Daily Frameworks for 10 December 2024

Fidál, 19 Qawl (Speech), 181 B.E.

Teaching the Cause

Quotes for Reflection

Now strive ye that the Collective Center of the sacred religions—for the inculcation of which all the Prophets were manifested and which is no other than the spirit of the divine teachings—be spread in all parts of America, so that each one of you may shine forth from the horizon of reality like unto the morning star, divine illumination may overcome the darkness of nature, and the world of humanity may become enlightened. This is the most great work! Should you become confirmed therein, this world will become another world, the surface of the earth will become the delectable paradise, and eternal Institutions be founded. — ‘Abdu’l-Bahá ¹

Institute participants, as well as other local believers, will take part in area-wide seminars and conferences, regional teaching campaigns, and small socio-economic development projects. Gradually, local collective endeavors will emerge, area committees and Local Spiritual Assemblies will formulate their own plans for expansion and consolidation, and the friends will begin to shoulder the responsibilities of systematic growth in their communities. — Universal House of Justice ²

The quantitative difference resulted mainly from a more critical qualitative difference. The culture of the Bahá’í community experienced a change. This change is noticeable in the expanded capability, the methodical pattern of functioning and the consequent depth of confidence of the three constituent participants in the Plan—the individual, the institutions and the local community. That is so because the friends concerned themselves more consistently with deepening their knowledge of the divine Teachings and learned much—and this more systematically than before—about how to apply them to promulgating the Cause, to managing their individual and collective activities, and to working with their neighbors. In a word, they entered into a learning mode from which purposeful action was pursued. The chief propellant of this change was the system of training institutes established throughout the world with great rapidity—an accomplishment which, in the field of expansion and consolidation, qualifies as the single greatest legacy of the Four Year Plan. — Universal House of Justice ³

During this period, the adoption of an evolving framework for action has enabled the friends to progressively nurture and refine essential capacities, giving rise to simple acts of service at first, leading to more elaborate patterns of action, which in turn demanded the development of capacities still more complex. In this way, a systematic process of human resource development and community building has been started in thousands of clusters—and, in many of them, become far advanced. The focus has not been solely on the individual believer, or the community, or the institutions of the Faith; all three inseparable participants in the evolution of the new World Order are being stimulated by the spiritual forces released through the unfoldment of the Divine Plan. The signs of their progress are more and more apparent: in the confidence that countless believers have acquired to share accounts of Bahá’u’lláh’s life and discuss the implications of His Revelation and peerless Covenant; in the growing contingents of souls who, as a result, have been attracted to His Cause and are contributing to the achievement of His unifying vision; in the ability of Bahá’ís and their friends, at the very grassroots of the community, to describe in eloquent terms their experience of a process capable of transforming character and shaping social existence; in the significantly larger numbers of those indigenous to a country who, as members of Bahá’í institutions and agencies, are now guiding the affairs of their communities; in the reliable, generous, and sacrificial giving to the Fund, so vital for sustaining the advancement of the Faith; in the unprecedented efflorescence of individual initiative and collective action in support of community-building activities; in the enthusiasm of so many selfless souls in the prime of youth who are bringing immense vigour to this work, notably by tending to the spiritual education of younger generations; in the enhancement of the devotional character of the community through regular gatherings for worship; in the rise in capacity at all levels of Bahá’í administration; in the readiness of institutions, agencies, and individuals to think in terms of process, to read their immediate reality and assess their resources in the places where they live, and to make plans on that basis; in the now familiar dynamic of study, consultation, action, and reflection that has cultivated an instinctive posture of learning; in the mounting appreciation for what it means to give effect to the Teachings through social action; in the multiplying opportunities being sought and seized to offer a Bahá’í perspective on discourses prevalent in society; in the awareness of a global community that, in all its endeavours, it is hastening the emergence of divine civilization by manifesting the society-building power inherent in the Cause; indeed, in the friends’ growing consciousness that their efforts to foster inner transformation, to widen the circle of unity, to collaborate with others in the field of service, to help populations take charge of their own spiritual, social, and economic development—and, through all such efforts, to bring about the betterment of the world—express the very purpose of religion itself. — Universal House of Justice ⁴

Question for Consideration

How can one teach others about the Bahá’í Faith within an administrative framework of systemic collective action? ⁵

Perplexity Pro Response ⁶

The Bahá’í Faith’s approach to teaching combines individual initiative with systematic collective action, integrating personal outreach, structured campaigns, and community-building activities within an administrative framework designed to foster spiritual and social development.

Individual Teaching and Firesides

Individual teaching efforts and firesides form the foundation of Bahá’í outreach, allowing for personal connections and intimate discussions about the Faith. Firesides, informal gatherings hosted in homes or community spaces, provide a relaxed environment for seekers to learn about Bahá’í teachings through conversation and inquiry. These one-on-one or small group interactions complement larger-scale efforts by fostering deep relationships and providing opportunities for individuals to explore spiritual topics at their own pace.

Systematic Campaigns and Study Circles

Coordinated teaching campaigns, developed under institutional guidance, provide a structured approach to reaching wider audiences through public talks, literature distribution, and media outreach. These efforts are complemented by training institutes, which offer systematic courses to build capacity for service and deepen understanding of Bahá’í teachings [4]. At the heart of this educational process are study circles – small groups led by trained tutors that focus on studying Bahá’í writings, developing skills for service, and applying spiritual principles to daily life [3]. This approach fosters a collaborative learning environment characterized by action, reflection, consultation, and study, allowing for continuous improvement and adaptation of teaching methods based on local conditions and experiences [3].

Community Building Activities

Community building activities form an integral part of the Bahá’í approach to teaching, offering practical ways to demonstrate the Faith’s principles in action. These include children’s classes for spiritual education, junior youth groups focused on moral empowerment, and devotional gatherings for collective worship [3]. Additionally, Bahá’ís engage in social action initiatives addressing local needs, which create opportunities for teaching through example and allow others to witness the practical application of Bahá’í principles [6]. These activities not only serve the community but also provide natural settings for introducing the Faith’s teachings, fostering a sense of unity, and inviting others to participate in the process of spiritual and social transformation.

Administrative Coordination and Capacity Building

Local and national Bahá’í administrative bodies play a crucial role in coordinating and supporting teaching efforts within the framework of systemic collective action. These institutions formulate plans for expansion and consolidation, provide resources for individual and collective initiatives, and ensure alignment with global plans and guidance from the Universal House of Justice [1]. The focus extends beyond mere numerical growth, emphasizing the development of self-sustaining communities capable of continued growth and service [3]. Institutions guide the systematic process of human resource development and community building in thousands of clusters worldwide [3]. The approach nurtures essential capacities, progressing from simple acts of service to more complex patterns of action [3]. Emphasis is placed on building confidence in sharing Bahá’u’lláh’s message and discussing its implications [3]. Indigenous members increasingly guide community affairs as part of institutional agencies [3]. The process fosters a learning mode that enhances the community’s ability to apply Bahá’í teachings to various aspects of life and service [2].

Citations

[1] Toward a Framework for Action by Paul Lample (PDF)

[2] BUILDING COMMUNITY – Love in Action

[3] Three Teaching Methods Used during North America’s First Seven-Year Plan by Roger M. Dahl (PDF)

[4] Teaching institute – Bahaipedia

[5] Training Institutes – Bahai Library Online

[6] Social Action – The Bahá’í Faith

Follow-Up Questions Proposed by Perplexity

• What are some effective methods for organizing area-wide seminars and conferences?
• How can local Spiritual Assemblies formulate plans for expansion and consolidation?
• What role do training institutes play in the systematic growth of the Bahá’í community?
• How can individual believers contribute to socio-economic development projects?
• What are some examples of simple acts of service that can lead to more complex patterns of action?
• How can training institutes be established and sustained in different regions?
• What are the key components of an evolving framework for action in community building?
• How can individual believers be encouraged to take on leadership roles in their communities?
• What strategies can be used to attract new members to the Bahá’í community?
• How can the Bahá’í community support the spiritual education of younger generations?

1. ’Abdu’l-Bahá. Tablets of the Divine Plan. Bahá’í Reference Library. Accessed December 10, 2024. https://www.bahai.org/library/authoritative-texts/abdul-baha/tablets-divine-plan/15#225855160. ↩
2. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed December 8, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/13#029572263. ↩
3. Universal House of Justice. “Riḍván 2000 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 8, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20000421_001/1#460221702 ↩
4. Universal House of Justice. “Riḍván 2016 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 8, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20160420_001/1#468691680. ↩
5. 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, 118-120. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
6. Perplexity Pro. “How can one teach others about the Bahá’í Faith within an administrative framework of systemic collective action?” Edited by Steve Bosserman. December 8, 2024. https://www.perplexity.ai/page/teaching-the-baha-i-faith-syst-wl5JZHBER2iZlDwlQB.Sqw. ↩