In the Name of God, the Compassionate, the Merciful
All praise is due to God, Lord of the Worlds, and may peace and greetings be upon our Master and our Prophet, Abul-Qasim al-Mustafa Muhammad, and upon his untainted, pure, chosen Progeny, particularly the Remnant of God on earth.
Welcome, dear brothers and dear sisters! This annual meeting of ours with the esteemed teachers and officials of the country’s education system is held with the intention of expressing our admiration for teachers. In other words, I wish to express my appreciation and admiration for the teaching community through this meeting and the words spoken here. Of course, this meeting also provides us with the opportunity to discuss some of the issues facing our education system. Praise God, the honorable minister has in my view addressed the most important issues concerning education.
We should be grateful that during this period, especially the honorable President [Masoud Pezeshkian] has given special attention to matters related to education and edification. I have repeatedly emphasized that whatever we invest in education and edification is in fact an investment and not an expense. It’s a way of laying the groundwork for manifold returns. Fortunately, the esteemed President believes in this idea. The honorable minister is also one of the prominent administrators of the education sector and is completely familiar with educational matters. These are opportunities. We hope these opportunities will be used well.
According to what he said, some initiatives have already begun and some are set to begin. My emphasis and my recommendation is that you consider follow-up to be essential. I always recommend that the country’s managers and officials do this. Many officials come here, say good things, and give good speeches, but results aren’t seen from those words. Follow matters through to ensure that each one of these good ideas and correct, accurate views on education and edification is pursued and realized. Of course, we aren’t after short-term results in education and edification. That isn’t the nature of education and edification. However, the movement and the process must show signs of what we are doing and where we are heading.
I would like to mention a few points regarding teachers. I have also noted some points about the fundamentals of education and edification that I would like to share with you. Regarding teachers, one important point to note is that all institutions in the country have the duty to honor teachers. This isn’t a small matter, and it isn’t just some formality. This impacts the overall movement of the country. Honoring teachers is essential. Now, honoring starts with livelihood and financial support and similar initiatives, as was mentioned, and it extends to shaping public opinion. In other words, we need initiative in shaping the public opinion so that teachers are seen as beautiful, cheerful, likable figures in the eyes of the public. This should be to the extent that if someone, a young person for example, is asked, "Which of the careers in this list would you choose?", they don’t place teaching at the bottom of their list. That’s how it is sometimes. When this job lacks appeal, someone looking for a career won’t even consider becoming a teacher unless they are compelled to consider it. We must reverse this situation. This respect [for teachers] should be to such an extent that interest in teachers and the image of teachers is so appealing in the minds of the public that it draws admiration. People should see teachers as active, hardworking, cheerful, successful, honorable, dignified individuals.
Of course, there are ways to achieve this. These are matters that cannot be solved using just words or reminders. Experts in the field must sit down and work on this. It requires work in the media and artistic endeavors. They should make films and write books about this. For example, when we write a book about a certain martyr and a person reads it, they come to admire that martyr. Similarly, we should produce a book about a teacher’s conduct, perhaps in the form of a novel such that when someone reads it, they will admire teachers.
Animations, films, tv series, and various other types of media productions are tasks that fall under the responsibility of government bodies, the IRIB, artistic institutions, the Ministry of Culture, and similar organizations. These things must be done. Who needs to pursue these tasks? The Ministry of Education and Edification. One of the duties of the Ministry of Education and Edification is to follow up on this matter with the goal of portraying an image that’s worthy of teachers. This is the first point.
If we are able to do this properly, the first result is that the teacher who is teaching in the classroom will feel a sense of pride. They will no longer become tired from their work. Second, as I mentioned, a talented young person who is looking for a job will then consider teaching to be one of the first options that comes to their mind. Talented people will enter the field of education, and the quality of teaching will rise. This is one point regarding teachers.
The next point is about the teacher’s own understanding of the activity and work they are involved in. Here, the audience is you, our dear teachers from across the country. Teachers must realize that they aren’t just teaching the textbook to the students in the classroom. Teachers, knowingly or unknowingly, influence their students in various ways. You affect your students with your character, your behavior, the way you present yourself in class, the way you interact with students, the quality of your teaching, your humbleness or your arrogance, your energy and dedication, or your lethargy and lack of interest in things. They are influenced by these things.
One of the key factors that influences the character of a young person or teenager is the "teacher." Just as the mother and father influence young people, a teacher influences a student even more than their parents in certain cases and during certain periods. So go to the classroom with this awareness and understanding. Know what effect you have on your audience. This will naturally make you more careful about your behavior, your speech, and your conduct. This is another point.
The final point regarding teachers is the issue of the Farhangian University and teacher training centers. Of course, he [the honorable minister] explained and mentioned some points. I also have various information about the university. The Farhangian University is important. First, it belongs to the Ministry of Education and Edification. The idea that has occasionally been discussed in some circles about merging it with another university is not advisable. It belongs to the Ministry of Education and Edification and should remain under its control. The Farhangian University is the place for training the very individuals who will have such a significant impact.
During the time of Martyr Raisi (may God be pleased with him), certain limitations and criteria were set for selecting teachers. Don’t allow these standards to become ineffective. The quality of work in this university must be such that it makes it possible to realize the development of "high-caliber, needed teachers." So this is very important. This university should be a place where the top academic, faithful, ethical, behavioral scholars come and go. Prominent scientific figures, as well as distinguished moral, intellectual, cultural figures, should frequent this university. It’s a very important place. I have repeatedly emphasized this university for many years. I still emphasize it now and I insist you don’t allow this university to become weak. Do whatever you can to improve the performance of the Farhangian University. So this was about teachers.
I have written down a few points about issues related to education and edification. Of course, there are many more things to be said and important reminders to be given, but for now, I have noted a few points here to share with you.
The first point is that the education and edification system is a governmental institution. It’s the duty of the Islamic government to teach the youth and teenagers, at least up to a certain stage — until the end of high school, for instance — and for these students to be raised with knowledge, skills, vocation, insight, and faith. This is a duty. The murmurs that arise here and there, even within the Ministry of Education and Edification itself, as I recall from before, suggesting that parts of the education and edification system should be handed over to this or that entity, which would essentially create a fragmented system in education, makes no sense at all.
The outcome, which is the intellectual and cultural upbringing of the new generation, is the responsibility of the government. It’s the government’s duty and right. It’s governments that must undertake this task. They need to sit down and build the education and edification system and guide the country’s youth based on standards, values, and principles. It isn’t right to impose a particular personal preference or motive. Years ago, some high-level officials used to repeatedly come to me and insist on this matter. Their reason was that since the budget for education and edification is large, it puts a heavy burden on the government.
Education and edification is the pride of the government. The government should take pride in spending as much as it can on education and edification. Because the cost of education and edification is high, should we take education and edification out of the government’s hands? They insisted that I agree with this, but I firmly rejected it. If there are people in decision-making centers within the Ministry of Education and Edification who hold such a view, they must definitely change their perspective. The education and edification system belongs to the government, is owned by the government, and is under the government’s authority. This is the government’s obligation and it must be accountable. And it’s also an honor for the government to establish and develop a strong education and edification system in the country. This is the first point.
The second point is about the structure of the education and edification system. My dear friends! Millions of girls and boys from six to eighteen years old are involved with the education and edification system. They are under its care. If this new generation, this large population that’s in the millions, isn’t properly educated, what answer will we have before God and future generations? The structure of the education and edification system must be designed in such a way that it truly nurtures these students both academically, with beneficial knowledge, and also culturally and spiritually, and it must edify them. Of course, there’s an exhibition here, which the gentlemen have arranged. Before coming to the meeting, I looked at it and saw that attention has fortunately been given to some of these essential matters in this structure.
This matter must be followed up carefully. The current, outdated structure of the education and edification system isn’t adequate. In the Seventh Development Plan, one of the responsibilities assigned to the government is to design a new organizational structure for the education and edification system. This is one of the duties, and some work is being done and has already been done on this. Consider this to be a valuable opportunity. The education and edification system of Islamic Iran needs its own specific structure. One that takes all aspects into account. You should pursue the appropriate form, the necessary framework, and the required, needed structure — that must definitely be transformative and appropriate for current needs — in the best possible way.
Of course, as I’ve heard, the revised version of the Fundamental Reform Document of Education (FRDE) is currently under review, and they are studying and working on it. Very well, make sure to truly revise this version, and also ensure that the roadmap for implementing this version of the Reform Document, which was initiated during the administration of Martyr Raisi — the roadmap was emphasized, and he pursued and worked on it — isn’t left incomplete or brought to a halt.
One must act with skill. One must act with commitment. That is, the first requirement for those who are formulating the appropriate structure for the education and edification system is that they must be skilled. They must be experts in education and have an understanding [of the education field.] Second, they must be committed — committed to religion and to the independence of the country. This new structure should be capable of helping our youth and adolescents to become knowledgeable, faithful, patriotic, hardworking, and hopeful about the future. It must be able to bring out these qualities.
Another issue I wish to discuss is textbooks. Well, the two elements of "teacher" and "textbook" together are, in fact, the core of the education and edification system. Textbooks are very important. On several occasions, I have made recommendations and emphasized this matter both publicly in these gatherings with teachers and education officials and also privately in meetings with former education officials. Some actions have been taken. Imagine, for example, they may add the name of an Islamic scientist to a textbook or they may, for example, include a few pages of the documents from the Den of Espionage [former US embassy] as we had suggested. [However,] these actions aren’t enough. They’re necessary but not enough. Textbooks must be able to edify and help students to develop.
First, textbooks must be appealing. If you look at today’s youth and teenage students, whether they’re in elementary or high school, you will see that textbooks aren’t something enjoyable or appealing to them. The content must be appealing. Even the most complex scientific subjects can be conveyed in the most appealing manner. That’s just how it is. Well, we’ve spent many years of our lives in teaching, speaking, listening, and things like that. Even the most difficult scientific subjects can be expressed in simple, pleasant, audience-friendly language. This was one point about content.
Then there’s the physical appearance of textbooks. Design the format and physical appearance with taste, creativity, beauty, and in accordance with aesthetic principles. Right now, this isn’t the case. The current format and appearance of our textbooks aren’t visually appealing. Therefore, one of the important issues is the matter of textbooks. So the matter of textbooks is another key point. Those who prepare the textbooks, the institutions responsible for organizing and producing their content, must be complete in their religious and political faith and must have the necessary commitment to the principles, foundations, and values of Islam and the Revolution. These are the kinds of people who should be compiling the textbooks. This is another important point.
There are two or three other points that I don’t want to elaborate on too much. Regarding technical and vocational fields, which have always been a part of our recurrent recommendations, it was mentioned that they aim to increase the share of these fields to 50%. That’s good. That being said, do everything you can to give more attention to these technical and vocational fields and support those who study and work hard in technical areas, enter the job market sooner, are more useful to the labor market, and help prevent unemployment in the younger population.
One important point is the issue of educational justice, which is frequently emphasized by the country's officials, praise God. I firmly believe in educational justice too. However, keep in mind that educational justice doesn’t mean neglecting gifted students. Some people misunderstand the meaning of educational justice. A phenomenon like SAMPAD [the National Organization for Development of Exceptional Talents] is necessary for the country. These kinds of phenomena are essential for the country. You must actively seek out talented youth and support them in accord with the talents they possess so they can soar and grow.
There are some individuals who are capable of progressing more rapidly. They’re able to absorb a greater amount of knowledge in less time. These individuals mustn’t be neglected. They mustn’t be forced to follow the same general path as everyone else. No, this [SAMPAD] isn’t contrary to educational justice at all. Justice means placing everything in its proper place. That’s the true meaning of justice. Teaching more to someone who has a greater capacity for learning is justice. If you teach less to someone who has a greater capacity for learning, you’re working contrary to what’s just.
The final point is about the [Department of] Edification, which has always been one of our constant concerns and emphases. At one point, due to negligence and a lack of attention, some individuals disregarded, eliminated, or neglected the matter of the Department of Edification. They even presented flawed arguments in this field, which were dismissed. Fortunately, I saw that the honorable minister provided some explanation about matters concerning edification, the Deputy for Edification Affairs, and similar matters today. Make sure you follow this up, God willing, and carry out this work in the best possible way. These were some points regarding the education and edification system.
I would also like to briefly touch upon the political talk that is going on in both regional and international arenas these days.
Some of the remarks made during the US President’s trip to the region aren’t even worth a response at all. The level of those remarks is so low that they are a source of shame for both the speaker and the American nation. I’m not responding to those remarks, but let’s take note of one or two of his statements.
Trump said he wants to use power for peace. He’s lying. He, other US officials, and US administrations have used their power for the massacre in Gaza, for igniting wars wherever they could, and for supporting their own mercenaries. This is how they have used their power. When have they ever used their power to bring peace?
Yes, power can be used for peace and security. And that’s exactly why we — much to the enemy’s dismay — will continue to increase our own power and our country’s power every single day, God willing. But that’s isn’t what they did. They used their power to provide the Zionist regime with ten-ton bombs to be dropped on Gaza’s children, hospitals, people’s homes, in Lebanon, and wherever else they could. This was one point.
The US President proposes a model to these Arab countries which suggests that according to him without the US these countries cannot survive for even ten days. That’s what he said. He said that if it weren’t for the US, they wouldn’t be able to survive for even ten days and that it’s the US that sustains them.
Now, in his dealings, conduct, and proposals, he continues to present and impose the same model on these countries in a way as if they cannot survive without the US. This is definitely a failed model. Due to the determination of the nations in the region, the US must and will leave this region.
Without question, the source of corruption, war, and discord in this region is the Zionist regime. The Zionist regime is a dangerous, deadly, cancerous tumor in the region that must and will be eliminated.
The Islamic Republic has clear principles and a defined system of values. Despite all the ups and downs that have taken place around us, the Islamic Republic has relied on these principles and moved the country forward. Today, Iran is not the same as it was 30, 40, or 50 years ago. Today, by God’s grace and favor, much to the enemy’s dismay, and despite the efforts of others to undermine it, Iran has made progress. And it will continue to make progress many times more than this, God willing. Everyone will witness this. Our youth will see this happen in the best possible way. And God willing, everyone will work together to build an ideal Islamic Iran.
May God’s greetings, mercy, and blessings be upon you.
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