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date	event	locations	tags	see also
1898 (In the year)	The Tarbíyat School for boys was established in Tihrán by the Bahá'ís. [BBD221]	Tihran; Iran	Tarbiyat School; Bahai schools; Social and economic development
1909 25 Nov	Dr Susan Moody, a famed American homeopathist, arrived in Tihrán. She and four Persian Bahá'í doctors start the Sehat Hospital. Because the hospital was only accessible to the wealthy she established a private practice that was open to all women regardless of their ability to pay. [BFA2:359-360] She spent two days in 'Akká en route to Persia and 'Abdu'l-Bahá conferred upon her the title Amatu'l-'Alí (Handmaid of the Most High). [BFA2:358] Dr Sarah A. Clock arrived from Seattle in 1911 to assist her followed by Miss Elizabeth Stewart (nurse). [BFA2:361] Dr Sarah Clock sailed from New York for Iran on 8 December 1910. She served the Bahá'í community of Iran with great sacrifice for years. While her main task was treatment of the sick, she never ceased educating the youth. She was an energetic tolerant and contented woman. Very often needy people were not only exempted from paying her meagre honoraria, but also received medicaments fro free. She was highly respected by the Bahá'í community and non-Bahá'í alike. Finally after twelve years of devoted service, she died of pneumonia in Tehran. [OLOMp43-44]	Tihran; Iran	Susan Moody; Sehat Hospital; Sarah Clock; Elizabeth Stewart; Women; Social and economic development; Homeopathy; Names and titles
1910 (In the year)	Within a year of her arrival in Persia, Dr. Susan Moody opened the Tarbíyat School for Girls in Tihrán. [BBD221–2; BFA2:360–1] Some of those serving at the school were: Miss Lillian Kappes of Hoboken, New Jersey arrived in December of 1911 to serve as a teacher. She stopped in Thonon to visit 'Abdu'l-Bahá on the way. [SoW Vol 2 No 17 Jan 19. 1912 p2] She died on the 1st of December, 1920 of typhus and was buried there. She was replaced by Genevieve Coy, a qualified psychologist, a Ph.D. in 1922 who was followed by Adelaide Sharp in 1929. Her mother, Clara Sharp joined her in 1931. [BFA2p361, AY233] Elizabeth Stewart who served as a nurse at the school accompanied Lillian Kappes on her arrival. Miss Stewart served until 1924 when she returned to Philadelphia where she died in 1926. [ABF43] Munírih Khánum Ayádí, the mother of Dr Karím Ayádí (later famed as the Shah much-trusted doctor) was Persia’s first official Director of the Tarbíyat School for Girls. She was widely recognized as exceptional, at a time when Persia’s Bahá’í women were only gradually emerging from their earlier state under Islam. Much respected by the men, her attitude toward them was one of total equality. Her greatness was in herself, her devotion to the Faith absolute, and she was made a member of such advanced committees as the Bahá’í Women’s Committee. Her views were moderated by her sense of humour, which included self-deprecation so that she never subjected you to her piety. One day during the Bahá’í Fast, she asked Marzieh Gall: ‘Do you think God would notice if I ducked into that room and sneaked a few puffs of tobacco?’ [AY333]	Tihran; Iran	Tarbiyat School; Bahai schools; Susan Moody; Lillian Kappes; Genevieve Coy; Adelaide Sharp; Clara Sharp; Elizabeth Stewart; Women; Social and economic development; Munirih Khanum Ayadi; Karim Ayadi
1912 19 Apr	Talk at Earl Hall, Columbia University, New York. [PUP29; Mahmúd's Diary p47-48] 'Abdu'l-Bahá visited The Bowery Mission accompanied by Edward Getsinger and Juliet Thompson as noted in her unpublished Diary. They arrived with two heavy bags of quarters to distribute to the poor and spoke with hundreds of impoverished men. [OPOP165-168, PUP32] He invited Mary William, a rare female journalist who wrote under the name of "Kate Carew". Her signature style was one of scepticism.	Bowery; New York; United States	Abdul-Baha, Travels of; Abdul-Baha, Second Western tour; Columbia University; Abdul-Baha, Talks at universities; Charity and relief work; Social and economic development; Wealth and poverty; Edward Getsinger; Juliet Thompson; Bowery Mission; John Good
1914 1 Nov	Turkey entered the war on the side of the Central Powers. Palestine was blockaded and Haifa was bombarded. [GPB304] `Abdu'l-Bahá sent the Bahá'ís to the Druze village of Abú-Sinán for asylum. [AB411; DH124; GPB304, BWNS1297] For `Abdu'l-Bahá in wartime see CH188–228. `Abdu'l-Bahá had grown and stored corn in the years leading up to the war and was now able to feed not only local people but the British army. [AB415, 418; CH210; GPB304, 306] Properties in the villages of Asfíyá and Dálíyá near Haifa were purchased by `Abdu'l-Bahá, and, at the request of Bahá'u'lláh, bestowed upon Díyá'u'lláh and Bahí'u'lláh. Land was also acquired in the villages of Samirih, Nughayb and 'Adasíyyih situated near the Jordan river. 'Adasíyyah was the village occupied by Bahá'ís of Zoroastrian heritage that produced corn for the Master's household. The village of Nughayb is where the relatives of the Holy Family lived. [CH209-210] See 'Adasiyyah: A Study in Agriculture and Rural Development by Iraj Poostchi. This village was purchased by 'Abdu'l-Bahá in 1901. He paid 400 Turkish gold lira for 920 hectares and then gifted 1/24th of the total area to the family from whom He had made the purchase. Under the guidance of 'Abdu'l-Bahá and Shoghi Effendi this village became a model of agriculture and Bahá'í life. The Bahá'ís lost ownership after 1962 when Jordan implemented land reforms. 'Adasiyyah is mentioned in the film Exemplar (17:40-18:50). See as well `Abdu'l-Baha in Abu-Sinan: September 1914 by Ahang Rabbani. See Senn McGlinn's Abdu’l-Baha’s British knighthood for more background.	Palestine; Israel; Abu-Sinan; Haifa; Asfiya; Daliya; Samirih; Nughayb; Adasiyyih (Adasiyyah); Jordan	World War I; War (general); Druze; Abdul-Baha, Life of; Abdul-Baha, Knighthood (KBE); British; Charity and relief work; Social and economic development; History (General); - Basic timeline, Expanded; Abdul-Baha, Basic timeline; Diyaullah; Bahaullah; Exemplar (film)
1920 27 Apr	`Abdu'l-Bahá was invested with the insignia of the Knighthood of the British Empire in a ceremony in Haifa. [AB443; BBRXXX, 343-5; CH214; DH149; GPB306] For the document recommending `Abdu'l-Bahá for knighthood, see BBR344. The knighthood was in recognition of `Abdu'l-Bahá's humanitarian work during the war for famine relief. [AB443] He accepted the honour as a gift from a `just king'. [AB443] He did not use the title. [AB443] For Lady Blomfield's account see AB443-4 and CH214-15. See SoW vol 13 No 11 p298. See Senn McGlinn's Abdu’l-Baha’s British knighthood.	Haifa; Abu-Sinan; Palestine; Israel	Abdul-Baha, Knighthood (KBE); Abdul-Baha, Life of; World War I; British; Charity and relief work; Social and economic development; Lady Blomfield; - Basic timeline, Expanded; Abdul-Baha, Basic timeline
1934 6 Dec	The Tarbíyat Bahá’í Schools in Tihrán and all other Bahá'í schools across the country were closed by order of the Minister of Education (headed by 'Ali-Asghar-i-Hikmat, a well-known Azali) when they failed to open on a holy day. [BBD221–2; BW18:389; CB312; GPB363; PP308; RoB4p313; BN No 97 January 1936 p1] In spite of (or because of) their high standards of education, the Bahá'í schools, which attracted ordinary people as well as a number of rich, famous and influential families to send their children as pupils, faced harsh opposition, mainly from the more traditional and conservative elements in the society, and specifically from the Shi‘i clerics. This was hardly surprising, given the strong animosity towards the Bahá'ís in Shi‘i Iran. According to Shoghi Effendi, while the ‘ulama’ headed the opposition to the Bábis and Bahá'ís, it was the Qajar kings and governors who willingly became the means through which this opposition was translated into action, as a way to obtain the clerics’ support and backing for their own policies. But as far as Nasir al-Din Shah was concerned, he had his own reasons for persecuting Bábis and Bahá'ís (between whom he did not appear to differentiate) . In 1852 an inept attempt had been made on his life. [The Forgotten Schools: The Baha’is and Modern Education in Iran, 1899–1934 p97] For Western accounts of the episode see BBR475–9.	Tihran; Iran	Tarbiyat school; Bahai schools; Holy days; Persecution, Iran; Persecution, Other; Persecution; Azali Babis; Social and economic development
1941. 8 Apr	The passing of Urbain Joseph Ledoux (b. August 13, 1874 in Ste Hélène de Bagot, Quebec). He was buried in Saint Joseph's Cemetery Biddeford, Maine. He is believed to be the third French-Canadian to become a Bahá'í outside of Canada. [OCBB94] He gave an address to the National Convention at the Hotel McAlpine on the 28th of April, 1919 entitled The Oneness of the World of Humanity. [SoW Vol 10 May 17, 1919 No 4 p58] "This talk 'sounded so French-Canadian' that later francophone believers could still be moved to tears in reading its text." [OCBB94] He received widespread publicity for his opening of bread lines in New York (The Stepping Stone) in 1919, and for “auctions” of the jobless to employers in New York and Boston during the Depression of 1921. He was received by President Warren Harding shortly after arriving in Washington, D.C. in September 1921. Ledoux spent a little over three months in Washington, D.C. 1921-22 campaigning for a public works program funded by a tax on companies that made excessive war profits during World War I. His tactics included setting up a hotel housing the unemployed on Pennsylvania Avenue, an auction of the jobless, speaking before the unemployment conference, calling for the arrest of international arms conference delegates. He walked around the city carrying a white umbrella, a lighted lantern and a Bible or a copy of the Sermon on the Mount saying he was like Diogenes searching for an honest man. Urbain Ledoux is shown in Boston in 1921 auctioning off an unemployed man. He conducted these auctions in New York and Boston in order to garner publicity for the plight of the unemployed and to find work for the jobless. He called himself “Mr. Zero” because he said he didn’t want any publicity for himself. “Mr. Zero” returned to Washington in 1932 with the Bonus Expeditionary Force, leading an unauthorized march on the White House July 16, 1932 that resulted in his arrest along with two others. The march frightened President Herbert Hoover who set in motion the eviction of the bonus marchers from the city — a move that backfired on Hoover and helped to cement his reputation as someone uncaring about the plight of the nation’s unemployed. Photos. [Wikipedia] Find a grave. His obituary in the New York Times April 10th 1941. He is reported to have "rescued" 85 year-old Sarah Farmer in Portsmouth where she was being held in a sanatorium against her will. [Boston Post 4 August 1916] See a story from Ephemeral New York. There is a short description of Urbain LeDoux in He Loved and Served: The Story of Curtis Kelsey p 33-34.	New York; United States	Urbain Ledoux (Mr. Zero); In Memoriam; Births and deaths; Social and economic development; Bread lines; Charity and relief work
1944 (In the year)	In Iran a Central Women’s Progress Committee was formed to organize women’s activities throughout the country. Some of the fundamental tasks accomplished by this committee and its supportive bodies in various localities included holding the first convention of Anjoman-e Tarraqī-e Neswān (Society for the Advancement of Women) in 1947 in Tehran following which local and regional conferences, educational gatherings, and regular classes for illiterate women were conducted. As a result of continued effort and educational training, particularly during the Four Year Plan (1946-1950) the Bahá'í Persian women were enabled to acquire sufficient self-confidence and social recognition to fill elective and appointive offices in the community. [BW11p563; BW12p65; BAHAISM v. The Bahai Community in Iran by V. Rafati]	Iran	Central Womens Progress Committee; Society for the Advancement of Women; Women; Social and economic development
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
1946 Oct 11	The Bahá'ís of Iran launched a Forty-five Month Plan, the Persian 45 Month Plan ( 11 October 1946 to 9 July 1950, The Centenary of the Martyrdom of the Báb). Every province had specific assignments. [BBRSM158; CB316] The objectives of the plan included; 1. Consolidation of all local Bahá'í communities. 2. Reestablishment of 62 dissolved Assemblies. (93 LSAs formed) 3. Formation of 22 groups. (37 established) 4. Creation of 13 new centres. (24 localities established) 5. Development of Assemblies from groups in three adjoining countries, namely in Kabul, Afghanistan, Mecca, Arabia and Bahrein Island, Persian Gulf. 6. The formation of groups in four localities on the Arabian Peninsula. 7. The sending pioneers to India and 'Iráq to assist in the formation of new groups. The Bahá'ís of Tehran were called upon to send out 50 families into the pioneer field. (160 arose) Every individual Bahá'í was included in the operation of the Plan-as a volunteer, by deputizing a pioneer, by contributing funds, by circuit teaching or by providing hospitality to students whose parents had become pioneers. [BW4p34-35; BW11p34-36] Concurrent with the Forty-Five Month Plan the Bahá'ís of Iran made a concerted effort to remove Bahá'í women from the traditional shackles of a lack of education and an inability to participate in public affairs. Women's conferences were held, educational opportunities were created, equality of opportunity, right and privilege was declared to be an essential. [BW11p36].	Iran; India; Pakistan; Myanmar (Burma)	Teaching Plans; Teaching Plans, National; Social and economic development; Women
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
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
1981 26 Nov	The Comunicación Intercambio y Radiodifusión Bahá’í para America Latina y el Caribe (CIRBAL) was established by the Universal House of Justice to promote the development of Bahá’í radio and mass media activities in Latin America. [BW19:59] The special Committee for Service to the Blind, located in the United Kingdom, was a clearing house and production and distribution centre for materials both on tape and in Braille; and CIRBAL (Centro para Intercambio Radiofonico Baha'i de America Latins), among its other functions, serves as a clearing house for tapes, videotapes, script and other materials suitable for use via radio and television. Its mandated area is South and Central America and the Caribbean. [BW18p115, 117]	Peru; Latin America	Bahai radio; Social and economic development; Universal House of Justice; Committee for Service to the Blindness; Disability
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
1983. Jul 1983	The Office of Social and Economic Development was opened at the Bahá’í World Centre. [AWH8; BBD70; BBRSM154; BW19:58; VV78] See BW19:351–5 for a survey of Bahá’í social and economic projects.	BWC	Office of Social and Economic Development; Social and economic development; Social action
1983 20 Oct	The establishment of the Office of Social and Economic Development. In a message to the Bahá'í world the Universal House of Justice called on individuals and Bahá'í communities to apply the teachings of Bahá'u'lláh systematically to the problems of their societies. This seminal statement pointed to the teachings of Bahá'u'lláh as a source of order in the world, asserted the coherence of the spiritual and the material dimensions of human life, praised the social and economic progress achieved by the Bahá'í community of Iran, announced the establishment of the Office of Social and Economic Development at the World Centre and defined the role of various Bahá'í agencies in fostering development. [Message from the Universal House of Justice dated 20 October, 1983, Mess63-86p602-603,AWH6–10; BW19:153, BW92-93pg229-245] For the response of the Bahá’í world to the letter see BW19:112–13. See also Social and Economic Development: The Bahá'í Contribution, a paper prepared for the United Nations Department of Public Information Annual Conference of Non-Governmental Organizations (“New Approaches to Development: Building a Just World”) held in New York 5 September 1984. The document Bahá’í Social and Economic Development: Prospects for the Future, prepared at the World Centre was approved for publication by the Universal House of Justice on the 16th of September 1993, for use by the Office of Social and Economic Development (OSED) in orienting and guiding the work in this area. Most central to this vision was the question of capacity building. That activity should start on a modest scale and only grow in complexity in keeping with available human resources was a concept that gradually came to influence development thought and practice. [Message from the Universal House of Justice dated 26 November, 2012] See also The Evolution of Institutional Capacity for Social and Economic Development by the Office of Social and Economic Development dated 28 August, 1994. It described two types of organizational arrangements that emerged in the Bahá'í world capable of undertaking increasingly complex development efforts - training institutes and Bahá'í-inspired agencies. A related document, The Prosperity of Humankind, was issued by the Bahá'í International Community's Office of Public Information and disseminated at the United Nations' 1995 World Summit for Social Development held in Copenhagen, Denmark. It offered a vision of social and economic development based on Bahá'í concepts. The document was first released on 23 January 1995. A Clarification of Some Issues Concerning Social and Economic Development in Local and National Communities was prepared by the Office of Social and Economic Development in November of 1999 to respond to a number of questions that had arisen over the previous few years. It touched on such issues as degrees of complexity in development activity, the relationship between teaching and development, and participation in development projects. See also Social Action by Office of Social and Economic Development dated 26 November, 2012. See also 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 released on the 27th of April, 2018, updating publications of 2003 and 2008. See also Vick, Social and Economic Development: A Bahá’í Approach. The Office of Social and Economic Development was succeeded by the Bahá’í International Development Organization on 9 November 2018.	BWC	Social and economic development; Social action; Office of Social and Economic Development; Bahai International Development Organization; Bahai International Community; BIC statements
1983 21 - 23 Nov	A brief entitled The Future of Canada: A Bahá’í Perspective was presented to The Royal Commission on the Economic Union and Development Prospects of Canada on behalf of the Canadian Bahá’í Community through the National Spiritual Assembly in Saskatoon. [The Future of Canada: A Bahá’í Perspective]	Saskatoon; Canada	Social and economic development; National Spiritual Assembly, statements; Statements
1985 (In the year)	A regional office of the Bahá’í International Community affiliated with the Economic and Social Commission for Asia and the Pacific (ESCAP) was established in Bangkok. [BW19:161–2]	Bangkok; Thailand	Bahai International Community; Social and economic development
1986 (In the year)	The Bayán Association started in Honduras in the mid-1980s by two Bahá’í families - the Smiths and the Sabripours. [Website] History. They offer services in the areas of: education through SAT program, (Tutorial Learning System in Spanish (Sistema de Aprendizaje Tutorial)). [SAT] health care, [Bayán Hospital] and the environment. [Bacalar Lagoon Project]	La Ceiba; Honduras	Social and Economic Development Organizations; Bayan Association
1988 (In the year)	The Bahá’í International Community became a founding member of ‘Advocates for African Food Security: Lessening the Burden for Women, a coalition of agencies and organizations formed to act on behalf of farm women in Africa, and is convener for 1988–92.	Africa	Bahai International Community; Rural development; Social and economic development; Women
1988 30 Nov	The Bahá’í International Community was elected Secretary of the Board of the ‘Conference on Non-Governmental Organizations in consultative status with the Economic and Social Council of the United Nations’ (CONGO) for the period 1988–91. [BINS189:2]	New York	Bahai International Community; United Nations; Social and economic development
1990 (In the year)	The Bádi Foundation was established in Macao through an initial endowment in honour of Badi'u'llah Farid and Shidrokh Amirkia Bagha, who were outstanding examples of dedication, service and self-sacrifice for the well-being of humankind. The fundamental purpose animating the Bádi Foundation has always been to contribute, however modestly, to the spiritual and material progress of China. [Website] Its projects include: Early Childhood Education: The award winning Hidden Gems Programme, implemented by educational organizations across Asia, includes content in the areas of mathematics, science, and character development for children aged 3 to 6. Junior Youth Program: Drawing on the talents of a group of youth volunteers and working in partnership with a number of local educational institutions, the Moral Empowerment through Language Programme seeks to release the potential of 12-15 year olds to contribute to the transformation of their communities. School of the Nations offers education to over 600 students from kindergarten through high school in Macao. The school offers programmes characterized by academic rigor and an integrated approach to the moral and intellectual development of its students. The Centre for Continuing Education at School of the Nations offers a range of educational programmes seeking to promote community well-being. Its aim is to provide quality, innovative learning opportunities to a growing number of people, of all ages and backgrounds.	Macau; China	Social and Economic Development Organizations; Badi Foundation
1991 25 Jan	Mottahedeh Development Services was established by the National Spiritual Assembly of the Bahá'ís of the United States as a non-profit agency to promote social and economic development to benefit individuals of any race, creed, or nationality. The agency name honours more than fifty years of dedicated service by Mildred and Rafi Mottahedeh, two pioneers in social and economic development. Mottahedeh Development Services was organized as a charitable organization under US law. [MDS]	United States	National Spiritual Assembly of the United States; Social and economic development; Mottahedeh Development Services; Mildred Mottahedeh; Rafi Mottahedeh
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
1992 Dec	The Universal House of Justice announced its decision to establish an Office for the Advancement of Women at the headquarters of the Bahá'í International Community in New York. Support for UN efforts to improve the status of women, which had been carried out for twenty years by the United Nations Office, continued uninterrupted under the auspices of this new office. At annual sessions of the UN Commission on the Status of Women, statements addressed appropriate topics on the agenda, such as partnership between women and men, the status of girl children, the participation of women in decision making, partnership for development, and the human rights of women. [VV29; 54; BIC Document #: 95-0228; BW92–3:136] The Office for the Advancement of Women officially opened its doors on the 26th of May, 1993. [BINS296:2; BW93–4:83–9; VV29] For pictures see BW93–4:83, 86.	New York; United States	Bahai International Community; Women; Office for the Advancement of Women; Social and economic development; BIC statements;
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
1993 29 – 31 Jan	The first Latin American Bahá'í Social and Economic Development Seminar took place in Santa Cruz, Bolivia. [BINS308:2; BW92–3:139]	Santa Cruz; Bolivia; Latin America	Conferences, Bahai; Social and economic development; First conferences
1993 16 Sep	The document Bahá’í Social and Economic Development: Prospects for the Future, prepared at the World Centre, was approved for publication by the Universal House of Justice for use by the Office of Social and Economic Development (OSED) in orienting and guiding the work in this area. Most central to this vision was the question of capacity building. That activities should start on a modest scale and only grow in complexity in keeping with available human resources was a concept that gradually came to influence development thought and practice. [Message from the Universal House of Justice dated 26 November, 2012]	BWC; Haifa	Social and economic development; Capacity building; Publications; Growth; Bahai Faith, Evolutionary nature of; Social action; Office of Social and Economic Development
1994 (In the year)	The founding of the Cambodian Organization for Research, Development and Education (CORDE) in Cambodia. History. Their programs include: Community Kindergarten Schools, [Community Kindergarten Schools] Junior Youth Empowerment Program, [JYEP] English Literacy Program, [English literacy education for remote Cambodia University for Education and Development (UniED) was established in Battambang in 2002, by a group of educationists, scientists and development practitioners from Cambodia, Malaysia, Philippines, Taiwan, Pakistan and Bangladesh. [ History]	Cambodia	Cambodian Organization for Research, Development and Education; Social and Economic Development Organizations
1994. 28 Aug	The publication of The Evolution of Institutional Capacity for Social and Economic Development prepared by the Office of Social and Economic Development. It described two types of organizational arrangements that emerged in the Bahá'í world capable of undertaking increasingly complex development efforts - training institutes and Bahá'í-inspired agencies.	BWC	Evolution of Institutional Capacity for Social and Economic Development; OSED
1995 23 Jan	To respond to the increased attention given to the issues of social and economic development following the Earth Summit in Rio in 1992, the Universal House of Justice asked the Bahá'í International Community's Office of Public Information to prepare a statement on the concept of global prosperity in the context of the Bahá'í teachings. The statement is entitled The Prosperity of Humankind. [Mess86-01p417-8] Humanity has done well to articulate material indicators of development, and even to achieve a number of them. But focusing only on that which is quantifiable has obscured the critical importance of factors related to higher aspects of the human spirit, such as the value of relationships, the quality of one’s character, and the coherence between principles and deeds. The need to bring such factors to the centre of the development discourse was outlined in The Prosperity of Humankind, which made clear that ideals require the force of spiritual commitment to cement them. The statement laid out an ambitious vision of humanity’s capacity to take charge of the course of its development, and addressed a set of principles and concepts indispensable to the task, from reimagining collective decision-making to rearranging economic priorities. It called for “unconditioned recognition of the oneness of humankind” and “a commitment to the establishment of justice as the organizing principle of society”. [BIC 3 March 2020]	BWC	Prosperity of Humankind (statement); Social and economic development; Social action; Bahai International Community; BIC statements; Statements; Publications; - Basic timeline, Expanded
1995 Mar 3 – 12	The Bahá'í International Community and Bahá'ís from many countries participated in the United Nations World Summit for Social Development and the parallel Forum ‘95 for non-governmental organizations in Copenhagen. The delegation from the Bahá'í International Community focused on concepts of world citizenship and global prosperity as a means of suggesting how the Conference's main concerns about social integration and the alleviation of poverty could be creatively addressed. [BINS337:1–2; SBBR14p250-251] For a report of the Bahá'í involvement in the Summit see BW94–5:37–6. For the text of The Prosperity of Humankind the Bahá'í International Community statement released at the Summit, see BW94–5 273–96. For pictures see BW94–5:39, 43, 45. A Summary Report on the World Summit for Social Development (PDF).	Copenhagen; Denmark	United Nations Summits; Bahai International Community; Social and economic development; Prosperity of Humankind (statement); BIC statements; Statements; Publications
1999 (in the year)	Mona Foundation was founded in 1999. The Foundation supports grassroots educational initiatives that provide education to all children, increase opportunities for women and girls, and emphasize service to the community. The goal is to alleviate global poverty and support community led transformation such that no child ever goes to bed hungry, is lost to preventable diseases, or is deprived of the gift of education for lack of resources. The core belief is that the keys to alleviating poverty are universal education, gender equality, and community building. The headquarters is located in Washington, DC with chapters in Los Angeles, Seattle, Portland and San Diego. There is a sister organization in Vancouver, Canada. [Website] See Borgen Magazine for the Mona Foundation 20 years on. The following are the results of the foundation’s work with partner organizations in 2020. 2,286,575 students enrolled (in-class and online) 3,145 teachers trained 23,494 parents trained 568 known service projects 833 schools served 3,246 known communities served (by schools or service projects) 864,705 individuals impacted by the Mona Foundation outreach programs	Los Angeles; Seattle; Portland; San Diego; Vancouver	Mona Foundation; Social and Economic Development Organizations
1999 15 - 18 Aug	A conference was held Sidcot, Avon, United Kingdom, hosted jointly by the International Environmental Forum with the Bahá'í Agency for Social and Economic Development - UK. It brought together 44 participants from 13 countries on 5 continents, as well as internet connection with an additional 70 "electronic" conference participants in 29 countries, for a total of 114 participants from 38 countries, including 8 in Africa. [International Environment Forum web site] See the website for a list of papers presented.	Sidcot; Avon; United Kingdom	Social and economic development; Bahai Agency for Social and Economic Development; Conferences, Bahai
1999 Nov	The publication of A Clarification of Some Issues Concerning Social and Economic Development in Local and National Communities prepared by the Office of Social and Economic Development at the Bahá’í World Centre. It was written to respond to a number of questions that have arisen over the previous few years. It touched on such issues as degrees of complexity in development activity, the relationship between teaching and development, and participation in development projects.	BWC	Clarification of Some Issues Concerning Social and Economic Development in Local and National Communities; OSED
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 22 - 26 May	The United Nations Millennium Forum was held at United Nations Headquarters in New York. It attracted 1,350 participants from more than 106 countries and many others participated remotely via Internet. The purpose was to give organizations of civil society an opportunity to formulate views and recommendations on global issues to be taken up at the subsequent Millennium Summit in September to be attended by heads of state and government. Convened by the UN Secretary-General Kofi Annan, the Forum's overarching theme - "The United Nations for the 21st Century" - encompassed six main sub-themes in its declaration: 1) Peace, security and disarmament; 2) Eradication of poverty, including debt cancellation and social development; 3) Human rights; 4) Sustainable development and environment; 5) Facing the challenges of globalization: achieving equity, justice and diversity; and, 6) Strengthening and democratizing the United Nations and international organizations. The document was divided into three main areas: recommendations for governmental action; proposals for the United Nations; and actions to be undertaken by civil society itself. The Bahá’í International Community as an NGO representing a cross-section of humankind acted as a unifying agent in major discussions. Our principal representative at the United Nations, Techeste Ahderrom, was appointed to cochair a committee of non-governmental organizations. Lawrence Arturo and Diane 'Alá'í represented the Bahá'í International Community. [BW00-01p87-89, Letter from the Universal House of Justice dated 24 September 2000]	New York; United States	United Nations Millennium Forum and Summit; United Nations; United Nations Summits; United Nations conferences; Conferences; Millennium; Bahai International Community; Peace; Security; Disarmament; Wealth and poverty; Social and economic development; Human rights; Sustainable development; environment; Globalization; Justice; Diversity; Prosperity; Equality; Solidarity; Tolerance; Nature; Cooperation; Interfaith dialogue; Techeste Ahderom; Lawrence Arturo; Diane Alai
2000 6 - 8 Sep	The General Assembly Millennium Summit was held at the United Nations Headquarters in New York and was attended by leaders of more than 150 nations. UN Secretary-General Kofi Annan presented a report entitled, "We The Peoples: The Role of the United Nations in the 21st Century". In which was presented an overview of the challenges facing humankind and suggested practical solutions. Some of the key themes addressed include health, environment, human rights and other social issues, international law, peace and rejuvenating the United Nations. It is striking that called upon by the Secretary-General of the United Nations to address so historic a gathering was Mr. Techeste Ahderom, the principal representative of the Bahá’í International Community to the United Nations, addressed the gathering as the spokesman of civil society. He was accorded this honour because he had presided as cochair at the earlier United Nations Millennium Forum. After all the national leaders had spoken and before the Summit had adopted its declaration on 8 September, Mr. Ahderom made a speech in which he conveyed to that unprecedented assemblage a report of the Forum. The text of his speech is enclosed herewith. On the last day a declaration was unanimously adopted that began by asserting: “We, Heads of State and Government, have gathered at United Nations Headquarters in New York from 6 to 8 September 2000, at the dawn of a new Millennium, to reaffirm our faith in the Organization and its Charter as indispensable foundations of a more peaceful, prosperous and just world.” [BW00-01p91-93, Letter from the Universal House of Justice dated 24 September 2000] The text of Mr. Ahderom's speech can be found on the BIC's website and at BW00-01p243-247. Millennium Declaration (in all UN working languages) The Millennium Development Goals are to: (1) eradicate extreme poverty and hunger; (2) achieve universal primary education; (3) promote gender equality and empower women; (4) reduce child mortality; (5) improve maternal health; (6) combat HIV/AIDS, malaria and other diseases; (7) ensure environmental sustainability; and (8) develop a global partnership for development. UN website.	New York; United States	United Nations Millennium Forum and Summit; United Nations; United Nations Summits; United Nations conferences; Conferences; Millennium; Bahai International Community; Peace; World peace (general); Security; Disarmament; Wealth and poverty; Social and economic development; Human rights; Sustainable development; Environment; Globalization; Justice; Diversity; Prosperity; Equality; Solidarity; Tolerance; Nature; Cooperation; Interfaith dialogue; Techeste Ahderom
2002 6 June	City Montessori School in Lucknow, India won the UNESCO Peace Education award in recognition of its efforts to promote the universal values of education for peace and tolerance and to renew the principles of secularism at a time when these values and principles are increasingly being challenged. The school was founded by Mr. Jagdish Gandhi and his wife Bharti in 1959 with only 5 students and has since earned a reputation for a high level of academic excellence — and for a distinctive program of moral and spiritual education. In 1999 the Guinness Book of World Records recognized City Montessori School as the world's largest school by enrollment. The school had some 22,000 students that year. In 2002 it had 26,000 students in grade levels ranging from pre-primary to college and in 2010-11 enrolment was 39,437. In 2014-14 it was over 47,000. Technically speaking, CMS is not so much a school as a school district, with some 20 branches spread throughout Lucknow. [CMS site, BWNS165, BWNS146, One CountryVol.14,Issue 1]	Lucknow; India	Awards; UNESCO; City Montessori School; Bahai schools; Social and economic development; BWNS
2005. 14 -16 Sep	The 2005 World Summit was a follow-up summit meeting to the United Nations' 2000 Millennium Summit, which led to the Millennium Declaration of the Millennium Development Goals (MDGs). Representatives (including many leaders) of the then 191 (later 193) member states met in New York City for what the United Nations described as "a once-in-a-generation opportunity to take bold decisions in the areas of development, security, human rights and reform of the United Nations." [THE 2005 WORLD SUMMIT: AN OVERVIEW] 2005 World Summit Outcome Millennium Development Goals To eradicate extreme poverty and hunger To achieve universal primary education To promote gender equality and empower women To reduce child mortality To improve maternal health To combat HIV/AIDS, malaria, and other diseases To ensure environmental sustainability To develop a global partnership for development	New York; United States	United Nations Millennium Forum and Summit; United Nations; United Nations Summits; United Nations conferences; Conferences; Millennium; Bahai International Community; Peace; World peace (general); Security; Disarmament; Wealth and poverty; Social and economic development; Human rights; Sustainable development; environment; Globalization; Justice; Diversity; Prosperity; Equality; Solidarity; Tolerance; Nature; Cooperation; Interfaith dialogue
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)
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
2016 23 - 24 May	The first World Humanitarian Summit was held in Istanbul, Turkey. The summit, organized by the United Nations, called on government leaders as well as those from business, aid agencies, civil society and faith-based organizations to consult on the question of disaster relief. A statement released by the Bahá'í International Community for the occasion, titled "Rising Together: Building the Capacity to Recover from Within" is available at their website.	Istanbul; Turkey	United Nations Summits; United Nations conferences; Conferences; Calamities and catastrophs; Charity and relief work; Capacity building; Social and economic development; Bahai International Community; BIC statements; Statements; Publications
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 9 Nov	The Universal House of Justice announced that the Office of Social and Economic Development would be succeeded by the Bahá’í International Development Organization with a five-member board of directors to serve a five year term of service with appointment to be made on the Day of the Covenant. In addition a new fund, the Bahá'í Development Fund, was inaugurated which will be supported by the Universal House of Justice, individuals and institutions. [Message from the Universal House of Justice dated 9 November, 2018] Three days later the Universal House of Justice announced the appointment of the members of the Board of Directors for the Bahá'í International Development Organization for the five-year term beginning 26 November 2018: Elisa Caney, Maame Brodwemaba Nketsiah, Lori McLaughlin Noguchi, Sina Rahmanian, and George Soraya. See also BWNS1308.	BWC	Social and Economic Development; Social action; Bahai International Development Organization; Funds; Bahai Development Fund; BWNS

from the main catalogue

?'о имя улучшения мира: Подход мирового сообщества ?'ахаи к социально-экономическому развитию, by Международное Сообщество Бахаи (n.d.). Несмотря на десятилетия серьезных усилий и огромные финансовые вложения, не появилось ни одной ясной стратегии развития, но лишь общее чувство отчаяния от неудач в достижении высоких целей развития. [about]
Bahá'í: History, Beliefs, Practices, Theological Exchanges, and Current Issues, by Christopher Buck, in Handbook of Religion: A Christian Engagement with Traditions, Teachings, and Practices (2014). Brief overviews of Bahá'í history and thought. [about]
Bahá'í Community and Health Promotion, The: The Message and the Metaphor, by Robert Phillips, in dialogue magazine, 1:2 (1986). There may be a connection between spiritual development and physical health, which is not often recognized in contemporary medicine. Lifestyle changes which improve health can be promoted by religious principles. [about]
Bahá'í Consultation and Freireian Dialogue in Development: A Comparative Perspective, by Adel Salmanzadeh, in Online Journal of Bahá'í Studies, 1 (2007). The potential Bahá'í contribution to the development process; case study of Bahá’í consultation in development practice with the 'Radio for Development' (Ecuador); conflict between privileging the global market vs. human communities; sustainability. [about]
Baha'i Faith and Social Action, by Christopher Buck, in Encyclopedia of Activism and Social Justice, ed. Gary L. Anderson and Kathryn Herr (2007). [about]
Bahá'í Focus on Development, by Moojan Momen: Review, by Kurt Hein, in Journal of Bahá'í Studies, 2:3 (1990). [about]
Bahá'í Health Initiatives in Iran: A preliminary survey, by Seena Fazel and Minou Foadi, in The Bahá'ís of Iran: Socio-historical Studies, ed. Dominic Parviz Brookshaw & Seena B. Fazel (2008). Bahá'í-related initiatives in Iran in the 19th-20th centuries: Bahá'ís made important contributions to public health such as introducing showers in public baths, school vaccinations, women's health, and privately-financed clinics open to all Iranians. [about]
Bahá'í Schools, by Vahid Rafati, in Encyclopaedia Iranica, Volume 3 (1989). Brief excerpt, with link to article offsite. [about]
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]
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]
Building Creative Communities: Approaching the arts as social & economic development through professionalizing, training, and networking internationally, by Robin M. Chandler, in Australian Bahá'í Studies, vol. 2 (2000). On the Global Arts Training Institute, a model for building professionalism in the arts which can be implemented in Bahá’í communities and incorporated into teaching plans to develop the next generation of artists. [about]
Centers of Learning for Social and Economic Development, by Paul Lample (1995). On the birth and efflorescence of a new civilization; a new age of maturity in humanity's development; the conceptual basis for development strategies; development projects as centers of learning; the Office of Social and Economic Development at the BWC. [about]
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]
Communal Harmony: India's Greatest Challenge, by National Spiritual Assembly of the Bahá'ís of India (1993). A formal statement from the NSA of the Bahá'ís of India on the need to overcome religious, linguistic and caste-based tensions. [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]
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]
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]
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]
Evolution of Institutional Capacity for Social and Economic Development, The, by Office of Social and Economic Development (1994). Bahá'í principles of development and guidelines for individual initiative. [about]
Extract from Brochure "One World, One People - A Bahá'í View", by Bahá'í International Community (1974). Short selection from a brochure presented by the Baha’i International Community to delegates attending the United Nations World Population Conference and World Food Conference in 1974. [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]
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]
Generation of Knowledge and the Advancement of Civilization, by Haleh Arbab (2007). [about]
Integracion de la mujer en el desarrollo enocomico y social de America Latina y el Caribe, La, by Bahá'í International Community (1988). Revisión y evaluación crítica de algunos aspectos de la condición de la mujer en la region, incluso su integración en el mercado laboral, mujeres jefes de familia y el papel de la mujer en el comercio en el Caribe. [about]
Interdependence of Bahá'í Communities, The: Services of North American Bahá'í Women to Iran, by Baharieh Rouhani Ma'ani, in Journal of Bahá'í Studies, 4:1 (1991). Some early American Bahá’í women’s contribution to the development of the Iranian Bahá’í community. [about]
Introduction to Abdu'l-Baha's The Secret of Divine Civilization, An, by Nader Saiedi, in Converging Realities, 1:1 (2000). 'Abdu'l-Bahá's The Secret of Divine Civilization in the context of the Iranian social and political situation of the day, and comments on its contribution to ongoing debates on certain religious, social, and political debates. [about]
Lessons in Leadership, by May Khadem, in Journal of Bahá'í Studies, 28:4 (2018). A personal journey of learning about leadership; widely shared false assumptions have led many off-course in addressing the challenges in the fight against blindness, and other public health concerns. [about]
Lo sviluppo socio-economico della comunità bahá'í, by Luca Forconi (2022). Panoramica sull’azione sociale baha’i con gran parte dei contenuti estratti e tradotti dal documento "For the Betterment of the World" (OSED / BIC, 2018), integrati da alcuni cenni alla letteratura in ambito economico. [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]
Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
Millennium Forum, by Universal House of Justice (2000). [about]
Natural Stirrings at the Grassroots: Development, Doctrine, and the Dignity Principle, by Anna C. Vakil, in Journal of Bahá'í Studies, 11:1-2 (2001). Grassroots-led initiatives are central to the development efforts in the global Bahá’í community. Modernization, Marxian, and civil society paradigms seek to explain these “stirrings at the grassroots”, to which is here added "development with dignity". [about]
Overview of Bahá'í Social and Economic Development, by Holly Hanson, in Bahá'í World, Vol. 21 (1992-1993) (1993). Evolution of Bahá'í involvement in social and economic development, and some current projects. [about]
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]
Paz y el Desarrollo, La, by Bahá'í International Community (1985). Declaración presentada al Seminario de las Naciones Unidas para las regiones de Asia, el Pacífico y Asia Occidental, para el Año Internacional de la Paz, Bangkok, Tailandia, 20 al 24 de mayo de 1985 [about]
Preliminary Survey of the Bahá'í Community of Iran during the Nineteenth Century, A, by Moojan Momen, in Iran im 19. Jahrhundert und die Enstehung der Bahá'í Religion, ed. Christoph Burgel and Isabel Schayani (1998). On the early growth and consolidation of the Bahá'í community in Iran; its membership and social and geographical composition; persecution; institutional developments; communications with Bahá'u'lláh; the conversion of Jews and Zoroastrians; women. [about]
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]
Rights to Human and Social Development: A Survey of the Activities of the Bahá'í International Community, by Graham Hassall, in Bahá'í-Inspired Perspectives on Human Rights (2001). BIC contributions to thinking about human rights and social development have centered on 6 themes: a global complex systems approach, oneness of humanity, role of religious belief, primacy of education, values-based approach, and effectiveness of the U.N. [about]
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]
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 and Economic Development, by Bahá'u'lláh and Abdu'l-Bahá, in Compilation of Compilations, Volume 3 (2000). [about]
Social and Economic Development, by Harris Eyeford Polk (n.d.). [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]
Spiritual Approach to Microcredit Projects, A, by Michel P. Zahrai (1998). Spiritual considerations that should guide the elaboration and implementation of microcredit schemes and measure their success. [about]
Spiritual Dimensions of Microfinance, The: Towards a Just Civilization and Sustainable Economy, by Barbara J. Rodey (2001). Prepared for the Microcredit Summit to emphasize the importance of universal spiritual principles to achieve the real benefits of microfinance services. [about]
Taxation, Drought and the Golden Rule, by Neil Podger, in 75 Years of the Bahá'í Faith in Australasia (1996). Agriculture is basic to human survival; the Bahá'í teachings provide a broad-based way of bringing stability and a planned continuity to the farming enterprise and the communities to which farmers belong. [about]
To Build Anew: Creating Bahá'í-inspired Enterprises, by Don Brown (2002). A study in social and economic development, applying Bahá'í principles in a business how-to manual. Sample chapter: "The Enterprise and the Spiritual Principle Paradigm." [about]
Towards a Sustainable Food System, by Bahá'í International Community (2022). Short selection on sustainable, non-exploitative food systems that provide for the global population. [about]
True Foundation of All Economics, The, by Bahá'u'lláh and Abdu'l-Bahá (2000). Book-length compilation ordered by chapters covering 26 themes on the economy, welfare, development, women's employment, work ethics, morality, agriculture, extremes of wealth and poverty, profit-sharing, health and alcohol, consultation. [about]
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]
Valorando la espiritualidad en el Desarrollo: Consideraciones Iniciales en cuanto a la Creación de Indicadores de Base Espiritual para el Desarrollo, by Bahá'í International Community (1998). Consideraciones Iniciales en cuanto a la Creación de Indicadores de Base Espiritual para el Desarrollo, presentado al "Diálogo Mundial de las Fes y el Desarrollo." [about]
Women's Education and Socio-Economic Development: The Pathways of Impact, by Geeta Gandhi Kingdon (2010). [about]

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