Biography of Bediüzzaman Said Nursi | PART TWO ( THE NEW SAID ) | 456
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against communism and irreligion, which he encouraged Menderes and the Democrats to work for and benefit from in a number of letters.
In the letter he wrote concerning the Pact, Bediuzzaman explained that the greatest danger for the area lay in racialism. Just as it had caused great harm to the Muslim peoples in the past, so again at that time there were signs that it was being exploited by "covert atheists" in order to destroy Islamic brotherhood and prevent the Muslim nations uniting. Whereas the true nationality or nationhood of both Turks and Arabs was Islam; their Arabness and Arab nationality and Turkishness had fused with Islam. The new alliance would repulse the danger of racialism, and besides gaining for the Turkish nation "four hundred million brothers", it would also gain for them the "friendship of eight hundred million Christians." That is to say, Bediuzzaman saw it as an important step towards general peace and reconciliation, of which all were in such need.
The two solutions Bediuzzaman had found on learning of the explicit threats to the Qur'an, Islam, and the Islamic world some sixty years previously had been the Risale-i Nur and his Eastern University, the Medresetu’z-Zehra. Both were effective and important means of establishing Islamic Unity. The Risale-i Nur served to develop "the brotherhood of belief' through the unparalleled way it served to strengthen belief; it was already demonstrating this throughout the Islamic world and beyond. So too it had defeated atheistic philosophy and other means of corruption. Thus, Bediuzzaman called on the President and Prime Minister to use the means at their disposal to make the Risale-i Nur, "this manifestation of the Qur'an's miraculousness", better known to the Islamic world.
As for the Medresetü'z-Zehra, Bediuzzaman intended for it to play the central and unifying role in Asia that el-Ezher performs in Africa. Besides combating racialism and nationalism by acting as a centre of learning and attracting students from "Arabia, India, Iran, Caucasia, Turkistan, and Kurdistan" and thus contributing to the development of a sense of "Islamic nationhood", this large Islamic

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