Jalál, 10 Mulk (Dominion), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection:
Deceive not your own selves that you are being virtuous for the sake of God when you are not. For should ye truly do your works for God, ye would be performing them for Him Whom God shall make manifest and would be magnifying His Name. The dwellers of this mountain who are bereft of true understanding unceasingly utter the words, “No God is there but God”; but what benefit doth it yield them? Ponder awhile that ye may not be shut out as by a veil from Him Who is the Dayspring of Revelation. VIII, 19. — The Báb 1
For this reason must all human beings powerfully sustain one another and seek for everlasting life; and for this reason must the lovers of God in this contingent world become the mercies and the blessings sent forth by that clement King of the seen and unseen realms. Let them purify their sight and behold all humankind as leaves and blossoms and fruits of the tree of being. Let them at all times concern themselves with doing a kindly thing for one of their fellows, offering to someone love, consideration, thoughtful help. Let them see no one as their enemy, or as wishing them ill, but think of all humankind as their friends; regarding the alien as an intimate, the stranger as a companion, staying free of prejudice, drawing no lines. — ‘Abdu’l-Bahá 2
Experience suggests that a discussion about contributing to the betterment of society fails to tap the deepest springs of motivation if it excludes exploration of spiritual themes. The importance of “doing”, of arising to serve and to accompany fellow souls, must be harmonized with the notion of “being”, of increasing one’s understanding of the divine teachings and mirroring forth spiritual qualities in one’s life. And so it is that, having been introduced to the vision of the Faith for humanity and the exalted character of its mission, the youth naturally feel a desire to be of service, a desire to which training institutes swiftly respond. Indeed, releasing the capacity of the youth is, for each training institute, a sacred charge. Yet fostering that capacity as it develops is a responsibility of every institution of the Cause. The readiness youth demonstrate to take initiative, whatever lines of action they choose, can obscure the fact that they need sustained support from institutions and agencies in the cluster beyond the early steps. — Universal House of Justice 3
Without exception, having witnessed the transformative effects of the institute process first hand, the friends in such clusters are striving to gain a fuller appreciation of the dynamics that underlie it—the spirit of fellowship it creates, the participatory approach it adopts, the depth of understanding it fosters, the acts of service it recommends, and, above all, its reliance on the Word of God. Every effort is being exerted to ensure that the process reflects the complementarity of “being” and “doing” the institute courses make explicit; the centrality they accord to knowledge and its application; the emphasis they place on avoiding false dichotomies; the stress they lay on memorization of the Creative Word; and the care they exercise in raising consciousness, without awakening the insistent self. — Universal House of Justice 4
In exploring the nature of the duty enjoined on us by Bahá’u’lláh to teach His Cause, the first unit takes up several fundamental concepts. Among those introduced early in the unit is the concept of “enkindlement.” Participants are encouraged to recognize that our duty to teach is concerned as much with our inner condition as it is with the actions we carry out. That “being” and “doing” are two complementary aspects of a life lived according to the Bahá’í teachings is a theme underlying the entire sequence of courses. Here it is made explicit and, indeed, gives shape to the overall structure of the book. The initial sections of the unit will assist participants in gaining spiritual insight into this idea as it relates to teaching the Faith. Several metaphors found in the Writings are employed to help them see the interconnectedness between “being” and “doing”—most notable, the image of a flame, which, no matter how small, gives forth warmth and light. The act of teaching, it is suggested, is a natural expressions of a state of being, one that can best be described as a state of enkindlement, in which the love of God burns so brightly in our hearts that we strive ceaselessly to diffuse His Word. — Ruhi Institute Staff 5
Question for Consideration
Based on the quotes above and from Book 6, Teaching the Cause, how does the understanding participants reach through their study of the passages in Sections 1 through 13 of the first unit, “The Spiritual Nature of Teaching” enable them to appreciate how the complementarily of “being” and “doing” is manifested in practical terms in the field of service? 6
Perplexity Pro Response 7
The Ruhi Institute’s Book 6, “Teaching the Cause,” explores the complementarity of “being” and “doing” in Bahá’í service, emphasizing that effective teaching stems from both inner spiritual development and outward actions, with the concept of “enkindlement” illustrating how one’s inner state naturally manifests in service to others.
Complementarity of Being and Doing
The study of Sections 1-13 in Book 6 enables participants to appreciate the practical manifestation of “being” and “doing” in service through several key insights. Participants recognize that effective teaching involves both an inner spiritual condition and outward actions, moving beyond dichotomous thinking1. They come to understand that regular prayer, study, and reflection are essential for maintaining the spiritual state needed for effective service, rather than being disconnected from practical efforts [1]. This understanding fosters a holistic approach to teaching and service, where developing one’s inner spiritual life goes hand in hand with taking concrete actions to serve others and share the teachings [2].
The Concept of Enkindlement
The concept of “enkindlement” introduced in Book 6 illuminates the spiritual nature of teaching, emphasizing that our duty to share the Bahá’í teachings is as much about our inner state as our outward actions [1]. This powerful metaphor likens the act of teaching to a flame, which naturally radiates warmth and light regardless of its size. Through this understanding, participants come to see teaching as a natural expression of their spiritual condition, where the love of God burns so brightly in their hearts that they are compelled to share His Word with others [1].
Flame Metaphor for Service
The flame metaphor employed in Book 6 vividly illustrates the interconnectedness of “being” and “doing” in Bahá’í service. This powerful image shows how even a small degree of spiritual enkindlement naturally emanates warmth and light, much like how one’s inner spiritual state manifests in teaching and service [1]. By understanding this metaphor, participants grasp that the act of teaching is not merely about conveying information, but about reflecting spiritual qualities that attract others to the Faith. This insight helps them recognize that the transformative power of teaching stems from the harmony between one’s inner condition and outer efforts, with neither being sufficient on its own [2].
Holistic Approach to Teaching
The understanding gained from Book 6 enables participants to approach teaching and service in a more integrated manner. By recognizing the interconnectedness of spiritual growth and practical action, they learn to:
- Cultivate inner qualities while developing teaching skills
- View study of the Word of God as integral to effective service
- Reflect on how their spiritual state influences their teaching efforts
- Appreciate that teaching is not just conveying information, but embodying spiritual qualities
- Understand that progress in service requires simultaneous attention to both inner development and outward actions
This holistic perspective helps participants move beyond viewing spiritual growth and service as separate endeavors, instead seeing them as mutually reinforcing aspects of a coherent path of service [1] [2].
Citations
[1] Book 6: Teaching the Cause (PDF) – Ruhi Institute
[2] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
Follow-Up Questions Proposed by Perplexity
- How does the concept of “enkindlement” influence the way participants approach teaching?
- What practical examples are given in the book to illustrate the complementarity of “being” and “doing”?
- How do the metaphors used in the Writings help participants understand the interconnectedness of “being” and “doing”?
- What role does the image of a flame play in explaining the act of teaching?
- How do the exercises in Sections 9 and 10 help participants integrate the concepts of “being” and “doing”?
- The Báb. Selections from the Writings of the Báb. Translated by Habib Taherzadeh. 1. ed. Haifa: Bahá’í World Centre, 1976, 86. https://www.bahai.org/library/authoritative-texts/the-bab/selections-writings-bab/4#919067120. ↩
- ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 1-2. https://www.bahai.org/library/authoritative-texts/abdul-baha/selections-writings-abdul-baha/3#367633500. ↩
- Universal House of Justice. “29 December 2015 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library, Accessed February 13, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20151229_001/1#907512290. ↩
- Universal House of Justice. “28 December 2010 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library, Accessed February 13, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20101228_001/1#480227756. ↩
- Ruhi Institute. Teaching the Cause. 2.1.1.PE April 2023. Vol. Book 6. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2023, v. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
- 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, 89-91. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “The Complementarity of Being and Doing.” Edited by Steve Bosserman. February 13, 2025. https://www.perplexity.ai/search/deceive-not-your-own-selves-th-g3ivUgvVTv6M3v9ZUTqdfQ. ↩
Frameworks for Understanding the World 