Istijlál, 14 Qawl (Speech), 181 B.E.
Teaching the Cause
Quotes for Reflection
O WAYFARER in the path of God! Take thou thy portion of the ocean of His grace, and deprive not thyself of the things that lie hidden in its depths. Be thou of them that have partaken of its treasures. A dewdrop out of this ocean would, if shed upon all that are in the heavens and on the earth, suffice to enrich them with the bounty of God, the Almighty, the All-Knowing, the All-Wise. With the hands of renunciation draw forth from its life-giving waters, and sprinkle therewith all created things, that they may be cleansed from all man-made limitations and may approach the mighty seat of God, this hallowed and resplendent Spot. — Bahá’u’lláh 1
Be not grieved if thou performest it thyself alone. Let God be all-sufficient for thee. Commune intimately with His Spirit, and be thou of the thankful. Proclaim the Cause of thy Lord unto all who are in the heavens and on the earth. Should any man respond to thy call, lay bare before him the pearls of the wisdom of the Lord, thy God, which His Spirit hath sent down unto thee, and be thou of them that truly believe. And should anyone reject thine offer, turn thou away from him, and put thy trust and confidence in the Lord, thy God, the Lord of all worlds. — Bahá’u’lláh 2
With so firm a foundation in place, the foremost thought in the mind of each and every believer should be teaching. Whether in their personal efforts they teach their friends in firesides and then involve them in the core activities or use these activities as their primary instrument for teaching, whether as a community they make their work with children and junior youth the initial thrust in a cluster or focus first on the older generations, whether in their collective endeavours they visit families in teams as part of an intensive campaign or call on seekers in their homes periodically over time—these are decisions that can only be made according to the circumstances and possibilities of the friends and the nature of the populations with whom they interact. What all must acknowledge, irrespective of circumstance, are both the crying need of a humanity that, bereft of spiritual sustenance, is sinking deeper into despair and the urgency of the responsibility to teach with which we each have been entrusted as members of the community of the Greatest Name. — Universal House of Justice 3
Closely related to the habit of reducing an entire theme into one or two appealing phrases is the tendency to perceive dichotomies, where, in fact, there are none. It is essential that ideas forming part of a cohesive whole not be held in opposition to one another. In a letter written on his behalf, Shoghi Effendi warned: “We must take the teachings as a great, balanced whole, not seek out and oppose to each other two strong statements that have different meanings; somewhere in between, there are links uniting the two.” How encouraged we have been to note that many of the misunderstandings of the past have fallen away as appreciation for the provisions of the Plan has grown. Expansion and consolidation, individual action and collective campaigns, refinement of the inner character and consecration to selfless service—the harmonious relationship between these facets of Bahá’í life is now readily acknowledged. It brings us equal pleasure to know that the friends are on their guard, lest new false dichotomies be allowed to pervade their thinking. They are well aware that the diverse elements of a programme of growth are complementary. The tendency to see activities, and the agencies that support them, in competition with one another, a tendency so common in society at large, is being avoided by the community. — Universal House of Justice 4
Question for Consideration
Based on the quotes above, what are significant points to keep in mind as one proclaims and teaches the Cause? 5
Perplexity Pro Response 6
Teaching the Cause of God, a fundamental aspect of the Bahá’í Faith, requires a multifaceted approach that balances spiritual intention, practical wisdom, and personal development. As believers engage in this sacred task, they are encouraged to cultivate purity of motive, rely on divine assistance, and adapt their methods to the needs of their audience while emphasizing the central message of unity.
Spiritual Approach Essentials
Approaching the task of teaching with a pure heart and sincere intention is paramount, viewing it as an opportunity to share a precious spiritual gift rather than an act of superiority.
Teachers are encouraged to rely on divine assistance, maintaining faith even when efforts seem solitary. [1] This spiritual foundation should be complemented by wisdom in presentation, considering the receptivity of the audience and avoiding overwhelming new seekers with too many laws or observances initially. [3] The balance between enthusiasm and discretion is crucial, as is leading by example through one’s own behavior, demonstrating the practical application of Bahá’í teachings in daily life. [2] [5]
Effective Teaching Methods
Effective teaching of the Cause involves a dynamic blend of strategies tailored to diverse audiences. It’s essential to employ wisdom in selecting the right approach, whether direct or indirect, based on the audience’s receptivity. [5] The emphasis should be on gradual deepening, ensuring that new declarants gain a basic understanding of the Faith’s Central Figures, laws, and administration without being overwhelmed initially. [1]
Key methods include fostering sociability and using eloquent speech, as highlighted by ‘Abdu’l-Bahá’s teachings. [2] Teachers should also avoid creating false dichotomies within Bahá’í life, recognizing the complementary nature of various activities and campaigns. This approach ensures that teaching efforts are harmonious and effective, contributing to both individual and community growth.
Content Adaptation Strategies
Emphasizing unity is crucial when teaching the Cause, as Bahá’u’lláh’s message centers on the oneness of humankind and the unity of all religions. Teachers should adapt their methods to suit the specific circumstances and communities they engage with, while maintaining the urgency of their mission. [3] The process of teaching should involve continuous personal development, including deepening one’s understanding of the Faith and refining sociability skills. [2] New believers should be integrated into the community and encouraged to participate actively in its activities. [1] Additionally, it’s important to recognize that various aspects of Bahá’í life, such as individual actions and collective campaigns, are complementary rather than competitive.
Community and Personal Growth
Fostering a sense of fellowship is integral to the teaching process, as new believers should be warmly welcomed into the community and encouraged to participate in its activities. [4] This approach not only strengthens the individual’s connection to the Faith but also contributes to the overall vitality of the Bahá’í community. Simultaneously, teachers are called upon to engage in continuous personal growth, deepening their own understanding of the Faith’s teachings and developing their capacity for sociability. [2] This dual focus on community integration and personal development creates a dynamic environment where both the teacher and the taught can progress spiritually, contributing to the organic growth of the Cause.
Citations:
[2] ’Abdu’l-Baha’s Three Conditions Of Teaching The Cause of God – BAHA’I MEMORIES
[3] Basic Principles of the Baha’i Faith – Uplifting Words
[5] Using Wisdom in Teaching the Cause – Bahaiworks
Follow-Up Questions Proposed by Perplexity
- How can I effectively communicate the teachings of the Cause to diverse audiences?
- What are some common challenges faced when teaching the Cause and how can they be overcome?
- How can I balance personal spiritual growth with the responsibility to teach the Cause?
- What role does community involvement play in the process of teaching the Cause?
- How can I ensure that my teachings are not perceived as opposing other aspects of Bahá’í life?
- How can I integrate spiritual teachings into daily life?
- What are the key elements of a balanced spiritual growth program?
- How can I encourage others to participate in community service?
- What strategies can help in overcoming spiritual despair?
- How can I promote harmony between different aspects of Bahá’í life?
- Bahá’u’lláh. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. Bahá’í Reference Library, 1935. https://www.bahai.org/library/authoritative-texts/bahaullah/gleanings-writings-bahaullah/7#398961098. ↩
- Bahá’u’lláh. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. Bahá’í Reference Library, 1935. https://www.bahai.org/library/authoritative-texts/bahaullah/gleanings-writings-bahaullah/7#893810504. ↩
- Universal House of Justice. “Riḍván 2007 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 3, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20070421_001/1#940200863. ↩
- Universal House of Justice. “28 December 2010 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed December 3, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20101228_001/1#240675595. ↩
- Ruhi Institute. Teaching the Cause. 2.1.1.PE April 2023. Vol. Book 6. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2023, 108-111. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
- Perplexity Pro. “What are significant points to keep in mind as one proclaims and teaches the Cause?” Edited by Steve Bosserman. December 3, 2024. https://www.perplexity.ai/page/proclaiming-and-teaching-the-c-CgARjPfAQy.W1mjEu_wc0w. ↩
Frameworks for Understanding the World 
Very powerful texts!
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