Statements in Meeting with University Professors of Khorasan Province at Ferdowsi University of Mashhad

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

This session is, for various reasons, one of the sweetest and most attractive sessions for me. Firstly, due to the presence of a group of scholars and scientists from this city and province, which has long been known for nurturing knowledge and scholars; secondly, because of the memorable experiences I have with this academic group - with some dear friends present in this session, close friendships and very sincere collaborations; with Dr. Farhoudi, a fellow prisoner; and with various groups from this academic community, we have had numerous sessions and exciting meetings during difficult times - it revives many memories for me; thirdly, because I see that our youth have made advancements in the field of science, such that today our university, thanks to the teaching of these young individuals, can carry the banner of pride. Many of the students and young people who studied amidst numerous challenges during the era of oppression and darkness are now, thanks be to God, among the professors, the flag bearers of knowledge, and the innovators in the field of science; some of them are present in this gathering, while others are in Tehran and elsewhere. This is another aspect that honors and endears this gathering to me.

The statements made were, in my opinion, valuable and beneficial. Allow me to express a few words regarding the statements of these friends. Regarding the research budget, you are correct. What we need in terms of the research budget is far from what our current research budget is within the national budget. I have also recommended, emphasized, and besides public sessions, I have told the officials in private meetings that this must be pursued; Dr. Zahidi - the esteemed minister - is here; he must definitely follow this up in the government and bring it to fruition. Today, the issue of research is not a matter of luxury for us; it is a vital issue. I do not know how deeply all decision-makers understand this matter, but I firmly believe that today one of our two or three main and fundamental tasks for preserving our identity, existence, independence, and future is the issue of scientific research; without a doubt. This must be taken very seriously; it is more important than many of our other tasks; even if it does not have an immediately visible outcome, it is very important.

Regarding the issue of Islamizing universities, my belief is that whatever we do in this regard is not too much. What I once expressed about universities and Islamizing universities is that our expectation from the country's universities and centers of knowledge is that if a young person with little faith and indifference enters the university, they should leave the university deeply religious and committed to religious and ethical obligations; that is our expectation from the university; just like the seminary. Now, if the foundation of the university was established in such a way that it seems it must be non-religious or even anti-religious, that is another matter; however, the reality is not like that. Knowledge is accompanied by faith; anyone who engages with knowledge sincerely will see their religious faith grow; just as knowledge is intertwined with moral virtues and a sense of commitment; this is the nature of the university. Of course, we acknowledge - as was mentioned - that this has not happened.

However, the truth is that today the face of our university is an Islamic and religious face. In what era have we had so many committed, dedicated, patriotic, religious, God-fearing, and sincere professors in our universities? Have we ever had this many professors in the university? And professors with such a sense of commitment? In which period of the country's university - in these sixty or seventy years - have we had so many committed students who are interested in religion and adhere to the ethical and faith-based principles of religion? In this regard, we have made progress. Of course, it is evident that with the statement I made earlier, we are not satisfied with this; however, we are grateful to God for what has occurred and do not deny His blessings.

The issue of the need for knowledge production to expand research and its contradiction with state monopolies and the exclusive rights of companies is a completely valid point that we accept, and our hope is that with the implementation of the policies of Article 44 - which was announced last year - this knot will be untied. Essentially, entering the field of interpreting Article 44 and paying attention to the details of Article 44 and the efforts made in this regard, and my own involvement in this field, was due to several points, including this one. Of course, the concern expressed by our old friend that incorrect implementation of Article 44 may lead to accumulation and similar issues is also valid. If what we have said and what we want and pursue is implemented, God willing, neither that excess nor that deficiency will occur. It must be carried out as stipulated and stated, and God willing, with God's grace, it will be so. Of course, there were also reminders that I noted, and God willing, I will follow them up.

After meeting with you, I will have a meeting with students and will speak in more detail. My main purpose for this session was to hear the professors' words, but what I want to briefly express in this session are a few short and important issues.

One issue is that today, the subject of knowledge is a vital issue for our country; and knowledge largely depends on you, the academic community. Today, the university must feel that the country is at a turning point where two kinds of university movements will create two divergent and opposing paths from this turning point; if we act one way, we will go in one direction, and if we act another way, we will go in the opposite direction; thus, we are at such a sensitive moment. Today, international relations revolve around power. You see, the powers rely on their strength, bully, and speak illogically and without reasoning. The crime of many medium and lower-tier governments is that they easily accept their bullying; thus, bullying based on power has become a common practice. In the matter of nuclear issues, in the Middle East, in various political matters, and in various issues we have, when talking to governments, they say: what can we do, America says! This means that this is a decisive argument that since America has power and strength, there is no other choice. This power - which has become the axis of all international movements today - is dependent on knowledge; and thus, America's wealth stems from knowledge, its propaganda capabilities also stem from knowledge, and its international political position is also derived from knowledge. Knowledge is what elevates a country to a position of power; knowledge is that important for countries.

It is clear that we do not want to traverse a two-hundred-year path of others in twenty years. The claim is not that we will reach the scientific level of a country that has been engaged in scientific efforts for two hundred years and has also benefited from the products of two hundred years prior from other countries within ten or fifteen years. This is not the intention; rather, the claim is that we should not waste time. If Iran is to have a future and if this nation is to continue on the path of independence, dignity, and non-dependence that it has embarked upon, this is only possible through the education of this nation. They must become knowledgeable, and knowledge must progress in this country. Imported knowledge is not true knowledge; it is endogenous knowledge that empowers. The reason I raised the issue of knowledge production and breaking the boundaries of knowledge is because of this, and it must be taken seriously. The seminaries have a share in part, and universities have a major share in another part. Today, professors and university administrators must view the university in this manner.

Any teaching in a class that arises from impatience, lack of time, lack of attention, and disregard for the lesson, disregard for the student, and disregard for time and schedule is not suitable for the dignity of our current university. I affirm that we must insist on preserving strong, old, and valuable professors in the university - as friends have pointed out - alongside this, I emphatically state that young and motivated professors must also be utilized and brought in. We must not have a shortage of professors in any area. Today, the path is open for this. Fortunately, students who are completing their advanced studies have good ranks, high ranks, and good talents; they can play a role in teaching at universities. Old circulars and instructions are not verses of the Quran that cannot be changed. Look at the situations and transform the university into a dynamic field in terms of teaching; with interaction between students and professors, professors' dynamism, professors' study, professors' access to scientific centers and scientific information and publications - which, fortunately, has become much easier today with the spread of the internet and other things - turn the university into a constantly debating and working public assembly; nurture and educate the students. This is one point.

Another point is that regarding the issue of knowledge production and the software movement - which we have raised - research centers have responded, universities have also responded at the levels of researchers and professors, and in this regard, I am truly pleased; however, at the level of students and youth, this meaning has not been taken seriously and has not been realized; while we must utilize the talents of youth and young forces significantly. This work is the responsibility of professors. Especially graduate students, if guided by a professor, can truly innovate in science and sometimes surpass their own professors. Sometimes a professor guides a student and provides academic support, and that student, with the professor's support, advances beyond the professor; many such cases have occurred. This must be realized.

Another point is that apparently from the beginning - since I myself have not been a university student and have not grown up in the university environment, I cannot comment much in this regard; however, I have always heard from academic friends - the foundation of the university, unlike the seminaries, has not been based on depth in lessons and prioritizing depth over memorization; this is a flaw. In the seminaries, for the diligent student - not for those who do not study - memorization is not emphasized; rather, the student must understand the material; beyond a certain level, they must also become knowledgeable in this matter. Your doctoral programs are for this purpose; to become knowledgeable. This state of fostering a questioning spirit and strengthening research and continuous inquiry and not being satisfied must be nurtured in students. In our lessons and in the seminaries, sometimes in one lesson, five hundred or a thousand listeners and students are present, and one of the students takes the professor's and others' time by raising an objection; there is absolutely no custom in such a gathering that the professor becomes upset about why you raised an objection, or that the other students become upset that their time was taken. No, in our seminary culture, this is the case; raising objections is the right of the student and each student utilizes this right, and the professor is not at all displeased; rather, they are happy that there are questioners in the lesson; one of the professors' honors is that there are multiple questioners in our lesson. This must become common in the university; that is, raising objections to the professor, questioning, and research must become common; and this is in your hands.

One issue is the map of the country's scientific movement, which I raised last year. Of course, I do not expect Ferdowsi University to carry out this task, but I do expect that the rooted and established Ferdowsi University will participate in this work; think about this. For the advancement of science in the country, we need a comprehensive scientific map. What do we want to research? What do we want to learn? How do these scattered scientific components connect? Where can we benefit from the connection of these for the future of the country and its movement? These are only possible with a scientific map for the country. Of course, the scientific map is not a permanent map; it is time-bound and duration-bound. The scientific map may be one thing at this moment, and ten years later it may completely change and be something else; however, this scientific map is necessary. In this regard, I expect your university - whether the medical university or Ferdowsi University - to help make this a public demand among professors, researchers, and academic scholars.

One issue regarding nurturing students - which I mentioned - are the tasks that fall to professors and management; here, the audience is not only professors; management is also included. Truly put these tasks into your programs: like educational workshops; like scientific camps; like awards for innovations; like the demand from the industry for a young researcher who is doing work at the university, meaning the connection between university and industry, which has also been one of the definite slogans I have raised for the past three or four years. Fortunately, in this government, a special deputy called the "Scientific Deputy" has been established for scientific work, which is one of the blessings of this government, and incidentally, one of your fellow citizens is working in this deputy. In my opinion, this deputy is a blessed one and can carry out very important and good work. With the help of this deputy, the two ministers - both in the Supreme Cultural Revolution Council and in the government - should demand that managers provide the means for this.

I will not take more of your time, dear friends and brothers and sisters, and we will go to the next session. I want to repeat the first recommendation once again: today, the role and mission of the university is a decisive role; even if it is not decisive for the present time, it is decisive for the future of the country. Today, the decisions and efforts of academics are like the role of a switchman who completely separates two railway paths. You are now the switchman; with the efforts you make at this moment in time, you can place the path of the Iranian nation towards prosperity, dignity, progress, and complete independence; and you can, God forbid, act in such a way that with a lack of necessary movement and failure to respond to today's needs, a different outcome occurs.

O Lord! Make us more aware of our heavy responsibilities in this age. O Lord! Grant our scientific environment and university environments your special grace and guidance. O Lord! Reward all those who strive and work in this path with your rewards and blessings.

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