Our land has been organized in a way that its appearance is rich, although behind the scenes it is full of chaos. The principle is to have a chic display, even though behind the scenes it is full of turmoil; although the days have turned and the numbers have been marked, so that such a display is no longer effective. Everything is supposed to be presented as normal on this basis. In the midst of this coronavirus crisis, statistics say one thing and the realities say another! Schools are on the verge of reopening; it was planned for all teachers and students to be vaccinated before schools reopened. On the other hand, the third pillar of the school, known as the parents, is unclear how they will be vaccinated at this slow pace? And whether, in principle, this vaccination should be done with vaccines approved by the World Health Organization, or with some domestic and foreign vaccines that may not be desirable?!

This approach, reflects the burden management in all directions in all areas in this land. The education system has no program or concern for nurturing the talents of children and adolescents, and of course, no track record. Therefore, the knowledge gap and beliefs of this institution and the current generation are becoming deeper day by day. It seems that this institution has mobilized all its forces to eliminate the attachments of this generation. For this purpose, it allocates large budgets and pays high salaries for education.

“Substitute knowledge replaces pseudo-knowledge. Neither the emotions and feelings of the generation that is responsible for education and upbringing, nor their right to choose how to determine their social, ideological and personal way of life, have a place in it. It is evident in textbooks and formal education. Textbooks are not only not designed based on their interests and future careers, but also to the extent that they have been able to incorporate the concentration of ideology into non-ideological books such as natural sciences and mathematics.”

This device is designed for the indoctrination of humans, not for critical thinkers! Therefore, this crucial point is carefully incorporated into the development of major educational policies, especially in the field of humanities. All human schools have been tested and proven to be failures, showing the need to transfer the liberating ideology from official propaganda to the realm of textbooks, in order to take on a political and epistemological form, which may seem justifiable.

From the perspective of education and training authorities, all employees of this institution, from staff to teachers and students, and even parents, have not come together to build a better, more prosperous, and freer society. Essentially, students do not go to school to gain knowledge and understanding; rather, they come to learn in the education and training system and school environment to become obedient soldiers and followers of the official ideology and unpaid and loyal advocates for what the official propaganda emphasizes.

When you never see the name and image of growth in schools and education, it is not just a matter of Dr. Khaneali, Bahman Beygi, Turan Mirhadi, Jabbar Baghcheban and other educational elites, it is a result of this perspective. Because it is not just one word: “education” in its true and deep meaning. When this concept is not meant to be opened in such an institution, then you will be faced with countless volumes of empty and superficial brochures that not only do not determine the least strategy in education, but also have anti-educational tendencies.

This is where the school environment and teachers become “preachers without an audience”. If a teacher teaches a lesson and finds their audience missing from this generation, they have taken an unconventional path other than the designated goals of education. Often, these teachers also become angry in various ways and incur high costs. This broad and lengthy system’s only purpose and goal of education is to create a loyal human to the promoting ideology; although so far, it has not only had the slightest success, but has also unfortunately added to the ranks of the defeated.

What drives the goals and aspirations of the leaders of this institution has shown a stark and striking difference with the beliefs and hopes of the generation that is under the same official and mandatory teachings. It can boldly be said that regardless of success or failure, and the usefulness or lack thereof of the graduates of this institution for themselves and society, it can at least be said that a very high percentage of both groups have the least conformity in beliefs and behaviors with official and governmental teachings.

Many Iranian adolescents and young adults are in conflict with what is considered official values and norms. This fact has become so obvious today that it does not need to be proven or supported by examples. The reader of this text can immediately see many of these value contradictions between the beliefs of the government and the judgment of this generation in front of their own eyes.