Kamál, 19 Mulk (Dominion), 181 B.E.
Walking Together on a Path of Service
Quotes for Reflection:
Today no nobler service can be conceived than the due and befitting education of the Bahá’í child, for to render this service is to be a gardener at work in the bowers of God. —‘Abdu’l‑Bahá 1
A study circle is one element of a system of distance education, administered by a national or regional training institute, designed to take the sequence of courses to the local level. It usually consists of several individuals from a given locality who, with the aid of a tutor, study the courses together at their own pace. As a member of the group, the tutor is as much engaged in the process of learning as the others but, having completed the requisite courses and gained some experience, can help ensure the purpose of the cause under study is achieved. To this end, if the number of participants is large, the tutor may divide them into two or three smaller groups with which he or she works concurrently.
There is a great deal of flexibility in the functioning and membership of a group. Some groups may wish to meet once a week over an extended period, while others may choose to meet daily, or for a weekend every so often. Upon the completion of a course, all of the members may go on to study the next one together. But some may leave the group and join another at a later time. The same tutor may stay with the group from one course to the next, But it is also possible for the tutor to change at the conclusion of a course.
Participants may come to join a study circle in any number of ways. In villages and neighborhoods where a growing nucleus of active supporters of the Faith exists, study circles are often formed in the context of efforts to expand and consolidate the community through three-month cycles of activity. Increasingly, as efforts to approach schools, clubs and local organizations bear fruit, participants are drawn from the ranks of young people who, eager to enter the arena of service, wish to develop their capacity through study of the courses. Still others are fifteen- or sixteen-year olds that have completed the junior youth spiritual empowerment program and are already endowed with a strong sense of a twofold moral purpose.
As a result, camps during school holidays have become another setting for study of the courses. These and institute campaigns bring together at a central location larger numbers who, divided into small groups, engage in the intensive study of various courses, each group with the help of one or two tutors. Indeed, it is the combination of such campaigns, camps, and regularly held study circles that proves to be most effective. The flexibility afforded by these different modes of delivery makes it possible for each participant to advance in the educational process at an appropriate rhythm according to his or her own circumstances. Naturally, small groups of individuals who have reached more or less the same point in the sequence of courses end up studying together. And, eventually, some are able to reach the point where they can act as tutors and contribute to the multiplication of study circles.
As an element of a distance education system, the study circle has two essential functions: One is the study of the material, and the other is related to experience. If participants are to develop the capabilities for service envisioned in the courses, it is not enough for them to simply study the material, complete the exercises, and carry out any suggested practice in their group. Opportunities need to be created for them to gain actual experience. For example, if the members of a study circle are to develop the capacity to explore themes central to the life of the community with friends and neighbors, the aim of the third unit of Book 2, they cannot be content with just practicing among themselves. They will need to be provided with opportunities to visit the homes of families, especially of children and junior youth, with a more seasoned friend and acquire experience in carrying out this act of service—an act that should become integral to their own lives as individuals, one that is manifested in the collective efforts of the growing nucleus working for the betterment of the village or neighborhood, cycle ofter cycle. Within the dynamics of such an expanding nucleus, a tutor is able to provide participants with concrete support and assistance, as they serve should to shoulder.The task of a tutor is not limited, then, to occasions when participants come together to study the material. He or she ensures that they are accompanied in carrying out the relevant act of service, especially in the early stages. Institutions and agencies, particularly the Area Teaching Committee and institute coordinator, are there to offer support to individuals and groups in specific areas of service: in hosting devotional gatherings, in paying systematic visits to households, and in serving as children’s class teachers, as animators of junior youth groups, or as tutors of study circles. Whatever the act of service invoked, the study and action undertaken by participants should serve to bind them together in fellowship, attracting others to their mode of learning. — Ruhi Institute Staff 2
Question for Consideration
Based on the quotes above and source files in the “Walking Together on a Path of Service” space, what are various modes of delivery for the Ruhi Institute courses and how do they enable growing numbers to advance along a path of service, a path distinguished by study and action?
Perplexity Pro Response 3
The Ruhi Institute offers a flexible system of distance education designed to empower individuals to walk a path of service through study and action, utilizing various modes of delivery including study circles, intensive camps, and campaigns to reach growing numbers of participants across diverse communities.
Study Circles and Flexibility
Study circles form the core of the Ruhi Institute’s educational approach, offering a flexible and dynamic learning environment. These small groups, guided by a tutor who is also a participant, allow individuals to study courses at their own pace while developing capacities for service [1] [2]. The flexibility extends to meeting schedules, which can be weekly, daily, or periodic weekend sessions, accommodating diverse needs and circumstances. Membership is fluid, with participants able to join or leave groups as needed, and tutors can change between courses, ensuring a responsive and adaptable learning process [3] [4].
Intensive Camps and Campaigns
Complementing regular study circles, intensive camps and campaigns provide concentrated periods of learning and service. These modes bring larger numbers of participants together at central locations, often during school holidays, to engage in focused study of various Ruhi courses [1]. Divided into small groups, each with one or two tutors, participants can make rapid progress through the materials [2]. This approach is particularly effective when combined with ongoing study circles, allowing individuals to advance at their own pace while benefiting from periodic intensive experiences. The flexibility of these delivery methods enables the courses to reach diverse audiences, including young people drawn from schools and organizations, as well as graduates of the junior youth spiritual empowerment program who join at ages 15-16 with a strong sense of purpose [1] [3].
Role of Tutors and Institutions
Tutors play a crucial role beyond facilitating study sessions, accompanying participants as they gain hands-on experience in acts of service. This practical component is essential for developing the capabilities envisioned in the courses [1]. Institutions and agencies, such as the Area Teaching Committee and institute coordinator, provide vital support for specific service activities like hosting devotional gatherings, conducting home visits, and teaching children’s classes [4]. This integrated approach of study and action fosters a sense of fellowship among participants, attracting others to join the learning process and contributing to the growth of an expanding nucleus of friends dedicated to community service [1] [4].
Integration of Study and Action
The Ruhi Institute’s educational process uniquely integrates study with practical experience, fostering the development of capabilities for community service. Participants are encouraged to apply their learning through concrete acts of service, such as exploring spiritual themes with neighbors or visiting families of children and junior youth [1]. This hands-on approach allows individuals to gain real-world experience, supported by more seasoned friends and tutors who provide guidance and assistance. The process creates a dynamic where study and action reinforce each other, binding participants together in fellowship and attracting others to join this mode of learning and service [1] [4].
Citations
[1] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
[2] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute
[3] Book 2: Arising to Serve (PDF) – Ruhi Institute
[4] Book 6: Teaching the Cause (PDF) – Ruhi Institute
Follow-Up Questions Proposed by Perplexity
- How do study circles contribute to the spiritual growth of participants?
- What role does a tutor play in the effectiveness of a study circle?
- How do different modes of delivery, such as camps and institute campaigns, enhance the learning experience?
- What are the key benefits of combining study circles with other educational approaches?
- How does the flexibility in study circle schedules benefit participants?
- How can study and action be effectively integrated in educational programs?
- What are the benefits of combining study and action in learning experiences?
- How do intensive camps and campaigns integrate study and action?
- What strategies can be used to ensure practical application of learned concepts?
- How do tutors facilitate the integration of study and action in their teaching?
- ’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/272213297/1#674393923. ↩
- 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, 104-105. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Modes of Delivery for Ruhi Institute Courses.” Edited by Steve Bosserman. February 22, 2025. https://www.perplexity.ai/search/today-no-nobler-service-can-be-ls1gLLpPRWeqsZ01RkVBoQ. ↩
Frameworks for Understanding the World 