Jamál, 17 Qawl (Speech), 181 B.E.
Teaching the Cause
Quotes for Reflection
Life is a load which must be carried on while we are on earth, but the cares of the lower things of life should not be allowed to monopolize all the thoughts and aspirations of a human being. The heart’s ambitions should ascend to a more glorious goal, mental activity should rise to higher levels! Men should hold in their souls the vision of celestial perfection, and there prepare a dwelling-place for the inexhaustible bounty of the Divine Spirit.
Let your ambition be the achievement on earth of a Heavenly civilization! I ask for you the supreme blessing, that you may be so filled with the vitality of the Heavenly Spirit that you may be the cause of life to the world. — ‘Abdu’l-Bahá 1
What we have described above is an educational system in a state of constant refinement. This requires many individuals to lend their support to its further development; it also requires institutes, and Bahá’í institutions more generally, to plan ahead and ensure that individuals who have developed considerable capacity in supporting the community’s educational endeavours are able to sustain their service and can, when their life circumstances change, continue to be involved in the work of the institute in other meaningful ways. Appreciating the effectiveness of the institute process, every follower of Bahá’u’lláh will feel a desire to contribute to its advancement in some way—not least, the Bahá’í youth. Institutes know well that releasing the potential possessed by young people is, for them, a sacred charge; we now ask that Bahá’í youth view the future development of the institute in the very same light. At the vanguard of a nine-year, community-wide endeavour to bring the institute to a higher level of functioning, we expect to see a broad movement of youth setting the standard. They should seize every opportunity—in their schools and universities, and in spaces dedicated to work, family, or social interaction—to encourage more and more souls to benefit from the institute’s programmes. Some youth will be able to devote a period of service—perhaps even successive years—to the provision of education, especially to those younger than themselves; for many, support for the institute’s activities will be an ever-present dimension of their lives throughout their own education and as they seek a livelihood from their calling in this world; but for none should it be anything less than a cherished commitment. — Universal House of Justice 2
Six years ago we described for you the characteristics of a cluster where the friends have passed the third milestone along the continuum of growth. To have come this far implies intense activity occurring in specific neighbourhoods or villages, but also concerted effort being made by the generality of the believers living across the cluster—in other words, a rising spirit of universal participation in the work of community building. In practice, this means the mobilization of a sizeable number of Bahá’ís who are creatively and intelligently applying the Plan’s framework for action to the reality of their own circumstances wherever in the cluster they live. It entails families and individual believers working together and making a conscious decision to see themselves as belonging to an expanding nucleus. Such groups of friends set about widening the circle of participation in their activities by engaging with the networks to which they belong—networks created through a place of work or study, a local school, or a community hub of another kind—and by accompanying others who arise to serve alongside them. These efforts have tremendous merit. Even when a cluster contains a number of flourishing centres of intense activity, efforts being made across the rest of the cluster might still represent a large proportion of all the activity that is occurring. We also acknowledge, in this connection, the steps being taken in some clusters to systematically reach out to a specific population that has shown receptivity to the Faith but is dispersed throughout the cluster. This can be seen as a specialized form of the community-building work, and one which continues to show great promise. As participation in the work of the Plan in all its forms increases, many opportunities emerge for the friends to learn from each other’s experience and to kindle within one another the joy of teaching. — Universal House of Justice 3
Question for Consideration
How would demographic factors like age, gender, family role, occupation, affiliations, etc., influence one’s approach in teaching others about the Bahá’í Faith? 4
Perplexity Pro Response 5
The Bahá’í Faith emphasizes education and equality for all, yet demographic factors such as age, gender, occupation, and cultural background can significantly influence how individuals approach teaching its principles, allowing for diverse and inclusive methods of sharing its message across different segments of society.
Life Stage
Age plays a significant role in shaping the approach to teaching the Bahá’í Faith. For children and youth, the focus is on developing moral and spiritual capacities through age-appropriate activities and lessons, with children’s classes being a common feature in most Bahá’í communities [3]. In contrast, adult education often involves more intellectually rigorous discussions of Bahá’í principles and their application to contemporary issues. The Bahá’í training institute process aims to build skills related to social action and discourse, raising the capacity for service within a population in an ongoing, sustainable manner [3].
Gender Identity
The Bahá’í Faith’s strong emphasis on gender equality significantly influences teaching approaches. When sharing the Faith’s principles, there is often a particular focus on women’s empowerment, especially in societies where gender inequality is prevalent [4]. A distinctive aspect of Bahá’í teachings is the priority given to girls’ education, with the belief that if a family can only educate some children, preference should be given to daughters as they will be the first educators of the next generation [2]. This perspective not only shapes the content of Bahá’í education but also influences how individuals approach teaching the Faith across different cultural contexts.
Family Roles
Family roles significantly shape the approach to teaching the Bahá’í Faith. Parents, as primary educators of their children, have a special responsibility in Bahá’í education, often focusing on integrating spiritual principles into daily family life and creating a home environment that fosters spiritual growth. Mothers, in particular, are emphasized in Bahá’í teachings as the first educators, giving them a unique perspective in teaching about the Faith, especially in relation to child-rearing and family dynamics [4]. This emphasis on the family unit as a cornerstone of spiritual education reflects the Bahá’í belief in the importance of nurturing moral and spiritual capacities from an early age, contributing to the overall development of individuals and communities.
Cultural and Professional Background
Diverse cultural and professional backgrounds significantly influence how individuals approach teaching the Bahá’í Faith. Educators, for instance, may naturally incorporate Bahá’í principles into their pedagogical methods, as exemplified by Jelena Bighorn, a Lakota Bahá’í educator who integrates traditional Indigenous views with Bahá’í teachings in her classroom practices. Professionals in various fields often relate Bahá’í principles to their areas of expertise, demonstrating practical applications of the Faith’s teachings in different work contexts. Those with experience in Bahá’í administration might emphasize organizational and community-building aspects, while social activists may focus on the Faith’s teachings regarding equality, unity, and social progress [1]. This diversity in approach allows for a rich tapestry of perspectives, making the Faith’s message more relatable and accessible across various segments of society.
In conclusion, while the core teachings of the Bahá’í Faith remain constant, demographic factors can significantly influence how individuals approach teaching about the Faith, allowing for a diverse and inclusive spread of its message across various segments of society.
Citations
[2] Baháʼí teachings – Wikipedia
Follow-Up Questions Proposed by Perplexity
- How do different age groups within a Bahá’í community approach teaching the Faith?
- What role does gender equality play in Bahá’í teaching methods?
- How do family roles influence the way Bahá’ís teach their children about the Faith?
- In what ways do occupational backgrounds affect Bahá’í teaching strategies?
- How do affiliations with other religious or cultural groups impact Bahá’í teaching approaches?
- How do Bahá’í teachings on unity impact professional collaborations?
- What are the cultural implications of Bahá’í teachings on gender equality?
- How do Bahá’í principles influence workplace ethics?
- In what ways do Bahá’í teachings on education shape professional development programs?
- How do Bahá’í communities integrate cultural diversity into professional settings?
- ʻAbduʼl-Bahá. Paris Talks: Addresses Given by ʻAbduʼl-Bahá in 1911. Wilmette, Ill: Baháʼí Publishing Trust, 2006, 98-99. https://www.bahai.org/library/authoritative-texts/abdul-baha/paris-talks/3#247298635. ↩
- Universal House of Justice. “30 December 2021 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed December 6, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20211230_001/1#758524500. ↩
- Universal House of Justice. “30 December 2021 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed December 6, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20211230_001/1#758524486. ↩
- 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, 115-116. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
- Perplexity Pro. “How would demographic factors like age, gender, family role, occupation, affiliations, etc., influence one’s approach in teaching others about the Bahá’í Faith?” Edited by Steve Bosserman. December 6, 2024. https://www.perplexity.ai/page/how-would-demographic-factors-Ajfe8ASLQK6n1Cl1BThRqw. ↩
Frameworks for Understanding the World 