Universities' Role in Dialog Between Civilizations Pivotal
October 7, 1998 - 0:0
During his recent visit to Paris, (UNESCO Conference), Iran's Minister of Culture and Higher Education, Dr. Mustafa Moin addressed the World Conference on Higher Education. The following is excerpts of his speech at the conference. Mr. Chairperson, Excellencies, Distinguished delegates, Ladies and Gentlemen, ----At the threshold of the 21st century the world's attention is engaged with issues such as culture-oriented development, dialog between cultures and civilizations, spiritual values, religion and ethics, national identity, and safeguarding natural environment and human habitat.
This creates new perspectives for higher education. Accordingly the very idea of higher education and the role of the university is susceptible to fundamental transformations. Although the institution of university has its origin in religious schools and seminaries, in its present form it is a product and an instrument of the modern era. The traditional idea of the university can be traced to this historical origin.
According to this idea, university is a center for production, accumulation and dissemination of knowledge and, moreover, a focal point for teaching critical thinking and scientific outlook. It regards university not only as a place to be influenced by and receptive to social and technological changes but also a center that should itself be a fountainhead for change and stimulate transformations in various social norms and institutions.
It seems however, that with social and technological developments in recent decades, at least in some circles devoted to contemplating the issue of higher education, a more restricted understanding of the idea of university has developed which has replaced the old vision. From this point of view, university first and foremost is a place for training of a cadre of experts and specialists, rather than being a center for transmission of values and norms.
This group of specialists and experts are essentially provided with an aggregate of scientific information and skills. This change in perspective has no doubt wrought important effects in the social function of higher education. At the present time the ideal of higher education, more than transfer of a mass of knowledge to students during a certain period of life, constitutes life-long learning and the main thrust of the university system is to train well-rounded individuals capable of adjusting themselves to a rapidly changing and advancing technology.
For this reason, there is a propensity now to define university subjects and disciplines in accordance with the needs of the work-world and technological exigencies rather than conventional classifications of science and the boundaries traditionally set between various branches of knowledge. The university system throughout the world plays a double role which is more prominent in developing countries. On the one hand it should, in collaboration with other responsible institutions, define the aims and methods of development and on the other hand train the required human resources.
This will demand a close link and cooperation between universities and the planning and industrial sectors of society. With today's rapidly changing conditions, this link needs to be revised and redefined constantly. Clearly, development can be achieved only through access to advanced science and technology. The developing countries can prevail upon underdevelopment only by reaching production level in the fields of advanced science and technology.
The world of tomorrow belongs to those in possession of advanced science and technology, and what ensures access to advanced science and technology is the free flow of information, so that no one should have exclusive power in this domain. On the eve of the 21st century we are confronted with issues such as globalization, civil society, dialog between civilizations and cultures and safeguard of individual and national freedoms versus hegemonies.
These issues, which emerge from the particular condition of the world we live in need to be carefully elucidated. We need to evaluate these issues in a critical manner and consider not only their benefits and advantages but also their potential limitations. The fulfillment of this crucial responsibility is not possible unless our universities and research centers, while trying to harmonize themselves ever so closely with the daily needs and exigencies of their societies, attempt to remain faithful to their original mission and mandate.
This includes sensitivity to fundamental human problems and dedication to critical thinking and fostering theoretical research on these issues. From our point of view, the concept of pertinence, which is one of the main themes of this conference, is closely related to this double mission of the university. Accordingly, the crucial task of higher education in the 21st century is to sustain a close link with the society and at the same time enjoy the ability to stand back and examine the surrounding world in a sober and critical manner.
Iran is a country with a very young population and an ancient culture and civilization. A country that more than 15 centuries ago founded a university called Jondishapoor which became a prominent center of higher education for its time. As a developing country, Iran has been experiencing a remarkable growth in higher education during the past two decades. For instance, the index of the enrollment per 100,000 population has risen from 458 students in 1977 to 2000 in 1998, with the total student population of 1.2 million.
The gender ratio of student population indicates a very profound transformation in Iranian society. Female students make up more than 52 percent of those admitted this year in non-private higher education institutious. With such an extensive educational system, we give high priority to international scientific cooperation and information exchange. I believe it is necessary for me to elucidate that the development of higher education is a necessary prelude to sustainable development and serves as a comprehensive framework making social justice, mutual respect, democracy and human rights attainable and eventually facilitates the establishment of sustainable peace.
The Islamic Republic of Iran, has considered the possibility of holding a conference, in cooperation with UNESCO, for the year 2001 on the role of the dialog between civilizations in securing the global peace. I sincerely hope that UNESCO's capabilities will be a great help in this context.
This creates new perspectives for higher education. Accordingly the very idea of higher education and the role of the university is susceptible to fundamental transformations. Although the institution of university has its origin in religious schools and seminaries, in its present form it is a product and an instrument of the modern era. The traditional idea of the university can be traced to this historical origin.
According to this idea, university is a center for production, accumulation and dissemination of knowledge and, moreover, a focal point for teaching critical thinking and scientific outlook. It regards university not only as a place to be influenced by and receptive to social and technological changes but also a center that should itself be a fountainhead for change and stimulate transformations in various social norms and institutions.
It seems however, that with social and technological developments in recent decades, at least in some circles devoted to contemplating the issue of higher education, a more restricted understanding of the idea of university has developed which has replaced the old vision. From this point of view, university first and foremost is a place for training of a cadre of experts and specialists, rather than being a center for transmission of values and norms.
This group of specialists and experts are essentially provided with an aggregate of scientific information and skills. This change in perspective has no doubt wrought important effects in the social function of higher education. At the present time the ideal of higher education, more than transfer of a mass of knowledge to students during a certain period of life, constitutes life-long learning and the main thrust of the university system is to train well-rounded individuals capable of adjusting themselves to a rapidly changing and advancing technology.
For this reason, there is a propensity now to define university subjects and disciplines in accordance with the needs of the work-world and technological exigencies rather than conventional classifications of science and the boundaries traditionally set between various branches of knowledge. The university system throughout the world plays a double role which is more prominent in developing countries. On the one hand it should, in collaboration with other responsible institutions, define the aims and methods of development and on the other hand train the required human resources.
This will demand a close link and cooperation between universities and the planning and industrial sectors of society. With today's rapidly changing conditions, this link needs to be revised and redefined constantly. Clearly, development can be achieved only through access to advanced science and technology. The developing countries can prevail upon underdevelopment only by reaching production level in the fields of advanced science and technology.
The world of tomorrow belongs to those in possession of advanced science and technology, and what ensures access to advanced science and technology is the free flow of information, so that no one should have exclusive power in this domain. On the eve of the 21st century we are confronted with issues such as globalization, civil society, dialog between civilizations and cultures and safeguard of individual and national freedoms versus hegemonies.
These issues, which emerge from the particular condition of the world we live in need to be carefully elucidated. We need to evaluate these issues in a critical manner and consider not only their benefits and advantages but also their potential limitations. The fulfillment of this crucial responsibility is not possible unless our universities and research centers, while trying to harmonize themselves ever so closely with the daily needs and exigencies of their societies, attempt to remain faithful to their original mission and mandate.
This includes sensitivity to fundamental human problems and dedication to critical thinking and fostering theoretical research on these issues. From our point of view, the concept of pertinence, which is one of the main themes of this conference, is closely related to this double mission of the university. Accordingly, the crucial task of higher education in the 21st century is to sustain a close link with the society and at the same time enjoy the ability to stand back and examine the surrounding world in a sober and critical manner.
Iran is a country with a very young population and an ancient culture and civilization. A country that more than 15 centuries ago founded a university called Jondishapoor which became a prominent center of higher education for its time. As a developing country, Iran has been experiencing a remarkable growth in higher education during the past two decades. For instance, the index of the enrollment per 100,000 population has risen from 458 students in 1977 to 2000 in 1998, with the total student population of 1.2 million.
The gender ratio of student population indicates a very profound transformation in Iranian society. Female students make up more than 52 percent of those admitted this year in non-private higher education institutious. With such an extensive educational system, we give high priority to international scientific cooperation and information exchange. I believe it is necessary for me to elucidate that the development of higher education is a necessary prelude to sustainable development and serves as a comprehensive framework making social justice, mutual respect, democracy and human rights attainable and eventually facilitates the establishment of sustainable peace.
The Islamic Republic of Iran, has considered the possibility of holding a conference, in cooperation with UNESCO, for the year 2001 on the role of the dialog between civilizations in securing the global peace. I sincerely hope that UNESCO's capabilities will be a great help in this context.