Statements of the Supreme Leader of the Islamic Revolution in Meeting with University Heads, Higher Education Institutions, and Research Centers

In the Name of God, the Most Gracious, the Most Merciful

Dear friends and esteemed officials of science in the country, welcome.

Our discussion in this session is fundamentally about the "importance of science"; this repeated statement, while necessary to reiterate, must be emphasized enough that we genuinely believe in this necessity and remove the country from the chronic illness it has suffered for many years, making all activities in the country centered around science and research. We have said this many times and will say it a hundred more; and if students, professors, managers, and ministers seek our advice, our recommendation will be the same: advance as much as you can in this vast ocean that God Almighty has placed before humanity, and which He has also granted the profound ability to explore. Therefore, science is vital for our present and future. Whatever else we do, if we are impoverished in science, those endeavors will be fruitless and without consequence.

Our human potential for entering the field of science and advancing in this arena is quite good; we are ahead of the average human capabilities in the world, and this has now become an established fact. In the past, when we stated this, some looked at it with skepticism; but today, it has become widely acknowledged that Iranian talent is of a high caliber.

The successful experience of the revolution has also shown that if we, as the officials of the system and the country, enter this field, the movement will be a gratifying and encouraging one. In terms of student quantity, we now have approximately fifteen times more students than before the revolution. While the population of the country has nearly doubled, our student population has increased about fifteenfold. The number of universities, professors, fields of study, and new scientific and technological endeavors encourages officials to advance in this area.

In some of the new sciences of the world, we do not have a significant gap with the pioneers of these sciences globally. With timely awareness and effort, we have managed to significantly reduce the gap in some very new fields, and if we strive, we can even surpass others in our progress.

All of these are successful experiences that encourage us to delve into this endless ocean of knowledge. These are clear issues; we have stated them many times and will say them dozens and hundreds of times more, and you should also speak about them and pursue them; and work to make these concepts a common mental norm in society. In conventional terms, "science orientation and science-centeredness" should become the dominant discourse in all sectors.

Gentlemen - the two esteemed ministers - have provided good reports; the actions they mentioned - especially Dr. Zahidi - if implemented, will fulfill many of our objectives; however, it must be done; that is our issue. You, who are the heads of universities and research centers and decision-makers and planners in this area, have no excuse. I will present a few points regarding this matter:

One point is that we need a comprehensive scientific map in the country. We must know what our comprehensive scientific map is to achieve the goals of the twenty-year outlook - which is frequently mentioned. We need to outline this. Then, we must gradually fill and complete this map according to operational strategies and organized time-bound planning, like a puzzle. This work has not been done, and we need it; it must be accomplished. This task is practical with the elites, thinkers, and intellectuals of the country in the fields of universities, education, and related areas and must be realized.

The next point is the issue of the movement for producing science, which we have discussed, raised, and pursued for the past six or seven years. Now, some discussions surrounding this issue are truly a waste of time and a distraction, such as: what does producing science even mean? Is science something to be produced? Is it something to be discovered? (We recall a group that - of course, years ago, was told to us - discussed the issue of cinema and went to someone to seek his opinion. He said: let’s first see if it’s “sini-ma” or “sini-na” or “sini-na”?! Let’s solve this first!) Whether it is something to be discovered, produced, or researched; whatever it is, the purpose is clear. We say that the foundation of advanced technologies and the growth of material civilization, which is related to life issues, is knowledge; if you want to take this knowledge from others and be a mere consumer, you will not reach anywhere. This knowledge must grow within. It makes a difference whether a person learns something from another to the extent that he wants to teach us or whether we remain perpetual students; as I have repeatedly stated. A nation cannot always remain a student. We were once masters in the world of science and civilization; now we have descended to the level of students; for a time, we were also very lazy students! But today we are in motion, and we must advance; especially in the field of basic sciences, which is fundamentally the theoretical foundation of any scientific movement and advanced technology; I have emphasized and will continue to emphasize this. And of course, alongside this attention to and orientation towards knowledge, we must also consider practical application and the needs of the country and move in that direction. This is the second point that must be given importance. Fortunately, today, when we participate in any academic and student gathering, we see that the discussion of the movement for producing science and the software movement is being repeated very well; this has now become a norm. But now we must genuinely pursue this to realize it. Science must be cultivated; it is not something that will happen optimally without management and investment.

The next point is the issue of the Foundation of Elites - which I believe we have raised for more than two years now to establish such an entity - which on the surface appears to be a foundation or an institution or an office; but the essence of the matter is that if such an institution is established in the country, we believe that the scientific atmosphere of the country and the scientific face of universities and research institutes will undergo a fundamental change. The encouragement of researchers and scholars is the foundation of the work. Just as in military wars, morale is more important than anything else, the same applies in the scientific environment. This morale requires a concentration in decision-making, planning, and action, which we have embodied in the title of the Foundation of Elites.

The next point is that we must definitely integrate graduates of various levels of higher education into universities and research centers. This requires planning. This young, talented, enthusiastic individual has run this far and reached this point - whether at the doctoral or master’s level - and now, after reaching this point, should not be left bewildered about what to do; this must not happen. We must plan to attract them. Many of them are not even concerned about material issues. Scholars wish to be able to engage in scientific work. The news that the esteemed minister just mentioned about expanding research and educational workshops and securing funding for them truly makes me happy; this work is necessary. Or these scientific and technological parks - which I will refer to later - that have been established in the country are good initiatives; however, they are insufficient. We must focus on these and work on them. We must strive to ensure that this young person, who has run this far with enthusiasm and excitement, thinking that now something will happen, does not find that there is no work for him and no responsibility on his shoulders - I am not referring to administrative responsibility, but scientific responsibility; that is, scientific work and effort that will satisfy and please him - some young people came here and set up an exhibition regarding our nuclear programs in this Hosseiniyeh, creating various booths for me to see; I spent several hours observing these booths. One of the very prominent and encouraging points that caught my attention was that I saw these young people - most of whom were between twenty and thirty years old - feeling a sense of employment, a sense of working, and a sense of scientific and practical identity. This is something very valuable and important. We must create this feeling in the entire group of young people and students who are going through various levels of higher education; they will grow and be beneficial. The young tree is productive; it bears fruit and also grows itself. The proposal that friends mentioned in their report is an executable proposal. I have no objections to executable proposals: for example, universities could grant scholarships to some of these students who are engaged in this work and are going through various courses, so that at least they do not face material difficulties. Of course, I believe that while material issues are important, they are not the only significant matter.

Another point that was also mentioned in the discussions of the gentlemen is the criteria for the promotion of faculty members. What are these criteria? Well, now articles and ISI journals, all of these are good and correct discussions; but these should not be the only criteria. Even these articles published in ISI journals are not always a criterion. As experts and informed individuals report to me, these have various levels, and it is not the case that this matter alone can be considered a permanent criterion; however, there are other criteria: for example, consider the nurturing of students. A professor who demonstrates outstanding work in nurturing and mentoring students and brings forth a brilliant student or expresses a new perspective on scientific and academic issues; this is a criterion for promotion. These various criteria can be formulated and established as the criteria for the promotion of faculty members.

Another point is the balance in the perspective of the heads of your scientific sector towards various scientific fields, which is dependent on the same comprehensive map we mentioned earlier. If that comprehensive map is presented and exists, naturally the perspective towards various fields will be a balanced one. It is not the case that suddenly for extended periods, some sciences fall into isolation and marginalization while some sciences, like certain medical or engineering fields, suddenly gain importance and become top-tier, while many fields fall into isolation; like some fields of humanities and basic sciences that have been marginalized in this country for many years, and if someone investigates and follows up, they may find traces of ill intent in this matter.

You see, we need doctors, engineers, and these scientific and executive professionals. A doctor is as necessary for humans as water, air, and bread, and likewise for some other fields; there is no doubt about this. I have likened these types of fields - which are essential for the daily lives of people - to money that a person puts in their pocket to spend. A society needs this money, this wealth, this doctor, and this engineer in their pocket to be able to spend and live; however, this money does not become capital. If you want this money to remain with you, you need a money-making investment that backs this money. Not all of life is just this money of today; it requires these foundational and constitutive fields that basic sciences are part of. These have been forgotten for a long time in this country, and they have turned to those fields that serve as pocket money for the daily expenses of a country. If someone examines these, they may find traces of ill intent in this work. I say that the perspective towards scientific fields must be a balanced one, arising from that overall perspective. For example, for a period, truly humanities were neglected in our country; for a time, Persian literature - our national identity is tied to our language and script - was completely overlooked and neglected; and many other things. This must not happen.

The next point is that it is repeatedly stated in our words and expressions that we must achieve qualitative growth in universities; I agree with this, but this should not negate quantitative growth. We also need quantitative growth. We will benefit from the increase in universities and research centers and institutes, no matter how much they increase, for a long time to come. Keep in mind that in the twenty-year outlook, our goal is to reach the first scientific rank in the region. This, just as it requires qualitative movement and evolution, also requires quantitative movements and quantitative development; increasing students, increasing student centers, increasing research centers, and things that are emerging in this area day by day must be achieved. We must reach a threshold that meets the requirements of the outlook document.

Another point, which is actually a continuation of the same discussion about the comprehensive map, is that the scientific growth of the country is a process. A university is not an island separate from its past and future. In order to genuinely ensure the scientific growth of the country, we must guarantee this process; that is, from elementary school to after higher education levels. After higher education levels, research centers and advancements in research and connections with industry and the promotion of technology in the country and creating technological leaps in various sectors of the country are related to what comes after higher education levels; but it must start from elementary school. This work is not solely the responsibility of the Ministry of Higher Education and the Ministry of Health; this is the work of the government; the work of the Supreme Council of the Cultural Revolution; the work of decision-making and policy-making bodies. Of course, I have a special discussion regarding the Ministry of Education, which is now related to them, as they also have problems in education that need to be addressed; but with a shared perspective, education and higher education and medical education and even some other sectors must cooperate in this area to be able to outline this process. We must prepare our child from the beginning for a productive, constructive, and innovative mind; not like what we have been raised to do, which is to sit and wait for something to come from outside and be handed to us, and we use it to the extent of our ability. This is largely related to the initial scientific and mental training that pertains to high schools and elementary schools and such centers. Their scientific and curricular programs are very important.

The next point is the issue of elevating the true scientific rank of professors; and keeping professors up to date. We must arrange - now the execution and planning of this is the responsibility of the gentlemen - for our professors to have time to study. A professor who, like some reciters during the month of Muharram, moves from one gathering to another; "let me say a few words and pray for you!"; from this university to that university, from that university to this university, this professor cannot be of help to the student. The professors themselves - I meet with professors once or twice a year; perhaps some of you were in those meetings and some saw it on television - acknowledge this meaning and agree that this is a shortcoming and a problem for them. Of course, the struggle for livelihood is there, and it can almost be said that they have no choice; but you must provide for this. I said, you are the officials in this sector. You must be told: you must pursue this, think about it. A professor must spend time with the student; the professor must sit in his office so that the student can come and ask him questions and talk. Not that he comes like a primary or secondary school teacher, gives a lesson in class, and then throws the chalk and says goodbye! That is of no benefit. He must spend time with the student and have time to study; he must sit and study. Truly, a professor who does not study renders his lessons void. Now, the advantage of our seminary and religious lessons is that if a professor comes unprepared and speaks irrelevantly, the next day no student will attend his class. After a while, his class will shrink from a hundred students to fifty or twenty, and sometimes it will even be canceled; but this is not the case in universities; this unfortunate student is forced to attend this class and must pass these credits with this professor and cannot even disrespect him. So from this perspective, this is a flaw of the university and this is an advantage of the seminary. Ultimately, you must ensure that the professor can elevate himself scientifically and in terms of his level of knowledge.

The next point is the issue of nurturing and the religious and cultural atmosphere in universities; this is very important, and the country needs this issue. It seems to be believed that if someone or a young person comes to university, they must decline in their religious and cultural rank and come out of university! Why should the opposite of this not happen? The university should be such that when a young high school graduate comes to university and leaves it, he has advanced in religious depth and adherence to religious and ethical values; this should be the principle; this must happen. Where better than the university and the very bright environment of young students? You see how much effort is made today to distance our youth from religion and religious manifestations. Look at our university; there is its I'tikaf (spiritual retreat) and its congregational prayers. I received a report about congregational prayers in universities; the average attendance of students at congregational prayers in universities is higher than in all other places in the country, except for the holy courtyards and the Goharshad Mosque and places where pilgrims are present. However, for example, in alleys, markets, streets, and neighborhood mosques, which are centers for the religious, students from universities participate more in congregational prayers than they do. This is a very important point. And that students also participate in I'tikaf - those who are in university mosques or other mosques - the hearts of students are very good; we should envy the student; I mean, I envy them. Pure and bright hearts, then accompanied by knowledge; this is no longer the ignorant youth who knows nothing. Their hearts are illuminated with the light of knowledge, and they are also pure and clear. We must work to minimize the factors that distance youth from the religious environment and religious education and ethics. Not everyone is the same, and families and parents are different, and there are influences as well. Let us work to minimize these influences.

The mind of a young student is a questioning mind; this is a very good thing. Some think this is a weakness; no, this is a strength. Sometimes they do not ask us enough that it makes us feel sad; we say let them ask so we can say something. The student must ask so that what can be said can be conveyed to him. The best individuals who can question in religious, ideological, political, and epistemological matters are young students. With this background and talent, we must strive for the religious environment of students and the educational, religious, and cultural atmosphere of universities. In this context, the issue of national self-confidence - which is now commonly referred to as national pride; because the word pride is not a beautifully meaningful word; but it is now common. What is meant is the same feeling of pride and national self-confidence - must be revived in students. From the beginning, our lessons have been such that we recognized the names of ancient Greek scholars - such as Thales, for example - to various Western scholars in the field of geometry or in chemistry formulas; and likewise for other scholars up to today; but to the extent of a history of science writer like "George Sarton" - I saw both the book "Pierre Rousseau" which is a history of sciences and the book "George Sarton" thirty or forty years ago - who divides the scientific periods of Islam into the periods of Jabir ibn Hayyan, Khwarizmi, and so on, we do not recognize our own scholars! Our students do not know them, but they know them! They recognize Khayyam as a scholar and a great mathematician in the West; however, our student knows Khayyam, for example, with a clay jug of wine; if he knows him at all. You see, these things cause that national self-confidence to be lost, and our student does not recognize his scientific history, his scientific past, and his immense scientific heritage, and does not know his scientific achievements in the past. This is one of the tasks that must definitely be carried out in the university environment. You teach lessons, set up fields, advertise, whatever you do, I do not know, this work must be done.

Another point is the issue of student movements. The political movement of students and political work in universities is a positive thing. Years ago, in this very Hosseiniyeh, I said a sentence that at that time some officials were also displeased. That sentence was about the political activity of students in universities; this is necessary; not just so that the student can release some pressure. Some think that the political activity of students in universities only serves the purpose of letting this young person release some pressure; no, we need this young person for the future administration of the country. He must understand politics; his mind must be mature and effective in the field of politics; otherwise, he will be deceived and misled. Well, this is necessary; however, what is needed is the ability to analyze and understand politics; that which, unfortunately, political movements outside the university - which have repeatedly interfered in universities to advance their political objectives - have completely ignored. The same exploitation that we have long suffered in the fields of economy, culture, and politics, unfortunately, political movements, especially in recent years, have applied this to students in universities. This is wrong; but you must think of a way so that these healthy student movements - whether associations, Basij, or various other organizations that, thanks be to God, today have good student organizations in universities - alongside intellectual scientific movement, are directed towards acquiring political analytical power. Without analytical power, a person will fall for the deceptive analysis of the foreigner. In the world of politics, no one explicitly comes and says that I want to oppress you; neither to a nation nor to an individual; they do not say it like that. They come with "political fallacies" to gain control over him. Just like philosophical fallacies, they mislead the mind of the person with a scientific blindfold - in fact, a sleight of hand. They create a political fallacy and drive their own nail in. We must ensure that our youth can recognize fallacies; just as in philosophy and logic, recognizing fallacies is one of the arts. We must familiarize our youth with what a fallacy is so that they can catch the fallacy-maker. They should say that this issue you created has a disruption and flaw here. Political analytical power is that; we must instill this in the youth.

The next point is the issue of research, which has been repeated so much that it is not given proper attention; like these religious invocations that a person repeats and becomes accustomed to, while the mind is elsewhere! In the fourth program, three percent of the gross production was allocated for the research budget. They previously stated that by the end of the fourth program, the research budget should reach three percent. Last year, I think either at the end of 83 or the beginning of 84, when the research budget was discussed here and among the professors, someone said that the research budget had reached a certain percentage, I said no, it has reached one percent and by the end of this year, it will reach one and a half percent; but recently I was informed that it has become six-tenths of a percent! Now apparently, they have not even given all of that six-tenths; they have given forty-five hundredths of a percent! This cannot happen. First of all, that five-year program is a program and a law; it must be realized; deviation from the program is deviation from the law; moreover, this is the future life of the country. We talk so much about science and producing science and research and these issues, and then the research budget of the country is not allocated, reduced, or neglected; this cannot happen. Well, now whose collar should we grab? If we tell the President, he will say to raise it in the government. We must grab the collars of these two ministers! And demand that they pursue this issue in the government; that is, this issue of research is not a small matter.

Another point is the ratio of graduate students in higher education to the total number of students. I have heard that this ratio is very low. According to what has been reported to me, this ratio is six percent. This is low. According to the opinions of experts, this ratio should reach about thirty percent; work should be done on this. Therefore, in order to bring this ratio of graduate students to this level, we need to multiply the centers of higher education and create fields that we do not have. This ratio must be maintained; this is also important.

The scientific and technological parks that have recently been established over the past few years are good initiatives. As friends reported to me three or four years ago, this is a very good initiative. Of course, I have heard that out of about ten scientific and technological parks in the country, only two or three are active, and the rest are stagnant. This is also part of the good work that the relevant officials should pay attention to.

We must say these things, repeat them, and do not consider them merely as sermons. My request from the heads of universities and research centers and also from the esteemed ministers and the boards of ministries present here is that the words we have conveyed to you are not sermons, and it is not that we have gone to a pulpit and now given some reminders; no, these are executive matters that are obligatory and must be implemented. You must do these works. If you do not, there is no specific punishment in the law that says if this work is not done, this minister or that official must be punished; but there is a harsher punishment, and that is the judgments that will be made about you. Our judgment today regarding those who have shaped our universities from the beginning with a non-native structure and without regard to the perspectives of the nation and the country and have brought us to this point and led us to this decline, what is it? If we fall short, then such a judgment will be made about us. Our punishment is harsher than the punishment defined in the law for a specific crime. God willing, may you be successful and supported.

Peace be upon you and God's mercy and blessings.