Education

An elementary school teacher reads to children at the School of the Nations in Macau.

The theme of education in the Bahá’í Faith is given emphasis. Its literature gives a principle of universal and compulsory education, which is identified as one of key principles alongside monotheism and the unity of humanity.

Bahá’u’lláh wrote:

"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."

Bahá’u’lláh, Tablets of Bahá’u’lláh, p. 161. [1]

The Bahá’í teachings focus on promoting a moral and spiritual education, in addition to the arts, trades, sciences and professions. The emphasis on education is a means for social and national improvement. Since all Bahá’ís have the duty to do work that is useful to humanity, Bahá’í education is meant to prepare Bahá’ís to perform such work.

Purpose

A Bahá’í children's class in Toronto, Canada.

One purpose of universal compulsory education is implied in the Bahá’í Short Obligatory Prayer which states that the God's primary reason for creating humanity is so that each of us would come to know and love Him. Clearly one purpose of education would be to facilitate this process. But religious education, however critical, should not lead to division and conflict. Bahá’u’lláh writes:

"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 a measure that it may not injure the children by resulting in ignorant fanaticism and bigotry."

Bahá’u’lláh, Tablets of Bahá’u’lláh, p. 67. [2]

This principle is most commonly applied by Bahá’ís in the form of social and economic development projects and children's classes. The emphasis on education as a means for social and national improvement is shown in the following quote by ‘Abdu’l-Bahá, the son and appointed successor of Bahá’u’lláh:

"The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uninformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time."

‘Abdu’l-Bahá, The Secret of Divine Civilization, p. 109. [3]

Types of education

The Bahá’í writings point to the need for education to be "comprehensive in nature", taking into account the physical, intellectual, spiritual and ethical aspects of human beings. Despite this, there is no comprehensive system of Bahá’í education or Bahá’í curriculum spelled out in the Writings. Rather, it is expected that future work based on Bahá’í principles and ideals will eventually result in the development of adequate systems.

Moral and spiritual education

Children offer prayers at City Montessori School in Lucknow, India.

The Bahá’í teachings focus on promoting a moral and spiritual education, in addition to the arts, trades, sciences and professions.

"Training in morals and good conduct is far more important than 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 becoming deeply versed in all the sciences and arts. The reason for this is that the child who conducts himself well, even though he be ignorant, is of benefit to others, while an ill-natured, ill-behaved child is corrupted and harmful to others, even though he be learned. If, however, the child be trained to be both learned and good, the result is light upon light."

‘Abdu’l-Bahá, Selections from the Writings of ‘Abdu’l-Bahá, Sec. 110, pp. 135-136. [4]

Children, and the requirement to give them a proper education, is particularly emphasized in many of the Bahá’í writings. Children's classes have become common-place in most Bahá’í communities, and were named by the Universal House of Justice in 2001 as one of the four core activities that Bahá’ís should focus on.

Bahá’í individuals have created the noted book The Family Virtues Guide, which is dedicated to the spiritual education of children. Its multi-religious content has brought it enough popularity to sell over 100,000 copies and to win the authors an interview on The Oprah Winfrey Show. [5]

A useful trade or profession

Junior youth in Brazil tend a garden.

All Bahá’ís have the duty to do work that is useful to humanity. A major goal of Bahá’í education is therefore to prepare Bahá’ís to perform such work.

This is by no means the only goal (as the categories above and below indicate), or even necessarily the overriding one, but Bahá’ís are warned against courses of study which "begin and end in words":

"The learned of the day must direct the people to acquire those branches of knowledge which are of use, that both the learned themselves and the generality of mankind may derive benefits therefrom. Such academic pursuits as begin and end in words alone have never been and will never be of any worth. The majority of Persia's learned doctors devote all their lives to the study of a philosophy the ultimate yield of which is nothing but words."

Bahá’u’lláh, Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas, p. 169. [6]

Literacy

Children in Kiribati decorate a quote from the Bahá’í writings.

The seventh Ishráq of Bahá’u’lláh's Ishráqat stipulates as follows:

"Unto every father hath been enjoined the instruction of his son and daughter in the art of reading and writing... " [7]

While there do exist a number of preliterate or non-literate cultures, Bahá’ís assume the spread of literacy to be one of the signs of an "ever-advancing civilization." For example, a priesthood is not needed in this era because the ability to read and write is no longer restricted to a professional class, with the masses reduced to auditors of their sacred texts.

Languages

Main article: Auxiliary language

A teacher in Cambodia presents a quote in English.

Bahá’ís expect the world's governments to one day cooperate in selecting an international auxiliary language to be used in global communication. After this is done, that language, along with one's mother tongue will be taught in schools all over the world.

"It is incumbent upon all nations... to convene a gathering and through joint consultation choose one language from among the varied existing languages, or create a new one, to be taught to the children in all the schools of the world."

Bahá’u’lláh, Tablets of Bahá’u’lláh, p. 165. [8]

Although Bahá’u’lláh rued the necessity of spending many years learning multiple languages, when only one could be selected, various authoritative writings do assume foreign languages to be included among the "useful subjects" which Bahá’ís will probably study.

Other subjects

The Bahá’í Faith has not yet endeavored to describe an ideal school curriculum, though its writings assume the usefulness of a wide variety of subjects.

“ "You have asked him [Shoghi Effendi] for detailed information concerning the Bahá’í educational programme: there is as yet no such thing as a Bahá’í curriculum, and there are no Bahá’í publications exclusively devoted to this subject, since the teachings of Bahá’u’lláh and ‘Abdu’l-Bahá do not present a definite and detailed educational system, but simply offer certain basic principles and set forth a number of teaching ideals that should guide future Bahá’í educationalists in their efforts to formulate an adequate teaching curriculum which would be in full harmony with the spirit of the Bahá’í Teachings, and would thus meet the requirements and needs of the modern age.

"These basic principles are available in the sacred writings of the Cause, and should be carefully studied, and gradually incorporated in various college and university programmes. But the task of formulating a system of education which would be officially recognized by the Cause, and enforced as such throughout the Bahá’í world is one which the present-day generation of believers cannot obviously undertake, and which has to be gradually accomplished by Bahá’í scholars and educationalists of the future."

” — Shoghi Effendi (on behalf of)

Bahá’í writings variously allude to mathematics, science, technology, commerce, industry, the liberal arts, and religion as suitable subjects for inclusion in an educational curriculum.

Pedagogical issues

In education theory, in addition to what is taught, it is also important to note how education is taught. In addition to the traditional mode of education, other forms of education exist such as alternative schools, unschooling, homeschooling, Montessori, and Waldorf education. The Bahá’í requirements for education does not necessarily reject any of these possibilities.

The Bahá’í Faith lacks an official, complete pedagogical theory. However, the writings contain a number of statements with a bearing upon teaching method.

Responsibility

The father is attributed with the responsibility for every child's education and should he fail to execute his responsibility to educate his children he can be compelled and even lose his rights as father. Mothers are acknowledged as the "first educators" of humanity, and their responsibility is equally confirmed. Beyond this, responsibility also falls to the community as a whole, as embodied in its Bahá’í institutions:

"Among the sacred obligations devolving upon the Spiritual Assemblies is the promotion of learning, the establishing of schools and creation of the necessary academic equipment and facilities for every boy and girl."

From a letter dated 8 June 1925 written by Shoghi Effendi to the National Spiritual Assembly of Persia. [9]

In the unfortunate event that parents or their communities cannot educate all their children, Bahá’í law stipulates that girls are to be given priority over boys.

Environmental factors

‘Abdu’l-Bahá wrote about school uniforms, cleanliness and courtesy:

"As to the organization of the schools: If possible the children should all wear the same kind of clothing, even if the fabric is varied. It is preferable that the fabric as well should be uniform; if, however, this is not possible, there is no harm done. The more cleanly the pupils are, the better; they should be immaculate. The school must be located in a place where the air is delicate and pure. The children must be carefully trained to be most courteous and well-behaved. They must be constantly encouraged and made eager to gain all the summits of human accomplishment, so that from their earliest years they will be taught to have high aims, to conduct themselves well, to be chaste, pure, and undefiled, and will learn to be of powerful resolve and firm of purpose in all things. Let them not jest and trifle, but earnestly advance unto their goals, so that in every situation they will be found resolute and firm."

‘Abdu’l-Bahá, Selections from the Writings of AAbdu'l-Bahá, p. 135. [10]

Bahá’í education in practice

Throughout the history of their faith, Bahá’ís have provided education not only for fellow believers and their families, but also for the general public in the areas where they live. Educational endeavours aim to serve entire populations, including children, junior youth, youth and adults. The core of most modern endeavours is the training institute process, which aims to raise capacity for service within a population in an ongoing, sustainable way, building skills related to social action and discourse. These skills may then be put to use in social and economic development initiatives that address specific local needs.

Bahá’í vs. Bahá’í-inspired education

A conceptual distinction is generally made between Bahá’í education on the one hand, and Bahá’í-inspired education on the other. While the second may describe an educational process inspired by the teachings of the Faith and even including reference to the Bahá’í Writings, the first, being aimed primarily at Bahá’ís themselves, would necessarily include specific content related to the Bahá’í Faith, going into much greater depth. For examples, a course aimed at Bahá’í believers might go into great detail about specific episodes in the history of the Faith, while Bahá’í-inspired education, being aimed at a more general audience, would not.

Although these different approaches may differ in what content is covered and to what depth it is covered, the methods and overall approach used are largely the same. Indeed, some educational initiatives that were initially aimed at deepening the understanding and faith of new believers have inspired the establishment of new initiatives, or the adaptation of older materials to a wider audience. For example, the materials of the Ruhi Institute have been adapted and refined over time as they came to be used with increasingly wider audiences.

Lifelong education

Children in Addis Ababa, Ethiopia memorize quotes during a class.

Junior youth in Khujand, Tajikistan study Breezes of Confirmation together.

Bahá’ís have developed materials and programmes aimed at the spiritual and material education of entire populations, including children, junior youth, youth and adults. Together, these programmes form a coherent process of lifelong education aimed at cultivating the spiritual and intellectual capacities of individuals and building skills of service to humanity, with the goal of enabling participants to become protagonists of their own development.

Children's classes aimed at five- to ten-year-old children seek to impart a moral foundation for character based on the development and application of spiritual qualities and principles. Activities are diverse, including memorizing prayers and quotes, singing songs, playing games or doing drama exercises, and creating arts and crafts. During the classes, teachers help children learn to reflect on and apply virtues such as kindness, unity and justice to their interactions with others. As a result, classes are generally characterized by an atmosphere of love, cooperation, and mutual respect, rather than conflict or harsh discipline. Positive habits developed during classes inevitably extend to home life as well, and teachers work with parents and families to reinforce these. The first three grades of a curriculum for children's classes has been developed and refined by the Ruhi Institute, and as of the Nine Year Plan in 2022, national communities are being charged with the task of building upon this framework.

The Junior Youth Spiritual Empowerment Programme (JYSEP) is an educational program aimed at young people between the ages of 11 and 15 that seeks to help them develop powers of expression, spiritual perception and moral reasoning, as well as an ethic of service to others. The program is organized in small groups by animators—mainly older youth aged 15 years or above—who accompany the junior youth as mentors, facilitating their study of the materials used and encouraging constructive interaction and meaningful reflection. A variety of materials have been produced for use in this program, all of which include a strong focus on literacy, with different materials also addressing other topics, such as mathematics, scientific inquiry, or social issues. As part of the program's focus on service, animators help junior youth to channel their energy and enthusiasm into projects for community service. The resulting experience, paired with reflection on the forces at work in society—both destructive and constructive ones—aims to enable junior youth to resist negative pressure in their lives, and to work for positive change.

Finally, study circles serve as informal or semi-formal spaces where youth and adults of all ages can gather for collective study of the Creative Word of God, with the goal of developing capacity for service in increasingly more complex ways. These study circles, held in a decentralized fashion worldwide, are coordinated through the training institute process.

Training institute process

A study circle at the Suva, Fiji Baha'i center, March 2005.

Main article: Training institute

Training institutes are agencies for the training of individuals through the development of both spiritual insights and practical skills of service, accomplished through structured study of Bahá’í teachings. The ultimate goal of a training institute is to empower participants spiritually and morally by helping them build their capacity to engage in acts of service to humanity. This is carried out through an educational process—referred to as the institute process—involving groups (study circles) who study a set of materials with the help of a tutor.

Training institutes figured prominently in Plans set forth by the Universal House of Justice beginning in 1996 with the Four Year Plan, superseding the teaching institutes that had featured in earlier Plans. The sequence of courses most commonly used in Bahá’í training institutes worldwide is that of the Ruhi Institute, originally developed in Colombia. The Ruhi Institute curriculum was widely used during the Five Year Plans lasting from 2001 to 2021, and continues to figure prominently in training institutes. Other curricula have been developed in various regions, including the Core Curriculum and Fundamental Verities Curriculum developed in the United States.

As an example, the following list illustrates the sequence of the first seven courses in the Ruhi Institute's curriculum. The curriculum aims to help participants to develop the capacity to serve their community in increasingly complex ways, including skills related to social action and discourse.

• Book 1: Reflections on the Life of the Spirit
• Book 2: Arising to Serve
• Book 3: Children's Classes, Grade 1
• Book 4: The Twin Manifestations
• Book 5: Children's Classes, Grade 2
• Book 6: Teaching the Cause
• Book 7: Walking Together on a Path of Service

Among the four core activities that Bahá’ís are currently urged to focus on, supporting children's classes and engaging in a sequence of courses known as study circles has become part of the community life of Bahá’ís around the world.

Social and economic development

Students of the Bahá’í girls' school in ‘Ishqabad, Russian Turkestan, in the 1920s. At a time when literacy was low, the Bahá’í community of ‘Ishqabad boasted full literacy for its youth, both male and female.

Some of the more mature and able Bahá’í communities around the world have taken on the task of social and economic development (SED) projects. These can vary from place to place depending on the needs of different areas. Some examples include programs for the free education of migrant workers, the employment of the homeless, or the support of displaced refugees. Individuals have also worked to reform educational practices in society, such as Dr. Dwight W. Allen, a Bahá’í, who co-authored American Schools: The 100 Billion Dollar Challenge with William H. Cosby, Jr in 2000; and the work of Dr. Daniel Jordan in the ANISA Educational Model. The Bahá’ís of the world have set up more than 300 academic schools around the world.

The institution of the Mashriqu’l-Adhkár (which forms the basis of Bahá'í Houses of Worship), which fosters both worship and service to humanity, is meant to comprise dependent educational institutions. Among other humanitarian institutions—such as hospitals and hospices—‘Abdu’l-Bahá envisioned schools for orphans, as well as colleges and universities "for the study of higher sciences and giving post-graduate courses". The House of Worship in ‘Ishqabad (now Ashgabat, Turkmenistan), the first in the world to be established, included several educational dependencies. The land surrounding the House of Worship was home to boys' and girls' schools, as well as two kindergartens and a public reading library; in addition, the local community regularly organized seminars on various topics, as well as music and literacy classes. The schools, which were the first in an Iranian community to be run according to modern pedagogical principles, counted around 1,000 students by the time they were closed in 1929.

Praise for teachers

Reddit has related posts about teachers:

• Baha'i writings on the topic of 'the importance of a teacher' (both spiritual and material)

The Bahá’í writings give a high praise for teachers, and, in the case that no personal will has been written, provide that some of a person's inheritance goes to their teachers.

"Having attained the stage of fulfilment and reached his maturity, man standeth in need of wealth, and such wealth as he acquireth through crafts or professions is commendable and praiseworthy in the estimation of men of wisdom, and especially in the eyes of servants who dedicate themselves to the education of the world and to the edification of its peoples. They are, in truth, cup-bearers of the life-giving water of knowledge and guides unto the ideal way. They direct the peoples of the world to the straight path and acquaint them with that which is conducive to human upliftment and exaltation. The straight path is the one which guideth man to the dayspring of perception and to the dawning-place of true understanding and leadeth him to that which will redound to glory, honour and greatness.

Bahá’u’lláh, Tablets of Bahá’u’lláh, p. 34. [11]

See also

• Teachings

Bibliography

• Linda Kavelin-Popov, Dan Popov & John Kavelin (1997). The Family Virtues Guide: Simple Ways to Bring out the Best in our Children and Ourselves. Penguin Books of Canada Ltd. ISBN 0452278104.

External links

• Bahá’í Education, compiled by the UHJ Research Department
• Bahá’í Education at Curlie (formerly DMOZ)