The Role of Education Institution in the Insitutionalizing the Religiosity of Youth in Rasht

The present study was conducted with the aim of exploring and describing the mediating role of the religious government (theocratic regime) education institution in relation to make religious among a group of young women and men aged 21 to 36 with an equal number in Rasht city. There is no doubt that today's world is experiencing the fastest changes and transformations, both pleasant and unpleasant, compared to the previous decadesThe people and youth of the world today in the world we are talking about, due to various developments in different fields and more precisely in the field of electronics and computers in different dimensions from artificial intelligence to metaverse, are moving towards great changes and transformations of developments. This inevitable process will occur in the bio-social world of the world's societies, which is very difficult to predict. Maybe the world of the future is not so clear, that is, new problems will arise in connection with new technologies, which will be a new experience and will require new solutions. But many people, especially young people, want to have new experiences. Since the people, especially the Iranian youth, are among the people of the world, they also have such a belief. Therefore, they neither want nor can be passive in this change.
This research explores to understand the success or failure of the role of making people religious, especially the youth, in the religious system based on the task assigned to the institution of education, which is being carried out as a mediator.
But there is an important point in this research that should be noted, and that point is: the government of the Islamic Republic of Iran should be compared and examined with the government of the Islamic Emirates of Afghanistan, the government of Syria and Iraq, the government of the Vatican and similar cases, such as Iran., Afghanistan, Vatican and...; Why? Because the paradigm of religious governments, such as the rule of the Imam and Ummah of Islamic with the Shiite denomination and the Amir-al-Mu'minin and Ummah of Islamic with the Sunni denomination, as well as the Caliph and Ummah of Islamic with the Sunni denomination, as well as the Pope and followers of Christian with the Catholic denomination, is very different and distinct from the paradigm of nation-state governments, which is based on the rights of citizens.
This research was done with qualitative approach and narrative analysis research method. The tool for gathering its findings is a narrative interview with 16 young people. The theoretical framework is a combination of the views of several sociologists about the evolution of religiosity. which discusses religious system education, education "In the wall", "At the wall" and "Beyond the wall”.  Therefore, we scrutinized the formal education system as an institution that acts as an intermediary between the government and the people. Regardless of the researchers' own lived experience, which was based on empathy with the respondents (but the researchers were unbiased and neutral), they (respondents) clearly, transparently and openly stated their beliefs and thoughts that the weaknesses and inabilities of the country's education institution are very serious. From their point of view, these disabilities and weaknesses were so serious that they considered their lives "lost". The results show that: 1. Iran's official religious education system is very closed and therefore very ineffective. 2. This educational system acts in a completely dogmatic way by repeatedly repeating religious topics and justifying and commentators based on personal understanding the sacred and profane based on guiding people towards eternal salvation by guiding and guiding them and finally by coercion and force only in religious topics. Therefore, it prevents students' creativity because the whole principle and component of the educational approach of such an institution is based on this basis. And the reason for this is that the main ruling system considers only matters related to religion of Islam/denomination of Shiite as important. 3. Allocating a lot of time to theoretical religious education classes, i.e., books and monologues of school teachers and high school teachers, and then performing religious practices practically in all educational stages, beginning with guidance and, if necessary, with coercion by principals and assistants and staff of schools and high schools, the cause of stress and the erosion of students. Finally, it creates an unbalanced and non-constructive situation for students in solving personal and social problems, which, of course, should be noted that such skills are not taught to students, too. This case becomes one of the main and important factors of conditioning and alienation of students from religion and maybe other religions.
Therefore, all the limited participants in this research described the religious education system as useless and ineffective. So, it is suggested that the educational system be removed from the algorithmic mode so that the field taken from Procrustes' bed is not the basis of education.