Early Life, Education and Career
Mir-Hossein Mousavi was born on 2 March 1942 in Khameneh, East Azarbaijan, Iran. He is an ethnic Azeri, whose family originated from Tabriz. His father, Mir-Ismail, was a tea merchant from Tabriz. Mousavi grew up in Khameneh, and moved to Tehran following his graduation from high school in 1958. Mousavi is a relative of fellow Khameneh native Ali Khamenei: Mousavi's grandmother is Khamenei's paternal aunt.
He earned his undergraduate degree in architecture from the National University of Tehran (now Shahid Beheshti University), and in 1969 his master's degree in architecture from the National University of Tehran, focusing primarily on traditional Iranian architecture. While a student, he was an active member of the leftist Islamic association of students. During his college years, Mousavi had a close relationship with the Freedom Movement of Iran, a religious-nationalist political party founded by Ali Shariati, whom Mousavi admired for many years. Although the party would not be invited to the post-revolution government, many future political leaders of Iran who were affiliated with the party at the time, among them Mehdi Bazargan, Yadolah Sahabi, Mahmoud Taleghani, and Mostafa Chamran would become Mousavi's closest allies. Mousavi was among the student activists who regularly attended Ali Shariati's lectures at Hosseiniyeh Ershad of Tehran, where Mousavi also exhibited his artwork under the pseudonym Hossein Rah'jo.
In 1969, Mousavi married Zahra Rahnavard, a fellow university student who specialized in sculpture, and was among the well-known students of Ali Shariati. Rahnavard later became the Chancellor of Alzahra University as well as political adviser to Iran's former President Mohammad Khatami. The couple have three daughters, and all of them can speak Azari, Persian, English, and Arabic.
Read more about this topic: Mir-Hossein Mousavi
Famous quotes containing the words early, education and/or career:
“Although good early childhood programs can benefit all children, they are not a quick fix for all of society’s ills—from crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.”
—Barbara Bowman (20th century)
“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”
—Jean Piaget (1896–1980)
“I seemed intent on making it as difficult for myself as possible to pursue my “male” career goal. I not only procrastinated endlessly, submitting my medical school application at the very last minute, but continued to crave a conventional female role even as I moved ahead with my “male” pursuits.”
—Margaret S. Mahler (1897–1985)