In the Name of God, the Compassionate, the Merciful
All praise is due to God, Lord of the Worlds, and peace and greetings be upon our Master, Muhammad, and upon his Pure Progeny, particularly the Vestige of God remaining on earth.
Welcome my dear brothers and sisters. You are a sample of one of the greatest, most noble groups of people who serve the country — that is, the country’s community of teachers. I would like to thank our dear brother [interim Minister of Education and Edification] for his statements. The points he mentioned were very good and important. The things he announced that have been done — some of which I was unaware of — are important. What he said they are going to do is also very important. They must strive to do these. All of these things are doable. If anyone imagines that these things are unachievable and moving toward a horizon that is unattainable, they are definitely mistaken. All of the things he mentioned are my expectation also. It is possible to achieve these. It will require effort and know-how. Matters will need to be followed up, and, God willing, the Lord will aid us. I would also like to thank you for the anthem that was sung. It was a different anthem that began with monotheism and continued on to then praise teachers. It was truly appropriate to praise teachers after praising God. It was very good.
I would like to honor the memory of our dear martyr, the late Ayatollah Motahhari, who was a teacher in the true sense of the word. All the qualities that we expect our schoolteachers or university professors to have were in this man. He was knowledgeable, he was devoted, he was attentive, he was persevering, and he was disciplined in his work. There were many positive characteristics in this great man. Praise God, his martyrdom brought blessings to the country too. He himself reached a lofty status and his works gained a place in the heart of our society as a result of his martyrdom. I recommend that his writings and the lectures that he had prepared be read by everyone, especially our teachers. You will truly benefit from them.
Well, this meeting is actually being held to first of all honor the country’s community of teachers. I consider it to be my duty to do this every year. Secondly, there are some points about the system of education and edification that I would like to address today.
The first topic I want to address about teachers today is saying thank you to the community of teachers. These unknown soldiers in the Islamic system, in Islam, and from among the Muslims are busy working and struggling quietly around the country and in the farthest parts of the country. They are working with the existence of great difficulties and many problems. Actually, it is this community of teachers who are training the children of our nation and preparing them for a brighter future. Now, not all teachers are the same. They are at different levels, the same as is in all other communities and groups, but the general view that we have of teachers is what I have talked about. There are also lacks in facilities, which is something that is not just limited to the present time.
In the past, teachers have passed all sorts of tests with honor. During the Sacred Defense, there were nearly five thousand martyrs from among the country’s teachers. They gave over 4,900 martyrs, and there were about 36,000 students who went to the battle fronts and were martyred mostly due to the influence of their teachers. These students could have been influenced by their families, their local mosque, or their friends, but most of these young students and teenagers that went to fight in the war had been influenced by their teachers.
The work undertaken by teachers, committed teachers, is in my opinion the most important work in the country. Teaching and training the country’s children means that you are building the future of the country. Teachers are in fact the architects of the country's future. You are building the country's future today. If you are able to train knowledgeable, well-informed, thinking, intellectual, logical, pious, determined individuals who adhere to Islamic ethics and their national commitments, you will have done a great service to your country. This kind of service truly cannot be compared to anything else.
This issue of educating our teenagers becomes even more important and significant considering the intelligence of Iranian teenagers. If we were faced with a society of adolescents and youth who had an average mental capacity, that would be one thing. But now that we are faced with a group of intelligent young people who have an intelligence that is higher than the global average, it’s a different story. This is a great asset. If we fail to educate these precious people, these intelligent young people — who have proven their intelligence in the Olympiads, in world competitions, and in everything — and if we fail to bring them to the level that they deserve, we will have done them an injustice. These [young people] are valuable gems. They must be trained well.
So, this is the role and position of a teacher. It is a very important, high position. Accordingly, the responsibilities of a teacher are also just as equally important. Since we have talked very much about this issue — both myself and everyone else — I will just mention the titles of a few short topics.
One point is that a teacher should consider students to be like their own children. What are your dreams for your own sons and daughters? Don’t you want them to be prosperous? Don’t you want them to be honorable? Don’t you want them to be wise? Don’t you want them to be educated? Don’t you want them to have a respectful behavior in society and in family gatherings? These are things that people want for their children. You should want the same things for your students. So, your job is primarily to teach. But during each lesson — I have said this many times before — sometimes, for example, a math teacher or a physics teacher might say something during their lesson that has a greater impact on a young person than a one-hour lecture where I might, for instance, be preaching them. Sometimes it may be with just one word. We have seen this happen. Try to increase students’ faith, virtues, and human skills with your behavior, manners, and speech.
Imagine this [student] is your own child and you are raising him/her. This is the first thing that one expects from teachers. Of course, this is separate from the issue of “edification” which I will talk about later. The matter of edification is a separate issue. Some people mix these things together. Those who wanted to eliminate “edification” would say, “Teachers should edify as they educate.” This is an incorrect, incomplete statement. However, you can truly train children while you are educating them, but “edification” is something in its own place.
Another point is to encourage students to participate in centers that are sources of light and blessings, such as mosques and religious centers. Experience has shown that a young person who attends and is in connection with mosques is more likely to benefit his/her society compared to someone who isn’t. This is not to say that just because someone goes to the mosque they won’t go astray. Yes, everything is possible. But this background is very valuable.
Another point about a teacher’s behavior is about paying attention to a student’s school attendance. During the Corona pandemic, teaching online and from a distance truly harmed us and created a disruption in the country’s education. We might say that lessons can be taught online, through video communication and things like that, but in addition to learning and listening to lessons, students need to be physically present in the educational environment. They need to be present among their peers, their classmates, and people similar to them. This increases learning. It’s very important. An effort should be made for students to attend school. [Going to] school is important. This is another point.
I mentioned that Corona harmed us. Seditions, riots, and things of that sort are also harmful. In other words, with the insecurity that they create on the streets and so on, one of the ways that they inflict harm on the country is by making schools unsafe. Or there are the issues related to poisoning and things like that. Whether it is real or a rumor, if the enemies are behind it, which apparently they are, it truly is a blow to the foundation of the work that is being done in the country and the foundation of the education and edification system, because it prevents students from attending school.
One of the things that is expected from our dear, respected teachers is that you should revive the sense of an Iranian, Islamic identity and a national identity in the children of this country. The issue of language is important, the issue of nationality is important, and the issue of the [national] flag is important. The children should feel an attachment [to these things]. These are essential, fundamental issues. This comprehension and this understanding of one’s national and personal identity should be revived in students.
[The students] should be proud of being Iranian. Of course, it truly is something to be proud of. And this is not going to happen by just telling them to “be proud.” Now, I will talk about this further when I talk about the school textbooks. When national honors, our cultural history, and our historical glory are shown to teenagers and young people, they will feel a sense of honor within themselves. Others don’t have a history. They create a history for themselves, they send the movie here, and it is broadcast on our television stations. They don’t have the heroes that we do, nor do they have the people that we have. They make them up. That is art, the art of filmmaking. We have a rich history filled with epics and stories of courage. It is a history filled with great human and social qualities which are left unsaid. This was another point.
So, as I have said, there are several things we expect from our teachers. We expect teachers to feel a sense of responsibility, and this is a reasonable expectation. And in return, there should also be a feeling of a sense of responsibility toward teachers. There must be fairness. When the system has expectations from the community of teachers, it should also feel responsible toward them. This sense of responsibility should be in all aspects and not just regarding their livelihood. Of course, the issue of livelihood is very important, but it is not just limited to that. There is also the issue of gaining experience and skills. The things that the respected interim minister said in his speech that they want to do or are going to do, those actions are a part of our duties. They are things that must be done. They are responsibilities that the ministry has toward teachers, [including] in-service training and attending to Farhangian University (a public Teacher Training University). This Farhangian University is very important, and in general the institutions that train teachers have great importance. It is very important to attend to these places.
Now, I will say a few words about the main issue of education and edification. One is about the place that our education and edification system has in the country’s managerial system. What is the place of the education and edification system when it comes to the administration of the country? We need to explain this to some people first. In my opinion, some people are still unable to understand the role of the Ministry of Education and Edification in the overall advancement of the country. There has been a strategic error made among some officials in the past, which has caused some damages, and that is the underestimation of this vital ministry.
[Some officials] have not recognized the greatness and the dimensions of the impact that this vital ministry has. Some have considered it to be a nuisance or a wasteful organization. I say these things because I have heard these from [related] people. People have said, for example, suppose that a certain amount of the country’s budget is spent on education and edification. What’s going to come next? The next step is outsourcing, which I will talk about soon. So, they perceived the education and edification system to be a nuisance. Well, it’s obvious what the outcome of such an outlook is going to be.
I believe that passing through the difficult stages of progress — we are seeking comprehensive advancement for the country and there are difficult stages on this path — is not possible without the help of the system of education and edification. Today, we hear from the words of experts and those who specialize in economic, social, cultural, and even political fields that when there is a discussion about the country’s main, difficult problems, they seek the solution in schools. If, for example, we had taken care of schools some 20 or 25 years ago, we wouldn’t have had such and such a problem today. The experts are saying these things. The specialists are saying this. And they are right. It is an absolutely correct viewpoint.
The solution lies in reforming schools and in proper planning for schools and for the youth. This is a reality that exists. So, this is how the education and edification system should be viewed. If this viewpoint exists, there will be this hope that plans will be made based on this foundation. If plans are made with determination, it will be doable as I have said before. In other words, nothing is impossible. All of these things are possible to achieve. However, we need to have a proper mindset first, followed by determination and perseverance. So, the first thing we need to do is to understand the importance of the vital system of education and edification. Everyone should know this, both the people, the Ministry of Education and Edification itself, and of course, the country’s officials — the decision makers in the legislative branch and mainly in the executive branch — should know how important this ministry is.
An important point that is often overlooked in our education and edification system is the issue of having a stable system of management. We are experiencing instability in a ministry that is this large and important. As The Persian poet, Saadi, said in a poem:
Whoever came built a new edifice. Yet departed and left the dwelling to another.
Someone comes, designs a plan, begins a project, [but when he leaves] the work is left unfinished, and then someone else comes. I have been informed here — of course, I could have realized this myself, but this was in the reports as well — that since 2013, which was ten years ago, we have had five Ministers of Education and Edification four interim ministers! This is a very bizarre thing. In our other ministries, [such as] the Ministry of Foreign Affairs or the Ministry of Agriculture Jihad, a minister stays for seven or eight years, or sometimes even longer during two government administrations. Why is there so much instability in the management of the Ministry of Education and Edification?
You see, all the activities that have long-term returns need to have a stable management. This includes the Ministry of Education and Edification, which has very long-term returns. This means that if you are planning for a teenager today, the effects of this planning will be seen in about 20 or 30 years’ time. There needs to be stability in management for such matters. When the Minister changes, many other people change as well. Deputies change, managers change, middle managers change, and I have even heard that sometimes, for example, school principals change when the Minister of Education and Edification changes. That is also an issue.
Another point about education and edification — which is one of the most fundamental points about education and edification — is the issue of the conformity or the disconformity of the educational and structural system of the Ministry of Education and Edification with the needs of the country. To what extent does the structure of our education and edification system — for example, the manner in which elementary and high school classes are organized, the planning for different regions, and other similar matters, as well as the curriculum of subjects and their scientific arrangement in this extremely large organization — conform with the needs of the country? This is one of those very important issues. The country’s high-ranking officials in cultural matters, especially those in the ministry, should think about this. Of course, the Supreme Council of the Cultural Revolution should also think about this, the supreme council of Ministry of Education and Edification should think about this, and the executive directors in the ministry should also think about this.
What are our needs in the country, and what are we teaching our young people now? Will it help them in the future? Of course, the country needs scholars and scientists. [But] what about a workforce? Doesn’t it need that? Physical power is needed as much as brain power across the country in all departments. How do we arrange this? We need hardware as much as we need software.
Now, is the general education that is commonly taught in our high schools in a balanced ratio in comparison with technical and vocational training? How many times have I encouraged technical and vocational training in the past?! Now, he said it has increased some, but there needs to be a balance. Or, for example, are skilled workers trained in our educational system? [Are they trained in] skills for employment in all kinds of necessary services, in production, and the like. Well, system of education and edification needs to think about these matters.
Or consider the current path of our high schools. The current path is a path leading to the university. So, this [route] that now exists is a passageway leading from elementary and high school to the university. Is this necessary? Is it even beneficial for the country? In a meeting that I had with our dear workers here a few days ago, I said — I think I said it there — that we are turning a large number of high school graduates into unemployed, unsatisfied protestors with bachelor’s and master’s degrees. And you can’t blame them. They have spent all that time studying, but there is no suitable job for them. You really need to think about these things. You need to consider them.
Are we correctly distributing our human resources, which are more valuable than our material resources? Our human resources are our teenagers and our youth. Is their distribution in different educational departments a correct distribution? These matters are important. The main policy of the system education and edification should be about how useful the education we are giving is for the country’s future. What will we need in the country tomorrow? This is what we need to think about.
A few years ago, a friend of mine who was involved in work in education and things of that sort told me that compared to our population, we have more engineers in our country than the United States does. What do they focus on more? On the humanities. Why? Because the human sciences are what govern the world. It is politics. It is management. These are the things that are advancing and managing world policies and world movements. This is what they mainly rely on. Now, this is not what I am recommending we should do. I don’t want to suggest that we should stand in the way of engineering or that we should do this or that with the humanities. No, we need to consider what the country needs today and in the future and determine what we are training these youths for. It should be a science that will be beneficial for the country’s future. This should be one of the main concerns of our officials in the Ministry of Education and Edification. This was another point.
Another point is the subject of making a transformation in the system of education and edification and the issue of this Fundamental Reform Document of Education (FRDE), which has finally been prepared and is ready after a long delay. I have repeatedly spoken about FRDE in previous years when we have had these meetings, and I need to talk about it again. There is hope now that, God willing, an effort will be made in the system to carry out these things. Firstly, the FRDE must be continuously updated. It is true that the FRDE has been drawn up and it is a good plan, but it is not [as faultless as] a verse from the Quran. I am not saying that it should be changed every day, but experts need to update and complete it.
Secondly, a road map is necessary for implementing FRDE. This road map has not yet been drawn up. I mean, I have not heard that this has happened yet. This is what has been reported to me. The road map for the implementation of the FRDE has not yet been drawn up. That is why there is no news of it being carried out in schools. FRDE is a good thing. There are some very good things that have been said in it. But in reality, we are not seeing any traces or signs of it in the educational environment. The reason for this is that a road map has not been prepared for it. Therefore, the next point about FRDE is that a road map should be prepared for it. We need to plan for it.
The third point is that this road map needs to be supported by the government and the majlis. Suppose the Ministry of Education and Edification holds sessions and discusses FRDE with experts. They put their minds together and eventually come up with a road map for implementing FRDE. But when the time comes to allocate the budget, it is constantly faced with problems in the government and the majlis, well, it’s not going to get anywhere. The government and the majlis must support it.
Furthermore, they should not make a substitute or an alternative for FRDE. FRDE is a well-founded, solid, and good document. Don’t go bring out a new document from some corner for making changes causing people to wonder what they should or shouldn’t do.
Additionally, there should be measurable indicators in the road map that I mentioned. Now, usually the indicators that can be measured are quantitative in nature. But sometimes in certain cases, a quantitative indicator might not be available; however, quality can be measured. In other words, they need to determine some indicators for it and then the system of education and edification should be constantly monitored to see if they have carried it out or not, or whether progress has been made in this direction. These things are needed. Just saying that we have drawn up a plan is not enough. Now, I have heard that, he (Iran’s interim Minister of Education and Edification) referred too, that after 11 years, a separate line has been designated in the budget for the implementation of this plan. Very well. That’s a blessing, God willing. [If] it is accomplished, and, God willing, things move forward, that’s good. This is another point about the system of education and edification.
Another important issue in the system of education and edification is teacher recruitment which is truly decisive. Today, we face a shortage in committed, efficient teachers. There are many teachers across the country who are putting in all their effort. There is no doubt about this. We know these things and are aware of them, but we still face a shortage in this field. We have a shortage because this had not been predicted beforehand. You see, when I spoke about long-term plans, this is an example of this. This had not been predicted beforehand. Even when Farhangian University was being founded, some people said there is no point in creating such a university and nothing will come out of it. But, praise God, the university has made good progress even though it has a low enrollment capacity.
Even if Farhangian University doubles its enrollment, it still may not be enough. It needs to increase its enrollment capacity and expand its foundation. It must be really helped. This is the solution. We need to invest in it. If we accept that there is a need for effective, committed teachers, which is an undeniable need that everyone should accept, this investment and effort is needed. Teacher training institutions, with Farhangian University being one of the most important of these, must be supported in order for it to be effective. Its foundations should be strengthened and its enrollment capacity should increase.
Of course, in addition to these, the professional teaching skills and the general skills of teachers should also be monitored during the period of their employment. Only evaluating their abilities at the beginning of their recruitment is not enough. It is important at the beginning, but it is a continuous requirement. The solution is not to let the selection criteria fade away. This has some difficulties since recruitment and selection within a specific guideline is a bit hard, but the difficulties should not cause the criteria to fade away.
The older, experienced, faithful teachers should also be used. I knew a teacher who had about 70 years of teaching experience, teaching with sincerity. He passed away when he was over 90 years old. He didn’t stop teaching until the end of his life. He kept going to the school. These people are very valuable. Even if they teach one word in school and be in contact with a number of students, It is valuable. Try to keep these individuals.
Another issue that is also important is the school textbooks. In past years, there have been many suggestions regarding this issue that have been effective to some extent. There have been good changes made in school textbooks. But that which a person expects from a school textbook is for it to be filled with encouragement for the younger generation. School books should motivate and inspire the young generation who reads them. The way a book is written, no matter what field it is covering — whether it is in the field of humanties, mathematics, or the experimental sciences — should motivate and inspire students. Of course, teachers also have a role in this. The way a teacher behaves and teaches plays a role in motivating students, but school textbooks also have an important role in this area.
Islamic concepts should be included in books. As I mentioned, these can be included in all subjects, but proportionally. They can appear one way in the humanities books and another way in the books on the experimental sciences, but they should exist in some way. Not only Islamic concepts, but also Islamic and Iranian brilliant figures [should be taught]. Iranian brilliant figures who are a source of pride should be introduced in the textbooks. There was a time when we used to lead the entire world in scientific fields. I have heard from informed individuals that Avicenna’s book, The Canon of Medicine, was translated and well-known in Europe’s important scientific centers until a few years ago. I can’t say exactly, but this was perhaps until about 10, 20, or 30 years ago.
When I heard this, The Canon of Medicine that had been written in Arabic by Avicenna had not yet been translated into Farsi but it had been translated into English, French, and European languages. It was translated [into Farsi] later on though. A very good translator translated The Canon of Medicine very well, and I have a copy of it. That is what we need to do. We need to introduce our great scientists and their discoveries to our youth. In the world’s history of science, great things have been done by the Iranians, and we should let our young generation know this. It will motivate and inspire them.
Of course, the way in which the books are written should make them intriguing, modern, and creative. Yes, times have changed and will continue to change, I agree with that. When some people say times have changed, they mean that the principles should change. But in fact, it is the principles that do not change, even over the centuries. Justice has been recognized as a valid principle since the beginning of time. It is a principle that does not change. The same goes for fairness and kindness, which are other principles. Principles do not change. What changes is appearances, and this is an example of that change. The way people dress; the way people learn; the way books are written; the way papers are written; the way poems are written. These things change. Books should be written in a new style.
Another issue, which I have also mentioned before, is outsourcing. Some of our officials in the past used to say that we should separate the system of education and edification from the government and leave it to the private sector in order to remove the high costs and budget that the ministry requires. Thank you very much! That is a great idea for destroying the country. The responsibility for educating and training [the youth] is with the government. No system or country can separate itself from this [responsibility]. It is inseparable from the system. The system that is in charge is responsible for education in this country, and the same goes for everywhere else in the world. There are some exceptions, such as the private schools that exist in the country. These are exceptions. The tasks of education, training, and the management of education and training are the government’s responsibility. Our constitution clearly states this. Therefore, outsourcing it is out of the question. This is a role that is inseparable from the system that is in charge. This is another point.
I want to add a couple of points on the side about the government’s role in this area, which are also important points in themselves. The first issue is about public schools. It is important to reinforce public schools. When we talk about public schools in our country, flaws and weaknesses shouldn’t be the first thing to come to mind. This should not be the case. The first point is that good teachers, good educators, and dedicated, sincere teachers in acceptable educational environments should exist in our public schools. When we are indifferent with regard to our public schools, this means that if someone cannot afford to pay the high school fees for private schools, they have no choice but to enroll their children in weak public schools. This means that if someone doesn’t have the money, they cannot receive a good education. This is totally unjust. This injustice is not acceptable in any way or form. So my first point is that public schools must benefit from good teachers, good educational plans, and good environments.
The second point is regarding private schools. Some private schools honestly have creative ideas and do very good things. These creative ideas should be used, but private schools as a whole should be monitored too. The Ministry of Education and Edification should not exempt itself from monitoring these schools. Of course, as I said, this does not mean ignoring or stopping those creative ideas and new methods that are being used in those schools. That is not what I am implying.
The final and very important point is regarding the issues of edification. I have heard that good attention is given to edification in the ministry, which is valuable and worthy of appreciation. So these programs for edification should be seen in schools. We do not hear much about programs for edification in schools, even though there may be good things happening in some schools. Edification should be brought inside the schools. Many schools do not have the needed teachers and people in charge of edification. These should be provided. I have been told a high percentage rate about this lack, but I won’t elaborate on this since I do not have the exact details. But anyway, many of our schools do not have the needed people in charge of edification.
Another issue regarding edification is that the programs for edification should be appealing. They should attract the students and not push them to escape. Strengthening the national identity, increasing love for the country and the flag, and teaching the Islamic and Iranian lifestyle are among the most important things that should be done.
I am hopeful about the future of the system of education and edification. God willing, the Almighty God will help, and you honorable teachers will be able to do great things. God willing, the Minister of Education and Edification will be chosen as soon as possible, those in charge in the ministry will work hard and stick to the work, and, God willing, they will get things done. God bless the souls of the martyrs of education and edification, and I hope the Almighty God will unite us with them and that the holy heart of the Imam of the Age will be pleased with us. I also hope that the pure spirit of our magnanimous Imam [Khomeini] will be pleased with us too.
May God’s greetings, mercy, and blessings be upon you.
