It took exactly one week to arrange a meeting with the former president of Tehran University. This was not due to their lack of willingness, but because of their busy schedule and constant presence in student defense sessions. As a result, the conversation was delayed for a week. Although even after that, we did not have much time to ask more questions.

Mahmoud Nili Ahmadabadi, born in 1355, is from the city of Isfahan. After completing his preliminary education, he obtained a Bachelor’s degree in Metallurgical Engineering from Shiraz University in 1360. He then went on to earn a Master’s degree in Materials Engineering from Sharif University of Technology, with a specialization in Material Identification and Selection. He completed his PhD at Tohoku University in Japan. Mahmoud Nili is currently a full professor of Metallurgical Engineering and Materials at the Faculty of Engineering at the University of Tehran. He is a member of the faculty at the University of Tehran and the editor-in-chief of the Journal of Metallurgical Engineering. He has a strong academic background, with numerous publications in reputable scientific journals and presentations at various conferences. In terms of his professional experience, he has served as the Deputy of the Air Force in the Revolutionary Guards, the President of the Metallurgical Engineering Society, the Deputy of Research

You can read the explanation of the monthly peace dialogue with Mahmoud Nili below.

Mr. Doctor Nili! What is your definition of the right to education and in your opinion, is criticizing a student for having different thoughts, being opposed, and even being a believer in overthrowing the system, enough reason to deprive them of education?

Okay! Many people may disagree with the system. Your question is legal and depends on the court’s ruling. If the ruling is within the framework of the constitution and civil rights, which I am not a lawyer and cannot answer from that perspective. Answering your question is a bit difficult, but in any case, individuals cannot and should not be deprived of their natural rights.

So, is the right to education a fundamental and natural right for all human beings?

Yes! But this question is more of a legal question and according to the laws, the answer must be given.

In your opinion, how effective was the phenomenon of cultural revolution that occurred at the beginning of the revolution and with the closure of universities, in the subsequent deprivations that happened for students and professors after the reopening of universities?

After the victory of the revolution, a series of conflicts and clashes took place in the country, which naturally, these conflicts could have involved students as well. Some people were even killed and others were forced to flee. This was another consequence and not just a matter of cultural revolution. I don’t want to say it was the right thing to do, but because the university was heavily divided among different political groups and had caused a lot of tension, it eventually spilled out onto the streets and as you are aware, the political movements and military activities that followed had consequences for many. Committees were formed in universities and independent individuals were settled for reasons such as being affiliated with a group or movement without being deprived. This harmed the universities. Many people were also deprived of their rights. A certain atmosphere was created and criteria were set for approving individuals, which later were not approved.

How do you evaluate and criticize the differences between the post-revolution governments in their treatment and interaction with the student and professor movements? In your opinion, which government had the worst period?

The previous government (the thirteenth government) was very harsh and in my opinion, the worst! Mr. Ahmadinejad’s government was also harsh (although maybe not as much as the previous one), but there too, we witnessed the mistreatment of students and professors, which was outside the bounds of fairness. In other words, that level of mistreatment was not necessary at all. The government of Mr. Mohammad Khatami was very good in my opinion, and in fact, the student movement was at its peak due to his civil activities.

Please tell us about the academic status of the Star Students during your presidency at the University of Tehran. Summarize the actions that were taken during that period and the results that were achieved.

I don’t remember a student coming to me and protesting about becoming a star. During Mr. Rouhani’s term, a good regulation was written in this regard. The legal deputy of the presidency had written this regulation very well. The issue of star students was greatly limited and as far as I remember, in the regulation, there was the possibility of making students stars to a negligible extent or it had become impossible. I don’t remember a student protesting to me about this and us issuing a decree for becoming a star. There was no reason. We weren’t even in that space. Now that you have talked about the performance of governments in this regard, I must say that in Mr. Rouhani’s government, the academic atmosphere was generally very lively. During the time of Mr. Khatami and Mr. Rouhani, the atmosphere inside and outside the universities was good and students did not face any special restrictions and we did not have any special crises in the universities. Despite the issues of

What actions and measures did you take during your tenure for the return of students who were expelled during the Ahmadinejad government?

Many had been sentenced. During that time, we had a good set of regulations that were very accommodating and facilitated. Students would come before the disciplinary committee and most of them would either be forgiven or their sentences would be changed to a minimum. Especially those whose sentences had a political aspect, it was much easier for them. Now, there were discussions about ethics and the disciplinary committees were giving moral sentences that were taken more seriously for this group.

What is your perspective on ethical issues, is it only about hijab or does it include other topics as well?

No! The issue of hijab was not discussed much. In those days, there was no such problem in universities. Most of the conflicts were in dormitories or discussions about cheating on exams or students complaining about each other.

In your opinion, will the fourteenth government be successful in removing educational barriers and facilitating the return of successful students? Of course, it is a matter of action.

From the Ministry of Health.

To cancel all issued orders and return the students and professors of this area, but will this path lead to a good outcome?

Yes! Many of these regulations that have been issued are due to changes in the disciplinary regulations of students and the perspective that these committees had on these issues. The disciplinary regulations that have been returned to before (meaning during the term of Mr. Rouhani’s government) and surely the members of the disciplinary committee are also individuals who understand the academic environment well. Therefore, in my opinion, these individuals have no problem within the framework of the disciplinary regulations and the moderation that the committee exercises.

Mr. Doctor, on September 30, 2021, in correspondence with the judiciary, you strongly demanded the release of “Kasra Nouri”, a law student at the University of Tehran, and immediately after this request, you were dismissed by the order of the Minister of Science of the thirteenth government. I wanted you to tell me about the feeling you had after receiving the dismissal order.

First of all, they were not the first ones that we requested assistance from the judicial courts for. There were other students whose cases were brought up in court, and as a university, we would provide them with legal aid and assistance in hiring lawyers. Therefore, we knew and know it is our duty to protect every student who enters the university. Even if they made a mistake, we believed that we should support them within the legal and lawful framework. Additionally, compassion and forgiveness are human discussions. But receiving the verdict of my dismissal felt very good! I couldn’t work with a government in such conditions. It felt very good and I was completely prepared and comfortable.

In your opinion, what are the most important obstacles to solving the deprivation of education and teaching for students and professors, including specific institutions and influential individuals?

It depends on the university. We need to see how much independence the university maintains. If the university maintains its independence, it will communicate with all institutions within the framework of the law. We have nothing outside of this. In fact, everyone’s place is clear.

The problem is that…

These interventions go beyond the defined duties.

It depends on how much you rely on frameworks, regulations, and laws. If that’s the case, there is no problem. We all understand and it is natural for universities and all institutions to work with other institutions.

Does this mean that the power of these institutions increases or decreases with changes in governments?

It depends on how much each person believes in the framework of the law and preserves their legal independence.

Does it mean that universities have had direct communication with governments?

This also depends on individuals. Within the framework of regulations, everyone’s responsibilities are clear and if everyone fulfills their duties, God willing, no problem will arise.

I am grateful for the time you have given to the peace line.