Istijlál, 05 Sharaf (Honor), 180 B.E.

Arising to Serve

Quote for Reflection:

Thus, in this connection, every statement and explanation is deficient, every description and characterization is unworthy, every conception is unfounded, and every attempt to contemplate its depths is futile. Yet for that Essence of essences, that Truth of truths, that Mystery of mysteries, there are splendours, effulgences, manifestations, and appearances in the world of existence. The Daysprings of those effulgences, the Dawning-places of those revelations, and the Sources of those manifestations are those Exponents of holiness, those universal Realities and divine Beings Who are the true mirrors of the sanctified Essence of the Divinity. All the perfections, bounties, and splendours of the one true God are plainly visible in the realities of His Holy Manifestations, even as the light of the sun is fully reflected with all its perfections and bounties in a clear and spotless mirror. And if it be said that the mirrors are the manifestations of the sun and the dawning-places of the daystar of the world, this is not meant to imply that the sun has descended from the heights of its sanctity or has become embodied in the mirror, or that that limitless Reality has been confined to this visible plane. God forbid! This is the belief of the anthropomorphists. No, all these descriptions, all these expressions of praise and glory, refer to these holy Manifestations; that is, every description, praise, name, or attribute of God that we mention applies to Them. But no soul has ever fathomed the reality of the Essence of the Divinity so as to be able to intimate, describe, praise, or glorify it. Thus all that the human reality knows, discovers, and understands of the names, attributes, and perfections of God refers to these holy Manifestations and leads nowhere else: “The way is cut off, and all seeking rejected.” — ‘Abdu’l-Bahá ¹

Question for Consideration:

What are Holy Manifestations?
What is their relationship to God? ²

Google Bard Response:

According to the passage by ‘Abdu’l-Bahá, Holy Manifestations are divine beings who play a central role in understanding God and the path towards spiritual connection. Here’s a breakdown of their attributes and their relationship to God:

Holy Manifestations are:

• Exponents of holiness: They act as perfect mirrors reflecting the attributes and perfections of God in the created world.
• Universal Realities and Divine Beings: They are not mere humans but possess a unique spiritual station, embodying divine qualities.
• Daysprings of divine effulgences: They act as conduits, bringing God’s light and knowledge into the world through their teachings and actions.
• Dawning-places of divine revelations: They initiate new spiritual dispensations, renewing and reinterpreting God’s message for each age.
  

Their relationship to God:

• Not God themself: While reflecting God’s attributes, they are not considered identical to God. Any claims of them being incarnations or embodiments of God are rejected.
• Perfect mirrors: They perfectly reflect God’s qualities without distortion or limitation, just like a clear mirror reflects the sun’s light.
• Sources of revelation: Through them, God’s will and guidance are revealed to humanity in a language and context understandable to each era.
• Unfathomable essence: While we can understand God through the Manifestations, the ultimate essence of God remains beyond human comprehension.
• Focus of praise and worship: All descriptions, praise, and glorification attributed to God ultimately refer to the Manifestations, who embody those qualities in the human realm.
  

Essentially, Holy Manifestations act as a bridge between the incomprehensible divine and the human world. They offer us a glimpse of God’s attributes, guide our spiritual growth, and serve as beacons of divine love and wisdom

Remember, this is a complex concept within the Bahá’í faith, with different interpretations and perspectives. Further exploration of Bahá’í writings and teachings can provide a deeper understanding of the role of Holy Manifestations in their view of God and humanity’s spiritual journey.

1. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed January 3, 2024. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/8#482186920 ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 19. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

’Idál, 04 Sharaf (Honor), 180 B.E.

Arising to Serve

Quote for Reflection:

And now consider this infinite universe. Is it possible that it could have been created without a Creator? Or that the Creator and cause of this infinite congeries of worlds should be without intelligence? Is the idea tenable that the Creator has no comprehension of what is manifested in creation? Man, the creature, has volition and certain virtues. Is it possible that his Creator is deprived of these? A child could not accept this belief and statement. It is perfectly evident that man did not create himself and that he cannot do so. How could man of his own weakness create such a mighty being? Therefore, the Creator of man must be more perfect and powerful than man. If the creative cause of man be simply on the same level with man, then man himself should be able to create, whereas we know very well that we cannot create even our own likeness. Therefore, the Creator of man must be endowed with superlative intelligence and power in all points that creation involves and implies. We are weak; He is mighty, because, were He not mighty, He could not have created us. We are ignorant; He is wise. We are poor; He is rich. Otherwise, He would have been incapable of our creation. — ‘Abdu’l-Bahá ¹

Questions for Consideration:

Is it possible that it could have been created without a Creator?
Could the reality of the Creator ever be comprehended by that which He created? ²

Google Bard Response:

In the passage by ‘Abdu’l-Bahá, the existence of a Creator is presented as a logical conclusion based on several arguments:

Complexity of the Universe: The vastness and intricate complexity of the universe, with its numerous worlds and complex systems, suggest the need for an intelligent and powerful force behind its creation. The idea that such a creation could arise spontaneously or without intelligence seems improbable.

Human Limitations: Humans, limited in their faculties of creation and understanding, cannot create beings similar to themselves, let alone the vast universe. This points to a Creator with abilities far exceeding our own, possessing infinite power and wisdom.

Human Qualities in the Creator: If the Creator lacked attributes like volition and particular virtues, how could it inspire or nurture these qualities in its creations? Such positive traits in humans imply their presence in a greater and more perfect form in the Creator.

Incomprehensibility of the Creator: ‘Abdu’l-Bahá acknowledges the limitations of human understanding in grasping the total reality of the Creator. Just as a child cannot fully comprehend the intricacies of adult life, our finite minds cannot completely fathom the infinite nature of the Creator.

However, the quote doesn’t claim to definitively answer the questions of creation or the Creator’s nature. Instead, it invites reflection and encourages us to use our capabilities to recognize the signs of a vast and intelligent force responsible for our existence.

Remember: Different perspectives and belief systems have their explanations for the universe’s origin and the nature of a higher power. Respect for these diverse viewpoints fosters inclusivity and understanding.

Ultimately, the questions of creation and the Creator are part of humanity’s ongoing quest for meaning and understanding. While we may never fully grasp the ultimate answers, pursuing knowledge and contemplating these mysteries can continue to enrich our lives and inspire our journeys.

1. ’Abdu’l-Bahá. The Promulgation of Universal Peace: Talks Delivered by ʻAbduʼl-Bahá during His Visit to the United States and Canada in 1912. Edited by Howard MacNutt. 2nd ed. Wilmette, Ill: Baháʼí Publishing Trust, 1982, 82. https://www.bahai.org/library/authoritative-texts/abdul-baha/promulgation-universal-peace/4#675451870. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 19. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Fidál, 03 Sharaf (Honor), 180 B.E.

Arising to Serve

Quote for Reflection:

[An educator] must likewise lay the foundations of human education—that is, he must so educate human minds and thoughts that they may become capable of substantive progress; that science and knowledge may expand; that the realities of things, the mysteries of the universe, and the properties of all that exists may be revealed; that learning, discoveries, and major undertakings may day by day increase; and that matters of the intellect may be deduced from and conveyed through the sensible.

He must also impart spiritual education, so that minds may apprehend the metaphysical world, breathe the sanctified breaths of the Holy Spirit, and enter into relationship with the Concourse on high, and that human realities may become the manifestations of divine blessings, that perchance all the names and attributes of God may be reflected in the mirror of the human reality and the meaning of the blessed verse “Let Us make man in Our image, after Our likeness” may be realized. — ‘Abdu’l-Bahá ¹

Question for Consideration:

What types of education does an educator provide to humanity? ²

Google Bard Response:

According to the passage by ‘Abdu’l-Bahá, the ideal educator for humanity’s progress would provide three distinct types of education, each addressing different aspects of human development:

Substantive Human Education:

Focus: Expanding knowledge and understanding of the world.

Goals:

• Stimulating intellectual growth and critical thinking.
• Progressing science and uncovering new knowledge.
• Demystifying the universe and understanding its workings.
• Unveiling the properties and potential of all that exists.
• Cultivating learning, discovery, and ambitious undertakings.
• Connecting intellectual understanding to sensory experiences.
  

Spiritual Education:

Focus: Connecting with the divine and expanding spiritual awareness.

Goals:

• Enhancing one’s perception of the spiritual realm.
• Experiencing the divine through spiritual guidance and connection.
• Establishing a relationship with the divine realm (Concourse on high).
• Transforming human beings into embodiments of divine blessings.
• Reflecting God’s names and attributes within human reality.
• Fulfilling the purpose of “Let Us make man in Our image, after Our likeness.”
  

Holistic Integration:

Relationship between types: The passage emphasizes the interdependency of these types of education. Substantive human education provides the foundation for spiritual understanding, while spiritual education guides our pursuit of knowledge and action toward higher purposes.

Ultimate goal: The ideal is to achieve a balanced and integrated development, where intellectual progress is a bridge to spiritual connection and divine reflection.

Beyond the quote:

Individual paths: The specific emphasis on each type of education may vary depending on individual spiritual journeys and circumstances.

Continuous learning: Pursuing knowledge and spiritual understanding is an ongoing process throughout life.

Importance of educators: While the ideal educator may be sought after, the quote also underscores the responsibility of individuals to engage actively in self-education and growth in all three domains.

Remember, this is just a glimpse into the complex concept of education in the Bahá’í context. Further exploration of Bahá’í writings and teachings can provide deeper insights into this multifaceted perspective on education and its role in fulfilling the potential of humanity.

1. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed January 1, 2024. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#357248995. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 18. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Kamál, 02 Sharaf (Honor), 180 B.E.

Arising to Serve

Quote for Reflection:

Now, we need an educator who can be at the same time a material, a human, and a spiritual educator, that his authority may have effect at every degree of existence. And should anyone say, “I am endowed with perfect reason and comprehension, and have no need for such an educator”, he would be denying the obvious. It is as though a child were to say, “I have no need of education, but will act and seek the perfections of existence according to my own thinking and intelligence”, or as though a blind man were to claim, “I have no need of sight, for there are many blind people who get by.” — ‘Abdu’l-Bahá ¹

Question for Consideration:

What are the characteristics of an educator that humanity needs to progress? ²

Google Bard Response:

According to ‘Abdu’l-Bahá’s quote, an educator of humanity must embody a unique combination of qualities encompassing all three spheres of education: material, human, and spiritual. Here are some key characteristics:

Universality and comprehensiveness:

The educator must understand and address the needs of all beings, from the material realm to the spiritual realm. This requires a vast and all-encompassing knowledge base, encompassing physical laws, social dynamics, and spiritual principles.

Authority across all levels:

The educator’s guidance must hold weight at every stage of existence, from the body’s physical development to the cultivation of the soul. This implies possessing a deep understanding and connection with all aspects of reality, both seen and unseen.

Humility and non-imposition:

Despite their authority, the educator must remain humble and avoid imposing their will. The goal is to empower individuals to discover their potential and navigate their path, not to dictate their beliefs or actions.

Prophetic vision and insight:

The educator should possess a clear vision for the future and a deep understanding of the human condition. This allows them to guide humanity towards a more just and harmonious future, offering solutions to contemporary challenges and inspiring progress towards a higher ideal.

Practical wisdom and guidance:

While offering spiritual insights, the educator must also provide practical guidance for navigating concerns of everyday life. This includes promoting ethical values, fostering social harmony, and encouraging responsible stewardship of the material world.

Continuous learning and self-improvement:

The educator should remain open to learning and evolving themselves, recognizing that the path of knowledge and understanding is never-ending. This fosters humility and open-mindedness, making the educator a lifelong learner and a model for others.

Manifestation of divine qualities:

Ultimately, the ideal educator embodies divine attributes like love, justice, wisdom, and compassion. This allows them to serve as a beacon of hope and inspiration, guiding humanity toward spiritual growth and alignment with the divine will.

Analogies:

The quote uses the analogies of a child who rejects education and a blind person claiming no need for sight. These highlight the folly of arrogance and self-sufficiency, emphasizing the importance of seeking guidance and knowledge even from seemingly perfect states.

Humility and Self-Reflection:

Remember, searching for this ideal educator is a continuous process, and recognizing the need for guidance is the first step. Each individual, in their way, can strive to embody these characteristics and contribute to humanity’s collective learning and progress.

1. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed December 31, 2023. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#092119254. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 18. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Jamál, 01 Sharaf (Honor), 180 B.E.

Arising to Serve

Quote for Reflection:

But education is of three kinds: material, human, and spiritual. Material education aims at the growth and development of the body, and consists in securing its sustenance and obtaining the means of its ease and comfort. This education is common to both man and animal.

Human education, however, consists in civilization and progress, that is, sound governance, social order, human welfare, commerce and industry, arts and sciences, momentous discoveries, and great undertakings, which are the central features distinguishing man from the animal.

As to divine education, it is the education of the Kingdom and consists in acquiring divine perfections. This is indeed true education, for by its virtue man becomes the focal centre of divine blessings and the embodiment of the verse “Let Us make man in Our image, after Our likeness.” (Gen. 1:26) This is the ultimate goal of the world of humanity. — ‘Abdu’l-Bahá ¹

Question for Consideration:

What are the different kinds of education, and what is the purpose of each? ²

Google Bard Response:

Based on the quote by ‘Abdu’l-Bahá, there are three distinct types of education, each with a specific purpose:

Material Education:

• Focus: Growth and development of the body.
• Purpose: Ensuring physical well-being through securing sustenance, comfort, and basic needs.
• Scope: Shared by both humans and animals, emphasizing survival and sustenance.
  

Human Education:

• Focus: Civilization and progress.
• Purpose: Developing societal structures and skills distinguishing humans from animals.
• Scope: Includes things like:
  
  • Sound governance and social order.
  • Human welfare and social development.
  • Commerce, industry, and economic stability.
  • Arts, sciences, and intellectual pursuits.
  • Groundbreaking discoveries and advancements.
  • Large-scale projects and infrastructure development.
    

Spiritual Education:

• Focus: Acquiring divine perfections.
• Purpose: Aligning oneself with God’s attributes and attaining spiritual understanding.
• Scope: Represents the highest form of education, leading to:
  
  • Becoming a “focal centre of divine blessings.”
  • Embodying the divine image within humanity.
  • Fulfilling the ultimate purpose of human existence.
    

Relationship between the types:

• Interconnectedness: While distinct, the types are interconnected. Material education forms the foundation for human development, facilitating spiritual growth.
• Cumulative progression: Each level builds upon the previous one. Mastering material needs paves the way for societal contributions supporting spiritual pursuits.
• Ultimate goal: Spiritual education is the pinnacle, representing the true purpose of human existence and aligning us with the divine image.
  

Beyond the quote:

• Individual interpretation: The relative emphasis on each type of education can vary depending on personal beliefs and circumstances.
• Holistic approach: Ideally, all three types are pursued in a balanced way, contributing to a well-rounded and meaningful life.
  

Remember, this is just a glimpse into the concept of education in the Bahá’í context. Further exploration of Bahá’í writings and teachings can provide deeper insights into this multifaceted perspective on education and its role in human development.

1. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed December 30, 2023. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#803129223. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 17. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Jalál, 19 Masá’il (Questions), 180 B.E.

Arising to Serve

Quote for Reflection:

WHEN WE CONSIDER existence, we observe that the mineral, the vegetable, the animal, and the human realms, each and all, are in need of an educator.

If the land is deprived of a cultivator, it becomes a thicket of thriving weeds, but if a farmer is found to cultivate it, the resulting harvest provides sustenance for living things. It is therefore evident that the land is in need of the farmer’s cultivation. Consider the trees: If they remain uncultivated, they bear no fruit, and without fruit they are of no use. But when committed to a gardener’s care, the barren tree becomes fruitful, and, through cultivation, crossing, and grafting, the tree with bitter fruit yields sweet fruit. These are rational arguments, which are what the people of the world require in this day.

Consider likewise the animals: If an animal is trained, it becomes domesticated, whereas man, if he is left without education, becomes like an animal. Indeed, if man is abandoned to the rule of nature, he sinks even lower than the animal, whereas if he is educated he becomes even as an angel. — ‘Abdu’l-Bahá ¹

Questions for Consideration:

What needs an educator?

What are the consequences of not having an educator? ²

Google Bard Response:

According to the excerpt from ‘Abdu’l-Bahá, the following needs educators:

The Land: Uncultivated land becomes overrun with weeds and loses its potential to provide sustenance. An educator (farmer) is needed to cultivate the land, ensuring its productivity and benefit to living things.

Plants: Untended trees bear no fruit and offer little value. An educator (gardener) is needed to care for them, encouraging fruitfulness and improving fruit quality through techniques like crossing and grafting.

Animals: Untrained animals remain wild and potentially dangerous. An educator (trainer) is needed to domesticate them, making them more suitable for human interaction and beneficial purposes.

Humans: Left without education, humans descend to the level of animals, lacking the knowledge and skills to build a civilized society. Educators guide humans toward intellectual development, moral values, and spiritual growth.

Consequences of Lacking an Educator:

• Reduced productivity and lack of sustenance: Uncultivated land, unproductive plants, and wild animals limit the resources available for human survival and well-being.
• Stagnation and lack of progress: Without education, individuals and societies remain stagnant, unable to develop their full potential and contribute meaningfully to the world.
• Increased conflict and instability: Uneducated individuals are more susceptible to manipulation and extremism, leading to potential social unrest and conflict.
• Loss of human dignity and purpose: Without education, humans may lose their sense of purpose and direction, struggling to find meaning and fulfillment.
  

Overall, the absence of educators can lead to a decline in all aspects of life, from material well-being to spiritual development. Education is, therefore, crucial for individuals and societies to thrive and reach their full potential.

1. ’Abdu’l-Bahá. Some Answered Questions. Bahá’í Reference Library. Accessed December 29, 2023. https://www.bahai.org/library/authoritative-texts/abdul-baha/some-answered-questions/4#244455741. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 17. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Istiqlál, 18 Masá’il (Questions), 180 B.E.

Arising to Serve

Quotes for Reflection:

Labour is needed, if we are to seek Him; ardour is needed, if we are to drink the nectar of reunion with Him; and if we taste of this cup, we shall cast away the world. — Bahá’u’lláh ¹

Rest ye not, seek ye no composure, attach not yourselves to the luxuries of this ephemeral world, free yourselves from every attachment, and strive with heart and soul to become fully established in the Kingdom of God. Gain ye the heavenly treasures. Day by day become ye more illumined. Draw ye nearer and nearer unto the threshold of oneness.” — ‘Abdu’l-Bahá ²

Question for Consideration:

Below are a number of statements related to effort. Deciding which ones are true will help you reflect further on this matter:

If you are smart, you don’t need to work hard.
Why go the long way; always look for a shortcut.
No pain, no gain,
Dream big; your wishes will come true,
The greater the prize, the greater the striving.
The greater the effort, the sweeter the reward.
If at first you don’t succeed, try, try again.
Small steps — frequent and consistent — can go a long way.
Nothing worth having comes easily.
Excellence demands wholehearted dedication.
The journey of a thousand miles begins with a single step.
Just getting by is not good enough.
We should not wait for things to happen; we should pursue them.
Success is a matter of luck.
We won’t achieve our twofold purpose by magic.
We must bring ourselves to account each day. ³

Google Bard Response:

Applying Bahá’í perspectives to statements about effort:

True statements:

• No pain, no gain: This aligns with the Bahá’í emphasis on spiritual development and overcoming challenges to reach our full potential. Growth often requires effort and perseverance.
• The greater the prize, the greater the striving: This resonates with the Bahá’í teachings about seeking the “heavenly treasures” and striving to enter the “Kingdom of God.” The ultimate reward requires significant effort and dedication.
• The greater the effort, the sweeter the reward: Bahá’u’lláh describes the “nectar of reunion” with God as a reward for ardent pursuit.
• If at first you don’t succeed, try, try again: This embodies the Bahá’í principle of perseverance and resilience. We are encouraged to learn from setbacks and continue our efforts with unwavering faith.
• Small steps — frequent and consistent — can go a long way: This aligns with the Bahá’í emphasis on gradual and continuous spiritual progress. Consistent, everyday efforts hold immense power for transformation.
• Nothing worth having comes easily: This reflects the Bahá’í belief that genuine spiritual growth and service require sacrifice and dedication. Nothing of real value can be achieved without effort.
• Excellence demands wholehearted dedication: This resonates with the Bahá’í emphasis on striving for perfection in our service to God and humanity. Excellence requires commitment and unwavering dedication.
• The journey of a thousand miles begins with a single step: This aligns with the Bahá’í message of taking action and starting our spiritual journey, no matter how small the initial steps may be.
• Just getting by is not good enough: This reflects the Bahá’í call for active participation in bettering ourselves and society. We are called to strive for progress and contribute meaningfully to the world.
• We should not wait for things to happen; we should pursue them: This aligns with the Bahá’í emphasis on initiative and taking responsibility for our spiritual development. We are encouraged to be active in seeking knowledge and opportunities for growth.
• We won’t achieve our twofold purpose by magic: This reflects the Bahá’í belief that spiritual progress is a conscious effort, not a passive process. We must actively work towards our goals and rely on divine guidance, not solely on luck.
• We must bring ourselves to account each day: This resonates with the Bahá’í practice of self-reflection and striving for constant improvement. We are called to evaluate our actions and intentions to stay on the path of spiritual growth.
  

False statements:

• If you are smart, you don’t need to work hard: While intelligence can be an asset, Bahá’u’lláh emphasizes the importance of effort and ardor in seeking spiritual knowledge and connection with God.
• Why go the long way; always look for a shortcut: Bahá’í teachings encourage patience and perseverance through challenges, not seeking shortcuts that may compromise the integrity of our journey.
• Dream big; your wishes will come true: While dreaming big is encouraged, Bahá’u’lláh emphasizes aligning our desires with God’s will and actively working towards achieving our goals.
• Success is a matter of luck: While unforeseen circumstances may play a role, Bahá’u’lláh emphasizes the importance of effort, striving, and relying on divine guidance for true success.
  

Remember: These statements provide a starting point for reflection. The Bahá’í view on effort is multifaceted and emphasizes the importance of dedicated action and the need to surrender to God’s will. Continue your exploration of Bahá’í teachings and apply their wisdom to your life journey.

1. Bahá’u’lláh. The Call of the Divine Beloved: Selected Mystical Works of Bahá’ú’lláh.” Bahá’í Reference Library. Accessed December 28, 2023. https://www.bahai.org/library/authoritative-texts/bahaullah/call-divine-beloved/4#324331174. ↩
2. ’Abdu’l-Bahá. Tablets of the Divine Plan. Bahá’í Reference Library. Accessed December 28, 2023. https://www.bahai.org/library/authoritative-texts/abdul-baha/tablets-divine-plan/14#672337715 ↩
3. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 9-11. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Istijlál, 17 Masá’il (Questions), 180 B.E.

Arising to Serve

Quote for Reflection:

Detachment is as the sun: in whatsoever heart it doth shine it quencheth the fire of covetousness and self. He whose sight is illumined with the light of understanding will assuredly detach himself from the world and the vanities thereof… Let not the world and its vileness grieve you. Happy is he whom riches fill not with vain-glory, nor poverty with sorrow. — Bahá’u’lláh ¹

Questions for Consideration:

When we realize that, of all the things we do in our lives, the moments we spend sharing the Word of God with others are invested with special blessings, we arrive at a most significant conclusion: that the joy we derive from service lies in the act itself. We hope, of course, that the acts of service we perform will yield worthy results, but if we are too attached to the results, if we are overly affected by praise or criticism, we will lose the joy of teaching. That which should inspire us to serve is the love of God, not the desire to have success, to receive benefits, or to gain recognition. Detachment from all these is a requisite of joyful service.
Detachment does not imply aloofness or lack of care. Which of the following could be a sign that one is not detached?
To derive joy from seeing the progress of others
To stop teaching a class when a few children misbehave
To brag about one’s accomplishments
To study hard and feel content with the progress one makes
To work hard to develop one’s capacity to serve the common good
To strive for excellence in one’s occupation
To exercise cleanliness and keep a clean and tidy home
To take care of one’s belongings
To care for the well-being of others
To be disheartened when not praised for one’s efforts ²

Google Bard Response:

In the context of Bahá’u’lláh’s quote, detachment doesn’t imply aloofness or a lack of care. It refers to a shift in focus from worldly attachments and desires to the spiritual essence of life and service to God. Here’s how we can analyze the listed actions:

Signs of non-detachment:

• Brag about accomplishments: This focuses on personal gain and recognition rather than serving a higher purpose.
• Stop teaching due to misbehavior: This suggests an attachment to personal comfort and control rather than patience and dedication to the learning of others.
• Disheartened by lack of praise: This shows dependence on external validation for internal fulfillment, contradicting the joy found in the act of service itself.
  

Actions compatible with detachment:

• Derive joy from others’ progress: This reflects a genuine concern for the well-being of others and finding happiness in their success, independent of personal gain.
• Study and feel content with progress: This demonstrates a dedication to learning and self-improvement for personal growth and contribution, not external recognition.
• Work hard to serve the common good: This aligns with the Bahá’í emphasis on service to humanity and finding fulfillment in contributing to a more significant cause.
• Strive for excellence: This reflects a desire to refine one’s skills and abilities to serve others better, not for personal glory.
• Exercise cleanliness and care for belongings: These are responsible practices that contribute to well-being and avoid wastefulness, not expressions of attachment.
• Care for the well-being of others: This aligns with the Bahá’í principle of universal love and shows genuine concern for others’ welfare, not a desire for control.
  

Remember:

• Detachment is a gradual process and occasional lapses into attachment are natural.
• Focus on the underlying motivations and intentions behind your actions.
• Seek joy and fulfillment in serving God and contributing to the betterment of humanity.
• Trust in God’s plan and accept that results may not always be immediate or visible.
  

By aligning your actions with your spiritual values and letting go of attachments to worldly outcomes, you can cultivate true detachment and experience the enduring joy of selfless service.

1. Bahá’u’lláh. The Bahá’í World. Translated by Shoghi Effendi. 1980 Printing. Vol. 1, 1925–1926. 20 vols. Wilmette, IL: Bahá’í Publishing Trust, 1926, 42. http://dl.bahai.org/bahai-world/bahai-year-book-vol01-1925-1926.pdf. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 8-9. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

’Idál, 16 Masá’il (Questions), 180 B.E.

Arising to Serve

Quote for Reflection:

O BEFRIENDED STRANGER! The candle of thine heart is lighted by the hand of My power, quench it not with the contrary winds of self and passion. The healer of all thine ills is remembrance of Me, forget it not. Make My love thy treasure and cherish it even as thy very sight and life. — Bahá’u’lláh ¹

Questions for Consideration:

When we realize that, of all the things we do in our lives, the moments we spend sharing the Word of God with others are invested with special blessings, we arrive at a most significant conclusion: that the joy we derive from service lies in the act itself. We hope, of course, that the acts of service we perform will yield worthy results, but if we are too attached to the results, if we are overly affected by praise or criticism, we will lose the joy of teaching. That which should inspire us to serve is the love of God, not the desire to have success, to receive benefits, or to gain recognition. Detachment from all these is a requisite of joyful service.
There are many things to which we can be attached besides material possessions. To what would you be attached if you were a person who…
…wants to give up when he or she performs an act of service and no one acknowledges it?
…feels demoralized when someone does not accept the ideas he or she is sharing?
…hides his or her beliefs out of fear of rejection by others? ²

Google Bard Response:

In the context of Bahá’u’lláh’s quote, attachment can manifest in various ways beyond just material possessions. Here’s how it might play out in the scenarios you presented:

Seeking Recognition:

Attachment to acceptance: The person attached to acknowledgment might find solace in praise and feel dejected when their service goes unnoticed. Their joy derives from external validation, not from the act of service itself. They may hesitate to offer help unless expecting appreciation, hindering their selfless service.

Attachment to Ego:

Attachment to the rightness of their ideas: People attached to their wisdom might feel demoralized when someone disagrees. Their focus shifts from sharing the divine message to proving their intellectual prowess, leading to frustration and potentially hindering open-minded dialogues.

Attachment to Fear:

Attachment to social comfort: The person attached to avoiding rejection might hide their beliefs, suppressing their inner truth out of fear of judgment. This inhibits their role as spiritual contributors and creates internal conflict, distancing them from genuine connection with God and others.

Overcoming Attachment:

• Shifting focus to the Source: Remembering that service comes from the love of God, not for personal gain, can detach us from needing external validation. The joy resides in offering our talents and aligning with the divine purpose, regardless of the outcome.
• Embracing humility and learning: Recognizing that knowledge is continuous and evolving can help us stay open to different perspectives. Sharing ideas becomes a co-creative process, not a competition for intellectual dominance, leading to mutual learning and growth.
• Trusting in God’s plan: Faith in God’s guidance can build the courage to share our beliefs authentically, even when facing rejection. Accepting that some may not be receptive now doesn’t negate the value of sharing the message, which can plant seeds for the future or inspire others in hidden ways.
  

Remember, the journey toward detachment is lifelong, and setbacks are part of the process. Be kind to yourself, practice self-reflection, and focus on nurturing your connection with God. As you cultivate inner strength and trust in the divine purpose, you can gradually overcome attachments and experience the true joy of selfless service, regardless of external circumstances.

1. Bahá’u’lláh. The Hidden Words. Translated by Shoghi Effendi. Bahá’í Reference Library. Accessed December 26, 2023. https://www.bahai.org/library/authoritative-texts/bahaullah/hidden-words/3#889172469. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 8. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩

Fidál, 15 Masá’il (Questions), 180 B.E.

Arising to Serve

Quote for Reflection:

O SON OF UTTERANCE! Turn thy face unto Mine and renounce all save Me; for My sovereignty endureth and My dominion perisheth not. If thou seekest another than Me, yea, if thou searchest the universe forevermore, thy quest will be in vain. — Bahá’u’lláh ¹

Question for Consideration:

When we realize that, of all the things we do in our lives, the moments we spend sharing the Word of God with others are invested with special blessings, we arrive at a most significant conclusion: that the joy we derive from service lies in the act itself. We hope, of course, that the acts of service we perform will yield worthy results, but if we are too attached to the results, if we are overly affected by praise or criticism, we will lose the joy of teaching. That which should inspire us to serve is the love of God, not the desire to have success, to receive benefits, or to gain recognition. Detachment from all these is a requisite of joyful service.
Is a person unable to tolerate material discomfort in the field of service detached from the world? ²

Google Bard Response:

Whether someone who struggles with material discomfort in service is detached from the world in the context of Bahá’u’lláh’s quote depends on the underlying motivations and perspectives:

Potential for detachment:

• Focus on service and purpose: If the discomfort arises from dedication to a higher cause, such as serving humanity or spreading the Word of God, and the person endures it with patience and perseverance, it can be seen as a form of detachment from personal comfort for a greater good.
• Acceptance and resilience: Accepting and navigating challenges without clinging to comfort or seeking immediate escape can demonstrate inner strength and detachment from worldly desires.
  

Potential for attachment:

• Fear and avoidance: If the discomfort stems from fear or aversion to hardship, and the person focuses primarily on avoiding or minimizing it, it might indicate attachment to worldly comforts and unwillingness to sacrifice them for a spiritual purpose.
• Excessive self-importance: If the discomfort leads to self-pity, resentment, or blaming others, it can reflect an attachment to self-centeredness and a lack of trust in God’s plan.
  

Ultimately, the key lies in the inner state of mind and the motivations behind enduring the discomfort. True detachment in the context of service involves:

• Willingness to sacrifice: Accepting hardship while staying focused on the service and its spiritual purpose.
• Trust and acceptance: Trusting God’s plan and accepting challenges as opportunities for growth and learning.
• Focus on service and humanity: Focusing on serving others and contributing to a greater good rather than dwelling on personal discomfort.
  

Remember, Bahá’u’lláh’s teachings encourage us to strive for a balance between spiritual pursuits and worldly responsibilities. We are not expected to become ascetics or deny ourselves basic needs. However, we are called upon to cultivate an inner detachment from material comforts and desires, focusing our hearts and minds on serving God and humanity.

Therefore, someone who struggles with material discomfort in service can still be considered detached as long as they are motivated by love, service, and trust in God, even while navigating the challenges with human sensitivity and seeking ways to alleviate suffering when possible. The journey toward detachment is a continuous process, and we can learn and grow even through our experiences of discomfort. Keep striving to align your actions with your spiritual values, and trust that God will guide you through every step of your journey.

1. Bahá’u’lláh. The Hidden Words. Translated by Shoghi Effendi. Bahá’í Reference Library. Accessed December 25, 2023. https://www.bahai.org/library/authoritative-texts/bahaullah/hidden-words/2#084945209. ↩
2. Ruhi Institute. Arising to Serve. 2.1.1.PE September 2020. Vol. Book 2. 6 vols. Embarking on a Path of Service. Cali, Columbia: Ruhi Foundation, 2020, 8. https://www.ruhi.org/en/walking-a-path-of-service/#AS. ↩