Statements in Meeting with Thousands of Teachers and Educators

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

Thanks be to God, Lord of the worlds, and peace and blessings be upon our master and prophet, Abu al-Qasim al-Mustafa Muhammad, and upon his pure and chosen family, especially the remainder of God on earth.

Welcome, dear brothers and sisters! This annual meeting with esteemed teachers and education officials of the country is intended to express my respect for teachers; that is, I wish to convey my appreciation and devotion to the teaching community through this session and the discussions that will take place. Of course, this session is also an opportunity to address some issues in education, which, thanks be to God, the Minister has raised the most important educational issues. We must be grateful that during this period, especially the esteemed President, has shown special attention to educational matters. I have repeatedly stated that any investment we make in education is indeed an investment, not a cost; it is like creating a foundation for multiple returns. Fortunately, the esteemed President believes in this. The esteemed Minister is also among the distinguished managers of education; he is fully acquainted with educational issues. These are opportunities, and we hope to make use of them.

According to what he stated, some actions have begun, and some are set to commence. My emphasis, my recommendation is to consider "follow-up" as a principle; I always advise managers and officials of the country on this. Many officials come here, speak well, and make good statements, but the outcomes of those statements are not seen. Follow up so that these good ideas, these correct and precise opinions regarding education are pursued and realized one by one. Of course, we are not looking for short-term results in education; the nature of education is not that, but the movement and process must show what we are doing and where we are going.

I would like to mention two or three points regarding teachers; I have also noted a few points about the essence of education that I would like to share.

Regarding teachers, one point is that all government agencies have a duty to honor teachers; this is not a trivial matter, nor is it mere politeness; it impacts the general movement of the country. Honoring teachers is necessary. Now, honoring begins with financial and livelihood assistance and similar matters, as mentioned, and extends to shaping public opinion; that is, we must make efforts in public opinion so that teachers are seen as vibrant and beloved figures in the eyes of the public, such that when someone, a young person, is asked which job they would choose from this list, they do not place teaching at the bottom. Sometimes it is like this. When a teacher lacks appeal, those seeking jobs do not even think of teaching unless they are forced to. We must reverse this; this honoring must be such that in public opinion, interest in teachers and the portrayal of teachers is so attractive that people see teachers as active, hardworking, vibrant, successful, proud, and dignified individuals; of course, this requires a way; these are tasks that cannot be solved merely by speaking and reminding; experts must sit down [and think]; it requires media work, artistic work; they should produce films, create books. Just as we produce a book about a martyr, which makes one fall in love with that martyr, we should produce a book about a teacher's behavior—perhaps in the form of a novel—that makes one fall in love with the teacher when they read it. Animation, films, series, various media works—these are the responsibilities of government agencies, the media, artistic institutions, the Ministry of Culture and similar entities; these works must be done. Who should follow this? Education; one of the tasks of education is to pursue this. The goal should be a worthy portrayal of the teacher. This is the first point.

If we can properly accomplish this task, firstly, the teacher who is in the classroom teaching will feel proud and will no longer feel fatigued; secondly—as we mentioned—the talented young person looking for work will consider teaching among the first options that come to mind; talented individuals will enter the field of education, and the level of teaching will rise. This is one point regarding teachers.

The next point is the teacher's understanding of the activity and work they are engaged in; here, the audience is you dear ones and teachers across the country. The teacher must be aware that it is not just the textbook they provide to the student in the classroom; the teacher, through various methods, knowingly or unknowingly, influences their student. With your character, your behavior, your presence in the classroom, your interaction with the student, the quality of your teaching, your humility or arrogance, your enthusiasm and diligence or lethargy and disinterest, you influence the student, and they are affected. One of the influential factors on the personality of the young and adolescent is the "teacher"; just as a mother influences, a father influences, at certain times and in certain periods, the teacher influences the student more than the parents. Well, with this understanding, go to class; know what impact you have on your audience. This naturally compels you to be careful in your behavior, in your speech, in your performance. This is another point.

The last point regarding teachers is the issue of the Teacher Training University and teacher training centers. Of course, the esteemed Minister has explained, and he mentioned points that I also have various information about that university. The Teacher Training University is important: firstly, the Teacher Training University belongs to education; the discussions that sometimes arise in certain circles about merging it with another university are not in the best interest; it belongs to education and must be under the control of education. The Teacher Training University is the place for training the very element that has all those influences. During the time of Martyr Raisi (may God be pleased with him), limitations and criteria were established for selection; do not let these criteria weaken. The quality of work in this university must be such that the construction of a "standard and necessary teacher" is possible and realized there; thus, it is very important. This university must be a place for the best scientific, faith-based, ethical, and behavioral professors to come and go; prominent scientific figures, prominent ethical, intellectual, and cultural figures must frequent this university; this university is of great importance. I have repeatedly emphasized this university over many years, and I insist that you do not let this university weaken. Do everything you can to correct the behavior of the Teacher Training University. Well, this is regarding teachers.

Regarding educational issues, I have noted a few points; of course, there are more things to say and points to remind, but I have noted a few points here to share with you.

The first point is that education is a governmental institution. It is the duty of the Islamic government to raise the youth and adolescents at least until a certain level—say, until the end of high school—with knowledge, skills, professions, and faith; this is a duty. The murmurs that arise in corners, even within education— as I have in mind—suggesting that we should hand over parts of education to this or that, meaning creating a feudal system in education, is completely meaningless. The result, the intellectual and cultural upbringing of the new generation, is the responsibility of the government, it is the duty of the government, and it is the right of the government. Governments must carry out this task; they must sit down based on standards, values, and principles, build education, and guide the youth of the country. The idea that we should impose a certain taste or motivation is incorrect. Years ago, some high-level responsible individuals repeatedly came to me, insisting; their reasoning was that since the budget for education is large, it burdens the government. Education is the pride of the government; the government should take pride in spending on education. Just because the cost of education is high, should we remove education from the government's hands? They insisted that I agree, and I firmly rejected it. If there are those in decision-making centers within education who hold such beliefs, they must certainly change their minds. Education belongs to the government, is the property of the government, is under the control of the government. The government is obliged and must also be accountable, and it is the pride of the government to be able to create and develop good education in the country. This is the first point.

The second point is about the structure of education. My dear ones! Millions of girls and boys from six to eighteen years old are involved with education; they are under the care of education; if this new generation, this massive population of millions is not well educated, what answer do we have before God and future generations? The structure of education must be such that it truly educates them in terms of knowledge—beneficial knowledge—and in terms of culture, faith, and upbringing. Of course, there was an exhibition here, the gentlemen had organized it, and I looked at it before coming to the session; I saw that fortunately, attention has been paid to some of these necessary issues in this structure. This matter must be pursued carefully; the current and outdated structure of education is not responsive. In the seventh program, one of the duties assigned to the government is to design a new organizational structure for education; this is among the duties, and some work has been done and is being carried out. Consider this an opportunity. The Islamic education of Iran requires its own specific structure, considering all aspects. This appropriate form, this necessary framework, this required structure, which must certainly be transformative and suitable for needs, must be pursued in the best possible way.

Of course, the revised version of the transformation document—as I have heard—is currently under consideration and study; very good; both this version must be truly revised, and the roadmap for implementing this transformation document—which began during the government of Martyr Raisi, the roadmap was mentioned, followed, and worked on—must not be left unfinished, must not be halted. It must be acted upon skillfully, it must be acted upon with commitment; that is, those who are organizing the appropriate structure for education need to be firstly skilled, educationally knowledgeable, and familiar; secondly, they must be committed; committed to religion, committed to the independence of the country. This new structure must be able to raise our youth and adolescents to be knowledgeable, faithful, patriotic, hardworking, and hopeful for the future; it must be able to bring this about.

One point also concerns textbooks. Well, these two elements, "teacher" and "textbook," are essentially the main components of education. Textbooks are very important. I have repeatedly emphasized the importance of textbooks—both publicly in these sessions with teachers and educators and in private meetings with past education officials; some actions have been taken; now, for example, suppose they add the name of an Islamic scholar to the textbook, or perhaps bring in a few pages of documents from the den of espionage—as we have pointed out—these are necessary but not sufficient; the textbook must be able to educate and nurture the student. Firstly, the textbook must be attractive; if you now refer to young students—whether in elementary or high school—you will see that the textbook is not a sweet and attractive thing for them; the content must be appealing; that is, the heaviest scientific topics can be reflected in the sweetest expression; this is how it is. Well, our lives have passed years in teaching and listening and similar activities; the heaviest scientific topics can be expressed in simple, sweet, and appealing language for the audience. This is one issue regarding content. Then the appearance; design the cover of the book, the appearance of the book, with taste, creativity, beauty, and according to aesthetic principles. Currently, this is not the case; the appearance and format of our textbooks do not have an attractive shape. Therefore, one of the important topics is the issue of textbooks. So, one topic has become the issue of the book. Those who prepare the book, the institution that organizes and prepares the topics of the book, must have complete religious faith and political commitment to the principles and values of Islam and the revolution. Such individuals should come and organize the book. This is another point.

There are two or three other points that I do not want to elaborate on too much. Regarding technical and vocational fields, which is one of our constant recommendations, they mentioned that they want to increase the number to fifty percent; this is good, but as much as you can, pursue these technical and vocational fields and those who study and work in technical areas, so they reach the job market sooner and are more useful in the job market and help prevent youth unemployment.

One point is the issue of educational justice, which fortunately is often repeated by the country's officials; I firmly believe in educational justice, but be aware that educational justice does not mean neglecting superior talent. Some misunderstand the concept of educational justice. A phenomenon like the gifted education system is a necessity for the country; such phenomena are needed by the country. You must seek out talented youth and help them soar and grow according to their talents. Some can make more progress; they can absorb more knowledge in their minds with less time investment; these individuals cannot be left behind; they cannot be forced to move in the same general flow; no, this is by no means contrary to educational justice. Justice means placing everything in its rightful place; this is the meaning of justice. To give more to someone who has greater learning ability is justice. If you give less to someone who has greater learning ability, you have acted against justice.

The last point is regarding the issue of the educational deputy, which is among our constant discussions and insistences, and some, with negligence and disregard, neglected the issue of the educational deputy for a period, eliminated it, and ignored it; they also presented incorrect arguments in this regard, which were rejected. Well, fortunately today I saw that the esteemed Minister provided explanations regarding educational and deputy issues; God willing, pursue this, and let this work be done in the best possible way. These are regarding education.

One word also regarding the political statements that have been made in recent days in the regional and international space. Some of the statements made during the visit of the President of the United States to the region are not even worthy of a response; the level of discourse is so low that it brings shame to the speaker and shame to the American nation; we do not concern ourselves with them. However, we must pay attention to one or two sentences.

Trump said he wants to use power for peace; he lied. He and the American officials, the American governments have used power for the massacre of Gaza, for warmongering wherever they can, for supporting their mercenaries; they have used power for this. When have they used power to create peace? Yes, power can be used for peace and security; that is why we will, in defiance of the enemies, increase our power and the power of the country every day, God willing. But they did not do this; they used power to provide ten-ton bombs to the Zionist regime to drop on the heads of children in Gaza, hospitals, and the homes of people in Lebanon and wherever they can.

This is one point.

The President of the United States proposes a model to these Arab countries, which he claims that with this model, these countries cannot survive even ten days without America; he said it like this; he said if America is not there, they cannot sustain themselves for ten days; America keeps them alive. Now, in their dealings, in their behavior, in their proposals, he is again presenting and imposing this model on them, so that they cannot live without America. This model has certainly failed. With the efforts of the nations of the region, America must leave this region and will leave. Certainly, in this region, the point of corruption, the source of war, the source of discord is the Zionist regime. The Zionist regime, which is a dangerous malignant tumor in this region, must certainly be removed and will be removed.

The Islamic Republic has specific principles, a defined value system, and despite all the ups and downs that have occurred around us, it has relied on these principles and advanced the country. Today, Iran is not the Iran of thirty years ago, forty years ago, or fifty years ago. Today, by God's grace, in defiance of the enemies, despite the efforts of others, Iran has progressed and will, God willing, progress several times more, and everyone will see this; our youth will see this in the best possible way, and God willing, they will all cooperate in building the desired Islamic Iran.

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