Daily Frameworks for 23 March 2025

Jamál, 04 Bahá (Splendor), 182 B.E.

Walking Together on a Path of Service

Quotes for Reflection:

Thou beholdest, O my God, how every bone in my body soundeth like a pipe with the music of Thine inspiration, revealing the signs of Thy oneness and the clear tokens of Thy unity. I entreat Thee, O my God, by Thy Name which irradiateth all things, to raise up such servants as shall incline their ears to the voice of the melodies that hath ascended from the right hand of the throne of Thy glory. Make them, then, to quaff from the hand of Thy grace the wine of Thy mercy, that it may assure their hearts, and cause them to turn away from the left hand of idle fancies and vain imaginings to the right hand of confidence and certitude. — Bahá’u’lláh ¹

Music is one of the important arts. It has a great effect upon the human spirit. Musical melodies are a certain something which prove to be accidental upon etheric vibrations, for voice is nothing but the expression of vibrations, which, reaching the tympanum, affect the nerves of hearing. Musical melodies are, therefore, those peculiar effects produced by, or from, vibration. However, they have the keenest effect upon the spirit. In sooth, although music is a material affair, yet its tremendous effect is spiritual, and its greatest attachment is to the realm of the spirit. If a person desires to deliver a discourse, it will prove more effectual after musical melodies. The ancient Greeks, as well as Persian philosophers, were in the habit of delivering their discourses in the following manner:—First, playing a few musical melodies, and when their audience attained a certain receptivity thereby they would leave their instruments at once and begin their discourse. Among the most renowned musicians of Persia was one named Barbod, who, whenever a great question had been pleaded for at the court of the King, and the Ministry had failed to persuade the King, they would at once refer the matter to Barbod, whereupon he would go with his instrument to the court and play the most appropriate and touching music, the end being at once attained, because the King was immediately affected by the touching musical melodies, certain feelings of generosity would swell up in his heart, and he would give way. You may try this: If you have a great desire and wish to attain your end, try to do so on a large audience after a great solo has been rendered, but it must be on an audience on which music is effective, for there are some people who are like stones, and music cannot affect stones. — ‘Abdu’l-Bahá ²

Question for Consideration

Section 6 of Unit 3, “Promoting the Arts at the Grassroots,” in Book 7: Walking Together on a Path of Service explores how music has the ability to create conditions, whatever the setting and purpose, conducive to heightened spiritual receptivity to a message being conveyed. How can music act as a powerful pedagogical tool in the Ruhi Institute sequence of courses? ³

Perplexity Pro Response ⁴

Music serves as a powerful pedagogical tool within the Ruhi Institute’s sequence of courses by enhancing spiritual receptivity, fostering unity, and reinforcing the learning process. Its role is particularly emphasized in Section 6 of Unit 3, “Promoting the Arts at the Grassroots,” in Book 7: Walking Together on a Path of Service. Here are some key ways music contributes to the educational process:

Creating Spiritual Atmospheres

Music has a profound effect on the human spirit, as noted by ‘Abdu’l-Bahá, who described its ability to elevate spiritual receptivity and awaken noble emotions. In the context of study circles or community gatherings, music can create an environment conducive to reflection and spiritual connection. For instance:

• Devotional gatherings often incorporate uplifting songs that inspire participants and set a tone of reverence.
• Reflection meetings may use music to encourage thoughtful contemplation and unity among participants [1].
  

Complementing Learning Themes

Music can be directly integrated into the study of materials to reinforce key themes. Songs inspired by the teachings of Bahá’u’lláh or passages from the Writings, when set to music, help participants internalize spiritual concepts more deeply. For example:

• Singing relevant songs during study sessions enhances comprehension and fosters joy in learning.
• Music inspired by Bahá’í teachings acts as a vessel for divine utterances, magnifying its impact on listeners [1].
  

Building Unity and Participation

Group singing encourages collective expression and strengthens bonds of fellowship among participants. This collective act fosters an inclusive atmosphere where all individuals—regardless of musical talent—feel encouraged to participate:

• Tutors are advised to create dynamics that support group singing while avoiding perfectionism that might stifle participation.
• Music serves as a unifying force, helping participants feel connected to each other and the themes being studied [1].
  

Enhancing Community Life

Through artistic expressions like music, storytelling, and drama, communities can foster patterns of vibrant cultural life that reflect Bahá’í values. Music becomes a tool for nurturing these patterns at the grassroots level:

• Local songs composed during institute campaigns or study circle sessions can reflect cultural diversity while aligning with spiritual principles.
• Artistic activities, including music, contribute to shaping a culture imbued with beauty and spiritual ideals [1].
  

Supporting Pedagogical Practices

The Ruhi Institute emphasizes participatory education where learners actively engage with content. Music complements this approach by making learning joyful and memorable:

• Songs relevant to study materials can facilitate better retention of concepts.
• Singing together during sessions helps participants experience joy while pursuing excellence in their studies [1].
  

In summary, music is not merely an auxiliary activity but an integral part of the Ruhi Institute’s educational framework. It elevates spiritual receptivity, reinforces learning themes, builds unity, and enriches community life—all while contributing to the twofold moral purpose of individual transformation and societal advancement.

Perplexity Pro Response — Deeper Dive

The Ruhi Institute’s educational framework integrates music as a powerful pedagogical tool, recognizing its ability to enhance spiritual receptivity, foster unity, and reinforce learning across its sequence of courses, particularly as explored in Book 7’s section on “Promoting the Arts at the Grassroots.”

Spiritual Impact of Music

Music possesses a profound ability to affect the human spirit, transcending its material nature to create a deep spiritual impact. As ‘Abdu’l-Bahá explains, musical melodies, though produced by physical vibrations, have “the keenest effect upon the spirit” and maintain “its greatest attachment… to the realm of the spirit” [1] This spiritual potency of music enables it to:

• Elevate spiritual receptivity, making audiences more open to discourses or teachings that follow
• Evoke feelings of generosity and openness, as exemplified by the Persian musician Barbod’s influence on the King’s court
• Create an atmosphere conducive to reflection, contemplation, and spiritual connection
• Serve as a vehicle for divine utterances, magnifying the impact of spiritual teachings when set to melody
  

The Ruhi Institute recognizes this transformative power, integrating music into its educational process to enhance spiritual growth and learning effectiveness among participants [1].

Music in Ruhi Pedagogy

The Ruhi Institute incorporates music as an integral component of its participatory educational approach, enhancing the learning experience and reinforcing key concepts. Songs inspired by Bahá’í teachings are used to complement study materials, aiding in the internalization of spiritual principles and making learning more joyful and memorable [1]. Tutors are encouraged to create dynamics that support group singing while avoiding perfectionism, ensuring inclusive participation regardless of musical talent [1]. This musical integration serves multiple pedagogical purposes:

• Enhances comprehension and retention of course content
• Creates an uplifting atmosphere conducive to reflection and spiritual connection
• Encourages active engagement and participation from all learners
• Supports the twofold moral purpose of individual transformation and societal advancement through artistic expression [1] [2]
  

Fostering Unity Through Music

Group singing and musical activities play a vital role in building unity and strengthening bonds of fellowship among participants in Ruhi Institute courses. This collective expression fosters an inclusive atmosphere where all individuals feel encouraged to participate, regardless of musical talent. Local songs composed during institute campaigns or study circle sessions can reflect cultural diversity while aligning with spiritual principles, contributing to the development of vibrant community life patterns that embody Bahá’í values [1]. By integrating music into community gatherings, devotional meetings, and reflection sessions, the Ruhi Institute nurtures a culture imbued with beauty and spiritual ideals at the grassroots level.

Music’s Role in Community Life

Artistic expressions like music, storytelling, and drama play a crucial role in fostering vibrant cultural life within communities, reflecting Bahá’í values and principles. The Ruhi Institute encourages the integration of these art forms to nurture patterns of community life at the grassroots level [1]. Music, in particular, serves as a powerful tool for:

• Enhancing devotional gatherings and reflection meetings
• Inspiring the composition of local songs during institute campaigns
• Reflecting cultural diversity while aligning with spiritual teachings
• Shaping a culture imbued with beauty and spiritual ideals
  

By promoting artistic activities, including music, communities can create an environment that supports both individual and collective spiritual growth, contributing to the broader goals of social transformation [1] [2].

Citations

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

[2] Music and Spirituality: A Holistic Approach to Music Education – Music Academy Of Westchester

Follow-Up Questions Proposed by Perplexity

• How can music be integrated into the Ruhi Institute’s curriculum?
• What specific musical elements are most effective in enhancing spiritual receptivity?
• Are there any case studies showing the impact of music on junior youth in the Ruhi Institute?
• How do the teachings of Bahá’u’lláh relate to the use of music in education?
• What role do animators play in incorporating music into the Ruhi Institute’s programs?
• How does music influence community bonding?
• What are the psychological effects of music on community life?
• How can music be used to resolve conflicts within a community?
• What historical examples show the impact of music on community unity?
• How does music education contribute to community development?
  

1. Bahá’u’lláh. Prayers and Meditations by Baháʼuʼlláh. Translated by Shoghi Effendi. 1938. Reprint, Wilmette, IL: Bahá’í Publishing Trust, 1974, 111-112. https://www.bahai.org/library/authoritative-texts/bahaullah/prayers-meditations/4#988610330. ↩
2. Research Department of the Universal House Justice. “Compilation of Extracts from the Bahá’í Writings on Music.” Bahá’í Reference Library, June 1996. https://www.bahai.org/library/authoritative-texts/compilations/music/4#345092275. ↩
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, 138-139. https://www.ruhi.org/en/walking-a-path-of-service/#WLK. ↩
4. Perplexity Pro. “Music as a Pedagogical Tool.” Edited by Steve Bosserman. March 21, 2025. https://www.perplexity.ai/search/thou-beholdest-o-my-god-how-ev-m9y.A__.TKqhuf3.oPZQ9g. ↩