Jalál, 08 Sulṭán (Sovereignty), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection
When we consider existence, we observe that the mineral, the vegetable, the animal, and the human realms, each and all, are in need of an educator.
If the land is deprived of a cultivator, it becomes a thicket of thriving weeds, but if a farmer is found to cultivate it, the resulting harvest provides sustenance for living things. It is therefore evident that the land is in need of the farmer’s cultivation. Consider the trees: If they remain uncultivated, they bear no fruit, and without fruit they are of no use. But when committed to a gardener’s care, the barren tree becomes fruitful, and, through cultivation, crossing, and grafting, the tree with bitter fruit yields sweet fruit. These are rational arguments, which are what the people of the world require in this day…
Now observe that it is education that brings East and West under man’s dominion, produces all these marvellous crafts, promotes these mighty arts and sciences, and gives rise to these new discoveries and undertakings. Were it not for an educator, the means of comfort, civilization, and human virtues could in no wise have been acquired. If a man is left alone in a wilderness where he sees none of his own kind, he will undoubtedly become a mere animal. It is therefore clear that an educator is needed.
But education is of three kinds: material, human, and spiritual. Material education aims at the growth and development of the body, and consists in securing its sustenance and obtaining the means of its ease and comfort. This education is common to both man and animal.
Human education, however, consists in civilization and progress, that is, sound governance, social order, human welfare, commerce and industry, arts and sciences, momentous discoveries, and great undertakings, which are the central features distinguishing man from the animal…
Now, we need an educator who can be at the same time a material, a human, and a spiritual educator, that his authority may have effect at every degree of existence. And should anyone say, “I am endowed with perfect reason and comprehension, and have no need for such an educator”, he would be denying the obvious. It is as though a child were to say, “I have no need of education, but will act and seek the perfections of existence according to my own thinking and intelligence”, or as though a blind man were to claim, “I have no need of sight, for there are many blind people who get by.”
It is therefore clear and evident that man stands in need of an educator. This educator must undeniably be perfect in every way and distinguished above all men. For if he were like others he could never be their educator, particularly since he must at once be their material, human, and spiritual educator. That is, he must organize and administer their material affairs and establish a social order, that they may aid and assist each other in securing the means of livelihood and that their material affairs may be ordered and arranged in every respect.
He must likewise lay the foundations of human education—that is, he must so educate human minds and thoughts that they may become capable of substantive progress; that science and knowledge may expand; that the realities of things, the mysteries of the universe, and the properties of all that exists may be revealed; that learning, discoveries, and major undertakings may day by day increase; and that matters of the intellect may be deduced from and conveyed through the sensible.
He must also impart spiritual education, so that minds may apprehend the metaphysical world, breathe the sanctified breaths of the Holy Spirit, and enter into relationship with the Concourse on high, and that human realities may become the manifestations of divine blessings, that perchance all the names and attributes of God may be reflected in the mirror of the human reality and the meaning of the blessed verse “Let Us make man in Our image, after Our likeness” may be realized.
It is clear, however, that mere human power is incapable of fulfilling this great office, and that the results of human thought alone cannot secure such bounties. How can a single person, with no aid or assistance, lay the foundations of such a lofty edifice? A divine and spiritual power is therefore needed to enable him to carry out this mission. Behold! One sanctified Soul revives the world of humanity, transforms the face of the globe, develops the minds, quickens the souls, inaugurates a new life, establishes new foundations, orders the world, gathers the nations and religions under the shadow of one banner, delivers man from the realm of baseness and deficiency, and exhorts and encourages him to develop his innate and acquired perfections. Certainly nothing short of a divine power could accomplish this feat! One must examine this matter fairly, as this indeed is an occasion for fairness. — ‘Abdu’l-Bahá 1
This same difference is noticeable among animals; some have been domesticated, educated, others left wild. The proof is clear that the world of nature is imperfect, the world of education perfect. That is to say, man is rescued from the exigencies of nature by training and culture; consequently, education is necessary, obligatory. But education is of various kinds. There is a training and development of the physical body which ensures strength and growth. There is intellectual education or mental training for which schools and colleges are founded. The third kind of education is that of the spirit. Through the breaths of the Holy Spirit man is uplifted into the world of moralities and illumined by the lights of divine bestowals. The moral world is only attained through the effulgence of the Sun of Reality and the quickening life of the divine spirit. For this reason the holy Manifestations of God appear in the human world. They come to educate and illuminate mankind, to bestow spiritual susceptibilities, to quicken inner perceptions and thereby adorn the reality of man—the human temple—with divine graces. Through Them man may become the point of the emanations of God and the recipient of heavenly bounties. Under the influence of Their teachings he may become the manifestation of the effulgences of God and a magnet attracting the lights of the supreme world. For this reason the holy, divine Manifestations are the first Teachers and Educators of humanity; Their traces are the highest evidences, and Their spiritual tuition is universal in its application to the world of mankind. Their influence and power are immeasurable and unlimited. One heavenly Personage has developed many nations. For example, Jesus Christ, single and unassisted, educated the Roman, Greek and Assyrian nations and all of Europe. It is evident, therefore, that the greatest education is that of the Spirit. — ‘Abdu’l-Bahá 2
Question for Consideration
Section 2 of the second unit, “Uplifting Conversations,” in Book 2 Arising to Serve concerns humanity’s need for an Educator based, in part, on the writings of ‘Abdu’l-Bahá quoted above. 3 How can one draw on His explanations to better understand the significance and implications of Bahá’u’lláh’s teachings and feel encouraged to initiate and sustain meaningful and uplifting conversations with others about the need for such an Educator? 4
Perplexity Pro Response 5
The concept of humanity’s need for a divine Educator, as expounded by ‘Abdu’l-Bahá, offers a profound framework for understanding the significance of Bahá’u’lláh’s teachings in addressing the complex challenges of our time. This perspective emphasizes the transformative power of spiritual education in conjunction with material and human development, providing a basis for meaningful conversations about the role of divine guidance in human progress.
Universal Need for Education
‘Abdu’l-Bahá’s teachings establish that all realms of existence – mineral, vegetable, animal, and human – require education to reach their full potential [1]. This universal principle provides a foundation for understanding why humanity, despite its advancements, still needs divine guidance. The analogy of uncultivated land becoming a “thicket of thriving weeds” and barren trees bearing no fruit illustrates the necessity of education across all domains of life[2]. This perspective challenges the notion of human self-sufficiency and emphasizes the ongoing need for cultivation and guidance in individual and collective development.
Three Types of Education
The educational process encompasses three distinct yet interconnected dimensions: material, human, and spiritual. Material education focuses on physical development and sustenance, common to both humans and animals. Human education encompasses civilization, governance, arts, sciences, and social progress, distinguishing humans from other species. Spiritual education, the highest form, connects individuals to divine realities and develops inner qualities. This comprehensive framework underscores the need for an educator capable of addressing all three aspects simultaneously, as no ordinary human can fulfill this multifaceted role [1] [2]. By recognizing these interconnected dimensions, one can appreciate the holistic approach required for true human advancement and the unique station of divine Educators in providing such comprehensive guidance.
Role of a Divine Educator
The divine Educator, as described by ‘Abdu’l-Bahá, possesses extraordinary capacities that transcend human limitations. This unique figure must:
- Organize material affairs and establish social order
- Expand human knowledge and promote intellectual progress
- Impart spiritual education, connecting individuals to divine realities
These attributes highlight the need for an educator who can simultaneously address all aspects of human development, a role that ‘Abdu’l-Bahá argues can only be fulfilled by a divine power [1]. This concept challenges the notion of human self-sufficiency and emphasizes the necessity of spiritual guidance in conjunction with material and intellectual advancement for true human progress [2].
Transformative Power of Divine Education
The profound impact of divine Educators on human civilization is evident in their ability to revitalize humanity and transform society. As ‘Abdu’l-Bahá explains, “One sanctified Soul revives the world of humanity, transforms the face of the globe, develops the minds, quickens the souls, inaugurates a new life, establishes new foundations, orders the world, gathers the nations and religions under the shadow of one banner…” [1]. This transformative power is exemplified by historical figures like Jesus Christ, whose influence shaped multiple nations and cultures across Europe [2]. The far-reaching effects of divine education extend beyond individual growth, fostering collective advancement and unity among diverse peoples. By connecting humans to higher spiritual realities, divine Educators cultivate moral and ethical foundations essential for addressing global challenges and achieving true human progress [1] [2].
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 can we apply the concept of spiritual education in modern educational systems?
- What are some practical ways to integrate spiritual education into daily life?
- How does spiritual education differ from traditional religious instruction?
- What role does spiritual education play in personal development and character building?
- How can educators balance material, human, and spiritual education effectively?
- How does divine education contribute to the transformation of society?
- What are the benefits of integrating spiritual growth with intellectual growth in education?
- How does the Ruhi Institute’s approach to education differ from traditional methods?
- What role does the study of Bahá’u’lláh’s Writings play in the educational process?
- How can divine education promote peace and unity in society?
- ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed January 23, 2025. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#158053764. ↩
- ’Abdu’l-Bahá. The Promulgation of Universal Peace: Talks Delivered by ʻAbduʼl-Bahá during His Visit to the United States and Canada in 1912. Edited by Howard MacNutt. 2nd ed. Wilmette, Ill: Baháʼí Publishing Trust, 1982, 329-330. https://www.bahai.org/library/authoritative-texts/abdul-baha/promulgation-universal-peace/25#691219964. ↩
- Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, v, 17-19. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩
- 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, 70-72. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Humanity’s Need for a Divine Educator.” Edited by Steve Bosserman. January 23, 2025. https://www.perplexity.ai/search/when-we-consider-existence-we-I2cB7OaDQgaGQfsHMuHB7A. ↩
Frameworks for Understanding the World 