’Idál, 02 Ayyám-i-Há (The Days of Há), 181 B.E
Walking Together on a Path of Service
Quotes for Reflection:
Adorn your heads with the garlands of trustworthiness and fidelity, your hearts with the attire of the fear of God, your tongues with absolute truthfulness, your bodies with the vesture of courtesy. These are in truth seemly adornings unto the temple of man, if ye be of them that reflect. Cling, O ye people of Bahá, to the cord of servitude unto God, the True One, for thereby your stations shall be made manifest, your names written and preserved, your ranks raised and your memory exalted in the Preserved Tablet. Beware lest the dwellers on earth hinder you from this glorious and exalted station. Thus have We exhorted you in most of Our Epistles and now in this, Our Holy Tablet, above which hath beamed the Daystar of the Laws of the Lord, your God, the Powerful, the All-Wise. — Bahá’u’lláh 1
Questions for Consideration
Immediately after your introduction as the tutor of a just initiated study circle, the participants, eight youth ranging in age from 16 to 19, begin to study Section 1 of the first unit, “Understanding the Bahá’í Writings” of Book 1: Reflections on the Life of the Spirit. You decide that the best way to go through the section is to ask one of the participants to read the first quotation aloud and then post the question that follows to the rest. You explain that the purpose of this exercise is to help them focus on the immediate and explicit meaning of a quotation before thinking about its application and implications. They all look back at the quotation and a couple of them respond to the question by reciting it. You then ask another participant to do the same with the second quotation and continue this way until the end of the section. Later, when you reach the next set of questions in Section 3, you divide the participants into four groups of two, inviting them to carry out this activity in pairs. What will you be doing while this is going on? Will you observe how each pair is carrying out this activity? What will you do if one pair finds the exercise easy and goes through it thoroughly but quickly? 2
Perplexity Pro Response 3
As the tutor, while the participants are working in pairs on the questions in Section 3, I would:
- Observe how each pair is carrying out the activity, moving quietly between the groups to listen in briefly without interrupting their discussions.
- Be available to offer clarification or guidance if any pair seems confused or asks for help, but allow them to work through the questions on their own as much as possible.
- Note which pairs are progressing quickly and which may need more time, to help pace the overall group.
- If one pair finishes early, I would:
- Ask them to review their answers and discuss any insights they gained
- Invite them to reflect more deeply on how the concepts apply to their own lives
- Suggest they look ahead at upcoming sections to prepare thoughtful questions
- Remain attentive to the spiritual atmosphere, ensuring it stays focused yet uplifting.
- Prepare to bring the full group back together once most pairs have completed the exercise, to share insights and move forward cohesively.
The goal is to facilitate active learning while being ready to offer support as needed, allowing participants to engage deeply with the material at their own pace within the group dynamic [1] [3].
Perplexity Pro Response — Deeper Dive
The Ruhi Institute’s study circles offer a structured approach to spiritual education, focusing on the Bahá’í Writings and encouraging active participation from all members, including those who may be quieter or more reserved.
Facilitating Study Circle Activities
During the paired activity in Section 3, the tutor’s role shifts to that of an observer and facilitator. Moving quietly between groups, they listen briefly to discussions without interrupting, remaining available for clarification if needed [1]. This approach allows participants to engage deeply with the material at their own pace while maintaining the overall group dynamic. For pairs that finish quickly, the tutor can suggest additional reflective activities, such as reviewing answers, discussing personal insights, or preparing thoughtful questions for upcoming sections [2]. This strategy ensures continuous engagement and allows for a more personalized learning experience within the collective study environment.
Observing and Supporting Participants
As the study circle progresses, the tutor maintains a watchful presence, carefully observing each pair’s engagement with the material. This attentive approach allows for timely intervention if clarification is needed, while still preserving the participants’ autonomy in exploring the Bahá’í Writings [1]. For groups that complete the exercise swiftly, the tutor can suggest deeper reflection on how the concepts apply to their personal lives or encourage them to prepare insightful questions for upcoming sections [1]. This flexible facilitation style ensures that all participants, regardless of their pace, remain actively involved in the learning process and contributes to maintaining a focused yet uplifting spiritual atmosphere throughout the study circle.
Encouraging Quieter Members
To encourage participation from quieter members, study circle tutors can employ various strategies. Breaking into smaller groups or pairs for intimate discussions can help shy participants feel more comfortable sharing their thoughts [4] [5]. Providing discussion topics or questions in advance allows quieter members to prepare, increasing their confidence to contribute [6]. Additionally, using written activities like reflective journaling or anonymous idea sharing can offer alternative ways for introverted participants to express themselves [7] [8].
Tutors can also leverage the strengths of quieter members by assigning roles that match their skills and interests, or inviting them to lead a session on a topic they’re knowledgeable about [9]. Implementing a round-robin sharing format ensures everyone has an opportunity to speak, while gently inviting input directly from quieter individuals can make them feel valued and included [7] [6]. These approaches, when applied thoughtfully, can create multiple avenues for contribution while maintaining a supportive, non-pressured environment conducive to learning and spiritual growth.
Creating a Supportive Environment
Fostering an atmosphere of trust and respect is crucial for encouraging participation from all study circle members. Tutors can create a supportive environment by avoiding criticism or judgment of expressed ideas and praising quieter members when they contribute [4] [5]. This approach helps build confidence and makes everyone feel comfortable sharing their thoughts. Additionally, following up individually with quieter participants can provide valuable insights into their feelings about participation and reveal ways to better support their involvement [6] [9]. By maintaining a non-pressured environment and offering patient encouragement, tutors can help reserved members become more at ease in sharing their perspectives, enriching the collective learning experience.
Citations
[1] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute
[2] Book 2: Arising to Serve (PDF) – Ruhi Institute
[3] Book 7: Walking Together on a Path of Service (PDF) – Ruhi Institute
[4] What strategies can you use to encourage participation from quieter team members? – LinkedIn
[5] A teacher’s toolkit for how to engage quiet learners in the classroom – Hāpara
[6] 20 Ways To Help Your Quiet Employees Speak Up – Forbes
[7] How to Engage Quiet Participants: Techniques for Facilitators – Voltage Control
[8] 3 Facilitation Techniques for Quiet Team Members – BigAgile
[9] 15 Considerate Ways To Encourage Shy Employees To Share Their Input – Forbes
Follow-Up Questions Proposed by Perplexity
- How can I ensure that all participants are actively engaged in the discussion?
- What strategies can I use to help the group stay focused and on track?
- How can I adapt the activity if some participants are struggling to understand the quotations?
- What are some effective ways to encourage participation from quieter members of the group?
- How can I assess the understanding and retention of the material by the participants?
- What are some strategies to make quieter team members feel more included?
- How can I use different formats to encourage participation from quieter members?
- What are some practical ways to engage quiet learners in the classroom?
- How can I create a supportive environment that encourages participation from all team members?
- What techniques can facilitators use to draw out quieter participants?
- Bahá’u’lláh. The Kitáb-i-Aqdas. Bahá’í Reference Library. Accessed February 24, 2025. https://www.bahai.org/library/authoritative-texts/bahaullah/kitab-i-aqdas/6#442263064. ↩
- 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, 105-106. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
- Perplexity Pro. “Facilitating a Bahá’í Study Circle.” Edited by Steve Bosserman. February 24, 2025. https://www.perplexity.ai/search/adorn-your-heads-with-the-garl-Y.Di9p7iRg6lLRhCOK3q6A. ↩
Frameworks for Understanding the World 