Daily Frameworks for 15 March 2025

Jalál, 15 ‘Alá’ (Loftiness), 181 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Likewise, in the spiritual realm of intelligence and idealism there must be a center of illumination, and that center is the everlasting, ever-shining Sun, the Word of God. Its lights are the lights of reality which have shone upon humanity, illumining the realm of thought and morals, conferring the bounties of the divine world upon man. These lights are the cause of the education of souls and the source of the enlightenment of hearts, sending forth in effulgent radiance the message of the glad tidings of the kingdom of God. In brief, the moral and ethical world and the world of spiritual regeneration are dependent for their progressive being upon that heavenly Center of illumination. It gives forth the light of religion and bestows the life of the spirit, imbues humanity with archetypal virtues and confers eternal splendors. This Sun of Reality, this Center of effulgences, is the Prophet or Manifestation of God. Just as the phenomenal sun shines upon the material world producing life and growth, likewise, the spiritual or prophetic Sun confers illumination upon the human world of thought and intelligence, and unless it rose upon the horizon of human existence, the kingdom of man would become dark and extinguished. — ‘Abdu’l-Bahá ¹

As has become progressively apparent, the organic process of growth outlined by the House of Justice in recent Plans is reaching higher levels of complexity, especially in those clusters where the number of active participants has increased significantly. The transformation of communities under way across the globe in cluster after cluster, while still in its early stages, touches upon the most fundamental of social and cultural forces, currents, and aspirations. This growth process involves a coherent and systematic pattern of activity focused upon community building and includes the multiplication of study circles and institute campaigns, the education of children, the spiritual empowerment of junior youth, individual and collective teaching efforts, visits to the homes of believers and their friends, a cultivation of collective devotional life, social action, greater involvement in the discourses of society, as well as many other elements that enhance the capacity of individuals, institutions, and the community—the three protagonists of the Plan. Pivotal to this pattern of activity is the development of human resources through the training institute, with a sequence of courses that reinforce in the participants a posture of learning by which understanding continues to expand as they carry out acts of service of increasing complexity. This educational process nurtures a thirst for the Word of God, not only fostering an enduring habit of study and reflection on that wellspring of all progress but also enabling the friends to apply the Teachings in their own lives and in the bourgeoning life of the community. In its communications with the Bahá’í world, the House of Justice has described and elucidated these unfolding developments, and the Counsellors and National Spiritual Assemblies, the Auxiliary Board members and their assistants, as well as regional and local institutions, have laboured shoulder to shoulder with the believers who are striving to understand and respond to this guidance. As the friends, including those who do not wish to study the courses of the institute, embrace the guidance of the House of Justice in its entirety and, with love and a true Bahá’í spirit, rally around their institutions, they find that questions they may have are resolved. — Universal House of Justice ²

Question for Consideration

Let us take the opportunity to envision the effects we might expect to witness as a growing number of friends in a village or neighborhood become engaged in the study of the courses and the acts of service they recommend. You know that there are three participants in the construction of a new civilization: the individual, the community, and the institutions. Further along in the main sequence, we will explore the contribution the educational process makes to the progress of each. For now, let us look at the individual and consider the effects on the participants in a study circle. Referring to the “irrepressible movement” that this process seeks to set in motion within a population, the Universal House of Justice writes:
“What is imperative is that the quality of the educational process fostered at the level of the study circle rise markedly over the next year so that the potential of local populations to create such dynamics is realized. Much will fall on those who serve as tutors in this respect. Theirs will be the challenge to provide the environment that is envisioned in the institute courses, an environment conducive to the spiritual empowerment of individuals, who will come to see themselves as active agents of their own learning, as protagonists of a constant effort to apply knowledge to effect individual and collective transformation. Failing this, no matter how many study circles are formed in a cluster, the force necessary to propel change will not be generated.” ³
What are some of the characteristics which an education process that is morally and spiritually empowering cultivates in the individual? ⁴

Perplexity Pro Response ⁵

An educational process that is morally and spiritually empowering, as envisioned by the Bahá’í Faith and the Ruhi Institute, cultivates several key characteristics in individuals. These include:

• Rectitude of Conduct: Encourages individuals to act with integrity and moral uprightness in all aspects of life.
• Reliance on God: Fosters a deep trust in divine guidance and wisdom.
• Abundant Joy and Radiance of Heart: Inspires a sense of joy and inner peace that radiates outward, influencing others positively.
• Generosity of Soul, Purity of Heart, and Clarity of Mind: Develops qualities such as kindness, compassion, and clarity of thought.
• Ever-Deepening Understanding of the Guidance Enshrined in Bahá’u’lláh’s Revelation: Encourages a profound understanding and application of spiritual teachings.
• Growing Thirst for Knowledge: Stimulates a desire for continuous learning and spiritual growth.
• Freedom through Obedience to the Laws of Bahá’u’lláh: Teaches that true freedom comes from living in harmony with divine laws.
• Posture of Learning: Encourages a lifelong attitude of humility and openness to learning.
• Desire to Pursue a Twofold Moral Purpose: Inspires individuals to focus on their own spiritual growth while contributing to societal transformation.
• Ability to Surrender One’s Will to the Will of God: Cultivates humility and submission to a higher purpose.
• Steadfastness in the Face of Tests and Trials: Develops resilience and perseverance in adversity.
• Dedication to Applying the Teachings to One’s Life: Encourages practical application of spiritual principles in daily life.
• High Level of Commitment to the Spiritual Advancement of One’s People: Fosters a sense of responsibility for the spiritual well-being of others.
• Consciousness of the Spiritual Powers on Which Every Individual Can Draw: Awakens awareness of inner spiritual capacities.
• Capacity to Contribute to Consensus and Agreement through Consultation: Develops skills in collaborative decision-making and conflict resolution[1][2].
  

These characteristics are central to creating a morally and spiritually empowered individual who can contribute effectively to building a better world.

Perplexity Pro Response — Deeper Dive

The Bahá’í Faith’s educational approach, as exemplified by the Ruhi Institute, aims to cultivate morally and spiritually empowered individuals capable of contributing to societal transformation through a systematic process of study, reflection, and service.

Spiritual Illumination and Guidance

The concept of spiritual illumination is central to the Bahá’í Faith, with the “Word of God” described as an “everlasting, ever-shining Sun” that illuminates humanity’s moral and ethical realms. This divine guidance, embodied in the Manifestations of God, is seen as essential for human progress and spiritual growth. Just as the physical sun sustains life on Earth, the spiritual “Sun of Reality” confers illumination upon human thought and intelligence, preventing the “kingdom of man” from falling into darkness. This metaphorical sun is believed to bestow spiritual life, imbue humanity with virtues, and offer eternal splendors, highlighting the Faith’s emphasis on the transformative power of divine revelation in individual and collective life [1] [3].

Community-Building Through Education

The Ruhi Institute’s educational process fosters community transformation through a systematic pattern of activities focused on spiritual and social development. This approach includes study circles, children’s classes, junior youth empowerment programs, and collective teaching efforts, all aimed at enhancing the capacity of individuals, institutions, and communities [1]. Central to this process is the training institute, which offers a sequence of courses that reinforce a posture of learning and enable participants to apply Bahá’í teachings in their personal lives and community service [1]. As more individuals engage in these activities, communities witness an “irrepressible movement” that touches upon fundamental social and cultural forces, leading to collective spiritual growth and societal progress [1] [2].

Characteristics of Spiritual Empowerment

The Ruhi Institute’s educational process cultivates several key characteristics in individuals, fostering moral and spiritual empowerment. These include rectitude of conduct, reliance on God, joy and radiance of heart, generosity of soul, purity of heart, and clarity of mind. Participants develop a growing thirst for knowledge, a deepening understanding of Bahá’u’lláh’s Revelation, and the ability to apply spiritual teachings in daily life [1]. The process also nurtures a posture of learning, encouraging individuals to see themselves as active agents of their own spiritual growth and protagonists in effecting individual and collective transformation [1] [2].

Impact of Educational Processes

The educational processes fostered by the Ruhi Institute aim to create an environment conducive to spiritual empowerment, where individuals become active agents of their own learning and protagonists in effecting transformation. This approach emphasizes the quality of the educational process, particularly at the study circle level, to realize the potential of local populations in creating dynamic change [1]. Tutors play a crucial role in this process, tasked with providing an environment that enables participants to apply knowledge for individual and collective transformation. The success of this educational model is measured not by the number of study circles formed, but by the force generated to propel meaningful change within communities [1] [2].

Citations

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

[2] Book 5: Releasing the Powers of Junior Youth – Ruhi Institute

[3] Spiritual Education Is True Education – BYU

Follow-Up Questions Proposed by Perplexity

• How does the concept of spiritual growth through service manifest in daily life?
• What role do tutors play in fostering spiritual empowerment in study circles?
• How can individuals apply the principles of spiritual transformation in their communities?
• What are some examples of acts of service that contribute to individual and collective transformation?
• How does the Ruhi Institute’s educational approach differ from traditional methods?

1. ’Abdu’l-Bahá. The Promulgation of Universal Peace: Talks Delivered by ʻAbduʼl-Bahá during His Visit to the United States and Canada in 1912. Edited by Howard MacNutt. 2nd ed. Wilmette, Ill: Baháʼí Publishing Trust, 1982, 94. https://www.bahai.org/library/authoritative-texts/abdul-baha/promulgation-universal-peace/5#077360701. ↩
2. Research Department of the Universal House Justice, ed. “The Universal House of Justice.” Bahá’í Reference Library, 2021. https://www.bahai.org/library/authoritative-texts/compilations/universal-house-of-justice-compilation/5#692132019. ↩
3. Universal House of Justice. “Riḍván 2010 – To the Bahá’ís of the World.” Bahá’í Reference Library, Accessed March 13, 2025. https://www.bahai.org/library/authoritative-texts/the-universal-house-of-justice/messages/20100421_001/1#615398320. ↩
4. 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, 122-124. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
5. Perplexity Pro. “Spiritual Empowerment Through Education.” Edited by Steve Bosserman. March 13, 2025. https://www.perplexity.ai/search/likewise-in-the-spiritual-real-czIfkyNcTFCYcKJcwX4ONQ. ↩