The kinds of knowledge are considered more valuable that...

The kinds of knowledge are considered more valuable that give answers to the ‘whys’ questions instead of the ‘whats’.[294] In conclusion, knowledge for the sake of knowledge is not that important. Rather, it is due to its guiding role that it is praiseworthy.

Now, we will deal with Imām Khomeinī’s views on issues concerning knowledge by examining them under the following headings: • The place of knowledge; • The instrumental role of knowledge; • The branches of knowledge and realms of human existence; and • Ignorance as a pretext in neglecting knowledge.

The place of knowledge Having roots in our religious tradition in which seeking knowledge is deemed equal to military campaign and the ink of the scholars is even viewed as holier than the blood of the martyrs, Imām Khomeinī ( r ) thinks within this framework. According to him,  Knowledge makes a man;  The universe itself is a large university;  Knowledge is a requisite for prosperity;  Knowledge and expertise is a criterion of superiority;  Knowledge means continuous learning.

Knowledge makes a man Concerning the caliphate (his appointment as God’s vicegerent on earth) of Adam ( ‘a ) we read that God taught him the names of things. Then He tested the angels with respect to these names (in which they failed to give answer).

Thus, He proved to them that the reason behind Adam’s ( ‘a ) superiority is these very names.[295] When man was also separated from other animals and brought them under his dominance, he utilized the weapon of knowledge and established an enduring civilization. If we efface knowledge from the life of man we will confront our peer creatures as well as other levels (species) of creatures, and not more than that.

“It is the pen, knowledge and speech that can build man, and not machine guns and other destructive powers.

Machine guns as well as other implements of war came into existence under the aegis of knowledge.”[296] The universe itself is a large university If we accept that the tradition of tests and trials are prevalent everywhere, and that man has no respite for even a moment from not being tested, and if we accept that every test entails lessons and teaching, we will then accept the conclusion that the whole world is, for us, essentially the place of learning and accumulation of knowledge.

As such, madrasah s [schools] and maktab s [old-fashioned primary schools] are not the only specific places with particular lessons.