Introduction to Genealogy of the Obstacles to Iranian Universities to Become Islamic

This paper targets at recognition of the causes and processes which have hindered the process of universities to become Islamic after the islamic revolution.
The historical process of university formation in Iran’s society has been studied using a genealogical method.
The discourse of islamic university rises and falls across a spectrum from “making islamic” to “becoming islamic” in political and social terms, under subtitles from symbol orientation and surface orientation, selectivity and discipline-baseness, overscheduledness, and supervisoryness to freedom orientation and releasing. Different debates are also existent in terms of scientific and content-based change and revolution across a spectrum from stability of knowledge in all kinds of ontology to local orientation and then to the detail-viewer alternative making and beyond that, whole-viewer alternative making. Nevertheless, the mentioned trend has always been far away from the [islamic] revolution leaders’ definitions of Islamic university.
From a genealogical viewpoint of the obstacles to universities to become islamic, the recognition of the first correct structuring for studying this phenomenon is settled in the historical entrance of modernity to the arena of religious values in the Iranian society rather than the incident of the cultural revolution after the victory of the islamic revolution. Based on this, the cultural revolution and proposal of islamic university are not regarded as extrinsic identity; rather, we have considered the identity [of] returning to the religious and cultural genuineness of iran’s society in confrontation with the incident of modernity. In summary, the main obstacles to universities to become islamic are defined based on the identification dyes remaining from the iranian period of modernity and the neglect thereof in the incompatibility of the divine ontology and teleology required for islamic university with the ontology and genealogy of the modern university and also the inefficiencies of policies and methods sticking these two contexts to each other.