A Heart – to - Heart Meeting of Director of the Islamic Seminary with the Professors and Students

The points that were put forward by the respected students are as follows:

Mr. Muslimī from Qum: Strengthening the relation between a student and a teacher, taking care of students’ livelihood, changes in the textbooks, leading figures of ethics should be introduced in the field, separation of the field of study from jobs, education of students must be goal - orientated, strengthening of contemporary jurisprudence lessons, encouraging students to migrate.

Shaykh Wuthūqī from the Sistan and Baluchestan Province - Lack of attention to the talent of the seminary in the province, which is the cause of low motivation, lack of suitable professors in the province, lack of educational facilities, the manager should be young and local and efficient, taking care of the livelihood of students, updating the courses of the Islamic Seminary according to the needs of the province. 

Shaykh Yazān Parast from Khuzestan Province – Thank you for implementing the suggestions of the Supreme Leader during the new tenure of management and there are complaints about the students abandoning their studies due to livelihood problems, the need for guidance from seminary elites, holding additional jurisprudence classes in the provinces, especially on a virtual platform.

Mr. Barātī, level 1 student from the Islamic Seminary of Qum: The distance between the structure of the Islamic Seminary and laying emphasis on Ayatollah Aa’rāfī 's words about the need to trust the youth to realize transformation; Expanding the cultural and developmental role played by the students; livelihood problems; Absence of the pillars of the Islamic Seminary among students; The necessity of transformation in research programs of the Islamic Seminary; Realization of the Islamic Seminary's transformational programs regarding university graduates who enter the Islamic Seminary; Abandonment of students after they enter the higher level; The importance of the role of the families of the students.

Shaykh Sījānī from Gulistan: During the new administration period, good programs have been carried out, such as strengthening theology and Quranic Interpretation Courses and strengthening the special tasks of students, the lack of teachers for advanced jurisprudence courses in the province.

 Shaykh Sharīfī from Qum: The need for structural transformation in the Islamic Seminary and the need to leave the existing structures and current bureaucracy, school-centred approach, official recognition of specialized courses, instead of compiling the minor details of specialized jurisprudence, frameworks should be compiled to include different styles, concerns about the Seminary degree, structure for religious propagation of the Seminary, a need for transformation in the discussion of spirituality especially with the influence of the western way of life and the medium of social media, giving preference to quality over quantity, entrusting students' affairs to concerned, hardworking and revolutionary administrators.

Shaykh Mardānī from Lorestan: The necessity of taking care of the seminaries remain revolutionary, the need to establish specialized centres in other provinces, and if it is not possible to establish them, at least the establishment of these centres regionally should be considered, dealing with the state of how seminary schools are managed, limited financial resources for the seminaries in the province, supporting elite students in the province, no training programs for students in seminaries.

Mr. Atābak, level 1 student from the Islamic Seminary of Qum: Teaching the discourse of the Islamic revolution in the seminary, talent assessment is good, but developing these talents requires a targeted program, in the domain of the management of the Islamic Seminary, student organizations can be used as a project.

Shaykh Kafīlī from the East Azerbaijan Province: More discretion and facilities should be given to the provinces.

Shaykh Sayfī from the Tehran Province: Lessons should be compiled so that students get to know scholarly figures and examine the method of scholarship of each one of them. Getting to know the scholarly figures of the Islamic Seminary can increase the students' motivation from the beginning.

Shaykh Rahnamā: Referring to the satisfaction and hope of the Supreme Leader regarding the programs developed in the seminary of Qom, he stated that today, in addition to the jihad of expression regarding the Islamic revolution, we also need a jihad of expression within the seminary. If we can transfer the developed programs to the students and professors with a jihad-like movement and the students have a clear picture of their path, many problems will be solved. Contemporary jurisprudence, which has received a special welcome from students and professors, is a part of this huge program of the Islamic Seminary. Today, ambiguity in the main mission of the seminary elites, ambiguity in the document that states the vision of the seminary, the feeling of incompatibility between seminary education and the needs of society, and ambiguity in formulating the relationship between external relationships of the seminary and the role they play in society are obstacles that stand in the way of a student's growth.

Shaykh Beheshtī: In every system, issues are left to the elites so that they  can solve the problem, and this should happen in the Islamic Seminary as well. Embellishing the existing forces and harmonizing them together is one of the much - needed tasks of the Islamic Seminary today.

Shaykh Mūsawī from Qum: Declaring shortages and disorder in the Islamic Seminaries in the provinces; such that consolidating in provincial centres and sending professors to cities on a case-by-case basis can be considered as a solution. The need for integrated management, school management should not be a matter of taste. We must be able to bring students into the government environment and this requires organization. Using theses and dissertations.

Shaykh Tākī: The Islamic Seminary must define itself as the intellectual power of the revolution and the institution of knowledge, and it must have the power to gain access in the various programs that are formulated in the country. Today, we have a model of research in the seminary, but what we need is a model of realization, and today both the Vice-Chancellor of Research and the Department of Contemporary Jurisprudence must come to the space of the model of realization. When we don't look at realization, we don't have a problem-solving model. Today, we face problems and solve problems that are in fact unproblematic. In my opinion, the Department of Contemporary Jurisprudence has a problem in subjectology and does not enter problem solving models and effective models. We need to define a complement in which everything from the subject to the effect is taken into consideration.