Imam Khomeini's views on Education, Universities and responsibilities of Teachers and Academicians

Description

Imam Khomeini pioneered a new era in world politics, however, it is not widely appreciated that he was also a great academician. Though he was a theologian, he had unique, modern and revolutionary vision of education from primary school to higher education, role of universities and religious seminaries and responsibilities of teachers, university faculty members and scholars. His ten years of exceptional politico-academic leadership in building new Iran based on resistance against global hegemony and principles of Islamic teachings, transformed the entire education system of country after the success of Islamic Revolution in 1979. Imam emphasized key role of self-purification and self-reconstruction before acquisition of knowledge, education and training together, character building and acquisition of knowledge and skills side-by-side and ethical development with professional development. According to him, teachers, both from the schools, colleges and universities and the Islamic seminaries are the builders of a nation. They have important and heavy task not only to nurture and train intellectuals but also develop highly skilled human beings who in future, will build society, serve the poor, needy and downtrodden and will also play key role in the future leadership, management and politics of country at different levels. Another important point that is clearly seen in the speeches and writings of Imam Khomeini is the pivotal role of universities. According to him, all the changes in any society originate from universities. Universities are the factories of manufacturing human beings and universities can make a nation successful. On the other hand, universities with corrupted education and culture can destroy the entire nation and bring the country to its knees. According to him, the greatest dangers to universities is penetration by individuals, faculty members, intellectuals and scholars with deviant, western influenced thinking and lifestyle. This leads to bad education, training and moral upbringing of young students and distorted notion of education and service of fellow human beings, society and country in their minds. Such individuals especially instructors can make their students neglectful towards self-building and service to society. In addition west-toxication of their souls and lifestyle leads to spread of different types of moral and ideological corruption in the society. A highly educated but distorted young intellectual is more dangerous than an ignorant individual. Finally, Imam Khomeini being a theologian, emphasizes divine aspects of education and training. According to him the profession of teachers and faculty members is similar to the mission of all the prophets. The divinely sent prophets purified human souls and educated them and reformed whole society – freeing it of corruption and oppression. Similarly, teachers educate and train students and shape their character so that they make progress in their careers and develop into not only successful professionals of but also virtuous servants of God and humble supporters of their fellow human beings in a society. PREFACE i SECTION I THE GREAT VALUE OF KNOWLEDGE The Aim of Education and Training 3 Encouragement to Acquire Knowledge 8 Knowledge and Faith - Belief and Professional Expertise 15 SECTION 2 UNIVERSITIES BEFORE ISLAMIC REVOLUTION Colonial Culture and Lack of Real Progress 51 Suppression and Attacks on Universities 95 SECTION 3 UNIVERSITY AND CULTURAL REVOLUTION Universities and Anti-Revolutionary Groups 103 The Need for Cultural Revolution 120 Establishment of Headquarter for Cultural Revolution 156 SECTION 4 THE MISSION OF UNIVERSITIES Manufacturing Human Beings 177 Cutting-off Dependence and Independence of Country 187 Prosperity of Nations 195 Protection and Continuation of Islamic Revolution 201 Reconstruction and Development 205 SECTION 5 UNIVERSITY FACULTY MEMBERS IN THE VIEWS OF IMAM KHOMEINI Responsibilities of University Faculty Members Towards Society 211 Imam’s Expectations from the University Faculty Members 220 SECTION 6 UNIVERSITY STUDENTS IN THE VIEWS OF IMAM KHOMEINI Responsibilities of University Students Towards Society 233 Imam’s Expectations from University Students 239 Islamic Students Associations 252 SECTION 7 PURSUING HIGHER EDUCATION ABROAD Studying Abroad in the Views of Imam Khomeini 279 Role and Responsibilities of University Students Living Abroad 290 SECTION 8 SEMINARIES (Howzeh) AND UNIVERSITIES Role of Colonialists in Separation of Seminaries from Universities 329 Communication between Seminaries (Howzeh) and Universities 356 INDEX 383