Good practice tr by Balázs Mihály

DifferentCulturesOnTheSameSta geDifferentCulturesOnTheSameS tageDifferentCulturesOnTheSam ERASMUS+ PROJECT: DİFFERENT eStageDifferentCulturesOnTheSa CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum meStageDifferentCulturesOnThe SameStageDifferentCulturesOnT heSameStageDifferentCulturesO nTheSameStageDifferentCulture sOnTheSameStageDifferentCultu resOnTheSameStageDifferentCul turesOnTheSameStageDifferentC ulturesOnTheSameStageDifferen tCulturesOnTheSameStageDiffer entCulturesOnTheSameStageDiff erentCulturesOnTheSameStageD ifferentCulturesOnTheSameStag Main Subject: Tolerance to Different Cultures with Hz. Mevlana Celaleddin-i Rumi 21 December 2015

Murat YİĞİTTEKİN Turkish Project Coordinator

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

What is our main subject about good practises? We chose “ Tolerance to Different Cultures with Hz. Mevlana Celaleddin-i Rumi” as main subject.

Who is Hz. Mevlana Celaleddin-i Rumi? The great mystic and poet Mevlana Celaleddin-i Rumi was born in Belh (Balkh), in present day Afghanistan but in Greater Khorasan region back in Persian times, on September 30, 1207 A.D. His father Bahaeddin Veled, who was known as Sultan-ul Ulema (the king of the learned men), was a renowned scholar who, however, raised the ire of the established academia of his times by critisizing the tenets of Greek philosophy. This and the start of the Mongol invasions made him decide to leave Belh. This was when Mevlana was only five years old. The family, which reached Anatolia after stopping in Yemen and Damascus, lived in Larende (Karaman) for seven years; and then, upon the invitation of the Selcuk Sultan Alaeddin Keykubat, Bahaeddin Veled settled in Konya in Central Anatolia in 1220. Meanwhile Mevlana married Gevher Hatun in Karaman; his son, Sultan Veled, was born in 1226 in the same town. Bahaeddin Veled, Mevlana's father, was a cultured scholar and mystic. His knowledge, his discourses and his environment played a significant role in shaping and educating Mevlana, who advanced so rapidly that when his father died in 1230, he had already become a scholar and a teacher at the tender age of 23. Thus it would not bean exaggeration to say that Mevlana had learned the fundamentals of philosophy and mysticism from his father. If a day won't come when the monuments to institutionalized religion lie in ruin .....then my beloved, then we are really in trouble! When Bahaeddin Veled died in 1230, a friend and a student of his, Burhaneddin Muhakkik Tirmizi, came to Konya and functioned as Mevlana's teacher for 9 years, before he relocated in Kayseri and died there in 1242. Mevlana also was educated in the two major university centers of the time, Aleppo and Damascus; he was a well rounded scholar who had accumulated much theological and scientific knowledge. He had such command of Turkish, Persian, Arabic, Greek that he could write poetry in all four languages. He also had good relations with Haci Bektas Veli of the Bektashi Order and his dervishes.

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

Mevlana, who first met Semseddin Tebrizi in 1244, so fell under his spell that the emergence of Mevlana as mystic poet is traced to the effect Semseddin Tebrizi had on him. Much, most of it speculative, has been said about the personality and identity of Semseddin Tebrizi, this wielder of such a powerful effect on the spirit of Mevlana, himself the strangest of personalities. Everything seems to point to Semseddin Tebrizi's being a sufi master of such extraordinary knowledge and power that he could touch and light the torch in Mevlana's heart, in a sense transforming him. It was also Sems, who taught Mevlana the ritual dance-like practice callled Sem'a and the latter concieved it almost as a form of prayer or meditation. Sems, who must have reached rarefied spiritual heights, was a fearless man who would make no concessions to the prejudices, of the masses or the learned, either in behavior or in speech. So he made a great number of enemies and was not at all popular in Konya. Therefore he left Konya and went to Damascus in 1245; but returned to Konya when Mevlana implored him to, such was the older man's attachment to Sems. Two years later, in 1247, Sems dissappeared in a mysterious manner and was never heard of again. Mevlana Celaleddin-i Rumi's masterpiece, his six volume Mesnevi consisting of about 25,700 verses or 50,000 lines, is regarded as the most outstanding work of Persian - Islamic mysticism. It is not clear when Mevlana started writing the Mesnevi, though it is known that he started on the second volume of his magnum opus in 1264. These epic poems have been translated into more than twenty languages and is currently being translated into others. This masterpiece of Islam's mystic literature was written in the form of poetry which included philosophical, mystical, and spiritual messages and could in a sense be considered allegories which carry deep spiritual and religious meanings. His second masterpiece, Divan-i Sems, though smaller in size is no less important from a literary and mystical standpoint. Divan-i Sems or (Divan-i Kebir as it is sometimes called) is a collection of verses (gazels) in which Mevlana reached heights of poetry, music and mysticism. It is regarded as the mature expression of his consciousness of universal unity (Vahdet-i Vucud). Apart from these two masterpieces, Mevlana produced works, called Fihi Ma-Fih, Mecalis-i Seba and Mektubat (or Letters) which have all been translated into Turkish, and also, in part or in full, into Arabic, English, French and German. Following a short bout with an illness Mevlana died in Konya on December 17, 1273, whereupon Husameddin Celebi, a student and a disciple of his, stepped into his place on the insistence of Mevlana's son Sultan Veled, upon the former's death in 1284, Sultan Veled in turn became the master and made important contributions to the emergence of the sect which is called Mesnevi after Mevlana's name. Crowns titles and riches love covets not and when love's gaze falls upon a yearning heart behold the doors to His heart will open wide.

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

Mevlana was not only a great poet and philosopher but first and foremost he was a mystic, a spiritually touched man. His mind and heart had reached for heights and depths of the spiritual world. In his vision there were two universes which coincided in Man. The inner world was like an endless infinite ocean, which could only be felt and seen with the eyes of the heart, while the outer world was but like the passing foam which appears on the surface of the waves emenating from that ocean. of the secret wine all drank but just a sip-so as to become so as to exist. But I drank barrels and barrels of that wine so as to become a mirror-pure. Mevlana also integrated a dualist approach in his mind: In approaching issues pertaining to daily life he is a rationalist, but in approaching spiritual and mystical matters he recognizes only the mastery of the heart and emotions. According to him, the only way to approach absolute being is through love; and God's love is everywhere, permeating everything. If one were to love another being in the name of God, one would find a pathway leading to the absolute. According to him everything in the universe, every being, even matter itself - all are but manifestations of God and exist in God and are united in the Absolute Being. Thus Mevlana views all existence as a united whole. In a sense, one could call his vision that of Unity Consciousness. This vision impelled Mevlana to transcend all differences and prejudices, and formed the basis of his immense tolerance and of his real and deep humanism. With these characteristics, Mevlana and his thought transcended the boundaries of his time and thus he and his writings are still relevant and fresh in this day and age, some 700 years after. The universality of his thought finds its reflection in, for example, the famous verses where he says: Come! Come whoever you are. Doesn't matter if you are an unbeliever. Doesn't matter if you have fallen a thousand times. Come! Come whoever you are. For this is not the door of hopelessness. Come, Just as you are!

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

With the tens of thousands of verses he wrote, and with the depths of spirituality he phantomed which helped him grasp qualities of timelessness and humanistic universality, Mevlana and the sect which was founded after him, have not only influenced the Anatolian Turkish civilizations but indeed have had far-reaching influences on the intellectual and artistic life of many individuals and nations. UNESCO Mevlana Year The UNESCO (United Nations Educational, Scientific and Cultural Organization) marked 2007 as the "Mevlana Year" to celebrate 800th anniversary of the birth of Mevlana Celaleddin-i Belhi-Rumi. This decision was made because Rumi advocated tolerance, reason and access to knowledge through love. His mystical relationship with Islam produced masterpieces that have marked Islamic culture and religious beliefs beyond the borders of Turkey. His work and thought remain universally relevant today in our world.

What we did? Firstly, we arranged a meeting with all teachers in school. And Project coordinator asked them “What can we do? Which subject can be our main subject of good practises?”. And we chose tolerance to different cultures with Hz. Mevlana. And Project coordinator asked some teacher to do activities in lessons about main subject, and to prepare reports of activities. After two months from first meeting, we arranged second meeting. There were students ( Project Team ) and teachers. In this meeting, Project coordinator asked “What we did?”. Teachers and students gave reports of their own activities. During two months, teachers did activities, and they prepared reports. We enjoyed a lot. And Students and we ( teachers ) learned a lot of thing. Sometimes we made dramas with students. Sometimes we watched films about Hz. Mevlana. Sometimes we wrote letters to foreign people and companies. Sometimes we invited parents to school and we showed them our works. In this process, we learned and enjoyed a lot. Now, we are writing our final good practice report and we enjoy, too.

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ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

Activities: NOTE: In this part, there are teacher’s own reports. We didn’t change anything. Only translated reports. Turkish Language and Literature Teacher Musa KUNDAKÇI 2015-2016 Education Season Turkish Language and Literature Lesson Detailed Tolerance Report

Our school has an ERASMUS+ Project. The Project’s name is “Different Cultures On The Same Stage”. For good practises, I added Hz, “Mevlana and Tolerance” to 9th class’ Turkish Language lesson and 12th class’ Turkish Literature Lesson. Tolerance is most important thing to live with everyone. And tolerance belongs to all people in the world. Hz. Mevlana said “Come, Come, Whoever you are.”. By his this saying, I explained the importance of tolerance. I asked students these questions;     

What is tolerance? How must tolerance be? Is there a limit of tolerance? What is the importance of tolerance for peace? What is the importance of Hz. Mevlana at tolerance?

By asking these questions, students explained a lot of thing about tolerance. Also in this lesson, I explained tolerance in family, tolerance between friends, tolerance for society, tolerance to other religion and tolerance to different cultures with examples. In history of Turkey and World, There are too much people who said something about tolerance. For example; Yunus Emre said ( He was a Turkish poet and islamic scholar ) “Love created all people because of creator. “ Sir Arthur Helps said “Tolerance is only one exam of all people.” Ghandi said “Intolerance is evidence of man's disbelief in his own case.”

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

At last step, I talked about Hz. Mevlana’s love of god, love of prophet, feelings about peace and friendships etc. And one student read Hz. Mevlana’s these sayings; 

Come! Come whoever you are. Doesn't matter if you are an unbeliever. Doesn't matter if you have fallen a thousand times. Come! Come whoever you are. For this is not the door of hopelessness. Come, Just as you are!



Be careful when you are talking, it may be your thoughts. Be careful with your thoughts, they may be your feelings. Be ceraful with your feelings, they may be your behaviors. Be careful with your behaviors, they may be your habits. Be careful with your habits, they may be your merits. Be careful with your merits, they may be your character. Be careful with your character, it will be your destiny.

Accounting and Funding Teacher Murat YİĞİTTEKİN

Main subject: Foreign Trade Time: 40’+40’ Achievements: In this subject, students are leraning in order of this points. 1. 2. 3. 4. 5.

What is “foreign trade”? What is the importation? What is the exportation? What is the importance of foreign trade? What is the balance between importation and exportation?

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

Activities: When they are learning fourth point, firstly teacher explains Hz. Mevlana Celaleddin-i Rumi and his thoughts about tolerance to different cultures. After this step, teacher says “Hz. Mevlana teached us to respect all people and all societies in the World. And now, we must respect to foreign people and cultures. If we are doing importation or exportation, we must be in tolerance to foreign companies or foreign people. “ And at the next step, teacher wants to write a letter from students to a foreign company or foreign person who is in foreign trade with us. But students must use Hz. Mevlana’s opinion in letter. At last step, students read their letters, and all students discuss about letters. End of the lesson, teacher explains the importance of foreign trade.

School Psicology and Guidance Service Adem ÖZAT

Tolerance To Different Cultures and Hz. Mevlana Celaleddin-i Rumi There are some principles on Psicology and Guidance. Some of them are:   

Every person is just one. Respect to difference between people. Etc…

They are all about tolerance. For psicology and guidance, tolerance is too important. When we are talking with students, we are using Hz. Mevlana’s opinion a lot. I prepared a corner for Tolerance to Different Cultures with Hz. Mevlana. I put banners on school’s ambient about Tolerance. And I prepared a brochure for students and their parents.

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

Vocational Religion Teacher Kevser GÜRBÜZ Activity Name: Tolerance to Different Cultures and Mevlana Celaleddin-i Rumi Achievement: The life of Hz. Mevlana, his opinion, his mysticism, his science, his works Process; Firstly I prepared cards with Hz. Mevlana’s sayings. I gave them students at the beginning of lesson. The main aim is to make brainstorm. By this way, students can remember their foreknowledges. 1. I asked students to read their cards to class. a. Clean your house as if guests will come. Clean your heart as if death will come. ( Hz. Mevlana ) b. If I study a thousand year and they asked me “ what do you know?”, I say “I know my place”. ( Hz. Mevlana ) c. Life is a breath, as you breath. Life is a cage, as you live. Life is a desire, as you want. ( Hz. Mevlana ) d. Etc… 2. I asked students to interpret this sayings. 3. We watched animation film about the life of Hz. Mevlana with students. By this way, Informations thay had will be interpret. 4. Also Presentation about Hz. Mevlana’s life and his character has showed to students.

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum

5. At last, I wanted students to have tolerance to everything like Hz. Mevlana. You can find documents from this link; Presentation 1; https://drive.google.com/file/d/0B34iq0yT9xf9R1ZnQW1xRlIwMlk/view?usp=shari ng Presentation 2; https://drive.google.com/file/d/0B34iq0yT9xf9RkpfMzhzZkhtRk0/view?usp=sharin g Animation Film; https://drive.google.com/file/d/0B34iq0yT9xf9VjBJU1RHNDk1Z2M/view?usp=sha ring

Geography and History Teacher Salim AKPINAR Tolerance to Different Cultures and Mevlana in Geography Education There are lots of comments about Rumi’s thought world. Mevlana has emphasized the human love (humanism) in his works and he always mentioned his love of all creatures. He is one of the most respected eminent personalities in the world. Geography, especially human geography, inculcates students to tolerance and respect to different cultures , too. Geography courses like Mevlana as well sees the nature entirely as a single world of animals and plants. It calls for peace all the humanity though ıts differences. He (Mevlana ) emphasizes on in the need of compassion and kindness towards all people whether they are muslims or not. Cultural Geography , the subject of human geography, sees that a culture is not a product of a single nation. On the contrary , it is a product resulting from the interaction of many nations. Another phenomenon which we try to teach about the culture in geography lessons is that each culture is precious and it is requirement to respect all the cultures and tolerance. Tolerance is being respectful to other beliefs and convictions. In fact, being respectful to other beliefs and convictions, doesn’t mean not depending on their faith and belief it also doesn’t mean not remaining indifferent in the face of all beliefs and convictions. Tolerance doesn’t mean neither an anarchy in an intellectual sense nor sacrificing of personality. Shortly tolerance is accepting all people in their position. This way of imparting tolerance to students in Geography lessons is primarily depends on teachers being a good model. Another way of imparting tolerance to students is that they gain this tolerance by doing , experiencing it. And we can do this participating students in lessons by doing role-play , creative drama on courses.

ERASMUS+ PROJECT: DİFFERENT CULTURES ON THE SAME STAGE Report of Good Practises on Curriculum Example activity Main Target : Ç.11.3 Students queries the role of the interaction between countries in tourism

activities through case studies. The world's major cultural and tourism zones and values are determined on the map. Then role of the selected countries (Romania ,Hungary , Italy and France ) are prepared and global interaction with tourism activities, cultural and economic relationship is established. So students notice the characteristics of different cultures and they understand each culture is valuable and should be respected.

Turkish Language and Religion Teacher Muhammet ÇİÇEK Hz. Mevlana and his “ Come! Come! Whoever you are” philosophy are important for all society. And this philosophy is a detailed subject in literature lesson. 10th grade Turkish literature curriculum contains “The life of Hz. Mevlana and his literary character”. Near this subject, we mentioned Hz. Mevlana’s phiolosophy. I thought, 6 lesson was enough for this subject. Especially on 9th and 10th grades; students wrote compositions about Hz. Mevlana and his opinions about tolerance. Also we have “Culture and Literature Clup” in our school. As club work, we prepared a Hz. Mevlana corner.

Finally,

I would like to thank to our all teachers and students. They worked hard, and they did too much thing. In this report, there are some activities. But we did more and more. And a special thanks to our project coordinator Matyas JULİANNA. She helped me too much. She suggested a lot of thing about good practises. Murat YİĞİTTEKİN Project Coordinator of Turkey Team