Daily Frameworks for 23 February 2025

Jamál, 18 Mulk (Dominion), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Strive as much as possible to become proficient in the science of agriculture, for in accordance with the divine teachings the acquisition of sciences and the perfection of arts are considered acts of worship. If a man engageth with all his power in the acquisition of a science or in the perfection of an art, it is as if he has been worshipping God in churches and temples. Thus as thou enterest a school of agriculture and strivest in the acquisition of that science thou art day and night engaged in acts of worship—acts that are accepted at the threshold of the Almighty. What bounty greater than this that science should be considered as an act of worship and art as service to the Kingdom of God. — ‘Abdu’l-Bahá ¹

The promising pattern of action emerging in clusters throughout the world integrates individual initiative and community endeavor in order to embrace an ever-wider circle of people and teach receptive souls. This pattern appears wherever a sizeable number of individuals who are moving through the sequence of institute courses make a conscious effort to translate what they are learning into action, undertaking specific acts of service that challenge them to draw upon the knowledge and insights they are gaining and to sharpen the skills and abilities they are developing through the courses. One of the most noteworthy outcomes of the institute courses is the emergence of an ever-increasing number of tutors who, having themselves studied the courses and struggled to walk a path of service, engage others in the study of the sequence, instilling in them the same desire to arise and serve. In this way, a broad base is laid for universal participation, which remains one of the most fundamental goals of the Bahá’í community. You have, yourselves, witnessed this development in the few clusters that have reached an advanced stage of growth. — Universal House of Justice ²

There are currently two points along the sequence at which an individual may choose to follow a specialized path of service. The first appears at Book 3. From among the friends who complete it and begin to offer a relatively simple class for children in the first grade of a programme for their spiritual education, a percentage will want to dedicate themselves to this field of service, pursuing in time a series of progressively more complex branch courses for teaching Grades 2 to 6. This does not mean that they will abandon study of the main sequence. Indeed, courses that make up a specialized path of service anticipate that participants are continuing to progress, each at a pace suitable to his or her situation, along the path traced out by the main sequence. Book 5, which seeks to raise up animators of junior youth groups, constitutes the second point at which a series of courses branch out. — Universal House of Justice ³

Additional avenues of exploration will no doubt appear along the main sequence in due time. Some may be of universal interest, such as the two mentioned above, while others may be limited to specific local needs. As with the main sequence itself, content and structure must emerge out of continued collective experience in the field, an experience that is not haphazard or subject to the forces of personal preference but is guided by the institutions of the Faith. The generation of such an experience will call for a still greater infusion of energy from a much larger portion of the population, and it would be premature, in all but a few places, for institutes to give attention to the creation or implementation of other branch courses at this juncture in the unfoldment of the current series of global Plans. — Universal House of Justice ⁴

We have in the past likened the main sequence to the trunk of a tree that supports other courses branching from it, each branch addressing some specific area of action. The preparation of such branch courses would necessarily occur over time through a pattern marked by action and reflection and in which conceptualization and activity in the field go hand in hand. For training institutes that take on this task, there are several requisites. They will need to be able to understand profoundly the content of the institute’s main sequence and the pedagogical principles involved, analyse clearly the experience arising at the grassroots as activities advance, collaborate with teams of friends dedicated to the progress of specific aspects of the community-building process, operate in a learning mode, and draw into their work individuals with abilities needed for preparing materials. Once in place, the branch course would help the friends promoting the related activity to further strengthen their capacity, and it would contribute to extending the associated process of learning in the life of the population. The course would also serve as a repository of the accruing knowledge and as a means for its propagation. — Universal House of Justice ⁵

Question for Consideration

Based on the quotes above and source files in the “Walking Together on a Path of Service” space, describe the gradual and organic process the Ruhi Institute follows to develop courses that systematically raise up human resources for the advancement of the Cause and the progress of society. ⁶

Perplexity Pro Response ⁷

The Ruhi Institute employs a systematic and organic approach to developing educational courses, integrating spiritual teachings with practical skills to raise human resources for community service and societal progress. This process, rooted in the Bahá’í Faith’s teachings, emphasizes the spiritual nature of learning and combines study with action to foster universal participation in community-building efforts.

Spiritual Foundation of Learning

The Ruhi Institute’s approach is grounded in ‘Abdu’l-Bahá’s teaching that acquiring knowledge and perfecting arts are acts of worship, elevating education to a spiritual endeavor [1]. This perspective infuses the learning process with profound meaning, equating the pursuit of science and art to worshipping in churches and temples. The Institute’s curriculum development reflects this spiritual foundation, aiming to cultivate both knowledge and devotion in participants as they strive to serve their communities and contribute to societal progress [2] [3]

Main Sequence Core Curriculum

The main sequence of Ruhi Institute courses forms the core curriculum, likened to the trunk of a tree supporting specialized branches1. This sequence integrates study with action, allowing participants to translate learning into specific acts of service that challenge them to apply new knowledge and sharpen developing skills [1]. As individuals progress through the courses, they build capacity progressively, with each course increasing in complexity. A notable outcome is the emergence of tutors who, having completed courses themselves, engage others in study and inspire them to arise and serve [1]. This approach fosters universal participation, a fundamental goal of the Bahá’í community, by creating a broad base of individuals actively involved in community-building efforts [1].

Specialized Branching Courses

Specialized paths of service branch out from the main sequence at two key points. After Book 3, participants can dedicate themselves to children’s spiritual education, pursuing progressively complex courses for teaching Grades 2 to 6. Book 5 marks the second branching point, raising up animators of junior youth groups [1]. These specialized courses anticipate continued progress along the main sequence, allowing participants to advance at their own pace while deepening their service in specific areas. This branching structure enables the Ruhi Institute to address diverse community needs while maintaining a cohesive educational framework.

Organic Course Development Process

The Ruhi Institute’s course development follows an organic pattern characterized by action and reflection in the field, with conceptualization and activity going hand in hand. This process involves analyzing grassroots experiences, collaborating with teams dedicated to specific aspects of community-building, and operating in a learning mode [1]. Training institutes developing branch courses must deeply understand the main sequence content and pedagogical principles, while drawing on individuals with relevant abilities for material preparation [4].

Key outcomes of this systematic approach include courses that serve as repositories of accruing knowledge and means for propagating learning throughout the community. These courses strengthen the capacity of those promoting related activities and extend processes of learning in the population [1] [4]. By adhering to this experience-based and spiritually-grounded methodology, the Ruhi Institute effectively develops educational materials that raise up human resources dedicated to serving the Cause and contributing to societal progress.

Citations

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

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

[3] Statement of purpose and methods – Instituto Ruhí

[4] Curriculum development – Instituto Ruhí

Follow-Up Questions Proposed by Perplexity

• How does the Ruhi Institute ensure that its courses remain relevant and effective over time?
• What are some specific examples of how the Ruhi Institute’s courses have impacted communities?
• How does the Ruhi Institute measure the success of its training programs?
• What role do tutors play in the effectiveness of the Ruhi Institute’s courses?
• How does the Ruhi Institute incorporate feedback from participants into its course development?
• What are the key steps in the organic course development process?
• How does the Ruhi Institute ensure the relevance of its courses?
• What role do Bahá’í writings play in course development?
• How are community needs assessed in the course development process?
• What methods are used to evaluate the effectiveness of the courses?

1. ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 144-145. https://www.bahai.org/library/authoritative-texts/abdul-baha/selections-writings-abdul-baha/6#391476116. ↩
2. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed February 21, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/9#244315084. ↩
3. Universal House of Justice. “12 December 2011 – To all National Spiritual Assemblies.” Bahá’í Reference Library, Accessed February 21, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20111212_001/1#306023944. ↩
4. Universal House of Justice. “12 December 2011 – To all National Spiritual Assemblies.” Bahá’í Reference Library, Accessed February 21, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20111212_001/1#593756822. ↩
5. Universal House of Justice. “1 January 2022 – To all National Spiritual Assemblies.” Bahá’í Reference Library, Accessed February 21, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20220101_001/1#451741690. ↩
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, 102-103. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
7. Perplexity Pro. “Organic Development of Ruhi Institute Courses.” Edited by Steve Bosserman. February 21, 2025. https://www.perplexity.ai/search/strive-as-much-as-possible-to-hhwifKA6TlOoBaXJ01L_5Q. ↩