Search for tag "Education"

from the chronology

from the chronology of Canada

from the main catalogue

1. The Woman Who Read Too Much: A Novel, by Bahíyyih Nakhjavani: Review, by Mary Sobhani (2018). [about]
2. A Way Out of No Way, by Hussein Ahdieh and Hillary Chapman: Review, by Donald T. Streets, in Journal of Bahá'í Studies (2017). [about]
3. `Abdu'l-Bahá's Address at Clark University, by Abdu'l-Bahá (1912). Impromptu remarks on the topic of science and education. [about]
4. 'Abdu'l-Bahá's Encounter with Modernity during His Western Travels, by Wendi Momen, in Lights of Irfan, 13 (2012). Abdu'l-Bahá's responses to the West's technology and innovations on the one hand, vs. its archaic racist and sexual philosophies on the other. [about]
5. Activities in the Bahá'í World Community to Improve the Status of Women during the United Nations Decade for Women, by Bahá’í International Community (1985). Report presented to the World Conference to Review and Appraise the Achievements of the United Nations Decade for Women: Equality, Development and Peace [about]
6. Address at Queen's Birthday Weekend Conference, Aukland, by Peter J. Khan (2000). Addresses a variety of issues facing the Bahá'í community, especially as pertains to New Zealand Bahá'ís. [about]
7. Advancing in Bahá'í-inspired Education, by Sona Farid-Arbab, in Journal of Bahá'í Studies, 26:4 (2016). A number of diverse educators labor in diverse cultural and ecological settings to identify educational needs, develop elements of a coherent pedagogy, and create a series of teaching-learning experience, in light of Bahá'u'lláh's vision for humanity. [about]
8. African Culture, Traditional, Aspects of, by Universal House of Justice (1998). Challenges and opportunities in the African continent; eliminating prejudices; dance and music; alcohol; hunting; initiation rites; the supernatural; tribal leadership; status of women. [about]
9. "And universal peace — in what Book is this written?": How and Why 'Abdu'l-Bahá Identified "New" and Distinctive Bahá'í Principles, by Christopher Buck (2022). Reflections on ‘Abdu’l-Bahá's answer to the question "What has Bahá’u’lláh brought that we have not heard before?" [about]
10. Bahá'í Approaches to World Problems, by Iscander Micael Tinto (2013). Historical, religious, scientific, and economical analysis of the state of the world and how the various problems of humanity should be faced, based on the Bahá’í Writings and some contemporary philosophical and scientific theories. [about]
11. Bahá'í Education: Sources of Guidance (2007). A lengthy compilation covering many subjects of interest to parents, teachers, and students, such as education principles, curricula, pedagogy, psychology, gender, infants, and institutions. [about]
12. Bahá'í Education for Children: A Teacher's Guide, by Ali-Akbar Furutan (1999). A series of six books on teaching children, organized by age. [about]
13. Bahá'í Educational Project, The: Towards a Universal System of Education, by Keith Bookwalter (2000). Interpretation of guidance in the Baha' writings to formulate a method of using Bahá'í deepening and training materials that utilize research-based learning, teaching, and curriculum theory, both deductive and inductive, beyond institute-style courses. [about]
14. Bahá'í History and Videos, by Hussein Ahdieh (2013). Links to Zoom videos on a variety of topics: Kahlil Gibran, the life of Varqá, Bahá'í schools for girls and Tahirih's influence, martyrs in Nayriz, Abdu'l-Bahá in New York, and Harlem Prep School. [about]
15. Baha'i Principles of Education: Categorization of and Commentary on Extracts from Baha'i Education, by Rodney H. Clarken (1998). Compilation and categorization of, and commentary on, extracts from the Writings on the topic of education, curriculum, and pedagogy. Paper presented at the annual meeting of the American Educational Research Association. [about]
16. Baha'i Religious History: Introduction, by Todd Lawson, in Journal of Religious History, 36:4 (2012). Introduction to a special issue of this journal titled "Bahá'í History," summarizing the prophetic record, the divine hierarchy of history, and the primacy of science and education. [about]
17. Bahá'í Schools, by Vahid Rafati, in Encyclopaedia Iranica, Volume 3 (1989). Brief excerpt, with link to article offsite. [about]
18. Baha'i View of the Educated Person, The: A Case Study in Religious Education, by Timothy Reagan (1996). How Bahá'ís conceive of universal education; nine principles of faith including social teachings, oneness of humanity, elimination of prejudice, and spirituality. Paper presented at the American Educational Research Association. [about]
19. Bahá'í-Inspired Perspectives on Human Rights (2001). Articles by Kiser Barnes, Greg Duly, Cheshmak Farhoumand-Sims, Graham Hassall, Darren Hedley, Nazila Ghanea-Hercock, Chichi Layor, Michael Penn, Martha Schweitz, and Albert Lincoln. [about]
20. Bahá'u'lláh and Liberation Theology, by Juan Cole, in Revisioning the Sacred: New Perspectives on a Bahá'í Theology, Studies in the Bábí and Bahá'í Religions vol. 8 (1997). The idea of liberation and equality is central to Bahá'í theology; the poor in the 19th century Middle East; Bahá'u'lláh and the poor; Tablet to the Kings on wealth and peace; laws of the Kitáb-i-Aqdas and Huququ'lláh; state social welfare. [about]
21. Bahá'í Faith and Peace Psychology, The: The Potential for Science and Religion to Collaborate, by Rhett Diessner, in Peace Psychology Bulletin, 3:3 (1994). On the potential for Bahá’í peace initiatives, coupled with empirical peace psychology approaches, regarding: ethnicity and peace, feminism and peace, and peace and education. [about]
22. Balance in life, and pioneering versus getting an education, by Universal House of Justice (1994). Achieving balance and planning in "each important area of one's life," including balancing the need for education and a profession and pioneering. [about]
23. Begin with the Village: The Bahá'í Approach to Rural Development, by Paul Hanley, in Bahá'í World (2019). About the focus on rural areas, the role of farmers and villages in achieving sustainable development, establishing community institutions, social action and public discourse. [about]
24. Being and Becoming: The ANISA Theory of Development, by Michael F. Kalinowski and Daniel C. Jordan, in World Order, 7:4 (1973). To provide children with experience and knowledge, enabling them to direct their own spiritual evolution, we need a theory explaining the nature of "becoming" and development. ANISA is a blueprint for a comprehensive educational system. [about]
25. Brain Drain from Iran to the United States, The, by Akbar E. Torbat, in Middle East Journal, 56:2 (2002). Excerpt from article mentioning the exodus of Bahá'í intelligentsia from Iran in 1979, and the Bahá'ís' attempt at underground education. [about]
26. Breastfeeding and the Bahá'í Faith, by Haig V. Setrakian and Marc B. Rosenman, in Breastfeeding Medicine, 6:4 (2011). The Writings reference breast-feeding literally and symbolically, and provide guidance as to its practice. As the ideal form of infant nutrition, breastfeeding women are exempted from fasting, and it is linked to childhood moral development. [about]
27. Bushido (Chivalry) and the Traditional Japanese Moral Education, by Nozomu Sonda, in Online Journal of Bahá'í Studies, 1 (2007). Japanese virtues explained by Nitobe in 1900 in comparison with the Bahá'í perspective on moral education. [about]
28. Calling, The: Tahirih of Persia and Her American Contemporaries, by Hussein Ahdieh and Hillary Chapman (2017). Simultaneous, powerful spiritual movements swept across both Iran and the U.S in the mid-1800s. On the life and martyrdom of Tahirih; the 1848 Seneca Falls Convention and the conference of Badasht; spiritualism and suffrage. [about]
29. Charter for Bahá'í Schools, A, by Stephen Waite and National Spiritual Assembly of India, in Bahá'í National Review, 128 (1990). Basic principles which may guide the development of Bahá'í schools and other educational projects [about]
30. Children, by Nancy A. Davis, in The Bahá'í Encyclopedia (2009). On persons in the stages of life from conception, when the soul comes into being, to the age of fifteen, the beginning of spiritual maturity or adulthood. [about]
31. Classroom Management in Action, by Boris Handal (2005). A guide to managing behavior in everyday situations, presented in the form of learning scenarios. Each scenario represents a familiar theme with diverse educational concepts, to spark group discussions and help teachers reflect on their own practices. [about]
32. Cognitive-Developmental Psychology and the Baha'i Faith: Meaningful Connections, by Rhett Diessner, in Counseling & Values, 39:3 (1995). Some major concepts shared by Bahá'ís and adherents of cognitive-developmentalism; avenues of communication between members of the Bahá'í Faith and the therapeutic community. [about]
33. Compilation: Blessings in Teaching Children (2003). Writings on the subject of the teaching and education of children. [about]
34. Conferencia Mundial del Año Internacional de la Mujer: Declaración presentada por la Comunidad Internacional Bahá'í, by Bahá'í International Community (1975). Declaración presentada por la Comunidad Internacional Bahá’í (en carácter consultivo con el Consejo Económico y Social — Categoría II) Ciudad de México, México, 1975. [about]
35. Constructive Resilience, by Firaydoun Javaheri, in Journal of Bahá'í Studies, 28:4 (2018). How the perseverance of the Bahá'ís in Iran has resulted in the generality of the Iranian people beginning to admire and, in some cases, arising to assist the Bahá'ís. [about]
36. Contes interactifs pour pré-jeunes, by Romuald Boubou Moyo (2018). Il s’agit d’une deuxième version du livret pour pré-jeunes "Marcher dans le droit chemin." Ils vont pouvoir apprécier, en tant qu’acteurs principaux, les implications morales qui découlent des choix qu'ils feront en lisant les vingt contes interactifs. [about]
37. Creative Act and the Spirit, The, by Bonnie Wilder, in The Creative Circle, ed. Michael Fitzgerald (1989). Essay on the connections between art and the Bahá'í teachings, from the perspective of personal artistic experience. (First 90% of article only, pages 17-34.) [about]
38. De l'action sociale, by Bahá'u'lláh and Abdu'l-Bahá (2020). Concepts de développement dans les enseignements baha'is, dimensions matérielles et dimensions spirituelles de l'existence, problèmes communautaires, thèmes spécifiques de l'éducation, de l'agriculture, de l'économie, de la santé, des arts et technologie. [about]
39. Developing a Participatory Approach to Learning, by Maija Pihlainen, in Journal of Bahá'í Studies, 4:2 (1991). The Macau-based School of the Nations’ philosophy of education, and its implications for the school’s curriculum development process. The Bahá'í approach to education emphasizes moral education, participation, cooperation, and consultation. [about]
40. Digital Citizenship: The New Citizenship, by Boris Handal, in Mobile Makes Learning Free (2016). This book chapter discusses the need for introducing the notion of virtues and spiritual attitudes in the delivery of learning experiences fostering digital citizenship values from a Bahá'í perspective. [about]
41. Divine Education: The Root of Knowledge, by Abu'l-Qasim Faizi, in Glory: A Bahá'í Youth Magazine, 5:2 (1973). On Bahá'í families and raising children to appreciate Bahá'í principles. [about]
42. Early Childhood Education, by Cyrus Rohani, in Journal of College Teaching & Learning, 7:1 (2010). Education is a continuous and creative process which fulfils the moral potential of each individual. Its aim is to develop the capacities latent in human nature and to coordinate their expression for the enrichment and transformation of society. [about]
43. Education and Moral Development in Children, by Susan Clay Stoddart, in Journal of Bahá'í Studies, 1:1 (1988). We are caught between the imperative to function as a world culture and a belief that we need to maintain separate racial, cultural, and ethnic identities; strategies that parents and teachers can use to help children develop an identity with all peoples. [about]
44. Education and the Supreme Talisman in the Kitáb-i-Íqán, by Melissa Tansik (1999). How the Kitab-i-Iqan can be seen as a compendium of what humankind needs to know; a discussion of perception as it relates to learning what is needful; intellectual honesty; and the results of various learning experiences. [about]
45. Education for Interdependence: The University and the Global Citizen, by Michael Karlberg, in Global Studies Journal, 3:1 (2010). This paper advocates the value of an outcomes-based approach to global citizenship education and suggests a framework of core learning outcomes that can guide and inform the development of global citizenship curricula in universities. [about]
46. Education of Children, by Abu'l-Qasim Faizi (1974). On Bahá'í families and raising children to appreciate Bahá'í principles. [about]
47. Education of women and socio-economic development, by Geeta Gandhi Kingdon, in Reason and Revelation: Studies in the Babi and Baha'i Religions, volume 13 (2002). The findings of recent research on the social and the economic benefits of female education, which provides insights as to why Bahá'u'lláh stressed its importance. [about]
48. Education of women and socio-economic development, by Geeta Gandhi Kingdon: Commentary, by Erin Murphy Graham and Felicity Rawlings, in Bahá'í Studies Review, 8 (1998). [about]
49. Education of Youth and Our Twentieth Century Dilemma, The, by Habib Taherzadeh, in Bahá'í News, 342 (1959). Moral education is lacking in modern societies. Bahá'í moral precepts can guide us towards the goal of moral evolution, to usher in the Golden Age of human maturity and the dawn of Divine Civilization on this planet. [about]
50. Education, Bahá'í, by Bahá'u'lláh and Abdu'l-Bahá, in Compilation of Compilations, Volume 1 (1991). [about]
51. Education, Bahá'í: Warwick Leaflets, by Warwick Bahá'í Bookshop (1994). [about]
52. El proyecto educacional Bahá'í hacia un sistema universal de educacion, by Keith Bookwalter, in Principios para una educación del siglo XXI (2000). Las principales tareas que enfrentan hoy los educadores baha'is y que constituyen lo que he denominado como "El proyecto educacional baha'i", y los obstaculos como las oportunidades frente a la generación actual de escolares y educadores baha'is. [about]
53. Estudios y Profesiones, by Bahá'u'lláh and Abdu'l-Bahá (n.d.). Compilacion de Escritos Bahá'ís para jovenes sobre estudios y profesiones. [about]
54. Exploring a Framework for Moral Education: An Outline, by Sana Rezai (2012). Content outline of "Exploring a Framework for Moral Education: A framework for an evolving approach to moral education based on the concept of moral capabilities," by Paul Lample, Holly Hanson, and Lori Noguchi (Palabra, 1992). [about]
55. Exploring Learning Processes within a Collaborative Study Circle: Cultural-historical activity theory perspective on individual and social transformation, by Jean-Marie Nau (2012). Processes of learning in communities outside school-related education; Bahá'í theories of how education can express humans as noble beings; knowledge as a manifestation of social reality; teleological history; humanity as an organically evolving entity. [about]
56. Exposition of the Tablet of the World (Lawh-i-Dunyá), An, by James B. Thomas, in Lights of Irfan, 4 (2003). To fully appreciate the historical significance of the Tablet of the World, this essay first portrays the developing conditions in Persia and in the world that preceded this Tablet, then discusses its salient points. [about]
57. Faith Denied, A: The Persecution of the Bahá'ís of Iran, by Iran Human Rights Documentation Center (2006). The Iran Human Rights Documentation Center's account of persecutions of Bahá'ís of Iran (2006). [about]
58. Family in Bahá'í Faith, The, by Moojan Momen (1996). Overview of Bahá'í teachings on marriage, children, and education. [about]
59. Family in Bahá'í Society, The: A Unique Approach to Curriculum Development, by Stephen Hall, in The Family: Our Hopes and Challenges (1995). Educational ideas from Dr. Dwight Allen and Dr. Farzan Arbab. [about]
60. Filosofías y Analogías en Educación, by Boris Handal, in La Pluma del Conocimiento, 2 (2002). Teorías educativas recientes han validado académicamente el rol de las creencias, opiniones y emociones en el aprendizaje y la enseñanza, inclusive en las llamadas ciencias fácticas como las matemáticas. [about]
61. For the Betterment of the World: The Worldwide Bahá'í Community's Approach to Social and Economic Development, by Office of Social and Economic Development (2018). Essays, photographs, and overviews of local projects around the world, illustrating how Bahá'í principles are being carried out in practice, prepared by the Office of Social and Economic Development of the Bahá'í International Community. [about]
62. Foreigner: From an Iranian Village to New York City and the Lights That Led the Way, by Hussein Ahdieh and Hillary Chapman (2019). Biography of a young boy in Nayriz, Iran in the mid 20th-century, his reflection on the sad society; his experience as a immigrant in the United States, struggle to make the American dream, and helped the innovative Harlem Prep, a Bahá'í inspired School. [about]
63. Foundations for a Spiritual Education: Research of the Bahá'í Writings, by National Bahá'í Education Task Force (2005). A sourcebook of Bahá'í principles for the training of children, covering the purpose and content of a core spiritual curriculum, as well as a process framework for spiritual education. [about]
64. From Nayriz to New York: Hussein Ahdieh and the Story of Harlem Prep, by Sean Nevins, in IranWire (2016). Brief overview of the history of the Harlem Prep School and bio of its founder. [about]
65. Harlem Preparatory School: An Alternative, by Hussein Ahdieh (1974). Harlem Prep was one of the leading alternative schools in the country. This study (written 3 years before the school's closing) recounts its founding, and its financial and educational development. [about]
66. Hidden Words and Sounds: Tracing Iranian Legacies and Traumas in the Music of the Bahá'ís of North America, by Daniel Akira Stadnicki (2019). On the legacy of Persian culture, aesthetics, and history of religious persecution as reflected in Bahá'í American music; themes of religious oppression, persecution, and martyrdom; Iranian diaspora, transnational music-making, and cosmopolitanism. [about]
67. Homoculture: Principles of Baha'i Education, by Stanwood Cobb, in World Order, 1:1 (1935). With its teachings of universal civilization the Bahá'í Faith contains a wealth of directions regarding pedagogy, and exerts a revolutionary effect upon cultural and spiritual education. [about]
68. Human Spirit in Moral Education, The, by Kuek Yi Hsing, in Singapore Bahá'í Studies Review, vol. 4 (1999). Historical perspectives that have led to the immanence of secular models of moral education in Europe and the U.S., how Singapore has taught moral education, secular models from the U.S. and their inadequacies, and what the Bahá'í Faith can offer. [about]
69. Iranian Believers Throughout the World, Message to, by Universal House of Justice (1997). Inspirational discussion of the history of the Bahá'ís in Iran, including exhortations for the education of Persian children and youth. [about]
70. Islam and Minorities: The Case of the Baha'is, by Christopher Buck, in Studies in Contemporary Islam, 5.1–2 (2003). "The Bahá'í question" is really a test case for whether Islam can legitimately claim to respect human rights today. Includes a Persian translation of the original article. [about]
71. Message to the Conference of the Continental Boards of Counsellors on the Nine Year Plan, by Universal House of Justice (2021). Features of the new 9-Year Plan, "the first major undertaking in a sacred twenty-five-year venture, generational in its scope and significance," to be implemented Ridvan 2022. [about]
72. Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
73. Metaphors in Education, by Boris Handal (2008). Knowledge is associated with the development of spiritual capabilities such as justice, confidence, patience, service, etc. Educational research and its methodologies are a vehicle to find knowledge and a tool to help us achieve our highest selves. [about]
74. Montessori and the Bahá'í Faith, by Barbara Hacker, in Journal of Bahá'í Studies, 1:2 (1988). The work of the educationalist Maria Montessori was attuned to the spirit of the Bahá’í Era. Her view that children are key to the development of human society and ultimately world peace are presented in relation to Bahá’í writings on these subjects. [about]
75. Moral Education, by Farzam Arbab (n.d.). Transcription of a talk in English, date and place unknown. Includes Persian translation. [about]
76. Munirih Khanum: Memoirs and Letters, by Munirih Khanum (1986). Autobiography of Khanum (1847-1938), the wife of Abdu'l-Bahá. Includes the arrangements for her marriage, her travel to Akka, her time with the wife of the Bab, and memorial letters written on the anniversaries of the passing of Abdu'l-Bahá. [about]
77. New Horizons for the Child, by Stanwood Cobb (1934). Understanding the child; character training; home life; the child as an individual; limitations of activity education; children as creative and active beings; romanticism vs. classicism; builders of civilization. Includes 20 pages of childrens' poetry. [about]
78. New Leaven, The: Progressive Education and Its Effect upon the Child and Society, by Stanwood Cobb (1928). On principles of the new education; revolutionizing pedagogy and transforming the child; importance of social engagement in schools; the ages of enrollment of children and preparatory schools, from nursery-primary through secondary school to college. [about]
79. Numeracy for the Junior Youth: Addition and Subtraction, by Boris Handal (2021). Learning materials developed for use in rural schools in India, intertwining numeracy skills with spiritual concepts for the Junior Youth age range. Reflections and quotations from the Bahá'í writings are included. [about]
80. On the Notion of a 'Conceptual Framework' in Bahá'í Education: Part 1. The Harmony of Science and Religion, by Filip Boicu (2021). Looking at the notion of a conceptual framework for Bahá’í education from the perspective of the integration of science and religion suggests the Bahá’í community is currently undergoing a significant epistemological transition (e.g. 'anti-racism'). [about]
81. Organic Order, An: An Approach to the Philosophy of Baha'u'llah through the Writings of Shoghi Effendi, by Roger Coe, in The Vision of Shoghi Effendi (1993). The structure of the Administrative Order as outlined by the writings of the Guardian, and the principles of the Anisa model of education. Available also as an audiobook. [about]
82. Papel de la educación, los medios de información y las artes en el desarrollo social, El, by Bahá'í International Community (1994). El papel de la educación, los medios de información [about]
83. Pastoral Care of Bahá'í Children: Warwick Leaflets, by Warwick Bahá'í Bookshop (1995). [about]
84. Philosophical Basis of the ANISA Model, The, by Daniel C. Jordan (1974). Talk given at Green Acre Bahá'í School on ANISA, a science-based approach for curriculum development that integrates with new discoveries in human-related sciences. Includes stories of Jordan's spiritual teacher Charlotte Gillan. [about]
85. Philosophy of Bahá'í Education, The, by Boris Handal, in Religion & Education, 34:1 (2007). On a philosophy of education encompassing the individual and the society, the state of education and the child in the 19th century in the light of those principles, and a review of Bahá'í-inspired enterprises to implement those ideals around the world. [about]
86. Physical Discpline of Children, by Research Department of the Universal House of Justice (1994). The Bahá'í concept of punishment within the overall context of justice and world order; the principle of reward in child-rearing; physical vs. moral and intellectual discipline. [about]
87. Pioneering or Education?, by Universal House of Justice (1968). To Bahá'í youth in every land: deciding whether to pioneer or continue with higher education. [about]
88. Power and the Bahá'í community, by Moojan Momen, in Lights of Irfan, 19 (2018). While Bahá'í social teachings may have sounded new and exciting a century ago, that is no longer the case today. The problem the world faces is not in the principles that would lead to a better society, but in their application. [about]
89. Principle of the Oneness of Humankind, The: Strong Foundationalism, Non-Adversarialism, and the Imperatives of Our Time, by Filip Boicu (2022). Some of the ways in which the concept of globalization has been framed in the recent past; the vision of Shoghi Effendi; The Seven Valleys and social change; moral codes and ethical living; the oneness of humankind and non-adversarialism. [about]
90. Principles and Practices of Curriculum Design and Development, by Farzam Arbab (2004). [about]
91. Raising Children of Light: editorial, by Bahá'í International Community, in Jerusalem Post (2008). In seeking to end the world's suffering, we need to acknowledge that we are all one human race in an increasingly interconnected world, educate children and mothers, and end the oppression of girls and women. [about]
92. Reading of Sona Farid-Arbab's Moral Empowerment: In Quest of a Pedagogy, A, by Gerald Filson, in Journal of Bahá'í Studies, 28:3 (2018). On the central goal of education and how it can address our evolving need to learn about both the physical and social world at a time when knowledge and information are accumulating at such an incredible pace. [about]
93. Redefining Resiliency, Resistance, and Oppression: A Case Study of the Bahá'i Underground University in Iran, by Kimiya Tahirih Missaghi (2021). On the nature of resiliency in a systematically oppressed population; the existence and growth of the Bahá'í Institute of Higher Education exemplify perseverance and resistance under intergenerational pressure; a non-violent approach to seeking justice. [about]
94. Reflections on Human Rights, Moral Development, and the Global Campaign to Eradicate Gender-Based Violence, by Michael L. Penn, in Bahá'í-Inspired Perspectives on Human Rights (2001). A review some of the most significant developments in human rights law designed to contribute to the advancement of women and the eradication of gender-based violence; insufficient attention has been given to the psycho-spiritual dimensions.  [about]
95. Right to Education, The: The Case of the Bahá'ís in Iran, by Tahirih Tahririha-Danesh, in Bahá'í-Inspired Perspectives on Human Rights (2001). On the ongoing harassment of Bahá’í students and educators resulting from the state-sponsored religious intolerance of the post-revolution government in Iran. [about]
96. Role of Education in Building Material and Spiritual Civilization, The, by Farzam Arbab (2004). [about]
97. Schools owned by Bahá'ís and "Bahá'í schools", by Universal House of Justice (1994). Are schools owned by or run by Bahá'ís always considered "Bahá'í" schools, and does the word "Bahá'í" always appear in their title? [about]
98. Searching for Bahá'í Identity, by Alexandra Leavy, in Journal of Cultural Studies of the Middle East and North Africa (2009). How do religious minorities adapt to the new nationalist identity of Iran post-1979? [about]
99. Secret of Divine Civilization, The, by Fariba Moghadam (2021). Overview of the history Abdu'l-Bahá's treatise, and its themes presented through a compilation of quotations. Prepared for the Wilmette Institute. [about]
100. Sistema de Aprendizaje Tutorial: Redefining Rural Secondary Education in Latin America, by Christina Kwauk and Jenny Perlman Robinson, in Millions Learning Case Studies (2016). A series on educational interventions where not only access to schools was improving, but also learning itself; a look at Colombia's Bahá'í-inspired initiative Sistema de Aprendizaje Tutorial ("Tutorial Learning System"). [about]
101. Social Action, by Bahá'u'lláh and Abdu'l-Bahá (2020). Concepts of social and economic development in the Bahá'í teachings; material vs spiritual dimensions of existence; community issues; specific themes of education, agriculture, economics, health, arts, and technology. [about]
102. Social and Economic Development, by Bahá'u'lláh and Abdu'l-Bahá, in Compilation of Compilations, Volume 3 (2000). [about]
103. Social Justice, Higher Education and the Oneness of Humankind, by Filip Boicu (2016). Notions of social justice can be reconfigured and connected to a positive ideology for universities with the understandings of the unity of humankind, the process of globalization in the light of unity, and the role of universities as a medium for change. [about]
104. Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras, by Catherine A. Honeyman, in International Journal of Educational Development, 30:6 (2010). Exploration of the connections between education, social capital, and development through a mixed-methods case study of Colombia's Sistema de Aprendizaje Tutorial, an innovative secondary-level education system. [about]
105. Spiritual Education of Children (in Russian and English), by William S. Hatcher (2008). Fireside talk given in English, with Russian translation. [about]
106. Summary Statement of the ANISA Model, by Daniel C. Jordan (1974). ANISA is a comprehensive educational system defined by specifications which insure its replicability, evaluation, and refinement. Its objectives are the actualization of human potential and explanations of how to achieve them. [about]
107. SunWALK: A Bahá'í-inspired Model of Education, by Roger Prentice, in Lights of Irfan, Volume 6 (2005). A model for a spiritualizing pedagogy based on development of the individual's Caring, Creative and Critical abilities, developed within the Community (the 4Cs), inspired by the light of higher-order values. [about]
108. Táhirih's Message to the Modern World, by Martha Root, in Bahá'í World, Vol. 8 (1938-1940) (1941). Transcript of a radio address from Sunday April 21, 1940, telling the story of Ṭáhirih, describing her as the foremost woman of her generation known across Persia for her beauty, intelligence, and courage, who gave her life for the emancipation of women. [about]
109. Teaching Bahá'í History in Schools: A Resource Material, by Boris Handal (2010). A self-contained lesson addressing the history and growth of the Faith and the lives of the Báb and Bahá’u’lláh, designed for primary-school students in the broader community; contains learning objectives, learning activities, and audio-visual resources. [about]
110. The Pursuit of Social Justice, by Michael Karlberg, in Bahá'í World (2022). An interdisciplinary examination of prevailing conceptions of human nature, power, social organization, and social change, and their implications for the pursuit of peace and justice. [about]
111. Translation list (2009). Index to talks, letters, and other items translated from Persian and Arabic to English by Adib Masumian; listed here for the sake of search engines and tagging. [about]
112. Two Parts of the Law of God, The: The Essential and the Secondary Teachings of the True Religion of God, and Counterfeit Doctrines (2022). Four compilations on themes related to the progressive revelation of the religion of God; essential vs. secondary teachings; counterfeit doctrines of the false religion of man. [about]
113. Universal Education, by Abdu'l-Bahá, in Mémoires sur l'education morale, présentés au deuxième Congrès international d'éducation morale à La Haye (1912). Tablet to the second international congress on moral education in The Hague. [about]
114. Universal Language, Adoption of, by Bahá'u'lláh and Abdu'l-Bahá (2008). [about]
115. Unrestrained as the Wind: A Life Dedicated to Bahá'u'lláh (1985). Compilation of quotations on topics of especial interest to Bahá'í youth. [about]
116. Values Education in Bahá'í Schools, by Jennifer Chapa and Rhett Diessner, in Education, Culture and Values, Volume 5 (2000). A general introduction to a Bahá'í view of the purpose of education, along with a review of common principles and features of Bahá'í-inspired schools, with a multiculturally sensitive curriculum. [about]
117. Violence Against Women and Children, by Universal House of Justice, in American Bahá'í (1993). Explains the nature and treatment of all forms of violent oppression against the weak. [about]
118. Vision of Race Unity: America's Most Challenging Issue, by National Spiritual Assembly of the Bahá'ís of the United States (1991). A formal statement from the US NSA on "the most challenging issue confronting America." [about]
119. Vision of the Future, A, by John S. Hatcher, in Journal of Bahá'í Studies, 26:4 (2016). "From the Editor's Desk": Introductory notes to JBS volume 26:4, announcing that JBS is now free for sharing, with new articles posted freely online. [about]
120. Way Out of No Way, A: Harlem Prep: Transforming Dropouts into Scholars, 1967-1977, by Hussein Ahdieh and Hillary Chapman (2016). History of Harlem preparatory school, one of the earliest alternative schools in the country, as told by its former assistant headmaster. [about]
121. What Is Bahá'í Education?, by Filip Boicu (2022). different current expectations about what should fall under the topic of "Bahá’í education"; three types of curricula (FUNDAEC, Anisa, BIHE) and their theoretical sources; these must be drawn together into a field of study; the importance of universities. [about]
122. Women's Education and Socio-Economic Development: The Pathways of Impact, by Geeta Gandhi Kingdon (2010). [about]
123. Youth in Every Land, to, by Universal House of Justice, in Wellspring of Guidance (1966). Three fields of service open to young Bahá'ís: improving their personal character, teaching the Faith to others, and preparing for their later years through education. [about]

Select collection: Archive Articles, published Articles, unpublished Articles, newspaper Articles, encyclopedia Audio Bibliographies BIC, published Biographies Books Chronologies, timelines Compilations, Baha'i World Centre Compilations, Nat'l Spiritual Assemblies Compilations, personal Documents, historical Essays, informal Etcetera Excerpts from books Fiction Glossaries, doctionaries Guardian, letters Histories, memoirs Introductory items Letters, personal Maps NSA documents NSA letters Pilgrims notes Poetry Presentations Research notes Reviews of books etc. Scripts, screenplays Songbooks, music Statistics Study guides Talks Theses Translations, provisional UHJ documents UHJ letters Video Visual items Writings, Sacred Home Site Map Forum Links Copyright About Contact