The primary purpose of this research is to study the compatibility of education and politics in Imam Khomeini's view. Therefore, the evolution of thoughts on the relationship between education and politics has been analyzed concerning consistency. In this analysis, the means-end model is used in its broad sense, and also the structure-function binary in explanation of the State alongside the Spragens's Crisis theory. In the theoretical framework, attention to the compatibility/incompatibility of education and politics, three main streams have been identified that their presenting or highlighting is often reactive and appropriate for the compatibility of education and politics in accordance with the philosophy of the society: 1-'Virtuism'; with a central focus on the functional aspect of the State, the instrumental attitude to power and politics in the direction of realization of goodness and superiority (Plato, Aristotle, and some Muslim philosophers); 2- 'Powerism'; with the view of the power as the intrinsic value, mainly in the form of a modern State (structure) and an instrumental attitude to education (Sophism, Hobbes and Locke); 3- Critical theory; by criticizing the structural aspect of the State and sometimes emphasizing the struggle, while adhering to the value of power (Frierre and Carnoy). It is understood that 'changing the meaning of education and politics' as well as the 'distribution of power' are three ways to resolve the incompatibility between education and politics. Then, considering the pattern and methodological considerations of the new thoughtology, the related works of Imam Khomeini have been studied and analyzed. Accordingly, the intellectual foundations (ontological, anthropological, religious, and sociological) and the value system of Imam Khomeini were considered in the context of the crises and social problems facing them. Based on these foundations and by analyzing the components of education and politics (concept, goals, and structure) in the view and works of Imam Khomeini, a new and detailed formulation of his views on education and politics is presented. Finally, it has been attempted to analyze the incorrect and correct relations of education and politics in the view of Imam Khomeini concerning compatibility. Accordingly, in their view, the material world (DONYA) is the opportunity to change and transforming, in which there is a combination of intellect and ignorance in the universe, the human society, and within the human being, a different encounter that provides the realm of realization of human will and excellence. In this field and the Islamic framework, education and politics that follow the ultimate goal of a united and unified 'monotheistic' and based on the foundations and fundamental Islamic propositions such as 'naturalism (FETRAT)' and 'WELAYAT,' are compatible. Principles and values of the 'family' and 'WELAEI network' model are based on the 'love - obedience' on the relations of the community and the orderly organization and discipline the structure of education and politics and their relations. 'justice and moderation (E'TEDAL) in the fight against oppression (ZOLM) and oppressed (ENZELAM)', 'Universal conditional material and moral liberty,' 'order', 'electoral and authoritarianism,' and 'people under the law and the divine will' are among the most basic principles. The unifying element of monotheism, the relations of education and politics are determined in the same connection, which can be called the 'disparate dialectic', which each is as a means aspect to one another.
On the one hand, politics in institutional aspect should provide the necessary preconditions for the realization of the ultimate and intermediate goals of education, and politics as a means of education at the individual level and its consolidation. On the other hand, education will be means in realizing the goals of politics and government, and will be able to meet the goals and meet the needs of the society through the educating of the specialist and the cultivation of the rulers and scholars, as well as political education and nation-building in order to fulfill the responsibility and public oversight of the government. This dialectic between education and politics under the fundamental commonality of monotheism, with its conditions and situation governing the society and the political system, is intensified and weakened, although, in its compatibility, the totality will remain. |