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

Principle	Description
Education as Service	Educating children is a sacred trust, an act of service to God and humanity [1].
Worship as Foundation	True prosperity is rooted in worship and conscious alignment with God’s will [1].
Prosperity Defined	Success is seen as both spiritual (confirmation, character) and material (well-being) [1].
Coherence	Material progress gains true meaning when united with spiritual principles [1].

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. ↩

Jamál, 03 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

It followeth that the children’s school must be a place of utmost discipline and order, that instruction must be thorough, and provision must be made for the rectification and refinement of character; so that, in his earliest years, within the very essence of the child, the divine foundation will be laid and the structure of holiness raised up. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

What are the characteristics of a children’s school that make it “a place of utmost discipline and order, that instruction must be thorough, and provision must be made for the rectification and refinement of character?”

Perplexity Pro Response ³

A children’s school that is “a place of utmost discipline and order, with thorough instruction and provision for rectification and refinement of character” should display several key characteristics rooted in both the spiritual and practical dimensions of education. [1]

Discipline and Order

• The environment of the school is peaceful, well-organized, and structured to support learning and growth. [1]
• Activities and routines are established so that students feel secure and focused, reinforcing the value of attention and effort. [1]
• Discipline is not enforced through fear or excessive control, but cultivated through positive reinforcement, example, and loving guidance. [1]
  

Thorough Instruction

• Lessons are comprehensive, embracing both spiritual and material subjects, and aim to equip students with knowledge and practical skills. [1]
• Teachers are well-trained, knowledgeable, and devoted to the welfare and progress of the children. [1]
• The curriculum fosters mastery of reading, writing, sciences, arts, and crafts, as well as reflection on noble ideals and values. [1]
  

Rectification and Refinement of Character

• Moral and ethical education stands at the forefront, ensuring that good behavior and high character precede purely academic accomplishment. [1]
• Training is directed to the development of virtues such as honesty, patience, compassion, service, and unity. [1]
• Children are encouraged to uplift themselves and contribute constructively to society, combining inner qualities with outer skills. [1]
  

Spiritual Foundation and Community

• The divine foundation within each child is nurtured through teaching about spiritual truths and loving reverence for God. [1]
• Lessons include prayers, religious studies, and opportunities to reflect and practice spiritual virtues in daily life. [1]
• Collaboration and inclusivity are promoted, honoring the diversity of every child while building unity among the school community. [1]
  

Teacher and Curriculum Qualities

• Teachers should be models of pure conduct, capable in their knowledge, and distinguished by their devotion and faith. [1]
• The curriculum is chosen for its benefit to the child and to humanity at large, emphasizing sciences, arts, languages, spiritual teachings, and skills that serve society. [1]
  

Summary Table: Characteristics of an Excellent Children’s School

Characteristic	Description
Discipline and Order	Peaceful, organized routine; loving guidance; positive reinforcement [1]
Thorough Instruction	Comprehensive lessons in both material and spiritual subjects; skilled teachers [1]
Refinement of Character	Priority to upright behavior, moral education, development of virtues [1]
Spiritual Foundation	Nurturing reverence, prayers, reflection, and divine teachings [1]
Community and Inclusivity	Diverse yet unified; building capacity for service and knowledge [1]

In summary, a children’s school manifesting these attributes becomes a foundation for holistic learning, character building, and social advancement, raising up children who are both knowledgeable and virtuous, prepared to serve humanity. [1]

Follow-Up Questions Proposed by Perplexity

Several thoughtful follow-up questions can lead to further insights on children’s schools characterized by discipline, thorough instruction, and character development. [1]

Questions About Environment and Practice

• How do daily routines and the school environment foster discipline and order among students? [1]
• What strategies do teachers use to balance firmness and loving guidance in classroom management? [1]
• In what ways is thoroughness in instruction ensured across different subjects and age groups? [1]
  

Questions About Curriculum and Goals

• Which subjects and activities are prioritized to promote both academic and spiritual excellence? [1]
• How is the curriculum adapted to address the moral and ethical needs of children in today’s society? [1]
• What measures are taken to constantly evaluate and improve the effectiveness of educational programs? [1]
  

Questions About Character Building

• What specific practices or programs support the rectification and refinement of character? [1]
• How are virtues such as honesty, compassion, and unity modeled and reinforced by staff and students? [1]
• How is progress in character development observed and assessed? [1]
  

Questions About Inclusivity and Community

• How does the school foster a sense of community and belonging among children from diverse backgrounds? [1]
• In what ways are parents and families involved in supporting the goals of discipline, thorough instruction, and character formation? [1]
  

These questions support deeper exploration of the practical, philosophical, and spiritual dimensions of holistic childhood education. [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/771917480. ↩
2. ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 137. https://www.bahai.org/r/488610980. ↩
3. Perplexity Pro. “Characteristics of Children’s Schools.” Edited by Steve Bosserman. September 27, 2025. https://www.perplexity.ai/search/it-followeth-that-the-children-ra6zFZ18S1Wa0NfJYtkF5w#0. ↩

Jalál, 02 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

The education and training of children is among the most meritorious acts of humankind and draweth down the grace and favor of the All-Merciful, for education is the indispensable foundation of all human excellence and alloweth man to work his way to the heights of abiding glory. If a child be trained from his infancy, he will, through the loving care of the Holy Gardener, drink in the crystal waters of the spirit and of knowledge, like a young tree amid the rilling brooks. And certainly he will gather to himself the bright rays of the Sun of Truth, and through its light and heat will grow ever fresh and fair in the garden of life. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

Why is the education and training of children among the most meritorious acts of humankind?

Perplexity Pro Response ³

The education and training of children is considered among the most meritorious acts of humankind because it forms the indispensable foundation for all human excellence and unlocks the latent potential within every person. Education is viewed not only as the means of developing intellectual abilities but also as the essential process through which spiritual, moral, and social qualities are cultivated from the earliest years. [1]

Foundational to Human Excellence

By providing children with both knowledge and moral training, society nurtures individuals who can contribute positively toward civilization’s prosperity, peace, and unity. This dual focus on academic learning and character formation enables people to develop good behavior, high moral character, and a love of truth—qualities essential for the advancement of both the individual and society. [1]

Unlocking Human Potential

Bahá’í teachings liken each human being to a mine rich in gems of inestimable value, and only through education can these treasures be revealed for the benefit of humanity. The efforts invested in the education of children set the course for their entire lives, equipping them with the skills, values, and discernment to distinguish truth from falsehood and to avoid prejudice, superstition, and harmful traditions. [1]

Stability and Progress of Civilization

Education is described as the principal requirement for the well-being and prosperity of every nation; without it, progress stalls, and societies fall into decline. It ensures the development of both material and spiritual civilization, with the former being likened to a body, and the latter to the spirit. True happiness and social order arise only when both aspects advance together, reinforcing the importance of nurturing the whole child—materially, intellectually, and spiritually. [1]

Divine Favor and Lasting Impact

According to ‘Abdu’l-Bahá, educating and training children is ennobled by the grace and favor of the All-Merciful, elevating society and drawing down blessings on those who serve in this way. Notably, to nurture or educate a child is equated in the Bahá’í writings to raising “a son of Mine” (God), an act that is said to attract divine loving-kindness and mercy. [1]

In summary, the education and training of children is meritorious because it builds the foundation for excellence, reveals inherent capacities, safeguards social stability, advances true civilization, and attracts spiritual blessings, thereby working towards the abiding glory of humanity in both this world and the next. [1]

Follow-Up Questions Proposed by Perplexity

Recommended follow-up questions to the discussion on the merits of the education and training of children include reflective prompts about the deeper purpose, practical application, and impact of education according to Bahá’í principles. [1]

Purpose and Nature of Education

• What is the true purpose of educating children, beyond academic achievement? [1]
• How does education contribute to both material and spiritual progress in individuals and society? [1]
• What qualities should education seek to cultivate in children to prepare them for service to humanity? [1]
  

Practical Implementation and Community Engagement

• How can families, communities, and educational institutions collaborate more effectively in the training of children? [1]
• What methods can be used to promote moral and spiritual as well as intellectual development in children? [1]
• How does community involvement in education help address the challenges facing society today? [1]
  

Addressing Broader Social and Spiritual Themes

• What role does education play in overcoming prejudice, fostering unity, and promoting justice across society? [1]
• How can educational efforts be aligned with the principle of the oneness of humanity? [1]
• In what ways can parents and educators identify and nurture the unique potential within every child? [1]
  

Each question helps advance understanding about the centrality of education to personal excellence and collective progress, inviting deeper reflection and consultation on how to translate principles into practical action. [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/771917490. ↩
2. ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 129-130. https://www.bahai.org/r/943893327. ↩
3. Perplexity Pro. “The Education and Training of Children” Edited by Steve Bosserman. September 26, 2025. https://www.perplexity.ai/search/the-education-and-training-of-agcpg.ShQzK9EDN3pn1K.A#0. ↩

Istiqlál, 01 Mashíyyat (Will), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

And among the teachings of Bahá’u’lláh is the promotion of education. Every child must be instructed in sciences as much as is necessary. If the parents are able to provide the expenses of this education, it is well, otherwise the community must provide the means for the teaching of that child. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

How can the community provide the means for the teaching of a child whose parents are unable to cover the expenses for that education?

Perplexity Pro Response ³

The community can provide education for children whose parents cannot afford it through several coordinated efforts anchored in unity, consultation, and collective responsibility. This includes establishing local funds, organizing community schools, using voluntary contributions, and leveraging institutional processes to ensure every child’s right to education is upheld. [1]

Methods of Community Support

• Local Bahá’í institutions, such as Spiritual Assemblies, are tasked with creating educational facilities and resources for all children, supported by both local funds and voluntary contributions from community members. [1]
• The establishment of a “general storehouse,” as described by ‘Abdu’l-Bahá, can fund public services like education via proceeds from tithes, taxes, voluntary offerings, and other communal resources. [1]
• Community consultation identifies local needs, mobilizes resources, and develops sustainable structures, such as grassroots schools or after-school programs, to provide instruction for children regardless of ability to pay. [1]
  

Practical Steps

• Members of the community may offer tutorial assistance, sponsor school fees, donate supplies, or support projects targeting children in need, conducted through existing Bahá’í administrative structures. [1]
• Where possible, Bahá’í-inspired organizations and development funds help supplement locally-available resources, increasing reach and sustainability of educational efforts. [1]
• The ongoing training of human resources in the community ensures capacity to teach, administer, and maintain these educational initiatives, with special attention to advancing the education of girls and those most marginalized. [1]
  

Guiding Principles

• All actions are shaped by consultation, justice, and mutual aid, recognizing access to knowledge as a right and community empowerment as the cornerstone of social progress. [1]
• The spirit of voluntary sharing and collective stewardship avoids paternalism and ensures assistance is rendered with dignity and unity. [1]
• These efforts begin small and build organically as the community grows in size and capacity, always focused on both the material and spiritual education of children to foster prosperity and coherence within society. [1]
  

In short, communities provide educational means through collective resource mobilization, voluntary sharing, establishment of funds, local institutional action, consideration of gender equity, and ongoing consultation, ensuring no child is left without the opportunity to learn. [1]

Follow-Up Questions Proposed by Perplexity

Here are follow-up questions to help community members explore ways to ensure all children have educational opportunities, regardless of their parents’ ability to pay:

Questions for Community Consultation

• What are the specific needs and challenges faced by children in our community regarding access to education, and how can we collectively address them? [1]
• What resources (financial, human, material) currently exist within our community that could be mobilized to support children’s education, and what additional resources might be needed? [1]
• In what ways can we create or strengthen partnerships, both within and outside the Bahá’í community, to support education for all children? [1]
  

Questions for Capacity and Initiative

• How can we increase the number of trained volunteers or teachers to offer classes and support children’s learning, especially for those whose families cannot pay? [1]
• What small-scale or grassroots initiatives (tutorial sessions, after-school programs, provision of school supplies) can be started or expanded within our means? [1]
• How can decision-making about educational support be truly collective, so the whole community feels responsible for every child’s learning? [1]
  

Questions About Sustainable Solutions

• What approaches can we adopt to ensure that our educational efforts are sustainable and not dependent solely on external or temporary funding? [1]
• How can we ensure dignity, empowerment, and voluntary participation in the assistance we provide to children and families in need? [1]
• What processes can be put into place to continually reflect, learn, and improve our collective efforts to support children’s education? [1]
  

These questions foster a spirit of consultation, shared responsibility, and organic growth, encouraging the community to explore practical, sustainable, and inclusive ways to provide education for all children, regardless of ability to pay. [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/595099593. ↩
2. ’Abdu’l-Bahá. Selections from the Writings of ʻAbduʼl-Bahá. Translated by Marzieh Gail. Reprint. Wilmette, Illinois: Bahá’í Publishing Trust, 1996, 304. https://www.bahai.org/r/743476304. ↩
3. Perplexity Pro. “The Promotion of Education.” Edited by Steve Bosserman. September 25, 2025. https://www.perplexity.ai/search/and-among-the-teachings-of-bah-IsZnW6BeTHOCxwYpZ0fRFA#0. ↩

Istijál, 19 ʼIzzat (Might), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Stranger even than this episode is the fact that the government of Japan was in the beginning subject to and under the protection of China, and that now for some years, Japan has opened its eyes and adopted the techniques of contemporary progress and civilization, promoting sciences and industries of use to the public, and striving to the utmost of their power and competence until public opinion was focused on reform. This government has currently advanced to such a point that, although its population is only one-sixth, or even one-tenth, that of China, it has recently challenged the latter government, and China has finally been forced to come to terms. Observe carefully how education and the arts of civilization bring honor, prosperity, independence and freedom to a government and its people.
It is, furthermore, a vital necessity to establish schools throughout Persia, even in the smallest country towns and villages, and to encourage the people in every possible way to have their children learn to read and write. If necessary, education should even be made compulsory. Until the nerves and arteries of the nation stir into life, every measure that is attempted will prove vain; for the people are as the human body, and determination and the will to struggle are as the soul, and a soulless body does not move. This dynamic power is present to a superlative degree in the very nature of the Persian people, and the spread of education will release it. — ‘Abdu’l-Bahá ^{1 2}

Question for Consideration

What are the benefits of education and what measures can be taken to assure it is available for everyone?

Perplexity Pro Response ³

Education is essential for the honor, prosperity, independence, and freedom of both governments and their peoples, unlocking the creative and transformative powers latent in every society. The benefits of education include societal advancement, civic well-being, economic growth, social justice, and the development of individual capacities for both material and spiritual progress. [1]

Benefits of Education

• Education raises the standard of living by enabling people to obtain knowledge and develop skills that benefit not only themselves but also their communities. [1]
• The spread of education cultivates independence, freedom, and the very soul of a people, sparking the will and determination necessary for collective progress. [1]
• A well-educated population is more prepared to grapple with the challenges of the age, fostering prosperity, reducing ignorance, and minimizing injustice and oppression. [1]
• Education is key to the promotion of the arts and sciences, vital for a flourishing civilization, and leads to social cohesion and unity among diverse populations. [1]
• Universal education erases barriers of separation, enhances mutual understanding, and further advances the unity of nations. [1]
  

Measures to Assure Universal Education

• It is a vital necessity to establish schools in every city, town, and village, ensuring that even the smallest or most remote communities have access to learning. [1]
• Societies should encourage all parents to have their children taught to read and write; if necessary, education should be made compulsory so that no one is left behind. [1]
• Provision must be made for the education of children whose families cannot afford it, ensuring that poverty is not a barrier to learning. [1]
• Schools should be well organized, employ teachers of high character and expertise, and prioritize both the sciences and arts as well as ethical and spiritual training. [1]
• Educational initiatives should also focus on raising literacy among adults, empowering women and girls, and equipping communities to take charge of their development. [1]
• Community organizations and local authorities can play key roles by providing resources, organizing regular consultations, establishing funds, and supporting inclusive, holistic programs that nurture the capacities of every individual. [1]
  

Key Principles to Guide Implementation

• Universal and compulsory education is foundational: ignorance is seen as the principal cause of a nation’s decline. [1]
• Educational content must cultivate not just knowledge, but also rectitude, good character, and the capacity to solve contemporary problems. [1]
• Both girls and boys must be equally encouraged, as the education of mothers fundamentally affects the next generation. [1]
• Learning should be dynamic, evolving to meet the needs of the present age and fostering a balance between material progress and spiritual values. [1]
  

By institutionalizing these measures, education becomes a transformative power for individuals, communities, and nations, ensuring collective advancement across all dimensions of life. [1]

Follow-Up Questions Proposed by Perplexity

To deepen understanding about the importance of education and how to make it universally available, consider the following follow-up questions that explore both principles and practicalities: [1]

About the Importance of Education

• How does education contribute to the development of both individuals and entire societies, beyond economic factors? [1]
• What role does education play in cultivating virtues, ethics, and social responsibility in a population? [1]
• In what ways does universal education help eliminate prejudice, promote unity, and advance justice? [1]
• How might education be designed to balance the acquisition of technical knowledge with spiritual and moral development? [1]
  

About Making Education Universally Available

• What are the major barriers—economic, social, or cultural—to providing education for all children, especially in rural or disadvantaged areas? [1]
• What successful models or strategies exist for establishing schools in villages or underserved communities? [1]
• How can communities be empowered to initiate and sustain their own educational programs? [1]
• What is the appropriate role of government, local institutions, and external aid in making education universal without creating dependency or external control? [1]
• How can educational systems ensure both boys and girls have equal opportunities and encouragement to learn? [1]
• What measures can be taken to integrate adult literacy and lifelong learning into the vision for universal education? [1]
• How should education be adapted to reflect and respect the unique needs, languages, and cultures of different communities, while still meeting universal standards? [1]
  

Exploring Practical Measures and Innovations

• What role can technology and remote learning play in extending the reach of education? [1]
• How can families and parents be actively encouraged and supported to value and prioritize their children’s education? [1]
• What mechanisms are effective for making education both compulsory and accessible in diverse social contexts? [1]
  

These questions can guide further study, conversations, or research into both the transformative value of education and the most effective ways to ensure that every individual benefits from it. [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/595099597. ↩
2. ’Abdu’l-Bahá. The Secret of Divine Civilization. Translated by Marzieh Gail. 2nd Edition | Reprint. Wilmette, Ill: Baháʾí Publishing Trust, 1975, 111-112. https://www.bahai.org/r/008738328. ↩
3. Perplexity Pro. “Universal Education: Benefits and Guidelines for Implementation.” Edited by Steve Bosserman. September 24, 2025. https://www.perplexity.ai/search/observe-carefully-how-educatio-ozmhA7sgQzGqJ5Kr5CAelw#0. ↩