Investigating the issue of violence in any society requires close observation and fieldwork with the people. However, thanks to advancements in technology and mass media, geographical distances have been minimized and it is now easier to compare cultures between societies. The more a single-party and authoritarian system with a unified ideology takes root within a society and promotes its own false beliefs and incorrect standards of behavior and ethics, the more the true culture will wither away. We want to examine the issue of adolescents and young adults and their placement in the education and upbringing process, as well as their future life and their cultural and ethical character.

We will see that the result of this type of targeted and destructive education is nothing but the violation of human rights, especially for young people and adolescents; because the current government is well aware that it is these young people and adolescents who have been at the forefront of fighting against oppression and injustice for over four decades, but as mentioned and will be further elaborated, the education system around the world is the beginning of shaping the character, ethics, and culture of individuals; however, when it falls under the control of a totalitarian government, it becomes a breeding ground for immorality and lack of culture.

In our land, considering the diversity of ethnicities, languages, and dialects, it can be said that we are among the few countries that have accommodated multiple different nations within ourselves; the educational system, due to its lack of independence from the central government, has pursued the project of cultural homogenization of society and ethnicities since its inception until today, and we see that different ethnicities are not allowed to study in their preferred language and method; the government, with complete disregard for their cultural and linguistic values, uses force to destroy their cultural structure and practically deprives them of their human freedoms, dictating whatever the educational system deems necessary.

This deprives individuals and societies of their personal and social freedoms, in addition to their ethnicity, and is imposed on those who possess the culture and language of the majority. The preferred education and upbringing of the government, which is used to advance its goals, has been enforced through force and violence (both openly and covertly) for several decades.

This coercion and deprivation of individual and social choice can even be seen in determining the type of personal lifestyle of individuals; an example of this is the right to choose one’s desired clothing style, which our women have been and are deprived of for a long time.

In a society where its educational system has been promoting violence since the beginning of schooling and values of culture, ethics, and even science are considered worthless, the moral and cultural norms that are the factors of progressive societies are also destroyed, leading the society towards downfall. In this mass filled with immorality and lack of culture, the meaning and concept of words and actions that are universally accepted have been lost, and instead, inhumane and unethical content and structures have taken their place.

Can we expect anything other than a culture of indifference and immorality from a society that is exposed to violence and wrong teachings from the moment of birth?

In this system, which is defined as immoral and anti-cultural, this vicious cycle continues until any immoral action or teaching, which is the foundation of the government, is honored and praised, while human actions and teachings and healthy culture are ridiculed and rejected…!

The cultural norms that have been established in society indicate that our values as humans are not recognized anywhere; because we are condemned to receive this poisoned education and reproduce it in our actions, behaviors, and speech.

The sample fists are the victims of this educational and cultural system; from violent criminals to high rates of addiction, poverty, and obscenity…

“In a land where freedom is a crime and diversity, differences, and individual talents are seen as a threat, there is no opportunity! This deliberate negative indoctrination mixed with suppression, force, and violence has been hindering our progress and that of our society for years.”

We should pay attention to the fact that a great number of people in the rural areas are struggling under economic pressure and are even deprived of the basic education and training. For example, in Sistan and Baluchestan province, many people do not have access to schools, let alone a proper education system.

The lower class is suppressed in both the economic class war and the cultural class war.

As we know, private education, which is relatively good, is exclusive to the wealthy and affluent classes of society who can afford the exorbitant costs of this type of education; of course, with the widening gap between social classes in Iran, even this weaker class cannot afford the costs of government education and its institutions such as universities and schools.

The educational and training system that demands huge costs for providing destructive services.

But the final point is not that all of these words mean that lack of culture and morality is our (people’s) fault; this is exactly what government-affiliated media are trying to instill, that “if you are uncultured, you are immoral” and “if you are poor, it’s your fault!” This is the method that totalitarian governments use to justify their inefficiency and their hostility towards humanity in all areas.

We have several important duties, first of all we must pull ourselves out of this domino of downfall; by self-improvement, being in harmony with our teachers and complementing each other, we must distance ourselves from any incorrect cultural and moral values, so that one day we can create human, moral and cultural values on these ruins and rebuild the meaning and concept of words that have been taken away from us by force, oppression and systematic methods.