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Subjects Covered in the Spiritual Foundations Program
The subjects covered in the home study aspect of the program are roughly the same, given in roughly the same order and with about the same amount of importance.
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Module A: World Religions, Philosophy, and Bahá'í Theology
(35 hrs) (1996; 2000)
- The historical and intellectual context of the writings of the Central
Figures, Shoghi Effendi, and the Universal House of Justice is covered in the
Bahá'í History Module (see above).
- Themes in the Bahá'í writings are covered in Modules A
through E, where appropriate; indeed, much of the content of those modules
involves discussion of ideas and passages from the Bahá'í
writings.
- Discussion of the content of specific books. Sometimes entire books will
be treated in Modules A through E, when the primary theme of the book matches
the theme of that module. There is insufficient time in the Spiritual
Foundations program to cover all works of Bahá'í scripture; hence
only the salient works will be studied.
- Working with the Master Key (a listing of Bahá'í
scriptural works)
- Learning from the Example of 'Abdu'l-Bahá
- Great Teachers of the Faith
- Teaching Experience
The course introduces the major religions in the world today in the perspective of both comparative religion and the Bahá'í Faith. It explores aspects of modern philosophy to highlight major concepts relevant to understanding the Bahá'í teachings. Finally, it examines the basics of Bahá'í theology, an exploration greatly illuminated by comparisons to other philosophical and religious systems of thought.
1. Major World Religions (25 hrs.)
Hindusim
Buddhism
Judaism
Christianity
Islam
2. Introduction to Philosophy (4 hrs.)
Introduction to the Meaning, History, and Branches of Philosophy
Major Schools of Thought in Philosophy
Selected Philosophical Concepts and Philosophers
Relation Between Religion, Philosophy, and Science
3. Bahá'í Theology (6 hrs.)
Bahá'í Concept of God
Manifestation and Revelation
Revelation
Progressive Revelation
Infallibility
Covenant
Humanity and Creation
Good and Evil
Fate and Free Will
The Nature of Knowledge
Independent Investigation
Harmony of Reason and Revelation
Concept of the Soul and Afterlife
4. Uniqueness of Bahá'u'lláh's Mission (1 hr.)
Purpose of the Bahá'í Faith
Module B: Individual Development and Creation of Bahá'í Marriages and Families
(45 hrs.) (1997; 2001) (Note: the program in 2001 will have to be shortened to 30 hours)
The course covers the physical, mental, intellectual, and spiritual dimensions of individual development; moral development and virtues; the institution of marriage; parenthood and child rearing; family life; the individual and institutions; and the individual and the community.
1. Individual Development (15 hrs.)
The Nature of Humanity: Overview
An Introduction to the Human Temple
The Human Body: Structure, Function, Growth
Health, Nutrition, and Cleanliness
The Mental Dimension
The Powers of the Human Mind
Language and the Power of the Word
The Nature and Purpose of Emotion
Knowledge, Learning, and Education
The Spiritual Dimension
The Relationship between Mind, Soul, and Spirit
The Development of Hope and Faith throughout the Life Cycle
The Role of the Arts in the Spiritual Development of the Individual
Laws and Ordinances
Prayer and Fasting
Daily Reading
Deepening
Moral Development and the Unfoldment of Virtues
(Life of 'Abdu'l-Bahá as Example: See Module E, part 2)
The Dual Processes of Independent Investigation and Consultation
Incorporating the Bahá'í Calendar into One's Life
2. Family Development (15 hrs.)
The Social Dimension of the Individual
Autonomy and Connection
The Institution of Marriage
The Development of the Soul in Marriage
Social Functions and Individual Growth
The Role of Sexuality
Parenthood
The Individual's Role in Educating Children
Parenthood as a Stage of Human Development
Family Life
Hierarchy, Unity, and Equality in the Family
Mothers and Fathers: Responsibilities, Functions, Roles, and Equality
Balancing Service and Financial Responsibility
Children's Responsibilities to Parents
Diversity in the Family
The Equality of Women and Men
3. Individual and Administration (7 hrs.)
Obedience and Freedom
The Individual and the Bahá'í Institutions
Individual Relationship to uqúqu'lláh and the Funds
The Individual and Commitment to the Covenant
4. Individual and Community (8 hrs.)
Individual Responsibility in Community Building
Individual Responsibility in Establishing Unity in Diversity and Eliminating Prejudice in the
Bahá'í Community
Association with Non-Bahá'ís
Module C: Concepts of Community and Governance (45 hrs.) (1998; 2002) (Note: the program in 2002 will have to be shortened to 30 hours)
The course consists of an exploration of how human communities are formed and how they govern themselves, both historically and according to current political theory. The Bahá'í administrative order and community will be the focus of the course and are examined in their historical context. Their salient features are explored, and they are studied as both a theory and a practice of community building.
1. The World Order: Introductiorn Aspects (4.5 hrs.)
The Nature and Purpose of the Administrative Order
Chief Institutions
Its Evolutionary Nature
Its Relationship to the New World Order
The Last Refuge of a Tottering Civilization
The Bahá'í Concept of Unity as it Relates to Community and Governance
The Unity Principle as it Relates to Dissent
2. Political Theory (7.5 hrs.)
History of Political Theory
Democracy/Oligarchy/Aristocracy; Tyranny/Kingship
Divine Right of Kings; Religious Defense of Absolutism
Social Contracts
Liberalism, Nationalism, Marxism
Institutional Theory
Voting Mechanisms
Human Rights
History of the Idea
Concepts of Liberty, Justice, and Equality
Discourse and Freedom of Speech
Bahá'í Elections in Comparative Perspective
3. The Divine Nature of the Bahá'í Institutions (7 hrs.)
Infallibility of the Institutions
Greater and Lesser Infallibility
Material from John Hatcher's The Arc of Ascent:
The Social Imperative and the Emergence of Global Identity
Dimensions of Individual Salvation
The Bahá'í Concept of the Social Self
The Kingdom to Come: A Model for the Bahá'í Commonwealth
The Heart of the Commonwealth: The Local Community
4. Sociology and the Bahá'í Community (6 hrs.)
Social Systems and Social Change
Formal and Informal Social Systems
Theories of Markets, Bureaucracies, and Voluntary Associations
Theory of Social Contract
Competition Versus Cooperation
The Institution of the Hazíratu'l-Quds
The Institution of the Mashriqu'l-Adhkár
Nineteen-Day Feast, Holy Days, and Community Worship
5. Bahá'í Institutions in Legal Perspective (4.5 hrs.)
6. The Institutions of the Bahá'í Administrative Order and Bahá'í Community (9 hrs.)
The Institution of the Guardianship
The Institution of the Rulers
The Institution of the Universal House of Justice
The Bahá'í World Center
The National Spiritual Assembly
The Regional Bahá'í Councils
The Institution of Local Spiritual Assemblies
The Institution of the Learned
The Institution of the Hands of the Cause of God
The Institution of the International Teaching Center
The Institution of the Counselors
Auxiliary Board Members and Assistants
Distinctive Features of the Administrative Order
Spiritual Significance of Establishing Spiritual Assemblies
The Nature of the Bahá'í Election Process
Provisions for Protection of the Faith
The Nature and Purpose of the Bahá'í Community
7. The Bahá'í Faith and Global Governance (7 hrs.)
The Crisis of Governance
The Bahá'í Faith and the Issue of Governance
Bahá'ís and Politics
Nonpartisanship
The Bahá'í Faith and the United Nations
The Bahá'í Community as a Model
Module D: Carrying Forward an Ever-Advancing Civilization (45 hrs.) (1999; 2003) (Note: the program in 2003 will have to be shortened to 30 hours)
Bahá'u'lláh revealed numerous social teachings, which 'Abdu'l-Bahá and Shoghi Effendi subsequently interpreted and elaborated. Since about 1980 the Universal House of Justice and its agencies have elucidated and applied the Bahá'í social teachings further through a series of statements, including a statement on social and economic development (1983), The Promise of World Peace (1985), The Bahá'í Statement on Nature (1987), a statement on literacy (1989), The Prosperity of Humankind (1995), and Turning Point for All Nations (1995). In addition, the National Spiritual Assembly of the Bahá'ís of the United States has issued The Vision of Race Unity (1991) and Two Wings of a Bird: The Equality of Women and Men (1996). Collectively, these statements identify a series of issues facing humanity, emphasize their mutually reinforcing and overlapping natures, and outline the spiritual principles necessary for resolving them. Among the issues are: racism; economic disparities; unbridled nationalism; religious strife; equality of the sexes; universal education; and the need for a universal auxiliary language. Module D will focus on these issues and issues of science and the environment. The module will be based on the statements listed above and relevant background information identified in academia.
1. The "Great Peace" (9 hrs.)
An overview of The Promise of World Peace and selected other statements
2. The Oneness of Humanity (7.5 hrs.)
The Vision of Race Unity
History of Modern Racism
Racial Unity
Two Wings of a Bird
Gender Equality
Human Rights
3. Global Prosperity (7.5 hrs.)
The Prosperity of Humankind
Social and Economic Development Statements by the Universal House of Justice and Compilations
Purpose of wealth
Free market theories of development
Marxism
Development of agriculture
4. Toward a New Political Order (7.5 hrs.)
Turning Point for All Nations
International Relations Theory
Nationalism and internationalism
5. Education and Communication (6 hrs.)
The Literacy Statement by the Universal House of Justice
Aspects of Education
A Universal Auxiliary Language
6. The Harmony of Science and Religion (7.5 hrs.)
Science and Religion
The Bahá'í Statement on Nature
The Environment
Module E: Bahá'í History (32 hrs.) (1 section during each of the four years)
The Bahá'í History Module covers four interrelated subjects, in chronological order, that reinforce the contents of Module , B, C, and D.
1. The lives of the Central Figures and Shoghi Effendi
2. The history and development of the Bahá'í administrative order
3. The historical and intellectual context of the Bahá'í writings (the Central Figures, Shoghi Effendi, and the Universal House of Justice)
4. The history and development of the Bahá'í community
1. 1800-63 (8 hrs.) (1996; 2000) (Note: Section 1 is taught during the year in which Module [World Religions, Philosophy, and Bahá'í Theology] is offered and reinforces many of that module's themes.)
Shaykhis, Millerites, and Other Millennial Groups
The Life of the Báb
The Writings of the Báb
Bábí History
The Life of Bahá'u'lláh to 1863
The Early Writings of Bahá'u'lláh
The Bahá'í Community during Bahá'u'lláh's Lifetime
2. 1863-1921 (8 hrs.) (1997; 2001) (Note: Section 2 is taught during the year in which Module B [Development of the Individual and Creation of Strong Bahá'í Marriages and Families] is offered and reinforces that module's themes.)
The Life of Bahá'u'lláh, 1863-92
Later Writings of Bahá'u'lláh
The Life of 'Abdu'l-Bahá
Writings and Talks of 'Abdu'l-Bahá
Memorials of the Faithful
Tablets by 'Abdu'l-Bahá
The Middle East Bahá'í community during 'Abdu'l-Bahá's Lifetime
The Establishment of the Faith in the West
'Abdu'l-Bahá's trip to Europe and North America in 1912
'Abdu'l-Bahá's Talks in the West
The Promulgation of Universal Peace
3. 1921-1957 (8 hrs.) (1998; 2002) (Note: Section 3 is taught during the year in which Module C [Concepts of Community and Governance] is offered and reinforces that module's themes.)
The Life and Writings of Shoghi Effendi (6 hrs.)
God Passes By
Development of the Bahá'í Community, 1921-57 (6 hrs.)
Creation of the Administrative Order, 1921-37 (1.5 hrs.)
The First and Second Seven Year Plan: The Ten Year Crusade (1.5 hrs.)
Construction of Houses of Worship (1.5 hrs.)
The Persecution of the Faith under Marxist and Fascist Regimes (1.5 hrs.)
4. 1957-present (10 hrs.) (1999; 2003) (Note: Section 4 is taught during the year in which Module D [Carrying Forward an Ever-Advancing Civilization] is offered and reinforces that module's themes.)
The Custodianship of the Hands; Election of the Universal House of Justice 1.5 hrs.
Continuing the Plans, 1963-Present (1.5 hrs.)
The Spread of the Faith in the Third World (1.5 hrs.)
The Persecution of the Faith, Especially in Iran (1.5 hrs.)
Emergence of the Faith from Obscurity (1 hrs.)
Entry by Troops
Development of Bahá'í Studies (1 hr.)
The Development of the Bahá'í World Centre (1 hr.)
Construction of the Arc
Messages of the Universal House of Justice (1 hr.)
Module F: Bahá'í Scripture (32 hrs.) (1 section during each of the four years)
The Bahá'í writings are covered three different ways in the Spiritual Foundations of a Global Civilization program:
The Kitáb-i-Iqán
Some Answered Questions
2. Writings on the Development of the Individual (Theme, Module B) (8 hrs.) (1997; 2001)
The Kitáb-i-Aqdas
3. Writings on Community and Governance (Theme, Module C) (8 hrs.) (1998; 2002)
The Kitáb-i-Aqdas as it relates to Community and Governance
Tablet of Carmel
Kitáb-i-Ahd
Will and Testament of 'Abdu'l-Bahá
The World Order of Bahá'u'lláh letters
Tablets of the Divine Plan
The Constitution of the Universal House of Justice
4. Writings on Establishing Global Civilization (Theme, Module D) (8 hrs.) (1999; 2003)
Tablets of Bahá'u'lláh Revealed after the Kitáb-i-Aqdas
The Promised Day Is Come
The Advent of Divine Justice
The Secret of Divine Civilization
Module G: Skills Development (24 hrs.) (1 section during each of the four years)
The Spiritual Foundations program focuses on skills necessary for Bahá'ís to become better teachers and administrators of the Faith. One or two skills are taught each year, and they are reinforced by the faculty teaching the other modules.
1. Oral Communication (1996; 2000)
2. Writing and Consultation Skills (1997; 2001)
3. Assembly Development Skills (chairing; secretarial work; treasurer's work; planning; managing meetings) and Management of Group Activities (1998; 2002)
4. Conflict Resolution Skills; Public Relations and Media Work (1999; 2003)
Conflict Resolution Skills
Public Relations and Media Work
Module H: Teaching the Faith (24 hrs.) (1 section during each of the four years; 6 hrs./yr.)
The entire Spiritual Foundations program exists to provide skills to facilitate efforts to teach the Faith. Modules A through G exist to provide useful background knowledge for answering the questions of others. By "teaching" is not meant pushing the Faith on others but understanding the Bahá'í Faith deeply, living its principles, constantly demonstrating its personal transforming power, and having the wisdom and tact to know what to say to others and when to say it. It is of such a person 'Abdu'l-Bahá speaks when He says:
...ye must conduct yourselves in such a manner that ye may stand out distinguished and brilliant as the sun among other souls. Should any one of you enter a city, he should become a center of attraction by reason of his sincerity, his faithfulness and love, his honesty and fidelity, his truthfulness and loving-kindness towards all the peoples of the world, so that the people of that city may cry out and say: "This man is unquestionably a Bahá'í, for his manners, his behavior, his conduct, his morals, his nature, and disposition reflect the attributes of the Bahá'ís." Not until ye attain this station can ye be said to have been faithful to the Covenant and Testament of God (quoted in Shoghi Effendi, The Advent of Divine Justice, pages 25-26).
During the summer session students participate in teaching workshops that review the relevant Bahá'í principles and practice the skills necessary for teaching the Faith effectively. Each of the four workshops, given consecutively over the four year program, consists of two parts. Part One is common to all four sections. Each year expands on the previous year. It includes:
Part two is different each year. The emphasis moves gradually from individual teaching toward promoting entry by troops.
The four sections are:
1. Individual Teaching (1996; 2000)
Common Themes
Exploring the Spectrum of Individual Teaching
2. Teaching in Groups (1997; 2001)
Common Themes
Experiencing the Power of Teaching/Deepening in Groups
3. Building a Teaching Structure (1998; 2002)
Common Themes
Complementary Nature of Expansion and Consolidation
Setting Up a Teaching Structure Responsive to Local Needs
Responding to Attacks and Criticisms
4. Toward Entry by Troops (1999; 2003)
Common Themes
Setting Forth to Bring About Entry by Troops
During the residential session, students have the opportunity to test their skills by serving as guides at the Bahá'í House of Worship and by teaching on its premises. There are also other opportunities to teach while in Wilmette. In August 1998 the owner of a Wilmette restaurant declared as a result of Spiritual Foundations students repeatedly visiting her establishment. Students also have the opportunity to mention the Bahá'í Faith to others while staying in the dormitory. They must remember, however, that the university administrators and the dormitory staff encounter Bahá'ís frequently. They may be particularly interested in seeing whether Bahá'ís really exemplify their teachings, and they may not want to hear a basic summary of the Bahá'í Faith repeatedly. Since we use university facilities every year for the summer residential session, extra tact and wisdom should be exercised when mentioning the Faith in them.
When Spiritual Foundations students return home, they are encouraged to implement what they have learned. An e-mail listserver (Global) is provided for discussing teaching successes and asking for suggestions from the faculty. Many home study assignments for Modules A-G can be completed as firesides. We ask our students to complete a simple form about their teaching projects so that we know what they have done and what resulted. This allows us to measure the impact of the Wilmette Institute on teaching the Faith. In 1997-98, Spiritual Foundations students reported bringing four people into the Faith; in 1998-99, twenty-five.
SERVICE TO OTHERS
Wilmette Institute students are also asked to carry out service projects at home, preferably at least one simple service project per month. Since service is one of the best ways to teach the Faith, service projects can be combined with teaching efforts. The Wilmette Institute wants to know about its students' service efforts and provides a simple form to fill out. This allows the Institute to measure the impact of its programs on its students and their local communities and provides information for improving and further developing its programs.
COMMUNITY LIFE
When the summer session ends, community life continues in limited form on the listserver (Global), by conference calls, and private communication among the students. Students are encouraged to help each other to complete their home study assignments. It is hoped that students will try to apply what they learned about community over the summer to improve their home communities during the rest of the year.