The educational quagmire

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It was 1999. A few months had passed since Kemal Alemdaroğlu was elected Rector of Istanbul University. I had also been appointed as Vice Rector.

In those days, the Mayor of Fatih was Sadettin Tantan. At his request, we set out to meet in Fatih/Çarşamba. As the car turned toward Çarşamba and we drove along, we were met with a surprising scene, as if we had crossed the borders into another country.

Women dressed in black, their faces even covered with veils, and children aged 6-7 in robes and skullcaps filled the streets.

Tantan had wanted to take us to the Yavuz Sultan Selim Mosque. However, upon seeing the scene on the road, he immediately explained his intention.

"There," he said. "This is the scene in the region. These children do not go to school. Their rights to education and life are being usurped by the congregation in the dervish lodges." He then continued, "I want to bring science here, to save these children." Pointing with his hand, he showed a sports field right near the mosque. "I built this place as a sports field with the support of an NGO. The children are very happy; they come and play football."

He pointed to a building in the mosque complex. "Could a computer course or vocational training courses for women be opened here?" He was asking for our support and help.

His requests were not limited to these. Our second stop was the Fatih Mosque. He showed us around the mosque's large complex. He pointed out the rooms that were used as madrasas in the past. He explained that he wanted to allocate this place for the University's use to create a library and reading rooms for students. It was clear that he wanted to bring science into the mosque, that is, to bring religion and science together in the same space.

He would call me frequently, seeking information about the projects.

However, his mayoral term ended shortly thereafter, and he became the Minister of the Interior.

Tantan's observations were an important warning for those days. It was an accurate and timely assessment. Unfortunately, no results were achieved.

Since those days, the situation has become increasingly widespread and severe. The final touches are now being applied to the reactionary educational offensives that began with the AKP's rise to power and gained momentum in 2011-2012.

We are struggling in an ever-deepening educational quagmire because the CHP, which is the guarantor of contemporary and scientific education, has lost its loyalty to its principles over the last 13 years and has focused on populist politics by avoiding bold steps.

This quagmire is swallowing our children and our future. It is pulling our youth toward bottomless, dark pits.

Complaining about the situation, making clichéd speeches, and speaking superficially about the darkness in education at rallies—as if it only affected a marginal group—is equivalent to just going through the motions.

Education is Turkey's most critical survival issue. The destruction caused by the departure from secular and scientific education has turned into the greatest threat to the country's regime.

Putting a stop to this situation is the CHP's most important duty.

THE HISTORICAL RESPONSIBILITY OF THE CHP

As a political party now seen as an alternative to the government and whose vote share is steadily increasing;

The historical responsibility of the CHP is to place the issue of education on its agenda as a PRIORITY and to explain to the public with full clarity WHAT it will do and HOW it will do it.

Has the time not yet come for it to abandon evasive and vague statements and explain how it will rescue our children from this quagmire?

1. How will it ensure a return to secular and scientific education?

2. How will it rescue our youth from the hands of sects and religious communities that have infiltrated the very capillaries of society?

3. How will it direct our children, who are sent to Quran courses at the age of 4, to contemporary preschool educational institutions?

4. What kind of changes will it make to the 4+4+4 education system?

5. What kind of model will it propose to train ENLIGHTENED teachers who are the light of the Republic?

6. How will it regulate the relations between the Presidency of Religious Affairs and the Ministry of National Education that are contrary to the Constitution and the 'Law on Unification of Education'?

7. What sanctions will be applied to the madrasas that have been opened in every corner of the country in violation of the law?

8. What approach will be taken regarding the illegally opened Sibyan (preschool religious) schools?

9. Is there any preparation for a secular and scientific curriculum?

10. What projects are there regarding private schools?

11. What is the model proposal regarding secular, scientific, free, and co-educational schooling?

It is clear that the public needs to be informed on these and similar issues.

As is well known, the prerequisite for scientific education is that it must be secular. The path to completing the Turkish Enlightenment lies in rescuing education from this dark quagmire into which it has fallen.

The cost of the delay in realizing that education is a true survival issue for the country will be very heavy.

In this regard, the CHP must become aware of its historical responsibility and take ownership of National Education.