Istijlál, 18 Qudrat (Power), 182 B.E.
Social Action: Selected Themes Pertaining to Social and Economic Development
Quotes for Reflection:
In the third Tajallí (effulgence) of the Book of Tajallíyát (Book of Effulgences) We have mentioned: “Arts, crafts and sciences uplift the world of being, and are conducive to its exaltation. 1 Knowledge is as wings to man’s life, and a ladder for his ascent. Its acquisition is incumbent upon everyone. The knowledge of such sciences, however, should be acquired as can profit the peoples of the earth, and not those which begin with words and end with words. Great indeed is the claim of scientists and craftsmen on the peoples of the world. Unto this beareth witness the Mother Book in this conspicuous station.” — Bahá’u’lláh 2
Question for Consideration
From a Bahá’í perspective, how can “arts, crafts and sciences uplift the world of being, and are conducive to its exaltation?
Perplexity Pro Response 3
From a Bahá’í perspective, “arts, crafts and sciences” uplift and exalt the world of being by fostering both material and spiritual progress, contributing to the prosperity, unity, and wellbeing of humanity. These disciplines are regarded as essential acts of service and worship when they are directed toward collective benefit and the advancement of civilization, not merely personal gain or pursuits that are disconnected from practical and spiritual utility. [1]
Arts, Crafts, and Sciences as Service
- Engaging in useful professions, including crafts and sciences, is considered worship in the Bahá’í Faith when done in a spirit of service for others. [1]
- Bahá’u’lláh stated that every craftsman’s work is worship, as it enables independence and dignity, reducing reliance on charity and fostering empowerment. [1]
- The arts are praised for their noble power to awaken collective consciousness and can reflect spiritual truths and principles, helping uplift society both emotionally and morally. [1]
Knowledge as a Ladder for Ascent
- Knowledge is “as wings to man’s life,” and its acquisition is obligatory for all, but only to the extent that it serves and profits the peoples of the earth. [1]
- Sciences and academic pursuits are valued when they yield tangible benefits, uplift individuals, and lead to the greater welfare of humanity—not when limited to abstract theorizing or debate without practical fruit. [1]
- Bahá’u’lláh emphasized: “The knowledge of such sciences, however, should be acquired as can profit the peoples of the earth, and not those which begin with words and end with words.” [1]
Material and Spiritual Civilization
- The Bahá’í teachings argue for the harmony of material and spiritual civilizations. Material achievements, including arts and sciences, become truly valuable when empowered by ethical and spiritual principles. [1]
- Abdul-Bahá likened material civilization to a lamp-glass, and spiritual civilization to the lamp itself. When the two are united, humanity advances toward real happiness and fulfillment. [1]
- Scientific and technological progress are to be pursued vigorously, but with an emphasis on their use for peace, justice, and collective prosperity—not for harm or division. [1]
Unity and Advancement of Civilization
- Bahá’í social teachings see all people as part of one body; the advancement of civilization—through arts, crafts, and sciences—is tied to the wellbeing, justice, and unity of all, transcending narrow interests or divisions. [1]
- Universal education in arts and sciences is mandated to unlock human potential, bridge differences, and create flourishing, inclusive societies. [1]
- Every individual is encouraged to pursue knowledge and excel in arts and crafts, according to capacity, aiming for perfections inwardly and outwardly, which leads to both individual happiness and collective progress. [1]
Conclusion
From the Bahá’í viewpoint, the “uplifting” and “exaltation” of the world through arts, crafts, and sciences happens when these pursuits are invested with spiritual intention and directed toward the public good, social justice, and the realization of the oneness of humankind. They are means by which humanity flourishes materially and spiritually, and their proper use is vital for the conscious advancement of civilization. [1]
Follow-Up Questions Proposed by Perplexity
To distinguish between knowledge that profits the peoples of the earth and that which “begins and ends with words,” the following questions, inspired by the Bahá’í teachings, can provide clarity and guidance:[1]
Questions to Identify Profitable Knowledge
- Does this knowledge contribute to the advancement, welfare, and unity of humanity, or is it primarily theoretical with no practical application? [1]
- Does it address the needs and requirements of our age, responding to contemporary challenges and opportunities? [1]
- Will its application lead to tangible improvements in society such as increased justice, education, prosperity, health, or peace? [1]
- Is this knowledge coupled with high moral standards and ethical intent, or is it divorced from virtuous character? [1]
- Does its pursuit motivate service to others, foster cooperation, and promote the general welfare of communities? [1]
- Can the knowledge be used for constructive action and not merely debate, speculation, or pride in intellectual achievement? [1]
- Is it inclusive, enabling the participation and empowerment of diverse groups, or does it serve narrow interests? [1]
- Does the knowledge harmonize with both the spiritual and material dimensions of existence, or is it solely focused on abstract ideas without transformative effect? [1]
- Will it help preserve human dignity and develop character, or is it used for manipulation, domination, or selfish purposes? [1]
- Is there evidence that this branch of knowledge has historically led to the “well-being of the world,” or has it remained confined to academic or rhetorical circles? [1]
Questions to Discern Knowledge That “Begins and Ends With Words”
- Is this knowledge oriented primarily toward accumulating information or winning argument, rather than generating real benefit or change? [1]
- Is its primary outcome the production of more words (papers, debates, polemics) without any practical service or transformation? [1]
- Does it elevate pride and self-conceit rather than humility, truth-seeking, and collective advancement? [1]
- Is it sought for personal status or distinction instead of a spirit of altruism or communal upliftment? [1]
- Is there a clear path from study to action, or does its acquisition remain an academic exercise disconnected from service and application? [1]
Summary Table
| Profitable Knowledge | Begins/Ends with Words |
|---|---|
| Advances unity, justice, prosperity [1] | Remains theoretical/abstract [1] |
| Addresses real needs and challenges [1] | Focused on argument or self-promotion [1] |
| Results in service and cooperation [1] | No tangible effect on society [1] |
| Coupled with moral purpose [1] | Isolated from ethical principles [1] |
| Leads to action and application [1] | Confined to rhetoric/linguistic skill [1] |
These questions aim to clarify whether learning guides us toward meaningful service, action, and transformation—or remains limited to intellectual display and discourse. In the Bahá’í view, the former is essential for personal and collective progress, while the latter is ultimately fruitless. [1]
Citations
- Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/587865689. ↩
- Bahá’u’lláh. Epistle to the Son of the Wolf. Translated by Shoghi Effendi. Rev. ed. 1953. Reprint, Wilmette, Ill: Baháʼí Publishing Trust, 1976, 26-27. https://www.bahai.org/r/207876061. ↩
- Perplexity Pro. “To Uplift the World of Being through Arts, Crafts and Sciences.” Edited by Steve Bosserman. November 19, 2025. https://www.perplexity.ai/search/in-the-third-tajalli-effulgenc-_1rF.RQ3TVyoSlJEQr3NDw#0. ↩
Frameworks for Understanding the World 