Daily Frameworks for 07 February 2025

Istiqlál, 02 Mulk (Dominion), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

As to thy question regarding the education of children: it behooveth thee to nurture them at the breast of the love of God, and urge them onward to the things of the spirit, that they may turn their faces unto God; that their ways may conform to the rules of good conduct and their character be second to none; that they make their own all the graces and praiseworthy qualities of humankind; acquire a sound knowledge of the various branches of learning, so that from the very beginning of life they may become spiritual beings, dwellers in the Kingdom, enamored of the sweet breaths of holiness, and may receive an education religious, spiritual, and of the Heavenly Realm. Verily will I call upon God to grant them a happy outcome in this. — ‘Abdu’l-Bahá ¹

Protecting children from the immoral influences of present-day society stands as one of the mighty challenges facing Bahá’í parents. Your expression of concern about the effect which media, especially television programmes, has on children, has been sympathetically noted. As you well know, there is no practical way children can be shielded entirely from the moral problems of the society in which they are growing up. It therefore devolves upon parents to do all they can to ensure that their children receive spiritual education from their earliest years, both through Bahá’í classes sponsored by institutions of the Faith and through the moral instruction and example they receive at home. The published compilation on Bahá’í education offers many useful guidelines. — Universal House of Justice ²

And now we wish to address a few words to parents, who bear the primary responsibility for the upbringing of their children. We appeal to them to give constant attention to the spiritual education of their children. Some parents appear to think that this is the exclusive responsibility of the community; others believe that in order to preserve the independence of children to investigate truth, the Faith should not be taught to them. Still others feel inadequate to take on such a task. None of this is correct. The beloved Master has said that “it is enjoined upon the father and mother, as a duty, to strive with all effort to train the daughter and the son,” adding that, “should they neglect this matter, they shall be held responsible and worthy of reproach in the presence of the stern Lord.” Independent of the level of their education, parents are in a critical position to shape the spiritual development of their children. They should not ever underestimate their capacity to mold their children’s moral character. For they exercise indispensable influence through the home environment they consciously create by their love of God, their striving to adhere to His laws, their spirit of service to His Cause, their lack of fanaticism, and their freedom from the corrosive effects of backbiting. Every parent who is a believer in the Blessed Beauty has the responsibility to conduct herself or himself in such a way as to elicit the spontaneous obedience to parents to which the Teachings attach so high a value. Of course, in addition to the efforts made at home, the parents should support Bahá’í children’s classes provided by the community. It must be borne in mind, too, that children live in a world that informs them of harsh realities through direct experience with the horrors already described or through the unavoidable outpourings of the mass media. Many of them are thereby forced to mature prematurely, and among these are those who look for standards and discipline by which to guide their lives. Against this gloomy backdrop of a decadent society, Bahá’í children should shine as the emblems of a better future. — Universal House of Justice ³

From their study of the second unit of Book 2, participants are already acquainted with ‘Abdu’l-Bahá’s statement that education is of three kinds: material, human, and spiritual. Here they will be given an opportunity to further their understanding of the latter type of education, by the aid of which the spiritual nature the higher nature, of the individual is developed. What should be clear from the outset is that spiritual education for children as conceived in the Bahá’i Faith differs fundamentally from the imposition of dogmatic beliefs sometimes associated with religious instruction. It aims to foster, instead, a love for knowledge, an open attitude towards learning, and a constant desire to investigate reality.
It is equally important to acknowledge that, in the education of the young, religious precepts cannot be swept aside, for to do so would be to deny them access to divine truths and spiritual principles, principles that must come to govern their thoughts and actions. Those supporting the claim that youngsters are best left to acquire their own standards and worldviews from their interactions with society, supposedly by free choice, do not seem to appreciate how aggressively political, economic and cultural powers promoted patterns of belief and behaviors that serve their own interests. But even if this were not so, there is no reason to assume that succeeding generations would be able to create a better world without an education that nurtures the spiritual nature of the individual. Humanity bereft of guidance from the Divine Educator can produce little more than chaos, injustice, and suffering. — Ruhi Institute Staff ⁴

Question for Consideration

The quotes above explain that the spiritual education of children, as conceived in the Faith, has nothing to do with dogmatic religious instruction. But it also makes clear that such education draws on the divine truths and spiritual principles found in the Revelation of Bahá’u’lláh, the universal Educator of humanity for this Day. Why is the spiritual education of children important, who is responsible for it, what are the challenges associated with it, and how can they be avoided? ⁵

Perplexity Pro Response ⁶

The spiritual education of children in the Bahá’í Faith emphasizes nurturing their innate nobility, fostering a connection to divine truths, and preparing them to contribute to societal betterment, with parents and community playing crucial roles in this holistic approach to child development.

Purpose of Spiritual Education

Spiritual education in the Bahá’í Faith aims to develop the “higher nature” of children, fostering qualities such as love for God, justice, and integrity [1]. This approach transcends mere behavior modification, focusing instead on cultivating virtues that reflect divine attributes embedded in every soul. By nurturing a “constant desire to investigate reality” while grounding children in divine truths, spiritual education provides a counterbalance to the materialistic influences prevalent in society [2]. The ultimate goal is to raise individuals who are “spiritual beings, dwellers in the Kingdom,” capable of contributing to societal transformation and serving as “emblems of a better future” [1] [3].

Roles of Parents and Communities

Parents bear the primary responsibility for their children’s spiritual upbringing, creating a home environment infused with love for God, adherence to Bahá’í laws, and moral example. ‘Abdu’l-Bahá emphasizes that neglecting this duty renders parents “worthy of reproach” [1]. The Bahá’í community supports parents through structured programs such as children’s classes and junior youth groups, which reinforce spiritual education [2]. This collaborative effort between parents, teachers, and institutions aims to create a joyful yet disciplined learning atmosphere where children can thrive spiritually and intellectually [3].

Challenges and Solutions in Education

Navigating the complexities of spiritual education presents several challenges for Bahá’í parents and educators. The pervasive influence of media and cultural norms promoting materialism and moral relativism poses a significant obstacle [1]. While completely shielding children is impractical, strengthening their moral resilience through regular engagement with Bahá’í teachings and community activities can help counteract these forces. Another challenge lies in avoiding dogmatism while still imparting spiritual principles. This can be addressed by using stories of ‘Abdu’l-Bahá’s life and participatory methods in classes to model virtues without imposing rigid beliefs [2]. Some parents may feel inadequate to teach spirituality, but the Bahá’í writings affirm that even those with limited formal education can profoundly influence their children through sincerity, love, and adherence to divine teachings [3]. To overcome this, parents are encouraged to engage in ongoing study of the Faith, participate in community-building activities, and seek support from Bahá’í institutions to enhance their capacity.

Key Principles for Success

Balancing love and discipline forms the cornerstone of successful spiritual education, as advised by ‘Abdu’l-Bahá. Parents are encouraged to praise good conduct while correcting missteps with wisdom, replacing harsh punishment with “means based on reason” ⁷ [1]. The Bahá’í approach emphasizes connecting children to the “Source of all knowledge” ⁸ through the Word of God, enabling them to reflect divine attributes in their actions [2]. Additionally, the Bahá’í community serves as a practical laboratory where children can apply spiritual principles in real-life interactions, reinforcing their understanding through service and collaboration [3]. This holistic approach aims to foster both love for God and intellectual rigor, preparing children to become agents of positive change in society.

Citations

[1] Book 3: Teaching Children’s Classes, Grade 1 (PDF) – Ruhi Institute

[2] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute

[3] Book 6: Teaching the Cause (PDF) – Ruhi Institute

[4] Book 5: Releasing the Powers of Junior Youth (PDF) – Ruhi Institute

[5] Book 2: Arising to Serve (PDF) – Ruhi Institute

Follow-Up Questions Proposed by Perplexity

• How can parents effectively balance spiritual education with other aspects of their children’s upbringing?
• What are some practical ways to incorporate spiritual education into daily routines?
• How do Bahá’í children’s classes differ from traditional religious education?
• What role does media consumption play in the spiritual education of children?
• How can parents support their children in developing a strong spiritual foundation?

1. ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 142. https://www.bahai.org/library/authoritative-texts/abdul-baha/selections-writings-abdul-baha/6#915305475. ↩
2. Research Department of the Universal House of Justice. “Family Life: A Compilation of Extracts from the Bahá’í Writings and from Letters Written by and on Behalf of Shoghi Effendi and the Universal House of Justice”. Bahá’í Reference Library. March 2008. https://www.bahai.org/library/authoritative-texts/compilations/family-life/10#883910953. ↩
3. Universal House of Justice. “Riḍván 2000 – To the Bahá’ís of the World.” Bahá’í Reference Library, Accessed February 5, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20000421_001/1#246716299. ↩
4. Ruhi Institute. Teaching Children’s Classes, Grade 1. 2.1.1.PE September 2021. Vol. Book 3. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2021, v. https://www.ruhi.org/en/walking-a-path-of-service/#CC1. ↩
5. 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, 75-76. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
6. Perplexity Pro. “Spiritual Education of Children.” Edited by Steve Bosserman. February 5, 2025. https://www.perplexity.ai/search/as-to-thy-question-regarding-t-V2N9K5HeR9uxccgcJlQ2.A. ↩
7. Research Department of the Universal House of Justice. “Family Life: A Compilation of Extracts from the Bahá’í Writings and from Letters Written by and on Behalf of Shoghi Effendi and the Universal House of Justice”. Bahá’í Reference Library. March 2008. https://www.bahai.org/library/authoritative-texts/compilations/family-life/5#423429215. ↩
8. Bahá’u’lláh. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. Bahá’í Reference Library, 1935. https://www.bahai.org/library/authoritative-texts/bahaullah/gleanings-writings-bahaullah/5#437354381. ↩