Jalál, 13 Sharaf (Honor), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection
In all such matters, those serving as teachers and animators alike are called upon to exercise discretion. Education is a vast field, and educational theories abound. Surely many have considerable merit, but it should be remembered that none is free of assumptions about the nature of the human being and society. An educational process should, for example, create in a child awareness of his or her potentialities, but the glorification of self has to be scrupulously avoided. So often in the name of building confidence the ego is bolstered. Similarly, play has its place in the education of the young. Children and junior youth, however, have proven time and again their capacity to engage in discussions on abstract subjects, undertaken at a level appropriate to their age, and derive great joy from the serious pursuit of understanding. An educational process that dilutes content in a mesmerizing sea of entertainment does them no service. We trust that, in studying the institute courses, teachers and animators will find themselves increasingly equipped to make judicious decisions in selecting any materials or activities necessary, whether from traditional educational sources or from the wealth of items, such as songs, stories, and games, that are sure to be developed for the young in the Bahá’í community in the years to come. — Universal House of Justice 1
Today, although the administration has not yet reached its full maturity, the system inaugurated by Bahá’u’lláh evinces a new pattern of interactions and a marked dynamism in the relationships among the three protagonists as they engage in the common purpose of working for the organic development of the Faith and the betterment of the world. In the company of like-minded co-workers and in the various settings of study, of reflection, and of numerous other social interactions, individuals express their views and seek out the truth through a process of consultation, without insisting upon the correctness of their own ideas. Together, they read the reality of their surroundings, explore the depths of available guidance, draw relevant insights from the Teachings and from accumulating experience, create cooperative and spiritually uplifting environments, build capacity, and initiate action that grows in effectiveness and complexity over time. They attempt to differentiate those areas of activity in which the individual can best exercise initiative from those which fall to the institutions alone, and with heart and soul they welcome the guidance and direction of their institutions. Across advanced clusters and within villages and neighbourhoods that are centres of intense activity, a community emerges with a sense of common identity, will, and purpose, providing an environment for nurturing the capacity of individuals and uniting them in a range of complementary and mutually reinforcing activities that welcome all and seek to uplift everyone. Such communities are increasingly becoming distinguished by the sense of unity among their members, their freedom from prejudices of all kinds, their devotional character, their commitment to the equality of women and men, their selfless service to humanity, their educational processes and cultivation of virtue, and their capacity to systematically learn and contribute to the material, social, and spiritual progress of society. Those community members called upon to serve on institutions endeavour to be conscious of their duty to set aside their own likes and dislikes, to never consider themselves to be the central ornaments of the Cause or superior to others, and to eschew any attempt to exercise control over the thoughts and actions of the believers. In carrying out their responsibilities, the institutions facilitate creative and collaborative exchanges among all elements of the community and strive to build consensus, to overcome challenges, to foster spiritual health and vitality, and to determine through experience the most efficacious ways to pursue the community’s aims and purposes. Through various means, including the establishment of educational agencies, they help foster the spiritual and intellectual development of the believers. — Universal House of Justice 2
As the growth process continues to gain intensity, the friends’ efforts to engage in meaningful conversations bring them into many social spaces, allowing a wider array of people to become familiar with the teachings and consider seriously the contribution they can make to the betterment of society. In addition, more and more homes are provided as venues for community-building activities, making each a point for the diffusion of the light of divine guidance. The institute process comes to be supported by a growing number of friends serving capably as tutors who, cycle after cycle, offer the full sequence of institute courses between them, at times with marked intensity. Thus, human resource development proceeds with minimal interruption and generates a constantly expanding pool of workers. While it continues to draw on a diverse range of the cluster’s inhabitants, those taking its courses in the greatest numbers are often the youth. The transformative effect of studying the Word of God is experienced by the many whose lives are touched in some way by the community’s activities. And as the flow of people beginning a path of service swells, considerable progress is made in all aspects of the community-building efforts of the friends. Animators of junior youth groups and teachers of children’s classes multiply in number, fuelling an expansion of these two vital programmes. Children are enabled to move from one grade of the classes to another, while groups of junior youth progress from year to year and ground their learning in service to society. Cluster agencies, bolstered by the support of Local Spiritual Assemblies, encourage and foster the natural passage of participants from one stage of the educational process to the next. An educational system with all its component elements, capable of expanding to welcome large numbers, is now firmly rooted within the cluster. — Universal House of Justice 3
One of the most effective instruments at your disposal in this respect is the training institute. It strives to engage the individual in an educational process in which virtuous conduct and self-discipline are developed in the context of service, fostering a coherent and joyful pattern of life that weaves together study, worship, teaching, community building and, in general, involvement in other processes that seek to transform society. At the heart of the educational process is contact with the Word of God, whose power sustains every individual’s attempts to purify his or her heart and to walk a path of service with “the feet of detachment”. The Guardian encouraged young believers to learn through “active, whole-hearted and continued participation” in community activities. Addressed to one young believer, a letter written on his behalf explained: “Bahá’í community life provides you with an indispensable laboratory, where you can translate into living and constructive action the principles which you imbibe from the Teachings.” “By becoming a real part of that living organism”, the letter went on, “you can catch the real spirit which runs throughout the Bahá’í Teachings.” Such wholehearted participation in the work of the Faith provides an invaluable context for the exertion made by young and old alike to align their lives with Bahá’u’lláh’s teachings. This is not to say that individuals will not err from time to time, perhaps on occasion in serious ways. Yet, when the desire to uphold the Bahá’í standard is nurtured through service to the common weal in an environment of unfailing love and warm encouragement, the friends will not feel, in the face of such difficulty, that they have no other recourse but to withdraw from community activity out of a sense of shame or, worse, to cover the challenges they are experiencing with the veneer of propriety, living a life in which public words do not conform to private deeds. — Universal House of Justice 4
Question for Consideration
Based on the provided quotes, describe the educational process developed by the Ruhi Institute, specifically how it influences course design and delivery methods for tutors in Study Circles. 5
Perplexity Pro Response 6
The Ruhi Institute’s educational process, designed to foster individual and community transformation, employs a unique approach that integrates spiritual growth with practical service, shaping both course content and tutoring methods in Study Circles.
Foundational Principles
The educational process of the Ruhi Institute is built upon three core principles that guide its approach:
- Pursuit of a twofold moral purpose, focusing on individual spiritual and intellectual growth while contributing to societal transformation
- Integration of study and action, recognizing that understanding deepens through practical application
- Capacity building, aimed at developing capabilities needed for effective community service [2]
These foundational principles shape the Institute’s curriculum, emphasizing a participatory approach that fosters active engagement and ownership of the learning process. The courses draw on both Bahá’í teachings and the worldwide Bahá’í community’s experiences in advancing civilization, creating a unique blend of spiritual and practical content [2].
Course Design and Structure
The Ruhi Institute’s courses are organized into a main sequence, with each book building upon the knowledge and skills developed in previous ones. This sequential learning approach ensures a progressive development of capabilities. Each course incorporates specific acts of service, allowing participants to apply their learning in practical ways [2]. The materials are structured to foster active engagement, drawing on both the Bahá’í Writings and the experiences of the worldwide Bahá’í community in advancing civilization [2]. This design reflects the Institute’s commitment to integrating spiritual insights with practical application, creating a curriculum that is both intellectually stimulating and socially relevant.
Tutor Roles in Study Circles
Tutors in Study Circles play a crucial role as facilitators of collaborative learning, rather than traditional teachers. They create an atmosphere of mutual support and learning, focusing on helping participants gain a deeper understanding of concepts rather than simply conveying information. Tutors are expected to:
- Strike a balance between allowing meaningful discussions and maintaining steady progress through the material
- Encourage application of learned concepts through acts of service
- Adapt to different learning speeds and personal circumstances, allowing individuals to progress at their own pace
- Actively guide the learning process without adopting a teacher-student dynamic
- Support participants in seeing the relevance of concepts to their lives and applying them in practical ways
This approach aligns with the Ruhi Institute’s vision of tutors as co-travelers on a path of service, fostering a transformative learning experience that empowers individuals to become active agents of change in their communities [2].
Transformative Learning Outcomes
The educational process developed by the Ruhi Institute aims to create a transformative learning experience that empowers individuals to become active agents of change in their communities. This approach fosters spiritual and intellectual growth while developing practical skills for community service. As participants progress through the courses, they experience a marked transformation, becoming more capable of engaging in meaningful conversations across various social spaces and contributing to the betterment of society. The process generates a constantly expanding pool of workers who can support community-building efforts, with youth often participating in large numbers.
- Participants develop capabilities in areas such as facilitating junior youth groups and teaching children’s classes
- The educational system becomes firmly rooted within communities, capable of expanding to welcome large numbers
- Individuals learn to read the reality of their surroundings, explore guidance, and initiate increasingly effective and complex actions over time
Citations:
[1] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
[2] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute
Follow-Up Questions Proposed by Perplexity
- How does the Ruhi Institute’s approach to education differ from traditional methods?
- What are the key principles that guide the curriculum design of the Ruhi Institute?
- How do tutors in Study Circles support the educational process developed by the Ruhi Institute?
- What role does participation play in the educational approach of the Ruhi Institute?
- How does the Ruhi Institute ensure that individuals progress at their own pace in the educational process?
- How does transformative learning impact personal growth in the Bahá’í community?
- What are the key outcomes of transformative learning in educational settings?
- How do transformative learning outcomes differ between children and adult learners?
- What role does community involvement play in achieving transformative learning outcomes?
- How can educators measure the success of transformative learning initiatives
- Universal House of Justice. “12 December 2011 – To all National Spiritual Assemblies.” Bahá’í Reference Library. Accessed January 9, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20111212_001/1#481974450. ↩
- Universal House of Justice. “28 November 2023 – To the Bahá’ís of the World.” Bahá’í Reference Library. Accessed January 9, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20231128_001/1#596901503. ↩
- Universal House of Justice. “29 December 2015 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library. Accessed January 9, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20151229_001/1#348905433. ↩
- Research Department and of the Universal House of Justice. “The National Spiritual Assembly.” Bahá’í Reference Library, October 2023. https://www.bahai.org/library/authoritative-texts/compilations/national-spiritual-assembly/4#592615947. ↩
- 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, 52-53. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Based on the provided quotes, describe the educational process developed by the Ruhi Institute, specifically how it influences course design and delivery methods for tutors in Study Circles.” Edited by Steve Bosserman. January 9, 2025. https://www.perplexity.ai/search/describe-the-educational-proce-nax2EU5ZQT6fxTFsoNmKmw ↩
Frameworks for Understanding the World 