GREATER BOSTON BAHA'I COMMUNITY SCHOOL 1989-90

Prepared on behalf of the Advisory Board by Greg Kagira-Watson

© Copyright 1990

Modified with the addition of some “training institute” quotes and graphics systems diagrams in October, 2006

Table of Contents
(The underlined headings in blue here are "hot" links -- click on them to go to the section)

MANDATE for Assemblies

WHO teaches the children?

WHAT do we teach the children?

"Spiraling curriculum" is the same for ADULTS as it is for children.

Seven Areas of Study (given by the Guardian) are same for all age levels

(1) Study of the Writings with an emphasis on the children learning to read (and memorize) the Writings for themselves.

References (quotes)
Emphasis on Vocabulary Building

(2) Baha'i history

references to study history (quotes)

(3) Laws and Ordinances
(4) Prayer and meditation"Systematic Study"

References on prayer and meditation

(5) Social conduct

References on social conduct

(6) The teachings of religion

General Principles of religion
New Commands and Teachings unique to this dispensation

(7) The knowledge of self-"the reality of man."

References to Self-knowledge (quotes)

Books Abdu'l-Baha mentioned for special study or mastery

Some HOWS and WHYS

++++++++++++++++++
A Message to Parents and Teachers
From the Greater Boston Baha'i Community School Advisory Board

(Prepared on behalf of the Advisory Board by Gregory Watson)

"You must attach the greatest importance to the education of children, for this is the foundation of the Law of God, and the bedrock of the edifice of His Faith." -Abdu'l-Baha (Baha'i. Education: A Compilation, p. 29.)

"We prescribe unto all men that which will lead to the exaltation of the Word of God amongst His servants, and likewise to the advancement of the world of being and the uplift of souls. To this end, the greatest means is education of the child."
(Synopsis and Codification of the Kitab-i-Aqdas, pp. 15-16.)

"Among the greatest of all services than can possible be rendered by man to Almighty God is the education and training of children… It is, however, very difficult to undertake this service, even harder to succeed in it."
(Selections from the Writings of Abdu'l-Baha, p. 133.)

"These Baha'i children are of such great importance to the future. They will live in times, and have to meet such problems, which never faced their elders. And the Cause alone can equip them to properly serve the needs of a future, war-weary, disillusioned, unhappy humanity. So their task will be very great and a very responsible one, and too much care cannot be devoted to their upbringing and preparation." -Shoghi Effendi (From a letter on his behalf, Baha'i Education, p. 68.)

"….One of the serious questions which the Institutions of the Cause of God must take up afresh is how to assist the children of the world. The children of the world at this time have a destiny before God…. The Baha'i community has ample proof that the capacity of this younger generation will enable them to shape the future… Abdu'l-Baha makes such a powerful promise.
…"Yea, certain persons shall in this divine dispensation produce heavenly children and such children shall promulgate the teachings of the Beauty of Abha and serve His great Cause. Through a heavenly power and spiritual confirmation they shall diffuse the fragrances of God…'
    These young people should then be seen as a door to the entry by troops and a fruitful source of teachers both for their own generation and even for the deepening of others their own age and older… We are hoping that these youth can be seen by…the entire community, not simply as children for whom activity must be arranged, or as adjuncts to their parents, or as awaiting some future time when they take on adult responsibility, but as a living creation of God necessary at this very moment for the purpose of God in I civilizing process which is now being called in existence.
    The Counselors . . . will need to encourage the Auxiliary Board members and their assistants and all National and Local Spiritual Assemblies to give long term support to the spiritual, intellectual, and social education of children."
 (letter from the International Teaching Center to all Continental Counselors, 5 December, 1988.)

+++++++++++++++

At the invitation and behest of the other Spiritual Assemblies in the Greater Boston area, the Local Spiritual Assembly of Somerville is sponsoring the classes for children, youth, and parents in the Greater Boston area this year.

One of the three goals for the remaining three years of the Six Year Plan is "expanding the Baha'i education of children, youth and adults." Though traditionally Baha'i Children's Classes are thought to be for children, the very choice of the name "Greater Boston Community School" sought to imply education for all.

A document released by the Task Force on Education at the World Center in March of 1989, titled "A Baha'i Position Statement on Education for all," we find the following:

". . . Parents have to accept the responsibility of having their children educated to the best of their ability. They are encouraged to cooperate with school and facilitate the learning process. They have to share the responsibility for moral education of children and youth. They are assisted to become such guiding agents."

To mandate for Assemblies to assist the parents is quite clear:

"There are certain pillars which have been established as the unshakable supports of the Faith of God. The mightiest of these is learning and the use of the mind, the expansion of consciousness, and insight into the realities of the universe and the hidden mysteries of Almighty God. "To promote knowledge is thus an inescapable duty imposed on every one of the friends of God. It is incumbent upon that Spiritual Assembly, that assemblage of God, to exert every effort to educate the children, so that from infancy they will be trained…" (Baha'i Education, p. 25.)

Obviously, the education during infancy will take place in the hands of parents, not during Baha'i children's' classes. Elsewhere we find this even more clearly stated:

"…It is incumbent upon Spiritual Assemblies to provide the mothers with a well-planned programme for the education of children, showing how from infancy, the child must be watched over and taught. These instructions must be given to every mother to serve as her guide. . ." (Selections from the Writings of Abdu'l-Baha, p. 138.)

Thus, part of the responsibility for the education of children includes the education of adults -- and therefore you see the need for the concept "community school" even when our goal is the education of children, since the education of children is not only the education of children. The last quote above obviously refers to "parent" education and the responsibility Baha'i Assemblies have to provide it (whether or not they create it). In an effort to help develop such a program, the Spiritual Assembly of Somerville has appointed a committee, giving it the responsibilities of designing the overall format and philosophy underlying the program, researching and planning the curriculum, selecting the teachers, and supervising the ongoing activities so that implementation and progress will be successful.

Those of us on the advisory board (committee) realize that our best resource is parents with whom we and the teachers need to be in close communication.  At the same time it is we who wish to be a resource to parents who still hold the primary responsibility for their children's education. We need to work together more closely than we ever have before.

Shoghi Effendi has said:

"Indeed, the believers have not yet fully learned to draw on each other's strength and consolation in time of need. The Cause of God is endowed with tremendous powers, and the reason the believers do not gain more from it is because they have not learned to draw fully on these mighty forces of love and strength and harmony generated by the Faith." (Principles of Baha'i Administration, p. 16.)

And, Abdu'l-Baha has written that:

"…all human beings must powerfully sustain one another…"
(Selections from the Writings of Abdu'l-Baha, p. 1.)

These reasons---combined with the principles of consultation---are why we solicited the input of parents through the questionnaire we sent out several weeks ago, and it is for these reasons that we called this meeting here today. We are requesting all the support you can give to the committee toward accomplishing the goal of assisting our children and youth to become, in the words of the Universal House of Justice,

"champions of His Cause and spiritual and moral giants among mankind, equipped to meet all tests… indeed, 'stars of the heaven of understanding,' 'soft-flowing waters upon which must depend the very life of all men.'" (Baha'i Education, x.)

WHO TEACHES THE CHILDREN?

The committee believes that Baha'i classes, no matter how excellent, can never replace the parents' own effort in their child's Baha'i education, or compensate for the lack of it. In consideration of the theme of the "full partnership" of parents in the education of their children, let us quote from the Selections for the Writings of Abdu'l-Baha. He says it is the duty of the…

"…father AND mother to train their children both in good character and the study of books; study, that is, to the degree required, so that no child…will remain illiterate." (p. 127.)

Still it is obvious from a 1974 letter to an individual believer from the Universal House of Justice that the mother has a unique function:

"That the first teacher of the child is the mother should not be startling, for the primary orientation of the infant is to its mother. This provision of nature in no way minimizes the role of the father in the Baha'i family. Again, equality of status does not mean identity of function." (Compilation on Women, p. 31.)

Likewise, from Shoghi Effendi,

"The task of bringing up a Baha'i child, as emphasized time and again in the Baha'i writings, is the chief responsibility of the mother, whose unique privilege is indeed to create in her home such conditions as would be most conducive to both his material and spiritual welfare and advancement. The training which a child first receives through his mother constitutes the strongest foundation for his future development, and it should therefore e the paramount concern. . .." (Baha'i Education, p. 66.)

Still, fathers have special obligations and responsibilities:

"Unto every father hath been enjoined the instruction of his son and daughter in the art of reading and writing and in all that hath been laid down in the Holy Tablet." -Baha'u'llah, Kitab-i-Aqdas (p.15)

The committee thus feels that the role of teachers is to facilitate the efforts of parents and their children at home:

"Definite courses should be given along the different phases of the Baha'i Faith and in a manner that will stimulate the students to proceed in their studies privately once thy return home, for the period of a few days is not sufficient to learn everything. They have to be taught the habit of studying the Cause constantly, for the more we read the Words the more will the truth they contain be revealed to us."
- - Shoghi Effendi, from a letter dated 9 November 1932, written on his behalf to an individual believer. (The Importance of Deepening our Knowledge and Understanding of the Faith, p. 34, a compilation. Also found on page 8 of Centers of Baha'i Learning, a compilation.)

WHAT DO WE TEACH THE CHILDREN?

As implied in the next-to-last quote in the previous section, we are concerned with "all that hat been laid down in the Holy Tablet." The Baha'i Writings enjoin parents to give BOTH spiritual and secular education to their children.

"…bestir themselves and spare no efforts to acquire the various current branches of knowledge, both spiritual and secular, and of the arts. Whensoever they gather in their meetings let their conversation be confined to learned subjects and to information on the knowledge and sciences of the day. . . If they do thus, they will flood the world with Manifest Light, and change this dusty earth into gardens of the Realm of Glory." (Baha'i Education, p. 13.)

"Training in morals and good conduct is far more important that book learning. A child that is cleanly, agreeable, of good character, well-behaved-even though he be ignorant-is preferable to a child that is rude, unwashed, ill natured, and yet deeply versed in all the sciences and arts… If however, the child be trained to be both learned and good, the result is light upon light." (Baha'i Education, p. 43.)

Although the committee may be able to provide some resources for various so-called "secular" education activities which parents can conduct at home, the concern of this committee at this time is only the spiritual education.

"O thou teacher of the children of the kingdom: Thou hast undertaken such a service that shouldst thou glory over all the teachers of the world, thou art deserving. For the teachers of the world confer a material education, so that human faculties, physical and ideal, may grow and develop; but thou art bestowing heavenly instruction and the lessons of the kingdom upon the new plants of the divine garden. The results of this education are to obtain the bestowals of the Most Glorious Lord and the appearance of the virtues of the world of humanity. Show firmness and steadfastness in this work. The outcome will be most important. From their childhood the children must be given Baha'i spiritual and God-like education. Should they be so instructed they will be protected and guarded from every test." (Star of the West, Vol. IX, p. 89)

The committee has adopted the concept of a "spiraling curriculum."
The term “spiral curriculum” is explained on pages 11-13 of the recently released curriculum. Education for Peace, produced by the National Spiritual Assembly of Canada (which you should have in your possession).

We have identified 7 major areas of focus or concentration for the curriculum of the school-which we hope will facilitate the child's ongoing home learning program. The 7 areas are the same for all age levels, though the content will attempt to be age appropriate. These areas are:

(1) The study of the Writings with an emphasis on the children learning to read (and memorize) the Writings for themselves. (this will include vocabulary building which will cover, among other things, the central images and metaphors in the Writings.)

(2) Baha'i history -- - in 7 periods: (1844-1854, 1853-1892, 1892-1921, 1921-1944, 1944-1957 (see footnote #1), 1957-1963, 1963 to present) with an emphasis on the first two periods (Because of the spiraling curriculum) during the first year of the school.

(3) Laws and Ordinances -- -

(4) Prayer and meditation-(not only read "about", but begin to learn "how to.")

(5) Social conduct: i.e.; manners and moral training-includes dealing with "the most challenging issue."

(6) The teachings of religion-

(a) The general principles of religion -- -

* Progressive revelation (concept history and prophesy)

* The Oneness of God and The Covenant (knowledge of, firmness in).

The importance of religion and its relevance to current day needs (e.g., relationship & religion)

* Universal teachings found in all religions.

(b) New commands and teachings unique to this dispensation-

* Sources: The Brilliant Proof and Baha'i World Faith.

* Social conditions showing why Baha'i is necessary.

* Baha'i administration (particularly as relates to the outside world- footnote #3)

(7) The knowledge of self--"the reality of man." (click here for more detail)

(Additionally, we intend to include the observance of Holy Days, the use of music, and the regular coming-together in one group as each of these seven areas are the topic of study -- crossing all age levels, but these have to do more with the process and methods than with the content.  They are the glue that holds them all together.  They are mentioned here to indicate that music and Holy Days help to form group identity and are integral parts of the curriculum--i.e, within the process of learning each topic area.)

SOME HOWS AND WHYS

The main purpose of the entire program at the school, we feel, is to help the children to become real Baha'is, not just in name only. (see Shoghi Effendi quote in footnote 5 also from Promulgation of Universal Peace, p: 336) And the primary means for this is through the internalization of the sacred Writings. Internalizing the Writings will eventually require that the children become competent learners; i.e., that they will be able to direct their own learning process as students of the Writings. They will have to learn how to study the Writings for themselves; at first with a lot of help, and gradually with less and less help.

Emotionally, they should be helped to obtain a sense of "ownership": of the Writings-i.e., to feel that they are their own. The Guardian challenges the "Baha'i children and young people" directly with the following injunction:

"…You should prepare yourselves for this great task by trying to grasp the true meaning of the teachings and not just merely accepting them as something you are taught. . . " -Shoghi Effendi, Baha'i Education, p. 69.

The central theme, or overarching curriculum of the school, we will be referring to as "the curriculum of the self" (the seventh area of emphasis listed in the curriculum).

Essentially, it is a study of the reality of man, but we conceive of this "curriculum of self" as "THE course" of study. As an overarching concept, brought to bear upon each of the other categories of study, it will serve to integrate them—to keep them from becoming isolated, disconnected and separate subjects—and to increase their relevance to the individual students' own lives. This idea is developed in response to the command of Baha'u'llah in the First Taraz and the First Tajalli ("…man should first know his own self…") and in response to the need of the children - expressed in these words of the Universal House of Justice in a letter to the NSA of Italy:

"What they desperately need is to know how to live their lives-they need to know who they are, to what purpose they exist, and how they should act towards one another; and, once they know the answers to these questions they need to be helped to gradually apply these answers to everyday behavior…"  (footnote 6)

In the 1967 Ridvan message of the Universal House of Justice we find this theme reiterated in explication of the meaning of deepening:

"Rather is suggested a clearer apprehension of the purpose of God for man, and particularly of His immediate purpose as revealed and directed by Baha'u'llah, a purpose as far removed from current concepts of human well-being and happiness as is possible…"

We feel that the worst thing any of us could do in attempting to instill the love for the faith in our children is to neglect to make it meaningful to them personally--right where they are now in their own development and understanding (and this, of course, presupposes that parents and teachers are able to assess the level of development). Hence, the reason for the "curriculum-of-self" and the spiraling curriculum. The curriculum of the self helps create connection to their lives by helping them think about and discover "who they are" as defined by the "reality-of-man" elucidated throughout the Writings. The spiraling curriculum simply connects any new information to what they already know, and returns to those familiar subjects at higher (deeper) and higher (deeper) levels. Simultaneously, the knowledge base becomes wider and wider.

"The pupil returns again and again to familiar ideas and concepts, but presented through alternative samples and at a higher level." (1988 Canadian curriculum--NSA Canada, p. 13)

This creates and maintains relevance and meaning. It builds a "meaning system." The former (the curriculum of the self) focuses on helping the child experience new discoveries about themselves-a subject in which most human beings take intense personal interest. Remember, it is primarily an interwoven curriculum which intends to integrate the other specific areas of study, and therefore the "curriculum-of-self" will be a part of each of the seven areas in addition to being a kind of subject area itself, with the study of those passages regarding the "reality of man." But as an integrative tool, it could, for example, be used to suggest "how one should be" in devotional attitude (as contrasted with "what one is") when the subject of study is prayer.

Meditation, as another example, could further be put into the context of "self" by understanding that "in that state man abstracts himself: in that state man withdraws himself from all outside objects . . ." ("he cannot both speak and meditate" at the same time) (footnote #7) . In other words, it is an examination of states and processes of human consciousness (the self) as well as the purpose and efficacy of prayer and meditation. (footnote #7) 

The same focus on "the self" could form a part of any concentration: be it Laws, History, Administration or Social conduct. Some effort to keep the spiritual dynamic, or the most mystical aspects, of the human reality (such as powers-both present and future) as the focus should serve to heighten interest and increase motivation. The richest area for exploration is always the unknown (assuming that more of the unknown becomes known through the process of exploring) for we rarely wish to explore anything we feel that we already know.

Having a hidden ability or potential become known to oneself (within oneself) is the same as making more of the unknown within oneself known. This ties competence to motivation, because the more a child can do, the more he wants to do. The curriculum-of-self tends to give the child new knowledge in terms of new personal powers or abilities--- i.e., in terms of the degree of control and harmony he has within himself, and/or his environment. (see footnote #8)  Even a true self-concept will impart a degree of control through greater "inward and outward" unity. (see footnote #9)

The latter curriculum (the spiraling curriculum) ties anything new to what the children have learned in the past, and which resides within them in memory. In psychological terms, this is the notion of joining "immanence" with "transcendence" - immanence being the indwellingness of the past experiences, and transcendence being the ability to move beyond what we already are (or what we already know) through new expressions of potentialities and attributes which lie hidden within us. It is the release of these new potentialities, and the acquisition of these new attributes which gives joy to learning. The challenge to every would-be teacher seems to be to raise these tacit understandings to a level of explicit awareness as a "goal," and thereby increase our successes in the creation of meaningful and joyful learning experiences.

One final word to explain our emphasis on vocabulary building seems appropriate at this juncture, since we are talking---in the words of Shoghi Effendi---about being able to "grasp the true meaning" and about building meaning-systems within the consciousness of these children. In order to learn the principles and teachings of the Faith, Shoghi Effendi says that children should study the actual Writings:

". . . rather than just something made up . . . .many of the sentences and thoughts combined in Baha'i writings of a devotional nature are easy to grasp, and the revealed Word is endowed with a power of its own." (Baha'i Education, p. 68)

The curriculum produced by the Canadian NSA (referred to earlier) emphasizes the use of the Word, and the building of vocabulary through statements such as these:

"[Mr. David Hoffman's ] description of the role of the Word of God in the Baha'i Faith, helps us focus our attention on the supreme importance of teaching children how to read, study, and respond to the Word of God."" (p. 7)

"Unless the children learn gradually, to read the Writings for themselves, what will protect them from the same spirit of modern criticism?" (p. 8)

"We cannot begin too soon to help the children develop a spiritual vocabulary of important images, images which easily deliver to their hearts an souls their rich meanings. Otherwise, failing to understand, the children may become passive and careless in their reading of the Word of God." (p. 9)

Likewise, both Abdu'l-Baha and Shoghi Effendi emphasized the study of vocabulary:

". . .investigate and study the Holy Scriptures word by word so that you may attain the knowledge of the mysteries hidden therein. Be not satisfied with words, but seek to understand the spiritual meanings hidden in the heart of the words."
(Baha'i Education, p. 17.)

"[Baha'i youth] must become thoroughly familiar with the language used . . ."
(Baha'i Education, p. 21.)

Finally, we conclude this message to parents and teachers with the following words of the July 10th, 1989, Universal House of Justice's statement to all National Spiritual Assemblies, as a means of re-emphasizing why we chose "learning competence" in children-the ability to read and study the Baha'i Writings for themselves, as a means of internalizing the Teachings-as the central purpose of this year's community school. (In the Baha'i context, a competent learner is a student of the Writings.)

    "Dear Baha'i Friends, The Holy Word has been extolled by the Prophets of God as the medium of celestial power and the wellspring of all spiritual, social and material progress. Access to it, constant study of it and daily use of it in our individual lives are vital to the inner personal transformation towards which we strive and whose ultimate outer manifestation will be the emergence of that divine civilization which is the promise of the World Order of Baha'u'llah.
    The blessing which flow from the Word of God are implicit in this instruction of Baha'u'llah in the Kitab'-i-Aqdas, the Mother Book of His Revelation: 'Immerse yourselves in the ocean of My Words, that ye may unravel its secrets, and discover all the pearls of wisdom that lie hid in its depths.' Again in the same book, He bids us recite the 'verses of God in the morning and evening'. An astonishing insight as to the sublime influence of the revealed Word is conveyed in this further instruction gleaned from one of His Tablets: "Intone, O My servant, the verses of God that have been received by thee, as intoned by them who have drawn nigh unto Him, that he sweetness of thy melody may enkindle thine own soul and attract the hearts of all men. Whoso reciteth, in the privacy of his chamber, the verses revealed by God, the scattering angels of the Almighty shall scatter abroad the fragrance of the words uttered by his mouth, and shall cause the heart of every righteous man to throb. Though he may, at first, remain unaware of its effect, yet the virtue of the grace vouchsafed unto him must needs sooner or later exercise its influence upon his soul.'
    The most immediate access to the dynamic influence of the sacred Word is through reading. The ability to read is therefore a fundamental right and privilege of every human being. Baha'u'llah promotes this right in His command to parents to ensure the instruction of their sons and daughters in the 'art of reading and writing'. For this essential reason, in our last Ridvan message we called attention to the need for systematic attention to be given to eventually eliminating illiteracy from the Baha'i community. This matter must assume its proper importance as a continuing objective of that community."

It is important that we understand literacy as going beyond mere reading---or reading in the simple way we think of it; as the ordinary deciphering and murmuring of syllables and sounds. Literacy requires understanding. Understanding the Writings leads to spiritual rebirth in the individual and eventually the rebirth of civilization.

In conversation with a learned man, Abdul Baha once said: "You should follow the teachings.  Now you merely read them.”  - SW, Vol. 12, p. 122

Our intention here is that, in the ultimate sense, the "curriculum-of-self" should lead to the ability to "ponder at all times in your heart how ye were created." Each of us WAS created and still IS in the process of becoming. What does that mean? Before-we didn't exist. Out of nothing we have become what we are. We know this and but we still ask:

"What am I; who am I-and where am I going? Have I forgotten who I am?' Mostly we live behind a veil…an illusion of not remembering we are created beings---connected to that Source…. Sustained at every moment by some on-going process from that Source. Now can we expand our consciousness to include an on-going awareness of this connection and life-vein relationship to our Maker and thereby become instruments of His power? We are told it is through immersion in the Ocean of His words. They hold the magic power. And we hold the magic power once we put them inside us. How? Immersion causes internalization. If we get into the words, they get into us. But internalization implies more than just having them; it implies that an idea becomes a value---that it becomes operative in your life in some way, and that It has the ability to sustain itself.  In this sense it becomes a part of what you are. You do not merely possess it, you become it.

People DO become what they think about -- whether reality or illusion. Who can help us remember who we are? Only the Word of God as intuitor-i.e., internal teacher. Enabling children to obtain this Power is the hope of the school.

We leave you with this thought from Abdu'l-Baha:

"Hearts must be changed... People get together and talk, but it is God’s Word alone that is powerful in its result.   First acquire knowledge, and when conviction is reached put it into practice.  In conversation with a learned man once, Abdul Baha said: 'You should follow the teachings.  Now you merely read them.’” - SW, Vol. 12, p. 122 (see footnote 10)

ADDENDUM

In addition to those quotes already cited we have the following:

REFERENCES USED TO JUSTIFY THE SELECTION OF STUDY TOPICS (These are not quotes which merely tell the benefits, but rather give us the injunction, or the "Command" to do these things. The list is by no means complete; these are just a few among many others.)

[NOTE: Number as follows does not follow any previous numbering scheme.]

(1) Memorization/Internalization:

"The master used to attach much importance to the learning by heart of the Tablets of Baha'u'llah and the Bab. During His days it was a usual work of the children of the household to learn Tablets by heart . . ." - Shoghi Effendi (Baha'i Education, p. 34.)

"We should memorize the Hidden Words…" - Abdu'l-Baha (The Importance of Deepening…, p. 11)

"He hath chosen out of the whole world the hears of His servants, and made them each a seat for the revelation of His glory, Wherefore, sanctify them from every defilement that the things for which they were created may be engraven upon them. This indeed is a token of God's bountiful favor . . . "  -Baha'u'llah (Gleanings…, p. 297)

"…the exhortations and advices of Abdu'l-Baha, like unto the pictures engraved on stone, may remain permanent and ineffaceable in the tablets of the hearts." -Abdu'l-Baha (Tablets of the Divine Plan, p. 19)

"To deepen in the Cause means to read the writings of Baha'u'llah and the Master so thoroughly as to be able to give it to others in its pure form. There are many who have some superficial idea of what the Cause stands for. They, therefore, present it with all sorts of ideas that are their own. . . " -Shoghi Effendi (Principles of Baha'i Administration, p.11)

"The sanctified souls should ponder and meditate in their hears regarding the methods of teaching. From the texts of the wondrous, heavenly Scriptures thy should memorize phrases and passages bearing on various instances, so that in the course of their speech they may recite divine verses whenever the occasion demandeth it, inasmuch as these holy verses are the most potent elixir, the mightiest talisman…"
Baha'u'llah, (Tablets of Baha'u'llah, p. 200.)

"It is very good to memorize the logical points and the proofs of the Holy Book… These proofs out to be collected and memorized. As soon as someone will ask you -- -What are your proofs? -- - you may cry out at the top of your voice and say: 'Here they are!'" - Abdu'l-Baha (The Importance of Deepening…, p. 18.)

"Memorizing the texts of the holy Tablets… is highly praiseworthy." (Baha'i Education, p. 10.)

"The Guardian would…especially advise you to endeavor to commit to memory certain passages from the Writings of Baha'u'llah, and in particular His Prayers." -letter on behalf of Shoghi Effendi (Baha'i Education, p. 42.)

"Commit to memory certain of its exhortations and prayers…" - Shoghi Effendi (Advent…, p.41.)

Specific reference e are enjoined to memorize: "Mirza Abu'l-Fazl has written a wonderful treatise [titled: The Brilliant Proof]. Each one of you must have a copy of it, memorize it…" (Abdu'l-Baha, p. 132.) This treatise contains "new teachings" unique to this dispensation.

(2) Meditation:

"Through the faculty of meditation man attains to eternal life; through it he received the breath of the Holy Spirit-the bestowal of the Spirit is given during meditation. . . Meditation is the key for opening the doors of mysteries… -

This faculty of meditation frees man from the animal nature, discerns the reality of things, puts man in touch with God.
    This faculty brings forth the sciences and arts from the invisible plane. Through the meditate faculty inventions are made possible, colossal undertakings are carried out. Through it governments can run smoothly. Through this faculty man enters into the very Kingdom of God.
    Nevertheless some thoughts are useless to man: they are like waves moving in the sea without result. But if the faculty of meditation is bathed in the Inner Light and characterized with divine attributes, the results will be confirmed.
    The meditative faculty is akin to the mirror: if you put it before earthly objects, it will reflect the earthly objects. Therefore if the spirit of man is contemplating earthly objects he will become informed of these.
    But if you turn the mirror of your spirit heavenwards, the heavenly constellations and the rays of the Sun of Reality will be reflected in your hearts, and the virtues of the Kingdom will be obtained.
    Therefore let us keep this faculty rightly directed -- turning it to the divine Sun and not to earthly objects -- so that we may comprehend the allegories of the Bibles, the mysteries of the Spirit, and discover the hidden secrets of the Kingdom."
(Abdu'l-Baha, Paris Talks, p.173-175. and, Baha'i Scriptures, p. 323)

"As to meditation: This also is a field in which the individual is free. There are no set forms of meditation prescribed in the teachings, no plan as such, for inner development. The Friends are urged - nay enjoined - to pray, and they also should meditate, but the manner of doing the latter is left entirely to the individual."  (Principles of Bahai Administration, p. 10)

(3) Baha'i History

"Remember My Days during thy days . . ." - Baha'u'llah, Tablet of Ahmad

"I wish to urge the … systematic study of the early history…of the Faith..."
 - Shoghi Effendi (Centers of Baha'i Learning, p. 14.)

"Shoghi Effendi found great pleasure and spiritual upliftment while working with the translation of Nabil's Narrative. The life of those who figure in it is so stirring that every one who reads those accounts is bound to be affected and impelled to follow their footsteps of sacrifice in the path of the Faith. The Guardian believes, therefore, that it should be studied by the friends, especially the youth who need some inspiration to carry through these troubled days." - from a letter written on behalf of Shoghi Effendi (The Importance of Deepening…, p. 35.)

In numerous letters, Shoghi Effendi enjoins the youth to read The Dawnbreakers and points out the importance of the study of heroic age of the Faith. On one occasion he parallels the growth experienced by Christianity out of empathy for the sufferings of Christ with the identification believers of this day can have for the early heroes of the Baha'i Faith and its resulting growth. Also our children need real heroes and heroines.

(4) "Systematic Study" and the significance of "the younger generation" engaging in such study:

".. . .thoroughly familiarize themselves with the various aspects of the history and teachings of their Faith." - Shoghi Effendi, (Advent of Divine Justice, p. 41.)

"If the younger generation…take the pains of studying the Cause deeply and thoroughly, read its history, find its underlying principles and become both well informed and energetic, they surely can achieve a great deal. It is upon t heir shoulders that the Master has laid the tremendous work of teaching. They are the ones to raise the call of the Kingdom and arouse the people from slumber. If they fail the Cause is doomed to stagnation." - Shoghi Effendi (letter on his behalf, Importance of Deepening…, p. 28.)

“Training institutes and other centers of learning are an indispensable element of a sustained endeavor to advance this process, and to ensure that the essential deepening of new believers is not neglected, that they develop the necessary skills to effectively teach the Faith, and that an opportunity is provided for all Bahá'ís, new and veteran, to embark on a systematic study of the fundamental verities of the Revelation of Bahá'u'lláh. We look to your communities to make an energetic response to the call for such.” (Letter from the Universal House of Justice, Ridvan, 153, (1996), message to the Bahá'ís of the World, found in - Developing Distinctive Baha'i Communities and also in Extracts from The Universal House of Justice Messages re: training institutes)

“Systematic research and high quality academic study are called for, not as isolated activities, but as components, albeit important ones, of a process in which the design of curricula is closely connected with educational practice and systematization of educational experience.” (Compilations, NSA USA - Developing Distinctive Baha'i Communities)

“Bahá'u'lláh's comment about sciences which begin and end in mere words does not apply to the systematic study of natural phenomena in order to discover the laws of order in the physical universe, an order which mathematics seeks to explore.” (Compilations, Scholarship, p. 19)

“I wish to urge the necessity of concentrating, at your next summer session, on the systematic study of the early history and principles of the Faith, on public speaking, and on a thorough discussion, both formally and informally, of various aspects of the Cause. These I regard as essential preliminaries to a future intensive campaign of teaching in which the rising generation must engage, if the spread of the Cause is to be assured in that land. May you succeed in your efforts to attain that goal!” (From a letter dated 2 November 1932 written on behalf of Shoghi Effendi to two believers. -- The Compilation of Compilations vol. I, p. 39)

Shoghi Effendi writes: "I feel an organized, systematic and thorough study of Nabil's Narrative should constitute this year a valuable adjunct to the teaching program." (No. 71 - February 1933 --Shoghi Effendi, Extracts from the USBN)

“As experience is gained worldwide, various sequences of courses will undoubtedly be developed responding to the requirements of divers sectors of society. No one should underestimate the complexity of the task of defining each sequence and elaborating the materials. These have to adhere to some logic, if they are to succeed in raising up the needed human resources. Simply to compile a list of topics the friends should study, in the light of the guidance available in the writings, is not difficult. The order in which these topics should be presented, their correlation with the acquisition of skills to perform acts of service, and the way their study should be combined with the cultivation of inner perfection are matters of pedagogy that can best be discovered through systematic educational experience. For example, understanding the principles that govern the establishment and functioning of the Local Spiritual Assembly is of the utmost importance for every Bahá'í. One must ask, however, whether a course on this subject is effective when offered to believers whose knowledge of the Faith is extremely limited and who have not yet studied those spiritual truths that shape Bahá'í identity. It is noteworthy that, in practice, when institutes ignore the relevant pedagogical principles they fail to maintain the interest of the students, and the level of attendance in their courses falls.” (Commissioned by The Universal House of Justice, 1998 Apr, Training Institutes)

“Wherever systematic efforts were made to invite receptive parents who had children in Bahá'í classes or individuals who were attending devotional meetings to join study circles, the results were also encouraging.” (ITC, 2003 Apr 23, Building Momentum, p. 10)

“The Dispensation of Bahá'u'lláh, he placed in right perspective every aspect of the Revelation: its Founders, its institutions, its guiding principles, its aims and purposes and its ultimate destiny. Prior to his elucidation and guidance, no coherent pattern was available to Bahá'ís for the proper and systematic study of their Faith.” (Adib Taherzadeh, The Revelation of Baha'u'llah v 1, p. 304)

(5) The importance of understanding true meaning:

Refer to Gleanings … p. 327-328 and p. 343. (The Importance of Deepening…, p. 4.)

"I have been informed that the purpose of your class meeting is to study the significances and mysteries of the Holy Scriptures and understand the meaning of the divine Testaments…you desire to approach the presence of God and to become informed of the realities and precepts of God. It is my hope that you may put forth your most earnest endeavor to accomplish this end, that you may investigate and study the Holy Scriptures word by word so that you may attain knowledge of the mysteries hidden therein. Be not satisfied with words, but seek to understand the spiritual meanings hidden in the heart of the words." -- Abdu'l-Baha (The Importance of Deepening…, p. 17.)

(6) Reasons and benefits for study in the category referred to as "Self Knowledge"-A reason and a benefit:

"The First Taraz and the First Tajalli, which has risen from the horizon of the Mother-Book, is that man should first know his own self, and know those things which lead to loftiness or to baseness, to shame or to honor, to affluence or to poverty…" Baha'u'llah -- -(BWF, p. 167.)

"If the traveler seek after the goal of the Intended One… this station apertaineth to the self-but that self which is 'The Self of God standing within Him with Laws.' On this plane, the self is not rejected but beloved; it is well-pleased and not to be shunned… This is the plane of the self which is well-pleasing unto God. Refer to the verse: 'Oh, thou soul which art at rest, /Return to thy Lord, well-pleased, and pleasing Him:. . . Enter thou among My servants, /And enter thou my paradise." -- Baha'u'llah, (The Seven Valleys and the Four Valleys, p. 47.)

"Read the book of self, then, and cross the water."

"…O My servants! Could ye apprehend with what wonders of My munificence and bounty I have willed to entrust your souls, ye would, of a truth, rid yourselves of attachment to all created things, and would gain a true knowledge of your own selves-a knowledge which is the same as the comprehension of Mine own being. . . " Baha'u'llah (Gleanings…, p. 327.)

"…and I become the ear wherewith he heareth…" (7 Valleys)

"…Then will the manifold favors and outpourings grace of the holy and everlasting Spirit confer such new life upon the seeker that he will find himself endowed with a new eye, a new ear, a new heart, and a new mind. He will contemplate the manifest signs of the universe, and will penetrate the hidden mysteries of the soul. Gazing with the eye of God…." (Gleanings…, p. 267.)

(7) Principles of Religion *** Laws and Ordinances

"Schools must first train the children in the principles of religion, so that the Promise and the Threat, recorded in the Books of God, may prevent them from the things forbidden and adorn them with the mantle of the commandments: But this in such measure that it may not injure the children resulting in ignorant fanaticism and bigotry." Baha'u'llah -- - (BWF, p. 182.)

(8) Social Conduct-i.e., manners and moral training:

With regard to lack of discipline, or to giving children too much freedom, Shoghi Effendi indicates in a letter written on his behalf that a child "should [never} be left to himself, entirely free." "In fact Baha'i education, just like any other system of education is based on the assumption that there are certain natural deficiencies in every child, no matter how gifted, which his educators, whether his parents, schoolmasters, or his spiritual guides and preceptors should endeavor to remedy. Discipline of some sort, whether physical, moral or intellectual, is indeed indispensable, and no training can be said to be complete and fruitful if it disregards this element. The child when born is far from being perfect. It is not only helpless, but actually imperfect, and even is naturally inclined towards evil. He should be trained, his natural inclinations harmonized, adjusted and controlled, and if necessary suppressed or regulated, so as to ensure his healthy physical and moral development. Baha'i parents cannot simply adopt an attitude of nonresistance towards their children, particularly those who are unruly and violent by nature. It is not even sufficient that they should pray on their behalf. Rather they should endeavor to inculcate, gently and patiently, into their youthful minds such principles of moral conduct and initiate them into the principles and teachings of the Cause with such tactful and loving care as would enable them to become 'true sons of God' and develop into loyal and intelligent citizens of His Kingdom. This it the high purpose which Baha'u'llah Himself has clearly defined as the chef goal of every education." (Baha'i Education, p. 65.)

For other aspects of social conduct which are the concerns of this curriculum, also refer to The Advent of Divine Justice, and pp. 42-43 of The Importance of Deepening...

(9) Books Abdu'l-Baha mentioned for special study or mastery:

Some Answered Questions, Dawn-Breakers, Iqan, Tablets of Baha'u'llah, Gleanings, God Passes By. Also, Dr. Esslemont's book. (See pp. 31-35, 46, The Importance of Deepening…)

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FOOTNOTES

1. This is a category created by Shoghi Effendi at the time God Passes By was written, so we felt the need to include it, though the two categories could be made into one 1921-1957. (See page xv of God Passes By.)

2. The Advent of Divine Justice, p.33, 1984 edition

3. ". . . emphasis should be laid upon the teaching of the Administration, especially in its relation to the outside world…" -Shoghi Effendi (Centers of Learning, p. 8.)

4. ". . . The Baha'i Community life provides you with an indispensable laboratory where you can translate into living and constructive action, the principles which you imbibe from the teachings. By becoming a real part of that living organism you can catch the real spirit which runs throughout the Baha'i teachings. . . " -Shoghi Effendi (letter on his behalf, Importance of Deepening… , p. 37)

5. ". . . for the little children must needs be made aware in their very heart and soul that 'Baha'i is not just a name but a truth…" (Selections from the Writings of Abdu'l-Baha, p. 143. Also, Baha'i Education, p. 26.  Also from Promulgation of Universal Peace, p: 336)

6. From a letter of the Universal House of Justice to the National Spiritual Assembly of the Baha'is of Italy, Nov. 19, 1974.

7. Abdu'l-Baha, Paris Talks, pp. 174-175. Also Baha'i Education, p. 16.
"These people, who are called `Followers of the inner light', attain to a superlative degree of power, and are entirely freed from blind dogmas and imitations. Men rely on the statements of these people: by themselves-- within themselves--they solve all mysteries."

8. For other dimensions of this, see the discussion on "effectance" in an article titled Being and Becoming, p. 19, published in World Order Magazine, Summer of 1973.

9. Baha'u'llah wrote that He could find no two men to be both inwardly and outwardly united.

10. Taken from the pamphlet, "Why Our Cities Burn" -- originally from Star of the West, Vol. 12, p. 122