Istiqlál, 15 Qawl (Speech), 181 B.E.
Teaching the Cause
Quotes for Reflection
Do thou beseech God to enable thee to remain steadfast in this path, and to aid thee to guide the peoples of the world to Him Who is the manifest and sovereign Ruler, Who hath revealed Himself in a distinct attire, Who giveth utterance to a Divine and specific Message. This is the essence of faith and certitude. They that are the worshipers of the idol which their imaginations have carved, and who call it Inner Reality, such men are in truth accounted among the heathen. To this hath the All-Merciful borne witness in His Tablets. He, verily, is the All-Knowing, the All-Wise. — Bahá’u’lláh 1
Having on his own initiative, and undaunted by any hindrances with which either friend or foe may, unwittingly or deliberately, obstruct his path, resolved to arise and respond to the call of teaching, let him carefully consider every avenue of approach which he might utilize in his personal attempts to capture the attention, maintain the interest, and deepen the faith, of those whom he seeks to bring into the fold of his Faith. Let him survey the possibilities which the particular circumstances in which he lives offer him, evaluate their advantages, and proceed intelligently and systematically to utilize them for the achievement of the object he has in mind. Let him also attempt to devise such methods as association with clubs, exhibitions, and societies, lectures on subjects akin to the teachings and ideals of his Cause such as temperance, morality, social welfare, religious and racial tolerance, economic cooperation, Islám, and Comparative Religion, or participation in social, cultural, humanitarian, charitable, and educational organizations and enterprises which, while safeguarding the integrity of his Faith, will open up to him a multitude of ways and means whereby he can enlist successively the sympathy, the support, and ultimately the allegiance of those with whom he comes in contact. Let him, while such contacts are being made, bear in mind the claims which his Faith is constantly making upon him to preserve its dignity, and station, to safeguard the integrity of its laws and principles, to demonstrate its comprehensiveness and universality, and to defend fearlessly its manifold and vital interests. Let him consider the degree of his hearer’s receptivity, and decide for himself the suitability of either the direct or indirect method of teaching, whereby he can impress upon the seeker the vital importance of the Divine Message, and persuade him to throw in his lot with those who have already embraced it. Let him remember the example set by ‘Abdu’l‑Bahá, and His constant admonition to shower such kindness upon the seeker, and exemplify to such a degree the spirit of the teachings he hopes to instill into him, that the recipient will be spontaneously impelled to identify himself with the Cause embodying such teachings. Let him refrain, at the outset, from insisting on such laws and observances as might impose too severe a strain on the seeker’s newly awakened faith, and endeavor to nurse him, patiently, tactfully, and yet determinedly, into full maturity, and aid him to proclaim his unqualified acceptance of whatever has been ordained by Bahá’u’lláh. Let him, as soon as that stage has been attained, introduce him to the body of his fellow-believers, and seek, through constant fellowship and active participation in the local activities of his community, to enable him to contribute his share to the enrichment of its life, the furtherance of its tasks, the consolidations of its interests, and the coordination of its activities with those of its sister communities. Let him not be content until he has infused into his spiritual child so deep a longing as to impel him to arise independently, in his turn, and devote his energies to the quickening of other souls, and the upholding of the laws and principles laid down by his newly adopted Faith. — Shoghi Effendi 2
Question for Consideration
Based on the quotes above, what are the basic elements of a systematic personal teaching plan for the Cause? 3
Perplexity Pro Response 4
The Bahá’í Faith emphasizes the importance of a systematic approach to teaching its principles, with guidance from its Central Figures providing a framework for believers to effectively share and propagate their faith while nurturing new adherents and fostering community growth.
Spiritual Preparation Essentials
-Spiritual preparation forms the foundation of a systematic personal teaching plan in the Bahá’í Faith. Believers are encouraged to beseech God for steadfastness and guidance in their teaching efforts, maintaining unwavering faith and certitude in the Divine Message. This spiritual groundwork is essential for those who, on their own initiative and undaunted by hindrances, resolve to arise and respond to the call of teaching. By cultivating a deep connection with the spiritual principles of their faith, individuals can better embody the teachings they aim to share, following the example set by ‘Abdu’l‑Bahá of showering kindness upon seekers and exemplifying the spirit of the Bahá’í teachings.
Strategic Teaching Approach
A strategic approach to teaching the Bahá’í Faith involves carefully considering various avenues to capture attention and maintain interest in the Cause. Believers are encouraged to:
- Survey and evaluate possibilities within their living circumstances.
- Devise methods for association with clubs, exhibitions, and societies.
- Participate in social, cultural, humanitarian, charitable, and educational organizations.
- Deliver lectures on subjects related to the teachings and ideals of the Cause, such as temperance, morality, social welfare, and religious tolerance.
These approaches should be implemented intelligently and systematically, while preserving the dignity and station of the Faith, safeguarding its principles, and demonstrating its comprehensiveness and universality.
Effective Teaching Methods
When engaging with seekers, it’s crucial to assess their receptivity and choose between direct or indirect teaching methods. Teachers should impress upon seekers the vital importance of the Divine Message while refraining from initially imposing strict laws that might strain their newly awakened faith. This approach allows for a gradual and organic growth of understanding. Emulating ‘Abdu’l‑Bahá’s example, teachers are encouraged to demonstrate such kindness and embody the spirit of the teachings that recipients are spontaneously impelled to identify with the Cause. This method of teaching through personal conduct and exemplification is considered highly effective in nurturing genuine interest and commitment to the Faith.
Nurturing New Believers
Once a seeker has embraced the Bahá’í Faith, the teaching process transitions to nurturing their spiritual growth. This involves patiently and tactfully guiding new believers to full maturity in the Faith, aiding them in proclaiming unqualified acceptance of Bahá’u’lláh’s teachings. Key aspects of this nurturing process include:
- Introducing new believers to the community of fellow adherents
- Encouraging active participation in local community activities
- Enabling them to contribute to the enrichment of community life
- Supporting the furtherance of community tasks and consolidation of interests
- Assisting in coordinating activities with sister communities
The ultimate goal is to infuse new believers with such a deep longing that they are impelled to arise independently and devote their energies to teaching others, thus perpetuating the cycle of growth and service within the Faith.
Follow-Up Questions Proposed by Perplexity
- How can I assess the receptivity of a potential seeker?
- What are some examples of indirect teaching methods?
- How can I incorporate social and cultural activities into my teaching plan?
- What are the key principles to preserve the integrity of my Faith?
- How can I use comparative religion to enhance my teaching?
- 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/8#236591329. ↩
- Effendi, Shoghi. The Advent of Divine Justice. Bahá’í Reference Library, 1938. https://www.bahai.org/library/authoritative-texts/shoghi-effendi/advent-divine-justice/4#017822980. ↩
- 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, 111-114. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
- Perplexity Pro. “What are the basic elements of a systematic personal teaching plan for the Cause?” Edited by Steve Bosserman. December 4, 2024. https://www.perplexity.ai/page/basic-elements-of-teaching-pla-K2LLX_wlRdiJvtVwWhNG5g. ↩
Frameworks for Understanding the World 