Daily Frameworks for 18 February 2025

Fidál, 13 Mulk (Dominion), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Arise, then, and make steadfast your feet, and make ye amends for that which hath escaped you, and set then yourselves towards His holy Court, on the shore of His mighty Ocean, so that the pearls of knowledge and wisdom, which God hath stored up within the shell of His radiant heart, may be revealed unto you. Such is the counsel that shall profit you most; make of it your provision, that ye may be of those who are guided aright. Beware lest ye hinder the breeze of God from blowing over your hearts, the breeze through which the hearts of such as have turned unto Him can be quickened. Hearken unto the clear admonitions that We have revealed for you in this Tablet, that God, in turn, may hearken unto you, and may open before your faces the portals of His mercy. He, verily, is the Compassionate, the Merciful. — Bahá’u’lláh ¹

Since this is the station of searching after truth and seeking the knowledge of the real—that station wherein the sore athirst longs for the water of life and the struggling fish reaches the sea, wherein the ailing soul seeks the true physician and partakes of divine healing, wherein the lost caravan finds the path of truth and the aimless and wandering ship attains the shore of salvation—the seeker must therefore be endowed with certain attributes. First, he must be fair-minded and detached from all save God. His heart must be entirely directed towards the Supreme Horizon and freed from the bondage of vain and selfish desires, for these are obstacles on the path. Furthermore, he must endure every tribulation, embody the utmost purity and sanctity, and renounce the love or hatred of all the peoples of the world, lest his love for one thing hinder him from investigating another, or his hatred for something prevent him from discerning its truth. This is the station of search, and the seeker must be endowed with these qualities and attributes—that is, until he attains this station it will be impossible for him to gain the knowledge of the Sun of Truth. (Kitáb-i-Íqán (The Book of Certitude), ¶213.) — ‘Abdu’l-Bahá ²

The pattern of spiritual and social life taking shape in clusters that involves study circles, children’s classes, junior youth groups, devotional meetings, home visits, teaching efforts, and reflection meetings, as well as Holy Day observances, Nineteen Day Feasts, and other gatherings, provides abundant opportunities for engagement, experience, consultation, and learning that will lead to change in personal and collective understanding and action. Issues of prejudice of race, class, and color will inevitably arise as the friends reach out to diverse populations, especially in the closely knit context of neighborhoods. There, every activity can take a form most suited to the culture and interests of the population, so that new believers can be quickened and confirmed in a nurturing and familiar environment, until they are able to offer their share to the resolution of the challenges faced by a growing Bahá’í community. For this is not a process that some carry out on behalf of others who are passive recipients—the mere extension of a congregation and invitation to paternalism—but one in which an ever-increasing number of souls recognize and take responsibility for the transformation of humanity set in motion by Bahá’u’lláh. In an environment of love and trust born of common belief, practice, and mission, individuals of different races will have the intimate connection of heart and mind upon which mutual understanding and change depend. As a result of their training and deepening, a growing number of believers will draw insights from the Writings to sensitively and effectively address issues of racial prejudice that arise within their personal lives and families, among community members, and in social settings and the workplace. As programs of growth advance and the scope and intensity of activities grow, the friends will be drawn into participation in conversations and, in time, initiatives for social action at the grassroots where issues pertaining to freedom from prejudice naturally emerge, whether directly or indirectly. — Universal House of Justice ³

[I]t is imperative that participants appreciate not only the difference between concepts and information, raised in Sections 4 through 6 of the third unit, “The Act of Teaching,” but also why the distinction is so important. It is, after all, the understanding of concepts and profound truths that enables souls to draw closer to Bahá’u’lláh, not the mere assimilation of information. To the extent that the act of teaching is concerned with raising consciousness and fostering understanding it can be seen as a means of helping to empower individuals, intellectually and spiritually. Here, the capacity participants have been developing since entering the institute process to interact with the Word of God and achieve understanding will come into play, as they now consider how to guide others towards the shores of true knowledge. — Ruhi Institute Staff ⁴

Question for Consideration

Based on the quotes above and from the third unit, “The Act of Teaching” of Book 6, Teaching the Cause, how does the ability to see the distinction between concepts and information 1) apply to efforts in teaching the Faith to others and helping them reach the shores of true knowledge, and 2) enhance the ability of a Study Circle tutor to contribute to the advancement of understanding, so central to the entire sequence of the Ruhi Institute courses? ⁵

Perplexity Pro Response ⁶

The distinction between concepts and information plays a crucial role in teaching the Bahá’í Faith and facilitating Study Circles, emphasizing the importance of fostering deep spiritual understanding rather than merely imparting facts.

Distinguishing Concepts and Information

Distinguishing between concepts and information is essential for effective teaching and spiritual growth. This distinction enables teachers to:

• Focus on conveying profound spiritual truths rather than mere facts
• Raise consciousness and empower individuals intellectually and spiritually
• Guide seekers to interact directly with the Word of God
• Create opportunities for transformation, not just intellectual assent
• Address deeper spiritual needs and questions of the human soul
  

By emphasizing concepts over information, teachers and tutors contribute to the central aim of the Ruhi Institute courses: building capacity for service and spiritual transformation [1]. This approach fosters an environment of exploration where participants actively engage with the Writings to uncover deeper meanings and apply spiritual insights to their lives and service [2].

Role of Study Circle Tutors

Study Circle tutors play a pivotal role in advancing understanding by:

• Nurturing participants’ capacity to understand and apply spiritual truths
• Creating an environment of exploration and discovery
• Guiding discussions towards profound spiritual insights
• Helping participants develop skills to derive understanding from the Creative Word
• Encouraging participants to see the interconnectedness of spiritual concepts and their practical application
  

This approach empowers tutors to move beyond knowledge transmission, focusing instead on fostering a deep, living faith that finds expression in service to humanity. By emphasizing concepts over information, tutors contribute to the central aim of the Ruhi Institute courses: building capacity for spiritual transformation and service to the community [1].

Fostering Spiritual Growth

The process of spiritual growth and transformation is central to the Bahá’í teachings and the Ruhi Institute courses. By engaging with the Creative Word and participating in community activities, individuals develop their capacity to:

• Draw insights from the Writings to address personal and social challenges
• Contribute to the transformation of society through service and meaningful conversations
• Cultivate an environment of love and trust that fosters mutual understanding
• Recognize and take responsibility for the spiritual and social development of their communities
  

This approach empowers believers to become active agents of change, moving beyond passive reception of teachings to embodying spiritual principles in their daily lives and service to humanity [1].

Addressing Prejudice Through Unity

In the process of community building, addressing issues of prejudice becomes an integral part of spiritual and social growth. As Bahá’ís engage with diverse populations, particularly in close-knit neighborhoods, they naturally encounter and work to overcome prejudices related to race, class, and color. This engagement creates opportunities for activities tailored to the culture and interests of local populations, allowing new believers to be nurtured in familiar environments [1]. Through this process, individuals from different backgrounds develop intimate connections of heart and mind, fostering mutual understanding and positive change. As believers deepen their understanding of the Writings, they become better equipped to address prejudice sensitively and effectively in various settings, from personal relationships to broader social contexts [1].

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 2: Arising to Serve (PDF) – Ruhi Institute

Follow-Up Questions Proposed by Perplexity

• How can distinguishing between concepts and information enhance the effectiveness of teaching the Faith?
• What specific qualities and attitudes are essential for a Study Circle tutor to contribute to the advancement of understanding?
• How does the concept of enkindlement relate to the act of teaching in the context of the Ruhi Institute courses?
• What role does the spiritual nature of teaching play in the overall educational process of the Ruhi Institute?
• How can participants apply the understanding of being and doing in practical terms within their communities?
• How can unity help reduce prejudice in communities?
• What are effective strategies for promoting unity in diverse groups?
• How does the Ruhi Institute approach unity and prejudice?
• What role does education play in addressing prejudice through unity?
• Can you share examples of successful unity initiatives that have reduced prejudice?

1. Baháʼuʼlláh. The Summons of the Lord of Hosts : Tablets. Translated by Shoghi Effendi. 1st ed. Haifa: Baháʼí World Centre, 2002. https://www.bahai.org/library/authoritative-texts/bahaullah/summons-lord-hosts/11#250036745. ↩
2. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed February 16, 2025. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#307669381. ↩
3. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/library/authoritative-texts/compilations/social-action/3#957685529. ↩
4. 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, viii-ix. https://www.ruhi.org/en/walking-a-path-of-service/#TCH. ↩
5. 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, 95-97. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
6. Perplexity Pro. “Concepts vs. Information in Teaching.” Edited by Steve Bosserman. February 16, 2025. https://www.perplexity.ai/search/arise-then-and-make-steadfast-QoVUaXzUQae1RdvdHVQSqw. ↩