’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

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/536814073. ↩
2. 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. ↩

Fidál, 12 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

In this new and wondrous Cause, the advancement of all branches of knowledge is a fixed and vital principle, and the friends, one and all, are obligated to make every effort toward this end, so that the Cause of the Manifest Light may be spread abroad, and that every child, according to his need, will receive his share of the sciences and arts—until not even a single peasant’s child will be found who is completely devoid of schooling.
It is essential that the fundamentals of knowledge be taught; essential that all should be able to read and write. Wherefore is this new institution most worthy of praise, and its programme to be encouraged. The hope is that other villages will take you for a model, and that in every village where there is a certain number of believers, a school will be founded where the children can study reading, writing, and basic knowledge. — ‘Abdu’l-Bahá ¹

Question for Consideration

As Bahá’ís, one and all, are obligated to make every effort toward the advancement of all branches of knowledge, “so that the Cause of the Manifest Light may be spread abroad, and that every child, according to his need, will receive his share of the sciences and arts,” what practical steps can be taken to further the goal of universal education?

Perplexity Pro Response ²

To further the goal of universal education as Bahá’ís, practical steps can be drawn from the teachings and guidance found in Bahá’í writings and the Universal House of Justice, focusing on spreading knowledge and establishing educational institutions and programs that combine both spiritual and secular learning.

Establish Community Schools

Found schools in every village with a sufficient number of believers, focusing initially on teaching reading, writing, and basic knowledge. These schools should promote both academic and moral education, fostering good character above all. [1]

Spread the Fundamentals of Literacy

Ensure that every child learns to read and write as a basic right and necessity, helping eradicate illiteracy and ignorance, which are seen as major barriers to progress and unity. [1]

Include Moral and Spiritual Education

Emphasize the development of good behavior, high moral character, and spiritual qualities alongside secular education. Education without character is considered harmful or incomplete. [1]

Encourage Capacity-Building in Communities

Build local capacity to sustain educational efforts by training teachers who are well-qualified in both secular sciences and spiritual principles, and by encouraging collective ownership of education within communities. [1]

Promote the Advancement of All Branches of Knowledge

Encourage the study and dissemination of both sciences and arts beneficial to humanity, ensuring the education includes practical skills and spiritual teachings, aiming to uplift individuals and society. [1]

Foster Inclusive Education

Prioritize education for all children regardless of background, with special attention to educating girls, emphasizing their crucial role as future educators at home and to society. [1]

Create Support Systems

Spiritual Assemblies and Bahá’í institutions have the duty to support educational efforts, including providing academic equipment, facilities, and assistance to poor children. [1]

Integrate Social Action with Education

Educational initiatives should be connected with broader social action projects that improve the well-being of communities, linking education to social justice and community development. [1]

Encourage Lifelong Learning and Knowledge Integration

Community members should strive to acquire knowledge continuously, blending spiritual and material knowledge harmoniously, thus contributing to the progress of civilization. [1]

These steps, inspired by the writings of ‘Abdu’l-Bahá, Bahá’u’lláh, and guidance from the Universal House of Justice, exemplify a holistic approach to education aimed at fostering unity, justice, and the advancement of civilization. They emphasize that universal education is not only about literacy but the nurturing of moral and spiritual qualities in every individual, leading to a society where no child is devoid of schooling and all can contribute to the collective progress. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/536814076. ↩
2. Perplexity Pro. “Practical Steps Toward Universal Education.” Edited by Steve Bosserman. October 6, 2025. https://www.perplexity.ai/search/in-this-new-and-wondrous-cause-0IgGkgNJQda6qEoZYrM4Vw#0. ↩

Kamál, 11 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Your letter hath come and hath occasioned the utmost joy, with its news that, praised be God, in Hamadán a welfare and relief association hath been established. I trust that this will become a source of general prosperity and assistance, and that means will be provided to set the hearts of the poor and weak at rest, and to educate the orphans and other children.
The question of training the children and looking after the orphans is extremely important, but most important of all is the education of girl children, for these girls will one day be mothers, and the mother is the first teacher of the child. In whatever way she reareth the child, so will the child become, and the results of that first training will remain with the individual throughout his entire life, and it would be most difficult to alter them. And how can a mother, herself ignorant and untrained, educate her child? It is therefore clear that the education of girls is of far greater consequence than that of boys. This fact is extremely important, and the matter must be seen to with the greatest energy and dedication.
God sayeth in the Qur’án that they shall not be equals, those who have knowledge and those who have it not.5 Ignorance is thus utterly to be blamed, whether in male or female; indeed, in the female its harm is greater. I hope, therefore, that the friends will make strenuous efforts to educate their children, sons and daughters alike. This is verily the truth, and outside the truth there is manifestly naught save perdition. — ‘Abdu’l-Bahá ¹

Question for Consideration

What is the significance of educating girls and how can this priority receive appropriate attention while serving the educational needs of all children within the community?

Perplexity Pro Response ²

The education of girls holds profound significance for the well-being, advancement, and unity of both the family and society. When prioritizing girls’ education, it is not to neglect boys, but to recognize that the training of mothers has a foundational impact on the next generation and the moral and intellectual development of the whole community. [1]

Importance of Educating Girls

• Educated girls will one day become mothers, the first teachers of their children, affecting how future generations are raised. [1]
• The influence of a mother’s knowledge shapes the character, values, and capabilities of her children for life, making the mother’s training of “far greater consequence than that of boys”. [1]
• Ignorance in either gender is harmful, but in girls, it can have even wider repercussions because it perpetuates cycles of deprivation and missed potential for the whole society. [1]
• The progress and greatness of society are tied directly to the education and advancement of women, as their empowerment leads to collective prosperity and capacity-building. [1]
  

Principles for Giving Education Priority

• Justice and the oneness of humanity demand that all, regardless of gender, have equal access and encouragement to education. [1]
• Both material and spiritual education should be pursued, focusing on character and conduct as well as intellectual achievement. [1]
• The educational needs of the whole community—including boys, girls, orphans, and children from all backgrounds—must be served, but with an understanding that special energy must be given to girls’ education due to its multiplier effect on long-term progress. [1]
• Practical application: Establish schools that equally admit girls and boys, develop targeted outreach for communities where girls’ access lags, and foster community ownership of the educational process so all children are supported. [1]
  

Practical Ways to Ensure Attention and Balance

• Actively plan and prioritize the education of girls in curricula, community initiatives, and resource allocation, while continuing to build capacity for the education of all children. [1]
• Empower women and girls with leadership and participation in educational projects, ensuring their voices are central to developing solutions. [1]
• Encourage community members—especially parents—to view girls’ education as beneficial for everyone, increasing collective support and overcoming cultural or structural barriers. [1]
• Foster environments in which both male and female educators model the value of mutual respect, learning, and service to the community as a whole. [1]
  

By maintaining this focus and acting deliberately with energy and dedication, communities fulfill both a moral responsibility and a condition for lasting peace, unity, and progress for all members. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/536814079. ↩
2. Perplexity Pro. “Prioritizing Education of Girls.” Edited by Steve Bosserman. October 5, 2025. https://www.perplexity.ai/search/your-letter-hath-come-and-hath-JwjW1IznRnWCgCwN011xYw#0. ↩

Jamál, 10 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

The subjects to be taught in children’s schools are many, and for lack of time We can touch on only a few: First and most important is training in behaviour and good character; the rectification of qualities; arousing the desire to become accomplished and acquire perfections, and to cleave unto the religion of God and stand firm in His Laws: to accord total obedience to every just government, to show forth loyalty and trustworthiness to the ruler of the time, to be well wishers of mankind, to be kind to all.
And further, as well as in the ideals of character, instruction in such arts and sciences as are of benefit, and in foreign tongues. Also, the repeating of prayers for the well-being of ruler and ruled; and the avoidance of materialistic works that are current among those who see only natural causation, and tales of love, and books that arouse the passions.
To sum up, let all the lessons be entirely devoted to the acquisition of human perfections.
Here, then, in brief are directions for the curriculum of these schools. — ‘Abdu’l-Bahá ¹

Question for Consideration

Summarize ‘Abdu’l-Bahá’s directions for the curriculum of children’s schools and offer questions to guide community members in its implementation.

Perplexity Pro Response ²

‘Abdu’l-Bahá’s directions for the curriculum of children’s schools emphasize spiritual, moral, and intellectual development. The most important elements are the training of behaviour and character; fostering a desire for personal accomplishment and excellence; steadfastness in faith and law; dedication to just governance and loyalty to rulers; goodwill, trustworthiness, and kindness toward all people. Additionally, the curriculum should include beneficial arts and sciences, foreign languages, prayers for the well-being of leadership and society, and avoidance of materialistic and passion-arousing literature. Above all, every lesson should aim for the acquisition of human perfections. [1]

Core Principles for Curriculum

• Place moral and character formation as the first priority, above academic subjects. [1]
• Strengthen qualities such as loyalty, trustworthiness, obedience to just authority, and service to humanity through lessons and school culture. [1]
• Integrate both spiritual and material sciences to foster balanced human development. [1]
• Include practical arts, technology, and foreign languages that benefit individuals and society. [1]
• Ensure prayers and devotional practices are fundamental to school life, nurturing spiritual consciousness. [1]
• Guard the curriculum against materialistic, sensual, or base literature that detracts from noble aims. [1]
  

Guiding Questions for Implementation

• How can lessons in the classroom cultivate virtues like kindness, trustworthiness, and service in children? [1]
• In what practical ways can teachers and mentors model and reinforce behaviour aligned with spiritual law and moral excellence? [1]
• Which arts, sciences, and languages are most beneficial for the children and community, and how can they be integrated? [1]
• What devotional practices (such as prayers) can be woven into daily school activities to strengthen spiritual identity? [1]
• How can parents, community members, and teachers consult together to uphold standards that avoid unwholesome or materialistic influences in the curriculum? [1]
• What approaches help ensure that every lesson, activity, and relationship in the school environment fosters human perfections and holistic well-being? [1]
  

These foundational directions and questions encourage a curriculum built on virtue, balance, and service, shaping individuals who strive to contribute meaningfully to the prosperity and unity of society. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/684491283. ↩
2. Perplexity Pro. “Curriculum Guidelines for Children’s Schools.” Edited by Steve Bosserman. October 4, 2025. https://www.perplexity.ai/search/the-subjects-to-be-taught-in-c-wg0QvqUgRVa99Zxhd4KOSQ#0. ↩

Jalál, 09 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Make ye every effort to improve the Tarbíyat School and to develop order and discipline in this institution. Utilize every means to make this School a garden of the All-Merciful, from which the lights of learning will cast their beams, and wherein the children, whether Bahá’í or other, will be educated to such a degree as to become God’s gifts to man, and the pride of the human race. Let them make the greatest progress in the shortest span of time, let them open wide their eyes and uncover the inner realities of all things, become proficient in every art and skill, and learn to comprehend the secrets of all things even as they are—this faculty being one of the clearly evident effects of servitude to the Holy Threshold.
It is certain that ye will make every effort to bring this about, will also draw up plans for the opening of a number of schools. These schools for academic studies must at the same time be training centres in behaviour and conduct, and they must favour character and conduct above the sciences and arts. Good behaviour and high moral character must come first, for unless the character be trained, acquiring knowledge will only prove injurious. Knowledge is praiseworthy when it is coupled with ethical conduct and virtuous character; otherwise it is a deadly poison, a frightful danger. A physician of evil character, and who betrayeth his trust, can bring on death, and become the source of numerous infirmities and diseases.
Devote ye the utmost attention to this matter, for the basic, the foundation-principle of a school is first and foremost moral training, character and the rectification of conduct. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

What are the conditions by which knowledge is praiseworthy and what are the potential consequences if those conditions are not met?

Perplexity Pro Response ³

Knowledge is praiseworthy when it is coupled with ethical conduct and virtuous character; otherwise, it brings serious harm and danger to both the individual and society. Without moral training as its foundation, education can prove injurious, becoming a “deadly poison” rather than a blessing. [1]

Conditions for Praiseworthy Knowledge

• Knowledge must be grounded in good behaviour and high moral character. [1]
• The foundation of education should be moral training, character development, and rectification of conduct, prioritizing these above sciences and arts. [1]
• Knowledge is considered valuable when used for the welfare of humanity and safeguarded by ethical standards. [1]
• Every branch of learning, when conjoined with the love of God, is approved and worthy; bereft of this, learning is barren and can even bring harm. [1]
  

Consequences When Conditions Are Not Met

• Acquiring knowledge without moral development may injure society and the individual, leading to corruption and danger. [1]
• Such unbalanced education can breed individuals who misuse their skills and positions—like an immoral physician who becomes the source of “numerous infirmities and diseases.” [1]
• Knowledge lacking virtue can act as a “frightful danger”, causing social disorder, injustice, and suffering. [1]
• Ultimately, true progress requires both spiritual and material accomplishments; neglecting spiritual and ethical principles results in misuse of knowledge and stagnation rather than advancement. [1]
  

In summary, praiseworthy knowledge is inseparable from moral character, and lacking this unity, knowledge can result in harm rather than benefit. [1]

Follow-Up Questions Proposed by Perplexity

Questions guiding moral character development as a lead-in to the acquisition of knowledge should focus on intention, service, justice, unity, and the beneficial purpose of learning. [1]

Core Guiding Questions

• What is the purpose of pursuing this knowledge, and how does it serve the welfare of humanity? [1]
• Will acquiring this knowledge help to promote unity, justice, and harmony among people? [1]
• How can this learning be applied to improve the well-being of others, not just personal gain? [1]
• Does seeking this knowledge reinforce humility, consultation, and cooperation with others? [1]
• Is my intention aligned with the teachings of God and the desire for universal good? [1]
• Will this knowledge, when applied, support ethical and moral conduct in daily life? [1]
• How does this learning contribute to the spiritual and material progress of both self and society? [1]
  

Practical Considerations

• Ask whether the pursuit of knowledge is coupled with efforts to rectify one’s own character and conduct, placing moral training first. [1]
• Consider if the type of knowledge sought is beneficial and praiseworthy, not merely for personal advancement but for service to others. [1]
• Examine if one’s motivation for education is free from selfish interest, promotes collaboration, and upholds justice as a guiding principle. [1]
  

Focusing on these questions before acquiring knowledge fosters character, ensures ethical application, and prepares one to use learning for the greater good and advancement of society. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/684491286. ↩
2. Bahá’u’lláh, ‘Abdu’l-Bahá. “Bahá’í Sacred Writings.” Bahá’í Reference Library, July 2025. https://www.bahai.org/r/251267296. ↩
3. Perplexity Pro. “Knowledge as Praiseworthy.” Edited by Steve Bosserman. October 3, 2025. https://www.perplexity.ai/search/make-ye-every-effort-to-improv-w6gi6skvQDa_8fG_678ypg#0. ↩

Istiqlál, 08 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Your letter was eloquent, its contents original and sensitively expressed, and it betokened your great and praiseworthy efforts to educate the children, both girls and boys. This is among the most important of all human endeavours. Every possible means of education must be made available to Bahá’í children, tender plants of the divine garden, for in this consisteth the illumination of humankind.
Praised be God, the friends in ‘Ishqábád have laid a solid foundation, an unassailable base. It was in the City of Love that the first Bahá’í House of Worship was erected; and today in this city the means for the education of children are also being developed, inasmuch as even during the war years this duty was not neglected, and indeed deficiencies were made up for. Now must ye widen the scope of your endeavours and draw up plans to establish schools for higher education, so that the City of Love will become the Bahá’í focal centre for science and the arts. Thanks to the bountiful assistance of the Blessed Beauty, means for this will be provided.
Devote ye particular attention to the school for girls, for the greatness of this wondrous Age will be manifested as a result of progress in the world of women. This is why ye observe that in every land the world of women is on the march, and this is due to the impact of the Most Great Manifestation, and the power of the teachings of God.
Instruction in the schools must begin with instruction in religion. Following religious training, and the binding of the child’s heart to the love of God, proceed with his education in the other branches of knowledge. — ‘Abdu’l-Bahá ¹

Question for Consideration

What are the key characteristics of Bahá’í schools that “bind the child’s heart to the love of God,” and become a “focal centre for science and the arts?”

Perplexity Pro Response ²

Key characteristics of Bahá’í schools that “bind the child’s heart to the love of God” and become “focal centres for science and the arts” include a dynamic integration of spiritual and material education, a commitment to justice and unity, and a focus on universal participation and service to humanity. [1]

Spiritual Foundation and Love of God

• Bahá’í schools center learning on religious education that nurtures the child’s connection to the love of God, making religious principles foundational to their moral and intellectual growth. [1]
• The goal of education is not only acquiring knowledge but fostering spiritual qualities, ethical conduct, and the capacity to serve others, ensuring a purposeful life directed toward the well-being of humankind. [1]
• Spiritual education is inseparable from daily life and is expressed through both worship and acts of service within the school and community. [1]
  

Focal Centre for Science and the Arts

• Bahá’í schools strive to harmonize science and religion so that both inform progress and civilization; religious beliefs are expected to conform with reason and scientific principles. [1]
• These schools encourage the acquisition of useful and advanced knowledge, aiming to cultivate expertise in sciences and the arts for the benefit and progress of society. [1]
• The development of faculties in arts and sciences is guided by the principle that learning must serve humanity, safeguard its interests, and contribute to justice, unity, and collective advancement. [1]
  

Justice, Unity, and Participation

• Justice is a central organizing principle: all members of the community are encouraged to participate, with efforts made to ensure gender equality and raise capacities among all—especially girls—to manifest the greatness of the age through progress in the world of women. [1]
• The vision for Bahá’í schools includes fostering unity, seeing all students as members of one human family, and striving for the prosperity of each within the context of the whole human race. [1]
• Participation in education extends beyond academic attainment to the development of high moral character, self-reliance, and service to society, with school environments promoting consultation, cooperation, and collective prosperity. [1]
  

Organic Growth and Social Impact

• Bahá’í education develops organically in step with community growth, beginning at the grassroots and responding to local needs, fostering a sense of ownership and responsibility among participants. [1]
• Schools act as agents of social transformation, not only preparing their students academically and morally but also serving as focal points of community development, healthcare, and social action, thus uplifting entire villages or neighborhoods. [1]
  

Practical Dimensions

• Schools for girls receive particular attention, as the advancement of women is seen as pivotal to social progress and the manifestation of the era’s greatness. [1]
• The approach to education prioritizes instruction in religion and character building, followed by the acquisition of sciences and arts, with both material and spiritual pursuits advancing in coherence. [1]
• Efforts are made to address ignorance, eliminate prejudice, and foster universal participation—every child is seen as a “tender plant” requiring nurturing in both heart and intellect. [1]
  

Bahá’í schools thus combine worship, ethical training, and academic excellence to “bind the child’s heart to the love of God” and become “focal centres for science and the arts,” creating environments that radiate spiritual and social transformation for both individuals and society. [1]

Follow-Up Questions Proposed by Perplexity

Questions that facilitate the development of Bahá’í schools which “bind the child’s heart to the love of God” are deeply rooted in spiritual, moral, and practical principles. Such questions guide educators and communities in aligning educational practice with Bahá’í ideals and ensuring the spiritual and ethical growth of children alongside academic learning. [1]

Core Spiritual Questions

• How does the daily life of the school cultivate a loving awareness of God in the hearts of children and staff? [1]
• What opportunities exist within the curriculum and school environment for prayer, worship, and reflection that foster devotion and spiritual growth? [1]
• In what ways do all subjects and activities teach that service to humanity and love for God are central purposes of life? [1]
  

Development of Character and Virtues

• How are virtues such as truthfulness, kindness, justice, and humility modeled and integrated into classroom management and interactions? [1]
• What methods are used to encourage genuine moral and ethical decision-making, not just obedience or rule-following? [1]
• How does the school recognize and nurture the spiritual talents and capacities unique to each child? [1]
  

Coherence of Material and Spiritual Learning

• Does every branch of knowledge taught in the school also help children appreciate creation as a sign of God and develop awe, wonder, and responsibility? [1]
• How does the school ensure that the arts, sciences, and practical skills learned are rooted in the purpose of uplifting humanity and reflecting the love of God? [1]
• In what ways are religious training and academic learning harmonized to avoid separating faith from daily knowledge and action? [1]
  

Family, Community, and Social Context

• How are parents, families, and the wider community engaged in the spiritual education and nurturing of children? [1]
• What consultative processes exist to support collaboration between educators, parents, and children in developing a unified school culture centered on spiritual principles? [1]
• How does the school actively serve and uplift its surrounding community as an expression of faith in action? [1]
  

Educational Experience and Ownership

• How do children participate actively in shaping the spiritual life of the school, expressing their understanding of the love of God and service to others? [1]
• What opportunities are there for reflection and feedback that allow teachers and students to consciously improve the spiritual and ethical quality of the school environment? [1]
• How does the school foster an organic, ever-advancing pattern of learning in spiritual as well as academic matters so growth is deep and sustainable? [1]
  

These questions aim to create a school environment where binding the child’s heart to the love of God is not a single activity but a guiding framework for all aspects of school life, ensuring education serves the full development of every child. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/684491280. ↩
2. Perplexity Pro. “Binding Hearts to the Love of God.” Edited by Steve Bosserman. October 1, 2025. https://www.perplexity.ai/search/your-letter-was-eloquent-its-c-ILHeinEpQgWgjV37ph.ggg#0. ↩

Istijlál, 07 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Certainly, certainly, neglect not the education of the children. Rear them to be possessed of spiritual qualities, and be assured of the gifts and favours of the Lord. — ‘Abdu’l-Bahá ¹

Question for Consideration

How can children be reared “to be possessed of spiritual qualities, and be assured of the gifts and favours of the Lord?”

Perplexity Pro Response ²

Children can be reared “to be possessed of spiritual qualities, and be assured of the gifts and favours of the Lord” by providing them with an education that emphasizes both moral character and spiritual development, integrated with intellectual and practical skills. This education must begin at an early age and should focus on cultivating virtues alongside academic achievement. [1]

Foundations of Spiritual Education

Educating children in spiritual qualities involves fostering virtues such as kindness, honesty, justice, and service to others through family example, structured classes, and participation in community life. Abdu’l-Bahá emphasizes that “good behaviour and high moral character must come first, for unless character be trained, acquiring knowledge will only prove injurious.” Thus, moral formation should be the priority, with knowledge acquisition serving these higher aims. [1]

Methods to Cultivate Spiritual Qualities

• Establish schools and environments that prioritize moral education and upright conduct before purely academic subjects. [1]
• Encourage children to reflect on their actions, consult with others, and practice virtues in daily life. [1]
• Involve children in acts of service, devotionals, and inclusive community gatherings that promote harmony and collective worship. [1]
• Teach children the importance of integrating both religious values and scientific understanding, reinforcing the harmony between true faith and reason. [1]
  

Assuring Gifts and Favours of the Lord

• Provide opportunities for children to develop their spiritual perception through prayer, meditation, and understanding the teachings of God. [1]
• Encourage children to “master every kind of learning…that through the favouring grace of God, the heart of each one may become even as a mirror disclosing the secrets of the universe”. [1]
• Create a nurturing, loving environment where children are encouraged to investigate truth independently, cherish knowledge, and serve humanity—the foundation for receiving divine confirmations. [1]
• Ensure equal access to education for all children regardless of gender or social status, recognizing that every child is a “mine rich in gems of inestimable value.” Education reveals these spiritual treasures, unlocking the potential for spiritual gifts and blessings. [1]
  

The Role of Community and Family

• Parents, teachers, and the community must work together to uphold high standards of behavior, faith, and discipline, setting examples and offering ongoing encouragement. [1]
• Special emphasis is placed on the education of girls, as mothers are the “first teachers,” deeply influencing the lifelong spiritual development of future generations. [1]
• Collective and regular acts of worship within the family and broader community cultivate a devotional atmosphere, reinforcing spiritual identity and assurance of God’s gifts. [1]
  

By rooting education in spiritual principles, prioritizing moral excellence, and fostering a sense of service and unity, children become possessed of spiritual qualities and recipients of divine favors, prepared for lifelong growth and contribution to society. [1]

Follow-Up Questions Proposed by Perplexity

Reflective questions can provide parents with deeper insight into how to rear children “to be possessed of spiritual qualities” by helping them evaluate their approach, attitudes, and everyday practices in family life and education.[1]

Questions About Family Example

• What personal spiritual qualities do parents themselves strive to embody, and how do their actions reflect these for their children? [1]
• How are virtues like honesty, kindness, and justice modeled in daily family interactions and responses to challenges? [1]
  

Questions About Environment and Curriculum

• Is the home environment infused with opportunities for prayer, reflection, and the discussion of spiritual concepts that nurture character? [1]
• Are children exposed to teachings and stories—both sacred and scientific—that stimulate a love of learning and a desire to serve others? [1]
  

Questions on Support and Empowerment

• In what ways are children encouraged to investigate truth independently and make decisions based on consultation and reflection? [1]
• Are parents helping children develop resilience, empathy, and the capacity for service, both within the family and the larger community? [1]
  

Questions On Equality and Inclusivity

• How is equal importance placed on the education and spiritual development of both sons and daughters, recognizing the vital role of mothers? [1]
• Are the spiritual gifts and talents of each child being identified and nurtured, regardless of background, abilities, or status? [1]
  

Answering these questions can guide parents to create a thoughtful and purposeful foundation for the spiritual upbringing of their children, enabling them to develop spiritual qualities and become channels for the gifts and favours of the Lord. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/771917410. ↩
2. Perplexity Pro. “Rearing Children to Be Possessed of Spiritual Qualities.” Edited by Steve Bosserman. October 1, 2025. https://www.perplexity.ai/search/certainly-certainly-neglect-no-G9vam9oSQWaRVdh_r0dI5A#0. ↩

’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

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/771917450. ↩
2. 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. ↩

Fidál, 05 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

One of the friends hath sent us a letter regarding the school at ‘Ishqábád, to the effect that, praised be God, the friends there are now working hard to get the school in order, and have appointed teachers well qualified for their task, and that from this time forward the greatest care will be devoted to the supervision and management of the school….
One of the most important of undertakings is the education of children, for success and prosperity depend upon service to and worship of God, the Holy, the All-Glorified.
Among the greatest of all great services is the education of children, and promotion of the various sciences, crafts and arts. Praised be God, ye are now exerting strenuous efforts toward this end. The more ye persevere in this most important task, the more will ye witness the confirmations of God, to such a degree that ye yourselves will be astonished. — ‘Abdu’l-Bahá ¹

Question for Consideration

What is the relationship between the education of children, as “the greatest of all great services,” and success and prosperity, which “depend upon service to and worship of God, the Holy, the All-Glorified?”

Perplexity Pro Response ²

The education of children is described by ‘Abdu’l-Bahá as “the greatest of all great services,” and it is intimately connected to success and prosperity, which “depend upon service to and worship of God, the Holy, the All-Glorified”. This relationship is rooted in the belief that true prosperity and advancement—both individual and societal—are achievable when service and spiritual motivation are aligned, and education is approached as an act of worship and service to humanity and God. [1]

Education as Divine Service

Educating children is not simply a material endeavor, but a sacred trust and spiritual act that draws down the “confirmations of God” and furthers the work of constructing an ever-advancing civilization. The Bahá’í writings assert that the greatest acts of service are those that uplift, train, and illuminate the next generation, believing this to be foundational for both individual excellence and the progress of civilization. Education is seen as a means of refining character, fostering virtues, and preparing individuals to both serve and worship God through the uplift of society. [1]

Worship, Service, and Prosperity

Success and prosperity are described as depending on “service to and worship of God.” In Bahá’í thought, real prosperity is both spiritual and material, and emerges when education and service go hand in hand. Knowledge and sciences are grounded in divine guidance, and their highest fruit is found when they “serve the welfare of humanity and safeguard its interests” in alignment with the love and worship of God. [1]

Coherence of Material and Spiritual

The writings emphasize a harmony between spiritual aims (worship and recognition of God) and practical action (education, sciences, arts). Real progress, both for the individual and society, occurs when these elements are united: education, as the “greatest of all great services,” is simultaneously an act of worship and a foundation for material prosperity and social well-being. [1]

Summary Table

In summary, the Bahá’í perspective presented by ‘Abdu’l-Bahá ties the highest form of service—education—to the ultimate purpose of life: worship of God, asserting that enduring success and prosperity result from this inseparable relationship. [1]

Follow-Up Questions Proposed by Perplexity

To foster deeper understanding of the sacred relationship between success and prosperity and the education of children, certain questions can be explored that probe spiritual, practical, and societal aspects of this theme. [1]

Questions About Foundations and Meaning

• What does it mean for education to be considered “the greatest of all great services” in relation to the soul’s progress and humanity’s advancement? [1]
• In what ways do service to and worship of God shape the purpose and conduct of educational endeavors? [1]
• How does the spiritual training of children influence personal prosperity and collective success? [1]
  

Reflection on Purpose and Outcomes

• How are concepts of material and spiritual prosperity interconnected in the education of children according to divine teachings? [1]
• What specific qualities or virtues should educational programs instill to fulfill their sacred role? [1]
• How can families, communities, and institutions align their educational efforts with a vision of spiritual service and global prosperity? [1]
  

Exploring Methods and Coherence

• What are the distinguishing features of education viewed as “service to God” compared to conventional models of education? [1]
• How can education become an act of worship and service in everyday practice for teachers, parents, and students? [1]
• In what ways does pursuing education benefit not only the individual but also the progress and unity of society as a whole? [1]
  

Each of these questions can guide reflection and discussion that moves beyond standard definitions of success, focusing instead on the harmony between spiritual and material advancement as envisioned in sacred teachings. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020 https://www.bahai.org/r/771945446. ↩
2. Perplexity Pro. “Education of Children: The Greatest of All Great Services.” Edited by Steve Bosserman. September 29, 2025. https://www.perplexity.ai/search/one-of-the-friends-hath-sent-u-zL4zXyTxSl6kJh8Y0KPYiA#0. ↩

Kamál, 04 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Make every effort to acquire the advanced knowledge of the day, and strain every nerve to carry forward the divine civilization. Establish schools that are well organized, and promote the fundamentals of instruction in the various branches of knowledge through teachers who are pure and sanctified, distinguished for their high standards of conduct and general excellence, and strong in faith—scholars and educators with a thorough knowledge of sciences and arts.
It is incumbent upon the exalted body of the Hands of the Cause of God to watch over and protect these schools in every way, and see to their requirements, so that all the means of progress will continually be at hand, and the lights of learning will illumine the whole world.
Included must be promotion of the arts, the discovery of new wonders, the expansion of trade, and the development of industry. The methods of civilization and the beautification of the country must also be encouraged; and also to be inculcated is absolute obedience to the Government and total avoidance of any trace of sedition. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

What characterizes “schools that are well organized, and promote the fundamentals of instruction in the various branches of knowledge” and their teachers?

Perplexity Pro Response ³

Schools that are well organized and promote the fundamentals of instruction in various branches of knowledge are distinguished by their commitment to both academic excellence and moral education, and are deeply rooted in principles of unity, justice, and service to humanity. Their teachers are characterized by purity, sanctity, exemplary conduct, general excellence, strong faith, and thorough knowledge of the sciences and arts. [1]

Features of Well-Organized Schools

• Such schools maintain high standards of discipline and order, ensuring thorough instruction and fostering a learning environment that supports both intellectual and character development. [1]
• Their curriculum covers the arts, sciences, languages, and subjects that serve the welfare and progress of humanity, always prioritizing the cultivation of human perfections and avoidance of materialistic works that serve only transient interests. [1]
• They promote the discovery of new wonders, encourage trade and industry, advance civilization, beautify the country, and inspire service to the well-being of all people. [1]
  

Qualities of Distinguished Teachers

• Teachers must be pure and sanctified, exhibiting high standards of conduct and strong faith, and serving as models of excellence, wisdom, and spirituality. [1]
• They must possess thorough knowledge of both sciences and arts, enabling them to guide students in both the material and spiritual dimensions of education. [1]
• Moral training, virtuous character, and ethical conduct are prioritized; knowledge without virtue is seen as dangerous, and the foundation principle of every school must be character development above pure academic learning. [1]
• Teachers foster unity, justice, cooperation, and mutual aid within the learning environment, helping students acquire not only knowledge and skills but also qualities of love, service, and citizenship. [1]
  

Core Principles

• The promotion of universal education is a vital law, addressing both the intellectual and spiritual needs of every child regardless of socioeconomic status. [1]
• The engagement of both girls and boys in education, with particular attention to the critical role of educating mothers as the first teachers of children, is emphasized. [1]
• Schools serve as centers for training in conduct, behavior, crafts, arts, and sciences, contributing to the social, economic, and cultural advancement of society. [1]
  

These characteristics reflect an ideal of schooling that is comprehensive, integrating moral, intellectual, and practical education, and led by teachers who model the highest standards of excellence, faith, and service. [1]

Follow-Up Questions Proposed by Perplexity

To help communities establish schools, develop curricula, and attract teachers in accordance with the described guidelines, it is valuable to ask questions that address both practical and spiritual dimensions of education. [1]

Questions for School Establishment

• What are the most pressing educational and moral needs in this community, and how can these guide the school’s mission? [1]
• How can the school foster a disciplined, orderly environment that prioritizes character formation while also providing excellence in sciences and arts? [1]
• What measures will ensure that all children, regardless of background, can access quality education and develop both material and spiritual capacities? [1]
• How will opportunities for service, cooperation, and community involvement be built into the daily life of the school? [1]
  

Questions for Curriculum Development

• Does the curriculum promote advancement in all branches of knowledge—arts, sciences, languages, technology—while placing moral education at the center? [1]
• How is the principle of the harmony of science and religion reflected in what and how students learn? [1]
• What processes are in place for regular review and refinement of the curriculum based on consultation, action, reflection, and study? [1]
• How does the curriculum empower students to discover new wonders, expand trade and industry, and contribute to the beautification and development of their surroundings? [1]
  

Questions for Attracting and Supporting Teachers

• What spiritual, ethical, and academic qualities are prioritized in the selection and development of teachers? [1]
• How will teachers be supported in cultivating purity, exemplary conduct, strong faith, and excellence in both sciences and arts? [1]
• What ongoing programs or structures will encourage teachers to model learning, service, and cooperation within the community? [1]
• How will teachers be engaged in collective processes of consultation and reflection to foster continuous improvement? [1]
  

These questions help communities ensure that their educational initiatives are comprehensive, coherent, and deeply rooted in the principles of human flourishing, service, and the integration of material and spiritual advancement. [1]

Citations

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

1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020 https://www.bahai.org/r/771917270. ↩
2. ’Abdu’l-Bahá. Additional Tablets, Extracts and Talks. Haifa: Bahá’í World Centre, 2018. https://www.bahai.org/r/444819363. ↩
3. Perplexity Pro. “Carry Forward the Divine Civilization.” Edited by Steve Bosserman. September 28, 2025. https://www.perplexity.ai/search/establish-schools-that-are-wel-NPH8ukPxT5SkTLE7E0HNJw#0. ↩