the gala, the students are quiet, unsocial, and serious, staying together with the students from their own school. However, by the end of the day, the students from different schools are having deep conversations, asking each other all sorts of questions and even exchanging email addresses to continue communicating with their new friends.

One student said, “I had never had an intimacy or conversation with other people with different beliefs. But we found a common ground which I didn’t know was possible.”

Another student admitted, “It takes away the textbook Jew and the textbook Catholic. It’s really interesting; you just have to try it. It’s an experience that you just can’t read from a paper.”

On the adult level, some projects have included co-operation in the areas of environment and peace. Coming together for a common concern facilitates unity and helps us to see our commonalities as we all strive to achieve certain goals that affect all of us, no matter what faith or culture we belong to. These are concerns which focus on our humanness and the emotions that come with being human, such as compassion towards those who die in places of conflict or feeling a sense of responsibility towards the environment.

An example of an initiative focusing on the environment is PowerShift 09, the first national youth summit on climate change; held in Australia, this event attracted 1,200 young adults from around the country. As was evident at this summit, there is a powerful unity that forms when addressing issues such as the environment. Awareness befalls upon all, this is an issue that must be tackled by all; otherwise the consequences will be felt by all. Thus, when we realize that we all share the same hopes, the same fears, and the same aspirations, a realization that comes with interfaith dialogue, co-operation comes easily.

In conclusion, the learning that takes place through interfaith dialogue plays a critical role in the globalized world in which we live. Thus we can attain a dialogue that is based on interaction, learning that leads to clarification, and a better understanding that leads to co-operation. It is through this learning that the attitudes of not only our youth, but the whole community changes for the better. Positive attitudes mean positive relationships, a key element for a harmonious society.

Zuleyha Keskin is the Vice President of ISRA (Islamic Sciences and Research Academy of Australia), Auburn, Australia.

As I gave my ears to the speakers, my mind took me all the way back to 1966. I realized that throughout the years I had witnessed many different developments without understanding what they really meant. A historical incident came to my mind: following the discovery of electricity, an exhibition was set up to present it to the public. At the exhibition, a guest asked Benjamin Franklin, “What is this new energy good for?” He replied with a question: “What is a newborn child good for?” It was obvious that human beings could not appreciate innovation very quickly. Yet, today we realize the importance and potential of this wonderful energy source.

Similarly, I had no idea that meeting Fethullah Gulen forty-three years ago would be the turning point of my life. He was a unique teacher who constantly astonished us with his extraordinary ideas. He was a person who did not limit his ideals to suggestions but acted upon them; hence, he was practicing what he taught. Gradually, I realized that his teachings, manners and unique behavior were no different to the teachings of the Holy Qur’an and the Messenger of God. In actual fact it seemed as they were a carbon copy of the Qur’anic doctrines.

Although we were aware of such Prophetic traditions as fasting on Mondays and Thursdays and also staying vigil at night, we had never witnessed anyone practicing these until we met Gulen. He would observe this Prophetic fast even in the tremendous heat of the summer in Izmir. Inspired by his total commitment to Prophetic tradition, we would hand him a list of the names of those of us who also wished to practice their faith as he did. Like an affectionate father, he would wake us up in the night so that we could perform the voluntary prayers (tahajjud) and join him at Suhoor (the pre-dawn meal to sustain us through the all-day fast). It was not easy to control the carnal self but the self-discipline and the feeling of tranquility that originated from this Prophetic tradition made it a unique experience.

During our stay at the boarding facility in Izmir, we also received additional lessons in our dorms. We were supported with supplementary classes which helped our education at local state schools. Our teachers were also experts on Islamic studies. They would work additional hours to help us with our studies, and even during lunch they would sit with us in the canteen to eat. Of course, they were all paid something for their efforts. However, Gulen was different. Salary meant nothing to him because he would spend most of it on students who were so poor that they did not even have pocket money. He refused to take any money for the additional work he did. There were times when he had given ten lessons in a day and then he took on the duty of staying at the dorm throughout the night. We were shocked to find out that he even paid for the food, electricity and water during his stay there. Talking about the notion of self-sacrifice is one thing, but witnessing it with your own eyes was an extraordinary experience which planted many new seeds in our souls.

We were amazed by the way he explained incidents that had occurred over one thousand four hundred years ago. He would explain stories about the Companions of the noble Prophet as if he had been among them at that very moment. His sermons were all about the practical interpretation of the Holy Qur’an. Everything we experienced felt like an original event. It was as if we were hearing the revelations from the Holy Qur’an for the first time in our lives. He was encouraging us to follow the example of the Prophet and his beloved Companions, and we were making the effort to do so. With every effort we made, a new door opened before us. It was as if we were entering into an entirely different realm as we tried to emulate the actions of the Companions. Eventually, there was no room for indolence or lassitude in our lives. As the famous Sufi poet Yunus Emre said, we enjoyed the gratification of being reborn with each new day.

Then came the day when we were encouraged to engage in educational activities that would benefit the whole of humanity. In all of us there was a unique sense that persuaded us to open a new era in the field of education. People who observed our dedication from outside were fascinated by our enthusiasm. One after another they came running to lend a helping hand. Students, teachers, merchants, shop owners and businessmen were all united in the goal of establishing educational facilities. Before long, private schools were established all over Turkey, followed by hundreds of schools all over the world. At the same time we started publishing educational materials, beginning with a bulletin titled Zuhur (Emergence). Eventually, this led to the establishment of magazines, journals, newspapers, radio and TV stations. These efforts, encouraged by Gulen, became so popular that a new horizon had opened before us of a global dialogue between cultures and faiths.

As dedicated volunteers of education and dialogue carried the welcoming smile of Anatolia around the globe, many sincere souls were attracted by its warmth. They began to visit Turkey, the home country of these self-sacrificing educators. Their visits were not like those of tourists. They had come to observe and understand the source of the enormous sincerity and the unique hospitality of the Anatolian people. On returning to their homelands, they explained what they had witnessed. You could see the excitement on their faces even after many months had gone by since their visit. This was another fruit of global dialogue.

As the conference continued at the Catholic University in Melbourne, my memories confirmed the significance of the work that had begun in Izmir many years before. Speakers constantly emphasized the praiseworthy efforts of these extraordinary educators and champions of dialogue. Silently, I said to myself, “What a great distance has been covered.”

One of the speakers was Orhan Cicek, Executive Advisor of the Australian Intercultural Society. He stressed that this conference was a great opportunity to strengthen Muslim–Christian relations. He said that this event, in which prominent academics from Australia and overseas were explaining their views and suggestions in relation to the vision of Gulen, was also paving the way to strengthen the multicultural structure and harmony of Australian society. He concluded with a wish that the event would become an important step towards cooperation that would attend to the common problems of humanity.

It was a wonderful event that gathered academics from Australia, Turkey, the United States of America, the United Kingdom, Germany, Austria and Indonesia. The conference dealt with the different aspects of the Gulen Movement and its practical approach to intercultural and interfaith dialogue.

During my visit to Australia, I also had the pleasure of meeting Barney Zwartz, a renown columnist from one of Australia’s biggest newspapers. In our conversation, he asked me about the future of this education and dialogue movement. He wondered how far it would go. I explained that we wished to reach every human being in the world and become true friends with them. He smiled and asked if such a dream was possible. I replied with an analogy. I said there is a story about an ant that decided to make the holy pilgrimage to Mecca. When they asked him, “How do you plan to reach Mecca with those tiny feet of yours?” the ant answered, “I am aware of the fact that I will never get there, but the least I can do is to die on the way.” On hearing this, Barney asked me, “Can I be your baggage?”

Abdullah Aymaz is an author of numerous books in Turkish. He is also a columnist at Zaman, a leading newspaper in Turkey.

Note

1. On 21 July 2009, Barney Zwartz article analyzing the Gulen movement appeared in The Age newspaper.