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| Maria Mahmoudian |
This essay explores how indoctrination infiltrates the education system, the role of curriculum in shaping youth beliefs and the importance of critical analysis in counteracting such manipulation.
The Iranian education system during the war was a powerful vehicle for the dissemination of state-sanctioned narratives, particularly through the story of Mohammad Hossein Fahmideh. His martyrdom became a symbol of ultimate patriotism and was integrated into the curriculum across all levels of education. Fahmideh’s story was presented as an unquestionable ideal, a model of sacrifice that all students were encouraged to emulate. His image was plastered on textbooks, posters, and in media broadcasts, where his bravery was emphasized as the epitome of patriotism. This deliberate use of his story was not only a narrative of heroism but a method of ideological manipulation. Schools, as institutions designed to educate and shape young minds, were co-opted as spaces for indoctrination, leaving little room for students to engage in critical analysis or to question the broader implications of the war and the narrative surrounding Fahmideh’s sacrifice.
The incorporation of Fahmideh’s story into the educational curriculum played a pivotal role in shaping the beliefs of Iranian youth. Textbooks, once focused on traditional subjects like math and science, were now laden with moral lessons about loyalty, sacrifice, and patriotism. Fahmideh’s sacrifice was framed as the highest moral duty, one that every young person should strive for. By glorifying his martyrdom, the education system reinforced the notion that the ultimate service to the nation was to die in its defence. This narrative did not provide space for critical reflection or alternative viewpoints. Rather, students were taught to accept Fahmideh’s death as a noble cause, effectively influencing a generation of youth into believing that martyrdom was the only true form of patriotism.
Indoctrination, when applied to education, works by curating the information presented to students and limiting their ability to evaluate or critique that information. The curriculum used in Iran during the war was designed with this very intent — creating a homogenous view of the world in which students were not encouraged to think critically about the political, social and ethical implications of the war. Critical analysis, a fundamental component of any robust education system, was systematically undermined. The narrative of Fahmideh’s sacrifice was presented in a way that sought to eliminate any sense of ambiguity or alternative interpretation. The overwhelming focus on his martyrdom left little room for students to question the legitimacy of the war, the reasons behind the sacrifice, or the moral consequences of encouraging such actions.
This kind of indoctrination is not unique to Iran but is a tool used by many states and regimes to shape the minds of their citizens, particularly the youth.
Indoctrination serves the purpose of controlling the narrative and ensuring that future generations adhere to the state’s ideologies without question. In the case of the Iran-Iraq war, the glorification of martyrdom was deeply embedded in the educational system, and the curriculum became a vehicle for the state to propagate its political agenda. The emphasis on loyalty to the nation and the valorization of martyrdom had the effect of reducing the educational experience to mere ideological training. This ideological conformity, driven by state-imposed narratives, left little room for intellectual growth, creativity, or critical thinking.
The psychological effects of this kind of indoctrination were profound. The story of Fahmideh’s self-sacrifice created a culture of immense pressure on youth to conform to the expectations of the state. Young students, bombarded by glorifying depictions of Fahmideh, began to see martyrdom not just as a patriotic duty but as a “moral and ethical imperative.”
The message was clear: to be a true Iranian was to be willing to sacrifice one’s life for the nation. This indoctrination fostered an environment where youth were not encouraged to reflect on the value of their lives but were instead taught that dying for the country was the highest possible calling. The psychological manipulation extended beyond the classroom, permeating the broader society through public displays of martyrdom, national holidays, and media coverage.
For many young people, the question of whether they should volunteer for the war was replaced by a sense of guilt, fear, and moral obligation.
This kind of psychological indoctrination had serious implications for the development of critical thinking in Iranian youth. Critical thinking requires the ability to question assumptions, assess evidence, and consider multiple viewpoints. In a system where narratives are presented as unquestionable truths, the space for independent thought is severely restricted. The education system, in promoting Fahmideh’s martyrdom without room for critique, undermined students’ ability to think critically. This, in turn, stifled intellectual autonomy and reinforced a culture of ideological conformity. Students who might have questioned the war or who were unwilling to sacrifice their lives for the cause were made to feel as though they were betraying their country. By framing the narrative in such a way, the state effectively ensured that critical thinking was suppressed, leaving youth vulnerable to manipulation.
Despite the pervasive indoctrination present in the education system during the war, critical thinking remains an essential tool in resisting such narratives. Encouraging students to question the information they are presented with, to evaluate the motives behind the messages they receive and to consider the broader ethical and moral implications of their actions are crucial to fostering intellectual autonomy. Critical thinking involves more than just challenging information — it involves developing the ability to think independently, evaluate competing arguments and form reasoned conclusions based on evidence. In education systems that prioritize indoctrination, the introduction of critical thinking can serve as a countermeasure, helping students develop the skills necessary to resist manipulation and make informed decisions.
To counteract indoctrination, educators must promote an environment where inquiry is encouraged and diverse perspectives are valued. This can be achieved through activities such as debates, group discussions, and Socratic seminars, where students can express differing viewpoints and engage in constructive dialogue. Furthermore, connecting classroom learning to real-world issues — such as analyzing current events or discussing historical case studies — can help students see the relevance of critical thinking in their own lives.
Through learning to question and evaluate the information they receive, students can develop a more nuanced understanding of complex issues.
In the case of Iran’s education system, promoting critical thinking would involve not only encouraging students to question the glorified narrative of martyrdom but also teaching them to critically analyze the role of the state in shaping such narratives. Students would benefit from learning how to assess the credibility of sources, to understand the political context behind historical events and to engage with differing perspectives on the meaning of patriotism, sacrifice and loyalty. This shift from indoctrination to critical inquiry would create an education system that empowers students to think for themselves, challenge the status quo and make informed decisions about their lives and their society.
In conclusion, the story of Mohammad Hossein Fahmideh serves as a stark example of the power of indoctrination within education systems and the lasting effects of such manipulation on the beliefs and actions of youth. By embedding his martyrdom into the curriculum, the Iranian government was able to mould a generation of young people who were taught to accept unquestioningly the necessity of war and sacrifice. However, as this case demonstrates, critical thinking is a vital tool for counteracting such indoctrination. Through fostering an education system that values inquiry, debate and intellectual autonomy, educators can help students resist coercive state narratives, empowering them to become informed, independent thinkers who are better equipped to navigate the complexities of the modern world.
Ultimately, promoting critical thinking within the education system not only counters the dangers of ideological manipulation but also contributes to the development of a more just, democratic and resilient society.
Maria Mahmoudian, MBA from Rotman and MEd from OISE, University of Toronto, is a dedicated educator with extensive teaching experience. An entrepreneur, for over 15 years, she successfully owned and operated a business. Contact: MariaMahmoudian@utoronto.ca.
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