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Daily Frameworks for 04 December 2025

Istijlál, 13 Qawl (Speech), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection

There is no doubt that modern technologies can be valuable instruments in the great enterprise of building a prosperous world civilization. Surely, however, as an individual committed to rural development, you are aware of the potentially destructive forces unleashed by a naïve implementation of technology in the name of modernity and globalization. For example, the introduction of the agricultural practice of monoculture in rural areas, intended to increase efficiency and yield for small landowners, has in some instances actually cost them their land; even if there is, ultimately, merit in moving toward modern agricultural practices, one cannot be blind to the tremendous cost in human suffering that may occur, and which might be mitigated by a change in approach. The statement in the letter was a reference to these negative tendencies, and not a general condemnation of technological development and progress, which are upheld by the teachings of the Faith….

Bahá’ís involved in projects for social and economic development recognize that there are both benefits and pitfalls involved with the use of technology. The key question is, therefore, not whether to use technology, but how to use it. Approaches to development centred on the donation of goods and services, so characteristic of well-intentioned traditional religious charity and the programs of the welfare state, are known to have debilitating effects. The initial allure of the promised technologies often proves ephemeral. It is to this phenomenon that the phrase “technologies deceptively packaged” refers. It is hoped that the friends in the development field will weigh the technical issues and social forces involved and bring to bear a profound understanding of both science and religion, so that they may contribute to a sound approach that avoids the extremes of blind faith in materialism and a romantic attachment to tradition. — Universal House of Justice 1

Question for Consideration

What guidelines can Bahá’ís involved in projects for social and economic development follow concerning the appropriate use of technology?

Perplexity Pro Response 2

Bahá’ís involved in social and economic development projects are encouraged to use technology thoughtfully, striving for a balance between material progress and human well-being. The central focus is not whether technology should be used, but how to use it in ways that support genuine empowerment and avoid harmful consequences for individuals and communities. [1]

Principles for the Use of Technology

  • Technologies should serve the real needs and aspirations of local communities, rather than being imposed from outside simply for the sake of “modernity” or “efficiency”. [1]
  • The introduction of technology must be accompanied by careful consideration of technical, social, and cultural factors to avoid harm, such as loss of land or traditional livelihoods, as seen in some monoculture practices. [1]
  • Development efforts should focus on building the capacity of people at the grassroots to make their own decisions, enabling them to become protagonists of their own progress, rather than passive recipients of aid or technology. [1]
  • Approaches that center on the donation or top-down provision of goods and services, including technology, may have debilitating effects and undermine self-reliance. [1]

Guidelines in Practice

  • Technology must not define needs or dictate the direction of development activities. Instead, communities should be active participants in identifying their goals and assessing which technologies, if any, will help achieve them. [1]
  • Bahá’ís are encouraged to bring together spiritual principles and scientific/technical knowledge, ensuring that progress is guided by justice, participation, and moral purpose.
  • Emphasis is on learning, consultation, and systematic reflection, so that each step is informed by experience as well as by the wisdom of both science and religion. [1]

Avoiding Extremes

  • Development must avoid both blind faith in technology and rigid attachment to tradition. Instead, Bahá’ís seek an approach that harmonizes the insights of science with the values of the Faith, so as to contribute to the advancement of civilization without causing undue harm or disruption. [1]​

These guidelines help ensure that technology is a tool for empowerment and prosperity, not a cause of dependency or suffering. Each project should be rooted in the realities and capacities of the local population, unfolding organically and always respecting the central Bahá’í principle of the oneness of humanity. [1]

Follow-Up Questions Proposed by Perplexity

A set of thoughtful questions can deepen understanding of how Bahá’ís approach technology in social and economic development, especially around capacity building, justice, and culture. [1]

About purposes and principles

  • How does technology serve the spiritual and material purposes of a given project, rather than becoming an end in itself? [1]
  • In what ways can the oneness of humankind and justice shape decisions about which technologies to adopt or reject? [1]
  • How can the coherence of the material and spiritual dimensions of life be preserved when introducing new tools or systems? [1]

About community and capacity

  • Who in the community is involved in deciding what technologies are needed, and how are those decisions made? [1]
  • How will the use of a particular technology build the capacity of local people to analyze their reality and act for their own progress? [1]
  • Could this technology unintentionally create dependency on external experts, funding, or companies, and how might that be avoided? [1]

About benefits and harms

  • What potential benefits does this technology offer, and to whom do those benefits primarily accrue (small farmers, youth, women, or outside investors)? [1]
  • What possible harms—economic, social, cultural, or environmental—could arise, even if the initial results look positive? [1]
  • How will the community monitor over time whether the technology is strengthening or weakening its social fabric and local initiative? [1]

About culture and “deceptive packaging”

  • In what ways might the “packaging” of this technology—its marketing, status, or association with modernity—hide its real costs? [1]
  • Are there local forms of knowledge or practice that this technology could displace, and what might be lost if that happens? [1]
  • How can communities learn to see beyond the allure of new tools and evaluate them using both scientific insight and spiritual principles? [1]

About learning and consultation

  • What questions should be asked in community consultations before adopting a new technology, and who needs to be at the table? [1]
  • How will the community document and reflect on its experiences with technology so that mistakes become sources of collective learning? [1]
  • How can collaboration with other groups and institutions help refine a Bahá’í-inspired approach to technology that avoids both blind materialism and romantic traditionalism? [1]

​Citations

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

Footnotes

  1. Research Department of the Universal House of Justice. “Social Action.” Bahá’í Reference Library, August 2020. https://www.bahai.org/r/425846064 ↩︎
  2. Perplexity Pro. “Appropriate Use of Technology in Social and Economic Development” Edited by Steve Bosserman. December 3, 2025. https://www.perplexity.ai/search/there-is-no-doubt-that-modern-0X2vMjHrQcO1Kkopa2oY5w#0. ↩︎

Daily Frameworks for 23 September 2025

Fidál, 17 ʼIzzat (Might), 182 B.E.

Social Action: Selected Themes Pertaining to Social and Economic Development

Quotes for Reflection:

Close investigation will show that the primary cause of oppression and injustice, of unrighteousness, irregularity and disorder, is the people’s lack of religious faith and the fact that they are uneducated. When, for example, the people are genuinely religious and are literate and well-schooled, and a difficulty presents itself, they can apply to the local authorities; if they do not meet with justice and secure their rights and if they see that the conduct of the local government is incompatible with the divine good pleasure and the king’s justice, they can then take their case to higher courts and describe the deviation of the local administration from the spiritual law. Those courts can then send for the local records of the case and in this way justice will be done. At present, however, because of their inadequate schooling, most of the population lack even the vocabulary to explain what they want. — ‘Abdu’l-Bahá 1 2

Question for Consideration

From a Bahá’í standpoint, how do people transition from lacking in religious faith and suffering from ignorance, to being genuinely religious, literate, and well-schooled?

Perplexity Pro Response 3

From a Bahá’í standpoint, the transition from a state of oppression, ignorance, and lack of faith to one of genuine religiosity, literacy, and education is envisioned as a gradual, organic, and collective process that unfolds at both individual and community levels, rooted in specific teachings and practical action. [1]

Foundations for the Transition

Bahá’í teachings stress that both spiritual and material education must be universally accessible, with the acquisition of knowledge seen as a primary duty for all. There is an emphasis not only on literacy and academic learning but also on the cultivation of good character and spiritual insight. “The promotion of education” is described as “the most urgent requirement”—the principal means by which oppression and injustice are overcome and by which societies achieve prosperity and freedom. [1]

Practical Steps and Community Processes

  • Every child is to receive an education, and, if needed, communities themselves are to provide for those who cannot afford it, ensuring no one is deprived of learning. [1]
  • Spiritual Assemblies (Bahá’í elected institutions) are charged specifically with the promotion of learning, establishment of schools, and development of educational resources and facilities, including focusing on girls’ education and raising both scientific and moral standards. [1]
  • Moral training and character-building are considered foundational—education, to be truly fruitful, must integrate both spiritual and intellectual elements, fostering individuals who are not only knowledgeable but also upright, just, and empowered to seek justice through proper social channels. [1]

The Role of Capacity Building and Social Action

The Bahá’í community-building process centers around activities such as study circles, devotional meetings, children’s classes, and youth empowerment programs. These are designed not just to teach religious doctrine, but to build individual and collective capacity for service, reflection, and consultation—a systematic approach to learning and action that strengthens faith and intellect together. [1]

  • As capacity within a community grows, acts of social action naturally emerge, such as starting schools, literacy programs, and community improvement projects. [1]
  • Individuals move from passivity to active protagonism in their own betterment and that of their society, accompanied by others in study and service, creating a reinforcing cycle of spiritual, moral, and intellectual upliftment. [1]

Spiritual and Structural Integration

Bahá’í texts affirm that true transformation requires the “dynamic coherence between the material and spiritual requirements of life”. Both faith and reason—science and religion—are elevated and harmonized. The transition is thus viewed as participatory, inclusive, and long-term: “the long-term solution… is to engage in constructive collaboration… to build a progressive and orderly society committed to the promotion of knowledge and social justice”. [1]

Organic and Adaptive Growth

There are no shortcuts or formulas; the process is one of sustained, effortful advancement, learning from experience, responding to local needs, and nurturing talents and abilities in every individual. Answers and methods emerge through consultation, action, and reflection, continually informed by Bahá’í principles and engagement with wider societal thought. [1]

In summary, Bahá’í teachings envision social transformation as rooted in universal access to education—moral, spiritual, and intellectual—guided by a process of community-building, institution-building, and social action, where individuals and communities together learn, consult, and act to overcome ignorance and oppression and build structures of justice and unity. [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/595099599. ↩
  2. ’Abdu’l-Bahá. The Secret of Divine Civilization. Translated by Marzieh Gail. 2nd Edition | Reprint. Wilmette, Ill: Baháʾí Publishing Trust, 1975, 18. https://www.bahai.org/r/049834550. ↩
  3. Perplexity Pro. “Transition to Faith, Literacy, and Education.” Edited by Steve Bosserman. September 22, 2025. https://www.perplexity.ai/search/close-investigation-will-show-p.DixEIbQFSCDtMbLR5.JQ. ↩