Posted by Omid (169.139.177.35) on October 21, 2003 at 09:11:33:

I couldn't sleep last night because of the fact I was pondering the potentials of this infant idea. With inspirations of the Baha'i writings the curriculum, rules, code of conduct, standard of academic excellence, precepts and institutional goals will be derived and comprised. Upon approval from the authoritative institutions and committees, along with the guidance of all the proper counselors the IHE will be formally recognized.

God Willing.

Project Champion:

Initial proposal: Draft 2 and mission statement

Estimated period of first establishment: Fall 2005

Mission statement
With principles of the Bahá'í Faith in mind, with the words of the Guardian to guide this project along the path of adherence to all institutions which jurisdiction it falls under, each graduate is to be motivated and instilled with flowing energies to carry out and work for one thing in heart and mind, service to mankind. Though promulgation of an international auxiliary language, a cornerstone in the establishment of world peace, the IHE's sole purpose is to educate fully, instill whole heartedly, train vigorously, work passionately to galvanize and ingrain a sense of purpose into each one of its graduates. With materials incorporated by the writings of the Faith, each course, session, and certification and accomplishment will be done in an according Bahá'í fashion.

Bahá'í Institutions in which the circulation of this draft included: All to whom it may concern

Project Champions is nothing short of an initial step into what the Beloved Guardian has stated, in Advent of Divine Justice pgs 46-55. These passages have slight emissions from the original text, being as there is no seven year plan, instead we have a five year plan right now and I have moreover kept the selected passages relevant to Project Champions mission statement.
“…The field is indeed so immense, the period so critical, the Cause so great, the workers so few, the time so short, the privilege so priceless, that no follower of the Faith of Bahá'u'lláh, worthy to bear His name, can afford a moment's hesitation. That God-born Force, irresistible in its sweeping power, incalculable in its potency, unpredictable in its course, mysterious in its workings, and awe-inspiring manifestations--a Force which, as the Báb has written, "vibrates within the innermost being of all created things," and which, according to Bahá'u'lláh, has through its "vibrating influence," "upset the equilibrium of the world and revolutionized its ordered life"--such a Force, acting even as a two-edged sword, is, under our very eyes, sundering, on the one hand, the age-old ties which for centuries have held together the fabric of civilized society, and is unloosing, on the other, the bonds that still fetter the infant and as yet un-emancipated Faith of Bahá'u'lláh. The undreamt-of opportunities offered through the operation of this Force--the American believers must now rise, and fully and courageously exploit them. "The holy realities of the Concourse on high," writes `Abdu'l-Bahá, "yearn, in this day, in the Most Exalted Paradise, to return unto this world, so that they may be aided to render some service to the threshold of the Abhá Beauty, and arise to demonstrate their servitude to His sacred Threshold."”
“…The prophecies, and promises of Bahá'u'lláh, far from casting dismay into the hearts of His followers, or paralyzing their efforts, cannot but deepen their faith, and excite their enthusiastic eagerness to arise and display, in the vast field traced for them by the pen of `Abdu'l-Bahá, their capacity to play their part in the work of universal redemption proclaimed by Bahá'u'lláh.”
Referring to challenges that may lay in our way, The Guardian states “…the spirit of restless search which it awakens, must, in like manner, be exploited for the purpose of spreading far and wide the knowledge of the redemptive power of the Faith of Bahá'u'lláh, and for enlisting fresh recruits in the ever-swelling army of His followers. So precious an opportunity, so rare a conjunction of favorable circumstances, may never again recur. Now is the time, the appointed time, for the American believers, the vanguard of the hosts of the Most Great Name, to proclaim, through the agencies and channels of a specially designed Administrative Order, their capacity and readiness to rescue a fallen and sore-tried generation that has rebelled against its God and ignored His warnings, and to offer it that complete security which only the strongholds of their Faith can provide.”
“The teaching campaign” The Guardian states, initiated “… by the Will of `Abdu'l-Bahá, and sweeping across the Western Hemisphere through the propelling force which it is generating, it must, I feel, be carried out in conformity with certain principles, designed to insure its efficient conduct, and to hasten the attainment of its objective.”

“ Those who participate in such a campaign, whether in an organizing capacity, or as workers to whose care the execution of the task itself has been committed, must, as an essential preliminary to the discharge of their duties, thoroughly familiarize themselves with the various aspects of the history and teachings of their Faith.”
“In their efforts to achieve this purpose they must study for themselves, conscientiously and painstakingly, the literature of their Faith, delve into its teachings, assimilate its laws and principles, ponder its admonitions, tenets and purposes, commit to memory certain of its exhortations and prayers, master the essentials of its administration, and keep abreast of its current affairs and latest developments.”
“… Having acquired, in their essentials, these prerequisites of success in the teaching field, they must, whenever they contemplate undertaking any specific mission in the countries of Latin America, endeavor, whenever feasible, to acquire a certain proficiency in the languages spoken by the inhabitants of those countries, and a knowledge of their customs, habits, and outlook.” "The teachers going to those parts," `Abdu'l-Bahá, referring in one of the Tablets of the Divine Plan to the Central American Republics, has written, "must also be familiar with the Spanish language." "A party speaking their languages ...," He further states, "must know the language of the country in which they will enter…”
“…It is the bounden duty of every American believer, as the faithful trustee of `Abdu'l-Bahá's Divine Plan, to initiate, promote, and consolidate, within the limits fixed by the administrative principles of the Faith, any activity he or she deems fit to undertake for the furtherance of the Plan.” “Neither the threatening world situation, nor any consideration of lack of material resources, of mental equipment, of knowledge, or of experience-- desirable as they are--should deter any prospective pioneer teacher from arising independently, and from setting in motion the forces which, `Abdu'l-Bahá has repeatedly assured us, will, once released, attract even as a magnet the promised and infallible aid of Bahá'u'lláh. Let him not wait for any directions, or expect any special encouragement, from the elected representatives of his community, nor be deterred by any obstacles which his relatives, or fellow-citizens may be inclined to place in his path, nor mind the censure of his critics or enemies. "Be unrestrained as the wind," is Bahá'u'lláh's counsel to every would-be teacher of His Cause, "while carrying the Message of Him Who hath caused the dawn of Divine Guidance to break. Consider how the wind, faithful to that which God hath ordained, bloweth upon all regions of the earth, be they inhabited or desolate. Neither the sight of desolation, nor the evidences of prosperity, can either pain or please it. It bloweth in every direction, as bidden by its Creator." "And when he determineth to leave his home, for the sake of the Cause of his Lord," Bahá'u'lláh, in another passage, referring to such a teacher, has revealed, "let him put his whole trust in God, as the best provision for his journey, and array himself with the robe of virtue.... If he be kindled with the fire of His love, if he forgoeth all created things, the words he uttereth shall set on fire them that hear him."

“Having on his own initiative, and undaunted by any hindrances with which either friend or foe may, unwittingly or deliberately, obstruct his path, resolved to arise and respond to the call of teaching, let him carefully consider every avenue of approach which he might utilize in his personal attempts to capture the attention, maintain the interest, and deepen the faith, of those whom he seeks to bring into the fold of his Faith. Let him survey the possibilities which the particular circumstances in which he lives offer him, evaluate their advantages, and proceed intelligently and systematically to utilize them for the achievement of the object he has in mind.”
“Let him also attempt to devise such methods as association with clubs, exhibitions, and societies, lectures on subjects akin to the teachings and ideals of his Cause such as temperance, morality, social welfare, religious and racial tolerance, economic cooperation…”, “or participation” The Guardian advises “… in social, cultural, humanitarian, charitable, and educational organizations and enterprises which, while safeguarding the integrity of his Faith, will open up to him a multitude of ways and means whereby he can enlist successively the sympathy, the support, and ultimately the allegiance of those with whom he comes in contact. Let him, while such contacts are being made, bear in mind the claims which his Faith is constantly making upon him to preserve its dignity, and station, to safeguard the integrity of its laws and principles, to demonstrate its comprehensiveness and universality, and to defend fearlessly its manifold and vital interests. Let him consider the degree of his hearer's receptivity, and decide for himself the suitability of either the direct or indirect method of teaching, whereby he can impress upon the seeker the vital importance of the Divine Message, and persuade him to throw in his lot with those who have already embraced it. Let him remember the example set by `Abdu'l-Bahá, and His constant admonition to shower such kindness upon the seeker, and exemplify to such a degree the spirit of the teachings he hopes to instill into him, that the recipient will be spontaneously impelled to identify himself with the Cause embodying such teachings. Let him refrain, at the outset, from insisting on such laws and observances as might impose too severe a strain on the seeker's newly awakened faith, and endeavor to nurse him, patiently, tactfully, and yet determinedly, into full maturity, and aid him to proclaim his unqualified acceptance of whatever has been ordained by Bahá'u'lláh. Let him, as soon as that stage has been attained, introduce him to the body of his fellow-believers, and seek, through constant fellowship and active participation in the local activities of his community, to enable him to contribute his share to the enrichment of its life, the furtherance of its tasks, the consolidations of its interests, and the coordination of its activities with those of its sister communities. Let him not be content until he has infused into his spiritual child so deep a longing as to impel him to arise independently, in his turn, and devote his energies to the quickening of other souls, and the upholding of the laws and principles laid down by his newly adopted Faith.”

“Let every participator in the continent-wide campaign initiated by the American believers, and particularly those engaged in pioneer work in virgin territories, bear in mind the necessity of keeping in close and constant touch with those responsible agencies designed to direct, coordinate, and facilitate the teaching activities of the entire community. Whether it be the body of their elected national representatives, or its chief auxiliary institution, the National Teaching Committee, or its subsidiary organs, the regional teaching committees, or the local Spiritual Assemblies and their respective teaching committees, they who labor for the spread of the Cause of Bahá'u'lláh should, through constant interchange of ideas, through letters, circulars, reports, bulletins and other means of communication with these established instruments designed for the propagation of the Faith, insure the smooth and speedy functioning of the teaching machinery of their Administrative Order. Confusion, delay, duplication of efforts, dissipation of energy will, thereby, be completely avoided, and the mighty flood of the grace of Bahá'u'lláh, flowing abundantly and without the least obstruction through these essential channels will so inundate the hearts and souls of men as to enable them to bring forth the harvest repeatedly predicted by `Abdu'l-Bahá.”
“Upon every participator in this concerted effort, unprecedented in the annals of the American Bahá'í community, rests the spiritual obligation to make of the mandate of teaching, so vitally binding upon all, the all-pervading concern of his life. In his daily activities and contacts, in all his journeys, whether for business or otherwise, on his holidays and outings, and on any mission he may be called upon to undertake, every bearer of the Message of Bahá'u'lláh should consider it not only an obligation but a privilege to scatter far and wide the seeds of His Faith, and to rest content in the abiding knowledge that whatever be the immediate response to that Message, and however inadequate the vehicle that conveyed it, the power of its Author will, as He sees fit, enable those seeds to germinate, and in circumstances which no one can foresee enrich the harvest which the labor of His followers will gather.” “…Let him consider such an occasion as a welcome and precious opportunity so to enrich, through lectures, study, and discussion, his knowledge of the fundamentals of his Faith as to be able to transmit, with greater confidence and effectiveness, the Message that has been entrusted to his care. Let him, moreover, seek, whenever feasible, through intercommunity visits to stimulate the zeal for teaching, and to demonstrate to outsiders the zest and alertness of the promoters of his Cause and the organic unity of its institutions.”
“… No more laudable and meritorious service can be rendered the Cause of God, at the present hour, than a successful effort to enhance the diversity of the members of the American Bahá'í community by swelling the ranks of the Faith through the enrollment of the members of these races. A blending of these highly differentiated elements of the human race, harmoniously interwoven into the fabric of an all-embracing Bahá'í fraternity, and assimilated through the dynamic processes of a divinely appointed Administrative Order, and contributing each its share to the enrichment and glory of Bahá'í community life, is surely an achievement the contemplation of which must warm and thrill every Bahá'í heart.”

"Consider the flowers of a garden," `Abdu'l-Bahá has written, "though differing in kind, color, form, and shape, yet, inasmuch as they are refreshed by the waters of one spring, revived by the breath of one wind, invigorated by the rays of one sun, this diversity increaseth their charm, and addeth unto their beauty. How unpleasing to the eye if all the flowers and plants, the leaves and blossoms, the fruits, the branches and the trees of that garden were all of the same shape and color! Diversity of hues, form and shape, enricheth and adorneth the garden, and heighteneth the effect thereof. In like manner, when divers shades of thought, temperament and character, are brought together under the power and influence of one central agency, the beauty and glory of human perfection will be revealed and made manifest. Naught but the celestial potency of the Word of God, which ruleth and transcendeth the realities of all things, is capable of harmonizing the divergent thoughts, sentiments, ideas, and convictions of the children of men…”

Project: Champions

“…Let him consider such an occasion as a welcome and precious opportunity so to enrich, through lectures, study, and discussion, his knowledge of the fundamentals of his Faith as to be able to transmit, with greater confidence and effectiveness, the Message that has been entrusted to his care. Let him, moreover, seek, whenever feasible, through intercommunity visits to stimulate the zeal for teaching, and to demonstrate to outsiders the zest and alertness of the promoters of his Cause and the organic unity of its institutions.”

Goal: The establishment and promulgation of International Houses of Education. Upon graduation from each level of course work, each graduate has the opportunity to go forth from the initial institution and with help of other according institutions found another House of Education. The initial purpose of these IHEs is development of educational programs in underdeveloped and poverty stricken nations in serious need of educational development and promulgation of the cause of the Bahá'í Faith.

Mission statement: With principles of the Bahá'í Faith in mind, with the words of the Guardian to guide this project along the path of adherence to all institutions which its jurisdiction is left to, each graduate is to be motivated and instilled with flowing energies to carry out and work for one thing in heart and mind, service to mankind. Though promulgation of an international auxiliary language, a cornerstone in the establishment of world peace, the IHE's sole purpose is to educate fully, instill whole heartedly, train vigorously, work passionately to galvanize and ingrain a sense of purpose into each one of its graduates. With materials incorporated by the writings of the Faith, each course, session, and certification and phase accomplished will be done in a Bahá'í fashion.

Initial steps and phases: In the hopes of consulting with and being advised by the according institutions and committees, the draftee feels the necessarily initial personal steps be taken:

Step 1: To become certified in CELTA and TESL.
Step 2: The acquisition of a certain spread of property, with help of the according LSA and NSA.
Step 3: The foundation of the first International House of Education in Brazil by the LSA and NSA.
Step 4: The recruitment of 19 initial students ranging from 16-25 into the initial language certification programs.

Goal 1: To graduate 19 successful graduates, fully qualified to teach English, the most sought after language in the world.
How? Upon selection of each student candidate they will be brought to the IHE and be given uniforms, course materials, room and board, and most importantly and environment to grow.

Phase 1: Phase one of Project Champions is to establish first a foundation to expand and branch out. The initial purpose is the education and promulgation of an international language. Upon graduation from the IHE the graduate will be awarded a Certificate of Completion in English Studies (CCES). This CCES certifies that the graduate has successfully completed 720hrs of intensive English course work. The approximate length of study for the CCES is three months, at 10hrs a day 6 days a week for 12 weeks. As mentioned before each graduate has if not the obligation, but the opportunity to found another IHE.

Phase 2: Phase 2 is all the above mentioned plus upon receiving the CCES, the graduate will with additional course completion develop a field of language and interest. This can be related to a so called major. Each graduate of phase 2 will be an accomplished associate of the IHE. Upon receiving the AA status, the AA may establish an IHE but also promote his/her interest specialty. The goal of Phase 2 is to train specialized graduates of Phase 1. Phase 2 students, AA, will be qualified to teach an CCES.

How to become an AA: Upon graduation the graduate picks another language, specifies a field of study, and relates it to one of the underlying principles of the Bahá'í Faith.

For example: Pick a language: Arabic, Chinese, English, French, German, Hindi, Italian, Portuguese, Russian, Turkish etc.

Pick a Subject: Biology, Economics, Education, Computer Science, History, International Relations, Mathematics, Physics, Philosophy, Psychology, Sociology etc.

Pick a Principle of the Bahá'í Faith:

•The oneness of God, mankind and religion
•The independent investigation of truth.
•The equality of women and men.
•Harmony of science and religion.
•Elimination of extremes of wealth and poverty.
•Universal peace.
•A world common-wealth of nations.
•A universal auxiliary language
•Spiritual solutions to economic problems.
•Universal education

The student chooses a language, subject, and then a promotion principle.

The goal: To develop a specialization and instill motivating sense of purpose through the promulgation of a chosen principle.

Example A: Upon graduating and receiving the CCES, the student, in order to become AA chooses language, subject and principle. The language may be the studentís native language or any other language. Then upon the completion of 240hrs of studying a given topic, the student produces a thesis/mission work in the given principle relating to the chosen subject. Student A graduates from an IHE and upon receiving his/her CCES proceeds to enter into the associate program. Student A chooses Arabic: Mathematics: The equality of men and women. The student then proceeds to research his or her question or field of interest. Written in Arabic, presented in a mathematical context and fashion, the student researches the history of, present state and upon assessing the overall issue, and then purposes a comprehensive comment/solution of: The state of women in Afghanistan.

Example B: Student B chooses French: Education: Elimination of extremes of wealth and poverty: The civil war in Sierra Leone. Again, the project of the student will be in French, researching and promoting a comprehensive educational solution to the topic while addressing the mentioned principle.

Example C: Student C chooses Italian: Philosophy: The oneness of God, mankind and religion: When did God(s) become one? Written in Italian presented in a philosophical manner the student develops a work on the given subject.

Example: Student A graduates from an IHE upon receiving the CCES, student A then proceeds to enter into associate studies. The associate program maybe at the home IHE or another established IHE. If the student chooses to establish an IHE and also enter into the associate program he/she may do so. However strenuous the study may be, once one establishes an IHE, the main focus will be educating the new students.

Example 1A: Student A graduates from an IHE then chooses to A) establish another IHE. B) Continue on with his or her private life. C) Enter into the associate program. If the student chooses to establish another IHE they may do so, however that IHE will only be at Phase 1, being because the graduate only has his/her CCES. However, if the student chooses to enter into the associate program while at the home IHE, the student is qualified to help teach courses and research the given/chosen topic at the same time. Upon graduating with an associate status, the graduate may establish a Phase 1 IHE with a specialty in the chosen topic. Or, stay at the home IHE and or teach classes or assist in Phase 2 course work in his/her given subject.

Example 1B: Student A receives the CCES and proceeds into the associate program. Student A chooses, Arabic: Mathematics: The equality of men and women: The state of women in Afghanistan. Upon completion of the associate program, student A chooses to stay at the home IHE and promote his/her subject to other students. Responsibilities include lecture and presentation of the given subject, conducting CCES courses and developing a specialized class to promote the principle coupled with the subject of choice.

Example 1C: student A is a graduated AA. Student A chooses to found a new IHE. The founder of the new IHE, being an AA has the option to teach his/her given topic, but however, must primarily be aimed at having the new students complete the CCES. The status of an IHE founded by an AA is automatically a phase 2 institution because it has a knowledgeable AA working in the promotion of the given subject/principle. This status is not however the full status for example professors with Phase 3 statuses. The specialty of phase 2 AA is to teach the CCES course and to encourage and educate his/her principle of choice.

Phase 3: The goal of phase 3 is to create graduated AA professors of a given subject.

Example 2A: Student A is a graduated AA. The AA then proceeds to pick a given subject and specialize in that subject and study thereof. Upon completion of an additional 240hrs of course work the student then receives a certification to teach that given subject--professor status.

Example 2B: Student A upon receiving the CCES and completion of an associate program proceeds to specialize in that given subject. Student A's AA work is in Arabic: Mathematics: The equality of men and women: The state of women in Afghanistan. The student, to receive professor status, develops a curriculum and course in mathematics. This course is in the subject of mathematics. Upon successful completion of the additional areas of course work i.e. subject development and course development, the student is awarded professor of mathematics status. Upon completion of course work, the student has all the options and opportunities phase 1 and phase 2 have, but also may remain at the home IHE to teach the given subject.

Example 2C: Student A receives professor status and the IHE, and then proceeds to found an IHE. Being a professor of mathematics, student A's IHE is automatically at phase 2A status. 2A status IHE specialty is CCES and i.e. mathematics. Students completing AA or CCES work while attending courses in mathematics are awarded 45 credit hours toward their AA status. Note: 2A status IHEs must have at least 2 instructors, one to teach normal CCES and another to teach a given subject.

Champion Phase:

Champion level 1: CL1 status may be granted to graduate AA professors upon completion of two AA programs.

Champion level 2: CL2 status may be granted to graduate AA professors upon completion of two professor programs.

Champion level 3: CL3 status may be granted to graduate AA professors upon completion of four professor level programs.

•Champion CL3 example: Student A has the CCES and is graduate AA professors of

Arabic: Mathematics: The equality of men and women.
Italian: Philosophy: The oneness of God, mankind and religion.
Persian: Psychology: Universal peace.
English: Sociology: Harmony of science and religion.

CL3 students are qualified professors of 4 given topics i.e. mathematics, philosophy, psychology, sociology.

CL4 status is awarded upon the CL3 studentís successful completion of teaching 2 courses of each of the given subjects.
Champion Status IHEs

•To have a Champion level IHE the IHE must have at least 5 CL2 graduates teaching on a given IHE campus.

A transcript will be developed to display all of the student(s) status and course completion. International accreditation is also a goal of Project Champion.
Champion Status IHE is possible within 9 months of founding an IHE.

The second draft was completed on 10/21/03.

This proposal draft is subject to drastic change and the draftee welcomes suggestions and helpful hints. As mentioned this is just a draft proposal circulated only in the hopes of review and critique, along with possible suggestions to purposed ideas and “phase” and “status” concepts.

Work Cited

1. Advent of Divine Justice, pages 46-55, 1990. copyright 1939. By the National Assembly of the Baháíís United States.

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