Kamál, 01 Sharaf (Honor), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection
All people must, however, fix their gaze upon the Word that hath dawned from the horizon of Divine Utterance. It is incumbent upon every soul to ponder its sovereignty and pervading influence, its might and all-encompassing power. There can be no doubt that these matters are confirmed and proven only through the Word of God. It is the Word of God that standeth supreme over all things. It is the begetter of the world and the educator of its people. It summoneth them that wander athirst in the vale of separation to direct their steps towards the ocean of reunion. It illuminateth the darkness of ignorance with the morning light of knowledge. — Bahá’u’lláh 1
Most noteworthy in this regard is the spirit of initiative shown by believers who extend the range of their endeavors to assist others also striving to tread a path of service. Having acquired the capacity to serve as tutors of institute courses, they take up the challenge of accompanying participants in their initial attempts to perform acts of service until they, too, are ready to start their own study circles and help others do the same, widening in this way the scope of the institute’s influence and bringing eager souls into contact with the Word of God. This particular aspect of the institute process, which serves to multiply the number of active supporters of the Faith in a self-perpetuating manner, holds much promise, and we hope that its potential will be realized in the coming Plan. “Let him not be content,” are the words of the Guardian referring to every teacher of the Cause, “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.” 2 — Universal House of Justice 3
What is imperative is that the quality of the educational process fostered at the level of the study circle rise markedly over the next year so that the potential of local populations to create such dynamics is realized. Much will fall on those who serve as tutors in this respect. Theirs will be the challenge to provide the environment that is envisioned in the institute courses, an environment conducive to the spiritual empowerment of individuals, who will come to see themselves as active agents of their own learning, as protagonists of a constant effort to apply knowledge to effect individual and collective transformation. Failing this, no matter how many study circles are formed in a cluster, the force necessary to propel change will not be generated. — Universal House of Justice 4
If the work of the tutor is to reach higher and higher degrees of excellence, it must be remembered that primary responsibility for the development of human resources in a region or country rests with the training institute. While striving to increase the number of its participants, the institute as a structure—from the board, to the coordinators at different levels, to the tutors at the grassroots—must lay equal stress on the effectiveness of the system in its entirety, for, in the final analysis, sustained quantitative gains will be contingent on qualitative progress. At the level of the cluster, the coordinator must bring both practical experience and dynamism to his or her efforts to accompany those who serve as tutors. He or she should arrange periodic gatherings for them to reflect on their endeavours. Events organized to repeat the study of segments selected from the institute material may occasionally prove helpful, provided they do not inculcate a need for perpetual training. The capabilities of a tutor develop progressively as an individual enters the field of action and assists others in contributing to the aim of the present series of global Plans, through study of the sequence of courses and implementation of their practical component. And as men and women of various ages move along the sequence and complete their study of each course with the help of tutors, others must stand ready to accompany them in acts of service undertaken according to their strengths and interests—particularly the coordinators responsible for children’s classes, for junior youth groups and for study circles, acts of service crucial to the perpetuation of the system itself. To ensure that the proper measure of vitality is pulsating through this system should continue to be the object of intense learning in every country over the course of the next twelve months. — Universal House of Justice 5
Question for Consideration
What is the role of Training Institute tutors and what characteristics define their efficacy in that role? 6
Perplexity Pro Response 7
Training Institute [1] tutors play a pivotal role in the Bahá’í community’s spiritual education system, facilitating courses that empower individuals to become active agents of personal and societal transformation. These tutors are characterized by their ability to create nurturing learning environments, inspire action, and foster the multiplication of human resources dedicated to community service and spiritual growth.
Facilitating Spiritual Education
At the heart of the Training Institute process lies the tutor’s responsibility to guide participants through a sequence of courses designed to build capacity for service. These educators create an environment conducive to spiritual empowerment, helping individuals become protagonists of their own learning journey. [3] By fostering an atmosphere that nurtures both intellectual and spiritual growth, tutors enable participants to apply knowledge for individual and collective transformation. Their role extends beyond mere instruction, as they strive to infuse participants with a deep longing to arise independently and contribute to the enrichment of their communities. [2]
Accompanying Participants in Service
Tutors extend their role beyond the study circle, actively accompanying participants in their initial attempts to perform acts of service. This hands-on approach helps translate learning into action, building confidence and practical skills in the participants [3]. By providing guidance and support during these early service experiences, tutors help bridge the gap between theoretical knowledge and real-world application, ensuring that the institute’s teachings have a tangible impact on community development [4]. This process of accompaniment is crucial for nurturing a culture of service and empowering individuals to become effective agents of change in their communities.
Characteristics of Effective Tutors
Effective tutors possess a deep understanding of the institute process and its objectives, allowing them to convey a clear vision to participants [1]. They demonstrate adaptability, recognizing diverse learning styles and paces, while maintaining a commitment to their own ongoing development through regular reflection and skill improvement [4] [5]. Successful tutors focus on building participants’ capacities for community service, inspiring and motivating them to take initiative in serving the Cause [6]. Patience and understanding are crucial attributes, as tutors provide encouragement and support throughout the gradual learning process [9]. Fundamental to the success of the Training Institute program is the ability of tutors to create an empowering atmosphere that nurtures spiritual and intellectual growth of participants and encourages them to see themselves as active contributors to the advancement of their communities [4] [7].
Multiplying Human Resources
A key aspect of the tutor’s role is fostering a self-perpetuating cycle of growth within the Bahá’í community. By nurturing participants until they are ready to start their own study circles and assist others, tutors help widen the institute’s influence and multiply the number of active supporters of the Faith [3]. This process serves to bring eager souls into contact with the Word of God, creating a ripple effect of spiritual education and community service [2].
- Tutors strive to infuse participants with a deep longing to arise independently and quicken other souls [2]
- The goal is to create a self-sustaining system where learners become teachers, perpetuating the cycle of growth
- This multiplication of human resources is crucial for the sustained development and expansion of the community’s capacity for service
In essence, the role of Training Institute tutors is to be facilitators of a transformative educational process that empowers individuals to contribute to the spiritual and social development of their communities. Their efficacy is defined by their ability to create a nurturing learning environment, inspire action, and foster the multiplication of human resources dedicated to the advancement of the Cause.
Citations
[1] The Training Institute – The Bahá’í Faith
[3] Role of the Tutor – Clarkson College
[4] 8 Key Characteristics of a Great Tutor – The Learning Academy
[5] 7 Must-Have Characteristics to Look for a Tutor – The Daily Iowan
[8] Tutor job description – Resources For Employers
[9] 14 Subtle Signs You Might Be a Great Tutor – Insurance Canopy
[10] Growing Your Own Program: Training and Supporting Tutors – National Student Support Accelerator
[11] The Role Of The Tutor – Innovative Educators
Follow-Up Questions Proposed by Perplexity
- How do tutors balance being supportive and maintaining professional boundaries?
- What are some innovative strategies tutors use to engage students?
- How do tutors adapt their teaching methods to different learning styles?
- What role does feedback play in the effectiveness of a tutor?
- How do tutors handle situations where students are resistant to learning?
- How can the Training Institute measure the qualitative progress of its participants?
- What are the best practices for coordinators to support tutors effectively?
- How can the Training Institute ensure sustained quantitative gains in its programs?
- What role do periodic gatherings play in the development of tutors?
- How can tutors integrate practical components into their courses?
- Bahá’u’lláh Additional Tablets and Extracts from Tablets Revealed by Bahá’u’lláh. Bahá’í Reference Library, Accessed December 28, 2024. https://www.bahai.org/library/authoritative-texts/bahaullah/additional-tablets-extracts-from-tablets-revealed-bahaullah/938654812/1#302058317. ↩
- “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.”
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. ↩ - Universal House of Justice. “27 December 2005 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed December 28, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20051227_001/1#191666218. ↩
- Universal House of Justice. “Riḍván 2010 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 28, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20100421_001/1#615398320. ↩
- Universal House of Justice. “Riḍván 2010 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed December 28, 2024. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20100421_001/1#683664802. ↩
- Ruhi Institute. Walking Together on a Path of Service. 2.1.1.PE February 2024. Vol. Book 7. 14 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2024, 37. Download PDF. ↩
- Perplexity Pro. “What is the role of Training Institute tutors and what characteristics define their efficacy in that role?” Edited by Steve Bosserman. December 28, 2024. ↩
Frameworks for Understanding the World 