Jamál, 17 Mashíyyat (Will), 182 B.E.
Social Action: Selected Themes Pertaining to Social and Economic Development
Quotes for Reflection:
You have asked him for detailed information concerning the Bahá’í educational programme. There is as yet no such thing as a Bahá’í curriculum, and there are no Bahá’í publications exclusively devoted to this subject, since the teachings of Bahá’u’lláh and ‘Abdu’l-Bahá do not present a definite and detailed educational system, but simply offer certain basic principles and set forth a number of teaching ideals that should guide future Bahá’í educationalists in their efforts to formulate an adequate teaching curriculum which would be in full harmony with the spirit of the Bahá’í Teachings, and would thus meet the requirements and needs of the modern age.
These basic principles are available in the sacred writings of the Cause, and should be carefully studied, and gradually incorporated in various college and university programmes. But the task of formulating a system of education which would be officially recognized by the Cause, and enforced as such throughout the Bahá’í world, is one which [the] present-day generation of believers cannot obviously undertake, and which has to be gradually accomplished by Bahá’í scholars and educationalists of the future. — Shoghi Effendi 1
Question for Consideration
What conditions suggest readiness in formulating a system of education which would be officially recognized by the Cause?
Perplexity Pro Response 2
Readiness for the formulation of a Bahá’í educational system that is officially recognized by the Cause is marked by several interrelated conditions, deeply rooted in community development, collective capacity, and the application of Bahá’í principles. These conditions include a strong, vibrant community life, a culture of learning and consultation, and a sufficient pool of human resources trained in both spiritual and material dimensions. [1]
Key Conditions for Readiness
Sufficient Human Resources
Effective and sustainable educational systems arise primarily where communities have an abundance of people participating in a well-established pattern of spiritual and moral education, such as children’s classes and junior youth empowerment programs. [1]
Organic Community Growth
The emergence of educational structures should stem naturally from grassroots efforts as part of the organic growth of Bahá’í communities. If introduced prematurely, such projects may risk diverting energies from foundational tasks like expansion and consolidation. [1]
Embedded Educational Culture: Readiness is seen when participation in educational processes—spanning spiritual, moral, and academic education—is embedded and viewed as indispensable to community life. This includes the training of children and youth, fostering a sense of collective ownership for the educational process, and cultivating capacities for consultation and service. [1]
Coherence and Capacity Building
The community must possess not only numbers, but depth—demonstrated by their ability to initiate, sustain, and gradually expand educational efforts with order, discipline, and the capacity to respond to material and spiritual needs. [1]
Centrality of Justice and Oneness
The curriculum and educational aims should be animated by justice, unity, and a vision of the oneness of humanity. Educational initiatives must reflect this principle and foster both diversity and collective progress. [1]
Harmony of Science and Religion
Bahá’í educational efforts must incorporate both science and spiritual principles, with the understanding that capacity-building and consultation are ongoing processes, requiring reflection, study, and adaptation as new realities emerge. [1]
Gradual Development and Reflection
The establishment of a recognized educational system should be a gradual process, undertaken as the result of learning over years—indeed, potentially generations—as communities advance through stages of growth and learning. [1]
Guiding Principles and Ideals
- Consultation and collective decision-making are essential for formulating and implementing educational systems.
- Moral training and the development of character take precedence alongside academic instruction.
- Universal education, including compulsory education for both boys and girls, is central to overcoming ignorance and fostering true civilization.
- The curriculum should be comprehensive, attending to intellectual, physical, and spiritual dimensions, and adapted to the community’s capacity and conditions. [1]
In summary, the conditions that suggest readiness for a globally recognized Bahá’í educational system are community maturity, embedded educational culture, abundant human resources, capacity for systematic action, and a coherent, principled approach rooted in justice, unity, and harmonious development of spiritual and material capabilities. [1]
Follow-Up Questions Proposed by Perplexity
Sensing receptivity for a Bahá’í educational system involves exploring community attitudes, capacities, and vision. The following questions can assist in discerning a population’s readiness and openness to such a system, drawing from key principles and guidance:
Questions on Spiritual and Community Capacity
- Are members of the community actively participating in spiritual education activities, such as children’s classes, junior youth programs, and study circles, and do these feel central to community life? [1]
- Is there evidence of local collective ownership for the educational process, illustrated by volunteers willing to serve as teachers and mentors for the rising generations? [1]
- To what extent does the community display habits of collective consultation and service aimed at material and spiritual transformation? [1]
- Are there human resources within the population capable of sustaining and expanding educational activities consistently? [1]
Questions on Vision and Values
- How do community members describe their aspirations for the rising generations, and do these aim for unity, justice, and service to humanity? [1]
- Is there a well-articulated sense of the importance of integrating both spiritual and scientific education, as well as a desire to progressively contribute to the advancement of society? [1]
- How often and in what form is the principle of the oneness of humanity discussed and translated into practical action within the community? [1]
Questions on Social Reality and Grassroots Empowerment
- Do initiatives addressing educational needs emerge organically from within the community, or are they driven by outside agents or organizations? [1]
- Are local institutions, such as the Local Spiritual Assembly, consulting on and supporting educational efforts as a regular aspect of their activity? [1]
- Does the community reflect on its progress and challenges with a view to learning, adapting, and further engaging more members in educational activities? [1]
Questions on Sustainability and Growth
- Are the existing educational activities sustainable and able to engage increasing numbers of children, youth, and families year after year? [1]
- Is there enthusiasm among parents and elders for advancing these educational goals as a legacy and responsibility? [1]
- Are there mechanisms for tracking progress and inviting honest feedback about barriers and successes? [1]
These questions help gauge not only current receptivity but also the latent capacity for systematically adopting a Bahá’í-inspired educational system, ensuring its relevance and rootedness in local reality. [1]
Citations
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/860544645. ↩
- Perplexity Pro. “Formulation of a Bahá’í Educational System.” Edited by Steve Bosserman. October 11, 2025. https://www.perplexity.ai/search/you-have-asked-him-for-detaile-6JGvVDrGSee2f1XO_CUE7A#0. ↩
Frameworks for Understanding the World 