’Idál, 13 Mashíyyat (Will), 182 B.E.
Social Action: Selected Themes Pertaining to Social and Economic Development
Quotes for Reflection:
Among the sacred obligations devolving upon the Spiritual Assemblies is the promotion of learning, the establishing of schools and the creation of the necessary educational facilities and means for every boy and girl.
Every child, without exception, must from his earliest years make a thorough study of the art of reading and writing, and according to his own tastes and inclinations and the degree of his capacity and powers, devote extreme diligence to the acquisition of advanced sciences and beneficial arts, various languages, and existing professions and crafts.
To assist the children of the poor in the attainment of these accomplishments, and particularly in learning the basic subjects, is incumbent upon the members of the Spiritual Assemblies, and is accounted as one of the sacred obligations laid upon the conscience of the trustees of God in every land.
“He that bringeth up his son or the son of another, it is as though he hath brought up a son of Mine; upon him rest My glory, My loving-kindness, My mercy, that have compassed the world.” — ‘Abdu’l-Bahá 1
Question for Consideration
What obligations devolve upon Spiritual Assemblies concerning the education of all children within their purviews?
Perplexity Pro Response 2
Spiritual Assemblies bear a sacred obligation to promote the education of every child within their communities, ensuring that all boys and girls, without exception, have access to learning, the development of reading and writing skills, and opportunities to pursue sciences, arts, and professions according to their abilities and inclinations. [1]
Core Educational Responsibilities
- Spiritual Assemblies are tasked with promoting learning and establishing schools and educational facilities that are accessible to every boy and girl. [1]
- Every child must be supported, from their earliest years, to achieve literacy and to develop their talents in accordance with their interests and capacities. [1]
- A special obligation rests on Assemblies to assist children from poor or disadvantaged backgrounds so that they too can attain educational accomplishments, especially in foundational subjects like reading and writing. [1]
Support for the Poor and Universal Access
- Providing the means for children of the poor to receive education is considered both an individual and collective duty of Assemblies, directly tied to the trusteeship of God in every land. [1]
- The obligation extends to the establishment of schools, provision of necessary academic materials, and the creation of an environment where no child is deprived of basic education due to material circumstances. [1]
Holistic Educational Vision
- Education promoted by the Assemblies must integrate both academic instruction and moral training, with an emphasis on the development of character and virtuous conduct in addition to the acquisition of knowledge. [1]
- Assemblies are urged to encourage mastery of various arts, sciences, languages, and crafts as well as the cultivation of qualities such as truthfulness, integrity, and a spirit of service to the community. [1]
Collaboration and Community Involvement
- The duty to educate transcends the individual: those who nurture and educate a child—whether their own or another’s—are spiritually likened to nurturing a ‘son of God,’ attracting divine favor and mercy. [1]
- Spiritual Assemblies are called to foster community-wide cooperation, mutual support, and a collective will to advance educational opportunities for all children, recognizing education as the foundation of social progress and unity. [1]
Practical Steps
- Assemblies should consult regularly on the progress of educational efforts, support teachers, facilitate the operation of children’s classes and junior youth empowerment programs, and mobilize resources to remove obstacles to education. [1]
- They must also be proactive in incorporating educational principles from the Bahá’í Writings into curricula and ensuring that moral and spiritual values are woven into the fabric of all learning processes. [1]
In summary, the Bahá’í Writings place an inescapable and sacred trust upon Spiritual Assemblies to champion universal education—especially for the most vulnerable—by building facilities, offering material support, fostering moral progress, and nurturing a culture in which every child can fulfill their highest potential. [1]
Follow-Up Questions Proposed by Perplexity
Engaging AI to assist Spiritual Assemblies in advancing the education of all children requires thoughtful questions that focus on capacity building, practical tools, cultural sensitivity, spiritual integration, and community involvement. [1]
Key Questions to Engage AI
- How can AI help identify and assess the specific educational needs within a local community, considering both material and spiritual dimensions? [1]
- What AI tools and strategies can assist Spiritual Assemblies in organizing, tracking, and supporting community-based learning initiatives for children—including literacy, language, vocational skills, and moral education? [1]
- In what ways can AI help make educational resources more accessible and tailored for children from poor and disadvantaged backgrounds? [1]
- How can AI support consultative processes among Assembly members to foster collective decision-making, resource allocation, and community participation in educational planning? [1]
- What ethical guidelines should inform AI’s role in promoting both scientific and spiritual knowledge, ensuring harmony between religion and science in curriculum and teaching methods? [1]
- How can AI help identify barriers to participation (such as prejudice, gender inequality, language or disability) and propose solutions to ensure truly universal access to learning? [1]
- What methods can AI recommend for Assemblies to evaluate the effectiveness of their educational programs and adapt them based on grassroots feedback and changing needs? [1]
- How might AI facilitate the development of volunteer networks, peer mentoring, and teacher training to multiply human resources for children’s education? [1]
- In what ways can AI assist in integrating Bahá’í teachings on moral development, service, cooperation, and character building into materials for children and families? [1]
- How can AI be used to connect local Assemblies with global best practices in community-based education while respecting local culture and organic growth? [1]
Application-Focused Questions
- What AI-enabled platforms or applications could foster communication, scheduling, and reflection among Assembly members and educators engaged in grassroots educational projects? [1]
- How can AI help compile and distribute high-quality learning materials in multiple languages and formats, accommodating varying levels of literacy and access to technology? [1]
By asking these questions, Spiritual Assemblies can guide AI development to produce solutions that are relevant, ethical, and capable of enhancing both the spiritual and academic well-being of all children in their care. [1]
Citations
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/536814073. ↩
- Perplexity Pro. “Sacred Obligation to Promote Learning for All Children” Edited by Steve Bosserman. October 7, 2025. https://www.perplexity.ai/search/among-the-sacred-obligations-d-4OoQ2FMMSTyLgowop50Row#0. ↩
Frameworks for Understanding the World 