Based on a fieldwork experience of cohabitation within Gülen community's housing system, the article analyzes the way older students act as both role models and sympathetic guides for younger students’ spiritual maturation process. In contrast to some recent learning theories that emphasize the active role of apprentices, the focus here is on educators’ specific pedagogical interventions through guidance and emulation, and the role these play in young people's learning processes, particularly within religious contexts. In so far as the paper draws attention to the implicit side of education, it also aims to overcome the conscious/unconscious polarity to which the debate on habitus runs the risk of being reduced.

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Based on intense fieldwork inside on Islamic community in Istanbul, the paper explores the way Islamic sociability forms structure daily interactions and foster connectedeness into religious brotherhood herein. In a counterweight to what I see as an excess of emphasis that recent trends in the Anthropology of Islam have put on notions of Islamic discipline and ethical self-fashioning, I offer an alternative perspective from which to look at how devout Muslims experience Islam and come to inhabit particular conceptions of self and personhood.