ISSD '1 0 SECOND INTERNATIONAL SYMPOSIUM

ON SUSTAINABLE DEVELOPMENT
JUNE 8-9,2010, SARAJEVO

SOCIAL SCIENCES

INTERNATIONAL
BURCH UNIVERSITY
IBU PUBLICATIONS
 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo

Table of Contents
Preface v

Who are Our Students? Investigating Learners' Risk Taking Ability and Achievement on Second Language
Acquisition 1

Assiye BURGUCU,_Turgay HAN, Ali Osman ENGiN,_M. Dursun KA YA 1

Trends toward Grammar Instruction in the Context of Second Language Acquisition 7

Azamat Akbarov 7

SLA Implications to Language Learning Strategies and Pedagogy 14

Azamat Akbarov, Mustafa Arslan 14

Turkish EFL Students' Failure of the Use ofInterjections Properly: The Example of Kafkas Univeristy 21

Assist. Prof Dr. Gencer ELKILI<;, Assist.Prof.Dr.Bilal GEN<; 21

The Influence of Early Childhood Education on EFL Learners: Performance and Attitude 27

Ferit Guverti, Akbarov Azamat Anvarovich 27

Effectiveness of Teaching English in a Foreign Country by a Non-native Speaker English Teacher (NNEST) .. 32

Harun Bastug, Melih Karakuzu, Mehmet Akdogan 32

Semantic and Operational Contribution of the Conjunctions to the Improvement of the Linguistic Expression35

Mustafa Cetin 35

Sociocultural Factors Influencing Bosnian/Turkish Students' Reticence in the EFL Classroom 40

Ceylani Akay, Akbarov Azamat Anvarovich 40

/reacher Factor in Foreign Language Education Process 45

Mehmet Basturk, Orner Kocer 45

Pronunciation and Transphonemization of Arabisms in the Islamic English Language 52

Samina Dazdarevic 52

Focus on Form Instructions in Terms ofL2 Learners' Perspectives 59

Mehmet Kmal, Akbarov Azamat Anvarovich 59

A Psycholinguistics Perspective on the Speech Errors ofL2 Learners 64

Muzaffer Barin, Ozgur Sahan, Turgay Han 64

The Factor of Motivation in the Context of Second Language Acquisition 69

Isak Ozturk, Akbarov Azamat Anvarovich 69

An Inter-Rater Perspective for the Researches on Assessing Writing 74

Turgay HAN, Huseyin EFE, Erdinc Parlak 74

Attitudes and Motivation of Learners of French as a Second Language towards Computer Assisted Language
Learning 84

Assoc. Prof .Dr. Seref KARA 84

International English Abbreviations:Manifestation of Proficiency in English 90

Assist. Prof. Dr. Gencer Elkrhc, Instr. Hayrettin Koroglu 90

Study on Development of Sensitivity Scale for Teaching Profession 95

Assoc. Prof Dr. Selcuk UYGUN,Assistant Prof Dr. Cavus $AHiN, Research Assistant Emel OKUR 95

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Motivating Young EFL Learners Through Effective Classroom Management 105

Hasan Yiiksel, Yekta Hahci 105

Analyzing Prime Time News in The Context Of Uses And Gratifications Approach 116

Funda Erzurum 116

Case Study Orginated Education in Construction Technology 127

LatifOnur Ugur, Ilknur Bekem 127

Evaluation of Vocational Education Construction Technician by Lecturers 134

LatifOnur Ugur, llknur Bekem, Serdar Korkmaz 134

Attitudes of Pupils to TV Show Based Vocabulary Teaching in EFL Classes 145

Mehmet Akdogan, Melih Karakuzu, Harun Bastug 145

The Power of Words in Communicating Effectively 152

Cagn Tugrul Mart 29

The Project Sample Which Provides Personal Development's Sustainability in Lifelong Learning 156

Assoc.Prof.Dr. Gulten Gumustekin 156

EU Projects And Project Sample In Sustainable Development Of Lifelong Education 160

Instructor Ahrnet Gumustekin 160

Evaluation of Elementary Education 6th Grade Turkish Workbook from The Point of Constructivist Grammar
Teaching 165

Suleyman Eroglu 165

Attitudes of Education Faculty Students towards Compulsory English Courses: The Case of Agn Ibrahim Cecen
University 181
Assist. Prof.Dr.Gencer ELKILI<;, Inst.Adem AKALIN, Inst.R.Mutlu SALMAN 181

Examining Peer Bullying on the Basis of Different Variables Through the Perceptions of the Sports and Physical
Education Teachers 188

Mustafa Sahin 188

Sustainability and Feasibility of English-medium Instruction at Turkish Universities 195

Asst. Prof. M. Naci Kayaoglu, Emine Buket Saglarn 195

A Perspective on the Foundations of Democratic Governance in American Public Schools 205

M. Ugur Turkyilmaz 205

Music and Language 208

Emine Buket Saglam, Asst. Prof. Mustafa Naci KAY AOGLU 208

A Key Concept in Effective School Development: Strategic Leadership 212

S.Sule Ercetin, Ilknur Cahskan Maya 212

Evaluation of Critical Thinking Tendencies of Prospective Primary School and Primary Science Teachers 216

Salih Zeki GEN<; 216

Determining the Views of Prospective Mathematics Teachers about Proving 223

Research Assistant Gursel GULER 223

Determining the Problem Solving Skills of Primary School Mathematics Teachers 226

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... 105 Research Assistant Gursel GULER, Research Assistant Alper ctr.r AS, Research Assistant Tugrul KAR .. 226

... 105 An Examination of Teacher Candidates on the Turkish Consciousness 229

... 116 Assist Prof. Dr. Havva YAMAN, Assist Prof. Dr. Erkan Y AMAN 229

... 116 An Evaluation on English Language Education Process in Turkey from the Viewpoints of University Preparatory
School Students 235
... 127
Ali Dincer, Mehmet Takkac, Suna Akalm 235
... 127
The Relations among Individual and Organization by Method of the Myers-Briggs Personality Indicator 243
... 134
Assist. Prof. Dr. Amel Alic 243
... 134
An Education Structuring Model in Vocational and Technical Education with The Orijins of Young Lecturers:
... 145
Kaman Vocational School 252
... 145
Prof.Dr. Ali Ihsan Karayigit, Assist.Prof.Dr. Latif Onur Ugur 252
... 152
Services for the People with Disabilities in e-Government Applications:The Case of e-Turkey 264
....29
Serhat Ozgokceler, Gorkem Bahtiyar 264
... 156
Leadership and Identity Reconstruction in African Diaspora 275
... 156
Tuba Gonel, 275
... 160
Determination of the Right Strategy to be Received for the Maximum Permanent Level of Learning 282
... 160
Assist. Prof. Mehmet Civan, Lecturer Mehmet Korpi, Lecturer Mustafa Aksin 282
aar
The Level of Using Technology for Pre-Graduate Students While Preparing Assignments 289
... 165
Ahmet Ocak AKDEMiR, M. Emin OZDEMiR 289
... 165
The Examination of Relationship between Social Support, Social Self-efficacy and Submissive Behavior 294
:eyen
... 181 Mehmet Cardak, Murat iskender, Mustafa Koc 294

... 181 How to Improve Effectiveness in Public Schools 301

ysical Hasan Arslan 301

... 188 The Effects of Sustainable Development on Environmental Education 311
... 188 Zehra Nesrin Birol, Asst. Prof. Dr. Hikmet Yazici 311
... 195 Attempt of Pro blemati zing the Implementation of the European Bologna Process in Higher Education in South
,... 195 Eastern European Countries that are not Members of the European Union 315

....205 Tarik Obralic, Hanifa Obralic 315

....205 Makbul-i kif and a Different Perspective on Language Learning 323

....208 Huseyin GONEL 323

....208 Educational Values in Rodop Folk Tales 331

....212 Dr. Erol OGUR 331

....212 The Unbearable Burden of Being A Woman: A Comparative Analysis of the Female Characters inA Doll's
House by Henrik Ibsen and in Ademin Kaburga Kemigi by Ulker Koksal 340
...216
Fehmi Turgut 340
....216
Relevance of Marlowe's Tamburlaine the Great Part II to 21 st Century Ethnocentrism and Islamophobia 348
....223
Evren TUe; 348
....223
Two Women, Two Wars, Two Plays:Queen Elizabeth I and Lady Thatcher in the Theatre 356
....226
Nilgun Muftuoglu 356
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How Did British Colonial Education in Africa Becomea Reason for Decolonization? 362

Cagn Tugrul Mart, Alpaslan Toker. 362

Criticism on Edward Said's Orientalism 367

Cagn Tugrul Mart, Alpaslan Toker, M. Fatih Esen , 367

The Experimental Fieldwork Study of Methodology, With Classification, On The Collected Bosniak Folk Tales
and Identification of These Tales With Their Evaluation 374

Yusuf Ziya Sumbullu 374

Is Joseph Conrad's 'Heart of Darkness' the Product ofEurocentric Tendencies? 381

Murat Oner : 381

Evliya Celebi in Bosnia 385

Munteha Gul Akmaz 385

Shakespeare - New Dimensions - Way of Life 394

Raisa Busatlic, Shahab Yar Khan 394

Kadimi, the Dervish of Sersem Ali Harabati Lodge 398

Asst.Prof. Mumine CAKIR 398

The Reflections of The Bosnian War on Turkish Poetry Within the Framework of War-Literature Affinity 403

Sezai COSKUN 403

Trabzonlu SlITi as an Example of Poets in Divan Literature 412

Huseyin GONEL 412

Social Context of the Paradise Lost 416

Nedzad Gudic, Shahab Yar Khan 416

Social Life in the Poems of Classical Turkish Poets from the Balkans 420

ZiilkiifKILI<; 420

The Industrial Developments in Turkey during the Transition Period from Ottoman State to Republic 425

Kadir Seker 425

A Rumelian Legend: Safiye Erol and Cigerdelen 433

Assist. Prof. Nesime Ceyhan 433

Gentrification in Question: The Case of Bursa, Turkey 436

Dogan Bicki, Serhat Ozgokceler 436

Changing Educational Comprehension, Assessment of the Transition Process from Library to Internet and
Turkey as A Specimen 445

Res. Asst. Neslihan KARAKUS, Res. Asst. Nurgul KARA YAZI 445

The Views of Early Republican Intellectuals on Language Teaching in Turkey and an Evaluation of Them in
Context with Linguistic Revolution 455

Huseyin EFE, Ahrnet Selcuk AKDEMiR 455

Border Matters and Border Determination Studies Between the Provinces of Montenegro and Kosovo after the
Berlin Pact 459

Assoc. Prof. Dr. Hasan Babacan 459

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Criticism on Edward Said's Orientalism

<;agn Tugrul Mart

Ishik University
tugrulbey@hotmail.com

Alpaslan Toker
International Burch University
atoker@ibu.edu.ba

M. Fatih Esen
International Burch University
fesen@ibu.edu.ba

Abstract: Orient was a system of ideological fictions whose purpose was and is to
legitimize Western cultural and political superiority; furthermore, the Western
understanding of the East has grown out of a relationship of power, of dominance, of
varying degrees of complex hegemony. The Orient signifies a system of
representations framed by political forces that brought the Orient into Western
learning, Western consciousness, and Western empire. The Orient exists for the
West, and is constructed by and in relation to the West. It is a mirror image of what is
inferior and alien ("Other") to the West. Orientalism is "a manner of regularized (or
Orientalized) writing, vision, and study, dominated by imperatives, perspectives, and
ideological biases ostensibly suited to the Orient." It is the image of the 'Orient'
expressed as an entire system of thought and scholarship. The Oriental is the person
represented by such thinking. The Oriental is a single image, a sweeping
generalization, a stereotype that crosses countless cultural and national boundaries.
The term Orient particularly included regions that used to be known as Persia,
Mesopotamia, Asia Minor, and Egyp], As awareness of other Asian countries grew
in European consciousness, the term often came to mean South Asia, Southeast Asia
or East Asia. By the late 19th century, the term usually referred to China, Japan,
Korea and surrounding nations while the British colonists frequently used it when
speaking ofIndia.
Key Words: Orient, Oriental, Other, Occident

Introduction

Orientalism is the imitation or depiction of aspects of Eastern cultures in the West by writers, designers and
artists. Orientalism was more widely used in art history referring mostly to the works of French artists in the 19th
century, whose subject matter, color and style used elements from their travel to the Mediterranean countries of
North Africa and Western Asia. Orientalism refers to the way in which non-Western specifically Asian cultures
are perceived in the West, by scholars, writers, thinkers, politicians and society at large. Orientalism first
appeared during the 19th century, when many scholars felt that a better knowledge of Asia was necessary to
further the West's colonial aspirations.

Edward Said argued in his highly influential book Orienta/ism (1978) that western scholars were so
contaminated by their European ideas and preconceptions that they could not deal honestly and fairly with Asian
topics. Said focused on the discipline of Oriental Studies in Europe, including philology, linguistics,
ethnography, and the interpretation of culture through the discovery and translation of Oriental texts. Said
stressed that they regarded their subjects as inferior to Westerners, and in general backward and in need of
European authority and guidance. He repeatedly complained the Orientalists saw the Orient as unchanging and
without an internal dynamic; it lacked internal potential for growth, unless it westernized. Edward Said

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developed the notion of Orientalism and argued that this form of thought tells more about the values and biases
of western society than about the far East. Said is best known for describing and critiquing "Orientalism", which
he perceived as a constellation of false assumptions underlying Western attitudes toward the East. In
Orientalism, Said claimed a "subtle and persistent Eurocentric prejudice against Arabo-Islamic peoples and their
culture. He argued that a long tradition of false and romanticized images of Asia and the Middle East in Western
culture had served as an implicit justification for Europe and the US' colonial and imperial ambitions. Just as
fiercely, he denounced the practice of Arab elites who internalized the US and British Orientalists' ideas of
Arabic culture. Said argued that the West had dominated the East for more than 2,000 years, since the
composition of The Persians by Aeschylus. Europe had dominated Asia politieally so completely for so long that
even the most outwardly objective Western texts on the East were permeated with a bias that even most Western
scholars could not recognize. His contention was not only that the West has conquered the East politically but
also that Western scholars have appropriated the exploration and interpretation of the Orient's languages, history
and culture for themselves. They have written Asia's past and constructed its modern identities from a
perspective that takes Europe as the norm, from which the "exotic", "inscrutable" Orient deviates.

Edward Said argues that the Europeans divided the world into two parts; the east and the west or the
occident and the orient or the civilized and the uncivilized. This was totally an artificial boundary; and it was laid
on the basis of the concept of them and us or theirs and ours. The Europeans used Oriental ism to define
themselves. Some particular attributes were associated with the Orientals, and whatever the Orientals weren't the
Occidents were. The Europeans defined themselves as the superior race compared to the Orientals; and they
justified their colonization by this concept. They said that it was their duty towards the world to civilize the
uncivilized world. The main problem, however, arose when the Europeans started generalizing the attributes they
associated with Orientals, and started portraying these artificial characteristics associated with Orientals in their
western world through their scientific reports, literary work, and other media sources. What happened was that it
created a certain image about the Orientals in the European mind and in doing that infused a bias in the European
attitude towards the Orientals. This prejudice was also found in the Orientalists (scientist studying the Orientals);
and all their scientific research and reports were under the influence of this (Orientalism 1978).

Said puts forward several definitions of 'Orientalism' in the introduction to Orientalism (the quotations
coming directly from Said) :

• "A way of coming to terms with the Orient that is based on the Orient's special place in European
Western experience." (p.l)
• "a style of thought based upon an ontological and epistemological distinction made between 'the Orient'
and (most of the time) 'the Occident'." (p.2)
• "A Western style for dominating, restructuring, and having authority over the Orient."
• "...particularly valuable as a sign of European-Atlantic power over the Orient than it is as a veridic
discourse about the Orient." (p.3)
• "A distribution of geopolitical awareness into aesthetic, scholarly, economic, sociological, historical,
and philological texts." (p.12)
• "The classical tradition of studying a region by means of its languages and writings: thus anyone who
teaches, researches or writes about the Orient is an orientalist."
• "A library or archive of information commonly and, in some of its aspects, unanimously held ... a
family of ideas and a unifying set of values ... These ideas explained the behavior of Orientals; they
supplied the Orientals with a mentality, a genealogy, an atmosphere; most important, they allowed
Europeans to deal with and even to see Orientals as a phenomenon possessing regular characteristics."

Said summarized his work in these terms:

My contention is that Orientalism is .fundamentally a political doctrine willed over the

Orient because the Orient was weaker than the West, which elided the Orient's difference
with its weakness. As a cultural apparatus Orientalism is all aggression, activity,
judgment, will-to-truth, and knowledge.

(Orientalism 1978)

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Criticism on Edward Said's Orientalism

Orientalism is a study of the genesis, evolution, and reproduction of a specific Western tradition of knowledge
concerned with the Mashreq, or the eastern part of the Arabo-Islamic world. This tradition, however, is not one of
pure and objective knowledge; rather it is the elaboration of a set of fantasies and beliefs that is subsequently used as
the basis for Western colonial enterprise. Thus, Said's book is about aggression both symbolic and real; it is about the
politics of knowledge, or rather about knowledge as a form of politics (Rassam 1980: 505).

Said's radical thesis is set: the easy and logical convergence between Orientalism and Imperialism; the
Orientalists as a conscious or unconscious collaborator in the colonial takeover of the Orient (Rassam 1980:
506).
Said in Orientalisrn never really tackles the problem of the proper approach to "other" cultures and a sense
of ambiguity and unresolved dilemma persists with the reader. Said sidesteps the issue by saying that his purpose
is not to displace the old system of representations with a new one but simply to describe the context for the rise
and development of Orientalism and its consequences. At one point, however, Said writes that "human societies,
or at least the most advanced cultures, have rarely offered the individual anything but imperialism, racism, and
ethnocentrism in dealing with 'other' cultures." Now, if all "advanced cultures" (including the developing
Oriental ones) share this basic tendency, why single out Europe's failure to rise above it unless one assumes that
because of its intellectual superiority and cultural achievement the West should have been able to overcome this
natural human tendency. Said never says so outright, but one gets the feeling that he is judging Europe not in
terms of its own historical reality and intellectual development, but in terms of the claims it makes for itself as
the arbitor and guardian of humanity's highest values. And that is perhaps fair enough, since within the Western
intellectual tradition, modem Orientalism in a sense represents a dinosaur, an outdated, fossilized theoretical
edifice using language and concepts better suited to the nineteenth century (Rassam 1980: 508).
If you study a culture or group of cultures having the character of the "Oriental," your study, as Edward
Said's book points out, is itself open to analysis as a manifestation of "Western" culture. A book which indicates,
as his does, that "Western" representations of the East (beginning with the notion of the East itself) have
purposes which relate to purely Western needs and projects can be seen in its turn as a representation of
Orientalism having purposes of its own, such as the furtherance of Arab political causes. A review which points
these things out is itself asking to be reviewed in terms of its own representations and purposes (Chambers 1980:
509).
Said's work can be seen as coming at the end of and to a considerable degree negating an earlier body of
debate and work, much of it stimulated by the war in Vietnam and the broader upheavals of the Third World at
the time. Said's work both subsumed that earlier debate and started a new one because while much of the other
work was framed in broadly Marxist terms and was a universalist critique, Said, eschewing materialist analysis,
sought to apply literary critical methodology and to offer an analysis specific to something called 'the Orient'; the
result is that the issue of Orientalism, as debated in the Anglo-Saxon world over the past decade and a half, has
had relatively clear battle lines, familiar to you all. On the one hand, the book of Edward Said advanced a
comprehensive critique of Western, particularly English, French and American, writing on the Middle East,
ranging from the eighteenth century to the present day, and encompassing literature, history, political and other
sciences. Under the influence of Said's critique a range of work has been produced, criticizing academic and
other writing on the region as, in various terms, Eurocentric, imperialist, racist, essentialist, and so forth. On the
other hand, a range of writers on the region, most notably Bernard Lewis, have rebutted Said's charge and argued
for an approach which falls, to a greater or lesser extent, into the 'Orientalist' category (Halliday 1983: 148).
Said would seem to engage in an injudicious elision namely, that treatment of texts produced within the
social sciences and in related activities such as journalism or travel writing, and literature. Of course, there are
similarities and mutual influences; but while one is a necessarily fictional activity, without controls in reality or
direct links to the acts of administration, domination, exploitation, the former is so controlled. To assume that
the same critique of discourses within literature can be made of those within social science is questionable; it
may indeed reflect the hubris, rather too diffuse at the moment, of theorists deriving their validation from
cultural studies. This brings an area of difficulty with the critique of Orientalism, namely its analysis, or rather
absence thereof, of the ideas and ideologies of the Middle East itself. Said himself has, in his other writings,
been a trenchant critic of the myths of the Middle East and of its politicians, and nowhere more so than in his
critique of the poverty of the intellectual life of the Arab world: while the rulers have constructed numerous
international airports, he once pointed out, they have failed to construct one good library. But the absence of
such a critique in his Orientalisrn does allow for a more incautious silence, since it prevents us from addressing
how the issues discussed by the Orientalists and the relations between East and West are presented in the region
itself (Halliday 1983: 160).
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Said's thesis, shaped by both Gramscian Marxism and post-modernist French "high theory"
(particularly that of Foucault), has provided the magnetic pole around which much of the recent debate about
Orientalism has gravitated. Said's argument was not altogether new but the originality and force of Orientalism
derived, at least in part, from his insistent application of the Foucauldian principle that knowledge can never be
"innocent" and is always deeply implicated in the operations of power. Through a wide-ranging analysis of
literary texts, travel writing and a mass of European documents, Said uncovered a system of cultural description
which was "deeply inscribed with the politics, the considerations, the positions, and the strategies of power."
(Oldmeadow 2004: 9).

Ziauddin Sardar in his recent work "Orientalism" argues that the problem of Orientalism, what makes
the dissection and display of its skeletal being a tricky matter, is the very fact of its existence. Because
Orientalism exists we have a world where reality is differently perceived, expressed and experienced across a
great divide of mutual misunderstanding. To discuss Orientalism one has to urge people to go beyond this
misunderstanding and see what has been made invisible: to distinguish a different outline in a picture that has
been distorted by centuries of myopic vision. There is nothing about Orientalism that is neutral or objective. By
definition it is a partial and partisan subject. No one comes to the subject without a background and baggage.
The baggage for many consists of the assumption that, given its long history, somewhere within or about this
subject there is real knowledge about the Orient; and that this knowledge can be used to develop an
understanding of the cultures East of the West. The task of this book is to undermine this assumption. While
Orientalism is real, it is still, nevertheless, an artificial construction. It is entirely distinct and unattached to the
East as understood within and by the East. There is no route map, no itinerary locked within the subject to bridge
that divide (Sardar Orientalism: 75)
Orientalism is a book with a thesis -that "Orientalism derives from a particular closeness experienced
between Britain and France and the Orient which until the early nineteenth century had really meant only in
India and the Bible lands". To prove this point Said makes a number of very arbitrary decisions. His Orient is
reduced to the Middle East, and his Middle East to a part of the Arab world. By eliminating Turkish and Persian
studies on the one hand and Semitic studies on the other, he isolates Arabic studies from both their historical and
philological contexts. The period and area of Orientalism are similarly restricted (Lewis 1982: 50)

Said's account contains many factual, methodological and conceptual errors. Said ignores many genuine
contributions to the study of Eastern cultures made by Westerners during the Enlightenment and Victorian eras.
Said's theory does not explain why the French and English pursued the study of Islam in the 16th and 17th
centuries, long before they had any control or hope of control in the Middle East. Critics have noted Said ignored
the contributions of Italian, Dutch, and particularly the massive contribution of German scholars. Lewis claims
that the scholarship of these nations was more important to European Orientalism than the French or British, but
the countries in question either had no colonial projects in the Mideast (Dutch and Germans), or no connection
between their Orientalist research and their colonialism (Italians). Said's theory also does not explain why much
of Orienta list study did nothing to advance the cause of imperialism (Lewis 1982: 52)

The critique of Orintalism raises several genuine questions. A point made by several critics is that the
guiding principle of these studies is expressed in the dictum "knowledge is power" and that Orientalists were
seeking knowledge of Oriental peoples in order to dominate them, most of them being directly or objectively in
the service of imperialism. Another charge leveled against the Orientalists is that of bias against the peoples they
study, even of a built-in hostility to them. The most important question least mentioned by the current wave of
critics - is that of the scholarly merits, indeed the scholarly validity, of Orienta list findings. And Said has hardly
touched on this question and has indeed given very little attention to the scholarly writings of the scholars whose
putative attitudes, motives, and purposes form the theme of his book (Lewis 1982: 54)

In his book Dangerous Knowledge, British historian Robert Irwin criticizes what he claims to be Said's
thesis that throughout Europe's history, "every European, in what he could say about the Orient, was a racist, an
imperialist, and almost totally ethnocentric." Irwin points out that long before notions like third-worldism and
post-colonialism entered academia, many Orientalists were committed advocates for Arab and Islamic political
causes.
Irwin's argument is that the field of European research into Middle Eastern language, culture, and history
was by no means so tightly linked to Western imperial ambitions as Orientalism suggests. He is also very
skeptical of the value of analyzing Orientalist scholarship alongside Western literary texts devoted to the East-
evading the distinctions between kinds of texts by treating them all as manifestations of a colonialist discourse.
While acknowledging the great influence of Orientalism on postcolonial theory since its publication in
1978, George P. Landow - a professor of English and Art History at Brown University in the United States -
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finds Said's scholarship lacking. He chides Said for ignoring the non-Arab Asian countries, non-Western
imperialism, the Occidentalist ideas that abound in East towards the Western, and gender issues. Orientalism
assumes that Western imperialism, Western psychological projection, "and its harmful political consequences are
something that only the West does to the East rather than something all societies do to one another." Landow
also finds Orientalism's political focus harmful to students of literature since it has led to the political study of
literature at the expense of philological, literary, and rhetorical issues Landow points out that Said completely
ignores China, Japan, and South East Asia, in talking of "the East," but then goes on to criticise the West's
homogenisation of the East. Furthermore, Landow states that Said failed to capture the essence of the Middle
East, not least by overlooking important works by Egyptian and Arabic scholars. In addition to poor knowledge
about the history of European and non-European imperialism, another of Landow's criticisms is that Said sees
only the influence of the West on the East in colonialism. Landow argues that these influences were not simply
one-way, but cross-cultural, and that Said fails to take into account other societies or factors within the East. He
also criticises Said's "dramatic assertion that no European or American scholar could 'know' the Orient."
However, in his view what they have actually done constitutes acts of oppression. Moreover, one of the principal
claims made by Landow is that Said did not allow the views of other scholars to feature in his analysis; therefore,
he committed "the greatest single scholarly sin" in Orientalism.
In Defending the West, Ibn Warraq demonstrates that Said is guilty of the major intellectual errors he
ostentatiously decries in the twenty-fifth anniversary edition preface: obscuring the diversity and complexity of
lived experience by falsely ascribing essential features to peoples and civilizations; and rendering categorical
moral and political judgments without the adequate historical knowledge on which responsible judgment
depends. He shows that Said routinely produces pretentious, meaningless, and contradictory speech. Most
notably, in the fashion of the more glib postmodernism, Said stresses that "the Orient" does not exist but is rather
the paranoid construction of Western scholars. This, however, does not prevent him from blatantly contradicting
himself by positing that two centuries of study by scholars in Europe and the U.S. have produced "a growing
systematic knowledge in Europe about the Orient" and "a fair amount of exact positive knowledge about the
Orient." Nor does it stop Said from decrying Orientalists because contrary to his insistence that a real Orient
does not exist and contrary to his acknowledgment that the Orientalists have gained substantial knowledge of it
- they have "'no interest in, much less capacity for, showing what the true Orient and Islam really are.'
Said's case against the West is seriously flawed. Warraq accuses Said of not only willfully misinterpreting
the work of many scholars, but also of systematically misrepresenting Western civilization as a whole.
Charles Paul Freund in his article "The end of the Orientalist critique" argues that Said in his book
Orientalism was a harsh interpretation of the West's attitude toward just these matters, and the critique he
established has since dominated the intellectual appraisal of the West's political and cultural relationship to the
Muslim world and other peoples of the East. What was Orientalism? Said identified it in his foundational work
as the political, cultural, and intellectual system by which the West has for centuries "managed" its relationship
with the Islamic world. The central stratagem of this process has been reductionist misrepresentation. In brief,
according to Said and the army of intellectual critics and journalists who have come in his wake, Orientalism
transforms the East and its people into an alien "Other." That Other-usually a Dark Other-was in every way
the inferior of the West: unenlightened, barbarous, cruel, craven, enslaved to its senses, given to despotism, and,
in general, contemptible. Having established an Eastern Other in these degrading terms, the West emerged at the
center of its self-serving discourse as, by obvious contrast, enlightened and progressive.

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Conclusion

Edward Said in his study "Orientalism Reconsidered" as an answer to these criticism writes "my argument
was that neither existed except as 'communities of interpretation', and that, like the Orient itself, each
designation represented interests, claims, projects, ambitions and rhetorics that were not only in violent
disagreement, but were in a situation open warfare. So saturated with meanings, so overdetermined by history,
religion and politics are labels like 'Arab' or 'Muslim' as subdivisions of 'The Orient' that no one today can use
them without some attention to the formidable polemical mediations that screen the objects, if they exist at
all, that the labels designate.".

Said in "Orientalism Reconsidered" argues that the challenge to Orientalism, and the colonial era of which
it is so organically a pail, was a challenge to the muteness imposed upon the Orient as object. Insofar as it was a
science of incorporation and inclusion by virtue of which the Orient was constituted and then introduced into
Europe, Orientalism was a scientific movement whose analogue in the world of politics was the Orient's colonial
accumulation and acquisition by Europe. The Orient was, therefore, not Europe's interlocutor, but its
silent Other. From roughly the end of the eighteenth century, when the Orient was re-discovered by Europe, its
history had been a paradigm of antiquity and originality, functions that drew Europe's interests in acts of
recognition or acknowledgement but from which Europe moved as its own industrial, economic and cultural
development seemed to leave the Orient far behind. Oriental history for Hegel, for Marx, later for Burkhardt,
Nietzsche, Spengler and other major philosophers of history was useful in portraying a region of great age, and
what had to be left behind. Literary historians have further noted in all sorts of aesthetic writing and figurative
portrayals that a trajectory of 'Westering', found for example in Keats and Holderlin, customarily saw the Orient
as ceding its historical preeminence and importance to the world spirit moving westwards away from Asia and
towards Europe.
Said in the study writes
The divergences between the numerous critiques of Orientalism us ideology and praxis arc
very wide nonetheless. Some attack Orientalism as a prelude to assertions about the
virtues of one or another native culture: these are the nalivists. Others criticize Orientalism
as a defence against attacks on one or another political creed: these are the nationalists.
Still others criticize Orientalism for falsifying the nature ofIslam: These are, grosso modo,
the believers. I will not adjudicate between these claims, except to say that I have avoided
taking stands on such matters as the real, true or authentic Islamic or Arab world. But, in
common with all the recent critics of Oriental ism, I think that two things are especially
important one, a methodological vigilance that construes Orientalism less as a positive
than as a critical discipline and therefore makes it subject to intense scrutiny, and two, a
determination not to allow the segregation and confinement of the Orient to go on without
challenge. My understanding of this second point has led me entirely to refuse
designations like 'Orient' and 'Occident'.
(Orientalism Reconsidered 1985)

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