Daily Frameworks for 10 January 2025

Istiqlál, 12 Sharaf (Honor), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection

The real secret of universal participation lies in the Master’s oft expressed wish that the friends should love each other, constantly encourage each other, work together, be as one soul in one body, and in so doing become a true, organic, healthy body animated and illumined by the spirit. In such a body all will receive spiritual health and vitality from the organism itself, and the most perfect flowers and fruits will be brought forth. — Universal House of Justice ¹

The promising pattern of action emerging in clusters throughout the world integrates individual initiative and community endeavor in order to embrace an ever-wider circle of people and teach receptive souls. This pattern appears wherever a sizeable number of individuals who are moving through the sequence of institute courses make a conscious effort to translate what they are learning into action, undertaking specific acts of service that challenge them to draw upon the knowledge and insights they are gaining and to sharpen the skills and abilities they are developing through the courses. One of the most noteworthy outcomes of the institute courses is the emergence of an ever-increasing number of tutors who, having themselves studied the courses and struggled to walk a path of service, engage others in the study of the sequence, instilling in them the same desire to arise and serve. In this way, a broad base is laid for universal participation, which remains one of the most fundamental goals of the Bahá’í community. You have, yourselves, witnessed this development in the few clusters that have reached an advanced stage of growth. — Universal House of Justice ²

A distinguishing feature of study circles is that in many countries, and across diverse cultures, they have created a new dynamic within the community and have become nuclei of community life and catalysts for teaching, service, and community development. In addition to study of the institute courses, the members of the study circle, both Bahá’ís and non-Bahá’ís, often participate in service and extracurricular activities that bind the group together in fellowship and attract others to this mode of learning. Having experienced the participatory learning style of the courses, the members of the study circle gradually take on a stronger commitment to actively serve and apply the knowledge and skills they are gaining to the work of the Faith. Some members of study circles are eventually trained as tutors and then initiate their own study circles. — Universal House of Justice ³

Since the effectiveness of the tutors is critical to the success of the institute process, more and more attention has been given to the content of the training, the skills needed to organize a study circle and lead the participants through the courses, and the attitudes necessary both to nurture the participants in their learning and maintain the cohesion of the group. Tutors require training in how to keep the participants focused on the material, how to formulate questions that stimulate reflection, and how to foster active participation within the group. They need to combine the qualities of love, humility, and patience, with the dedication, perseverance, and commitment required to create a spiritual atmosphere conducive to learning. It should be emphasized that tutor training is not a one-time event but an ongoing activity where tutors come together periodically to share experiences and ideas. In many countries educated youth have proved to be an excellent source for institute tutors. — Universal House of Justice ⁴

The pattern of spiritual and social life taking shape in clusters that involves study circles, children’s classes, junior youth groups, devotional meetings, home visits, teaching efforts, and reflection meetings, as well as Holy Day observances, Nineteen Day Feasts, and other gatherings, provides abundant opportunities for engagement, experience, consultation, and learning that will lead to change in personal and collective understanding and action. Issues of prejudice of race, class, and color will inevitably arise as the friends reach out to diverse populations, especially in the closely knit context of neighborhoods. There, every activity can take a form most suited to the culture and interests of the population, so that new believers can be quickened and confirmed in a nurturing and familiar environment, until they are able to offer their share to the resolution of the challenges faced by a growing Bahá’í community. For this is not a process that some carry out on behalf of others who are passive recipients—the mere extension of a congregation and invitation to paternalism—but one in which an ever-increasing number of souls recognize and take responsibility for the transformation of humanity set in motion by Bahá’u’lláh. In an environment of love and trust born of common belief, practice, and mission, individuals of different races will have the intimate connection of heart and mind upon which mutual understanding and change depend. As a result of their training and deepening, a growing number of believers will draw insights from the Writings to sensitively and effectively address issues of racial prejudice that arise within their personal lives and families, among community members, and in social settings and the workplace. As programs of growth advance and the scope and intensity of activities grow, the friends will be drawn into participation in conversations and, in time, initiatives for social action at the grassroots where issues pertaining to freedom from prejudice naturally emerge, whether directly or indirectly. — Universal House of Justice ⁵

The Ruhi Institute’s fundamental concern with participation is not at the level of technique and procedures. What we seek is for the participant to take charge of his or her own learning. This can occur even when the teaching method is not, strictly speaking, participatory.
…when serving as a tutor for the courses, you will assist participants in assuming ownership of their education. During the hours you are studying together, their minds should be fully occupied in the exploration of the content presented, and each participant should feel a keen sense of responsibility for his or her own learning. — Ruhi Institute Staff ⁶

Question for Consideration

Using information from the quotes above and previous sections in Walking Together on a Path of Service, what approaches or methods can tutors follow in study circles that increase the likelihood of participants taking charge of their own learning?

Perplexity Pro Response ⁷

The Ruhi Institute’s approach to study circles emphasizes participant-driven learning, where tutors play a crucial role in fostering an environment of active engagement, spiritual growth, and practical application of knowledge. This method aims to empower individuals to take charge of their own learning journey, ultimately contributing to the development of vibrant, service-oriented Bahá’í communities.

Creating a Conducive Environment

To foster participant-driven learning, tutors should create an atmosphere of love, trust, and unity within study circles. This environment encourages open sharing of thoughts and experiences, promoting active engagement [4]. Maintaining a spiritual atmosphere conducive to learning is crucial, which can be achieved by incorporating devotional moments and encouraging reflection on spiritual concepts [7]. By combining qualities of love, humility, and patience with dedication and commitment, tutors can create a space where participants feel empowered to take ownership of their learning process [8].

Participatory Learning Techniques

Effective tutors employ participatory learning techniques to engage study circle members actively. These methods include formulating thought-provoking questions that stimulate reflection and deeper understanding, guiding focused discussions while encouraging diverse perspectives, and fostering an environment where participants feel comfortable sharing their insights [3] [2]. By moving away from lecture-based approaches, tutors can help participants develop critical thinking skills and take ownership of their learning process. Additionally, tutors encourage the practical application of knowledge gained, challenging participants to translate their learning into specific acts of service that draw upon their newly acquired insights and skills [1] [4].

Empowering Participants in Study Circles

Tutors can empower participants by encouraging individual initiative within the context of community endeavor, helping them become protagonists of their own learning journey. This approach involves nurturing skills and abilities through practical application, not just acquiring knowledge. Tutors should be attentive to participants who show potential to become tutors themselves, thereby expanding the cycle of learning and service [8]. By fostering a sense of responsibility for one’s own learning, tutors can help participants feel a keen sense of ownership over their education during study sessions [9]. This empowerment extends beyond the study circle, as participants are encouraged to apply their knowledge in service activities, community development, and teaching efforts, gradually taking on stronger commitments to actively serve their communities [5] [4].

Ongoing Support and Growth

Continuous support and development for tutors is essential to maintain the effectiveness of study circles. Tutor training is not a one-time event but an ongoing process where tutors periodically come together to share experiences and ideas [4]. This collaborative approach allows tutors to refine their skills, address challenges, and learn from one another’s successes. In many countries, educated youth have proven to be an excellent source for institute tutors, bringing energy and fresh perspectives to the role [4]. Regular reflection meetings provide opportunities for tutors to analyze their experiences, enhance their facilitation techniques, and deepen their understanding of the institute process [9]. This ongoing support system ensures that tutors continue to grow in their capacity to guide participants effectively, fostering a dynamic and evolving learning environment within the Bahá’í community.

By implementing these approaches, tutors can create an environment where participants are motivated to take charge of their own learning, leading to more effective study circles and a stronger, more engaged Bahá’í community.

Citations:

[1] Walking a path of service | Instituto Ruhí

[2] Supporting Student-Led Study Groups – Center for Innovative Teaching and Learning

[3] Empowering Students: How to Foster Self-Directed Learning – education World

[4] How to Enrich Your Spirit with a Baha’i Study Circle – BahaiTEACHINGS.ORG

[5] Five Creative Activities That I’ve Used in Ruhi Study Circles – Baha’i Blog

[6] Study Circles – Camden Bahá’ís

[7] Training Institutes: Attaining a Higher Level of Functioning (PDF) – Bahá’í Library Online

[8] Tutor – Bahaipedia

[9] 7: Unit 2: Becoming a Tutor – Shareable Bahá’í Resources

Follow-Up Questions Proposed by Perplexity

• How can tutors create a safe and inclusive environment for participants in study circles?
• What specific skills should tutors develop to effectively lead study circles?
• How can tutors encourage active participation among study circle members?
• What role does personal example play in the effectiveness of a tutor?
• How can tutors balance the needs of diverse participants in a study circle?
• What ongoing training opportunities are available for tutors?
• How can tutors stay updated on new teaching methods and materials?
• What resources are available to support tutors in their roles?
• How can tutors receive feedback and support from peers and mentors?
• What are the best practices for maintaining tutor certification?

1. Universal House of Justice. “September 1964 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed January 8, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/19640901_001/1#053436390. ↩
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 January 8, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/9#244315084. ↩
3. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed January 8, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/13#267859330. ↩
4. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed January 8, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/13#424744323. ↩
5. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/library/authoritative-texts/compilations/social-action/3#957685529. ↩
6. 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, 50. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
7. Perplexity Pro. “Using information from the quotes above and previous sections in Walking Together on a Path of Service, what approaches or methods can tutors follow in study circles that increase the likelihood of participants taking charge of their own learning?” Edited by Steve Bosserman. January 8, 2025. ↩