Fidál, 16 Sharaf (Honor), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection
The Manifestations of God are likewise in agreement with the view that education exerteth the strongest possible influence on humankind. They affirm, however, that differences in the level of intelligence are innate; and this fact is obvious, and not worth debating. For we see that children of the same age, the same country, the same race, indeed of the same family, and trained by the same individual, still are different as to the degree of their comprehension and intelligence. One will make rapid progress, one will receive instruction only gradually, one will remain at the lowest stage of all. For no matter how much you may polish a shell, it will not turn into a gleaming pearl, nor can you change a dull pebble into a gem whose pure rays will light the world. Never, through training and cultivation, will the colocynth and the bitter tree (cf. Qur’án 37:60 (The Tree of Zaqqúm)) change into the Tree of Blessedness (cf. Qur’án 24:35). That is to say, education cannot alter the inner essence of a man, but it doth exert tremendous influence, and with this power it can bring forth from the individual whatever perfections and capacities are deposited within him. A grain of wheat, when cultivated by the farmer, will yield a whole harvest, and a seed, through the gardener’s care, will grow into a great tree. Thanks to a teacher’s loving efforts, the children of the primary school may reach the highest levels of achievement; indeed, his benefactions may lift some child of small account to an exalted throne. Thus is it clearly demonstrated that by their essential nature, minds vary as to their capacity, while education also playeth a great role and exerteth a powerful effect on their development. — ‘Abdu’l-Bahá 1
Besides the systematic training of teachers for successive grades, institutes will need to learn about the formation of classes for distinct age groups in villages and neighbourhoods; the provision of teachers for various classes; the retention of students year after year, grade after grade; and the continued progress of children from a wide variety of households and backgrounds—in short, the establishment of an expanding, sustainable system for child education that will keep pace with both the growing concern among parents for their youngsters to develop sound moral structures and the rise in human resources in the community. The task, while immense, is relatively straightforward, and we urge institutes everywhere to give it the attention which it so clearly deserves, focusing especially on the implementation of the first three grades of the programme and remembering that the quality of the teaching-learning experience depends, to a great extent, on the capabilities of the teacher. — Universal House of Justice 2
A notion that has proven useful in this respect is that of a line of action. A line of action is conceived as a sequence of activities, each of which builds on the previous one and prepares the way for the next. Endeavours often begin with a single line of action, but gradually a number of interrelated lines emerge, constituting a whole area of action. For example, to be effective, even an effort at the grassroots focusing solely on the area of child education needs to simultaneously follow such lines of action as the training of teachers and consciousness-raising in the community about education, as well as attending to the teaching-learning experience. — Universal House of Justice 3
Question for Consideration
What does the term “teaching-learning experience” mean and how does it apply to Study Circle tutors? 4
Perplexity Pro Response 5
The concept of “teaching-learning experience” in Study Circles represents a collaborative educational approach where tutors and participants engage in mutual growth and development, emphasizing practical application of knowledge and spiritual enrichment.
Core Principles of Teaching-Learning
The teaching-learning experience is grounded in several core principles that shape its effectiveness and impact. These include:
- Capacity building, which focuses on developing participants’ understanding, qualities, attitudes, and skills to become active contributors to community well-being [1]
- Service orientation, integrating classroom learning with practical acts of service in the community [1]
- Collaborative learning, where tutors act as facilitators rather than experts, fostering a participatory environment [6]
- Recognition of each individual’s inherent nobility and potential for spiritual and practical development [2]
This approach creates a dynamic educational process that empowers individuals, fosters community building, and contributes to the holistic development of all involved.
Role of Study Circle Tutors
Study Circle tutors play a crucial role in facilitating the teaching-learning experience, creating an environment that fosters collective growth and spiritual development. These facilitators guide discussions and activities without dominating, encouraging all participants to contribute actively to the learning process [6]. Tutors are tasked with helping participants apply acquired knowledge to real-life situations and community service, effectively bridging theory and practice [1]. By fostering a spiritually enriching atmosphere that promotes friendship and mutual support, tutors enable participants to develop the understanding, qualities, attitudes, and skills necessary for active community involvement [1] [6].
Spiritual and Practical Growth
The teaching-learning experience in Study Circles fosters both spiritual and practical growth, recognizing the inherent nobility of each individual [1]. Participants develop a deeper understanding of spiritual concepts while acquiring practical skills for community service. This holistic approach enables individuals to translate their learning into meaningful action, contributing to the well-being of their communities. The process is designed to be an enabling experience, helping participants cultivate qualities, attitudes, and abilities that empower them to become active agents of positive change [1] [6].
Reflection and Continuous Improvement
Reflection and continuous improvement are integral to the teaching-learning experience for Study Circle tutors. Regular gatherings provide opportunities for tutors to share experiences, deepen their understanding of the courses, and refine their facilitation techniques [5]. These reflective sessions enable tutors to recognize that their own capabilities develop progressively as they engage in the field of action and assist others [6]. By viewing themselves as fellow learners, tutors continuously improve their understanding and skills through the facilitation process, embodying the principle that everyone involved in the study circle is on a shared journey of growth and development.
By embracing this approach, Study Circle tutors create a dynamic learning environment that empowers individuals, fosters community building, and contributes to the spiritual and social development of all involved.
Citations:
[1] Statement of purpose and methods – Ruhi Institute
[2] Spiritual education for all ages – Ruhi Institute
[3] Learning Experience – Top Hat
[5] Training Institutes: Attaining a Higher Level of Functioning (PDF) – Bahá’í Library Online
[6] THE TRAINING INSTITUTE – The Bahá’í Faith
Follow-Up Questions Proposed by Perplexity
- How do Study Circle tutors contribute to the teaching-learning experience?
- What specific skills do Study Circle tutors develop through their teaching-learning experience?
- How does the Ruhi Institute support the professional growth of Study Circle tutors?
- What are the key elements of an enabling educational experience according to the Ruhi Institute?
- How does the teaching-learning experience at the Ruhi Institute differ from traditional educational settings?
- What strategies can be used to ensure continuous improvement in educational programs?
- How can reflection be effectively integrated into the learning process?
- What are the best practices for facilitating reflective learning experiences?
- How do educational programs measure the impact of continuous improvement?
- What role does feedback play in the process of continuous improvement in education?
- ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 131-132. https://www.bahai.org/library/authoritative-texts/abdul-baha/selections-writings-abdul-baha/6#347735506. ↩
- Universal House of Justice. “12 December 2011 – To all National Spiritual Assemblies.” Bahá’í Reference Library. Accessed January 12, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20111212_001/1#014415319. ↩
- Universal House of Justice. “26 November 2012 – To all National Spiritual Assemblies.” Bahá’í Reference Library. Accessed January 12, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20121126_001/1#754909758. ↩
- 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, 53-55. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “What does the term “teaching-learning experience” mean and how does it apply to Study Circle tutors?” Edited by Steve Bosserman. January 12, 2025. https://www.perplexity.ai/search/what-does-the-term-teaching-le-supBHbH0RUWaArTsasw2qw. ↩
Frameworks for Understanding the World 