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1. Asking Questions: A Challenge to Fundamentalism and The Secret of our Century: Bahá'u'lláh, by Bahiyyih Nakhjavani: Reviews, by Cybele Sohrab, in Bahá'í Studies Review, 3:1 (1993). [about]
2. Baha'i Faith and Marxism: Foreword, Introduction, Bios, in The Bahá'í Faith and Marxism (1987). In 1986, with the encouragement of the Universal House of Justice, the Association for Bahá'í Studies initiated a dialogue between a number of Bahá'ís and Marxists focussing on three themes. [about]
3. 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]
4. Bahai Movement, The: A paper read by Shoghi Effendi at Oxford, by Shoghi Effendi, in The Dawn, 1:1-8 (1923). Text of an address given to the Oxford University Asiatic Society, February 1921, before the passing of 'Abdu'l-Bahá and before Shoghi Effendi was appointed the "Guardian." [about]
5. Business, Development, and the Bahá'í Funds (1993). Compilation by the Office of the Treasurer on the challenge for America, business ventures and development, dependencies of the Mashriqu'l-Adhkar, fundraising, safeguarding contributions, and earmarking. Includes many supplemental letters from the UHJ. [about]
6. Collins, Amelia: The Fulfilled Hope of 'Abdu'l-Baha, by Richard Francis (1993). Short biography of a prominent American Bahá'í. [about]
7. Division and Unity in the Baha'i Community: Towards a Definition of Fundamentalism, by Moojan Momen (2009). 15 criteria that define "fundamentalism," and their applicability and/or inapplicability to the Bahá'í community; it may be more useful to use a psychological definition that sees the phenomenon as a value-free cognitive style, a way of perceiving. [about]
8. 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]
9. Extracts from Letters Written by or on Behalf of Shoghi Effendi Regarding the Absence of Clergy in the Baha'i Faith, by Shoghi Effendi (1998). Compilation included with a memorandum from the House of Justice from 1998/02/11 regarding the abolition of the priesthood. [about]
10. First Obligation, The: Lady Blomfield and the Save the Children Fund, by Robert Weinberg (1998). Bio prepared for the UK Bahá'í Centenary (1998-99). [about]
11. 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]
12. FUNDAEC and Fragmentation, by Thaddeus Benjamin Herman (2014). The Foundation for the Application and Teaching of the Sciences, with a conceptual framework inspired by Bahá’í principles that views reality as essentially spiritual, can address the fragmentation of unity. [about]
13. Fundamentalism and Liberalism: Towards an Understanding of the Dichotomy, by Moojan Momen, in Bahá'í Studies Review, 2:1 (1992). Explores extremes of religious belief in an attempt to understand their distinctions and commonalities. [about]
14. Fundamentalism and Liberalism: Towards an Understanding of the Dichotomy, by Moojan Momen, in Reason and Revelation: Studies in the Babi and Bahá'í Religions, 13 (2002). Explores extremes of religious belief an attempt to understand their distinctions and commonalities. (Updated version.) [about]
15. Funds and Contributions, Baha'i, by Shoghi Effendi, in Compilation of Compilations, Volume 1 (1991). [about]
16. Houses as Perfect as Is Possible, by Duane L. Herrmann, in World Order (1994). A survey of the evolution in design of the Bahá'í Houses of Worship around the world through the twentieth century. [about]
17. Institution of the Counsellors, by Universal House of Justice (2001). Detailed discussion of the history and function of the highest level of the "Institution of the Learned." [about]
18. Institution of the Mashriqu'l-Adhkár, The, by Universal House of Justice and Horace Holley, in Bahá'í World, Vol. 18 (1979-1983) (1986). Five documents from Bahá'í World 18 part four section 5: Institution of the Mashriqu'l-Adhkar, its spiritual significance, the temple on the Indian sub-continent, the Lotus of Bahapur, and the first Mashriqu'l-Adhkar of the Pacific Islands. [about]
19. Learning About Growth: The Story of the Ruhi Institute and Large-scale Expansion of the Bahá'í Faith in Colombia, by Farzam Arbab (1991). On the formation and development of the Ruhi Institute in Colombia; difficulties Bahá'ís faced in developing ​​a large-scale teaching project; analysis of all the measures taken and the degree of their success. [about]
20. Lifeblood of the Cause, by Shoghi Effendi (1970). Selections from the writings of the Guardian on the proper appreciation of the importance and meaning of contributing to Bahá'í Funds. [about]
21. Memoirs of Nora Crossley (1893-1977), by Nora Crossley (1921). Autobiography of an early British Bahá'í, known for cutting her famous hair to help fundraise for the Chicago temple. Includes two Tablets of Abdu'l-Bahá, one to Crossley and one mentioning her and praising her "self-sacrifice." [about]
22. Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
23. One Concern with the Notion of Power as an Element of the Conceptual Framework Guiding the Activities of the Bahá'í Community, by Filip Boicu (2022). Power can be defined in negative or positive ways, as either adversarialism (oppressive power dominance) or mutualism (emancipatory egalitarian empowerment). Anti-foundationalism argues that injustice must be challenged at the individual, micro-level. [about]
24. Paying Special Regard to Agriculture: Collective Action-Research in Africa, by Sanem Kavrul, in Bahá'í World (2021). On Bahá’í-inspired agricultural social action initiatives in Africa. Includes photo gallery of development and agricultural projects. [about]
25. 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]
26. 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]
27. Principles of Bahá'í Administration, by Bahá'u'lláh and Abdu'l-Bahá (1973). A guide to procedure in the life and organic activity of the Bahá'í community, prepared from three main sources from the US National Spiritual Assembly: Bahá'í Administration, Bahá'í Procedure, and Bahá'í Community. [about]
28. Proselytizing, Development, and the Covenant, by Universal House of Justice, in Messages from the Universal House of Justice: 1963-1986, The Third Epoch of the Formative Age (1996). Teaching vs. proselytization; applying Bahá'í social teachings without becoming ensnared in prevailing cultural mores; and the uniqueness of the Bahá'í covenant. [about]
29. Religion, the Bahá'í Faith, and Accounting: Is There a Link?, by Roger K Doost, in Journal of Bahá'í Studies, 7:3 (1997). Summary of discussions in an accounting class about spirituality. As a system that seeks to create balance, order, and justice in human business affairs, the philosophy of accounting is in line with belief in God and Baha’i principles. [about]
30. Religions of the World: Divisive or Divine?: A Look at Religious Fundamentalism, by Moojan Momen (2001). What 'fundamentalism' means from the religious viewpoint; sociological and psychological explanations of it; why it is that it has come to the fore at the present time. [about]
31. Responding to the War in Ukraine, by Universal House of Justice (2022). Actions Bahá'ís are taking in response to the invasion of Ukraine; the role of prayers and acts of service in bringing about a future without destructive weapons. [about]
32. 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]
33. 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]
34. Stewardship and Development, by Bahá'u'lláh and Abdu'l-Bahá (2005). Deepening tool for understanding the spiritual nature of giving, and a reference tool for use by NSAs and their treasurers. Includes previously-untranslated passages. [about]
35. 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]
36. 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]
37. Why only Baha'is can contribute to the Baha'i funds: The political economy perspective, by Sathia Varqa (2006). An exploration of why only Bahá'ís have the right and privilege of giving to the Bahá'í fund, demonstrated using the economic concept of rent. The comparison is extended to explain some of the motives of interest groups and political institutions... [about]

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