Statements in Meeting with a Group of Students on the Twelfth Day of the Blessed Month of Ramadan

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

Thanks be to God, the Lord of the worlds, and peace and blessings be upon our master Muhammad and his pure family, and upon his chosen descendants, especially the Awaited One on earth.

It was a very good session. The collection of topics that my dear brothers and sisters, the students - my beloved children - expressed here was an excellent and distinguished collection; well, yes, it may not encompass all the thoughts and mental contents of the student body of the country - this is natural, and as this dear young person pointed out, I can fully understand and accept this; what was said was part of the mental contents of our student body and not all of it; this is correct - but what was said was very solid, very strong, and very well-considered; I truly enjoyed it. Some of the points made in some of the speakers' remarks may not be acceptable to me; however, the rigor of the content and the strength of the ideas - the mind that organized these thoughts - cannot be denied. Brothers and sisters, both the two dear student sisters and the brothers who spoke, spoke very well. Their concerns and perspectives on various aspects of university issues are valid concerns. Now, I have summarized my notes; the details of the statements were recorded and will be transcribed, and I may review them again - probably I will see either all of them or a summary of them, and from the sections that are useful for me, God willing, I will benefit - but I believe that the esteemed officials present in the meeting, whether from the Ministry of Science or the Islamic Azad University or other relevant student sectors, should utilize these young people's thoughts; they should benefit from these ideas and minds. The level of discourse was high, and the understanding of the topics was strong and correct; this is something that brings joy. This session has been ongoing for years - I do not know how many years; it has been a long time; we have a meeting with students every year; perhaps twenty years, more or less, I do not remember exactly - I clearly feel that the level of thought among student bodies has grown and risen; this is exactly what we expect, this is exactly what we need. Of course, they are young and have expectations and demands, many of which are not met, and naturally, they have grievances, which is reserved; however, these thoughts and these words will have their effect. It should not be imagined that these were just words spoken and that was the end; no, these will have a significant impact on the future of the country's universities and on the country as a whole; they will influence the public mindset and thoughts of the people; this is very important. I have also noted some points that I will present, which are almost complementary to the words of these dear ones.

I will discuss the student and the university; the perspective we have on the university and the student and the expectations we have from the university and the student. I will present this. I will also discuss organizations; since the friends who spoke were representatives of organizations, I have something to say about organizations as well. I will present an introduction.

In our political literature, there is an important keyword called "the system of domination"; this keyword is very profound and meaningful; what does the system of domination mean? I want to quickly review the past and the roots to reach our current situation. The system of domination means a bipolar global system among countries; a clear and increasingly evident bipolarity among countries; this is the system of domination. One pole is the dominant pole; one pole is the subjugated pole. This is the bipolar system. I mentioned that under this term and this keyword, there are many things to say; I have also spoken about it at times over the years; however, you students, when you sit down and think in analytical and intellectual gatherings, can find more and better ideas under this keyword. In any case, two categories of countries have emerged in the world - this relates to, for example, the last two or three centuries - the dominant countries and the subjugated countries. The dominant countries were primarily or generally European countries. Now, there are reasons for why and how these countries became dominant; what characteristics led to this outcome; do they have some superiority in terms of creation? In terms of mentality, do they have a superiority? Or do certain factors arise, and a part of the world or a country among the countries of the world gains an advantage over others? There are reasons for this, but we do not want to delve into those reasons; that is not our discussion. In any case, this event occurred: dominant countries and subjugated countries.

Well, certain dualities emerged, including the duality of progress and stagnation; that is, the dominant countries continuously made increasing progress at an accelerating pace - meaning their rate of progress also increased continuously - while the subjugated countries stagnated and regressed. There is an important point in this. It should not be imagined that the subjugated countries, meaning the Asian or African countries or some Latin American countries that were under domination, were from the beginning without knowledge, culture, or civilization; no, it is not like that. You can observe this book "A Glimpse at World History" by Nehru; Nehru explains that when the British entered India, India had industry; it had advanced industry for its time - this is mentioned by Nehru in "A Glimpse at World History" - meaning it had advanced industrial products of that day; other countries were similar. When the British entered India, they halted it; they did something that completely stopped India's indigenous industry and caused it to regress so that they would need imported industries and British products; they planned for this. This happened everywhere. The same event occurred in Iran. Of course, the difference between Iran and India and some other places is that in Iran, there was no formal colonization; there was influence, but there was no colonization; however, in India, there was formal colonization. The duality of progress and stagnation.

The duality of innovation and imitation; that is, the dominant countries created new innovations in life, science, and capabilities every day; however, the subjugated countries, without being able to show any innovation of their own or being given the opportunity to do so, continuously imitated; they innovated, and these merely looked and imitated.

The duality of independence and dependency, political independence and political dependency; a small country like England was independent, while a vast region like the Indian subcontinent - including India, Pakistan, and later Bangladesh - was under its influence and politically dependent. Or a country like Iran, with its cultural history, was politically dependent - whether in the late Qajar period or during the Pahlavi era - dependent on what? For example, on a small country like England. That is, such a duality also emerged; political independence and political dependency.

Self-confidence and passivity; this is another duality. The dominant countries had self-confidence, spoke up, expected, and considered the world to belong to themselves; however, the subjugated group, which was certainly much larger in quantity, suffered from passivity, submission, and weakness of spirit.

The export of worldview, culture, customs, and habits; one of the so-called necessities and consequences of this system of domination is that those countries that have innovation, progress, and self-confidence transfer their customs, habits, and worldviews to the subjugated countries; these accept them; in the form of books, research, and various other forms, each of which has clear and evident historical evidence that if you are a reader and follow these, you will find them completely. Then, in addition to all this, there is planning to continue this state. That is, the countries that were dominant made precise scientific plans to ensure that this state continues; that is, it becomes eternal; it should not be changeable. Such a situation has emerged in the world in the last two or three centuries.

Of course, in the meantime, events have occurred, and some countries have managed to free themselves from this quagmire; of course, not completely, but in part; for example, consider the United States, which was under British domination and colonization; it managed to free itself politically and economically, but culturally, no; culturally, it was completely influenced and passive in the face of Europe, and it has continued like this until today. Or, for example, a country like India managed to free itself politically or economically to a large extent, but culturally, no; culturally, it could not save itself; there are now things that exist. I saw in one of the cities of India, in the middle of a square, a statue. I asked whose statue it was. They said it was the statue of the English commander who ruled this city. God forbid! Why have you installed the statue of an oppressor whom you fought against for years and expelled? The statue was there; perhaps it still is; in one of the southern provinces of India. I saw something similar in Africa. In one of the African countries, in the middle of a very touristy forest - it was one of the forests we were taken to visit - I also saw a statue there; I asked who it was. They said this was the person who was the English ruler of this country; his name is there, and the forest is named after him! That is, they could not save themselves culturally. This is the state of the world.

Well, our revolution and the Islamic Republic stood against such a situation and managed to completely bring Iran out of this quagmire; this is important. Do not say: "How can you say completely! Many elements of Western culture still dominate our country"; yes, [but] these are deviations; the revolution officially positioned itself against the West in terms of worldview, thought, culture, economy, politics, and all aspects of the management of the country. This "neither East nor West" that Imam Khomeini (may his soul be sanctified) announced as the slogan of the Islamic Republic meant this; it has no influence [from domination]. Of course, yes, [like] a law is enacted, [but] there is also a place in this law where deviations occur; this is one thing; however, the absence of law and the opposite of law being law is another thing; in the Islamic Republic, [this] became law; liberation (freedom) and emergence from all those things that are imposed on a subjugated country by the system of domination became a definite and certain law.

And the Islamic Republic was able to resist, it was able to stand firm. In fact, all tools were used against the Islamic Republic. As these dear friends and young people said - who spoke very well about today’s incident - the generation of today and the Tehranis of today should see what terrorism means; what a terrorist act is; how it is that two, three, or five innocent people are killed in an incident, and who the attackers are. This situation persisted widely and everywhere in the country for two or three years. They used this tool, they used war, they used coups, they used propaganda, they used sanctions, they used all means against this system, this revolution, this great movement, but they did not succeed; the revolution succeeded, advanced itself, imposed itself [on the world], and established the Islamic system.

Some whisper that "the system is inefficient"; why? Because a certain ministry has acted poorly; no, if the system were inefficient, it would have been swallowed and destroyed ten times by now. The greatest evidence of the efficiency of this system is the very existence of this system and its survival. The fact that a system stands firm, states its position clearly, does not consider any considerations, and announces its decisive position with clarity in the world, despite knowing the enmities, not that we are unaware of the enmities; no, the pillars of the system and the popular and governmental components of the system know, yet they stand firm; this is a very important issue, this is a very strange event! The greatest sign of the system's efficiency is that it has been able to maintain itself in this direction; now apart from the many advancements that some brothers pointed out; one of my recommendations is the same. The faithful, revolutionary, Hezbollah youth should not forget the achievements of the system. The achievements of the system are not just one or two; they are thousands. Now, for example, they pointed out that in a country where, for instance, Indian and Filipino doctors were used, today the best specialists, the most outstanding specialists [exist]; now this is one aspect, and there are dozens and hundreds of such successes that deserve attention and consideration.

In any case, this revolution was able to give us both identity and ideals; this is important. We gained identity; we understood who we are; we realized that we are not defeated and digested in the maw of global politics and the system of domination; we are here, we are ourselves; identity and ideals; it gave us ideals, many ideals that I will now refer to.

Well, this vicious circle has been broken, so a struggle inevitably begins. When such a situation arises, well, who are the opponents? That day at the shrine, I said; strong governments, powerful forces, very influential currents; political currents that today in Europe and even in America bring governments to power and remove them! They bring governments to power, they remove governments. These currents all lined up against the Islamic Republic, tested their capabilities, struck their blows; a struggle began, a hard, semi-hard, and soft struggle; hard struggles, semi-hard struggles, and soft struggles. One of the arenas of this struggle was the university.

Students, whether they like it or not, entered this arena of struggle from the very first day! From the days of the struggles; well, students were engaged in struggle. From the day this system was formed and this revolution triumphed, the university became involved. The struggle engaged many, but one of the most important centers was the university and the students. At that time, the enemy focused on the university and the students and initially dominated it; that is, the enemy took control of the university. Many of you were probably not even in the world at that time, students were certainly not, but I had weekly sessions at Tehran University back then. Every week I would go to the university mosque for prayers and speeches and to answer questions; and students would gather, ask questions, have ambiguities, speak, and we would respond; it was a real war, and gunfire [was] inside Tehran University to the extent that one day when I went there on a Tuesday or a Sunday, when I arrived at the university gate, some came and said do not enter, the university is dangerous; we had a few guards, and they also said do not go; I said it cannot be, I must go to the university, they must be waiting for me in the mosque; we entered the university. It was deserted! There was gunfire, they were shooting each other; this very Tehran University! I went to the university mosque, and I saw there was no news, the students had not come, they were scared. We saw that when the young people are afraid, we [too] are even more so! We turned back; such a situation existed in the university. In fact, the university had become a battlefield; this was the enemy's dominance. Now, who were they? They were the leftists, the supporters of the monarchy! Those who had always been opposed to the revolution and the Islamic system and Imam Khomeini (may his soul be sanctified) had united their hands; they were united; the children of the SAVAK (the Shah's secret police) were also there - after all, the SAVAK had women, children, youth, and students; they were there too - the Marxist leftists were there; the Fedayeen and the Mojahedin and those you know and have heard of and perhaps read about, all were against the Muslim student body.

Of course, the revolutionary Muslim student conquered the university; you should know this. That is, the Muslim students were able to conquer the university in debates, as well as in military struggles; that is, in the very events that occurred, the students were able to conquer the university; then, of course, it led to the closure of the university and such things. However, later within the Muslim student body, some disruptions occurred. The Muslim student conquered the university, conquered the den of espionage, but it was defeated from within! This, in my opinion, is a noteworthy point. Why? Because it suffered from weak analysis and weak content; there were excitements, very intense - some of the student boys at that time, who had just come out from under imprisonment and exile, did not consider us revolutionary; that is, in their judgment, they criticized us; those who are still around; now some of them are still around; that is, they were really orthodox [in their views], a very rigid and hard orthodox revolutionary, very firm and strong - but that mentality was devoid of the necessary content, so it suffered a blow at a sensitive point. Well, there are many events; I do not want to review them; I just wanted to make a reference to the roots of university events.

What I want to say is that in these years, there have been many efforts against the university to remove it from this scene of struggle; the reason is that the university is important. If the university serves the revolution, it is very important; its impact is greater than many other classes. First of all, they are all young, less attached, ready to work, have active minds, and are insightful; these are very important points; then they also influence the surrounding environment; that is, a revolutionary student can impact their surrounding environment; first, it is the family, then acquaintances, then friends, and they influence the social environment; therefore, to empty the university of its revolutionary identity and to rid it of it, many efforts have been made, much work has been done, and much political maneuvering has been done in this regard. Unfortunately, in some cases, help was provided from within our own ranks to these efforts to revolutionize the university; that is, to remove the revolutionary spirit, the Hezbollah spirit, the spirit of struggle from the student environment. This was the introduction.

I want to say this to you; of course, I know that the entire student body of the country, with the diversity they have - the groups that are in the university, the motivations, the tendencies - are not all present here; I know this. I am not unaware of the situation that exists today in the country's universities, but my address is to the revolutionary group and those interested in the issues of the revolution; those who love the revolution, those who truly consider the Islamic revolution as the means of salvation for this country and securing the future of this country; my address is to them. I say you students must feel yourselves in the front lines of this struggle. There is a struggle, it exists, it has not ended, and it may continue for a long time; you must feel and place yourselves in the front lines of this struggle. See the scene of confrontation. One of the major problems is that some do not feel the confrontation, do not see the scene of confrontation, do not understand that we are in a confrontation. Keep in mind the connection of this struggle with yourselves. A student must feel a sense of human responsibility, a sense of national responsibility, a sense of religious and social responsibility, and an international responsibility; this is what is expected from a student.

The student's perspective on the issues of the country. I fully endorse this critical perspective that [here] the students had. [Of course] some criticisms may not be valid; whether those related to the executive branch, those related to the judiciary, or those related to the office of the leadership. Some may be valid, some may not be valid, but I fully endorse the essence of this critical perspective. I say this critical and concerned perspective should not be taken away from the student and the university environment. Both critical and idealistic; they should pursue ideals. They should place question marks on shortcomings and distortions; the student must see the shortcomings, see the distortions, see the flaws, and ask questions. Now, the other side may have a valid excuse for not answering this question, but this does not mean that you should not ask; you should ask. The spirit of questioning, enjoining good, forbidding wrong, and seriously demanding ideals and values in students is an acceptable spirit.

And students should not become disheartened by temporary defeats; keep this in mind; that now in one place we said [but] it did not happen, in one place we had a certain goal [but] it did not materialize; you must not allow despair and hopelessness to dominate you. If one were to become disheartened by defeats, we should have been disheartened a hundred times during the struggle and a hundred times during the imposed eight-year war, we would have retreated. At night, they would raid your house in front of your wife and children, beat you up, put handcuffs on you, and then take you away, or worse than that. If one were to become disheartened by being struck and, as this dear girl of ours said, by being beaten, then during that period of struggle, those who were fighting should have become disheartened, [but] they did not become disheartened; if they had become disheartened, the struggle would not have succeeded. In war, it was the same; in war, many times what we imagined and predicted did not materialize. For example, in Operation Ramadan, we imagined that the operation would proceed; it was summer, the weather was hot, it was Ramadan, many of our boys were martyred, and the operation failed. Did we become disheartened? Did they become disheartened? In Karbala 4, it was the same; in the preliminary operations of Valfajr, it was the same. In the preliminary operations of Valfajr, a large number of Basijis went to the front, a region was designated, and we were almost certain that we would advance and succeed in this operation - the operation was in front of the Iraqi city of Amara - the operation was leaked, and it failed in a strange way. If one were to become disheartened by temporary setbacks and retreats, nothing would be accomplished. No! Despair due to temporary and momentary failures should not have any place in your lives.

Another point [also] that I have mentioned before; the total achievements and successes that some of them are truly unparalleled should always be in your mind; that is, feel pride because of the revolution. See, my dear ones! Today, the policies of the greatest powers in the world have bogged down in the region of West Asia; they have not progressed; they themselves say it is due to the influence and authority of the Islamic Republic; this is very important. They intended to bring every calamity upon Iraq or Syria or some other country and could not. Well, this is very important; this is what you wanted; this is what the revolution wanted. The revolution's demands were realized, while the demands of America and its allies - not just America - were not realized. This is one example, and there are many such victories, many capabilities, many advancements; never forget these. One of the enemy's tactics is to say you cannot, you have failed, you are done, you are finished; this is one of the enemy's tactics. Do not accept this tactic under any circumstances. Of course, there are also those inside who express the same demands of the enemy loudly here; there are those who express what the enemy wants to create in the public mindset, and they express it loudly in newspapers, in non-newspaper formats, and in cyberspace - now that cyberspace exists too. I say therefore, I fully endorse the concern, the warning, and the critical engagement with the issues and shortcomings of the system.

This, of course, I mention in passing, that the approach to problems within the system should be therapeutic and healing. A doctor may sometimes scold his patient, may say something bitter, but his aim is to treat him. In confronting the enemy, the approach should be decisive and clear and should match the enemy's hostile approach; however, internally and with the system, it should not be like that; it should be compassionate, therapeutic, and so on. Of course, you are free in your speech and positioning against the foreign enemy and so on. Now, of course, in diplomatic matters, some diplomatic niceties are necessary; that is up to the diplomats; they can do whatever they want and apply whatever diplomatic niceties they wish; [but] you, as students, as student organizations, should express your views clearly, decisively, and loudly.

One important point I want to mention about the university should not be forgotten; and that is that the university is a place of knowledge. The meaning of the words we have said is not that the university is no longer a place of knowledge [and only] a place of political activity; no, the essential pillar of the university is knowledge. What does this mean? It means that the university must produce both scholars and knowledge, and the scholar and knowledge must find the right direction; these three essential points must exist in the university. The training of scholars, which I refer to as the production of scholars, and the production of knowledge, which is what we have been repeating for years; that is, breaking the boundaries of knowledge and advancing, which is something we have not yet been able to achieve as is worthy of the Islamic Republic; of course, work has been done, but we are behind. We must be able to advance scientifically; when science advances, then technology also advances; when technology advances, it impacts life; when technology advances, the eyes of the world turn to you, and they feel the need; you impact the lives of people; these are very important issues. My emphasis on science and technology and such things that I always mention is because of this; these should not be forgotten. The entire university body - university managers, from the esteemed minister to university presidents, professors, students, educational materials, educational processes, workshops, and so on; all of these - must fit within this framework; that is, the production of knowledge, the production of scholars, and the correct direction must be established; keep this third point in mind: the correct direction for knowledge and scholars. Knowledge and scholars in material civilization became a means of human misery: they became a means of producing atomic bombs, a means of producing chemical weapons, a means of producing dangerous viruses that, unfortunately, the powerful are introducing into the bodies and souls of societies in various ways; knowledge became like this; knowledge was diverted; knowledge should be in the right direction, for the benefit, for the perfection of humanity [to be]. This is regarding the student and the issues related to students.

But regarding organizations. Of course, when I say this, I know that various organizations exist in the university; I said last year that some organizations are disposable. Some are disposable; for example, an organization is formed before elections. Now, there are other types of organizations that are not disposable but are formed entirely to oppose the revolutionary group and the religious groups; I have nothing to do with them; I am talking about those organizations that, under any name, believe in the revolution, believe in religion, believe in the Islamic system, believe in this great struggle; under any name they may be, it does not matter; my address is to them.

First of all, do not forget idealism. What are the ideals? Reaching a just society, a free society, an advanced society, a faithful society, a committed society, a prosperous society, a united society, a strong and resilient society, an independent society; these are the ideals. It is worth it for a person to give their life for these ideals, for the sake of God; for this reason, the noble verse of Surah An-Nisa states: "And what is the matter with you that you do not fight in the way of God and for the oppressed among men, women, and children?"; this is it; that is, in the way of saving the country, saving the oppressed, the command to fight has been issued. Now, of course, that verse is a verse of fighting; keep in mind that our brother said that this verse is a verse of fighting, not a verse of jihad; jihad is one thing; fighting is another; there is a general and specific relationship between them. Therefore, this is the basis of Islam, this is the direction of Islam. We must move in the direction of these ideals [that I mentioned - such a society]. Do not forget idealism.

Be realistic; I once said in a meeting with officials during Ramadan here that they constantly tell us to be realistic; what they mean by "be realistic" is to see the obstacles; I say be realistic, meaning see the positive realities; see the young population, the talented population, the extraordinary human capabilities, the extraordinary talents of the nation, the underground resources, the geographical position, the progress of the Islamic Republic; these should be seen, these are realities. Therefore, these are parts of the realities that must be seen.

Another part of the realities is that when you are idealistic and want to move towards these ideals, you must keep in mind that it is not the case that a person can reach the ideals by miracle; no, there are problems, there are obstacles; you must find the way through these obstacles; being realistic means this. Now, you have said very good things, you have regularly listed the obstacles; is there a way among these obstacles for you to move forward or not? Look for that way. I assure you that there is definitely a way; look for that way. Being realistic means this. Well, of course, all of this requires thoughtful discussions - that is, as the Westerners say, theoretical discussions - these things I am mentioning are actions that require thoughtful work.

Third recommendation. Organizations should have an active role and not be spectators. An organization should not sit back and express happiness in a situation where there is progress, and in a situation where there is, for example, regression, feel sadness and sorrow; no, they must be active, they must be active in both situations; they should not be spectators.

The next recommendation; serious and comprehensive efforts to promote the discourse of the revolution in the university. Do not say that nothing can be done in the university anymore; I have heard some say that "Sir, nothing can be done in the university anymore"; no, Sir, a lot can be done in the university; in fact, work must be done in the university. Who should work in the university? You. You organizations are the ones who must work in the university. Of course, my address in this session is to everyone; I constantly tell all the ideological and practical jihadist, intellectual, and cultural nuclei across the country: each of you should work; independently and, as they say in the battlefield, fire at will. Of course, in war, there is a central command that gives orders, but if the relationship with the command is cut off or the command has a flaw, here the commander gives the order for fire at will. Well, you are the officers of the soft war - it was decided that you would be the young officers of the soft war - where you feel that the central apparatus has a flaw and cannot manage properly, there you are to act at will; that is, you must decide for yourselves, think, find, move, and take action.

Sometimes one feels that the central apparatuses of thought, culture, politics, and so on are experiencing disruptions, are in a state of paralysis; one truly sometimes feels this. Now, for example, suppose we have so many cultural issues in the country, important issues that I could list ten main cultural issues that are problematic; suppose the issue of cinema is an important issue, [that is] how the cinema of the country is managed, where it is supported from - now they also find foreign support for films - managing the art of the country and cinema is not a small matter; for example, suppose ten such issues can be identified, [but] suddenly you see that, for example, whether a certain song is played before iftar or not becomes the main issue; they write letters! It is clear that this apparatus has experienced a disruption that it cannot distinguish the main issue from the trivial issue and magnifies a completely insignificant trivial issue as a main issue. When the central apparatuses are like this, then this is where the fire-at-will I mentioned comes into play.

Attention to real communication. Cyberspace is a good thing, it is an opportunity, but it is not enough. Some have clung to cyberspace - Twitter and such - to convey their messages; this is of no use; real communication is necessary, roundtables are necessary, speeches are necessary, publications are necessary, two-person and three-person discussions are necessary, analytical sessions are necessary; sit down with your audiences like this; and do such things.

The next recommendation. There are several key concepts; do not forget these key concepts: - The issue of "the role of the people in governance" is one of these key concepts; this is a keyword. Some of the good and revolutionary youth are surprised that so-and-so keeps saying to participate in elections, participate; they complain to me that why I keep saying to come and participate in elections. Dear Sir! Keep in mind that the calamity is the day when the people turn their backs on the ballot box; this is a calamity; and the enemy wants this. Now you should hear this sooner than I do; I have also heard voices that are rising, wishing and waiting for the day when ninety percent of the people do not participate in the ballot boxes. Now, for example, they said that twenty-some percent did not participate in the ballot boxes; they did not come; they say this is not enough, we must do something so that ninety percent of the people do not come to the ballot boxes; that is the calamity. I see that. The presence of the people at the ballot box is a great blessing. "People's democracy" is one of the main keywords; do not forget this. Well, you want the people to come to a certain ballot box, not to come to that ballot box; well, work to make what you want come true. Do not stand against the presence of the people at the ballot box.

- The issue of "independence" which I mentioned is very important. Now, this issue of 2030 - this 2030 document - is of this kind; this is the issue of independence. Now, some come and say, Sir, for example, we have made reservations or said we do not accept some of its parts; no, the discussion is not about these. Suppose in this document, there is nothing clear that contradicts Islam - which of course there is; those who think we have not taken a proper report; no, our reports are accurate - my point is that the educational system of the country should not be written by outsiders; that is my point. You say this, for example, does not contradict Islam; whether it does or does not, this is Iran, this is the Islamic Republic, this is a great nation. Should four people in UNESCO or the United Nations or some other place write our educational system? Why? This is the same issue of independence. Independence has dimensions up to here.

- The issue of "negation of the system of domination" is among the main keywords,

- The issue of "freedom" is among the main keywords; freedom must be properly explained.

- The issue of "justice" is among the main keywords; and so on.

These must be explained. That is, my recommendation to student organizations is to properly explain these essential and main keywords. Use the statements of Imam Khomeini (may his soul be sanctified) and similar sources.

Another recommendation is the issue of piety and commitment in action and speech. I do not forget that day - many years ago, of course - when I heard that a student group that was connected with us and was very warm and engaging, for example, in their session, something contrary to Sharia occurred; I became worried; not because they sinned - which of course was a concern - I became worried that their path had changed, and then I saw that it was indeed the case. That is, truly "Then the end of those who did evil was evil"; when a person does not act according to duty, abandons commitment, God Almighty takes away His guidance from them.

Another recommendation is courage in action. Sometimes some organizations say, "What if we do this - for example, that - a certain person or a certain organization becomes worried or upset or something"; no, you should carry out your actions, but when you realize that this action is incorrect, stop it right there; that is, turn back the path right there; that is, have courage in carrying out actions. Of course, for a person to take action, they must carefully weigh the aspects of the action.

Another recommendation, a message to the female students. These two female students spoke very well, and both expressed very good points; I recommend that one of the issues that female students pursue in organizations is the issue of women in the West; we pay less attention to this issue. Of course, in one of the sessions in previous years, one of the sisters - I do not remember if she was a professor or a student - gave a very good detailed talk on this subject, but I believe work should be done, and there is a field of work in this area. This is also this issue.

And our last word is that organizations should inject hope into the universities; they should remain hopeful themselves and also inject hope into the universities and not allow a climate of despair to arise.

Two final points I want to mention. [The first point] regarding corruption; it was mentioned in the friends' speeches, and I have heard outside as well. See; my view is that corruption has not become systemic in the country. Anyone who says it is systemic is mistaken. Systemic corruption is something else. Systemic corruption was during the reign of the tyrant; the system was naturally corrupting and breeding corruption, meaning one had to search to find a healthy person in it; today it is not like that; of course, there is corruption, and there are serious corruptions, [but] they are isolated cases and must be dealt with. Now, that you say it should be transparent, transparency [should be achieved], which I have noted, is a very correct and good point, this is reserved, but it is not the case that corruption is systemic; corruption is an isolated case, and these isolated corruptions can be treated.

The second point is that there are those who want to drown the country in Western culture and develop the inclination towards Western culture day by day in the country; this is a reality; yes, it exists. Some, due to their belief and faith in Western culture, some due to weakness of spirit and lack of attention and such, are pulling the country towards Western culture; this exists, but that they can divert the revolution from its path and drown the country in Western culture, know that such a thing will definitely not happen. This generation that, thanks be to God, has been raised and is also widespread, this generation is interested in the revolution and interested in Islam and is committed, will not allow such a thing to happen, and with each passing day, certainly, the spread of this generation and the depth of this generation will increase; just as today the words you expressed here were much deeper and stronger than the words expressed by students five years ago.

And the Iranian nation is moving forward; these actions and these tricks similar to what happened today, will have no effect on the will of the Iranian nation and the officials of the country; everyone should know this; and these are too small to have any effect on the will of the Iranian nation and the officials of the country, and of course, as the friends here said, these events themselves showed that if the Islamic Republic had not stood firm at the point that is the epicenter of these seditions, we would have had many troubles from this point in the country by now. God willing, their tricks will be thwarted.

O Lord! Grant increasing success to these dear young people. O Lord! Keep all these dear young people and us steadfast on the straight path. O Lord! By the right of Muhammad and the family of Muhammad, grant Your grace, mercy, and favor to these brothers today; grant them the success of purity and increasing grace in this blessed month, especially in the nights of Qadr; unite the great Imam and the martyrs with the Prophet; make the sacred heart of the Awaited One pleased and satisfied with us.

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