Daily Frameworks for 09 February 2025

Jamál, 04 Mulk (Dominion), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

It followeth that the children’s school must be a place of utmost discipline and order, that instruction must be thorough, and provision must be made for the rectification and refinement of character; so that, in his earliest years, within the very essence of the child, the divine foundation will be laid and the structure of holiness raised up.
Know that this matter of instruction, of character rectification and refinement, of heartening and encouraging the child, is of the utmost importance, for such are basic principles of God.
Thus, if God will, out of these spiritual schools illumined children will arise, adorned with all the fairest virtues of humankind, and will shed their light not only across Persia, but around the world.
It is extremely difficult to teach the individual and refine his character once puberty is passed. By then, as experience hath shown, even if every effort be exerted to modify some tendency of his, it all availeth nothing. He may, perhaps, improve somewhat today; but let a few days pass and he forgetteth, and turneth backward to his habitual condition and accustomed ways. Therefore it is in early childhood that a firm foundation must be laid. While the branch is green and tender it can easily be made straight.
Our meaning is that qualities of the spirit are the basic and divine foundation, and adorn the true essence of man; and knowledge is the cause of human progress. The beloved of God must attach great importance to this matter, and carry it forward with enthusiasm and zeal.. — ‘Abdu’l-Bahá ¹

You have raised several questions about the treatment of children. It is clear from the Bahá’í Writings that a vital component of the education of children is the exercise of discipline. Shoghi Effendi has stated, in a letter written on his behalf about the education of children, that:
“Discipline of some sort, whether physical, moral or intellectual is indeed indispensable, and no training can be said to be complete and fruitful if it disregards this element. The child when born is far from being perfect. It is not only helpless, but actually is imperfect, and even is naturally inclined towards evil. He should be trained, his natural inclinations harmonized, adjusted and controlled, and if necessary suppressed or regulated, so as to ensure his healthy physical and moral development. Bahá’í parents cannot simply adopt an attitude of non-resistance towards their children, particularly those who are unruly and violent by nature. It is not even sufficient that they should pray on their behalf. Rather they should endeavor to inculcate, gently and patiently, into their youthful minds such principles of moral conduct and initiate them into the principles and teachings of the Cause with such tactful and loving care as would enable them to become “true sons of God” and develop into loyal and intelligent citizens of His Kingdom.…”
While the physical discipline of children is an acceptable part of their education and training, such actions are to be carried out “gently and patiently” and with “loving care,” far removed from the anger and violence with which children are beaten and abused in some parts of the world. To treat children in such an abhorrent manner is a denial of their human rights, and a betrayal of the trust which the weak should have in the strong in a Bahá’í community. — Universal House of Justice ²

Discussion on the above concepts and ideas should lead participants to the realization that, ultimately, through a process of spiritual education, children should come to regard the acquisition of spiritual qualities as a reward in itself and the possession of an unworthy character as the greatest punishment. All of this, then, should enable participants to view the modification of behavior in youngsters from a proper perspective — not as a central aim but as an aid to the refinement of character. They will accordingly, find appropriate ways in their interactions with children to encourage desirable conduct and to discourage unbecoming patterns of behavior, and some of these are mentioned in Section 13. Other concepts briefly addressed in the section are those related to freedom and discipline. While harsh punishment obviously has no place in the education of children, allowing them absolute freedom to do as they wish is equally damaging to their spiritual development — Ruhi Institute Staff ³

Question for Consideration

Based on the quotes above and Section 13 of the first unit of Book 3: Teaching Children’s Classes, Grade 1, in what way does the concept of discipline apply to a study circle, given that the participants are not children but youth and older adults? ⁴

Perplexity Pro Response ⁵

The concept of discipline in Bahá’í study circles for youth and adults emphasizes self-directed spiritual growth, structured collaboration, and respectful engagement, balancing order with flexibility to foster collective learning and character refinement.

Discipline in Spiritual Education

Discipline in Bahá’í study circles serves as a framework for collective learning, fostering an environment where spiritual qualities can flourish. Participants cultivate self-discipline by adhering to the group’s rhythm of study, focusing discussions on the material, and practicing consultative dialogue aimed at collective enlightenment rather than personal opinion [1]. This approach mirrors the principle that discipline in education is not about control but creating conditions for the development of “heavenly qualities” ⁶ [2].

The concept of discipline extends beyond mere behavior modification to encompass character refinement and spiritual growth. Adult participants are encouraged to voluntarily adhere to spiritual principles, commit to applying teachings through acts of service, and guard against self-indulgence that could undermine unity [2]. This aligns with the Bahá’í vision of education as a means to refine character and align human will with divine purpose, applicable to learners of all ages [1] [2].

Tutor’s Role in Study Circles

Tutors in Bahá’í study circles play a crucial role in maintaining a disciplined yet nurturing learning environment. They gently guide discussions, ensuring focus on the material without rigidity, and encourage equitable participation by preventing any single voice from dominating while empowering quieter members to contribute [1]. This approach reflects the Bahá’í principle of exercising discipline with “loving care” and patience, rejecting harshness while valuing order [2]. Tutors model humility and kindness, fostering a culture of mutual respect and avoiding embarrassment, which is essential for creating a space where participants feel safe to explore and express their thoughts on spiritual matters [1].

Balancing Freedom and Discipline

In study circles, the balance between freedom and discipline is crucial for effective spiritual education. While participants are encouraged to express their thoughts freely, this freedom is tempered by a collective commitment to stay focused on the material and contribute meaningfully to discussions. Tutors skillfully guide the process, redirecting conversations when they stray too far off topic, without stifling genuine insights or creative thinking [1]. This approach fosters an environment where discipline is internalized, rather than externally imposed, allowing participants to develop self-regulation skills that enhance their spiritual growth and collective learning experience [2].

Spiritual Growth Through Learning

Study circles foster spiritual growth through a dynamic process of action, reflection, consultation, and study. This cycle of learning enables participants to:

• Build on strengths gained in each cycle
• Draw insights from experience and relevant Bahá’í writings
• Develop unity of thought about approaches and goals
• Reflect regularly on the effectiveness of actions taken
  

As friends act consistently with unity of thought, they strengthen their ability to learn collectively [2]. This pattern of operation allows for sustained growth and the ability to engage people from diverse backgrounds, administer expanding communities, and continually progress on the path of service [2].

Citations

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

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

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

Follow-Up Questions Proposed by Perplexity

• How can the concept of discipline be applied to adult study circles?
• What are some effective ways to maintain focus in a study circle discussion?
• How does flexibility in the study circle system contribute to discipline?
• What role does self-discipline play in the development of spiritual qualities?
• How can tutors balance being firm yet gentle in their approach to discipline?
• How can spiritual growth be nurtured through group learning?
• What role does consultation play in fostering spiritual growth?
• How can a group balance unity of thought with individual contributions?
• What are the key elements of a successful study circle?
• How can a group leader promote a culture of kindness and courtesy?

1. ’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/6#488610980. ↩
2. Universal House of Justice. “24 January 1993 – [To an individual].” Bahá’í Reference Library, Accessed February 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/19930124_001/1#631053758. ↩
3. 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, vii. https://www.ruhi.org/en/walking-a-path-of-service/#CC1. ↩
4. 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, 79-80. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
5. Perplexity Pro. “Discipline in Spiritual Education for All Ages.” Edited by Steve Bosserman. February 7, 2025. https://www.perplexity.ai/search/it-followeth-that-the-children-EBVZQbZ_QQue7KpanqL4VA. ↩
6. ’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, 451-452. https://www.bahai.org/library/authoritative-texts/abdul-baha/promulgation-universal-peace/33#894436423. ↩