Raising capacity for administration at all levels

Eighty years ago, a letter written on behalf of the Guardian described Bahá’í administration as “the first shaping of what in future will come to be the social life and laws of community living”. Today, at the beginning of the second century of the Formative Age, the shape of Bahá’í administration has developed considerably, and its continued development will be essential for the release of the society-building power of the Faith. ^{12 3}

The administrative machinery of the Cause having now sufficiently evolved, its aim and object fairly well grasped and understood, and its method and working made more familiar to every believer, I feel the time is ripe when it should be fully and consciously utilized to further the purpose for which it has been created. It should, I strongly feel, be made to serve a twofold purpose. On one hand, it should aim at a steady and gradual expansion of the Movement along lines that are at once broad, sound and universal; and on the other it should insure the internal consolidation of the work already achieved. It should both provide the impulse whereby the dynamic forces latent in the Faith can unfold, crystallize, and shape the lives and conduct of men, and serve as a medium for the interchange of thought and the coordination of activities among the divers elements that constitute the Bahá’í community. ⁴

As the contribution being made by the Faith to the progress of society in different parts of the world gains greater visibility, the Bahá’í community will increasingly be called upon to explicate the principles it advocates, and to demonstrate their applicability to the issues facing humanity. The more the intellectual life of a community blossoms and thrives, the greater its capacity to answer this call. It will be up to the followers of Bahá’u’lláh to provide, in the world of ideas, the intellectual rigour and clarity of thought to match their commitment to spiritual and material progress in the world of deeds. ^{1 2 3}

Consequently, when thou lookest at the orderly pattern of kingdoms, cities and villages, with the attractiveness of their adornments, the freshness of their natural resources, the refinement of their appliances, the ease of their means of travel, the extent of knowledge available about the world of nature, the great inventions, the colossal enterprises, the noble discoveries and scientific researches, thou wouldst conclude that civilization conduceth to the happiness and the progress of the human world. Yet shouldst thou turn thine eye to the discovery of destructive and infernal machines, to the development of forces of demolition and the invention of fiery implements, which uproot the tree of life, it would become evident and manifest unto thee that civilization is conjoined with barbarism. Progress and barbarism go hand in hand, unless material civilization be confirmed by Divine Guidance, by the revelations of the All-Merciful and by godly virtues, and be reinforced by spiritual conduct, by the ideals of the Kingdom and by the outpourings of the Realm of Might. ⁴

This exploration of the centrality of education to a community founded on Bahá’í principles would be incomplete without a further observation. Shoghi Effendi has laid great stress on the importance of striving, through “constant endeavour”, to obtain “a more adequate understanding of the significance of Bahá’u’lláh’s stupendous Revelation”. ¹ The training institute has no parallel as an instrument for the systematic exposure of limitless numbers of souls to the life-giving waters of the Revelation and the inexhaustible meaning of the Word of God. But the friends’ efforts to increase their understanding of the Faith and its teachings are of course not limited to participation in the institute process. Indeed, one strong indicator of an institute’s effectiveness is the thirst it cultivates within those who engage with its materials to continue to study the Cause of Bahá’u’lláh—individually, but also collectively, whether in formal spaces created by the institutions or in more informal settings. Beyond the study of the Revelation itself, the implications that the teachings hold for countless fields of human endeavour are of great importance. A notable example of one form of education through which young believers are becoming better acquainted with a Bahá’í perspective on issues relevant to the progress of humanity ² is participation in the seminars offered by the Institute for Studies in Global Prosperity. Given the vastness of the ocean of the Revelation, it will be apparent that exploring its depths is a lifelong occupation of every soul who would tread the path of service. ^{3 4 5}

The divine Manifestations have been iconoclastic in Their teachings, uprooting error, destroying false religious beliefs and summoning mankind anew to the fundamental oneness of God. All of Them have, likewise, proclaimed the oneness of the world of humanity. The essential teaching of Moses was the law of Sinai, the Ten Commandments. Christ renewed and again revealed the commands of the one God and precepts of human action. In Muḥammad, although the circle was wider, the intention of His teaching was likewise to uplift and unify humanity in the knowledge of the one God. In the Báb the circle was again very much enlarged, but the essential teaching was the same. The Books of Bahá’u’lláh number more than one hundred. Each one is an evident proof sufficient for mankind; each one from foundation to apex proclaims the essential unity of God and humanity, the love of God, the abolition of war and the divine standard of peace. Each one also inculcates divine morality, the manifestation of lordly graces—in every word a book of meanings. For the Word of God is collective wisdom, absolute knowledge and eternal truth. ⁶

In many parts of the world, a natural outcome of the participation of individuals and families in the institute process has been an increased consciousness of the importance of education in all its forms. Friends serving as children’s class teachers take a keen interest in the broad educational development of those they teach, while friends serving as tutors and animators are naturally concerned with the extent to which those approaching or entering adulthood—girls and boys alike—can access and benefit from education of many kinds, not limited to the courses offered by the institute itself. For instance, they can encourage young people to look towards apprenticeships or university studies. We have been struck by how, in many communities, engagement in the institute process by large numbers has gradually reshaped this aspect of culture within a population. The institutions of the Faith will need to take responsibility for ensuring that, as consciousness is raised in this way, the noble aspirations that arise in young people as a result—aspirations to acquire the education and training that will allow them to offer a lifetime of meaningful service to their society—can be fulfilled. The long-term development of a community and, ultimately, of a nation, from generation to generation, depends to a large degree on the effort made to invest in those who will assume responsibility for collective social progress. ^{1 2}

As to the differences of character arising from education, they are great indeed, for education exerts an enormous influence. Through education the ignorant become learned, the cowardly become courageous, the crooked branch becomes straight, the acrid and bitter fruit of the mountains and woods becomes sweet and succulent, and the five-petalled flower puts forth a hundred petals. Through education barbarous nations become civilized and even animals take on human-like manners. Education must be accorded the greatest importance; for just as diseases are highly communicable in the world of bodies, so is character highly communicable in the realm of hearts and spirits. The differences caused by education are enormous and exert a major influence. ³

With respect to raising the capacity of institutes to deliver each of the three stages of the educational process, we are glad to see that attention is increasingly being given to enhancing the quality of the educational experience itself, in addition to expanding the system for its delivery. A critical requirement is to enable all those contributing to the work of the institute to progressively advance their understanding of the educational content: its objectives, its structure, its pedagogical principles, its methodology, its central concepts, its interconnections. Many training institute boards have been supported in this regard by the collaborative groups described in our message to your 2015 conference. In places, separate teams have also begun to focus respectively on children’s classes, junior youth groups, and study circles, identifying factors that contribute to their effectiveness and finding ways to assist the friends involved in each avenue of service to further raise their own capacity. The Auxiliary Board members in a region and their assistants are often the first to see to it that what is being learned reaches a wider number of friends across adjoining clusters and within centres of intense activity. Individuals with a depth of experience in the promotion of institute activities are serving as resource persons, and they have proved instrumental in helping institutes at an earlier point of development to advance. Nevertheless, in general it is Counsellors who are ensuring that each institute becomes familiar with the many essential insights being generated by their sister agencies in neighbouring countries and regions. Counsellors have arranged for institutes to be organized into groupings of varying sizes to enable the lessons that are being learned by the most experienced institutes to be shared more widely, increasingly through the means of formal seminars. All these arrangements will need to be strengthened during the next Plan. In places where a site for the dissemination of learning about the junior youth spiritual empowerment programme is operating, collaboration between the learning site and associated institutes has already proved extremely fruitful, and it should intensify; their pursuit of a common goal and their shared desire to see clusters advance create ideal conditions for the spirit of cooperation and mutual assistance to flourish. The knowledge that has now accumulated about factors that contribute to the effectiveness of the institute process is extensive, and we look to the International Teaching Centre to organize what has been learned and make it available to you. ^{1 2}

Today the world of humanity is walking in darkness because it is out of touch with the world of God. That is why we do not see the signs of God in the hearts of men. The power of the Holy Spirit has no influence. When a divine spiritual illumination becomes manifest in the world of humanity, when divine instruction and guidance appear, then enlightenment follows, a new spirit is realized within, a new power descends, and a new life is given. It is like the birth from the animal kingdom into the kingdom of man. When man acquires these virtues, the oneness of the world of humanity will be revealed, the banner of international peace will be upraised, equality between all mankind will be realized, and the Orient and Occident will become one. Then will the justice of God become manifest, all humanity will appear as the members of one family, and every member of that family will be consecrated to cooperation and mutual assistance. The lights of the love of God will shine; eternal happiness will be unveiled; everlasting joy and spiritual delight will be attained. ³

When we first introduced the concept of the training institute, it was in the context of the need to raise up human resources to take on the tasks of expansion and consolidation. At this juncture, when a new series of Plans has just begun, we invite you to take a more expansive view. Increasingly, participation in institute courses is preparing the friends of God for an ever-deeper engagement in the life of the wider community; it is endowing them with the knowledge, insights, and skills that enable them to contribute not only to the process of developing their own community, but to the progress of society. In short, the institute is a potent means for the society-building power of the Faith to find release. Although the task of developing curricular materials to support this purpose is a long-term undertaking, existing materials already aim to build capacity for a broad range of initiatives. Moreover, they offer a seamless coherent educational experience from the age of five, upwards to the age of junior youth, and through into adulthood, and they serve as a direct counterpart to the pattern of activities unfolding at the grassroots. In relation to this, we have been pleased to see the rich insights that the friends in different parts of the world, in a variety of social and cultural contexts, are generating about aspects of community development. If these insights, and those still to emerge, are to benefit Bahá’í communities more widely, systems for the preparation and refinement of educational materials will need to be extended. With this in mind, we will soon set out the approach that will guide this work over the coming years. ^{1 2}

You are the children of whom Christ has said, “Of such is the kingdom of God”; and according to the words of Bahá’u’lláh you are the very lamps or candles of the world of humanity, for your hearts are exceedingly pure and your spirits most sensitive. You are near the source; you have not yet become contaminated. You are the lambs of the heavenly Shepherd. You are as polished mirrors reflecting pure light. My hope is that your parents may educate you spiritually and give you thorough moral training. May you develop so that each one of you shall become imbued with all the virtues of the human world. May you advance in all material and spiritual degrees. May you become learned in sciences, acquire the arts and crafts, prove to be useful members of human society and assist the progress of human civilization. May you be a cause of the manifestation of divine bestowals—each one of you a shining star radiating the light of the oneness of humanity toward the horizons of the East and West. May you be devoted to the love and unity of mankind, and through your efforts may the reality deposited in the human heart find its divine expression. I pray for you, asking the assistance and confirmation of God in your behalf. ³

Educational endeavours and the training institute

The importance of education to a Bahá’í conception of spiritual and social transformation can hardly be overestimated. “Consider”, Bahá’u’lláh states, “the revelation of the light of the Name of God, the Educator. Behold, how in all things the evidences of such a revelation are manifest, how the betterment of all beings dependeth upon it.” ¹ The significance of education in the work of community building is unmistakable, and in the field of social action the provision of education remains the signature contribution of Bahá’ís in most parts of the world. Pre-eminent among the structures and agencies created by the Bahá’í world to offer education is, of course, the training institute. Indeed, the network of national and regional training institutes operating with such proficiency around the globe is among the choicest fruits of the previous series of global Plans. Building capacity for service within communities by enabling ever-increasing numbers of individuals to benefit from the institute process will continue to be a central feature of the Plans in the present series. The capacity for community development that has already emerged, represented by hundreds of thousands of individuals who are able to serve as tutors, animators, or children’s class teachers, is a resource of historic consequence. ^{2 3}

Every child is potentially the light of the world—and at the same time its darkness; wherefore must the question of education be accounted as of primary importance. From his infancy, the child must be nursed at the breast of God’s love, and nurtured in the embrace of His knowledge, that he may radiate light, grow in spirituality, be filled with wisdom and learning, and take on the characteristics of the angelic host.

Since ye have been assigned to this holy task, ye must therefore exert every effort to make that school famed in all respects throughout the world; to make it the cause of exalting the Word of the Lord. ⁴

We wish to stress that, historically and now, social action and efforts to participate in the prevalent discourses of society have emerged not only in the context of growth, but also as a result of individual Bahá’ís striving to contribute to society’s progress in ways available to them. As a personal response to Bahá’u’lláh’s summons to work for the betterment of the world, believers have variously chosen to adopt certain vocations and have sought out opportunities to support the activities of like-minded groups and organizations. Projects, both large and small, have been started in order to respond to a range of social issues. Numerous Bahá’í-inspired organizations have been established by groups of individuals to work for many different objectives, and specialist entities have been founded to give attention to a particular discourse. All of these efforts, at whatever scale they have been undertaken, have benefited from being able to draw on the principles and insights guiding the activities occurring at the grassroots of the worldwide Bahá’í community, and they have also benefited from the wise counsels of Local and National Spiritual Assemblies. We rejoice to see these diverse, harmonious expressions of faith by the devoted followers of the Blessed Beauty, in response to the tribulations of a perplexed and sorely agitated world. ^{1 2}

The Faith of the Blessed Beauty is summoning mankind to safety and love, to amity and peace; it hath raised up its tabernacle on the heights of the earth, and directeth its call to all nations. Wherefore, O ye who are God’s lovers, know ye the value of this precious Faith, obey its teachings, walk in this road that is drawn straight, and show ye this way to the people. Lift up your voices and sing out the song of the Kingdom. Spread far and wide the precepts and counsels of the loving Lord, so that this world will change into another world, and this darksome earth will be flooded with light, and the dead body of mankind will arise and live; so that every soul will ask for immortality, through the holy breaths of God. ³

Closely connected with the capacity for engaging in social action is a capacity for contributing to the discourses of society. At heart, this is simply a capacity for participating in a conversation about a matter that affects people’s lives and offering a perspective grounded in Bahá’í principles and Bahá’í experience. Viewed in this way, it is a skill which many Bahá’ís have the opportunity to practise almost daily, for instance in their studies or occupations, and which is cultivated through involvement in institute courses; in its more formal expression, it is central to the work of the Bahá’í International Community and national Offices of External Affairs. However, in relation to the release of the society-building power of the Faith at the grassroots, it is a capacity that comes into greater demand as closer association with a population, brought about through the work of expansion and consolidation, leads to increased consciousness of an area’s prevailing social problems, as well as of the aspirations of its people to overcome them. As the number of those participating in community-building activities rises, so does the need for the Bahá’í community to offer, as a unified body, its considered perspective on obstacles to social progress and on issues that weigh on the minds and spirits of those with whom it interacts. This has particular implications for Local Spiritual Assemblies. In places where the activities of the Plan have attained a degree of prevalence, the Assembly begins to be viewed more widely as a source of moral insight. Over time, efforts to contribute to societal discourses become more systematic, and Bahá’ís become adept at helping those around them to engage constructively in a discourse and find consensus. Opportunities are sought out to share the perspectives of the Faith with community leaders and figures in authority, and spaces are created in which representatives of various groups and interests can be assisted to reach a common point of view through consultation. We are pleased with the steps that have already been taken to learn how insights from the Revelation of Bahá’u’lláh and from the experience of Bahá’í communities can be brought to bear upon pressing social issues at the local level; much more is sure to be learned in this regard during the Nine Year Plan. ^{1 2}

By nature is meant those inherent properties and necessary relations derived from the realities of things. And these realities of things, though in the utmost diversity, are yet intimately connected one with the other. For these diverse realities an all-unifying agency is needed that shall link them all one to the other. For instance, the various organs and members, the parts and elements, that constitute the body of man, though at variance, are yet all connected one with the other by that all-unifying agency known as the human soul, that causeth them to function in perfect harmony and with absolute regularity, thus making the continuation of life possible. The human body, however, is utterly unconscious of that all-unifying agency, and yet acteth with regularity and dischargeth its functions according to its will. ³

The initial stirrings of grassroots social action begin to be seen in a cluster as the availability of human resources increases and capacity for a wider range of tasks develops. Villages have proven to be notably fertile ground from which social action initiatives have emerged and been sustained, but in urban settings too, friends living there have succeeded in carrying out activities and projects suited to the social environment, at times by working with local schools, agencies of civil society, or even government bodies. Social action is being undertaken in a number of important fields, including the environment, agriculture, health, the arts, and particularly education. Over the course of the Nine Year Plan, and especially as the study of specific institute courses stimulates greater activity in this area, we expect to see a proliferation of formal and informal efforts to promote the social and economic development of a people. Some of these community-based initiatives will require basic administrative structures to sustain their work. Where conditions are propitious, Local Spiritual Assemblies will need to be encouraged to learn how best to cultivate new, fledgling initiatives and to foster efforts that show promise. In some cases, the needs associated with a particular field of endeavour will warrant the establishment of a Bahá’í-inspired organization, and we anticipate the appearance of more such organizations during the coming Plan. For their part, National Spiritual Assemblies will have to find ways in which they can stay well informed about what is being learned at the grassroots of their communities and analyse the experience being gained; in some places this will call for the creation of an entity dedicated to following social action. Looking across the Bahá’í world, we are delighted to see how much momentum has already been generated in this area of endeavour through the encouragement and support of the Bahá’í International Development Organization. ^{1 2}

In the world many banquets, assemblages and meetings have been organized, but those gatherings have been commercial, political, educational or social in their purpose and motive. Meetings are held for the promotion of financial plans or promulgation of the arts and sciences. Others have sought to establish agricultural industries or consummate territorial agreements. Innumerable assemblages have been held for consultation upon subjects of learning and education. All such meetings have for their object the advancement of civilization. But—praise be to God!—this banquet and this assemblage are for none other purpose than love, for the purpose of announcing the divine Kingdom, for the manifestation of the ineffable traces of God, for reflecting the effulgences of the Kingdom of God, for binding hearts together, for service to the world of humanity, for the promulgation of humanitarian and altruistic realities, for the advancement and advocating of international peace, for the illumination of the whole world. Therefore, such an assemblage is matchless and peerless because other assemblages are held for a limited object and personal motive, whereas this meeting is for God and God only, for His love and purpose. It is for love of the hearts of men and the oneness of the world of humanity. Therefore, we should offer thanks to God, for He has confirmed us in attaining to the happiness of this occasion. He has appointed us servants of the human world, advocates of peace and unity among the religions, heralds of universal agreement among the races and nations, founders of divine reconciliation among all peoples. ³