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date	event	locations	tags	see also
1891. 15 Feb	First public lecture in the West on the Bahá'í Faith was given by E. G. Browne at the Southplace Institute, London. He spoke to the Pembroke College Literary Society in England (Martletts), at which the Faith was discussed at length.	London; United Kingdom	Edward Granville Browne; Southplace Institute; Firsts, Other	find reference
1945 1 Aug	Initially founded as a hostel for Bahá'í children with sixteen children, what was the New Era High School and Senior Secondary had grown to become a leading international co-educational institution with many hundreds of students. Founded as a separate institution in 1987, the New Era Development Institute had its beginnings as a service project for students in the 1970s and 1980s when the school set up programmes to assist the poor and underdeveloped villages in the region. [New Era High School and Senior Secondary website, Wikipedia, BBD171; BBRSM153] For the history of the school see BW16:320–6.	Panchgani; Maharashtra; India	New Era High School; Bahai schools; New Era Development Institute; Social and economic development
1962 autumn	A property was acquired outside of Gwalior, India, for a teaching institute. [DM192] The institute was later converted into a boarding hostel solely for Indian children and still later into the ‘Rabbani School’, now an accredited agricultural school. [DM192–3; VV82]	Gwalior; India	Teaching institutes; Rabbani School; Bahai schools; Social and economic development
1964 Apr	The Universal House of Justice, in its message of 24 April, 1964 called for the acquisition of thirty-two Teaching Institutes during the Nine Year Plan (1964-1973) in areas where there was large-scale teaching.	BWC	Teaching Institutes; Nine Year Plan (1964-1973)
1975 2 May	The first teaching institute of the Bahamas took place in Nassau. [BW16:207]	Nassau; Bahamas	Teaching institutes; Firsts, Other; Islands
1975 Oct	The New Era Rural Development Project, the first project of its kind in the world, began in the villages around Panchgani, India. [BW17:227–8]	Panchgani; Maharashtra; India	New Era Development Institute; Social and economic development; Firsts, Other
1976 (In the year)	The buildings for two new permanent Bahá’í institutes, at Kilifi and Mugweko, were completed, and the institutes began functioning. A large Bahá’í Centre was built in Nakuru and steps were taken towards completion of another at Tongeren. [BW16p145]	Kilifi; Mugweko; Nakuru; Tongeren; Kenya	Bahai Institutes
1980. (In the year)	The opening of the Native American Bahá'í Institute (NABI) on Navajo land in Arizona. The programs at NABi integrate Native American spirituality with that of the Bahá'i faith. It was designated an agency of the National Spiritual Assembly thereby becoming one of the five permanent school and institutes. Over the years it has been focused upon various goals. Since 1998, it has been designated a Regional Training Institute by the National Spiritual Assembly, and has been immersed in advancing the goals of the Training Institute process among Native Americans. [IndigenousBahais.com] NABI campus is made up of 40 acres of Piñon/Juniper forest surrounded by the Navajo Nation. It's natural beauty has been preserved creating a serene setting in which to reflect and study both individually and collectively. [facebook]	Houck; AZ; USA	Institutes; Native American Baha'i Institute
1981 26 Nov	The inauguration of Radio Bahá'í Peru at Chucuito near Puno on the shore of Del Lago Titicaca (Lake Titicaca). [Mess63-86p510] Its associated teaching institute was completed for use soon thereafter, going immediately into intensive service. At one point in the 80's they were broadcasting at 1 kw on the medium-wave for ten hours per day in.the Spanish, Quechua and Aymara languages. [BW18p111] See also Bahá'í News May, 1987. Picture of the site.	Puno; Peru	Bahai radio; Teaching Institutes; Bahai-owned radio
1983. 24 Feb	The inauguration of the Bahá'í Vocational Institute for Rural Women at Indore, India. It offered rural women residential courses on literacy, health care and income generating skills. The success of this school was recognized when it won one of the Global 500 Environmental Action awards that was presented at the Earth Summit in Rio de Janeiro in 1992 [The Baha'is magazine].	Indore; India	Bahai Vocational Institute for Rural Women; Women; Social and economic development; Bahai schools; Earth Summit
1984 Naw-Rúz	The inauguration of Radio Bahá'í of Bolivia on the medium-wave band at Caracollo, Bolivia. Construction of the new station and its associated Teaching Institute was completed in January 1984 and inaugurated on March 21, the Baha’i new year Naw-Ruz. [Mess63-86p619] A country-wide radio production and broadcasting programme began in 1983 as prelude to opening of the station. [BW18p111] The radio station reaches a region in Bolivia and Peru encompassing more than four hundred Local Spiritual Assemblies. Its mission is the socioeconomic development of the indigenous Bahá'ís in that region. Farsheed Ferdowsi and his brothers provided partial funding for this project in memory of their father, Fatollah Ferdowsi. To their pleasant surprise, the National Spiritual Assembly of Bolivia decided to name the Teaching Institute after him. [The Ferdowsi Institute]	Caracollo; Bolivia	Bahai radio; Teaching Institutes; Bahai-owned radio
1986. 31 Jan	The announcement of the inaugural broadcast of Radio Bahá'í Panama. [Mess63-86p710] It was situated in the Chiriqui area of western Panama as part of the Guaymi Educational Centre complex at Soloy. Also see One Country. See BWNS1462 for a story on how this radio station served the community during the 2020 pandemic.	Boca del Monte; Panama	Bahai radio; Teaching Institutes; Bahai-owned radio
1987 (In the year)	Faced with unrelenting religious persecution involving a wide range of human rights violations, the Bahá'í Institute for Higher Education (BIHE) was founded in response to the Iranian government's continuing campaign to deny Iranian Bahá'ís access to higher education. See BIHE Website. BIHE developed several unique features which have become its defining strengths. Courses were delivered at the outset by correspondence, soon complemented by in-person classes and tutoring. Later on, leading-edge communication and education technologies were included. In addition, an affiliated global faculty (AGF) was established that comprised of hundreds of accredited professors from universities outside Iran who assisted BIHE as researchers, teachers and consultants. The BIHE was to evolve such that it could offer 38 university-level programs across 5 faculties and continued to develop and deliver academic programs in Sciences, Engineering, Business and Management, Humanities, and Social Sciences. It provided and continues to provide its students with the necessary knowledge and skills to not only persevere and succeed in their academic and professional pursuits, but to be active agents of change for the betterment of the world. The BIHE's commitment to high academic standards, international collaboration and its innovative teaching-learning environment has been increasingly recognized as graduates excelled in post graduate studies internationally. [See list] These unique strengths of BIHE, together with the top-ranking marks of its students, have helped secure its graduates places at over 87 prestigious universities and colleges in North America, Europe, Australia and Asia (India). [Closed Doors, Chapter IV ; BIHE] See the statement The Bahá'í Institute Of Higher Education: A Creative And Peaceful Response To Religious Persecution In Iran presented by the Bahá'í International Community to the 55th Session of the UN Commission on Human Rights under Agenda item 10 of the provisional agenda: "The Right to Education" in Geneva, 22 March - 30 April 1999. See Iran Wire 20 January 2023 for the notice of passing of Dr Parviz Javid, one of the three professors who are credited with founding the Bahá'í Institute for Higher Education.	Iran	Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Other; Persecution; Human Rights; Education; persecution, Persecution, Education; BIC statements
1988 Oct	One hundred and twenty people in Hong Kong and 280 in Macau become Bahá’ís as a result of teaching institutes. [BINS189:8] A later report stateed that more than 600 people in Macau had become Bahá’ís. [BINS194:3]	Hong Kong; Macau	Teaching Institutes; Mass conversion
1992 5 Jun	The Bahá'í Vocational Institute for Rural Women, a non-profit education project based in Indore, India, was one of 74 individuals and institutions presented with the United Nations Environment Programme ‘Global 500' award in Rio de Janeiro. [BINS272:5; BW92–3:125; VV110] For picture see BW92–3:183.	Rio de Janeiro; Brazil; Indore; India	Bahai Vocational Institute for Rural Women; Women; Social and economic development; United Nations; Environment; Awards
1993 (In the year)	The establishment of the Labranza Training Institute to complement the work of all the socio-economic development projects owned and operated by the National Spiritual Assembly of the Bahá'ís of Chile. Located about 680 kms. south of Santiago, in the heart of the agricultural belt of the country, its main purpose was to serve the needs of the rural Mapuche population. The operational costs were covered by a mix of contributions from individual Bahá'ís and Bahá'í institutions as well as the rental of its facilities for academic and vocational training to government agencies and Non Government Organizations (NGOs). Its staff were Bahá'í volunteers offering their services for determined periods of time. The Bahá'í programs were focused on capacity building of the Mapuche population in order to allow for self-administration at the grass roots level, which included practical as well as spiritual content. It has often been used for government training programs in the areas of health, drug prevention, agriculture and rural education.	Chile	Labranza Training Institute; Social and economic development; NSA
1995 Jan	By decision of the National Spiritual Assembly of the United State, the Wilmette Institute was established as an agency of the National Assembly. "The Wilmette Institute is a center of Bahá’í learning. Its programs aim to facilitate study and dialogue on the teachings and principles of the Faith to help individuals and communities apply learning and advance human civilization." In 1998, the Wilmette Institute moved to a largely online study approach in order to provide educational classes to a broader student body. [Wilmette Institute]	Wilmette; Chicago; United States	Wilmette Institute; Bahai study centers
1995 26 Dec	Start of the Institute Process In its message of 26 December 1995 to the Conference of the Continental Boards of Counsellors the Universal House of Justice announced that a Four Year Plan would be rolled out at Ridván. See as well the Ridván Message 153 As the term “institute” has assumed various uses in the Bahá’í community, a word of clarification is needed. The next four years will represent an extraordinary period in the history of our Faith, a turning point of epochal magnitude. What the friends throughout the world are now being asked to do is to commit themselves, their material resources, their abilities and their time to the development of a network of training institutes on a scale never before attempted. These centres of Bahá’í learning will have as their goal one very practical outcome, namely, the raising up of large numbers of believers who are trained to foster and facilitate the process of entry by troops with efficiency and love.	BWC; Haifa	Training Institutes; Teaching Plans; Four Year Plan (1995-1999); Counsellors; Counsellors conferences; * Institute process; - Basic timeline, Expanded
1995 31 Dec	In a message from the Universal House of Justice addressed – To the Bahá’ís of the World dated 31 December, 1995 the Four Year Plan was announced.	BWC	Teaching Plans; Four Year Plan (1995-1999); * Institute process
1996 Ridván	The Four Year Plan (1996-2000) was launched with its focus on a single aim: a significant advance in the process of entry by troops. This work would require the informed participation of a great many souls and in 1996, the Bahá’í world was summoned to take up the vast educational challenge this entailed. It was called to establish a network of training institutes focused on generating an increasing flow of individuals endowed with the necessary capacities to sustain the process of growth. [Ridván Message 2021] See message addressed To the Conference of the Continental Boards of Counsellors dated 26 December 1995 concerning the Four Year Plan. See message to the Bahá'ís of the World dated 31 December 1995 announcing the new Plan. It was announced that Training Institutes would be established and they will be charged with developing human resources. The Counsellors and the Auxiliary Board members will be intimately involved in the establishment and operation of these institutes. The two arms of the Administrative Order will collaborate in the overseeing of the budget and planning program content, developing curricula and delivering courses. Should there be a board of directors then Auxiliary Board Members may serve on these bodies. The Universal House of Justice sent a Ridván message and Four Year Plan instructions to the Bahá'ís of the World and separate messages to eight regions. Riḍván 153 – To the Bahá’ís of the World Riḍván 153 – To the Followers of Bahá’u’lláh in North America: Alaska, Canada, Greenland and the United States Riḍván 153 – To the Followers of Bahá’u’lláh in Australia, the Cook Islands, the Eastern Caroline Islands, the Fiji Islands, French Polynesia, the Hawaiian Islands, Indonesia, Japan, Kiribati, Korea, the Mariana Islands, the Marshall Islands, New Caledonia and the Loyalty Islands, New Zealand, Papua New Guinea, the Philippines, Samoa, the Solomon Islands, Tonga, Tuvalu, Vanuatu, and the Western Caroline Islands Riḍván 153 – To the Followers of Bahá’u’lláh in Africa Riḍván 153 – To the Followers of Bahá’u’lláh in the Andaman and Nicobar Islands, Bangladesh, India, Nepal and Sri Lanka Riḍván 153 – To the Followers of Bahá’u’lláh in Cambodia, Hong Kong, Lao People’s Democratic Republic, Macau, Malaysia, Mongolia, Myanmar, Singapore, Taiwan, Thailand, and Vietnam Riḍván 153 – To the Followers of Bahá’u’lláh in Western and Central Asia Riḍván 153 – To the Followers of Bahá’u’lláh in Europe Riḍván 153 – To the Followers of Bahá’u’lláh in Latin America and the Caribbean See The Significance of the Four Year Plan (PDF)by Andrew Alexander. For the definitive report see The Four Year Plan and the Twelve Month Plan, 1996-2001 Summary of Achievements prepared under the supervision of the International Teaching Centre. See Training Institutes, a document prepared for and approved by the Universal House of Justice, April 1998. The training institutes focused on generating an increasing flow of individuals endowed with the necessary capacities to sustain the process of growth. It was recognized that certain activities were a natural response to the spiritual needs of a population. Study circles, children’s classes, devotional meetings, and later junior youth groups stood out as being of central importance in this regard, and when woven together with related activities, the dynamics generated could give rise to a vibrant pattern of community life. [Ridván Message 2021] See as well the publication The Four Year Plan: Messages of the Universal House of Justice	BWC	Four Year Plan (1996-2000); Teaching Plans; Training Institutes
1996 Ridván	The Universal House of Justice made further clarifications on the subject of Training Institutes in the message addressed to the Bahá'ís of the World as well as in the regional messages. It placed the establishment and development of training institutes in the context of the far-reaching changes that would characterize the progress of the Faith in this period of Bahá’í history. "What the friends throughout the world are now being asked to do is to commit themselves, their material resources, their abilities and their time to the development of a network of training institutes on a scale never before attempted. These centers of Bahá’í learning will have as their goal one very practical outcome, namely, the raising up of large numbers of believers who are trained to foster and facilitate the process of entry by troops with efficiency and love." [Message from the Universal House of Justice Ridván 153, Training Institutes and Systematic Growth (Feb 2000), Mess86-01p489-490 para27-para30] Also see [Extracts from Messages re training institutes]	BWC	Training Institutes; * Institute process
1997 Ridván	The Universal House of Justice announced in its Ridván Message that nearly 200 Training Institutes had been established in the previous twelve months. [Mess86-01p580]	BWC	Training Institutes; Statistics; * Institute process
1998 Feb	The Bahá’í Open University resumed activities after the seizure of much of their assets four months earlier by the Iranian government. The institute seemed to be a relatively safe alternative for non-Islamic students until this time when Iranian government agents arrested 36 BIHE faculty members. The Bahá'ís set up a network of more than 45 private libraries in Baha'i homes so that students could access textbooks discreetly. Raids occurring in 1998 led to officials seizing some of these libraries along with many of the photocopiers used to distribute assignments. [The Borgen Magazine 14 November 2021] It is estimated that by 1998 the BIHE had approximately 150 professors and 900 students. ["Others" In Their Own Land 41min 39sec]	Iran	Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution
1998 Apr	The publication of the booklet Training Institutes by the Universal House of Justice. [TP323342]	BWC	Training Institutes; * Institute process; Publications
1998 Ridván	The Universal House of Justice announced in its Ridvan Message the "ten of thousands of individuals have over the last two years completed at least one institute course." [Mess86-01p612]	BWC	* Institute process; Training Institutes; Growth; Statistics
1998 29 Sep	Starting this date until October 2nd, in Iran, the government raided some 500 private homes and the arrested some 30 faculty members in efforts to close the Bahá’í Institute for Higher Education, a decentralized university that aimed to give Bahá’í students access to the education they have been otherwise denied. The Institute offered Bachelor's degrees in ten subject areas: applied chemistry, biology, dental science, pharmacological science, civil engineering, computer science, psychology, law, literature, and accounting. Within these subject areas, which were administered by five "departments," the Institute was able to offer more than 200 distinct courses each term. In the beginning, courses were based on correspondence lessons developed by Indiana University, which was one of the first institutions in the West to recognize the Bahá'í Institute for Higher Education. Later on, course offerings were developed internally. Teaching was done principally via correspondence, or, for specialized scientific and technical courses and in other special cases, in small-group classes that were usually held in private homes. Over time, however, the Institute was able to establish a few laboratories, operated in privately owned commercial buildings in and around Teheran, for computer science, physics, dental science, pharmacology, applied chemistry, and language study. The operations of these laboratories were kept prudently quiet, with students cautioned not to come and go in large groups that might give the authorities a reason to object. Among other significant human rights conventions, Iran is a party to the International Covenant on Economic, Social and Cultural Rights, which was adopted by the United Nations General Assembly on 16 December 1966. Parties to this Covenant "recognize the right of everyone to education" and more specifically that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means." [“The New York Times” article dated 29 October 1998, One Country Oct-Dec 1998 Vol 10 Issue 3] On the 29th of October, 2019, IranWire featured a story on the BIHE and one of its graduates, Pedram Roushan, a physicist originally from Sari in Mazandaran province. On the 28th of August 2020 Pedram Roushan was featured in another IranWire article about his work with the Google Artificial Intelligence Quantum team. They had just published an article called Hartree-Fock on a superconducting qubit quantum computer in "Science Magazine".	Iran	Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution; Human Rights; Education; Persecution, Education; Pedram Roushan;
1999 (in the year)	The founding of the Institute for Studies in Global Prosperity (ISGP) as a non-profit organization to work in collaboration with the Bahá’í International Community and dedicated to building capacity in individuals, groups and institutions to contribute to prevalent discourses concerned with the betterment of society. One of the purposes of the Institute was to explore, with others, the complementary roles that science and religion – as co-evolving systems of knowledge and practice – must play in the advancement of civilization. Principles, concepts and approaches that are relevant to the advancement of civilization are to be explored through a process of study, reflection and consultation. [ISPG Web site; Bahaipedia; BWNS1266] See various FaceBook pages including ISGP's The Forum.	New York; United States	Institute for Studies in Global Prosperity (ISGP); Bahai International Community; Science; Public discourse
1999 ...and beyond	Based on initial experiences, the Institute for Studies in Global Prosperity learned that many people – including many university students and young professionals were interested in exploring the concepts the Institute was working with, and were interested in developing the capacity to contribute to contemporary discourses through a framework that drew on insights from both science and religion. Therefore, the Institute initiated another line of action focused on raising capacity in university students and young adults to contribute to the discourse on science, religion and development, as well as to other discourses related to the betterment of society. The Institute now conducts a series of undergraduate and graduate seminars in a growing number of countries for this purpose. Seminars for Undergraduate Students See Australian brochure 2016 for a description of the course of study. Seminars for University Graduates		Institute for Studies in Global Prosperity (ISGP)
1999 19 Apr	The Islamic Revolutionary Court in Isfahan sentenced Sina Hakiman (10 yrs), Farzad Khajeh Sharifabadi (7 yrs), Havivullhh Ferdosian Najafabadi (7 yrs) and Ziaullah Mirzapanah (3yrs) for crimes against national security. All four were among the thirty-six who were arrested in late September and in early October, 1998 in a concerted government crackdown against Bahá’í education in fourteen cities in Iran. It was reported that over 500 homes were raided in an attempt to crack down on the Bahá’í Open University. Files, equipment and other property used by the University were seized. From report by Human Rights Watch Academic Freedom Committee.	Isfahan; Iran	Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution, Court cases; Persecution; Court cases; Human Rights; Education	Find ref
1999 Ridván	The Universal House of Justice announced in its Ridván Message that ....."(t)he further creation of national and regional training institutes, now numbering 344, has pressed this development forward, with the result that, apart from North America and Iran where numerous courses have been given, some 70,000 individuals have already completed at least one institute course." [Mess86-01p668] Further, in its message of 26 November 1999 it stated that "An impressive network of training institutes on a scale but dimly imagined at the start of the Plan has been established throughout the world. These nascent centres of learning have made significant strides in developing formal programmes and in putting into place effective systems for the delivery of courses. Reports indicate that the number of believers benefiting directly from training courses has climbed to nearly 100,000." [Message 26 November, 1999]	BWC	Training Institutes; * Institute process; Statistics
1999 24 Aug	Message from the Department of the Secretariat to the National Spiritual Assembly of the United States on behalf of the Universal House of Justice regarding the funding and deputization of Training Institutes. [Mess86-01p689-692, 24 August, 1999]	BWC	Training Institutes; Deputization; Funds
2000 1 Jan	The publication of The Lab, the Temple, and the Market: Reflections at the Intersection of Science, Religion, and Development by IDRC (International Development Research Centre) edited by Sharon Harper with essays about development issues and process from the perspectives of four different religious beliefs, Hinduism, Christianity, Islam, and the Bahá'i Faith. The authors — each a scientist as well as a person of faith — show how religious belief and personal faith can be deeply motivational and strikingly fruitful in scientific pursuits. Further, they emphasize how their faith has brought them a profound understanding of interconnectedness and compassion, and thus a wider perspective and loaded from the IDRC site.		Science; IDRC; Institute for Studies in Global Prosperity (ISGP); Hinduism; Christianity; Islam; Interfaith dialogue; Social and economic development; Sustainable development; Social action
2000 23 Mar	The publication of the document entitled Training Institutes and Systematic Growth by the International Teaching Centre as a sequel to the one dated April 1998. [Mess86-01p710] See also TP343.	BWC	Training Institutes; International Teaching Centre; * Institute process; Publications
2000 21 - 24 Nov	Under the auspices of the ISGP, a colloquium on Science, Religion and Development was held in New Delhi. Considering India's history of development projects since 1947 as well as it's diverse and largely religious population, it was chosen as a testing-ground for developmental theories based the ISGP model. A year-long conversation was held with development thinkers and practitioners on the present state of development thought and practice. Based on what it learned from these interactions, the Institute prepared a concept paper titled Science, Religion and Development: Some Initial Considerations (PDF). For more information see the article in One Country. [One Country Vol 12 Issue 3 p11]	New Delhi; India	Institute for Studies in Global Prosperity (ISGP)
2001 - 2002	Building on the Indian experience, the discourse on science, religion, and development was extended to other countries. With the collaboration of a task force, the Institute organized a series of seminars in different regions of Uganda. At these seminars, academics, government officials, and representatives from nongovernmental organizations, gathered to discuss – within the context of Ugandan society – the issues raised in the Institute’s document. Participants later formed working groups to explore how the discourse can affect such areas of human activity as education, economic activity and environmental resources, technology, and governance. A series of documents was prepared to be presented to the government. A video entitled Opening a Space: The Discourse on Science, Religion, and Development, documenting the Ugandan experience, was produced. [ISGP History; BWNS590]	Uganda	Institute for Studies in Global Prosperity (ISGP); Documentaries
2001 9 Jan	In its message to the Conference of the Continental Board of Counselors to launch the 1st Five Year Plan and Universal House of Justice said, "the training institute is effective not only in enhancing the powers of the individual, but also in vitalizing communities and institutions." It went on to say that "The continued development of training institutes in the diverse countries and territories of the world, then, must be a central feature of the new Plan." [Message from the Universal House of Justice dated 9 January, 2001, Mess86-01p763-764]	BWC	Five Year Plan (2001-2006); Teaching Plans; Training Institutes; Counsellors; Counsellors conferences; * Institute process
2001 12 Jan	The Administrative Order was further developed by the Universal House of Justice in its message to the Conference of the Continental Boards of Counselors of 9 January 2001 in which the concept of the "cluster" was first introduced. The cluster, a subdivision of the region, is to be formed on the basis of cultural, language, pattern of transport, infrastructure or the social life of the inhabitants. In its message of 12 December 2011 the Universal House of Justice stated that the cluster should have three coordinators appointed by the Training Institute, one concerned with study circles, junior youth groups and a third for children's classes. National Assemblies worldwide divided their countries into clusters on the basis of demographic, geographic, and socio-economic factors. A third of the resulting 15,000 clusters were in Africa. TP176 says that there are now (17 January 2003) close to 17,000 clusters worldwide, excluding those countries where, for one reason or another, the operation of the Faith is restricted. The number of clusters per country varies widely—from India with its 1,580 to Singapore, which necessarily sees itself as one cluster. Some of the groupings are sparsely populated areas with only a few thousand inhabitants, while the boundaries of others encompass several million people. For the most part, large urban centers under the jurisdiction of one Local Spiritual Assembly have been designated single clusters, these in turn being divided into sectors, so as to facilitate planning and implementation.	BWC; Haifa	Administrative Order; Clusters; Counsellors; Counsellors conferences; * Institute process
2001 Ridván	The launch of the First Five Year Plan (2001-2006). See The Five Year Plan, 2001-2006 by the National Spiritual Assembly of the Bahá’ís of the United States For the definitive report see The Five Year Plan, 2001-2006 Summary of Achievements and Learning (PDF) published under the supervision of the International Teaching Centre.	BWC	Five Year Plan (2001-2006); Teaching Plans; * Institute process
2003 Apr	The publication of Building Momentum: A Coherent Approach to Growth by the International Teaching Centre at the request of the Universal House of Justice. Because of the cancellation of the 9th International Conference this publication had to be sent to all National Spiritual Assemblies rather than giving a copy to the delegates as had been planned. [BW03-04p35] See also TP367.	BWC	* Institute process; Training Institutes; Growth; International Teaching Centre; Publications; Building Momentum (document); ITC publications
2005 (In the year)	In Brazil, eleven leaders of thought were invited to study and comment on the initial concept paper developed by the Institute (Institute for Studies in Global Prosperity). These comments were gathered in a book which was published and disseminated around the country and used to stimulate discussions in seminars with small groups of participants. [One Country Issue 3, Vol 17, Story 8] The book, edited by Iradj Roberto Eghrari, can be downloaded at Ciência, Religião e Desenvolvimento: Perspectivas para o Brasil (Science Religion and Development: Perspectives for Brazil)	Brazil	Institute for Studies in Global Prosperity (ISGP)
2005 Jul	The publication of Impact of Growth on Administration Processes by the International Teaching Centre on behalf of the Universal House of Justice. The PDF for Learning to Respond to Emerging New Realities: Messages from the Universal House of Justice can be found here. The document Impact of Growth on Administration Processes is part of that document. See also TP397.	BWC	* Institute process; Growth; Administration; Clusters; Training Institutes; Publications
2006 Ridván	The launch of the Second Five Year Plan (2006-2011). For the achievements of Plan see The Five Year Plan 2006-2011; Summary of Achievements and Learning, prepared under the supervision of the International Teaching Centre, published by the Bahá'í World Centre, September 2011. See Message from the Universal House of Justice dated 28 December 2005. See Message 12 December 2011 a letter that has been labelled Ruhi Institutes and the Five Year Plan. For the definitive report see The Five Year Plan, 2006-2011 Summary of Achievements (PDF) prepared under the supervision of the International Teaching Centre. The core activities delineated for it were: -Study Circles -Children's Classes -Devotional Gatherings -Junior Youth Groups -Intensive Programs of Growth in "A" Clusters -One of the goals was the numerical goal of achieving Intensive Programmes of Growth in no less than 1,500 clusters throughout the world.	BWC	Five Year Plan (2006-2011); Teaching Plans; * Institute process
2006 10 Jun	In Malaysia, Social & Economic Development Services (SEDS) together with the Centre for Civilisational Dialogue organized two nation-wide colloquia on science, religion and development. The first was held at University of Malaya in 2005 and the second on this date in Kuala Lumpur. [SGM Website]	Kuala Lumpur; Malaysia	Institute for Studies in Global Prosperity (ISGP)
2008 Apr	The publication of Attaining the Dynamics of Growth: Glimpses from Five Continents by International Teaching Centre. The Universal House of Justice asked the International Teaching Centre to choose one example from each continent of an intensive programme of growth and prepare a document to demonstrate at once the diversity of conditions in which the believers everywhere were labouring and the coherent vision that united them as they advanced the process of entry by troops. The document consisted of five case studies and a closing analysis. See also a related bahai.org website, Attaining the Dynamics of Growth: Images from Five Continents.	BWC	* Institute process; Growth; Attaining the Dynamics of Growth; Visuals; Documentaries, BWC; Documentaries; ITC publications
2008 Apr	The publication of 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. It contained essays, photographs, and overviews of local projects around the world illustrating how Bahá'í principles of social and economic development were being carried out in practice. See 2018-04-27 for an updated version.	BWC	* Institute process; Social and economic development; Social action; For the Betterment of the World (document)
2009. 2 - 4 Nov	A new initiative of the UN Development Programme and the Alliance of Religions and Conservation launched at Windsor Castle afforded the Bahá'í International Community the opportunity to begin to apply the framework of action underlying the Institute Process to the problem of climate change. Represented by the Bahá'í International Community, the Bahá'í Faith joined other world religions in articulating a Seven-Year Plan for Generational Change with respect to environmental stewardship. Their plan, one of the 31 presented, outlined a community-based methodology of social transformation rooted in the spiritual development of the individual and the channeling of collective energies towards service to humanity. [One Country] During the conference BIC representatives Tahirih Naylor and Arthur Lyon Dahl were presented with certificates from HRH Prince Philip, the founder of the Alliance of Religions and Conservation (ARC). [BIC History 2009]	Windsor Castle	United Nations; Bahai International Community; * Institute Process; Tahirih Naylor; Arthur Dahl
2011 - 2016	The launch of the Third Five Year Plan (2011-2016). The main goals of the Plan were: - To raise the number of clusters with a Programme of Growth from 1,500 to 5,000 - National Mashriqu'l-Adhkárs to be constructed in the Democratic Republic of the Congo and Papua New Guinea - Local Mashriqu'l-Adhkárs planned for clusters. The first five were to be in Battambang, Cambodia; Matunda Soy, in Kenya; in Bihar Sharif, India; Norte del Cauca, in Colombia; and in Tanna, Vanuatu. See the message from the Universal House of Justice dated 28 December, 2010 addressed to the Conference of the Continental Boards of Counsellors. Other message are: Ridván 2010 29 August 2010 1 January 2011 Ridván 2011	BWC	Five Year Plan (2011-2016); Teaching Plans; * Institute process; Program of growth
2011 May	Some 39 homes of Bahá'ís associated with the Bahá'í Institute for Higher Education (BIHE) were raided in a coordinated attack. Educator Kamran Mortezaie served a five-year jail term. Mahmoud Badavam, Noushin Khadem, Farhad Sedghi, Riaz Sobhani and Ramin Zibaie were each sentenced to four year prison terms. The judgments against them cast their activities in support of BIHE as crimes and as “evidence” of their purported aim to subvert the state. Two psychology teachers, Faran Hesami and her husband Kamran Rahimian, were also sentenced to four years in prison. Another BIHE administrator Vahid Mahmoudi was released on 8 January 2012 after his five-year sentence was reportedly suspended. [BWNS910]	Iran	Persecution, Iran; Bahai Institute for Higher Education (BIHE); Persecution, Education
2011 24 Sep	The arrest of Abdolfattah Soltani, a senior member of the legal team (4 lawyers) representing a number of Bahá'ís in Iran awaiting trial for providing higher education to youth barred from university. Soltani is a co-founder of the Defenders of Human Rights Center, along with Nobel Peace Prize Laureate Shirin Ebadi and others. The Tehran-based Centre was shut down in a police raid in December 2008. [BWNS849] In 2008 when Shirin Ebadi took the defense of seven Bahá'ís she was accused of changing her religion and her law office was attacked and faced other problems. [Iran Press Watch] U.S Bahá'í Office of Public Affairs Press Release. See interview with Mr Soltani by Iran Press Watch.	Iran	Abdolfattah Soltani; Lawyers; Bahai Institute for Higher Education (BIHE); Persecution; Human Rights; Education; BWNS; Yaran; Persecution, Education
2011 11 Dec	The announcement by the Universal House of Justice of the creation of "an International Advisory Board to assist the Ruhi Institute in overseeing its system for the preparation, production, and distribution of materials, the content and structure of which now draw extensively on Bahá’í experience worldwide in applying the teachings and principles of the Faith to the life of humanity. As it gradually takes up its work, the Board will be able to respond to related issues and follow the development of supplementary materials that are aligned with the direction set by the global Plans". [December 11, 2011]	BWC; Haifa	Ruhi Institute; * Institute process
2012 11 May	The Universal House of Justice sent a message to the Bahá'ís of Iran near the four-year anniversary of the illegal arrest and imprisonment of the former members of the Yárán and the more recent injustice meted out against the co-workers of the Bahá’í Institute for Higher Education (BIHE). [BWNS823, Message from the Universal House of Justice dated 11 May, 2012, In Farsi]	Iran	Yaran; Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Other; Persecution; UHJ; BWNS; persecution; Persecution, Education
2012 26 Nov	The Universal House of Justice shared, in a message to all National Assemblies, a statement prepared by the Office of Social and Economic Development at the Bahá’í World Centre, a statement on the subject of and with the title of, Social Action. The statement offered a brief overview of the involvement of the Bahá’í community in the area of social and economic development, placing it in the context of current activity at the level of the cluster. In this connection, the House of Justice requested the Bahá'í Community to make clear that the distribution of the document should not be seen as a call for widespread action in this area; it was intended as an instrument to further raise consciousness about the nature of social action and some of the methods it employed. [Message from the Universal House of Justice dated 26 November, 2012]	BWC	* Institute process; Social action; Social and economic development
2013. (In the Year)	The Institute for Studies in Global Prosperity initiated a line of action conceived as "areas of inquiry". Through this initiative the Institute aimed to develop capacity to describe and examine, in the light of the Revelation, social phenomena that were pressing and crucial to the life of humanity. Working with collaborators such topics as the global movement of populations, peace and justice in societies in transition, and the role of religion in migration. [The Five Year Plan 2011-2016: Summary of Achievements and Learning pg113]		Institute for Studies in Global Prosperity (ISGP)
2013 15 Jul	Iranian filmmaker and blogger as well as a former Islamist hardliner who has become an outspoken critic of the government, Mohammad Nourizad, kissed the feet of 4 year old Artin whose parents had been arrested for participation in the Bahá'í Institute for Higher Education. [Wikipedia entry; Faith and a Future p38-39] Some years later Mr Nourizad repeated this gesture, kissing the feet of a six year old boy named Bashir whose parents, Azita Rafizadeh and Peyman Kushak Baghi had been sentenced to four year prison terms for teaching at the BIHE.	Iran	Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution; Human Rights; Education; Mohammad Nourizad
2015 27 Feb	The premiere of the film To Light a Candle by Iranian-Canadian filmmaker and journalist, Maziar Mahari. The gala in Los Angeles was part of a campaign called "Education is Not a Crime", started in 2014, to highlight the plight of Bahá'í students in Iran and their recourse to the denial of education, the Bahá'í Institute of Higher Education. The film was also screened in some 300 locations around the world. [BWNS1041, BWNS1025] See also Not a Crime.	Los Angeles; United States	Persecution, Iran; Persecution, Education; Persecution; Documentaries; Education is not a Crime; BWNS; Bahai Institute for Higher Education (BIHE)
2011 - 2016 (The Five Year Plan)	The annual number of seminars for undergraduate students offered by the Institute for Studies in Global Prosperity rose from 21 at the start of the Plan to 39. More than 4,000 youth in more than 60 countries were served. The seminar for university graduates and for young professionals, first offered in North America in 2008, was extended to Australia, Europe, Latin America and south and Southeast Asia over the duration of the Plan. As of this date more than 700 individuals had taken part. [The Five Year Plan 2011-2016: Summary of Achievements and Learning pg113] iiiii	Australia; Europe; Latin America; Southeast Asia; South Asia; North America	Institute for Studies in Global Prosperity (ISGP); Statistics
2016 Ridván	The launch of the Fourth Five Year Plan (2016-2021). The principal goals of the Plan were to “seek to raise the number of clusters where a programme of growth has become intensive to 5,000 by Riḍván 2021” and to add “several hundred more” to some two hundred clusters that have already advanced beyond the third milestone. [Message dated 29 December 2015 from the Universal House of Justice to the Conference of the Continental Boards of Counsellors. Other messages related to the Plan are: 2 January 2016 – To the Bahá’ís of the World 26 March 2016 – To the Bahá’ís of the World acting under the Mandate of ‘Abdu’l-Bahá 26 March 2016 – To the chosen recipients of ‘Abdu’l-Bahá’s Tablets of the Divine Plan, the Bahá’ís of the United States and the Bahá’ís of Canada Riḍván 2016 – To the Bahá’ís of the World	BWC	Five Year Plan (2016-2021); Teaching Plans; * Institute process; Statistics
2017 Jan	The publication of Training Institutes: Attaining a Higher Level of Functioning by the International Teaching Centre. This comprehensive document prepared by the International Teaching Centre in January 2017 provides an in depth analysis of the guidance about the main sequence of courses, the junior youth spiritual empowerment program, the program for the spiritual education of children and the processes involved in developing institutional capacity.	BWC	Training Institutes; * Institute process; Publications; ITC Publications
2017. 18 Oct	The release of the film Light to the World. The 51 minute film recounted the story of Bahá’u’lláh’s remarkable life and the impact of His teachings on communities around the world. [BWNS1208]	BWC	Light to the World (film); Film; Documentaries; Documentaries, BWC; Bahaullah, Life of; * Institute process; BWNS; - Basic timeline, Expanded; Centenaries
2017 near the end of Oct	Fariba Kamalabadi, a member of the former leadership group of the Bahá'ís called the "Yaran", concluded her ten-year prison sentence. She was the second individual from among the former Yaran to be released. She, along with five others, were arrested on the 14th of May, 2008. Mrs. Kamalabadi had graduated from high school with honours but was barred from attending university because of her Faith. In her mid-30s, she embarked on an eight-year period of informal study and ultimately received an advanced degree in developmental psychology from the Bahá’í Institute of Higher Education (BIHE), an alternative institution established by the Bahá’í community of Iran to provide higher education for its young people. She worked as a developmental psychologist before her arrest and imprisonment. She was married with three children. Along with the deprivations of imprisonment itself (she had spent 2 1/2 years of the 10-year sentence in solitary confinement), Mrs. Kamalabadi was also deprived of irreplaceable family moments, including the birth of her first grandchild and the weddings of her daughters. She was 55 years old upon her release. [BWNS1217] See Huffington Post for an article entitled "Iran’s Bahá'í Problem" by Payam Akhavan about the visit of Ms. Faezeh Hashemi, the well-known daughter of former Iranian President Akbar Hashemi Rafsanjani, who made a visit to her home while she was on leave from prison. Ms Hashemi, herself a former MP, was heavily criticized after she met with Ms Kamalabadi while the latter was on leave from prision. See the article in The Guardian for details.	Tihran; Iran	Yaran; Persecution, Iran; Bahai Institute for Higher Education (BIHE); Court cases; Persecution, Other; Persecution; Human rights; Persecution, Education; Court cases; BWNS
2018. 27 Apr	The publication of the booklet entitled For the Betterment of the World by the Office of Social and Economic Development to be made available to the more than 1,300 delegates at the International Bahá'í Convention. As with the editions published in 2003 and 2008, it provided an illustration of the Bahá'í community’s ongoing process of learning and action in the field of social and economic development. [BWNS1255]	BWC	* Institute process; Social and economic development; Social action; For the Betterment of the World (document); - Basic timeline, Expanded
2018 30 Apr	The announcement of the election of the 12th Universal House of Justice. Those elected were Paul Lample, Chuungu Malitonga, Payman Mohajer, Shahriar Razavi, Stephen Hall, Ayman Rouhani, Stephen Birkland, Juan Francisco Mora, and Praveen Mallik. [BWNS1258] The Twelfth International Bahá'í Convention was held from the 29th of April until the 2nd of May. In the election of the Universal House of Justice over 1,300 ballots were cast by representatives of 160 national communities. [BWNS1256, BWNS1257, BWNS1259, BWNS1261] See Vimeo for a short film of the International Convention by Farideh Baki-Nasseri. The film A Widening Embrace was screened at the Convention, enriching the consultations of the delegates. It is a documentary film about the community-building efforts of the Bahá'í world. Many of the themes discussed over the days of the Convention were highlighted in the practical examples presented in the documentary which tells the story of the transformation of communities unfolding throughout the world by featuring the process in 24 communities representing different realities and contexts. The 77-minute film, which was commissioned by the Universal House of Justice, was made available in English, Spanish, French, Russian, Arabic, and Persian. [BWNS1260] .	BWC; Haifa	Paul Lample; Chuungu Malitonga; Payman Mohajer; Shahriar Razavi; Stephen Hall; Ayman Rouhani; Stephen Birkland; Juan Francisco Mora; Praveen Mallik; Universal House of Justice, Election of; Universal House of Justice, Members of; Conventions, International; BWNS; Widening Embrace, A (film); Documentaries; Documentaries, BWC; * Institute process; Social action; Social and economic development; Farideh Baki-Nasseri
2018 (post International Bahá'í Convention)	Some 80 members of the Continental Boards of Counsellors met for a conference at the Bahá'í World Centre following the 12th International Bahá'í Convention. On that occasion, the Counsellors were able to reflect on major developments in Bahá'í communities around the world. In order to share their experiences some of their stories were recorded and made available via podcasts. The Counsellors discussed the impact of spiritual and moral education programs offered by the Bahá'í community on youth and the communities in which they live, drawing on experiences in Cambodia, Kiribati, India, Norway, Spain, and Timor Leste (or East Timor). [BWNS1264] Counsellors in Africa, Alain Pierre Djoulde, Clément Thyrrell Feizouré, Maina Mkandawire, and Judicaël Mokolédiscuss discussed endeavours in the field of education in that continent. [BWNS1269] The podcasts can be found here or on SoundCloud.	BWC; Haifa; Cambodia; Kiribati; India; Norway; Spain; Timor Leste (East Timor)	Counsellors; Conferences, Counsellors; * Institute process; Youth; Podcasts; Education; Conventions, International; BWNS
2018 summer	Starting with the summer of 2018, Romania hosted the Seminars of the Institute for Global Prosperity Studies for Eastern European students. Young people from the following countries participated: Albania, Belarus, Bosnia and Herzegovina, Bulgaria, Czech Republic, Cyprus, Croatia, Estonia, Greece, Kosovo, Latvia, Lithuania, Macedonia, Moldova, Montenegro, Poland, Romania, Serbia, Slovakia, Slovenia, Hungary. [Romanian Bahá'í website]	Romania	Institute for Studies in Global Prosperity (ISGP)
2018 21 Sep	The Bahá'í World Centre announced the release of three short films that highlighted aspects of the community building endeavours of Bahá'ís and like-minded friends around the world. Totaling about 32 minutes, the new films covered three themes: nurturing younger generations, exploring the empowerment of junior youth, and communities learning to advance together. The films complement the recently produced documentary film A Widening Embrace released in April. [BWNS1286] The films can be downloaded using the link below: Nurturing younger generations Exploring the empowerment of junior youth Communities learning to advance together	BWC	Widening Embrace, A (film); * Institute process; Childrens classes; Youth empowerment program; Ruhi Institute; Films; Documentaries; Documentaries, BWC
2021. 14 Nov	Update on the BIHE: The Institute has adapted using today’s technology. As of this date 955 staff members operated the hybrid online and in-person school. The school offered more than 1,050 classes in its associate, undergraduate or graduate programs. Despite ongoing persecution of the BIHE recorded an average of 1,000 applicants and accepted 450 new first-year students annually. Although a number of Iranian Bahá'ís were still held back by Iran’s refusal to recognize the institution, BIHE graduates would go on to study at a choice of 98 different international universities and colleges. [Borgen Magazine 14 November 2021]	Iran	Education; Bahai Institute for Higher Education (BIHE)
2022. 1 Jan	The Universal House of Justice announced that the courses of the Ruhi Institute would continue to be a prominent feature of the educational endeavours of all training institutes during this new series of global Plans. The Ruhi Institute will, during the Nine Year Plan, complete the preparation of all the materials it has outlined for use in children’s classes, junior youth groups, and study circles, and the revision of published editions as necessary in light of experience. However, beyond what it has already delineated, it is not expected to develop new materials to be used worldwide. [Message 1 January 2022]	BWC	Nine Year Plan (2022-2031); * Institute process; Childrens classes; Youth empowerment program; Ruhi Institute
2022 Ridván - 2031 Ridván	In a letter dated 25 November 2020 the Universal House of Justice announced a Nine Year Plan to begin at Ridván 2022. It will be heralded by the convocation of a series of conferences held over a span of months across the globe. [25 November 2020]	BWC	Teaching Plans; Nine Year Plan (2022-2031); * Institute process; Conferences

from the chronology of Canada

date	event	locations	tags	see also
1967. 19 Nov	The dedication of the Bahá'í Institute at Ft. Qu'Appelle by Hand of the Cause Tarazu’llah Samandari during a four-day visit to Saskatchewan by him and his son. In honour of the event hand-lettered scroll was made by Barb Wild with the signature of Tarazu’llah Samandari and Mr Samandari penned a rendition of the Greatest Name. The facility was two years in the making and was the only Institue of its kind in North America at the time. Its purpose was to become the focus for the teaching of First Nations people. The chalet-type building could accommodate 20 overnight guests on two stories. It had a large assembly hall, a library, a fully-equipped kitchen. [CBN No218 April 1968 p1] The dedication was also attended by the Mozart Group. [Facebook posting]	Fort QuAppelle, SK	Tarazullah Samandari; Institute; Mozart Group
1984. 9 Jul	The dedication of the Yukon Bahá'í Institute. Close to 500 people gathered at the Yukon Bahá'í Institute at Lake Laberge near Whitehorse. It wa s one year to the day since the sod-turning ceremony launched the construction. Again Hand of the Cause of God John Robarts and Counsellor Loretta King were in attendance. Other distinguished guests attending the dedication ceremonies were Hand of the Cause Dr. Varqa , Counsellor Angus Cowan. Canadian National Assembly members Dr. Jane Faily, Ed Muttart and Husayn Banani, Alaskan National Assembly Member and native elder Eugene King and Auxiliary Board Member Peggy Ross. The dedication was well attended by native elders and distinguished native Bahá'ís-Melba Loft, Johnny Johns, Charlotte Sydney, Pete Sydney, Paul George and Doris Wedge, to name a few. Attendance from the Bahá'ís of Alaska was high with six National Assembly members. four members of the National Teaching committee and representatives from 26 local Spiritual Assemblies and others making a total of at least 100 Alaskan Bahá'ís participating. [BC Vol6 no 2 June-September 1984 p37	Lake Labarge, YT	Yukon Bahai Institute
1994 (In the year)	The founding of the Nancy Campbell Collegiate Institute in Stratford. [Bahaipedia]	Stratford, ON	Nancy Campbell; Nancy Campbell Collegiate Institute; Bahai inspired schools
2007. 20 Mar	In an email from the Conseil bahá'í du Québec it was announced that the National Spiritual Assembly had appointed Elizabeth Richard had been appointed Coordinator for the Institute Board of Quebec for a period of two years and that France Gilson, Soheil Nakhostine, Shapour Pirmoradi, Sahar Sabati and Laurie Zrudlo had been appointed to serve on the Institute Board for a period of one year. iiiiii		Baha'i Institute of Quebec; Outaouais Cluster

from the main catalogue

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]
Attaining the Dynamics of Growth: Glimpses from Five Continents, by International Teaching Centre (2008). This World Centre publication was used for consultation at the 10th International Bahá'í Convention. In pictures, case studies, testimonials, and analysis of programs of growth on 5 continents, it demonstrates the diverse conditions of Bahá'ís worldwide. [about]
Baha'i Faith: The Basics by Christopher Buck: Review, by Jack McLean (2020). [about]
Bahá'í Feast Book, by Bahá'u'lláh and Abdu'l-Bahá (2000). Quotations for all 19 Feasts, nicely laid-out with graphics and suitable for printing. [about]
Baha'i Glossary, A, by Neil McMillan and Brian Didier (2016). A glossary of Bahá'í principles and concepts, as derived from hundreds of messages of the Universal House of Justice. [about]
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]
Book of Certitude, The: An Interview with Hooper Dunbar, by Hooper Dunbar (1998). Significance and themes of the Kitáb-i-Íqán; its Islamic context; meaning of "certitude"; the importance of deepening and knowledge of the Writings. [about]
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]
Building Momentum: A Coherent Approach to Growth, by International Teaching Centre (2003). Guidance for the Bahá'í world in advancing the process of entry by troops. Part 3 of a series, following "Training Institutes" (1998) and "Training Institutes and Systematic Growth" (2000). [about]
Centres of Bahá'í Learning, by Shoghi Effendi and Universal House of Justice, in Compilation of Compilations, Volume 1 (1991). [about]
Change of Culture, A, by Moojan Momen (2003). An overview of the process of cultural change in the Bahá'í community. [about]
Changing Reality: The Bahá'í Community and the Creation of a New Reality, by Moojan Momen, in História Questões & Debates, 43 (2005). The Bahá’í teachings criticize the socially created realities of warfare, environmental destruction, and the subordination of women, lower social classes and ethnic minorities, instead promoting a vision of global solidarity and individual worth. [about]
Community and Collective Action, by Gustavo Correa, in Bahá'í World (2015). On the hopeful efforts of groups of people around the world to build a new kind of community based on the oneness of humankind, and the vision and process guiding these efforts. [about]
Conferencia de los cuerpos continentales de consejeros 09-01-2001, A la, by Universal House of Justice (2001). Spanish translation of "Institution of the Counsellors: Letter to the Counsellors January 9 2001." [about]
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]
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]
Continental Boards of Counsellors, Letter to the Conference of, by Universal House of Justice (2010). [about]
Core Activities of the Five Year Plan and the Movement of Clusters, by Farzam Arbab (2004). [about]
Creating a New Mind: Reflections on the Individual, the Institutions, and the Community, by Paul Lample (1999). On the influence of the human mind in shaping human reality, and three vehicles for changing reality: the individual, the institutions, and the community at large. Two versions of book included. [about]
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]
Democratic Republic of the Congo and the Nine Year Plan, by Universal House of Justice (2022). Matters relating to the Nine Year Plan (2022-2031), ethnic and cultural diversity, the human family's crisis of identity, prejudice, Africa, and economic injustice. [about]
Devotional Gatherings, Selected Guidance concerning, by Universal House of Justice (n.d.). Structure and character of devotional practices. [about]
Discussion with Farida Vahedi, Executive Director of the Department of External Affairs, National Spiritual Assembly of the Bahá'ís of India, A, by Michael Bodakowski and Katherine Marshall (2011). Overview of Vahedi's life and work, history of the Faith in India and development projects, the Institute for Studies in Global Prosperity, and issues regarding migration and protection of women and girls. [about]
"Double Crusade" and the American Baha'i Community, The, by Universal House of Justice (2018). Comments on what the double crusade means, how it relates to the current series of Plans of the Faith, what should be done to carry it out, and the Advent of Divine Justice. [about]
Enrollments and limited growth of the Bahá'í community, by Universal House of Justice (2002). The lack of significant numerical growth in certain Western Bahá'í communities is related to the preceding decades of struggle, achievement and disappointment. [about]
Entry by Troops, Promoting, by Shoghi Effendi and Universal House of Justice, in Compilation of Compilations, Volume 3 (2000). [about]
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]
Falta de crecimiento y el cambio de cultura, La, by Universal House of Justice (2002). [about]
Five Year Plan 2011-2016, The: Summary of Achievements and Learning, by International Teaching Centre (2017). Advancing the process of entry by troops; programs of growth; the potential of youth; enhancing institutional capacity; houses of worship; social action; participating in the discourses of society; developments at the Bahá'í World Centre. [about]
Five Year Plan, The: 2006-2011: Messages of the Universal House of Justice, by Universal House of Justice (2006). Five Ridvan messages, one message to the Counsellors, and three other letters. [about]
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]
Framework for Action: 2006-2016, Selected Messages of the Universal House of Justice and Supplementary Material, by Universal House of Justice (2017). 58 letters from the House; "Social Action," by the Office of Social and Economic Development; "Insights from the Frontiers of Learning" and "Training Institutes: Attaining a Higher Level of Functioning," prepared by the International Teaching Centre. [about]
Handbook for Childrens' Class Coordinators, by Universal House of Justice and International Teaching Centre (2016). Guidance on the duties and responsibilities of children’s class coordinators. [about]
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]
Human environment interactions and collaborative adaptive capacity building in a resilience framework, by Peter T. Bruss (2012). Lengthy study of human effects on the environment informed by a Bahá'í perspective, with passing mentions of the Faith and the Native American Bahá'í Institute. Link to offsite document. [about]
Human Knowledge and the Advancement of Society, by Hoda Mahmoudi, in Journal of Bahá'í Studies, 22:1-4 (2012). Knowledge is the means toward realizing a global civilization. The current Five Year Plan focuses the Bahá'í community’s consultation, reflection, and global growth, and the individual’s applying spiritual and secular knowledge to help this process. [about]
Institution of the Counsellors: Letter to the Conference of the Continental Boards of Counsellors, by Universal House of Justice (2001). On launching the Five-Year Plan. [about]
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]
Institutos de Formación y el Crecimiento Sistemático, Los, by International Teaching Centre (2000). [about]
Intensive Growth Programs, by Farzam Arbab (2001). Talk delivered as part of a two-day seminar on the Five Year Plan, sponsored by the Youth Activities Committee at the Bahá'í World Centre. [about]
Intensive Growth: 2004 letter to all Continental Counsellors, by International Teaching Centre (2004). [about]
Interactive Stories, by Romuald Boubou Moyo (2020). A choose-your-own-adventure book, based on the junior youth book Walking the Straight Path. The book is intended to be studied by youth in small groups with the assistance of moderator, who can facilitate discussion and reflection. [about]
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]
la Conferencia de los Cuerpos Continentales de Consejeros, A: 28 de diciembre de 2010, by Universal House of Justice (2010). [about]
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]
Learning to Read Social Reality in the Light of the Revelation: Twenty-Five Years of Contributing to the Discourse of Ethics in Business, by Haleh Arbab, in Journal of Bahá'í Studies, 25:3 (2015). The Institute for Studies in Global Prosperity works to learn how to advance the capacity of individuals and groups to participate in some of the prevalent discourses of society, for the betterment of the world and the growth of civilization. [about]
Learning to Respond to Emerging New Realities: Messages from the Universal House of Justice, by Universal House of Justice (2006). Two letters to the US NSA dealing with expansion and administration, and a document prepared by the International Teaching Centre, "Impact of Growth on Administration Processes." [about]
Materialism Wearing Away at Our Kids, by Ted Slavin, in St. Catharines Standard (2012). The materialism of modern society and media is distracting many of our children. Adults must be aware that they are key role models for their kids. [about]
May Knowledge Grow in our Hearts: Applying Spiritual Principles to Development Practice, by Institute for Studies in Global Prosperity (2010). On how an organization can employ the methods of science and the principles of religion together while working for a more humane and just world, via the case of India's Seva Mandir (Temple of Service). [Link to PDF, offsite.] [about]
Measuring Success: An Exploratory Study of United States Bahá'í Local Spiritual Assemblies and the Five Year Plan, by Armin J. Jezari (2010). Applied research project on what degree a typical Local Spiritual Assembly in the United States is adopting elements of effective public administration based on the Five Year Plan (2006-2011). [about]
Memorization, by Bahá'u'lláh and Abdu'l-Bahá (2006). [about]
Message on clusters, institutes, and growth, by International Teaching Centre (2007). Message from the Counsellors on growth and enrollments. [about]
Message on World Peace, by Universal House of Justice (2019). Letter about important steps the world made towards world peace, and the current situation, in relation to the activities the Bahá'ís are involved with. [about]
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]
Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
Next Stage, The, by Douglas Martin, in Journal of Bahá'í Studies, 23:1-4 (2013). Bahá'í scholars find themselves at a stage in the Faith’s development where they must construct a discourse that is free of "haughty intellectualism." The Association for Bahá’í Studies can help promote the Bahá'í cause to institutions of higher learning. [about]
Nine Year Plan, The: 2022-2031, by Universal House of Justice (2021). 9 letters from November 2021 to January 2022, addressed to the Bahá'í world, Continental Counsellors, Auxiliary Board members, and National Spiritual Assemblies. Link to free download of book (offsite). [about]
On the Betterment of the World and the Countering of Negative and Disunifying Forces, by Universal House of Justice (2020). On how individuals can contribute to the betterment of society in view of the present state of the world. [about]
On the Calamitous State of World Affairs and the Material Sustainability of Communities, by Universal House of Justice (2020). On concerns about the affairs of the world and catastrophic events, and whether the global Bahá’í community should undertake projects to address the material sustainability of communities. [about]
One Year Plan, The: 2021-2022, by Universal House of Justice (2021). Letter "To the Bahá’ís of the World" (5 November 2020), Ridvan message (20 April 2021), and a chart "Unfoldment of the Divine Plan" (2021). Link to free download of book (offsite). [about]
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]
Prayer and Devotional Life, by Báb, The and Bahá'u'lláh (2019). A compilation to assist Bahá'ís in a time when, as the House says in its cover letter, "devotional activities are everywhere multiplying and are increasingly being integrated into the core of community life." [about]
Principles and Practices of Curriculum Design and Development, by Farzam Arbab (2004). [about]
Progress of the Faith in the United States and South Carolina, by Universal House of Justice (2019). While growth may not be always apparent in local regions, efforts of clusters country-wide are showing overall progress. [about]
Race, Place, and Clusters: Current Vision and Possible Strategies, by June Manning Thomas, in Journal of Bahá'í Studies, 27:3 (2017). Division by place affects the possibilities for racial unity, especially in fragmented U.S. metropolitan areas. The "institute process” as a strategy could overcome challenges that place-based action poses for racial unity. [about]
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]
Revelation and Social Reality: Learning to Translate What Is Written into Reality, by Paul Lample (2009). The nature of change in social reality, Bahá’í understanding and practice, learning and growth, participating in the advancement of society, and problems of knowledge and power. [about]
Ridván 2012: Bahá'í Era 169, by Universal House of Justice (2012). Annual message to the Bahá'ís of the world. [about]
Ridvan 2013: Bahá'í Era 170, by Universal House of Justice (2013). Annual message to the Bahá'ís of the world. [about]
Ridvan 2014: Bahá'í Era 171, by Universal House of Justice (2014). Annual message to the Bahá'ís of the world. [about]
Ridvan 2015: Bahá'í Era 172, by Universal House of Justice (2015). Annual message to the Bahá'ís of the world. [about]
Ridvan 2016: Bahá'í Era 173, by Universal House of Justice (2016). Annual message to the Bahá'ís of the world. [about]
Ridvan 2017: Bahá'í Era 174, by Universal House of Justice (2017). Annual message to the Bahá'ís of the world. [about]
Ridvan 2018: Bahá'í Era 175, by Universal House of Justice (2018). Annual message to the Bahá'ís of the world. [about]
Ridvan 2019: Bahá'í Era 176, by Universal House of Justice (2019). Annual message to the Bahá'ís of the world. [about]
Ridvan 2020: Bahá'í Era 177 (2020). Annual message to the Bahá'ís of the world. [about]
Ridván 2021: Bahá'í Era 178 (2021). Annual message to the Bahá'ís of the world. [about]
Ridván 2022: Bahá'í Era 179. Annual message to the Bahá'ís of the world. [about]
Role and Function of Bahá'í Institutes in the Life of the Bahá'í Community, by William S. Hatcher (2008). Bahá'í training institutes are a wonderful new opportunity for self-development and for sharing our talents with others; their forms and programmes can be diverse. [about]
Role of the Local Assembly in Cluster Growth, by Universal House of Justice and International Teaching Centre (2009). Practical guidelines for LSAs to organize and teach more effectively. [about]
Ruhi book series, by Ruhi Institute (1987). Published volumes of the Ruhi Institute books. (Links to documents, offsite.) [about]
Ruhi Institutes and the Five-Year Plan, by Universal House of Justice (2011). Letter to all National Spiritual Assemblies about the role of the Ruhi Institute, coordination of clusters, education of children, and training institutes in the 2011-2016 5-Year Plan. [about]
Science, Religion and Development: Some Initial Considerations, by Institute for Studies in Global Prosperity (2008). An initial set of concepts and principles guiding the exploration of the complementary and constructive contributions that both science and religion must make to processes of social and economic development. [Link to PDF, offsite.] [about]
Science, Religion, and Development: Promoting a Discourse in India, Brazil, and Uganda, by Institute for Studies in Global Prosperity (2010). The experience and insights of academics, policy makers, and development practitioners who have contributed to the discourse on science, religion, and development on three continents. [Link to PDF, offsite.] [about]
Social Action, by Office of Social and Economic Development (2012). A paper sent to all LSAs, and the subject of the plenary talk by Valerie Dana at the 2012 SED conference (Orlando, FL). Prepared by the Office of Social and Economic Development of the Bahá'í World Centre. [about]
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]
Social Action, Public Discourse, and Non-involvement in Political Affairs, by Universal House of Justice (2017). Alternative courses of action to civil disobedience, circumscribed roles for protest, and the freedom that Bahá’ís have to engage in social action and public discourse, particularly in relation to the principle of non-involvement in political affairs. [about]
Social Affinity Flow Theory: A New Understanding of Both Human Interaction and the Power of the Baha'i Training Institute Process, by Christopher G. Gourdine and Justin R. Edgren, in Journal of Bahá'í Studies, 29:4 (2019). On a new explanation of social rifts prevalent in many societies today as well as constructive efforts of social change, including community-building work of the Bahá'í Faith, in both its teachings and its training institute process. [about]
Spatial Strategies for Racial Unity, by June Manning Thomas, in Bahá'í World (2020). On the nature and approaches of Bahá’í educational programs and community building efforts which seek, in the context of neighborhoods and villages, to raise capacity for service to humanity. [about]
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]
Training Institute and the Main Sequence of Courses, The, by Farzam Arbab (2004). [about]
Training Institutes, by Universal House of Justice (1998). Overview of the efforts thus far made by the worldwide Bahá'í community to establish institutes; review their accomplishments to date and explores their possibilities for further development and potential effect on the process of entry by troops. [about]
Training Institutes: Letter to an individual, by Universal House of Justice (2001). Short letter to an individual on the importance of studying the Writings in group training institutes, rather than through independent study; however, both methods are encouraged. [about]
Training Institutes: Attaining a Higher Level of Functioning, by International Teaching Centre (2017). Assistance to Bahá'ís managing institutes, to help better implement the main sequence of courses, the youth spiritual empowerment and education programs, and matters related to the institutional capacity of training institutes. [about]
Training Institutes and Systematic Growth, by International Teaching Centre (2000). [about]
Turning Point: Selected Messages of the Universal House of Justice and Supplementary Material 1996–2006, by Universal House of Justice (2006). Forty-three letters, plans, and documents covering the Four-Year Plan of 1996-2000. [about]
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]
Wilmette Institute Presentations on Youtube.com (2011). Link to Youtube channel with dozens of educational presentations and videos, listed here for keyword searching and tagging. [about]
Working for Betterment of Society, by Gustavo Correa (2008). [about]
Younger Generation Has Always Had the Power to Reshape Our World, The, by Ted Slavin, in St. Catharines Standard (2010). Young people have a great potential to shape society. Youth trained to lead junior youth groups are called "animators"; they can help guide activist potential to achieving positive effect. [about]

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