Why is Khamenei Opposed to UNESCO's Educational Document?

Ayatollah Ali Khamenei's clear opposition to UNESCO's 2030 educational document in his speech on May 6, 2017, raises the fundamental question of which parts of this important international document promote a 'damaging and corrupt Western lifestyle' and why the Islamic Republic, considering its 'higher documents', claims it 'does not need this document' (Parsineh website, May 6, 2017). In other words, one must ask what educational or social issues are raised in a document that has garnered widespread international consensus and has been signed by a vast majority of countries that would lead the highest authority of the regime to criticize it? The UNESCO 2030 educational document is one of the documents that, within the framework of sustainable development, was signed in 2015 after years of negotiation by a large number of countries around the world. The educational section of this large international collective agreement was shaped by UNESCO during discussions among countries and educational experts from around the world. This document resembles a common charter for greater alignment of educational policies globally and outlines the main axes that educational systems must prioritize to accelerate sustainable development. Significant parts of the document focus on educational strategies, the nature of education for the next generation aimed at empowering youth for life in a knowledge and technology-based society, improving educational quality, lifelong learning, and sustainable and intelligent learning skills. The document also pays special attention to the social dimensions of education, addressing issues such as environmental education, gender equality, and equal social opportunities for women and men, human rights, eliminating discrimination against minorities, respecting cultural diversity, promoting intercultural education, discarding closed identity discourses, educating a new generation with a global citizen perspective, and fostering a culture of peace and non-violence. Various countries have accepted that they will gradually align their policies, discourse, and educational methods with the philosophy and general spirit of this document. At the same time, the content of this document is not mandatory, and its implementation has not been imposed on any country, allowing them to decide on the pace and nature of educational reforms based on their specific educational conditions. Khamenei, in his speech, stated, 'On what occasion does a so-called international collection, which is also influenced by great powers, take it upon itself to dictate to nations with diverse histories, cultures, and civilizations?' It seems that Khamenei views UNESCO as an international body on par with the Security Council or the International Atomic Energy Agency, where great powers play a key role, and their decisions can create legal responsibilities for countries. However, UNESCO is a cultural and scientific organization that deals with experts and educational and cultural specialists from various countries. UNESCO documents do not carry legal weight, and the organization's work is more about discourse formation, showing future horizons in science, education, and culture, assisting in the growth and elevation of education, and providing a platform for reflection, evaluating countries' experiences, and exchanging experiences globally. Iran's educational system is defined based on a closed religious identity and a hostile view of the world, which is why it is discriminatory and excludes other identities. UNESCO's previous major program was dedicated to universalizing basic education at the dawn of the 21st century, and its main goal was to outline and critique the barriers that kept tens of millions of children and adolescents, especially in developing countries, from accessing school. Contrary to what many conservative media have claimed in recent months, this document was not drafted by Western governments, and great powers like the United States are not particularly pleased with UNESCO's working methods and have reduced their participation in the organization's activities. Iran has consistently sought to play an active role in UNESCO over the past few decades, with the registration of several Iranian archaeological sites as part of the shared human heritage or the implementation of cultural programs and scientific meetings being examples of this cooperation. Even the 'Transformation of Education' document, which Khamenei complains has not been implemented, is in some parts merely a copy of UNESCO's educational documents without abandoning its identity and ideological goals and imposing a religious perspective on all students. A simple comparison shows that the gap between the policies, overarching goals, philosophy, and methods of Iran's educational system and the objectives stated by UNESCO is very serious and fundamental. Iran's educational system is defined based on a grim and closed religious identity and a hostile view of the world, which is why it is discriminatory and excludes other identities. In the discourse of textbooks, men and women are born unequal, and discrimination between them in society, the labor market, or the family is seen as natural and legitimate. There is no mention of human rights throughout the textbooks, and violence is justified and praised in many cases. The everyday educational practices of schools are based on numerous prohibitions and authoritarian relationships, and practical training in human rights does not form part of the young generation's experience in educational environments. The ideal individual in Shiite textbooks is a faithful believer who lives a specific type of religiosity, and the continuous use of terms like 'enemy', 'non-Muslims', 'anti-revolutionaries', or 'infidels' aims to foster a hostile and negative attitude towards other identities, cultures, and lifestyles. Critical thinking, intellectual independence, relative thinking, and avoiding simplified dichotomies for understanding the complex phenomena of today's world are not the main concerns of Iran's educational system, which promotes unquestioning obedience to a specific religious identity. All these features clearly indicate a closed and ideological education that is incompatible with the spirit and message of UNESCO's document. It is not surprising that in recent months, many conservative media and figures have expressed concern about the introduction of this document in Iran, and Khamenei's remarks are, in fact, a continuation of these negative responses. Alongside his criticism of UNESCO's 2030 document, Khamenei emphasized that 'this document and similar ones are not matters to which the Islamic Republic of Iran will submit, and the signing of this document and its silent implementation is certainly not permitted and has been communicated to the responsible agencies' (Parsineh, May 6, 2017). What has actually progressed so far is far from operationalizing this document. The first step for the government, like many other countries, is to open discussions and form working groups to examine various aspects of it. In fact, what has been called 'silent implementation' of the document is nothing more than this initial and preliminary examination. For the Islamic educational system of Iran, even if this document is accepted, moving towards the horizons proposed by UNESCO will require a very long time. The educational policies and goals, the content of textbooks, the teaching methods of teachers, the prevailing educational and training methods, the style and manner of school administration, the status of teachers and students, and the relationship between schools and society all often stand in stark contrast to the philosophy and perspective that the drafters of the UNESCO document present. The refusal to acknowledge realities? The 2030 educational document represents a type of international consensus on the role that the educational system can play in gradually shaping an open and pluralistic society of the future in light of the environmental, economic, social, and cultural challenges of tomorrow's world. The main message of UNESCO's 2030 document is the non-instrumental use of the educational system for the political and ideological goals of governments and its shift towards society and citizens and a generation that must build a better future world. In fact, what has been called 'silent implementation' of the document is nothing more than this initial and preliminary examination. For the Islamic educational system of Iran, even if this document is accepted, moving towards the horizons proposed by UNESCO will require a very long time. This last point may be the main knot of the crisis that has plagued Iran's educational system for years. However, over the past three decades, those in charge have been less willing to approach the educational system and its negative and destructive performances with a critical and non-ideological perspective. Khamenei's negative reaction makes it practically impossible to create a favorable environment that could have allowed the proposal of the UNESCO document to critique and rethink the educational system and break out of the current deadlock.