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Javad La’al Mohammadi

In fact, I do not know how much the eyes of the respected families of the injured students in non-profit designated schools are hurt, and in these busy days of court and justice, what bitter moments they spend; I have no concern for the heartache of many teachers who have strived with honesty and integrity and are now exposed to harm and accusations. But revealing this tragedy in the spring of 97 and addressing this sorrowful story behind closed doors is not the whole story. The rape of 6 elementary school students in 93, the rape of 14 students by a sports coach in southern Tehran in 95, the case of a 9-year-old girl in Zanjan in the same year, the disgrace of the rape of a young girl in Urmia by a caretaker in 96, and the repeated daily immorality in society, are clear indications of the disregard for education and the style of the ruling power structures in Iran.

The commander of NAJA executed in 1391, which out of 900 recorded cases of sexual assault in one year, 60% were related to boys and 40% were related to girls. This is while Mr. Dr. Eghlima, the head of the Iranian Social Workers’ Scientific Association, knows unofficial statistics even higher than this. (1) My belief is that this astonishing statistic is a result of three factors: lack of education, negligence, and irresponsibility of officials who do not care about their reputation. It is unclear when they will have the decency to write two sentences and at least say: I am sorry that I couldn’t do it, so I resign…

Oh God! In discussing and analyzing these events, I must mention this fundamental issue that Iran has an ideological and traditional system and is far from the open and democratic principles within the framework of global standards. I try not to see things in black and white; however, the reality is that the philosophy and principles of education in Iran – especially in the past 40 years – have been trying to impose a specific type of religiosity and turn students into ideological and faithful soldiers, enforced by the ruling political system, to prove that “anyone who was not killed is not from our tribe.”

I presented that real life in today’s world is not an ideology that we want to give its happiness in a vicious cycle, a serious and academic appearance, and expect to bring a generation of research owners by sowing the seed of imitation. Of course, the presented statistics are the bitter fruit of societies in which educational limitations, flawed and inefficient educational systems have been provided, which seeks to extract a blessed religious message by silencing proper education and tabooing sexual issues. It is painful that according to statistics, Iran has 4 million children who have dropped out of school and 5.1 million of them are forced to work due to poverty (2) and at least 50% of them are subjected to abuse. (3) It is even more painful that according to Iran Watch, more than 17% of registered marriages each year are for children, some of whom later become widowed mothers. (4) It is shocking that according to the Civil Registration Organization, 21 people get

Today’s world is the center of discussion for modern human education; however, without flattery and exaggeration, I must say that in the education system of Iran, the starting point and center of discussion is Islam and religion. Not the Islam that Muslims boast about and take pride in; rather, it is a reading that has established the ceiling of leadership on the pillar of Shariah.

In document 2030, it is stated that “no government has the right or legitimacy to change the content of education and use the next generation to serve its own ideals simply for the sake of gaining power.” It is also mentioned that “the world today sees education as a service to all, and all education players, including researchers, teachers, parents, and students, must be involved in decision-making in this field. The content of education should be removed from the hands of the government and left to the experts, and the goal of education should be to create self-governing, creative, questioning, free, and tolerant individuals who can build tomorrow’s society based on fundamental values of respect for freedom of conscience and critical thinking.”

But the image that Iran presents of its education system has a fundamental gap and conflict with the spirit of this document. This document may address the improvement of sexual education in the next two decades in line with global standards, to combat serious physical (as I mentioned above), spiritual, and emotional damages. However, in Iran, education on these issues is very timid and basic even at the university level, and open and clear discussions about it are considered contradictory to Islamic and national values and are seen as promoting homosexuality. This document may consider gender equality and empowering girls to end all forms of discrimination against women – such as child marriage at a young age – but in Iran, the ruling is for women to stay at home and be homemakers and child bearers, and their share of equality is determined by Sharia and jurisprudence. In the 2030 document, human rights may be considered, along with efforts and struggles against the culture of war and striving for sustainable peace and global citizenship with shared cultural values

And this is a major gap that distinguishes the educational world of Iran from other countries targeted by the 2030 document, and as long as education and religion are not separated, it is not possible to be optimistic about creating a suitable space and having a serious discussion about it. Therefore, with the current conditions where there is no will for change, it is not at all unthinkable to address such tragedies, and unfortunately, the cost of it falls on the most defenseless and vulnerable segments of society.

Therefore, although I am not optimistic, I hope that the authorities of education and training take action to shake up the mental and intellectual state and entrust the very important matter of proper education and training to its true owners.

Notes:

1. “Men outnumber women in surpassing! Sun News, 11 Khordad 1391.”

2. Kazemi, Simin, Child Labor: In a World They Have Never Made!, Journal of the Center for Research on Social Determinants of Health (Shahid Beheshti University), Volume 4, Issue 2, Spring 1396, pp. 76-78.

3. According to ISNA, 90% of children are subjected to labor exploitation, November 14, 2017.

4. The latest statistics on child marriage in Iran, ISNA, 21 Azar month 1395.

5. How many divorces occur in the country every hour?, Mashregh News, 14 November 2017.

6. Why is the divorce rate high in Qom? Online trust, December 19, 2017.