Daily Frameworks for 08 March 2025

Jalál, 08 ‘Alá’ (Loftiness), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

The tie of servitude established between the worshiper and the adored One, between the creature and the Creator, should in itself be regarded as a token of His gracious favor unto men, and not as an indication of any merit they may possess. To this testifieth every true and discerning believer. — Bahá’u’lláh ¹

O servant of the loved ones of God! The servant of the friends is the servant of the Blessed Beauty. Whoso loveth Him serveth His loved ones. The dearest wish of this servant’s heart is that I may, in service to the friends of the Abhá Beauty, become a faithful and agreeable servant, may night and day gird up the loins of service, and may thus reap the fruit of the tree of existence. The frame that is not bent in the path of service to the friends is naught but a piece of dead wood, and the back that is not bowed by enduring hardships for their sake is only a barren tree stump. Therefore, well is it with thee for thou dost carry out the service of the friends and art their loyal thrall. The is sovereignty in both worlds and glory both here and thereafter. — ‘Abdu’l-Bahá ²

The system being established in these communities, either by a national institute or a nationally coordinated network of regional institutes, has four components: a sequence of courses with well-prepared material distributed to every student, a small study circle usually composed of eight to ten people, a facilitator or tutor trained to teach the courses, and some scheme of coordination, both at the national and regional levels. — Universal House of Justice ³

SEQUENCE OF COURSES: As experience is gained worldwide, various sequences of courses will undoubtedly be developed responding to the requirements of divers sectors of society. No one should underestimate the complexity of the task of defining each sequence and elaborating the materials. These have to adhere to some logic, if they are to succeed in raising up the needed human resources. Simply to compile a list of topics the friends should study, in the light of the guidance available in the writings, is not difficult. The order in which these topics should be presented, their correlation with the acquisition of skills to perform acts of service, and the way their study should be combined with the cultivation of inner perfection are matters of pedagogy that can best be discovered through systematic educational experience. — Universal House of Justice ⁴

STUDY CIRCLES: In those countries where the system described here is taking shape, much is being learnt about how to motivate and maintain study circles over an extended period of time. It is becoming clear, for example, that they must undertake extra-curricular activities, particularly in the realm of cultural enrichment. Further, although a group may continue to study with the same tutor through the entire sequence of courses, it seems best for each course to have an official beginning and an event celebrating its successful completion. Some formality is proving to be essential, but the degree of it varies from country to country. In some parts of the world, for instance, the culture seems to respond to, and even demand, examinations and grades. — Universal House of Justice ⁵

TUTORS: The third component of the system under consideration is the tutor (or facilitator). Such institutes begin their programs by training several believers, already knowledgeable in the Faith, as tutors. This makes it possible for them to form study groups and establish their programs on a firm foundation. Yet the expansion of the system depends on raising up an ever-growing number of tutors from among the participants themselves. Here again, the challenge is to strike the right balance. It is counter-productive to demand so high a quality of work from tutors that only a few are able to meet the standard, resulting in a system with inadequate coverage. On the other hand, an indiscriminate selection of tutors, in which everyone is asked to form a study group the moment he or she finishes one or two courses, also proves to be ineffective and leads to the collapse of the system. — Universal House of Justice ⁶

Question for Consideration

How does the role of the tutor, as on component of the tripartite Ruhi Institute educational system along with the sequence of courses and study circles, revolve around the concept of service? ⁷

Perplexity Pro Response: Service as the Core of Tutorship ⁸

The role of the tutor in the Ruhi Institute’s educational system is deeply rooted in the concept of service, as it reflects a commitment to nurturing both individual and collective transformation. This role is not merely about facilitating study but embodies a profound spiritual responsibility to accompany others on a path of service.

Fostering Spiritual Growth Through Service

Tutors help participants recognize that spiritual growth is intimately connected with acts of service. The Ruhi Institute emphasizes that walking the path of service enables individuals to realize their God-given potential and contribute to societal betterment. Tutors themselves embody this principle, having gained experience in service and guiding others to engage in similar transformative acts [1].

A Reciprocal Process of Learning

The relationship between tutor and participants is neither hierarchical nor passive. Instead, it is a reciprocal process where all are engaged in learning and advancing together. The tutor assists participants in understanding the materials, reflecting on spiritual concepts, and translating these into meaningful action. This dynamic reinforces the idea that service is both an individual and collective endeavor [2].

Accompanying Others on the Path

Tutors are called to “walk shoulder to shoulder” with participants, providing support not only during study sessions but also as they carry out acts of service. For example, tutors often accompany participants in activities such as hosting devotional gatherings or engaging with families in their communities. This accompaniment ensures that participants gain practical experience while feeling supported in their efforts [1] [2].

Developing Capabilities for Service

The Ruhi Institute’s courses are designed to build capabilities for service progressively, and tutors play a critical role in this process. They help participants develop spiritual qualities, attitudes, skills, and abilities needed for increasingly complex acts of service. This includes fostering habits of prayer, consultation, and reflection—practices that sustain individuals on their path of service [1] [2].

Encouraging Ownership and Participation

A key aspect of the tutor’s role is to create an environment where participants take ownership of their learning and feel empowered to act. This participatory approach ensures that individuals are not passive recipients but active contributors to their own development and the transformation of their communities [1] [2].

The Spiritual Nature of Tutorship

Tutorship is framed as an act of servitude to God and humanity. ‘Abdu’l-Bahá emphasized that serving others is akin to serving God Himself, highlighting the spiritual significance of this role. Tutors are encouraged to cultivate qualities such as humility, patience, and joy in their service, recognizing that their efforts contribute to building vibrant communities and advancing Bahá’u’lláh’s vision for humanity [1] [2].

Conclusion

The tutor’s role is central to the Ruhi Institute’s educational system because it exemplifies the principle that service lies at the heart of spiritual growth and community development. By guiding others along the path of service, tutors contribute not only to individual transformation but also to the establishment of patterns of collective life that reflect unity, cooperation, and devotion to God’s purpose.

Perplexity Pro Response — Deeper Dive

The Ruhi Institute’s educational system, comprising a sequence of courses, study circles, and tutors, revolves around the concept of service as a means of spiritual growth and community development. Within this framework, tutors play a pivotal role in guiding participants along a path of service, fostering individual and collective transformation through a reciprocal process of learning and action.

Service-Centered Tutorship Role

Tutors in the Ruhi Institute system embody the principle of service by fostering spiritual growth and community transformation. They guide participants in translating spiritual concepts into meaningful action, helping them develop capabilities for increasingly complex acts of service [1]. This role extends beyond facilitating study to creating an environment where participants take ownership of their learning and feel empowered to contribute actively to their communities [3].

• Tutors assist in building skills for prayer, consultation, and reflection
• They encourage participants to host devotional gatherings and engage with families
• The tutor’s role emphasizes humility, patience, and joy in service
• Tutorship is viewed as an act of servitude to God and humanity [2]
  

Reciprocal Learning Process

The tutor-participant relationship in the Ruhi Institute’s educational system embodies a dynamic, reciprocal process of learning and growth. Rather than a hierarchical structure, this approach fosters an environment where all individuals advance together, with tutors and participants alike engaged in continuous learning and development [1]. This collaborative model reinforces the idea that service is both an individual and collective endeavor, encouraging participants to take an active role in their spiritual education and community-building efforts.

• Tutors assist in understanding materials and reflecting on spiritual concepts
• Participants are empowered to translate learning into meaningful action
• The process cultivates a sense of ownership and active contribution
• Emphasis is placed on developing capabilities for progressively complex acts of service
  

Accompanying Acts of Service

Tutors in the Ruhi Institute system play a crucial role in accompanying participants as they engage in acts of service. This hands-on approach involves supporting individuals not only during study sessions but also as they apply their learning in practical community-building activities. By walking “shoulder to shoulder” with participants, tutors provide guidance and encouragement, ensuring that theoretical knowledge translates into meaningful action [1].

• Tutors support participants in hosting devotional gatherings and engaging with families
• They help cultivate habits of prayer, consultation, and reflection to sustain service efforts
• The accompaniment process fosters confidence and builds capacity for increasingly complex acts of service
• This approach reinforces the connection between spiritual study and practical application in community life
  

Spiritual Nature of Tutorship

Tutorship in the Ruhi Institute system is framed as a deeply spiritual endeavor, reflecting ‘Abdu’l-Bahá’s teaching that serving others is equivalent to serving God Himself [1]. This spiritual dimension elevates the role beyond mere facilitation, imbuing it with profound significance in the advancement of Bahá’u’lláh’s vision for humanity. Tutors are encouraged to cultivate qualities such as humility, patience, and joy in their service, recognizing that their efforts contribute to building vibrant communities and fostering unity [1] [4]. By embodying these spiritual qualities, tutors not only guide participants through the course material but also exemplify the transformative power of service in action.

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 does the role of a tutor in the Ruhi Institute differ from other educational roles?
• What are the key challenges faced by tutors in the Ruhi Institute?
• How does the Ruhi Institute ensure the quality of its tutors?
• What specific training do tutors receive in the Ruhi Institute?
• How does the Ruhi Institute measure the effectiveness of its tutors? How does the spiritual nature of tutorship influence the learning environment?
• What are the key spiritual principles that tutors in the Ruhi Institute follow?
• How do tutors in the Ruhi Institute incorporate spiritual guidance into their teaching?
• What role does personal spiritual growth play for tutors in the Ruhi Institute?
• How does the spiritual nature of tutorship impact the tutor-student relationship?

1. Bahá’u’lláh. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. Bahá’í Reference Library, 1935. https://www.bahai.org/library/authoritative-texts/bahaullah/gleanings-writings-bahaullah/5#183777963. ↩
2. ‘Abdul-Bahá. Tablet (authorized translation). ↩
3. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed March 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/12#096674798. ↩
4. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed March 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/12#698084849. ↩
5. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed March 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/12#456513559. ↩
6. Universal House of Justice. Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material, 1996–2006. Bahá’í Reference Library. Accessed March 6, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/turning-point/12#620317473. ↩
7. 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, 109-111. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
8. Perplexity Pro. “The Role of the Tutor in Service.” Edited by Steve Bosserman. March 6, 2025. https://www.perplexity.ai/search/the-tie-of-servitude-establish-zYsPpvqNRX.0bTzWp9be7A. ↩