(3)

Education

Read the following paragraphs in the big group and reflect on its ideas and
concepts. It may be necessary to pause and consult briefly on the questions raised
by some paragraphs, and then continue reading and reflecting on the paragraphs
that follow.

 The centrality of education

“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. A
garden is in need of a gardener. To yield a plentiful harvest, the land is in need
of a farmer. If a man is left alone in the wilderness, he will take on the ways
of the animal. If he is educated, he can reach the greatest heights of
accomplishment. Were it not for educators, there would be no civilization.”1

“Divine education is that of the Kingdom of God:  it consists in acquiring

divine perfections, and this is true education; for in this state man becomes the
focus of divine blessings, the manifestation of the words, “Let Us make man
in Our image, and after Our likeness.”  This is the goal of the world of
humanity”2

 The importance of the institute process in building both the capacity for
service and the ability to contribute to the development of the local
community and society
  Children’s classes
“Children are the most precious treasure a community can possess, for in
them are the promise and guarantee of the future.... An atmosphere needs to be
maintained in which children feel that they belong to the community and share in
its purpose…”3
“Regard man as a mine rich in gems of inestimable value. Education can,
alone, cause it to reveal its treasures, and enable mankind to benefit therefrom” .4

- What are some of the gems that we have? Can we consider virtues such
as love, kindness, justice, truthfulness, honesty, steadfastness, integrity
and sincerity some of those gems?
- Is child's education confined to the education given by the parents at
home?

"Let them never forget the imperative to tend to the needs of the children of
the world and offer them lessons that develop their spiritual faculties and lay the
foundations of a noble and upright character."5

 Spiritual empowerment of Junior Youth

“The period between the ages of twelve and fifteen represents a special time
in the life of an individual, for it is during these years that he or she leaves
childhood behind and undergoes profound change. Not yet in the fullness of
youth, individuals in this age range are often referred to as "junior youth".
Engaging junior youth in activities that seek to enhance their spiritual and
intellectual capacities and prepare them to participate effectively in the affairs of
their communities is a most significant act of service.”6
 “Some views of junior youth do not cast this period of life in a positive light.
Popular views, for instance, regard this age as full of confusion and crises. Such
thoughts foster conditions in which undesirable patterns of behaviour are spread.
A proper understanding of this age is that of selfless young people with “an acute
sense of justice, eagerness to learn about the universe and a desire to contribute to
the construction of a better world”.i The negative traits they sometimes show are
certainly not intrinsic to this stage in human life.”7

“…the junior youth spiritual empowerment programme [is] imbued with a

strong twofold purpose, both to develop their inherent potentialities [of junior
youth] and to contribute to the transformation of society”8

 Youth and Adults

“Thousands upon thousands, embracing the diversity of the entire human
family, are engaged in systematic study of the Creative Word in an environment
that is at once serious and uplifting. As they strive to apply though a process of
action, reflection and consultation the insights thus gained, they see their capacity
to serve the Cause rise to new levels.”9

“A study circle is a small group that meets [regularly] … to study the course
materials. Anyone aged fifteen or older, whether a Bahá’í or not, is welcome to
take part. The group is brought together by a tutor associated with the training
institute.… All those participating are seen as active agents of their own learning,
and tutors strive to create an atmosphere that encourages individuals to assume
ownership for the educational process in which they are engaged. A study circle
should be a space that leads to the spiritual and moral empowerment of
individuals.”10
 “…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.”11
“…A process that seeks to raise capacity within a population to take charge
of its own spiritual, social, and intellectual development. The activities that drive
this process, and in which newly found friends are invited to engage—meetings
that strengthen the devotional character of the community; classes that nurture the
tender hearts and minds of children; groups that channel the surging energies of
junior youth; circles of study, open to all, that enable people of varied
backgrounds to advance on equal footing and explore the application of the
teachings to their individual and collective lives…”12

Note: Individuals can be asked early on to share their experiences and how the institute's
process has given them the knowledge, skills, and insights to serve the local community.
Parents can also be asked to share examples of the transformations they have observed in their
children, junior youths, and families through their involvement in the programs offered by the
training institute.
Small group discussion (explore the implications of the theme in relation to your
local reality)

 How can the circle of those participating in the courses be widened to raise the
capacity for service in your local area?
 What is required (or what obstacles need to be overcome) in your local area to
enable every individual—young and old, men and women—to participate in
the programmes for spiritual education?
 How do you envision the future of the youth in your local area? What
challenges do they face and how can you and those labouring alongside you
assist them?
 Beyond the educational programmes of the training institute, How can the
youth be encouraged and supported to continue their higher education (for
example, high school and tertiary courses)?
 What steps can be taken to ensure that the educational system in your local
area caters adequately to both the spiritual and intellectual needs of the whole
community from childhood to adulthood?
REFERENCES

1. Ruhi book2, section 2 unit 2, page 7.

2. Abdu’l-Bahá, Some Answered Questions, ch. 3.7.
3. The Universal House of Justice, Riḍván 2000 message to the Bahá’ís of the World).
4. Bahá’u’lláh, Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas, p. 162.
5. The Universal House of Justice, from a message dated 20  October 2008 to the Bahá’ís of
the World.
6. Ruhi book5, section 1 unit 1, page 7.

7. From workshop #2 of Youth Conference Material.

8. The Universal House of Justice, from a message dated 12 December 2011 to all
National Spiritual Assemblies.
9. Universal House of Justice, Riḍván 2008 message to the Bahá’ís of the World.
10. https://www.bahai.org/action/response-call-bahaullah/training-institute.
11. The Universal House of Justice, from a message dated 30 December 2021 to the
Conference of the Continental Boards of Counsellors.
12. The Universal House of Justice, Riḍván 2010 message to the Bahá’ís of the World.
i