Statements in Meeting with Teachers and Educators Across the Country

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

Welcome! Your warm and sincere presence has perfumed our work and life environment, dear teachers and education managers.

Firstly, it is the month of Rajab, a time for servitude. Every aspect of our lives can serve as a foundation for true servitude, which is where real happiness lies. Some occasions increase our opportunities, among which is the blessed month of Rajab. Let us prepare ourselves and pray for one another that God grants us success in this month, as well as in the months of Sha'ban and Ramadan, to improve ourselves and take a step forward.

Remembering several esteemed martyrs is also one of the opportunities of this meeting and this day. At the forefront is our dear martyr, the late Ayatollah Motahhari, who was a great thinker, our teacher, and a fighter in the path of Islamic thought and belief. He attained the blessing of martyrdom, receiving divine acceptance for his long-term struggle; blessed is he! Also, Martyr Rajai and Martyr Bahonar, who spent most of their lives in education. Two pious and sincere individuals, serving the education of the country, whose efforts we witnessed closely over many years, especially in the short period following the revolution.

Our annual meeting with teachers has a main objective and several peripheral goals; the main objective is the symbolic honoring of the teacher. We want to express our devotion to the status of the teacher through this meeting; this symbolic act is necessary. The respect for teachers and the profession of education must become universal in our society, where everyone takes pride in being a teacher and in greeting and respecting teachers. The higher the status of the teacher rises, the higher the status of education and upbringing in society will be. A narrow-minded view of teachers is a loss for society, and this must be prevented; the view of teachers must be one of respect. Many various professions in the country, with their glitter and diverse displays, are of much lower status than that of education and the teaching profession; this must be understood and recognized by all of us. When it is narrated from the Prophet Muhammad (peace be upon him) that he said: "I was only sent as a teacher," this is the highest honor, as the Prophet considers himself a teacher. The level of education and the content of education are, of course, at a different level, but in the high rank and among people like us, the essence of education is one thing; this is a source of pride. This is our message. We want to show through this meeting that we respect and honor teachers, and we are under the burden of their grace; for ourselves, for our children, and for those whose future is important to us. All people share in this regard; we are all under the burden of teachers' grace. This is our main point.

Now, there are several peripheral points as well: one point is directed at the teachers themselves. Another point is directed at the managers and officials of the extensive education system. What pertains to teachers is that the dear teacher should know that their job is not just teaching; or, in other words, it is not merely the teaching of textbook content and practical knowledge. The teacher must impart knowledge, teach the method of thinking and the work of thinking, and also engage in behavioral and ethical education. If we take education in a broad sense, it includes these three areas:

Teaching knowledge; the content of books and the content of sciences and similar subjects that our children - the future men and women of our country - must learn. This is one task.

The second, which is more important, is teaching thinking. Our children must learn to think - correct thinking, logical thinking - and be guided in thinking correctly; superficiality and superficial learning in the issues of life can cripple a society and lead to long-term misery; thinking must be institutionalized in society. Thus, you see that when we mention Martyr Motahhari, we do not only emphasize his knowledge but also his thinking. If someone possesses the ability to think, this spirit enables them to discover important scientific issues. If our youth, our scholars, our scientists are raised to be thinkers, they will pose and find answers to dozens and hundreds of new issues from the knowledge they possess. Therefore, the use of knowledge is possible with thinking.

Thirdly, behavior and ethics; behavioral education, ethical education, and as was mentioned in the statements of the honorable Minister: lifestyle, type of behavior. We are a nation with lofty ideals, with great words, with defined peaks - which if time permits, I will say a few sentences about later - that we want to reach these peaks. This requires patient, wise, devout, innovative, proactive individuals, free from laziness, kind, compassionate, possessing forbearance, courage, with polite behavior, pious, and individuals who feel the pain of others as their own. The fabric and mold of an ideal Islamic human is something that is achieved through education. All humans are also capable of being educated. Some may be slower to accept, some may be quicker; some may have more lasting education, while others may be less durable; however, all humans are subject to change and transformation that is achieved through education; this primarily depends on several key elements, one of which is the teacher. Of course, parents, friends, and similar figures also have an impact, but the teacher's influence is deeper and more lasting; this is the responsibility that the teacher must undertake.

Therefore, the teacher imparts knowledge, teaches thinking, and also teaches ethics and behavior; teaching behavior and ethics is not like teaching knowledge where one merely reads from a book; ethical lessons cannot be conveyed through books; more than books and more than language, behavior is effective; that is, you teach them through your behavior in the classroom and among the students. Of course, language must also be used, advice must be given, but behavior has a deeper impact and a more widespread effect. The sincerity of speech is clarified by a person's behavior; this is our message to the teachers. These children are a trust in the hands of the teaching community; attention must be paid to this meaning. If, God willing, our teachers strive to raise children and adolescents with this approach - that is, by looking at these three elements - I believe that it will have significant impacts on the future of society. Of course, after the revolution, good work has been done in this regard; indeed, the teaching community, with the commitment they have shown, with their presence in the revolutionary atmosphere - both during the years of sacred defense and afterwards - has had a significant impact. Sometimes I read some of the books about teachers; the impact of a teacher who has participated in the battlefields of sacred defense and has been martyred on the thoughts of their students is a profound impact that one can observe.

One point regarding education and management is the issue of the transformation document. The transformation document - which, thanks be to God, has been prepared and established in recent years - was not something that came into existence suddenly; it has been one of the aspirations since the early days of the revolution. Because the education system in our country emerged from imitating Western education systems, with the same form, the same content, and almost the same order; a fundamental transformation was necessary in the education space, both in terms of form and content. Well, this idea has been present in many minds over the years; gradually it matured and culminated in the transformation document. We do not claim that this transformation document is the ultimate expression of our demands; no, a higher limit can be imagined for everything - perhaps, God willing, you will act, progress, learn from experience, and after some time add something to what you currently have - but for now, this transformation document is at our disposal; it must be taken seriously. My message and recommendation to the esteemed officials and managers is to take the transformation document seriously; beyond official statements; in practice.

Well, if we want this transformation document to be realized - as has been pointed out in previous remarks - a roadmap is necessary, a program is needed. If our thoughts, the generalities that the officials and well-wishers have in mind, do not materialize into an operational program, they will remain in the realm of ideas and will decay; an operational program is necessary. Prepare this operational program with the view of the Supreme Council of the Cultural Revolution - which is a vast cultural center and decision-making authority where officials are present - and develop it step by step; feel that this step has been taken, and then move on to the next step. Some tasks must also be carried out simultaneously and in parallel.

One issue in the management of education is the issue of personnel. As has been pointed out, the education system is the largest governmental entity in the Islamic Republic. More than one million personnel are obligated in this vast organization, dealing directly with over twelve million individuals, and indirectly with tens of millions - that is, with families. Such a vast network is very important. The personnel who must be employed in this vast network must possess certain qualities. One of these qualities is that they must be motivated, energetic; exhausted, worn-out, uncreative personnel - those who have done all they knew and do not know anything else - should not be used as priority elements. Priority should be given to young, energetic, motivated, devout, revolutionary individuals whose main concern in education is the primary issue of education; that is, the education of humans; these should be utilized; this is one issue. Therefore, in the high-level management of education, the first issue, in my opinion, is to look and see what personnel are being used; they should be believers, revolutionary, energetic, interested, passionate about their work, and ready to enter difficult fields within the objectives of education; this is the most important task.

The second issue is support. All government agencies have the duty to support education; whether those agencies that deal with programs and budgets, or those that approve and legislate them in the Islamic Consultative Assembly, all must have such a perspective towards education. They should not think that this is a place that is merely a cost center - sometimes the view is like this; they say it is a cost center - no, this is an organization where whatever you invest, you will achieve returns manifold; this is where the future wealth creators, knowledge creators, civilization builders, and future managers will emerge and be created. It is not the case that we think education is only a cost for us; no, there are no greater achievements than those of education. Whatever you see across the country in terms of progress and achievements and innovations, its roots are here; fix this place, and everything else will be fixed. Therefore, spending money on education and developing financial resources for education is one of the fundamental tasks that we hope government officials will pay attention to.

Another issue is that the managers we choose - as I mentioned in the middle of my remarks - should be those who are committed to the main issue of education. Having political, party, and factional perspectives is poison for education. We have seen periods over these years where more attention was paid to these matters, and education suffered losses. Be careful! The approach to various issues of education should be such that the issue of the manager of each section of this vast and extensive organization is the issue of "education" and "upbringing"; the education of humans should be the focus, the education of revolutionary forces should be the focus. Brothers, sisters, dear ones! Let me say right here: our emphasis on revolutionary and devout personnel is because we have a long road ahead; this nation has a long road ahead. The goal we have set for the Islamic Republic, based on the general teachings of the revolution - when I say "we," I do not mean myself; I mean the Iranian nation and the officials of the revolution; the owners of the revolution - that goal is a very lofty one. The goal is to create a model society. You want to build a society within the beloved Iran - which is geographically located in a very sensitive point in the world - that, by the grace of Islam and under the banner of the Quran, serves as a model; both as a model in terms of material and material advancements, and at the same time as a model in terms of spirituality and ethics. The West made a leap in the material realm at one time; however, this leap was separate and opposed to moral movement; it was a purely material leap. Initially, no one understood what happened, but now they are beginning to understand and gradually feel the irreparable losses of it. No one should think that a purely material civilization, devoid of spirituality, will be able to quench the thirst of its people; no, they are suffering; right now, they are suffering. Not because of the demonstrations in the streets of Europe and similar events; no, the troubles for the West are deeper than that. What is primarily necessary for humanity is spiritual security, moral security, and peace of conscience; this is absent in Western environments and will worsen. If you are familiar with the words of their writers, critics, and thinkers, you will see that they have been raising their voices for several years; they are showing the corrupted corners and the increasing corruption in their society; this is how material life is. Yes, they have advanced in terms of science and technological advancements and have done great things; however, on the other side of the issue, they have remained stagnant, and this stagnation is hitting them. The society envisioned by Islam is one that is high in terms of material wealth, knowledge, and living standards; and in terms of ethics and spirituality, it should be at that level or higher. This is what you want to create; this path is very long ahead. And this is achievable; no one should say it is impossible; indeed, many things were thought to be impossible, but they became possible.

When a nation strives, it accomplishes great things, it makes historical achievements. Our societies have shown that they can be great, they can flourish, they can be thriving and fruitful. Humanity is an inexhaustible being, an unquantifiable being. Science has advanced so much, yet major parts of the human brain remain unknown; this is what the relevant scientists say. This physical existence of humanity is unknown, let alone the spiritual, inner, and hidden existence of man. The capabilities of humanity are vast; we can do many things, and humans can grow both materially and spiritually simultaneously. Well, we want to reach these goals; these goals require humans; above all, we need people. More than the road, we need the traveler on that road; if there is no traveler, even an asphalt road is of no use. If a determined traveler exists, the absence of an asphalt road does not harm. You see how far these mountain climbers go; there is no road, but there are feet and determination. Progress can be made, heights can be reached, and unknown potentials can still be recognized and utilized. Problems can be solved one after another. All of this requires people. This person must be established in education; of course, universities are also important, the community environment is important, the media is important, but none of these are as important as that foundational base, the elementary school level. Teachers and managers of this vast system have such a responsibility; therefore, we emphasize that they must be devout, they must be revolutionary. It is with this spirit of devotion and revolutionary zeal that this path can be traversed; even if there are obstacles, one can leap over them; provided that there is a spirit of revolution and commitment to religious and revolutionary obligations. This is another point.

One issue is the issue of educational materials and textbooks; great care must be taken with textbooks; they must be solid - weak statements in these books are harmful; not that they are not useful, but they are detrimental - and any deviant statements, whether political, religious, or deviations from realities, are harmful in these books. Those who are responsible for this work must engage in it with utmost integrity and precision.

Another issue is the Teacher Training University, which I have now mentioned to the honorable Minister; this Teacher Training University - or as it was formerly called, the Teacher Training University - is a university, but it differs from regular universities. In addition to the advantages that other universities have, the unique advantage of "producing teachers" is specific to this university; it has its own conditions; this university must be given great importance.

And one more issue is the issue of upbringing and the educational deputy. There have been shortcomings, there has been negligence; this deputy was suspended for a period, then brought back, then removed again. The educational deputy - an entity whose mission is to address the issue of upbringing, which includes intellectual, spiritual, revolutionary, behavioral, and ethical aspects - is important; both at the ministry level and at lower levels.

We hope that the Almighty God grants all of you His grace and mercy; God willing, the pure soul of our dear Imam, who opened this path for us, will be pleased with you; may the pure souls of the dear martyrs, especially the martyrs of teachers and students, be encompassed by divine blessings.

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