Jamál, 03 ʻAẓamat (Grandeur), 182 B.E.
Social Action: Underlying Concepts and Principles
Quotes for Reflection:
The Great Being saith: The learned of the day must direct the people to acquire those branches of knowledge which are of use, that both the learned themselves and the generality of mankind may derive benefits therefrom. Such academic pursuits as begin and end in words alone have never been and will never be of any worth. The majority of Persia’s learned doctors devote all their lives to the study of a philosophy the ultimate yield of which is nothing but words. — Bahá’u’lláh 1 2
Question for Consideration
What are the consequences of “academic pursuits as begin and end in words alone?”
Perplexity Pro Response 3
Lack of Practical Benefit for Society
Bahá’u’lláh’s statement criticizes academic activities that are purely theoretical or verbal, producing no tangible benefit for either the learned or the general population. If academic pursuits “begin and end in words alone,” they do not contribute to the welfare, progress, or prosperity of society. Such knowledge remains sterile, failing to address real-world needs or improve the human condition [1].
Wasted Human Potential
When intellectual energy is spent solely on abstract speculation or endless debate, the potential for meaningful discovery, innovation, and service is squandered. Bahá’í teachings emphasize that knowledge should be “as wings to man’s life, and a ladder for his ascent,” but only if it is “such sciences as can profit the peoples of the earth, and not those which begin with words and end with words” [1]. Pursuits that are disconnected from application lead to a barren intellectual environment, likened to a “dried-up wood” that serves no purpose except, perhaps, to “feed the fire” [1].
Social and Moral Stagnation
Academic endeavors that are not directed toward the betterment of humanity can result in social and moral stagnation. The Bahá’í writings warn that “knowledge is praiseworthy when it is coupled with ethical conduct and virtuous character; otherwise it is a deadly poison, a frightful danger” [1]. If learning is not harnessed for service, justice, and the common good, it can even become harmful, reinforcing ego, pride, or divisiveness rather than fostering unity and progress.
Perpetuation of Inequality and Injustice
The Bahá’í perspective links the misuse or sterility of knowledge with broader social consequences. When the learned are preoccupied with academic vanity or pursuits that “end in words alone,” they fail to address the root causes of injustice, ignorance, and oppression. This neglect perpetuates social inequalities and prevents the realization of unity and justice in society [1].
Impediment to Civilization’s Advancement
The Bahá’í teachings hold that true civilization advances when knowledge-both material and spiritual-is applied in ways that uplift humanity. Academic pursuits that remain purely theoretical do not contribute to the “organic change in the very structure of society” required for the flourishing of civilization [1]. Instead, they risk becoming an obstacle to progress, as they do not generate the insights, innovations, or moral guidance needed for society’s transformation.
Summary Table
| Consequence | Description |
|---|---|
| Lack of Practical Benefit | No tangible improvement to society or individuals |
| Wasted Human Potential | Intellectual energy is spent without meaningful outcome |
| Social and Moral Stagnation | Fosters pride or division, not unity or service |
| Perpetuation of Inequality and Injustice | Fails to address root causes of societal problems |
| Impediment to Civilization’s Advancement | Does not contribute to the organic growth and transformation of society |
Conclusion
In summary, academic pursuits that “begin and end in words alone” are seen in the Bahá’í writings as ultimately fruitless and potentially harmful. They do not fulfill the purpose of knowledge, which is to serve humanity, foster unity, and contribute to both material and spiritual progress. Instead, such pursuits risk perpetuating stagnation, injustice, and the misuse of human potential, standing in the way of true civilization and the well-being of all people [1].
Citations
Follow-Up Questions Proposed by Perplexity
- How can academic pursuits be balanced between theoretical and practical knowledge?
- What are some examples of academic pursuits that have real-world applications?
- How do the consequences of focusing solely on theoretical knowledge impact society?
- What role do practical skills play in the development of a well-rounded individual?
- How can educators ensure that academic programs are relevant and beneficial to society?
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/library/authoritative-texts/compilations/social-action/2#123273603. ↩
- Bahá’u’lláh. Tablets of Baháʾ’u’ʾlláh, Revealed after the Kitáb-i-Aqdas. Translated by Habib Taherzadeh. 1st ed. Haifa: Bahá’í World Centre, 1978, 169. https://www.bahai.org/library/authoritative-texts/bahaullah/tablets-bahaullah/5#115509510. ↩
- Perplexity Pro. “Consequences of Academic Pursuits as Begin and End in Words Alone.” Edited by Steve Bosserman. May 17, 2025. https://www.perplexity.ai/search/the-great-being-saith-the-lear-mGzecSnFSiy7svxcE7xtaw. ↩
Frameworks for Understanding the World 