Daily Frameworks for 14 February 2025

Istiqlál, 09 Mulk (Dominion), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Consider the rational faculty with which God hath endowed the essence of man. Examine thine own self, and behold how thy motion and stillness, thy will and purpose, thy sight and hearing, thy sense of smell and power of speech, and whatever else is related to, or transcendeth, thy physical senses or spiritual perceptions, all proceed from, and owe their existence to, this same faculty. So closely are they related unto it, that if in less than the twinkling of an eye its relationship to the human body be severed, each and every one of these senses will cease immediately to exercise its function, and will be deprived of the power to manifest the evidences of its activity. It is indubitably clear and evident that each of these aforementioned instruments has depended, and will ever continue to depend, for its proper functioning on this rational faculty, which should be regarded as a sign of the revelation of Him Who is the sovereign Lord of all. Through its manifestation all these names and attributes have been revealed, and by the suspension of its action they are all destroyed and perish. — Bahá’u’lláh ¹

Call ye to mind the blessed Name of our peerless Beloved, the Abhá Beauty, in an uplifting spirit of unbounded ecstasy and delight, then unloose your tongues in His praise in such wise that the realm of the heart may be purged from the woes and sorrows of the world of water and clay, that the great heights of spiritual perception may be unveiled before your eyes, that the glorious signs of His Divine Unity may shine resplendent, a fresh outpouring of His grace may stream forth, and a liberal effusion of celestial confirmations may be vouchsafed unto you. — ‘Abdu’l-Bahá ²

The building of capacity in individuals and institutions goes hand in hand with the development of communities. In villages and neighbourhoods throughout the world, Bahá’ís are engaged in activities that enrich the devotional character of their communities, that tend to the spiritual education of children, that enhance the spiritual perception of junior youth and strengthen their powers of expression, and that enable increasing numbers to explore the application of the teachings of the Faith to their individual and collective lives. A process of community development, however, needs to reach beyond the level of activity and concern itself with those modes of expression and patterns of thought and behaviour that are to characterize a humanity which has come of age. In short, it must enter into the realm of culture. Viewed in this light, social action can become an occasion to raise collective consciousness of such vital principles as oneness, justice, and the equality of women and men; to promote an environment distinguished by traits such as truthfulness, equity, trustworthiness, and generosity; to enhance the ability of a community to resist the influence of destructive social forces; to demonstrate the value of cooperation as an organizing principle for activity; to fortify collective volition; and to infuse practice with insight from the teachings. For, in the final analysis, many of the questions most central to the emergence of a prosperous global civilization are to be addressed at the level of culture. — Universal House of Justice ³

Whatever the nature of the cluster, it is imperative to pay close attention to children and junior youth everywhere. Concern for the moral and spiritual education of young people is asserting itself forcefully on the consciousness of humanity, and no attempt at community building can afford to ignore it. What has become especially apparent during the current Five Year Plan is the efficacy of educational programs aimed at the spiritual empowerment of junior youth. When accompanied for three years through a program that enhances their spiritual perception, and encouraged to enter the main sequence of institute courses at the age of fifteen, they represent a vast reservoir of energy and talent that can be devoted to the advancement of spiritual and material civilization. So impressed are we by the results already achieved, and so compelling is the need, that we will urge all National Assemblies to consider the junior youth groups formed through programs implemented by their training institutes a fourth core activity in its own right and to promote its wide-scale multiplication. — Universal House of Justice ⁴

In this book, of course, the concern before the tutor extends further, to the next generation and to the nature of the educational process that will enable young adolescents to exercise their emerging powers fruitfully. At the heart of this process are the mutually reinforcing powers of thought and expression. The power of the mind to engage in abstract thought, which increases dramatically during early adolescence, is strengthened in junior youth as they learn to apply relevant scientific, moral, and spiritual concepts to their analysis of the world around them and to their initial attempts to act on society. Yet, no matter how important, the power of rational analysis is in need of spiritual perception. Through it, channels of understanding, not available through the exercise of mental powers alone, are opened. Junior youth, then, must be helped to recognize spiritual forces and identify spiritual principles in the situations they encounter if they are to make sound moral choices. That the moral structure governing a person’s thought and behavior is closely connected to the structure of language in which he or she expresses thought is a basic premise of the educational process envisioned. Whatever insights the first two units of Book 5, Releasing the Powers of Junior Youth may have offered into this process, Sections 5 through 19 of the third unit, “Serving as an Animator,” strive to make its various dimensions explicit, drawing on examples from the texts used in the program, as necessary. Every tutor would do well to review these sections carefully in preparing to guide a group through them. It is hoped that participants will take away from their study an understanding of the potential of the texts to empower junior youth across diverse cultures. — Ruhi Institute Staff ⁵

Question for Consideration

Based on the quotes above, including those from Book 5, Releasing the Powers of Junior Youth, how can the Ruhi Institute educational process involve developing spiritual perception, enhancing the powers of expression, and building a sound moral structure for junior youth? ⁶

Perplexity Pro Response ⁷

The Ruhi Institute’s educational process for junior youth integrates spiritual perception, expression, and moral development through a structured program of study, service, and reflection, aiming to empower young adolescents to contribute meaningfully to the advancement of their communities and society at large.

Developing Spiritual Perception

The Ruhi Institute’s approach to developing spiritual perception in junior youth focuses on helping them recognize spiritual forces and identify spiritual principles in everyday situations. This process opens up channels of understanding beyond mere rational analysis, enabling young adolescents to make sound moral choices [2]. Through carefully designed activities and study of texts, junior youth are encouraged to explore the application of spiritual teachings to their individual and collective lives, raising their consciousness of vital principles such as oneness, justice, and equality [5]. The program aims to unveil “the great heights of spiritual perception” before the eyes of participants, allowing them to perceive the “glorious signs of His Divine Unity” and experience a “fresh outpouring of His grace” [5].

Enhancing Powers of Expression

The Ruhi Institute’s approach to enhancing powers of expression in junior youth recognizes the intrinsic connection between language, thought, and behavior. By strengthening their ability to articulate scientific, moral, and spiritual concepts, the program empowers young adolescents to analyze the world around them and take initial steps to act on society [2]. This process involves:

• Developing the capacity to apply relevant concepts to real-life situations
• Strengthening the ability to resist destructive social forces through clear expression
• Encouraging the exploration and application of Faith teachings to individual and collective life
• Fostering an environment that promotes truthfulness, equity, and generosity in communication [1]

The educational process aims to refine junior youths’ language skills, enabling them to express complex ideas and contribute meaningfully to discussions on community development and social progress.

Building a Sound Moral Structure

The Ruhi Institute’s approach to building a sound moral structure for junior youth is rooted in spiritual principles and practical application. Through a three-year program, young adolescents are guided to develop a moral framework based on spiritual qualities rather than mere social norms [2]. This process involves:

• Recognizing the acquisition of spiritual qualities as inherently rewarding
• Promoting an environment characterized by truthfulness, equity, and trustworthiness
• Enhancing the ability to resist destructive social influences
• Encouraging the application of moral and spiritual concepts to real-world situations
  

By integrating study, service, and reflection, the program aims to fortify collective volition and infuse practice with insights from the Bahá’í teachings, preparing junior youth to contribute meaningfully to the advancement of spiritual and material civilization [1].

Empowering Junior Youth

The Ruhi Institute’s educational process empowers junior youth by fostering a dynamic interplay between spiritual perception, expression, and moral development. This approach recognizes the unique potential of young adolescents, viewing them as a “vast reservoir of energy and talent” that can be channeled towards the betterment of society [1]. Through carefully designed activities and texts, the program enhances junior youths’ ability to engage in abstract thought, apply spiritual principles to real-world situations, and develop a language structure that reinforces moral behavior [2]. By integrating study, service, and reflection over a three-year period, the process aims to equip participants with the tools to contribute meaningfully to their communities and resist destructive social forces [1] [2].

Citations

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

[2] Book 5: Releasing the Powers of Junior Youth – Ruhi Institute

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

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

[5] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute

Follow-Up Questions Proposed by Perplexity

• How can the Ruhi Institute educational process help junior youth develop spiritual perception?
• What role does the power of expression play in the Ruhi Institute’s junior youth program?
• How does the Ruhi Institute’s approach to moral education differ from traditional methods?
• What specific activities are included in the Ruhi Institute’s junior youth program to enhance spiritual empowerment?
• How do the themes and concepts in the Ruhi Institute’s curriculum help junior youth become active agents of social change?
• How can junior youth be encouraged to take ownership of their personal growth?
• What strategies can tutors use to foster a sense of community among junior youth?
• How can junior youth be motivated to engage in meaningful service activities?
• What are the benefits of involving junior youth in decision-making processes?
• How can junior youth develop critical thinking skills through interactive activities?

1. 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#039779191. ↩
2. ’Abdu’l-Bahá. Additional Tablets, Extracts and Talks. Haifa: Bahá’í World Centre, 2018. https://www.bahai.org/library/authoritative-texts/abdul-baha/additional-tablets-extracts-talks/261595095/1#215472775. ↩
3. Universal House of Justice. “26 November 2012 – To all National Spiritual Assemblies.” Bahá’í Reference Library, Accessed February 13, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20121126_001/1#452975597. ↩
4. Universal House of Justice. “27 December 2005 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library, Accessed February 12, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20051227_001/1#673611695. ↩
5. Ruhi Institute. Releasing the Powers of Junior Youth. 2.1.21.PE July 2022. Vol. Book 5. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2021, viii. https://www.ruhi.org/en/walking-a-path-of-service/#JY1. ↩
6. 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, 88-89. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
7. Perplexity Pro. “Developing Junior Youth Capacities.” Edited by Steve Bosserman. February 13, 2025. https://www.perplexity.ai/search/consider-the-rational-faculty-itilmsGoQMy2v6.BkLh_fQ. ↩