درخت حوزه‌های تخصصی

General policies in any country act as a guiding light indicating the path to progress. In Iran, 41 general policies have been formulated and announced from the year 1377 until now. One of the vital among them is the general policies of the resistance economy. Achieving the goals of these policies is subject to precise and targeted planning. One of the crucial aspects of planning in the country is the five-year development plans. The Seventh Five-Year Development Plan for the years 1402-1406 has been approved while more than a decade has passed since the announcement of the general policies of the resistance economy. It is clear that the more crystallized the measures of the resistance economy in the Seventh Development Plan, the less the hope for reduction of Iran's economic challenges. In the second phase statement, the characteristics of an economy in balance with the revolutionary system have been specified. In the revolutionary system, a strong economy is not the goal but an important and effective means without which the goals of the revolutionary system cannot be achieved. A strong economy leads to internal satisfaction of the people and the impenetrability of the revolutionary system, and vice versa. Therefore, the question arises as to ‘What are the characteristics of an economy in balance statement for creating a revolutionary system?’ The second phase statement introduces an independent economy as part of the revolutionary system. To achieve this independent economy, the implementation of the policies of the resistance economy in the second phase statement has been proposed as a solution. Now the important question arises as to ‘Whether the Seventh Development Plan, in its economic dimensions, guarantees the implementation of the policies of the resistance economy to achieve an independent economy as a crucial and determining variable for creating a revolutionary system or not?’ The present study aims to answer this question by exploring the policies of the resistance economy and focusing on the 24 dimensions and chapters of the Seventh Development Plan. Based on the results, the Seventh Development Plan has covered 86% of the expectations of the general policies of the resistance economy and 14% of the points of the general policies of the resistance economy were not included in the Seventh Plan and were not addressed. 

This article covers the emergence of resistance economy in the Islamic Republic of Iran within the context of international sanctions, arguing that this policy ought to be understood beyond the historical context in which it emerged. The article captures the historical, political, and economic context in which the first comprehensive economic discourse of the post-revolutionary establishment emerges, and seeks to account for its scope, concerns, and objectives. Rather than another word for protectionism, import-substitution industrialisation, economic diversification of a rentier state or a mere response to sanctions, resistance economy as espoused by Ayatollah Khamenei, is a comprehensive economic policy discourse affecting all levels of state and society in the Islamic Republic of Iran. Rather than mitigating the impact of sanctions, resistance economy is an economic discourse that seeks to realise the revolutionary objective of economic independence, whilst transforming the economy of the Islamic Republic from a source of weakness to a source of strength in its pursuit of a new, more equitable international order.

Before the introduction of modern Western civilization, education in Iran was primarily under the control of the clergy and considered one of their main responsibilities. With the arrival of Western culture and civilization in Iran, particularly during the Pahlavi era, formal education, like many official governmental institutions, came to be managed by graduates of the new educational system. As a result, today some people view the clergy's involvement in official education as unconventional. The central question of this research is whether, with the formation of new schools and the informal status of old schools during the Pahlavi period, the clergy still played a role in formal education. The author's investigation indicates that a comprehensive and focused study on this topic has not been conducted. Although various academic works have touched upon the role of religious movements and clergy during the Pahlavi era, as well as memoirs related to active clerics in this area, these references are scattered and lack coherence. The present study, by descriptive and historical analysis methods, aims to explore this issue in historical documents. The findings indicated that after the reign of Reza Shah and with the opening of the political and cultural atmosphere, Shia scholars and clerics undertook two fundamental actions to play their role in education: The first was a gradual reform of the government’s new education system, conducted in four stages: Requesting the inclusion of religious subjects in schools, selecting suitable teachers for instruction, separating girls' and boys' schools, and the writing of textbooks by clerics with their presence to teach these books. The second action was the establishment and management of new private schools by clerics. This involvement of the clergy provoked a reaction from the Pahlavi regime, resulting in pressure on these schools and even the closure of some of them.