Daily Frameworks for 09 March 2025

Jamál, 09 ‘Alá’ (Loftiness), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Soon will your swiftly passing days be over, and the fame and riches, the comforts, the joys provided by this rubbish-heap, the world, will be gone without a trace. Summon ye, then, the people to God, and invite humanity to follow the example of the Company on high. Be ye loving fathers to the orphan, and a refuge to the helpless, and a treasury for the poor, and a cure for the ailing. Be ye the helpers of every victim of oppression, the patrons of the disadvantaged. Think ye at all times of rendering some service to every member of the human race. Pay ye no heed to aversion and rejection, to disdain, hostility, injustice: act ye in the opposite way. Be ye sincerely kind, not in appearance only. Let each one of God’s loved ones center his attention on this: to be the Lord’s mercy to man; to be the Lord’s grace. Let him do some good to every person whose path he crosseth, and be of some benefit to him. Let him improve the character of each and all, and reorient the minds of men. In this way, the light of divine guidance will shine forth, and the blessings of God will cradle all mankind: for love is light, no matter in what abode it dwelleth; and hate is darkness, no matter where it may make its nest. O friends of God! That the hidden Mystery may stand revealed, and the secret essence of all things may be disclosed, strive ye to banish that darkness for ever and ever. — ‘Abdu’l-Bahá ¹

Foremost among these conditions is an institute process gaining in strength, given its centrality to fostering the movement of populations. The friends who have begun studying institute materials, and are also investing their energies in organizing children’s classes, junior youth groups, gatherings for collective worship, or other related activities, are being assisted to proceed further through the sequence of courses, while the number of those starting their study continues to rise. With the flow of participants through institute courses and into the field of action being maintained, the company of those who are sustaining the growth process expands. Progress relies to a large extent on the quality of the efforts of those serving as tutors. At this early stage, most of them might still be drawn from other clusters, but at the same time, a few local friends are being raised up who, as their capacity for action increases, begin to help others study the materials of the institute. Efforts to usher in the first cadre of tutors from the cluster should steer a path between two undesirable outcomes. If individuals proceed through the courses of the institute too hastily, the capacity to serve is not sufficiently developed; conversely, if study is overly prolonged, the process is robbed of the dynamism essential to its advancement. In differing circumstances, creative solutions have been used to achieve the necessary balance, ensuring that, within a reasonable period, some among those residing in a cluster are enabled to serve as tutors. — Universal House of Justice ²

Your deliberations on the various themes presented in this unit have probably convinced you that the capabilities to serve as a tutor are only acquired over time and through experience. The purpose of this book is to introduce to you certain concepts and to set you on a path in which you will increasingly enhance your capacity to help group after group advance through the Ruhi Institute’s main sequence of courses, from the earliest ones to those courses beyond Book 7, Walking Together on a Path of Service. One of the most fruitful ways to further your understanding of the relevant concepts and to gain insights into the spiritual qualities and attitudes, as well as the skills and abilities, that this act of service requires is to attend the regular gatherings for tutors organized by the institute in your region. In such meetings, varied experiences are analyzed and answers to scores of questions sought.
The introductory sections found in each book, “A Few Thoughts for the Tutor,” are often examined in light of experience in these gatherings. One particular point deserves mention here. These sections are intended largely for those serving as tutors, and there is no need for participants to read them in taking up their study of a book. Indeed, doing so may actually prove counterproductive. Yet, a tutor may find it useful to draw on some of the ideas such sections contain in helping participants gain an appreciation of the overall aim of each unit in a book and the purpose of certain exercises. But this would always be done, in a measured way, in response to the teaching-learning experience unfolding in the group. — Ruhi Institute Staff ³

Question for Consideration

Consider the nature of a tutor gathering. One portion of the gathering may be dedicated to the discussion of some salient points regarding the institute course, many of which can be gleaned from “A Few Thoughts for the Tutor” of Book 1, Reflections on the Life of the Spirit. How would you describe the key takeaways about the sequence of courses, the Ruhi Institute educational process, and the roles of tutors and participants?

Perplexity Pro Response ⁴

When considering the nature of a tutor gathering focused on the Ruhi Institute’s educational process, several key takeaways emerge regarding the sequence of courses, the roles of tutors and participants, and the overall educational approach:

Sequence of Courses

• The Ruhi Institute offers a systematic sequence of courses designed to enhance the capacity of individuals to serve their communities. Each book builds upon the previous one, increasing in complexity and depth of service [1].
• The sequence includes books like “Reflections on the Life of the Spirit,” “Arising to Serve,” and “Walking Together on a Path of Service,” among others [1].
  

Ruhi Institute Educational Process

• The educational process combines study and action, aiming to develop both spiritual qualities and practical skills necessary for community service [1].
• It emphasizes the importance of memorization of spiritual texts and the ability to integrate these principles into everyday conversations [1].
• The process involves activities such as hosting devotional gatherings, teaching children’s classes, and animating junior youth groups, which are integral to community building [1] [2].
  

Roles of Tutors and Participants

• Tutors play a crucial role in guiding participants through the courses, fostering understanding, and encouraging practical application of the concepts learned [2] [3].
  
  • Tutors must balance flexibility and creativity with the need to ensure participants achieve the main objectives of each course [1].
• Participants are encouraged to engage in meaningful conversations, develop spiritual qualities, and apply what they learn in service to their communities [1] [3].
  

Growth and Development

• The process relies on the continuous flow of participants through the courses and into action, with tutors helping to sustain this growth [2].
• Local capacity building is essential, with efforts focused on raising up local tutors who can assist others in studying the materials [2].
  

Tutor Gatherings

• These gatherings provide a platform for tutors to share experiences, analyze challenges, and gain insights into effective tutoring practices [3].
• They help tutors refine their skills and deepen their understanding of the spiritual qualities and attitudes required for effective service [3].
  

Perplexity Pro Response — Deeper Dive

The Ruhi Institute’s educational process, centered on a sequence of courses designed to foster community service and spiritual growth, emphasizes the crucial role of tutors in guiding participants through study and action. Through regular tutor gatherings, these facilitators share experiences, refine their skills, and deepen their understanding of the spiritual qualities and practical abilities required for effective service.

Ruhi Institute Course Sequence

The Ruhi Institute offers a carefully structured sequence of courses designed to progressively enhance participants’ capacity for community service and spiritual growth. Beginning with Book 1, Reflections on the Life of the Spirit, the sequence advances through Book 2, Arising to Serve and culminates in Book 7, Walking Together on a Path of Service, with additional courses beyond [1] [3]. Each book builds upon the previous, increasing in complexity and depth of service-oriented concepts. This systematic approach ensures that participants develop a solid foundation of spiritual knowledge and practical skills, enabling them to contribute effectively to the betterment of their communities [4] [1].

Educational Process and Service

The Ruhi Institute’s educational process interweaves study with action, fostering both spiritual development and practical skills for community service. Participants engage in activities such as hosting devotional gatherings, teaching children’s classes, and animating junior youth groups, which are integral to community building [2]. This approach emphasizes the importance of memorizing spiritual texts and integrating these principles into everyday conversations [3]. The process relies on a continuous flow of participants through courses and into action, with a focus on developing local capacity by raising up tutors who can assist others in studying the materials [2] [1].

Roles of Tutors and Participants

Tutors play a pivotal role in guiding participants through the Ruhi Institute courses, fostering understanding, and encouraging practical application of concepts learned. They must balance flexibility and creativity with ensuring participants achieve the main objectives of each course. Participants, on the other hand, are encouraged to engage in meaningful conversations, develop spiritual qualities, and apply their learning in service to their communities. This dynamic relationship between tutors and participants creates a collaborative learning environment that supports personal growth and community development [2] [3].

Purpose of Tutor Gatherings

Tutor gatherings serve as a vital platform for enhancing the capacity of those facilitating Ruhi Institute courses. These regular meetings provide opportunities for tutors to analyze varied experiences, seek answers to questions, and gain deeper insights into the spiritual qualities and practical skills required for effective service [2]. Participants examine the introductory sections of each book, particularly “A Few Thoughts for the Tutor,” in light of their experiences, fostering a collective understanding of how to best guide study groups through the course material [2]. These gatherings also help tutors develop the ability to draw on key ideas from these sections in a measured way, responding to the unfolding teaching-learning experience within their groups and helping participants appreciate the overall aim of each unit and the purpose of specific exercises [2].

Citations

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

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

[3] Book 1: Reflections on the Life of the Spirit (PDF) – Ruhi Institute

[4] Book 3: Teaching Children’s Classes, Grade 1 (PDF) – Ruhi Institute

Follow-Up Questions Proposed by Perplexity

• How can I effectively balance the pace of my study with the need to develop practical skills?
• What are some creative solutions to ensure a balance between studying and serving as a tutor?
• How can I enhance my capacity to help groups advance through the Ruhi Institute’s main sequence of courses?
• What are the key takeaways about the sequence of courses and the roles of tutors and participants?
• How can I integrate spiritual principles into everyday conversations to make them more uplifting?
• How do tutor gatherings foster a sense of community among participants?
• What specific activities are typically conducted during tutor gatherings?
• How do tutor gatherings contribute to the overall success of Ruhi Institute programs?
• What are the benefits of regular tutor gatherings for new tutors?
• How do tutor gatherings help in addressing challenges faced by tutors?

1. ’Abdu’l-Bahá. “First Tablet to The Hague.” Bahá’í Reference Library, December 17, 1919. https://www.bahai.org/library/authoritative-texts/abdul-baha/tablets-hague-abdul-baha/2#307565549. ↩
2. Universal House of Justice. “29 December 2015 – To the Conference of the Continental Boards of Counsellors.” Bahá’í Reference Library, Accessed March 7, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20151229_001/1#527117040. ↩
3. 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, 111-112. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
4. Perplexity Pro. “Tutor Gatherings: Enhancing Capacity.” Edited by Steve Bosserman. March 7, 2025. https://www.perplexity.ai/search/soon-will-your-swiftly-passing-cwBn_DFjRjayxOeIefy3hw. ↩