The right to access education is one of the fundamental principles in achieving social justice and individual and collective progress. This right is essential, but after the Islamic Revolution in Iran, it was seriously violated for the Baha’is – the largest religious minority group in Iran. With the beginning of the “Cultural Revolution” in the spring of 1359, extensive changes were made in the country’s education system, leading to the closure of universities and major changes in admission policies. Among these changes, the Baha’is were a group of citizens who, due to their beliefs, were deprived of the right to study in universities; a deprivation that has lasted for more than four decades and continues to this day.

The following text examines the history of the Cultural Revolution and its impact on the education system in Iran, while also looking at the ways in which the government has treated Bahá’ís in terms of education, including the beginning and continuation of their deprivation from education. Furthermore, the deceptive methods used by the government to create obstacles for Bahá’í citizens to enter universities and the resulting limitations on their educational and social opportunities, as well as the efforts of Bahá’ís to attain education and the widespread suppression they face, are also discussed.

The precursor of the cultural revolution.

Just one week after the victory of the revolution, on February 19, 1979, the newspaper “Keyhan” reported the news of universities being taken over by special committees in an article titled “Fundamental Changes in Universities”. According to this report, Muslim students at the National University of Iran had requested a list of “undesirable elements” to be “purged”. These students also demanded the formation of a council consisting of students, professors, and employees to take charge of managing the university. (1).

On August 21, 1979, at the request of the Ministry of Culture and Islamic Guidance, the Attorney General of the country ordered the confiscation of 41 newspapers and magazines published at the time. (2) During this time, public libraries were purged, research and investigation were halted, and serious and widespread censorship was imposed on the printing, publishing, and translation of books.

The spring of 1359 began with Ayatollah Khomeini dedicating a part of his Nowruz message to universities, emphasizing the necessity of “creating an Islamic revolution in universities across the country,” “transforming universities into a healthy environment for the development of humanities,” and “purging professors associated with the East and West.” (3).

These events, one after another, paved the way for one of the most influential events of the post-revolutionary era, known as the “Cultural Revolution” in Khordad 1359. At that time, in order to manage the revolution, on the orders of Ayatollah Khomeini, the “Cultural Revolution Headquarters” was formed and universities across the country were closed for more than two and a half years in order to reform the educational system in line with the “ideals of the revolution”.

Ruhollah Khomeini and the policy of suppressing the Baha’is.

After the Cultural Revolution, Bahá’ís were among the groups listed as “deviant sects” and were expelled from universities. As a result, thousands of Bahá’í professors and students were banned from attending universities due to their belief in the Bahá’í Faith. This event was not surprising for those who had been familiar with the writings and speeches of Ruhollah Khomeini, the founder of the Cultural Revolution, for decades. He had repeatedly expressed his opposition to Bahá’ís and their principles and teachings in his writings. In April 1963, while trying to create a sense of concern about the danger of Islam among the masses, Khomeini warned the government against employing Bahá’ís in “sensitive positions” in the army, cultural affairs, and other ministries. He also asked the clergy to express their hatred for the principle of equality between men and women, which is one of the fundamental principles of the Bahá’í Faith, and to

“Cultural Revolution” and the elimination of Baha’is from the field of higher education.

Finally, after 30 months since the beginning of the Cultural Revolution and the closure of universities, on December 18, 1982, the country’s higher education institutions were reopened and the first nationwide entrance exam was held. At this time, belief in Islam or one of the religions mentioned in the Constitution of the Islamic Republic was a general requirement for registration to participate in the exam, and in the religion column of the registration form, there were only four options to choose from: Islam, Christianity, Judaism, and Zoroastrianism. Baha’i applicants, due to not adhering to these religions, either added a fifth option called Baha’i to the form or left that section blank. The question of religious beliefs was added to university registration forms at a time when, according to Article 23 of the Constitution of the Islamic Republic, “investigation of beliefs is prohibited and no one can be persecuted solely for holding certain beliefs.” This illegal process continued in the same way for another

Bahaiyan University of Iran, studying under the shadow of oppression.

Following the deprivation of Baha’is from studying in the official universities of the country, the Baha’i Institute of Higher Education (BIHE) was established in the month of Ordibehesht in 1366 (1987) with the selfless efforts of a group of Baha’is, aiming to meet the educational needs of Baha’i youth. The classes of this university were held in the homes of Baha’i students and their professors, who had been expelled from their jobs after the revolution due to their belief in the Baha’i Faith. These selfless efforts, which demonstrate the high importance of acquiring knowledge and education in the Baha’i Faith, firmly believe that education is not only important for personal growth, but also for nurturing individuals who can play a role in the progress and construction of a just and progressive society. However, these voluntary actions were not safe from the sword of oppression of the government and were suppressed multiple times in various ways. In Mehr month

Education is equivalent to empowerment.

Access to education is not only considered a fundamental human right, but also a tool for understanding and achieving other rights. The United Nations Committee on Economic, Social and Cultural Rights refers to education as an “empowerment right” – a right that lays the foundation for personal and social growth. The Islamic Republic of Iran, however, deprives Baha’is from entering universities and pursuing higher education, despite being signatories of the Universal Declaration of Human Rights. According to Article 2, all individuals are entitled to all the rights and freedoms stated in this declaration without any discrimination, and Article 26 states the right to access higher education for all. Furthermore, Iran signed the International Covenant on Economic, Social and Cultural Rights on April 4, 1968, accepted it “without reservation” on June 24, 1975, and ratified it with the approval of the National Assembly and Senate on September 25, 1975. Although the signing and ratification of this covenant dates

“Reducing the file deficiency” as a solution to systematically eliminate the high fees of education.

The government policy of depriving Baha’is in Iran from education took on a different form from 2004 to 2020. During the administration of Mohammad Khatami, with the aim of reducing international pressure regarding the violation of Baha’i rights, the National Organization for Educational Testing announced that the “religious option” in the registration form for university entrance exams referred to the choice of taking the religious studies exam. With this explanation, Baha’i applicants were able to successfully receive their entrance exam cards by selecting “Islam” on the registration form. However, the issuance of entrance exam cards did not guarantee their admission to universities. During this time, Baha’is who obtained the necessary rank for university admission were ultimately faced with the option of “incomplete file” on the National Organization for Educational Testing’s website and were deprived of higher education. It appears that in order to clear themselves of the accusation of systematically violating Baha’i educational rights in international forums, the government allowed a

“Failure of public competence” continues the merciless policy of oppression.

From October 2021, the “disqualification for public eligibility” replaced the deficiency in the file and Bahai individuals who had been deprived of education for decades once again found themselves behind the closed doors of universities. The disqualification of Bahai applicants due to lack of public eligibility was another emphasis on the fact that simply believing in the Bahai faith makes individuals ineligible to enter university, and in this way, thousands of Bahai youth were not only deprived of pursuing their interests and developing their talents, but also prohibited from participating in the construction of their beloved country Iran, to which they are passionately devoted. Over the past four decades, the government’s tricks in depriving Bahai youth of education have been accompanied by various changes, but the ruthless policy of “blocking the path of progress and development of benevolent and patriotic communities, which make up the largest religious minority in Iran, still remains strong.”

Notes:

1- The Cultural Revolution of 1359 and academic restrictions in Iran.

Iran Human Rights Documentation Center.

“30th of Bahman month, 1398.”

2- Forty years ago on such a day: August 21, 1979.

The Foundation of Historiography and Encyclopedia of the Islamic Revolution..

3- From the Cultural Revolution Headquarters to the Islamic Revolution Council.

Imam Khomeini Portal..

4-

The Book of Imam Khomeini.

Volume 1, page 230.

5-

The Book of Imam Khomeini.

Volume 1, page 247.

6- Closed Doors: Comprehensive Report on the Campaign Against the Denial of Higher Education to Baha’is in Iran, the Global Baha’i Community.

BIC.

2005.

7- The Bahai Education Program aims to address the root causes of attacks and promote the Bahai community’s statement to the global society.

BIC.

May 25, 2011.

8- Hagani, Milad, Iran denies the right to education of Bahá’ís, Western Legal Studies Magazine)

8- Hagani, Milad, Iran denies the right to education of Bahá’ís, Western Legal Studies Magazine.

مجله غربی مطالعات حقوقی

Western Journal of Legal Studies.

Volume 4, Issue 1, 2014.

9- The issue of prices.

Asu website.

January 2nd, 2017

10- Messages and signatures of the Supreme Leader.

Website of Messages.

“September 9, 2007.”