Jalál, 03 Mulk (Dominion), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection:
Moreover, knowledge is a human attribute but so is ignorance; truthfulness is a human attribute but so is falsehood; and the same holds true of trustworthiness and treachery, justice and tyranny, and so forth. In brief, every perfection and virtue, as well as every vice, is an attribute of man. Consider, likewise, the differences that exist among the members of the human race. Christ was in the form of a man and so was Caiaphas; Moses was a man and so was Pharaoh; Abel was a man and so was Cain; Bahá’u’lláh was a man and so was Yaḥyá. (Mírzá Yaḥyá, half-brother and avowed enemy of Bahá’u’lláh.) That is why man is said to be the greatest sign of God—that is, he is the Book of Creation—for all the mysteries of the universe are found in him. Should he come under the shadow of the true Educator and be rightly trained, he becomes the gem of gems, the light of lights, and the spirit of spirits; he becomes the focal centre of divine blessings, the wellspring of spiritual attributes, the dawning-place of heavenly lights, and the recipient of divine inspirations. Should he, however, be deprived of this education, he becomes the embodiment of satanic attributes, the epitome of animal vices, and the source of all that is oppressive and dark. — ‘Abdu’l-Bahá 1
It is with these thoughts in mind that we turn our hearts in frequent prayer to Bahá’u’lláh and beseech Him to strengthen His followers through His unfailing grace. In such moments, we implore Him to illumine their souls with the light of knowledge and faith. Let them not underestimate the power inherent in the system they are putting in place for the propagation of His Faith, nor mistake the true purpose of the global enterprise on which they have embarked. Let them not deviate from the path of learning on which they are set, nor be distracted by the ephemeral pursuits of a bewildered society. Let them not fail to appreciate the value of the culture now taken root in the community that promotes the systematic study of the Creative Word in small groups in order to build capacity for service. Let them never forget the imperative to tend to the needs of the children of the world and offer them lessons that develop their spiritual faculties and lay the foundations of a noble and upright character. Let them come to realize the full significance of their efforts to help young people form a strong moral identity in their early adolescent years and empower them to contribute to the well-being of their communities. And let them rejoice at having learned through consistent, systematic action how to establish a rhythm of growth that pays due attention to the essential elements of expansion, consolidation, reflection and planning. May they one and all be endowed with constancy and fidelity and be granted the courage to make whatever sacrifices are needed to ensure the resounding success of the Plan. By the rectitude of their conduct, the sincerity of their love for their fellow human beings, and the ardour of their desire to serve the peoples of the world, may they vindicate the truth proclaimed by Bahá’u’lláh that humanity is one. May they be diligent in their efforts to establish ties of friendship that show no regard for prevalent social barriers and ceaselessly endeavour to bind hearts together in the love of God. That they may recognize the profound implications of their mission is our fervent hope. That they may not falter in accomplishing their ambitious goals, no matter how severe the crises engulfing the world around them, is our most heartfelt prayer at the Sacred Threshold. — Universal House of Justice 2
Among the gems with which every individual is endowed, the unit proposes, are those called “spiritual qualities,” seen as permanent structures upon which a noble and upright character can be built. That they constitute a distinct category of “virtues” — a general term used for every kind of praiseworthy attribute, including habits and attitudes as well as skills and abilities — is an essential idea that all participants should adequately grasp. Sections 6 and 7 consider some of the implications of this statement. The tutor will want to make sure that members of the group are able to relate what they are discussing to their study of the third unit of Book 1, where they thought about how spiritual qualities, as faculties of the human soul, must be developed in this life to aid and assist us on our eternal journey towards God. Love of God and knowledge of God are indispensable in nurturing spiritual qualities. It is important for participants to see how the ideas in these two sections set the Grade 1 lessons apart from, say, a course on virtues that treats punctuality and truthfulness as one and the same type of attribute. And, when teachers appreciate this distinction, they will avoid the tendency to view the development of a goodly character primarily in terms of behavior modification. — Ruhi Institute Staff 3
Question for Consideration
Based on the quotes above and Sections 1 through 17 of the first unit of Book 3: Teaching Children’s Classes, Grade 1, which explore some of the educational principles found in the Bahá’í Writings, what are the main concepts treated in these sections — concepts which those concerned with the spiritual development of children, particularly teachers of Grade 1, are expected to grasp? 4
Perplexity Pro Response 5
The spiritual education of children, as envisioned in the Bahá’í Writings, emphasizes nurturing innate spiritual qualities rather than mere behavior modification, with teachers serving as loving mentors who create joyful learning environments through prayers, stories, and cooperative activities.
Spiritual Qualities as Foundations
Spiritual qualities form the bedrock of a noble character, distinct from general virtues or habits. These divinely endowed attributes of the soul, such as love, justice, and kindness, are seen as permanent structures that require conscious nurturing through divine education [4]. Unlike skills or behaviors, these qualities reflect the soul’s capacity to mirror God’s attributes and necessitate a deep connection to the Word of God for their development [5]. This understanding sets Bahá’í education apart from conventional approaches, emphasizing the awakening of treasures latent within the soul rather than focusing on outward compliance or behavior modification [3].
Core Elements of Grade 1 Curriculum
The Grade 1 curriculum centers on three foundational components designed to nurture children’s spiritual development. Daily recitation and memorization of prayers and quotations aim to awaken spiritual susceptibilities and anchor children’s hearts in divine teachings. Stories of ‘Abdu’l-Bahá serve as exemplary narratives, modeling spiritual qualities in action and inspiring children to internalize virtues like generosity and patience. Cooperative games and songs cultivate unity, joy, and mutual support, reinforcing lessons through experiential learning [1] [4]. This triad of elements creates a holistic approach that engages children’s hearts and minds, fostering an environment where spiritual growth is intertwined with joyful discovery and collective harmony.
Teacher’s Role in Spiritual Education
Teachers of Grade 1 classes serve as spiritual guides, embodying the qualities they aim to cultivate in children. Their role extends beyond traditional instruction, focusing on creating a loving and joyful atmosphere conducive to spiritual growth. By demonstrating kindness and patience in their interactions, educators inspire children to internalize these virtues [4]. Rather than imposing rigid rules, teachers foster inner motivation through aspiration, discussing expectations like “speak as if we are investigating the truth” 6 to encourage ethical behavior rooted in spiritual understanding [4]. This approach aligns with the spiritual principle that education should be “a lamp for my feet, a light on my path,” (Psalm 119:105) illuminating both intellect and spirit [1].
Systematic Approach to Spiritual Growth
The Grade 1 curriculum employs a systematic and purposeful pedagogy to progressively develop children’s spiritual understanding. This approach includes:
- Memorization exercises to strengthen the mind’s capacity for retaining sacred texts
- Storytelling sessions that encourage reflection on moral choices
- Service-oriented activities, which teach cooperation and empathy through guided partner exercises [1] [2]
This structured method ensures that spiritual education is not left to chance but is carefully cultivated through a series of interconnected lessons and activities. By engaging children in this systematic process, teachers lay the groundwork for lifelong spiritual growth and the development of a strong moral identity.
Citations
[1] Book 3: Teaching Children’s Classes, Grade 1 (PDF) – Ruhi Institute
[2] Book 5: Releasing the Powers of Junior Youth (PDF) – Ruhi Institute
[3] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute
[4] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
[5] Book 6: Teaching the Cause (PDF) – Ruhi Institute
Follow-Up Questions Proposed by Perplexity
- How can spiritual qualities be effectively developed in children?
- What are some practical ways to teach children about the importance of kindness and love?
- How can teachers ensure that children internalize spiritual values without making them feel forced?
- What role does group activity play in fostering spiritual growth among children?
- How can parents support the spiritual education of their children at home?
- What are the key components of a systematic approach to spiritual growth??
- What role does reflection play in spiritual growth?
- How can spiritual growth be measured or assessed?
- What are some common obstacles to spiritual growth?
- ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed February 6, 2025. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/11#535010987. ↩
- Universal House of Justice. “20 October 2008 – To the Bahá’ís of the World.” Bahá’í Reference Library, Accessed February 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20081020_001/1#722567378. ↩
- 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, vi. https://www.ruhi.org/en/walking-a-path-of-service/#CC1. ↩
- 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, 77-78. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Nurturing innate spiritual qualities.” Edited by Steve Bosserman. February 6, 2025. https://www.perplexity.ai/search/the-significance-and-essential-_DG_Yvl1SsCI54uAtEK2_Q. ↩
- ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 30. https://www.bahai.org/library/authoritative-texts/abdul-baha/selections-writings-abdul-baha/3#580250397. ↩
Frameworks for Understanding the World 