Kamál, 12 Mulk (Dominion), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection:
O people of Bahá! Soar upon the wings of detachment into the atmosphere of the love of your Lord, the All-Merciful. Arise then to render Him victorious, as bidden in the Preserved Tablet. Beware lest ye contend with any of My servants. Bestow upon them the sweet savours of God and His holy utterances, for through their potency all men will be enabled to turn unto Him. They that remain heedless of God in this Day are in truth lost in the drunkenness of their desires and perceive it not. Well is it with the one who, with lowliness and humility, hath set his face towards the Dayspring of the verses of his Lord. — Bahá’u’lláh 1
Stimulating individual initiative is one of the paramount duties of the Auxiliary Board members, a duty they can perform with the help of assistants they must carefully select, train and nurture. It involves constant encouragement of the friends, evoking the valour of the heroes of the Faith and bringing to their attention the importance of exemplifying in their lives the glory of the Teachings. It calls for fervent and moving appeals to the believers to be the cause of unity and harmony at all times, to attract receptive souls to the Cause, to teach them, nourish their faith and lead them to the shores of certitude. It requires building confidence and changing fear and hesitation into courage and perseverance. It asks of the Board members and those they serve alike to forget their own weaknesses and fix their reliance on the power of divine confirmations. Further, it implies accompanying the friends in their endeavours as they develop the capabilities of effective service.
The role of the training institute in the development of these capabilities can hardly be overemphasized. The Auxiliary Board members are to use this powerful instrument to change passive acceptance of the Faith into a passion for teaching. As they generate enthusiasm, they need to help guide it into channels of systematic endeavour. It is in this context of systematic action that fostering sound individual initiative and promoting united collective action become two complementary aims ever engaging the Auxiliary Board member.— Universal House of Justice 2
How much the Bahá’í world has achieved! How much remains to be done! The Nine Year Plan outlines the tasks that lie immediately ahead. Among the areas of focus are the multiplication and intensification of programmes of growth in clusters worldwide and increased coherence in the work of community building, social action, and participation in prevalent discourses through the concerted efforts of the Plan’s three protagonists. The training institute will be further strengthened and will continue to evolve as an educational organization that develops capabilities for service. The seeds it sows within the hearts of succeeding cohorts of young people will be nurtured by other educational opportunities to empower each soul to contribute to social progress and well-being. The movement of youth will be complemented worldwide by the unprecedented advancement of women as full partners in community affairs. The capacity of Bahá’í institutions will be fostered at all levels, with particular attention to the establishment and development of Local Assemblies and to enhancing their engagement with the wider society and its leaders. The intellectual life of the community will be cultivated to provide the rigour and clarity of thought required to vindicate to a sceptical humanity the applicability of the healing remedy of Bahá’u’lláh’s teachings. And all these efforts will continue through a series of Plans comprising a challenge, spanning no less than a generation, that will carry the Bahá’í world across the threshold of its third century. — Universal House of Justice 3
A commitment to learning also meant being prepared to make mistakes—and sometimes, of course, mistakes brought discomfort. Unsurprisingly, new methods and approaches were handled inexpertly at first because of a lack of experience; on occasion, a newly acquired capacity of one kind was lost as a community became absorbed in developing another. Having the best of intentions is no guarantee against making missteps, and moving past them requires both humility and detachment. When a community has remained determined to show forbearance and learn from mistakes that naturally occur, progress has never been out of reach. — Universal House of Justice 4
The development of spiritual qualities, together with corresponding attitudes, is a theme addressed repeatedly in the courses of the Ruhi Institute, but always in the context of building a particular capacity—the capacity needed to, for example, to contribute to the devotional character of a community, to share with others perils of wisdom from Bahá’u’lláh’s Revelation, to conduct classes for the spiritual education of children. In this way, participants’ understanding of these essential attributes of the human soul expands and assumes greater depth over time, as they examine the dynamics of each one in a new light and witness its operation in some new area of action.
In guiding a group through the unit, a tutor will want to bear in mind a concept central to the exploration of spiritual qualities, which, present in all the courses of the main sequence, moves to the forefront in this one—namely, that such qualities depend on one another for their proper expression. Of particular significance to the act of teaching is an understanding of how courage demands wisdom; how wisdom remains unexpressed in the absence of courage; how purity requires detachment from worldly ambitions, as well as selflessness; how kindness, if not modified by faith in people’s capacity, can be overshadowed by paternalism or his, without sincerity, it is, in reality, nothing more than hypocrisy.
Tutors are by now familiar with the idea, put forward in Book 3, that spiritual qualities are those permanent structures that constitute who we are as human beings. The acquisition of these qualities enables us to eschew the undesirable ones which we might have acquired through out upbringing and culture …
Those who serve as tutors are, of course, also aware that the development of any spiritual quality involves an understanding of a number of associated concepts. Attaining higher and higher degrees of purity, to take an example, requires some understanding of what the human heart has been created to mirror forth, of what constitutes the dust and dross that can obscure its radiance, and of what is needed to keep it cleansed of such impurities. But, beyond a deepening understanding of such concepts, one must possess the will and the sincere desire to advance spiritually. Will and desire are not created by mere intellectual discussion; there is need for deep and profound reflection by each individual on his or her inner state. It is the task of the tutor, then, to foster an environment conducive to such reflection—an environment that does not give rise to feelings of guilt, that does not call for confessions, that does not encourage accusations, one in which a group of friends can dispassionately discuss both abstract and practical matters, leaving each to reflect privately on what is required of him or her. — Ruhi Institute Staff 5
Question for Consideration
Based on the quotes above and from the second unit, “Qualities and Attitudes Essential for Teaching” of Book 6, Teaching the Cause, how does a tutor ensure that sufficient and appropriate attention is given to creating an environment that enables participants in a study circle to engage in the kind of profound reflection mentioned in the extract above, which is a vital part of every institute course? 6
Perplexity Pro Response 7
The Bahá’í training institute, particularly through its study circles, aims to create an environment conducive to profound spiritual reflection and growth. Tutors play a crucial role in fostering this atmosphere, balancing individual contemplation with collective exploration to develop participants’ capacities for service and community building.
Detachment and Spiritual Growth
Detachment from worldly desires is a cornerstone of spiritual growth in the Bahá’í Faith, enabling believers to soar “upon the wings of detachment into the atmosphere of the love of your Lord, the All-Merciful,” as Bahá’u’lláh exhorts. This principle is intricately woven into the fabric of Bahá’í study circles, where participants are encouraged to reflect deeply on their inner state and develop spiritual qualities [4]. The process involves not only intellectual understanding but also the cultivation of will and sincere desire to advance spiritually, fostering an environment where individuals can dispassionately discuss both abstract concepts and practical matters without feelings of guilt or pressure for confessions [5].
Responsibilities of Auxiliary Board Members
Auxiliary Board members play a vital role in stimulating individual initiative within the Bahá’í community. Their responsibilities include:
- Carefully selecting, training, and nurturing assistants
- Providing constant encouragement to community members
- Evoking the valor of Faith heroes and emphasizing the importance of exemplifying the Teachings
- Making fervent appeals for unity, harmony, and teaching efforts
- Building confidence and transforming fear into courage
- Guiding enthusiasm into systematic endeavors
These duties aim to foster both sound individual initiative and united collective action. Auxiliary Board members are encouraged to utilize the training institute as a powerful instrument to transform passive acceptance of the Faith into a passion for teaching, while helping to channel this enthusiasm into systematic efforts for community growth [6].
Training Institute’s Role in Service
The training institute plays a pivotal role in developing capabilities for service within the Bahá’í community. As an educational organization, it aims to empower individuals to contribute effectively to social progress and well-being [7]. The institute’s courses, particularly those in the Ruhi sequence, focus on building specific capacities such as contributing to the devotional character of a community, sharing wisdom from Bahá’u’lláh’s Revelation, and conducting children’s spiritual education classes [4]. This approach allows participants to deepen their understanding of essential spiritual attributes while applying them in practical areas of service, fostering a dynamic interplay between study and action that is central to the Bahá’í concept of community development [6] [8].
Fostering Reflection in Study Circles
Study circle tutors play a crucial role in creating an environment conducive to profound reflection. They guide participants through a process of exploring spiritual concepts while encouraging practical application, fostering an atmosphere of open dialogue and mutual support [5]. Tutors strive to balance individual contemplation with collective exploration, using techniques such as open-ended questions, moments of silent reflection, and group discussions on the application of spiritual principles. By modeling reflective behavior and connecting reflection to action, tutors help participants develop the capacity to apply Bahá’í teachings in their daily lives and community service [4]. This approach aligns with the Ruhi Institute’s goal of developing spiritual qualities in the context of building specific capacities for service, allowing participants to deepen their understanding over time as they examine these qualities in new areas of action [1].
Citations
[1] Book 6: Teaching the Cause (PDF) – Ruhi Institute
[2] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
[3] Book 2: Arising to Serve (PDF) – Ruhi Institute
[4] How to Enrich Your Spirit with a Baha’i Study Circle – BahaiTeachings.org
[5] Learning by doing: Preparation of Bahá’í nonformal tutors – Academia
[6] COMMUNITY BUILDING ACTIVITIES – Bahá’í Faith of Bloomington, IN
[7] The Training Institute – The Bahá’í Faith
Follow-Up Questions Proposed by Perplexity
- How can tutors create a safe space for participants to share their thoughts and feelings?
- What strategies can be used to encourage active participation in study circles?
- How can tutors balance providing guidance without dominating the discussion?
- What role does reflection play in the effectiveness of Bahá’í study circles?
- How can tutors incorporate practical activities to complement theoretical discussions?
- What strategies can be used to encourage active reflection in study circles?
- What are some examples of reflection questions used in Bahá’í study circles?
- Bahá’u’lláh. Days of Remembrance. Bahá’í Reference Library. Accessed February 15, 2025. https://www.bahai.org/library/authoritative-texts/bahaullah/days-remembrance/9#313526265. ↩
- Universal House of Justice. “The Institution of the Counsellors.” Bahá’í Reference Library, Accessed February 15, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/the-institution-of-the-counsellors/3#295073142. ↩
- Universal House of Justice. “28 November 2023 – To the Bahá’ís of the World.” Bahá’í Reference Library, Accessed February 15, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20231128_001/1#611539159. ↩
- Universal House of Justice. “Riḍván 2021 – To the Bahá’ís of the World.” Bahá’í Reference Library, Accessed February 15, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20210420_001/1#561189864. ↩
- 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, vi. 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, 93-95. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Creating an Environment for Reflection.” Edited by Steve Bosserman. February 15, 2025. https://www.perplexity.ai/search/o-people-of-baha-soar-upon-the-sS_gm7.fRHW3RKHTFBITNw. ↩
Frameworks for Understanding the World 