A success story written not with sightless eyes, but with an unwavering will!

A life that began with a congenital genetic disease and continued with a significant loss of vision during high school... However, this story is not about a 'deficiency' but an epic of determination, knowledge, and a profound inner vision. When the path of Banu Büyükcıngıl, an English teacher, crossed with the Üsküdar University Institute of Sufi Studies, her life gained a new dimension. Büyükcıngıl, who learned Ottoman Turkish, Arabic, and Persian—languages many deemed 'difficult' due to her visual impairment—earned great acclaim in the academic community with her doctoral thesis based on a primary Persian source, completed in February 2026.

Banu Büyükcıngıl's life, who was appointed through KPSS after graduating from the English Language Teaching department and stepped into the teaching profession, gained a new dimension when it intersected with the Üsküdar University Institute of Sufi Studies in 2016. 

Büyükcıngıl, who learned Ottoman Turkish, which many considered 'difficult' due to her visual impairment, and then specialized in languages like Arabic and Persian, received great acclaim in the academic community with her doctoral thesis completed in February 2026.

'My professor enabled me to visualize the letters by drawing them on my palm'

Banu Büyükcıngıl expresses how difficulties opened new doors as she tells her story:

'Due to a congenital genetic disease, I experienced vision problems from a very young age. During this period, I received education alongside sighted students. In my high school years, I largely lost my vision. In those years, I generally studied by making and listening to audio recordings of books and lecture notes. I am a graduate of Istanbul University, English Language Teaching department. After graduating, I was undecided for a while about whether to become a teacher. However, I later prepared for the KPSS exam and was appointed with a good score. I struggled quite a bit in the early years of my profession. While continuing English language teaching, in 2016, I started my master's degree in the Sufi Culture and Literature program at the Üsküdar University Institute of Sufi Studies. In the first semester, there was an Ottoman Turkish course. I had hesitations about taking this course. In some universities, visually impaired individuals can be exempt from this course. However, the course instructor, Prof. Emine Yeniterzi, advised me to attend and listen to the lecture. After a while, thanks to my professor's efforts and encouragement, I started to follow the course more comfortably. My professor enabled me to visualize the letters by drawing them on my hand.”

How did Arabic and Persian classes begin?

Banu Büyükcıngıl, explaining that as a result of her experience in the Ottoman Turkish course, she took an Arabic course the following semester, said, “I developed my Arabic by taking online private lessons. In 2018, Asst. Prof. Cangüzel Güner Zülfikar encouraged me to learn Persian, stating that an International Intensive Sufi Studies Summer School Program would be organized at the Institute, and Persian text analysis would be conducted within the program. There were six months until the program began. Consequently, I started taking online Persian lessons from Narges Ahmedî from Iran.”

Prof. Emine Yeniterzi, who supervised Banu Büyükcıngıl's Master's thesis, shares her experience: 

“Banu became my student in my Ottoman Turkish class in 2016. Ottoman Turkish, as known, is written with Arabic letters that we used before the 1928 alphabet reform. It was my first time teaching such a student. Therefore, both Banu and I had initial apprehension. Banu utilized a program on her computer that vocalized the names of Arabic letters. Normally, in Ottoman Turkish, letters are written by joining them, making them easier to read. It is quite difficult to read them written individually like Latin letters. Dear Banu overcame this difficulty with ease. She quickly began forming words by mentally connecting the letters. She didn't have two seeing eyes, but she had great determination, a quick grasp, and strong comprehension. Occasionally, to help this alphabet take shape in her mind, I would write the letters on her palm with my fingers. While other students read PDF texts, it was sufficient for me to type the texts Banu needed to read in Word. 

Ultimately, Banu learned to read and write Ottoman Turkish at the same time as other students. She then began learning Arabic and Persian. She prepared her Master's thesis on the poems of Osman Kemâlî, a Sufi poet who, like herself, had physical blindness but keen inner vision. She also wrote her doctoral thesis on a previously unpublished Persian work by the 11th-century Sufi author Abdullah al-Ansari. She not only translated the work into our language but also introduced a significant, previously unstudied work of al-Ansari to the literature. Banu's unyielding determination, deep comprehension, and disciplined work have led to successes that serve as an example to everyone.”

Success extending from Master's to Doctorate

One of the most important stops in Büyükcıngıl's academic journey occurred in November 2018. Büyükcıngıl successfully completed her master's degree with her thesis titled 'The Understanding of Insight in Osman Kemâlî's Poems,' prepared under the supervision of Prof. Emine Yeniterzi. Subsequently, in 2019, she was admitted to the 'Islamic Civilization, Thought, History, and Literature' doctoral program at the Institute of Sufi Studies.

'Knee-to-knee' education where technology falls short

Technical inadequacies experienced in the digitalization (OCR) of Arabic and Persian works did not deter Büyükcıngıl. Identifying the audio recording method as the most reliable tool in her academic studies, Büyükcıngıl summarizes her working methodology with these words:

'Arabic and Persian works are usually in image-based PDF or printed formats, which are not functional for visually impaired individuals. For this reason, we developed a method where my professor reads the Persian texts sentence by sentence, and I simultaneously write their Turkish translations. I make corrections by listening to the audio recordings I take after class. In these languages, audio recording is still the most reliable method.'

With this meticulous working process, Büyükcıngıl, who dedicates intense effort to translate Azîz Nesefî’s work titled Keşfü’l-ḥaḳāyıḳ into Turkish, increases her academic productivity every day.

Emphasizing that Sufism is not merely a body of knowledge but a life practice, Büyükcıngıl draws attention to the reflection of the education process on her spiritual world. Stating that she has become a happier and more peaceful person as she applies what she reads to her life, Büyükcıngıl notes that the education at the Institute has provided her with a systematic thought structure and resilience.

Banu Büyükcıngıl, emphasizing the institutional support behind her success and the importance of the instructor-student relationship, said, 'I am grateful to Prof. Nevzat Tarhan, President of Üsküdar University, who pioneered the establishment of this Institute, enabling me to learn Sufi knowledge systematically and changing my perspective on life; to our advisor Cemalnur Sargut, whose lectures I followed; and to all my instructors at the Institute, especially my Master's and doctoral thesis advisors.'

Prof. Reşat Öngören, Banu Büyükcıngıl’s Doctoral Thesis Advisor at the Institute, provided his assessment: “The primary work that is the subject of Banu Büyükçıngıl’s Doctorate is a Persian work written in the field of Sufism. Before completing her thesis, Banu translated and published the work into Turkish (Kırk İki Fasılda Erdemler ve Civanmertler, Büyüyenay Yayınları, İstanbul 2025), thereby demonstrating her proficiency in the Persian language. Since the student completed her undergraduate and graduate studies at our Institute, her knowledge of Sufi sources is high. This work, penned by the Khurasanian Sufi Khwaja Abdullah Ansari Heravi (d. 481/1089) during the classical period of Sufism (3rd-6th centuries AH), has been evaluated at the doctoral level for the first time through Banu's study and presented to the attention of the academic world. In this work, which spans over four hundred pages, the indispensability of connecting with Prophet Muhammad with love and devotion in all aspects, at every stage of “Sufi education,” has been intricately woven.”

This study, completed in February 2026 under the supervision of Prof. Reşat Öngören, was unanimously found successful by a jury consisting of Prof. Mahmut Erol Kılıç, Prof. Emine Yeniterzi, Prof. Necdet Tosun, and Prof. Ali Öztürk. This work also holds the distinction of being the tenth completed thesis among over fifty ongoing doctoral studies at the Institute of Sufi Studies.

A role model in the academic world

Büyükcıngıl’s success is not only a personal triumph but also a breath of fresh air for the scientific community. Her instructors at the Institute, who guided her academic journey through the courses she took and programs she attended, and monitored her development, describe her work discipline and character with these words:

Asst. Prof. H. Dilek Güldütuna: “Throughout our educational lives, encountering 'problematic' profiles who constantly bring up personal issues, hide behind excuses, and slow down their pursuit of knowledge with these excuses can be discouraging. Finding students like Banu Büyükcıngıl, at the complete opposite pole of such troublesome and exhausting students, re-instills hope, confidence, and fresh energy for the future. She never turned her special condition, being blind, into an excuse or a search for privilege. Far from letting her physical limitations hinder her pursuit of knowledge; she didn't even allow them to slow her down.”

Asst. Prof. Cangüzel Güner Zülfikar: “I personally witnessed Banu's effort, determination, and perseverance in my Sufi Texts in English course. The effort and diligence of all students were noteworthy. However, Banu excelled everyone with her more successful assignments and presentations, becoming the top student in the class. Sighted students, fearing mistakes during presentations, tend to read from their prepared slides, making presentations slow and, unfortunately, often boring. Banu would work, complete her preparation, and deliver her presentations without any anxiety or fear. Listening to her, witnessing the clarity in her mental map, was both a pleasure and inspiring. In my 38-year professional life, I have never had a student as diligent, honest, hardworking, determined, and persistent as her. Banu Büyükçıngıl is, in fact, a role model of good character. She is graceful, kind, cheerful, enjoyable, and approaches topics in her academic and scientific research with great seriousness. 

Believing that all the work she has done and will do will turn into many fruitful successes, I wish her and her family health, peace, and happiness.”

'People-oriented' and 'barrier-removing' University in Education

Prof. Elif Erhan, Director of the Institute of Sufi Studies, stated that Üsküdar University’s 'people-centric' approach to education is not just a slogan but is actively lived, enabling them to courageously address special circumstances. Prof. Erhan said, “It is evident that if the student is disciplined and hardworking, a good educational institution can remove all obstacles that may arise before that person. At our university, personalized technical support is provided at every step of the educational process and in academic activities. The student only needs to request it and be aware. A truly 'barrier-free university.' Banu's success story is a striking and illuminating example of Üsküdar University's 'people-centricity.' It also says a lot about the 'program content' as well as the faculty qualifications and scientific quality of the Institute of Sufi Studies' programs. The impact of Sufi thought and Sufi texts in helping individuals find themselves, strengthen their ties to life, make sense of the world, and achieve the art of being happy in life is also remarkable. Banu Büyükcıngıl, who comes from the teaching profession, will continue to be an example by carrying out her academic-level lectures and research at our University in her future work.”