Daily Frameworks for 16 December 2024

Kamál, 06 Masáʼil (Questions), 181 B.E.

Teaching the Cause

Quotes for Reflection:

No sooner had the Sun of Truth shone forth from the heaven of sanctity than it shed upon the horizons of the world the light of unity of thought, unity of opinion, unity of belief, and unity of truth. And this, so that humankind might come together at one single point with respect to thoughts and beliefs; that quarrels, disputes, and conflicts might wholly disappear from amongst humankind; and that the same Light radiating from the Sun of Truth might illumine every heart. For the sake of this complete unity, this perfect harmony, His blessed Being endured every woe and all manner of trial and tribulation in such wise that eyes weep and hearts are for evermore consumed. — ‘Abdu’l-Bahá ¹

Therein, then, lies the challenge that must be faced by those in the forefront of the learning process which will continue to advance over the course of the next Plan. Wherever an intensive programme of growth is established, let the friends spare no effort to increase the level of participation. Let them strain every nerve to ensure that the system which they have so laboriously erected does not close in on itself but progressively expands to embrace more and more people. Let them not lose sight of the remarkable receptivity they found—nay, the sense of eager expectation that awaited them—as they gained confidence in their ability to interact with people of all walks of life and converse with them about the Person of Bahá’u’lláh and His Revelation. Let them hold fast to the conviction that a direct presentation of the Faith, when carried out at a sufficient level of depth and reinforced by a sound approach to consolidation, can bring enduring results. And let them not forget the lessons of the past which left no doubt that a relatively small band of active supporters of the Cause, no matter how resourceful, no matter how consecrated, cannot attend to the needs of communities comprising hundreds, much less thousands, of men, women and children. The implications are clear enough. If, in a cluster, those shouldering responsibility for expansion and consolidation number in the tens, with a few hundred participating in the activities of community life, both figures should rise significantly so that by the end of the Plan, one or two hundred are facilitating the participation of one or two thousand. — Universal House of Justice ²

We rejoice to see that in a growing number of clusters, and in neighbourhoods and villages within them, a nucleus of friends has emerged who through action and reflection are discovering what is required, at a particular point, for the process of growth to advance in their surroundings. They are drawing on the potent instrument of the institute, through which capacity to contribute to the spiritual and material prosperity of the community is enhanced, and as they act, the number of those joining them is increasing. Naturally, conditions vary greatly from place to place, as do the characteristics of growth. But through systematic striving, everyone can make a more and more effective contribution to the work at hand. In every setting, there is pure joy in engaging other souls in meaningful and uplifting conversations that lead, whether quickly or gradually, to the stirring of spiritual susceptibilities. The brighter the flame kindled within the heart of the believer, the greater will be the force of attraction felt by those exposed to its warmth. And to a heart consumed with love for Bahá’u’lláh, what more fitting occupation can be imagined than to seek out kindred spirits, to encourage them as they enter the path of service, to accompany them as they gain experience and—perhaps the greatest joy of all—to see souls become confirmed in their faith, arise independently, and assist others on the same journey. These are among the most cherished of all the moments that this transitory life affords. — Universal House of Justice ³

In relationships among the friends, then, this development in culture finds expression in the quality of their interactions. Learning as a mode of operation requires that all assume a posture of humility, a condition in which one becomes forgetful of self, placing complete trust in God, reliant on His all-sustaining power and confident in His unfailing assistance, knowing that He, and He alone, can change the gnat into an eagle, the drop into a boundless sea. And in such a state souls labour together ceaselessly, delighting not so much in their own accomplishments but in the progress and services of others. So it is that their thoughts are centred at all times on helping one another scale the heights of service to His Cause and soar in the heaven of His knowledge. This is what we see in the present pattern of activity unfolding across the globe, propagated by young and old, by veteran and newly enrolled, working side by side. — Universal House of Justice ⁴

Numerous, of course, are the questions that the process of learning, now under way in all regions of the world, must address: how to bring people of different backgrounds together in an environment which, devoid of the constant threat of conflict and distinguished by its devotional character, encourages them to put aside the divisive ways of a partisan mindset, fosters higher degrees of unity of thought and action, and elicits wholehearted participation; how to administer the affairs of a community in which there is no ruling class with priestly functions that can lay claim to distinction or privilege; how to enable contingents of men and women to break free from the confines of passivity and the chains of oppression in order to engage in activities conducive to their spiritual, social and intellectual development; how to help youth navigate through a crucial stage of their lives and become empowered to direct their energies towards the advancement of civilization; how to create dynamics within the family unit that lead to material and spiritual prosperity without instilling in the rising generations feelings of estrangement towards an illusory “other” or nurturing any instinct to exploit those relegated to this category; how to make it possible for decision making to benefit from a diversity of perspectives through a consultative process which, understood as the collective investigation of reality, promotes detachment from personal views, gives due importance to valid empirical information, does not raise mere opinion to the status of fact or define truth as the compromise between opposing interest groups. To explore questions such as these and the many others certain to arise, the Bahá’í community has adopted a mode of operation characterized by action, reflection, consultation and study—study which involves not only constant reference to the writings of the Faith but also the scientific analysis of patterns unfolding. Indeed, how to maintain such a mode of learning in action, how to ensure that growing numbers participate in the generation and application of relevant knowledge, and how to devise structures for the systemization of an expanding worldwide experience and for the equitable distribution of the lessons learned—these are, themselves, the object of regular examination. — Universal House of Justice ⁵

Question for Consideration

How does “unity of thought” and “learning as a mode of operation” help one advance Bahá’í principles in service to humanity? ⁶

Perplexity Pro Response ⁷

The Bahá’í Faith emphasizes “unity of thought” and “learning as a mode of operation” as key principles for advancing its teachings and serving humanity. These concepts foster collective consciousness, systematic growth, and harmonious collaboration among diverse individuals, enabling Bahá’ís to build inclusive communities and address complex social issues effectively.

Unity of Thought

‘Abdu’l-Bahá describes “unity of thought” as a divine light that brings humanity together in shared understanding and belief. This concept aims to eliminate quarrels and conflicts, creating a common point of reference for thoughts and beliefs across diverse communities. By fostering unity of thought, Bahá’ís can engage in meaningful conversations with people from all walks of life, present their faith in a resonant manner, and build communities free from partisan mindsets. This approach allows for the harmonious collaboration of individuals from various backgrounds, contributing to the spiritual and social development of society as a whole.

Learning as a Mode of Operation

The Bahá’í community has adopted learning as a fundamental operational principle, characterized by continuous action, reflection, consultation, and study. This approach involves systematic analysis of patterns and experiences, coupled with a posture of humility and trust in divine assistance. By embracing this mode of operation, Bahá’ís enhance their capacity to contribute to spiritual and material prosperity, adapting their methods to varying conditions across different settings.

Key aspects of this learning-centered approach include:

• Discovering effective methods for community growth and development
• Drawing on the potent instrument of the institute to enhance capacity
• Engaging in meaningful conversations that stir spiritual susceptibilities
• Accompanying others as they gain experience and become confirmed in their faith
• Addressing complex questions through scientific analysis and constant reference to Bahá’í writings
  

Synergy in Advancing Bahá’í Principles

The combination of unity of thought and learning as a mode of operation creates a powerful framework for advancing Bahá’í principles in service to humanity. This synergy enables:

• Expansive community building, involving more people in activities and fostering widespread participation
• Addressing complex social issues through collaborative efforts and diverse perspectives
• Empowering individuals to break free from passivity and engage in spiritual, social, and intellectual development
• Facilitating consultative decision-making that benefits from a variety of viewpoints
• Ensuring sustainable growth of communities through continuous adaptation and improvement
  

By working together with a unified vision and a learning attitude, Bahá’ís can more effectively contribute to the spiritual and material prosperity of their communities, while maintaining the flexibility to adapt to varying conditions and characteristics of growth in different settings.

Benefits of a Unified Learning Approach

By combining unity of thought with a learning-oriented approach, Bahá’ís can achieve remarkable outcomes in their service to humanity. This synergy fosters pure joy in engaging others in meaningful conversations that lead to the stirring of spiritual susceptibilities. As the flame of faith burns brighter within believers, their ability to attract and inspire others grows, creating a self-reinforcing cycle of spiritual and social development.

The unified learning approach enables Bahá’ís to:

• Increase the level of participation in intensive programs of growth
• Expand their system to embrace more people from all walks of life
• Achieve enduring results through direct presentation of the Faith, reinforced by sound consolidation methods
• Transform small groups of active supporters into larger, more effective communities
• Cultivate an environment devoid of conflict and distinguished by its devotional character
  

Follow-Up Questions Proposed by Perplexity

• How can unity of thought be achieved in diverse communities?
• What are practical ways to implement learning as a mode of operation in daily life?
• How does unity of thought contribute to resolving conflicts?
• What role does humility play in advancing Bahá’í principles?
• How can we measure the impact of unity of thought on community growth?
• What are the long-term effects of unified learning on community cohesion?
• How does unified learning influence personal spiritual growth?
• What challenges might arise from implementing unified learning strategies?
• How can unified learning be adapted for different cultural contexts?
• What role does technology play in facilitating unified learning?

1. ’Abdu’l-Bahá. Light of the World: Selected Tablets of ’Abdu’l-Bahá. 1st ed. Haifa: Bahá’í World Center, 2021. https://www.bahai.org/library/authoritative-texts/abdul-baha/light-of-the-world/5#457095173. ↩
2. Universal House of Justice. “28 December 2010 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed December 14, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20101228_001/1#348995545. ↩
3. Universal House of Justice. “Riḍván 2019 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 14, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20190420_001/1#425893761. ↩
4. Universal House of Justice. “Riḍván 2010 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 14, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20100421_001/1#785126534. ↩
5. Universal House of Justice. “2 March 2013 – To the Bahá’ís of Iran.” Bahá’í Reference Library. Accessed December 14, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20130302_001/1#524112924. ↩
6. 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, 129-130. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
7. Perplexity Pro. “How does “unity of thought” and “learning as a mode of operation” help one advance Bahá’í principles in service to humanity?” Edited by Steve Bosserman. December 14, 2024. https://www.perplexity.ai/page/unity-and-learning-in-baha-i-s-7NUejbViTmSxumUtSjzuYA. ↩