Fidál, 19 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Whilst in the Prison of ‘Akká, We revealed in the Crimson Book that which is conducive to the advancement of mankind and to the reconstruction of the world. The utterances set forth therein by the Pen of the Lord of creation include the following which constitute the fundamental principles for the administration of the affairs of men:
First: It is incumbent upon the ministers of the House of Justice to promote the Lesser Peace so that the people of the earth may be relieved from the burden of exorbitant expenditures. This matter is imperative and absolutely essential, inasmuch as hostilities and conflict lie at the root of affliction and calamity.
Second: Languages must be reduced to one common language to be taught in all the schools of the world.
Third: It behoveth man to adhere tenaciously unto that which will promote fellowship, kindliness and unity.
Fourth: Everyone, whether man or woman, should hand over to a trusted person a portion of what he or she earneth through trade, agriculture or other occupation, for the training and education of children, to be spent for this purpose with the knowledge of the Trustees of the House of Justice.
Fifth: Special regard must be paid to agriculture. Although it hath been mentioned in the fifth place, unquestionably it precedeth the others. — Bahá’u’lláh ^{1 2}

Question for Consideration

What are Bahá’u’lláh’s “fundamental principles for the administration of the affairs of men” and how can one apply them?

Perplexity Pro Response ³

Bahá’u’lláh’s “fundamental principles for the administration of the affairs of men”—as revealed in the Crimson Book during His imprisonment in ‘Akká—are centered on universal peace, unity, education, social justice, and agricultural development. These principles can be applied both by individuals and societies to advance material and spiritual civilization. [1]

Five Fundamental Principles

Promotion of the Lesser Peace

The leaders of society are required to seek ways for nations to coexist peacefully and reduce military expenditures, since war is a root cause of suffering. [1]

Universal Language

A common language should be adopted and taught globally, fostering understanding and unity among all peoples. [1]

Fellowship and Unity

Every individual is urged to foster kindness, fellowship, and unity, transcending discrimination and prejudice. [1]

Support for Education

All, regardless of gender, are called to contribute a part of their earnings toward the education and upbringing of children, administered transparently in service to society. [1]

Special Regard for Agriculture

Agriculture is foundational for society’s prosperity and must be prioritized, even though listed last among these principles. [1]

Application in Daily Life

Promoting Peace

Advocate for peaceful solutions and policies in both local and international affairs. This reduces conflict and redirects resources to constructive ends. [1]

Education and Language

Support efforts in teaching and learning, especially initiatives making language learning accessible and promoting universal literacy. [1]

Fellowship and Service

Foster personal qualities of kindness, unity, and inclusion within communities, families, workplaces, and civil society. [1]

Economic Contribution to Education

Practice philanthropy by directing a portion of one’s resources towards institutions and programs that advance the education and well-being of children. [1]

Valuing Agriculture

Participate in or support sustainable agriculture, ensuring its development serves community needs and promotes social stability. [1]

Broader Bahá’í Principles

These principles are further supported by Bahá’í teachings on the harmony of science and religion, the necessity of consultation in decision-making, promotion of justice and voluntary sharing of wealth, and recognition of the organic unity and diversity within human society. [1]

Applying these teachings within family, community, and social structures contributes to the reconstruction and advancement of society. “The establishment of order in the world and the tranquillity of the nations depend upon it.” [1]

Follow-Up Questions Proposed by Perplexity

Practical questions can help one apply Bahá’u’lláh’s “fundamental principles for the administration of the affairs of men” to daily life by linking lofty ideals to specific actions and reflections. Here is a list of insightful questions, corresponding to each principle: [1]

Questions for Daily Reflection

Promotion of Peace

• “Are daily decisions, words, and actions fostering peace and reducing conflict—at work, home, and in the community?” [1]
• “How might resources be redirected from competition to cooperation?” [1]
  

Universal Language and Education

• “How can the value of universal communication and understanding be furthered in my environment?” [1]
• “Am I encouraging myself and others to learn languages that foster understanding and global unity?” [1]
  

Fellowship and Unity

• “Are my attitudes and behaviors strengthening fellowship, kindness, and unity in my relationships?” [1]
• “Am I challenging prejudice or promoting inclusivity and justice where I notice division?” [1]
  

Support for Education

• “How am I contributing to the education and development of children—either through financial means, volunteering, or advocacy?” [1]
• “Are resources in my possession used in ways that uplift others and serve the common good?” [1]
  

Priority of Agriculture

• “How does my lifestyle and consumption support local or global agricultural development and sustainability?” [1]
• “Am I aware of and acting to protect the environment and promote food security?” [1]
  

Additional Self-Inquiry

• “Does each decision reflect the well-being of humanity as a whole, not just personal gain?” [1]
• “Am I learning actively, seeking knowledge that benefits others, and sharing that learning?” [1]
• “Do my daily actions promote both material and spiritual development for myself and my community?” [1]
  

Considering these questions regularly supports turning principles into practical habits, fostering a life that promotes peace, unity, education, equity, and sustainability. [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/860544231. ↩
2. Bahá’u’lláh. Tablets of Baháʾ’u’ʾlláh, Revealed after the Kitáb-i-Aqdas. Translated by Habib Taherzadeh. 1st ed. Haifa: Bahá’í World Centre, 1978, 89-90. https://www.bahai.org/library/authoritative-texts/bahaullah/tablets-bahaullah/3#298892787. ↩
3. Perplexity Pro. “Five Fundamental Administrative Principles of Bahá’u’lláh.” Edited by Steve Bosserman. October 13, 2025. https://www.perplexity.ai/search/whilst-in-the-prison-of-akka-w-sb6x5k6eRxK0YQgvEX.Bqw#0. ↩

Kamál, 18 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

In all such matters, those serving as teachers and animators alike are called upon to exercise discretion. Education is a vast field, and educational theories abound. Surely many have considerable merit, but it should be remembered that none is free of assumptions about the nature of the human being and society. An educational process should, for example, create in a child awareness of his or her potentialities, but the glorification of self has to be scrupulously avoided. So often in the name of building confidence the ego is bolstered. Similarly, play has its place in the education of the young. Children and junior youth, however, have proven time and again their capacity to engage in discussions on abstract subjects, undertaken at a level appropriate to their age, and derive great joy from the serious pursuit of understanding. An educational process that dilutes content in a mesmerizing sea of entertainment does them no service. We trust that, in studying the institute courses, teachers and animators will find themselves increasingly equipped to make judicious decisions in selecting any materials or activities necessary, whether from traditional educational sources or from the wealth of items, such as songs, stories, and games, that are sure to be developed for the young in the Bahá’í community in the years to come. — Universal House of Justice ^{1 2}

Question for Consideration

What characteristics define an educational process that “creates in a child awareness of his or her potentialities” and engages children and youth in age-appropriate discussions on abstract subjects from which they “derive great joy from the serious pursuit of understanding?”

Perplexity Pro Response ³

An educational process that truly “creates in a child awareness of his or her potentialities” and engages children and youth in age-appropriate, meaningful discussions about abstract subjects is distinguished by several key characteristics outlined in the Bahá’í writings and guidance from the Universal House of Justice. [1]

Recognition of Inherent Nobility and Capacity

The process acknowledges that each child is “a mine rich in gems of inestimable value,” and that education enables these treasures to be revealed for the benefit of humanity. This recognition avoids superficial glorification of the self and focuses instead on nurturing latent potential with humility. Confidence is thus built on real awareness of personal strengths and capacities, rather than on ego bolstering. [1]

Intellectual and Moral Development

Education is seen as comprehensive, attending not only to intellectual growth but also to spiritual and moral development. Good behavior, character, and high moral standards are emphasized as foundational, alongside the acquisition of knowledge and skills. Knowledge is regarded as praiseworthy only when it is coupled with ethical conduct and virtuous character. [1]

Engagement With Abstract Thought and Consultation

Children and youth are respected as capable of engaging in conversations about abstract or complex ideas, suited to their level of maturity. The educational process introduces age-appropriate discourse on meaningful subjects, which inspires joy and seriousness in learning—not mere entertainment. Methods such as consultation—characterized by collective investigation of reality and detachment from one’s own views—are encouraged to develop thoughtful, collaborative learners. [1]

Purposeful and Systematic Content

Learning activities are designed to be purposeful and systematic, aiming to benefit the individual and contribute to the well-being of society. There is a rejection of content that is diluted or over-entertaining at the expense of depth. Instead, a culture of learning is fostered, where the joy of understanding and contributing is central. [1]

Balance of Play and Seriousness

While play is recognized as having a rightful place in the development of the young, it does not replace the need for earnest pursuit of knowledge and understanding. The process honors both the playful and the intellectual capacities of children. [1]

Community and Social Purpose

Education is not for individual advancement alone but is integrally linked to service and societal betterment. Children are encouraged to see their own development as inseparable from their role in the advancement of their communities and humanity as a whole. [1]

Inclusive and Encouraging Environment

An educational setting should be characterized by encouragement, unity, and mutual support. All students, regardless of background, are included and their unique contributions valued. The process is consultative, participatory, and community-centered. [1]

These principles combine to define an educational process that does not merely prepare children academically, but also fosters their capacity to think deeply, reflect on high ideals, collaborate constructively, and serve humanity—deriving true joy from pursuing wisdom and understanding at every age.

Follow-Up Questions Proposed by Perplexity

Questions that advance the Training Institute process to “engage young people in discussions on abstract subjects” and to help them “derive great joy from the serious pursuit of understanding” are most effective when rooted in spiritual, moral, social, and intellectual growth, and invite youth to reflect on deep concepts related to their lives, communities, and society. [1]

Characteristics of Effective Questions

• They invite reflection on spiritual principles, such as justice, unity, service, and cooperation, helping youth connect abstract teachings to real-life experience. [1]
• They encourage moral reasoning and the development of virtues, prompting youth to consider how character influences individual and collective well-being. [1]
• They foster scientific and intellectual inquiry by exploring the realities of the universe, society, and human nature through open-ended investigation. [1]
• They connect the learning process with the purpose of contributing to material and spiritual advancement and community building. [1]
  

Sample Questions for Meaningful Discussion

• What does it mean to be a “mine rich in gems of inestimable value”? How can education help reveal these spiritual capacities in each person? [1]
• How can consultation and unity help solve the problems that our community faces? What qualities are needed for effective collaboration? [1]
• In what ways does our service to others help build the foundations of a flourishing community? Why is service considered central to spiritual progress? [1]
• What is the relationship between justice and unity in society? How can young people apply principles of justice in their daily lives and relationships? [1]
• How does developing virtues—like truthfulness or perseverance—contribute to the well-being of society? [1]
• How can the scientific method and spiritual principles work together to help us understand and influence the world around us? [1]
• Why is it important to continuously learn and reflect on our actions? How does the process of action, reflection, consultation, and study help us improve as individuals and communities? [1]
• In what ways do material and spiritual progress depend on one another? How can youth contribute to both in their communities? [1]
• What is the meaning of true happiness and greatness, according to spiritual teachings? How does this differ from material success? [1]
• How can youth respond to the needs and challenges of society today, drawing on both spiritual insight and practical skills? [1]
  

Encouraging Inquiry and Joyful Exploration

These questions guide young people to explore abstract concepts joyfully by relating them to personal growth, the improvement of society, and the advancement of knowledge. They also promote respectful, consultative dialogue and value each participant’s perspective, helping youth derive lasting joy from understanding and contributing to the betterment of their communities. [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/860544643. ↩
2. Universal House of Justice. “12 December 2011 – To all National Spiritual Assemblies.” Bahá’í Reference Library. Accessed October 12, 2025. https://www.bahai.org/r/481974450. ↩
3. Perplexity Pro. “Joy from the Pursuit of Understanding.” Edited by Steve Bosserman. October 12, 2025. https://www.perplexity.ai/search/education-is-a-vast-field-and-XodW3kzKQ5.TJY1eJR06Eg#0. ↩

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

[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/860544645. ↩
2. 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. ↩

Jalál, 16 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Bahá’u’lláh has announced that inasmuch as ignorance and lack of education are barriers of separation among mankind, all must receive training and instruction. Through this provision the lack of mutual understanding will be remedied and the unity of mankind furthered and advanced. Universal education is a universal law. It is, therefore, incumbent upon every father to teach and instruct his children according to his possibilities. If he is unable to educate them, the body politic, the representative of the people, must provide the means for their education. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

What are the implications for humanity when people regard universal education as a universal law?

Perplexity Pro Response ³

When universal education is regarded as a universal law, it leads to transformative social, moral, and practical implications for humanity. This perspective breaks down barriers created by ignorance, advances unity, and underpins the prosperity and justice of civilization. [1]

Eradication of Social Barriers

Universal education directly addresses ignorance, which is a major barrier separating peoples and impeding mutual understanding. When all receive education, individuals can more easily communicate, collaborate, and empathize across cultural, social, and religious lines, making prejudices and misunderstandings less tenable. This foundational knowledge elevates all members of society, promoting collective advancement. [1]

Advancement of Human Unity

Seeing education as a right for all fosters the unity of humankind. Ignorance perpetuates divisions, while education equips all people to engage meaningfully in society’s development, cultivating a sense of world citizenship and shared purpose. Universal education, by emphasizing both scientific and moral learning, promotes justice, compassion, and cooperation, making unity not only possible but inevitable. [1]

Social and Economic Development

Education is described as the foundation of prosperity and the remedy for societal decline. Societies that prioritize universal learning improve their economies, industry, and governance. Education leads to higher moral standards, better decision-making, and more equitable participation in public and economic life. It enables all individuals—regardless of gender, background, or social status—to contribute to progress, making societies more stable and prosperous. [1]

Moral and Spiritual Progress

True education integrates moral and spiritual development with intellectual training. This balance produces individuals whose knowledge is used for the well-being and advancement of humanity, not just for personal gain. When education is universal and holistic, it cultivates ethical leaders, cultivates empathy, and prevents knowledge from being misused, ensuring progress is guided by justice and compassion. [1]

Elimination of Extremes and Injustice

Universal education reduces extremes of wealth, power, and opportunity by empowering all segments of society to participate equally. If everyone, especially women and marginalized groups, receives education, social inequalities are reduced, and cycles of poverty and powerlessness are broken. This fosters a society where the needs of all are considered in the common good, facilitating the establishment of justice. [1]

Collective Maturity and Social Transformation

Universal education paves the way for humanity’s collective maturity, enabling society to address challenges cooperatively and with wisdom. As more people become educated, they become capable of complex thought, innovation, and problem-solving, driving the ongoing progress of civilization and creating a foundation for global peace and stability. [1]

In summary, treating universal education as a universal law uplifts individuals and society, making unity, justice, prosperity, and peace attainable for all of humanity. [1]

Follow-Up Questions Proposed by Perplexity

Actionable steps to advance universal education as a universal law can emerge from the careful use of questions that help individuals, communities, and institutions assess their motivations, resources, and potential contributions. These questions should generate clear thinking, foster participation, and inspire coordinated action.[1]

Questions to Assess Local Needs and Resources

• What are the barriers to universal education in this community, and how can they be removed? [1]
• Who lacks access to education, and what specific strategies will ensure their inclusion? [1]
• What local resources—human, financial, organizational—can be mobilized to support educational initiatives? [1]
  

Questions to Foster Collaboration and Systematic Action

• How can efforts in education be strengthened through urgent action, reflection, and collective consultation? [1]
• What partnerships with individuals, organizations, and institutions can amplify the reach of educational opportunities? [1]
• In what ways can educational initiatives be made self-sustaining and continuously improved through systematic learning and adaptation? [1]
  

Questions for Engaging Stakeholders and Promoting Inclusion

• How can marginalized groups (such as women, minorities, or the poor) be empowered to participate equally in educational opportunities? [1]
• What steps are necessary to ensure that education includes both material and spiritual aspects, fostering justice, compassion, and practical skills? [1]
• Who has specialized knowledge or leadership skills and how can they mentor or train others within the community? [1]
  

Questions for Measuring and Maintaining Progress

• What evidence or indicators will be used to measure educational progress, equity, and impact? [1]
• How will successes and challenges be documented and shared to inform future steps? [1]
• What mechanisms are in place for regular reassessment, learning, and adaptation in educational planning? [1]
  

Questions Encouraging Broader Vision and Systemic Change

• How can local educational advances contribute toward regional, national, or global movements for universal education? [1]
• What opportunities exist to influence policy and engage in constructive discourse with authorities about the right to education for all? [1]
• How can education be used as a means to further unity, bridge divisions, and address prejudices in society? [1]
  

By regularly employing these purposeful and reflective questions, communities and institutions can continually take practical, context-appropriate steps to make universal education a living reality. [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/536814074. ↩
2. ’Abdu’l-Bahá. The Promulgation of Universal Peace: Talks Delivered by ʻAbduʼl-Bahá during His Visit to the United States and Canada in 1912. Edited by Howard MacNutt. 2nd ed. Wilmette, Ill: Baháʼí Publishing Trust, 1982, 300. https://www.bahai.org/r/759129181. ↩
3. Perplexity Pro. “Universal Education as a Universal Law.” Edited by Steve Bosserman. October 10, 2025. https://www.perplexity.ai/search/bahaullah-has-announced-that-i-5YUjrgzsSWaGv0JBxQJL4g#0. ↩

Istiqlál, 15 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

… Bahá’u’lláh considered education as one of the most fundamental factors of a true civilization. This education, however, in order to be adequate and fruitful, should be comprehensive in nature and should take into consideration not only the physical and the intellectual side of man but also his spiritual and ethical aspects. — Shoghi Effendi ¹

Question for Consideration

What factors should be taken into consideration in order for education, as Bahá’u’lláh regarded it, to be adequate and fruitful?

Perplexity Pro Response ²

Education, as Bahá’u’lláh regarded it, should be comprehensive—encompassing not only physical and intellectual development but also spiritual and ethical growth. To be adequate and fruitful, the following factors must be taken into consideration: [1]

Comprehensive Human Development

Bahá’u’lláh and Shoghi Effendi emphasize that education must address not only the physical and intellectual aspects but also the spiritual and moral dimensions of the individual. The aim is to cultivate the whole person so that knowledge is coupled with qualities such as justice, integrity, and service to others. [1]

Moral and Ethical Training

Education should give prominence to moral character and ethical conduct. Without the training of character, the acquisition of knowledge may become harmful rather than beneficial. Virtuous character is seen as fundamental—knowledge must serve humanity and be guided by principles of justice and equity. [1]

Social and Collective Well-Being

The well-being of the entire community must be sought alongside individual prosperity. Bahá’í teachings stress unity, justice, cooperation, and universal participation in the generation and application of knowledge. [1]

Practical and Useful Knowledge

Learning should focus on branches of knowledge that benefit humanity and promote the welfare of all. Both spiritual and secular sciences, arts, and crafts are valued—especially those that contribute to the progress of society. [1]

Universal Participation and Equality

Universal education and access to knowledge for all, regardless of gender or social status, are considered essential. The education of girls is often considered of utmost importance, as mothers are the primary educators of children. [1]

Harmony of Science and Religion

There should be harmony between scientific and religious knowledge, ensuring that education does not become superstition or materialistic, but remains firmly rooted in the advancement of civilization and service to humankind. [1]

Service and Social Action

Education ought to instill a sense of responsibility to serve others and foster social progress. It is seen as a foundation for social justice, equity, and community-building. [1]

In summary: for education to be “adequate and fruitful” in the Bahá’í context, it must develop the physical, intellectual, and spiritual capacities of each individual; train moral character; encourage social unity and justice; provide useful and relevant knowledge; ensure universal access and equality; harmonize science and religion; and inspire service to humanity. [1]

Follow-Up Questions Proposed by Perplexity

To expand understanding about the characteristics of adequate and fruitful education suitable for all, one may ask a variety of probing and reflective questions. These questions explore the multifaceted nature of education as envisioned in the Bahá’í writings and its relevance for individuals and society as a whole. [1]

Questions on Comprehensiveness

• How can education address the physical, intellectual, spiritual, and ethical aspects of the individual? [1]
• What kinds of curricula or pedagogies best support the harmonious development of all human capacities, not just academic ones? [1]
  

Questions on Moral and Social Purpose

• In what ways can education foster qualities such as justice, honesty, compassion, and service within students? [1]
• How can educational systems ensure that knowledge is used for the betterment of society and not just individual advancement? [1]
  

Questions on Universal Access and Equity

• What principles or measures can be put in place to guarantee access to education for all, regardless of background, gender, or economic status? [1]
• How can the education of girls and marginalized groups be prioritized and supported as essential for social progress? [1]
  

Questions on Social Transformation and Community Well-being

• How should education prepare individuals to contribute to the advancement and prosperity of the wider community, not just their own interests? [1]
• What role does education play in promoting unity, social cohesion, and collaborative problem-solving in diverse societies? [1]
  

Questions on Relevance and Practical Impact

• What forms of knowledge—practical, artistic, scientific, spiritual—are most beneficial for both individual flourishing and collective welfare? [1]
• How can education balance the acquisition of useful skills and knowledge while cultivating reflective, ethical, and critically-minded citizens? [1]
  

Questions on Science, Religion, and Worldview

• How can education create harmony between scientific inquiry and spiritual values? [1]
• In what ways can educational systems avoid both materialistic reductionism and superstition, promoting wisdom alongside knowledge? [1]
  

Questions on Systematic Change and Lifelong Learning

• How can educational institutions become learning organizations themselves, able to adapt and improve according to evolving needs of society? [1]
• What structures and processes best support sustained collective learning, consultation, and action within educational communities? [1]
  

These questions stimulate deeper inquiry into what makes education both adequate and fruitful for all, encouraging ongoing consultation, reflection, and learning in response to complex societal needs and spiritual aspirations. [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/860544646. ↩
2. Perplexity Pro. “Adequate and Fruitful Education.” Edited by Steve Bosserman. October 9, 2025. https://www.perplexity.ai/search/bahaullah-considered-education-HGvnx4rpRI2Gw6P4mIBiJA#0. ↩

Istijlál, 14 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

You had asked about poverty and wealth, and the toil of the poor and the comfort of the rich, and you had expressed your amazement and wonder at this situation….
The intent is not, however, to say that all the poor will become rich and they will become equal. Such a concept is like saying that all the ignorant and the illiterate will become the sages of the age and the learned of the learned. Rather, when education becomes compulsory and universal, ignorance and illiteracy will decrease and there will remain no one deprived of education. But, as the basis for distinction is in the person’s capacity and ability, and differences are related to the degree of his intelligence and mental powers, therefore, all the people will not be equal in their knowledge, learning and understanding. The intent is to say that the world of creation calls for distinctions in people’s stations, and degrees in the differences existing among them, so that the affairs of the world may become organized and ordered. Diversity in all created things, whether in kind, in physical appearance, or in station, is the means for their protection, their permanence, unity and harmony. Each part complements the other. — Shoghi Effendi ¹

Question for Consideration

How does the diversity of people relate to their unique distinctions and wholistic complementarities?

Perplexity Pro Response ²

The diversity of people, both in their capacities and roles, is fundamentally related to the health, organization, and harmonious development of society as a whole. Rather than aiming for absolute equality in wealth or knowledge, the intent is that universal education and opportunity reduce deprivation and injustice, while distinctions among people persist because of innate capacity, ability, and intelligence. These differences, far from being sources of division, are essential for the functioning and organization of human affairs, enabling each individual to contribute according to their strengths and, in turn, complement others for collective flourishing. [1]

Unity Through Diversity

Human society is like a living organism where the well-being of each part depends on the health and cooperation of the whole. Diversity in talents, backgrounds, and perspectives is the foundation for societal protection, permanence, unity, and harmony. Each person’s distinction helps fulfill necessary functions, creating complementarities rather than isolating differences. In this view, real unity is achieved by integrating these differences into a cooperative system, not by erasing individual uniqueness. [1]

Social Complementarities

Just as in nature where various elements and stages ensure survival and growth, distinctions among people—whether in roles, skills, or circumstances—are necessary for society’s organization. Complementarity means that one person’s qualities or capacities fill the gaps left by another, and each, in their station and with their resources, enriches the whole. In practice, cooperation and consultation that take advantage of diverse perspectives lead to collective insight, better decisions, and improved outcomes for all. [1]

The Role of Capacity and Education

Universal access to education and opportunity ensures that no one is deprived of potential development, but differences in intelligence, ability, and aspiration determine various levels of achievement. Societal advancement depends on everyone striving to fulfill responsibilities for the general good, fostering environments where individuals rise to their highest capacities, and communities benefit from their distinct contributions. [1]

Justice, Participation, and Intersubjective Well-being

A just society values every individual’s contribution and seeks the prosperity of the whole rather than privilege for a part. All are bound to one another, and systems that prioritize the well-being of some at the expense of others foster injustice. Instead, mutual consultation, constant learning, and orientation toward collective progress allow each person’s unique distinction to become a means of social well-being. This model emphasizes the organic unity of humanity—a unity marked by rich diversity and wholistic complementarities, rather than uniformity. [1]

In summary, the world of creation demands organized distinctions among individuals as the foundation for stable, prosperous, and harmonious societies. Diversity and complementarity are not just unavoidable but are indispensable for unity and order, so that every part enriches and is enriched by the whole. [1]

Follow-Up Questions Proposed by Perplexity

Deeper insight into the dynamics of “unity in diversity” can be gained by asking critical and reflective questions about identity, cooperation, equality, and the governance of diversity in human society. Such questions help uncover hidden beliefs, practical challenges, and opportunities for harmonious coexistence. [1]

Foundational Questions

• How does society benefit from the distinctive talents and capacities of its diverse members? [1]
• In what ways does unity differ from uniformity, and why is the difference important for human advancement? [1]
• What practical steps can communities take to ensure that diversity leads to cooperation rather than division? [1]
  

Investigating Social Structures

• What systems and practices successfully foster meaningful participation and justice among people of different backgrounds? [1]
• How can consultation and collective decision-making processes make use of a diversity of perspectives without stifling creativity or initiative? [1]
• What are obstacles that prevent individuals of different cultures, races, or social groups from engaging in genuine collaboration, and how might they be overcome? [1]
  

Exploring Moral and Spiritual Dimensions

• How does the recognition of our shared humanity transform personal and collective identity? [1]
• What role do spiritual principles, such as the oneness of humankind and justice, play in resolving tensions associated with diversity? [1]
• In what ways does love for all people and the subordination of lesser loyalties to the welfare of humanity support true unity? [1]
  

Approaches to Learning and Action

• How does a learning-oriented approach help communities to continually improve their capacity for unity in diversity? [1]
• What lessons can be learned from environments where diverse populations have built vibrant communities rooted in collaboration, mutual respect, and freedom from prejudice? [1]
• How can individuals and groups systematically share insights and experiences in embracing unity in diversity across different regions and contexts? [1]
  

By reflecting on such questions, the transformative potential of unity in diversity can be more fully understood, leading to stronger, more just, and harmonious communities. [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/860544649. ↩
2. Perplexity Pro. “Diversity, Distinction, and Complementarity.” Edited by Steve Bosserman. October 8, 2025. https://www.perplexity.ai/search/you-had-asked-about-poverty-an-o6JWTrTyTzORa_VD9kKJOg#0. ↩

’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. ↩