UNDERSTANDING

As a preface, I took a fourteen week seminar on Iran during my senior year at Goucher College. The course was entitled: "Iran: from Empire to Modernity", and was taught by Professor Elham Atashi. Throughout the course we discussed the evolution of Iranian history and politics starting with Iran as an Empire and over the second half of the semester we focused on various aspects of modern Iran through text, film, poetry and narrative accounts. However, because the class was taught from a Peace Studies perspective, it went beyond the factual occurrences, delving deeper to examine the root causes of conflict and the events that led to the hostile relationship between Iran and the United States. Another differentiating facet of a Peace Studies approach is the focus on creating mutual understanding rather than simply studying historical occurrences and interactions between the two countries. I am studying to be a teacher. I am combining my passion for education with what I learned from taking this class to examine the two education systems as a tool to promote intercultural exchange and understanding. Peace is always possible if one looks at similarities rather than differences and education is one way towards bridging gaps between Iran and the US.

There has been tension and conflict between the United States and Iran for the past thirty years. However, I believe this is the result of past generations as well as rhetoric and government policies that do not benefit the people, particularly the youth. It is time for the new generation of leaders to move beyond the past in an attempt to achieve peaceful relations. For me, education is the perfect means to achieve this. Modern Iranian and American education have many similarities. Both countries implement compulsory education starting at a young age with an emphasis on testing to determine proficiency and advancement to higher education. Both societies have placed exceptional importance on a college or university education. The two systems thrive on competition and the belief that the youth should receive the best education. There are of course distinct differences between the two as well. Since the Iranian revolution, primary and secondary education is divided by gender, while American public education is co-ed. Most interestingly, it has been proven that while boys learn better in a co-ed system, girls will learn faster and clearer when in a class only with girls. And recently, Iran’s female graduates have overcome their male counterparts. By separating the two genders for schooling, the females, particularly from traditional families, are given an advantage towards their education and the results are starting to have a significant impact. The number of young Iranian women admitted to universities has risen dramatically and Iranian women make up more than 60 percent of university entrants. Another significant difference between the two education systems is federal funding and prioritization. As mentioned before, education is seen as essential in Iranian culture, and their budget reflects that. The website for the Iranian Embassy in Norway claims that “The (Iranian) Ministry of Education employs the highest number of civil servants, 42 percent of the total and receives 21 percent of the national budget.” This is in contrast to the American system, where education makes up about 2 percent of the federal budget. However, it is important to note that the American system of education is primarily funded by state and local sources. In fact, 91 percent of American education is funded by non-federal sources.

The importance of education is stressed from a young age in Iran and the United States. However, in both systems it is the pursuit of a degree rather than education that is often considered as significant. It is more important to have proof of a college education rather than the ability to apply what was learned. With the exception of certain trade oriented fields of study, such as education or medicine, many students from both nations do not necessarily pursue careers directly related to their degrees. Iranian and American students alike have grown frustrated with this disregard for process and dominant focus on end results. Many students are entering fields of study based on what they see as financial security, rather than passion. In both the US and Iran, young people are having a very difficult time finding jobs, despite their university degrees and qualifications. The difference is that American students who are struggling in the job market are much less likely to leave the country in an attempt to find work. In contrast Iran’s highly educated and skilled class often have to look for work in other countries. Many Iranian youth that can not find jobs at home or work aboard are often unemployed and disillusioned or find themselves working odd jobs to support themselves financially. The irony in this is that America’s student population is proportionate to Iran’s, but the U.S census determined that one in five current American students has at least one foreign born parent. So while Iran’s highly educated student body is being exported, the United States’ are essentially being imported.

While many of the educational experiences of the two countries differ, there are also a striking amount of similarities. There are also opportunities for both sides to learn about each others education systems and exchange best practices. There are many misunderstandings that stem from a lack of communication between the two nations. In order for understanding to be created, it is important to start with the youth. Iranian history has shown that change comes from the new generation and their ideas and aspirations. While it has been less extreme in American history, many of the most influential groups have also been youth organized. The first step to approach this collaboration is to focus more on the similarities rather than the differences. While many of the technicalities between the two systems differ, the sentiment is largely similar. Both cultures define success as requiring a strong education and this belief has translated into mandatory formal education. The youth of both nations feel an immense pressure to succeed, and this is exacerbated through competition and high stakes testing that becomes almost synonymous with success. This competitive environment creates stress which manifests into a less conducive atmosphere for learning. Furthermore, in the push for a degree, teaching methods often fall by the wayside. Numerous students from both nations often complain that teaching has become increasingly lecture oriented, and discussion is only allowed as an afterthought. Any teacher can tell you that students learn differently, and any good teacher will tell you that differentiation of instruction is integral to student success.

Both nations are comprised of highly educated citizens and aspiring youth. While there are certain differences, such as socio-economic patterns which determine job availability or the level of responsibility expected of youth, there is without a doubt a large common ground to unite. Realizing that Iranian and American youth both face similar challenges and frustrations with fulfilling their future aspirations can be the first step towards bridging cultural gaps. Identifying commonalities on personal grounds transcend decades of separation and can be used as building blocks towards cultural interactions and understandings. The only people benefiting from perpetuating conflict between the two nations are governments and the youth in both countries need to step up and make strides to create a new relationship. I believe that Peace is possible and reaching common ground through education is an ideal medium to start achieving it. Creating a dialogue that allows the two cultures to exchange educational theories and experiences is an excellent starting point in rebuilding the relationship between Iran and the United States.