Daily Frameworks for 19 April 2024

Istiqlál, 12 Jalál (Glory), 181 B.E.

Teaching Children’s Classes, Grade 1

Quotes for Reflection:

IT is Our wish and desire that every one of you may become a source of all goodness unto men, and an example of uprightness to mankind. Beware lest ye prefer yourselves above your neighbors. Fix your gaze upon Him Who is the Temple of God amongst men. He, in truth, hath offered up His life as a ransom for the redemption of the world. He, verily, is the All-Bountiful, the Gracious, the Most High. If any differences arise amongst you, behold Me standing before your face, and overlook the faults of one another for My name’s sake and as a token of your love for My manifest and resplendent Cause. We love to see you at all times consorting in amity and concord within the paradise of My good-pleasure, and to inhale from your acts the fragrance of friendliness and unity, of loving-kindness and fellowship. Thus counseleth you the All-Knowing, the Faithful. We shall always be with you; if We inhale the perfume of your fellowship, Our heart will assuredly rejoice, for naught else can satisfy Us. To this beareth witness every man of true understanding. — Bahá’u’lláh ¹

Soon will your swiftly passing days be over, and the fame and riches, the comforts, the joys provided by this rubbish-heap, the world, will be gone without a trace. Summon ye, then, the people to God, and invite humanity to follow the example of the Company on high. Be ye loving fathers to the orphan, and a refuge to the helpless, and a treasury for the poor, and a cure for the ailing. Be ye the helpers of every victim of oppression, the patrons of the disadvantaged. Think ye at all times of rendering some service to every member of the human race. Pay ye no heed to aversion and rejection, to disdain, hostility, injustice: act ye in the opposite way. Be ye sincerely kind, not in appearance only. Let each one of God’s loved ones centre his attention on this: to be the Lord’s mercy to man; to be the Lord’s grace. Let him do some good to every person whose path he crosseth, and be of some benefit to him. Let him improve the character of each and all, and reorient the minds of men. In this way, the light of divine guidance will shine forth, and the blessings of God will cradle all mankind: for love is light, no matter in what abode it dwelleth; and hate is darkness, no matter where it may make its nest. O friends of God! That the hidden Mystery may stand revealed, and the secret essence of all things may be disclosed, strive ye to banish that darkness for ever and ever. — ‘Abdu’l-Bahá ²

In Persia previous to the middle of the nineteenth century among the various tribes and peoples, sects and denominations there existed the greatest animosity, strife and hatred. At that time, too, all the other nations of the East were in the same condition. Religionists were hostile and bigoted, sects were at enmity, races hated each other, tribes were constantly at war; everywhere antagonism and conflict prevailed. Men shunned and were suspicious of each other. The man who could kill a number of his fellow creatures was glorified for his heroism and strength. Among religionists it was esteemed a praiseworthy deed to take the life of one who held an opposite belief. At this time Bahá’u’lláh arose and declared His mission. He founded the oneness of the world of humanity, proclaimed that all are servants of the loving and merciful God Who has created, nourished and provided for all; therefore, why should men be unjust and unkind to each other, showing forth that which is contrary to God? As He loves us, why should we entertain animosity and hate? If God did not love all, He would not have created, trained and provided for all. Loving-kindness is the divine policy. Shall we consider human policy and attitude superior to the wisdom and policy of God? This would be inconceivable, impossible. Therefore, we must emulate and follow the divine policy, dealing with each other in the utmost love and tenderness. — ‘Abdu’l-Bahá ³

Put into practice the Teaching of Bahá’u’lláh, that of kindness to all nations. Do not be content with showing friendship in words alone, let your heart burn with loving kindness for all who may cross your path. — ‘Abdu’l-Bahá ⁴

Question for Consideration:

What is the significance of kindness in the life of an individual and the efforts of a spiritual education teacher? ⁵

Google Gemini Response:

The quotes from Bahá’u’lláh and ‘Abdu’l-Bahá highlight the significance of kindness in several ways, both for individuals and for spiritual education teachers:

For Individuals

• Source of Unity and Harmony: Kindness is seen as a bridge between people, fostering unity and harmony. It encourages individuals to look beyond differences and focus on shared humanity. (This is highlighted in all the quotes from Bahá’u’lláh and the first quote from ‘Abdu’l-Bahá.)
• Following God’s Example: The quotes portray God as a source of love and kindness. By practicing kindness, individuals emulate God’s qualities and contribute to building a better world. (This is highlighted in the first quote from Bahá’u’lláh.)
• Inner Peace and Joy: Kindness can bring inner peace and joy to both the giver and receiver. Helping others and spreading kindness often results in a sense of purpose and fulfillment. (This is implied in the emphasis on the positive effects of kindness on individuals and society.)
• Overcoming Hate and Division: The quotes from ‘Abdu’l-Bahá specifically mention the destructive nature of hate and division. Kindness is presented as an antidote to these negative forces. (This is highlighted in the third quote from ‘Abdu’l-Bahá.)
  

For Spiritual Education Teachers

• Modeling Kindness: Teachers who embody kindness in their interactions with students create a positive and welcoming learning environment. Kindness fosters trust and respect between teachers and students.
• Promoting Unity and Service: Spiritual education teachers can integrate activities and discussions that promote understanding and appreciation for diversity. They can encourage students to think about ways to serve their communities and contribute to a more kind and just world. (This is highlighted in all the quotes from Bahá’u’lláh and ‘Abdu’l-Bahá.)
• Cultivating Compassion: Through stories, role-playing, and discussions, teachers can help students develop empathy and understanding for others, encouraging them to act with kindness in different situations.
• Creating a Safe Space: Kindness fosters a safe and inclusive learning environment where students feel comfortable expressing themselves, taking risks, and learning from mistakes.
  

Overall, kindness is a cornerstone of the Bahá’í teachings and is crucial in individual spiritual development and fostering a positive and nurturing environment for spiritual education.

Here are some additional points to consider:

• Kindness doesn’t require grand gestures. Simple acts of courtesy, patience, and understanding can make a big difference.
• Spiritual education teachers can create opportunities for students to practice kindness, such as volunteering in their communities or participating in acts of random kindness.
• Spiritual education teachers can empower students to become kind and compassionate individuals who positively impact the world by integrating the principle of kindness into their teaching approach.
  

ChatGPT 3.5 Response:

Kindness is like a gentle breeze that soothes hearts and brings people closer together, fostering unity, understanding, and compassion. Here’s why it’s significant for both individuals and spiritual education teachers:

For Individuals

• Kindness reflects the best qualities of humanity, showing empathy, generosity, and concern for others’ well-being.
• Acts of kindness create positive ripple effects that spread joy, promote connectivity, and enhance community spirit.
• Practicing kindness cultivates inner peace and fulfillment, as it aligns with the universal principle of treating others as one would like to be treated.
  

For Spiritual Education Teachers

• Teachers who embody kindness create a nurturing and supportive learning environment where students feel valued, respected, and encouraged to grow.
• Teachers who model kindness inspire students to cultivate virtues essential for building harmonious relationships and contributing positively to society, such as empathy, compassion, and altruism.
• Kindness is a foundation for teaching moral and ethical values, reinforcing the importance of empathy, forgiveness, and understanding in personal and interpersonal interactions.
  

Overall, kindness is a cornerstone of spiritual education, guiding individuals and communities toward greater harmony, unity, and collective well-being. By prioritizing kindness in their lives and teaching efforts, individuals and educators can contribute to a more compassionate and inclusive world.

Claude 3 Sonnet Response:

The passages you have shared beautifully highlight the immense significance of kindness in an individual’s life and the sacred efforts of a spiritual education teacher.

For the individual, kindness is upheld as the essence and purpose of being a follower of Bahá’u’lláh. We are counseled to become “a source of all goodness unto men” and an “example of uprightness.” Laying aside differences, overlooking faults, and consorting in amity and fellowship within the “paradise” of God’s good-pleasure are the path of true unity and friendship that brings joy to the heart of the Blessed Beauty.

Kindness is portrayed as a universal remedy – loving fathers to orphans, a refuge to the helpless, a treasury for the poor, and a cure for the ailing. We are called to be helpers of the oppressed and patrons of the disadvantaged and to sincerely render service to every member of the human race, transcending all aversion, rejection, and hostility. Kindness, ‘Abdu’l-Baha states, is the very light of divine guidance that allows the blessings of God to embrace all humanity.

For the spiritual education teacher, exemplifying kindness takes on paramount significance. Their noble aim must be to improve the character of each soul, reorient minds towards spiritual reality, and enable the “hidden Mystery” to be revealed within every heart. This can only be achieved through embodying sincere and unconditional kindness in thought, word, and deed.

Teachers are called to be “loving fathers,” dispensing kindness as spiritual nourishment that allows tender souls to flourish. Their every interaction must be imbued with forbearance, gentleness, and a tangible spirit of love, thereby banishing any insidious traces of coolness or tension that could potentially extinguish the flame of faith.

Kindness is indispensable for fulfilling their mission to promote unity and harmony. In a world where the legacy of animosity, hatred, and conflict between peoples, tribes, and sects has been the norm, the spiritual teacher’s pure kindness becomes the bright witness that a new reality has been ushered in – one of the “oneness of the world of humanity” championed by Bahá’u’lláh.

By striving to “do some good to every person” they encounter, to uplift and encourage all, these teachers become potent sources of divine confirmations that attract hearts and prepare the way for the diffusion of spiritual verities. Their consistent patience, selfless care, and radiant warmth allow them to rectify bitter prejudices, dissolve cross-generational hostilities, and erect the divine edifice of unity on the foundations of genuine kindness.

In essence, kindness is not merely an embellishing virtue but the very animating force behind the spiritual teacher’s endeavors. The burnished mirror attracts divine bounties and reflects the tenderness of God’s celestial grace. With kindness as their watchword and modus operandi, these educators can enable receptive souls to experience the “Abha Paradise,” taste the sweetness of worshipping the one-loving Lord and embrace the ennobling reality that to love all people is to find divine acceptance and fulfillment.

Pi Response:

These passages highlight the profound importance of kindness in an individual’s life and the role of a spiritual education teacher in promoting this essential quality. Kindness is a central aspect of one’s spiritual journey and a manifestation of one’s love for God. The significance of kindness can be understood through the following points:

Reflection of Divine Attributes: Kindness reflects God’s attributes, such as compassion and love. By practicing kindness, individuals can become mirrors of these divine qualities and contribute to their spiritual advancement and others.

Fosters Unity and Harmony: Kindness plays a crucial role in fostering unity and harmony among people. As individuals show kindness towards others, they help create a more peaceful, loving, and interconnected world.

Transcends Differences: Kindness allows individuals to look beyond their differences and focus on their shared humanity, creating an atmosphere of understanding, empathy, and mutual respect.

In the context of a spiritual education teacher, efforts to foster kindness can be guided by the following principles:

Role Modeling: Teachers should embody kindness in their interactions with students, colleagues, and the community. This will provide a living example of the transformative power of kindness and inspire students to cultivate this quality within themselves.

Teaching Kindness as a Core Value: Teachers can incorporate the importance of kindness into their curriculum, discussing its significance within religious texts and providing examples of how kindness can be practiced in daily life.

Providing Opportunities for Practice: Teachers can create opportunities for students to practice kindness through service projects, acts of compassion, and conflict resolution exercises, helping students develop the skills and habits necessary for a kind and loving lifestyle.

In essence, kindness is a fundamental aspect of one’s spiritual growth, and spiritual education teachers can support their students in embracing this principle by modeling kindness, teaching its significance, and providing opportunities for students to practice and cultivate kindness in their daily lives.

1. Bahá’u’lláh. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. Bahá’í Reference Library. Accessed April 18, 2024. https://www.bahai.org/library/authoritative-texts/bahaullah/gleanings-writings-bahaullah/7#576176748. ↩
2. ’Abdu’l-Bahá. “First Tablet to The Hague.” Bahá’í Reference Library, December 17, 1919. https://www.bahai.org/library/authoritative-texts/abdul-baha/tablets-hague-abdul-baha/2#307565549. ↩
3. ’Abdu’l-Bahá. The Promulgation of Universal Peace: Talks Delivered by ʻAbduʼl-Bahá during His Visit to the United States and Canada in 1912. Edited by Howard MacNutt. 2nd ed. Wilmette, Ill: Baháʼí Publishing Trust, 1982, 119-120. https://www.bahai.org/library/authoritative-texts/abdul-baha/promulgation-universal-peace/8#518834382. ↩
4. ʻAbduʼl-Bahá. Paris Talks: Addresses Given by ʻAbduʼl-Bahá in 1911. Wilmette, Ill: Baháʼí Publishing Trust, 2006, 16. https://www.bahai.org/library/authoritative-texts/abdul-baha/paris-talks/2#246051385. ↩
5. Ruhi Institute. Teaching Children’s Classes, Grade 1. 2.1.1.PE September 2021. Vol. Book 3. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2021, 54-55. https://www.ruhi.org/en/walking-a-path-of-service/#CC1. ↩