Physical punishment at schools in Iran continued until being banned by the Ministry of Education in September 1960. The author spent four years at “Safa” school in the north area of Tehran, in Iran from 1953 to 1957. In this book he recalls the social and educational conditions of those years, the morale and status of students and the teachers’ way of thinking. He also discusses the prevailing culture of physical punishments and the hardships the students endured along with their entertainments, recreations and access to academic facilities. He wants to show what devastating effects beatings and physical punishments have on children and what irreparable and lasting impacts they leave on the soul of children in the form of anxiety, panic and permanent fear. The pain of being beaten and punished was not just for the students, but the ones who did it also suffered from the memory of their actions in the course of time. Some regretted their mistakes and oppressions. There were some teachers among them who were sensitive by nature and were aware that physical punishment was not right. However, the social structure of that time required the beatings.
Jalal Al-Ahmad was a well-known writer in Persian literature and a man about whom a lot of criticism was directed. Because he was a favourite supporter of Mr. Khomeini, the streets and schools in Iran were named after him. This book attempts to examine his works, what he said and his life using existing documents. Jalal Al-Ahmad was also a part of our contradictory society, and he was raised in it. He reflected his thoughts in his books, because he could as well have been tired of this contradictory life and looked for a better uniformity. He was against monotony and loved to create changes by moving in different directions to entertain himself. He was indifferent to the results, thus his contradictory works and writings shouldn’t be taken at face value. One must try to draw the truth out of contradictions.
One day, amidst my growing complaints to my mother about my father’s lifestyle, he found it necessary to have a heart-to-heart with me. While planting a tree in our garden, he shared a profound insight: “In society, there are only two kinds of people; lambs and wolves. Lambs are perpetually preyed upon and killed, whereas wolves hunt and advance.” He then posed a stark question: “Do you wish to be a lamb or a wolf?” Initially bewildered by his abrupt query, I pondered before responding, “Perhaps something in-between.” His reply was swift and certain, “There is no middle ground, only these two. Show mercy and you’ll be devoured in this world.” This conversation was a turning point in understanding my father’s complex character - his occasional harshness and rudeness, juxtaposed with moments of thoughtfulness. He maintained his gentle treatment of others, revealing a nuanced perspective of the constant struggle and conflict in human interactions. This book is my endeavour to document the events and experiences I have personally witnessed. It serves as a tapestry of social history, reflecting the intricate dance between the ‘lambs’ and ‘wolves’ of our society. My purpose in writing this book is only to record the events and things that I’ve witnessed with my own eyes.
Every time I attended a wedding for a reason, I noticed that despite all prior talks and agreements, the wedding ceremony was again carried out with great difficulty, and the couple endured many troubles to be able to get together. It was not because of not having a home and a lack of income, or due to the legal age for marriage, but the customs of the time, the condition of parental consent and their meddling in their child’s future life, or even the influence of the bride and groom siblings, were the main reasons to lead the simple routine of marriage in a bumpy and misled way, and even prevent it from happening. I’d already written about my cousin in a family context in my diary. After reading it again, I realized what interesting and surprising, and at the same time painful, points there were during their marriage. For this reason, I decided to write about this event, which might be considered as a sample for other marriages, in a separate book in detail, called Marriage, The Iranian Style, so that the unpleasant parts can be reflected on.
One day, amidst my growing complaints to my mother about my father’s lifestyle, he found it necessary to have a heart-to-heart with me. While planting a tree in our garden, he shared a profound insight: “In society, there are only two kinds of people; lambs and wolves. Lambs are perpetually preyed upon and killed, whereas wolves hunt and advance.” He then posed a stark question: “Do you wish to be a lamb or a wolf?” Initially bewildered by his abrupt query, I pondered before responding, “Perhaps something in-between.” His reply was swift and certain, “There is no middle ground, only these two. Show mercy and you’ll be devoured in this world.” This conversation was a turning point in understanding my father’s complex character - his occasional harshness and rudeness, juxtaposed with moments of thoughtfulness. He maintained his gentle treatment of others, revealing a nuanced perspective of the constant struggle and conflict in human interactions. This book is my endeavour to document the events and experiences I have personally witnessed. It serves as a tapestry of social history, reflecting the intricate dance between the ‘lambs’ and ‘wolves’ of our society. My purpose in writing this book is only to record the events and things that I’ve witnessed with my own eyes.
Physical punishment at schools in Iran continued until being banned by the Ministry of Education in September 1960. The author spent four years at “Safa” school in the north area of Tehran, in Iran from 1953 to 1957. In this book he recalls the social and educational conditions of those years, the morale and status of students and the teachers’ way of thinking. He also discusses the prevailing culture of physical punishments and the hardships the students endured along with their entertainments, recreations and access to academic facilities. He wants to show what devastating effects beatings and physical punishments have on children and what irreparable and lasting impacts they leave on the soul of children in the form of anxiety, panic and permanent fear. The pain of being beaten and punished was not just for the students, but the ones who did it also suffered from the memory of their actions in the course of time. Some regretted their mistakes and oppressions. There were some teachers among them who were sensitive by nature and were aware that physical punishment was not right. However, the social structure of that time required the beatings.
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