 | There is a problem with this article's style or point of view. |
| This article does not cite any sources; the information may not be accurate or reliable. |
The term study circle has become common terminology in the Bahá’í Faith to describe a specific type of gathering for the study of the Bahá’í teachings, with an emphasis on "promoting the well-being of humanity."[1]
Study circles are a form of distance learning designed to systematically bring education about spiritual concepts to the grassroots level. Because they are intended to be sustainable and reproducible on a large scale, study circles shy away from formally taught classes, opting instead for participatory methods. They are usually led by a tutor whose role is not to act as an expert but rather to facilitate the rhythm and pace of the study circle. In this way, attendees of study circles are expected to become active participants in their own learning process.
Study circles often feature a heavy emphasis on sacred Writings as a means of finding unity of vision and action, and on artistic expression as a means of enhancing understanding. They will often include practical components such as service projects through which the spiritual principles discussed may be translated into action.
At present, most study circles organized by the Bahá’í community use the curriculum developed by the Ruhi Institute in Colombia, which was recommended for use as part of the framework of the Five Year Plans by the Universal House of Justice. Other curricula have been developed in the past, and groups often supplement their study with other documents, including sacred scripture and guidance from Bahá’í institutions.
Structure[edit]
Study circles are informal or semi-formal study groups, usually centered around existing social groups (such as families, groups of friends, neighbours, co-workers, etc.), which gather regularly with some common aim or goal in mind. To help facilitate their study, participants in a study circle generally enlist the help of a tutor: an individual who has undergone training as a group facilitator and who has some familiarity with the material to be studied. Despite their training, tutors are not seen to possess special knowledge or authority (such as a lecturer or a member of clergy might have); their relationship to other participants is that of a collaborator who helps make the process of study smoother and more rewarding.
Please help improve this article or section by expanding it. |
Methodology[edit]
Please help improve this article or section by expanding it. |
Curricula[edit]
Study circles can and have used a variety of different materials as curricula for study. At present, most study circles organized by the Bahá’í community use the curriculum developed by the Ruhi Institute in Colombia, which was recommended for use as part of the framework of the Five Year Plans by the Universal House of Justice.
Before this time, other curricula were developed worldwide according to a variety of learning goals. Among these are the "Fundamental Verities" and "Core Curriculum" materials developed in the United States.
Ruhi Institute[edit]
The curriculum of the Ruhi Institute aims, in its entirety, at achieving three overall objectives: providing insights into spiritual matters, imparting knowledge about the Bahá’í Faith, and helping to develop specific acts of service.
Each study circle using the Ruhi method involves at least one tutor, with generally 3-10 participants. Rigidity is avoided, so each gathering may be different from the next, or different between countries and cities.
The materials prepared by the Ruhi Institute focus on the Bahá’í Writings by assisting participants to understand the Texts on three different levels. The first level is that of basic comprehension--understanding the meanings of the words and sentences. Towards this end, participants formulate questions whose answers are direct quotes from the Texts, in order to gain a literal understanding of the meanings and context of various quotes. The second level relates to the application of the Text to various real-world situations. For example, this would entail examining simple daily acts (lying about one's taxes, cheating on an exam) in light of the Bahá’í emphasis on truthfulness. Finally, the third level deals with the implications of the various quotations on other aspects of Bahá’í belief.
Sequence[edit]
There are currently eleven books in the main sequence of courses. Each book is broken up into 3 units comprised of many sections. Tutors are encouraged to apply the arts, using music, games, crafts, and similar strategies during the training. Each book has one or more practices that can be done outside the training. For example, the third book trains people to give children's classes, and the practice is to give an actual class. Also encouraged throughout the books is the practice of memorizing passages and prayers.
It is suggested, but not necessary, to take the books in their numbered order. The requirements vary between countries on which books are required before becoming a facilitator.
- Book 1 - Reflections on the Life of the Spirit
- Book 2 - Arising to Serve
- Book 3 - Teaching Children's Classes, Grade 1
- Book 4 - The Twin Manifestations
- Book 5 - Releasing the Powers of Junior Youth
- Book 6 - Teaching the Cause
- Book 7 - Walking Together on a Path of Service
- Book 8 - The Covenant of Bahá’u’lláh
- Book 9 - Gaining an Historical Perspective
- Book 10 - Building Vibrant Communities
- Book 11 - Material Means
See also[edit]
Notes[edit]
- ↑ The introduction to 'Reflections on the Life of the Spirit' states that the Institute's purpose is "to use the courses as means of serving the Cause and promoting the well-being of humanity." (p. 1)
