’Idál, 06 Mashíyyat (Will), 182 B.E.
Social Action: Selected Themes Pertaining to Social and Economic Development
Quotes for Reflection:
This school is one of the vital and essential institutions which indeed support and bulwark the edifice of humankind. God willing, it will develop and be perfected along every line. Once this school hath, in every respect, been perfected, once it hath been made to flourish and to surpass all other schools, then, each following the other, more and more schools must be established.
Our meaning is that the friends must direct their attention toward the education and training of all the children of Persia, so that all of them, having, in the school of true learning, achieved the power of understanding and come to know the inner realities of the universe, will go on to uncover the signs and mysteries of God, and will find themselves illumined by the lights of the knowledge of the Lord, and by His love. This truly is the very best way to educate all peoples. — ‘Abdu’l-Bahá 1
Question for Consideration
What are the characteristics of a “school of true learning” such that all children who attend them will have “achieved the power of understanding and come to know the inner realities of the universe, will go on to uncover the signs and mysteries of God?”
Perplexity Pro Response 2
A “school of true learning,” as described in Bahá’í teachings and elucidated by ‘Abdu’l-Bahá, is distinguished by several vital characteristics that support the development of children into spiritually and intellectually empowered individuals, capable of uncovering the inner realities of the universe and becoming illumined by divine knowledge and love. [1]
Foundational Characteristics
- These schools give primacy to both material and spiritual education, integrating the pursuit of scientific, artistic, and practical knowledge alongside the cultivation of virtues, moral character, and spiritual understanding. [1]
- Instruction is thorough, and discipline and order are emphasized so that a foundation of holiness and moral excellence is laid within each child from an early age. [1]
- Teachers are selected for their purity, high standards of conduct, and deep faith; the process of education is as much about character formation as it is about academic accomplishment. [1]
Integration of Science and Religion
- True learning is marked by the harmonious relationship between science and religion, cultivating the capacity to independently investigate reality and distinguish truth from falsehood. [1]
- Both material and spiritual sciences are pursued so that knowledge does not become a “deadly poison” but rather a channel for uplifting humanity and promoting unity, justice, and understanding. [1]
Universal and Inclusive Education
- Education is universal and compulsory, with opportunities provided for every child, irrespective of their socioeconomic background. [1]
- Special attention is given to the education of girls, recognizing the pivotal role of mothers in shaping future generations and ensuring no child is deprived of the light of knowledge. [1]
Purposeful Curriculum and Community Building
- The curriculum emphasizes good behavior, character, and the rectification of conduct above all sciences and arts, aiming to awaken the desire for personal accomplishment and service to humanity. [1]
- Subjects beneficial to society, such as foreign languages, practical skills, arts, sciences, and behaviors conducive to unity and well-being, are taught, while content that fosters materialism or arouses negative passions is avoided. [1]
- The school environment promotes cooperation, mutual aid, justice, and self-reliance, strengthening the spiritual and communal fabric. [1]
Organic and Gradual Development
- Schools of true learning develop organically, gradually building capacity in the community at large and in individual children, allowing human potential to unfold progressively in line with a divine and natural order. [1]
- These institutions are not solely academic; they act as bulwarks of civilization, supporting material and spiritual development, and are connected to other vital institutions that serve social and humanitarian needs. [1]
Liberation from Ignorance and Prejudice
- The ultimate goal of a school of true learning is to liberate students from ignorance and prejudice, imbuing them with the “power of understanding” and the capacity to recognize and uncover the signs and mysteries of God within themselves and the world. [1]
- In this way, children emerge not only with knowledge but illuminated hearts and transformed spirits, prepared to contribute meaningfully to the progress of humankind. [1]
These characteristics collectively define a school of true learning, designed not just for intellectual achievement but for the holistic and spiritual elevation of every child, fostering a generation capable of spiritual insight, moral excellence, and service to the world. [1]
Follow-Up Questions Proposed by Perplexity
To foster creative thinking and practical strategies among community members for establishing “schools of true learning,” a set of generative questions can be used in consultation, planning, and ongoing reflection. These questions help bring forward local resources, deepen understanding of Bahá’í educational principles, and encourage unified action focused on both material and spiritual development. [1]
Generative Questions for Community Consultation
- What are the core spiritual and moral qualities that must be cultivated in our children and youth for a school to be truly transformative? [1]
- How can the community ensure both girls and boys, regardless of family background, have access to quality education that integrates spiritual and material learning? [1]
- What practical steps can be taken to establish and sustain schools that serve as centers of both scientific discovery and character development? [1]
- In what ways can the community involve parents, local leaders, and children themselves in shaping the school’s vision, curriculum, and environment? [1]
Questions for Linking Principles to Practice
- How can the harmony of science and religion be modeled and taught within the classroom experience and wider school activities? [1]
- What local arts, crafts, cultural knowledge, or agricultural skills should be included in the curriculum to meet community needs while nurturing excellence? [1]
- How might teachers and staff be recruited, prepared, and supported to serve as models of spiritual and academic excellence? [1]
- What structures or systems can be developed to ensure the school’s sustainability, self-sufficiency, and ongoing growth? [1]
Questions to Foster Participation and Ownership
- What mechanisms can encourage the participation of all community members, including women and youth, in decision-making and school management? [1]
- How can the school maintain close ties with families to reinforce moral education and support learning at home and in the community? [1]
- What approaches will help identify and mobilize local resources—financial, human, and material—to build and support the school’s development? [1]
Questions for Evaluation and Learning
- What indicators will help the community know if the school is meeting its aim of nurturing the “power of understanding” and uncovering the “inner realities of the universe” in students? [1]
- How will the community regularly reflect, adapt, and improve the school’s methods and content in light of experience and guidance from teachings? [1]
- What opportunities can be created for students to contribute to the community’s well-being and to practice knowledge and virtues they are acquiring? [1]
Using these kinds of questions, communities can consult systematically, integrate learning into action, and advance organically toward establishing vibrant, spiritually dynamic, and academically excellent schools. [1]
Citations
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/771917450. ↩
- Perplexity Pro. “School of True Learning.” Edited by Steve Bosserman. September 30, 2025. https://www.perplexity.ai/search/this-school-is-one-of-the-vita-ztsq8N41RWeVQthxsmQUNA#0. ↩
Frameworks for Understanding the World 