Daily Frameworks for 21 September 2025

Jamál, 15 ʼIzzat (Might), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess. Through a word proceeding out of the mouth of God he was called into being; by one word more he was guided to recognize the Source of his education; by yet another word his station and destiny were safeguarded. The Great Being saith: Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom. If any man were to meditate on that which the Scriptures, sent down from the heaven of God’s holy Will, have revealed, he would readily recognize that their purpose is that all men shall be regarded as one soul, so that the seal bearing the words “The Kingdom shall be God’s” may be stamped on every heart, and the light of Divine bounty, of grace, and mercy may envelop all mankind. The One true God, exalted be His glory, hath wished nothing for Himself. The allegiance of mankind profiteth Him not, neither doth its perversity harm Him. The Bird of the Realm of Utterance voiceth continually this call: “All things have I willed for thee, and thee, too, for thine own sake.” If the learned and worldly-wise men of this age were to allow mankind to inhale the fragrance of fellowship and love, every understanding heart would apprehend the meaning of true liberty, and discover the secret of undisturbed peace and absolute composure. Were the earth to attain this station and be illumined with its light it could then be truly said of it: “Thou shall see in it no hollows or rising hills.”(Qur’án 20:106) — Bahá’u’lláh ^{1 2}

Question for Consideration

How can a society educate its members, who are as mines rich in gems of inestimable value, so they reveal their treasures and benefit mankind?

Perplexity Pro Response ³

Society can educate its members to reveal their inherent treasures by providing comprehensive, character-based learning opportunities that nurture both spiritual and material capacities, foster unity, and promote service to humanity. Education should help every person recognize their potential as “mines rich in gems of inestimable value,” and cultivate those capacities for the benefit of all. [1]

Principles of Education

• Education must address the whole person: intellectual, spiritual, and ethical dimensions. Curriculum should develop knowledge, skills, positive character traits, and moral discernment, with priority given to the formation of character and good conduct. [1]
• Learning should foster awareness of one’s potential without glorifying the ego, encouraging selfless service, the pursuit of excellence, refinement of manners, and a commitment to social good. [1]
• Universal education is vital; ignorance is a source of injustice, and the spread of knowledge alleviates societal challenges and supports prosperity. [1]
  

Methods and Approaches

• Education should begin early and be comprehensive—children’s schools must teach behavior and character above sciences and arts, while nurturing a desire for accomplishment and continual learning. [1]
• Schools and educational institutions must be places of discipline, order, and encouragement, aiming to illuminate the inner realities of students and reveal the “gems” within each individual. [1]
• The educational process flourishes through consultation, collaboration, and organic community building, where collective capacity is developed to implement increasingly complex endeavors for social advancement. [1]
  

Social and Spiritual Integration

• Material and spiritual dimensions must be coherently integrated—spiritual values and moral training go hand-in-hand with the advancement of sciences, technology, arts, and industry. [1]
• The aim is to create unity while celebrating diversity: recognizing humanity’s oneness and fostering collaboration, mutual aid, and service, which unlocks the potential within each person to benefit the whole. [1]
  

Service and Participation

• Every individual should be encouraged to serve humanity, viewing themselves not primarily as seekers of personal advancement, but as contributors to collective well-being. [1]
• Participation in the generation, application, and diffusion of knowledge should be seen as a universal responsibility, with justice demanding that everyone has access to learning and a chance to participate in progress. [1]
  

Gender and Social Justice

• Equal opportunities must be provided to all, especially emphasizing girls’ education since mothers are the first teachers, shaping the character of future generations. [1]
• Education should directly address social issues, promoting justice, unity, and compassion, and fostering a vision of world citizenship grounded in the well-being of all, not just the privileged few. [1]
  

Educating society as “mines rich in gems” involves creating environments that empower individuals to discover and develop their latent capacities, connect them to higher purpose, and equip them to actively contribute to the material and spiritual advancement of humanity. [1]

Citations

[1] Social Action-A Compilation Prepared by the Research Department of the Universal House of Justice August 2020 – Bahá’í Reference Library

Follow-Up Questions Proposed by Perplexity

• What are the key principles of social and economic development in Bahá’í teachings?
• How does education contribute to capacity building and organic growth in communities?
• What role does consultation and collaboration play in community education?
• How can spiritual and material aspects be integrated in educational programs?
• What methods ensure effective learning and social action in society?

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/300964811. ↩
2. 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, 161-162. https://www.bahai.org/r/009015192. ↩
3. Perplexity Pro. “The Education of Everyone for the Benefit of All.” Edited by Steve Bosserman. September 20, 2025. https://www.perplexity.ai/search/man-is-the-supreme-talisman-la-oTMm3eznRtutnLKU5oNIuQ. ↩