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Search for tag "Education"

from the chronology

date event locations tags see also
1910 8 Jan The Persian-American Educational Society is inaugurated in Washington DC. [BFA2:XVII; 355–8]
  • Its primary purpose is to assist the Tarbíyat School in Iran. [BFA2:357]
Washington DC; United States; Iran Bahai associations; Tarbiyat School; Bahai schools; Education
1945 Bahá’ís throughout Iran are dismissed from National Teacher Training Colleges by the National Board of Education. [BW18:390] Iran Persecution, Iran; Persecution, Education; Persecution
1955 Sep-Oct Bahá’ís in Iran continue to be dismissed from their employment. Bahá’í students are expelled from Shíráz University. [BW18:391] Shiraz; Iran Persecution, Iran; Persecution, Other; Persecution, Education; Persecution; Haziratul-Quds
1968 – 1969 Throughout Iran, pressure on Bahá’ís intensifies. [BW18:391]
  • Applications for government employment are refused. [BW18:391]
  • Bahá’ís are refused admission to colleges and universities. [BW18:391]
  • Bahá’í centres are closed. [BW18:391]
  • Individual Bahá’ís are attacked. [BW18:391]
Iran Persecution, Iran; Persecution, Other; Persecution, Education; Persecution
1983 21 - 23 Nov A brief entitled The Future of Canada: A Bahá’í Perspective is 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 action; Ethics; Economics; Consultation; Agriculture; Women; Native Americans; Elderly; Education
1987 The establishment of the Bahá'í Institute for Higher Education (BIHE) to meet the educational needs of young people who had been systematically denied access to higher education by the Iranian government. [Closed Doors, Chapter IV] Iran Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Other; Persecution; Human Rights; Education
1990 The Bahá'í International Community was invited to participate in the World Conference on Education for All in Thailand because of its involvement in the work of the Task Force for Literacy under the aegis of UNESCO. [AWH75] Thailand Bahai International Community; Education; Literacy; UNESCO
1990 Jan – Feb The Brazilian Society of Educators for Peace, conceived and initiated by Bahá'ís, is officially recognized by the Amazonas State Government. [BINS219:3] Brazil Bahai associations; Peace; Education
1990 4 Jun The 1st International Exposition on Education for Peace sponsored by the National Spiritual Assembly was held in Brasilia, Brazil. Twenty-three embassies and educational institutes participated. [AWH88, BINS226:1] Brasilia; Brazil Exhibitions; Education; Peace
1991 25 Feb In Irán, a secret Government memorandum, drawn up by the Supreme Revolutionary Cultural Council which was obtained and made public in 1993 by United Nations' Special Representative Reynaldo Galindo Pohl, who was then charged with investigating the human rights situation in Iran. Signed by Iranian Supreme Leader Ali Khamenei, the memorandum established a subtle government policy aimed at essentially grinding the community into nonexistence by
  • forcing Bahá'í children to have a strong Islamic education,
  • pushing Bahá'í adults into the economic periphery and forcing them from all positions of power or influence, and
  • requiring that Bahá'í youth "be expelled from universities, either in the admission process or during the course of their studies, once it becomes known that they are Bahá'ís."
[One Country, Iran Press Watch]
Iran Persecution, Iran; Persecution, Other; Persecution, Education; Persecution; Hashemi Rafsanjani; Ali Khamenei; Galindo Pohl; Human rights; United Nations; Iran Memorandum
1993 26 Nov The National Spiritual Assembly of the Marshall Islands signs a Memorandum of Understanding with the Majuro local government in which the operation of administration of five elementary schools is legally handed over to the National Spiritual Assembly. President Amata Kabua was the first head of state to respond to the Peace Statement of the Universal House of Justice. [BINS307:4–5; BW93–4:101, CBN Vol 7 no 1 May/June 1994 p29] Marshall Islands Education
1998 Feb The Bahá’í Open University resumed activities after the seizure of much of their assets four months earlier by the Iranian government. Iran Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution
1998 29 Sep Starting this date until October 2nd, in Iran, government raids on 500 private homes and the arrest of 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]
Iran Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution; Human Rights; Education
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 is 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
2005 29 Oct Letter from the Iranian military headquarters to various Revolutionary Guard and police forces and security agencies instructing them to identify and monitor Bahá'ís around the country. [BWNS473]
  • A copy of the letter can be obtained from the BIC website.
  • This document was authored by Major General Seyyed Hassan Firuzabadi in his capacity as Chief of the Headquarters of the Armed Forces of Iran. His letter is addressed to a range of military and security agencies, including the Commander of the Revolutionary Guard, the Commander of Basij militia, the Commander of Law Enforcement and the Commander of the Armed Forces inter alia. The letter instructs these agencies to ‘acquire a comprehensive and complete report of all the activities of these sects (including political, economic, social and cultural) for the purpose of identifying all the individuals of these misguided sects. Therefore, we request that you convey to relevant authorities to, in a highly confidential manner, collect any and all information about the above mentioned activities of these individuals and report it to this Headquarters.’ This extended to children and students, and individual children and young people are identified by their religious beliefs and targeted for ideological harassment, exclusion from education, abuse and even physical assault on some occasions. [See: Faith and a Future]
Iran Persecution, Iran; Persecution, Human rights; Persecution, Education; Persecution, Education; Persecution; Human rights; Faith and a Future (CSW)
2006 In the year A confidential letter sent from Iran's Ministry of Science, Research and Technology instructing Iranian universities to expel any student who is discovered to be a Bahá'í. The letter refutes recent statements by Iranian officials, who said Bahá'í students in Iran face no discrimination - despite the fact that more than half of the Bahá'í university students enrolled last autumn were gradually expelled over the course of the 2006-2007 academic year. [BWNS575] Iran Persecution, Iran; Persecution, Education; Persecution; BWNS
2006 15 Jul The Bahá'í Academy has entered into a formal agreement with one of India's top-ranked universities to offer specialized training in education for moral development to its students, faculty, and staff. [BWNS470] Pune; India Bahai Academy; Universities; Education; Moral education; Ethics; BWNS
2006 21 Dec The Education Department Management Security Office in Shiraz circulated a form to be completed for all students who belong to religious minorities and the "perverse Bahaist sect". The form requires not only detailed information about the student and his or her parents, but also detailed information on all the student's siblings. [Provisional Translation of the text of the letter] Shiraz; Iran Persecution, Iran; Persecution, Education; Persecution
2007 2 Oct An event was organized by the Defenders of Human Rights Centre in Iran to publicize the plight of all those who are deprived of access to education. The Bahá'ís were only one of many groups whose situations the event highlighted. The Bahá'í representative made a 5-10 minute presentation describing the difficult circumstances faced by Bahá'í students, who have persistently been denied access to post-secondary education. Journalists from within the country and abroad covered the proceedings. [The reference website is no longer in existence.] Iran Persecution, Iran; Persecution, Education; Persecution
2007 21 Nov The Universal House of Justice responded to a communications from the Bahá'ís attending the event of the 2nd of October advising the Friends in Iran to explore contacts with other Iranian individuals and organizations sympathetic to the plight of the Bahá'ís and to continue the effort to secure legal representation for the Bahá'í students. It also encouraged them to convey the gratitude of the Iranian Bahá'ís to the Defenders of Human Rights Centre. [The referenced website is no longer in existence.] Iran Universal House of Justice; Persecution, Iran; Persecution, Education; Persecution
2008 27 Jul The results of the nationwide university entrance examination were made available on the National Organization for Educational Assessment in Iran. Most of the Bahá'í applicants found that they were rejected and received an incomplete file message. For the 2007-2008 academic year some 800 of 1000 Bahá'í students were rejected in the same manner. [Iranian, BWNS657] Iran Persecution, Iran; Persecution, Education; Persecution; BWNS
2008 Nov Ameed Saadat sat Iran's 2008 national university entrance examination. He passed was accepted to study hotel management at Goldasht College in Kelardasht, Mazandaran, and began his studies. The college's registration form required students to identify their religion. Ameed, being honest had identified himself as a Bahá'í. The day before his first-term examinations were to begin the college director told Ameed that he was being expelled and would therefore not be allowed to sit the examinations. The following day, 26 students refused to take the end-of-term exam in protest against Ameed's expulsion. [Iran Press Watch] Kelardasht; Mazandaran; Iran Persecution, Iran; Persecution, Education; Persecution; Human rights; Higher education
2011 24 Sep The arrest of Abdolfattah Soltani, a senior member of the legal team representing a number of Bahá'ís in Iran await trial for providing higher education to youth barred from university. [BWNS849] Iran Abdolfattah Soltani; Lawyers; Bahai Institute for Higher Education (BIHE); Persecution; Human Rights; Education; BWNS
2012 11 May The Universal House of Justice sends 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
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
2014 Sep The exclusion of Shadan Shirazi, an exemplary student who placed exceptionally well in the college entrance exams administered to students throughout Iran. The Iranian government deployed new tactics in their treatment of Bahá'í students to deny them access to higher education without raising the concern of the international community. The new procedure entails identifying Bahá'í university applicants and then calling them in so they can quietly be confirmed as ineligible under the government's unjust policies and then be sent away without any documentation or proof that it was because they are Bahá'ís that they were prevented from enrolling. [BWNS1021] Iran Persecution, Iran; Persecution, Education; Persecution; BWNS
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 is 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 is also screened in some 300 locations around the world. [BWNS1041, BWNS1025] Los Angeles; United States Persecution, Iran; Persecution, Education; Persecution; Documentaries; Education is not a Crime; BWNS
2017 5 May The film Changing the World, One Wall at a Time was premiered in Harlem on the 5th of May and in Los Angeles on the 5th of June. The film evolved from shorter videos that were posted from the "Education is not a Crime" campaign and was made by Iranian-Canadian filmmaker Maziar Baharie. [BWNS1173] Harlem; New York; Los Angeles; California; United States Persecution, Iran; Persecution, Education; Persecution; Documentaries; Education is not a Crime; BWNS
2017. 4 Nov Three young Iranians who complained to state officials after being denied university entrance for being followers of the Bahá'í Faith have each been sentenced to five years in prison. Rouhieh Safajoo (21), Sarmad Shadabi (22), and Tara Houshmand (21) were convicted of the charges of “membership in the anti-state Baha’i cult” and “publishing falsehoods.” [IFMAT 14NOV17] Tihran; Iran Persecution, Iran; Persecution, Education; Persecution, Court cases; Persecution
2018 Feb Christian Solidarity Worldwide (CSW), an NGO working to promote the right to freedom of religion or belief of all and raising awareness about the persecution of Christians and other religious groups around the world, published a shocking report that revealed the influence of religious persecution on religious minority children. In its Faith and a Future report, CSW focuses on the situation of religious minority children in educational settings in Burma, Iran, Mexico, Nigeria and Pakistan. The report scrutinizes three common acts of persecution in the educational setting specifically bias, discrimination and abuse. In Iran, bias can be seen across various educational materials in the country. School textbooks are focused on the Shi’a Muslim perspective and are silent on any other religions. This has an adverse effect on religious minorities. Children belonging to the Baha’i religion are denied access to schools and often access to higher education. Baha’i children that are lucky to be enrolled in schools are not free to learn or partake in their religious belief. According to the CSW report, a memorandum from the Iran government stated that Baha’i children ‘should be enrolled in schools which have a strong and imposing religious [Shi’a] ideology.’ The situation for children partaking in higher education is no better. According to Article 3 of the Supreme Cultural Revolution Council’s student qualification regulations (1991), students are to be expelled if they are found to be Baha’i. Only Muslim or students belonging to recognized religions are allowed to take the national enrolment exam. The report further alleges that some Baha’i children have been subjected to physical abuse at schools. [Iran Press Watch 18838] Iran Persecution, Iran; Persecution, Human rights; Persecution, Education; Persecution, Education; Persecution; Human rights; Faith and a Future (CSW)

from the main catalogue

  1. A Way Out of No Way, by Hussein Ahdieh and Hillary Chapman: Review, by Donald T. Streets, in Journal of Bahá'í Studies (2017). [about]
  2. 'Abdu'l-Bahá's Encounter with Modernity during His Western Travels, by Wendi Momen, in Lights of Irfan, 13 (2012). Abdu'l-Baha's responses to the West's technology and innovations on the one hand, vs. its archaic racist and sexual philosophies on the other. [about]
  3. Activities in the Bahá'í World Community to Improve the Status of Women during the United Nations Decade for Women, by Bahá’í International Community (1985). Report presented to the World Conference to Review and Appraise the Achievements of the United Nations Decade for Women: Equality, Development and Peace [about]
  4. Advancing in Bahá'í-inspired Education, by Sona Farid-Arbab, in Journal of Bahá'í Studies, 26:4 (2016). A number of diverse educators labor in diverse cultural and ecological settings to identify educational needs, develop elements of a coherent pedagogy, and create a series of teaching-learning experience, in light of Baha'u'llah's vision for humanity. [about]
  5. Bahá'í Education for Children: A Teacher's Guide, by Ali-Akbar Furutan (1999). A series of six books on teaching children, organized by age. [about]
  6. Bahá'í Education: Sources of Guidance (2007). A lengthy compilation covering many subjects of interest to parents, teachers, and students, such as education principles, curricula, pedagogy, psychology, gender, infants, and institutions. [about]
  7. Baha'i Religious History: Introduction, by Todd Lawson, in Journal of Religious History, 36:4 (2012). Introduction to a special issue of this journal titled "Baha'i History," summarizing the prophetic record, the divine hierarchy of history, and the primacy of science and education. [about]
  8. Bahá'í Schools, by Vahid Rafati, in Encyclopaedia Iranica, Volume 3 (1989). Brief excerpt, with link to article offsite. [about]
  9. 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]
  10. Balance in life, and pioneering versus getting an education, by Universal House of Justice (1994). Achieving balance and planning in "each important area of one's life," including balancing the need for education and a profession and pioneering. [about]
  11. Breastfeeding and the Bahá'í Faith, by Haig V. Setrakian and Marc B. Rosenman, in Breastfeeding Medicine, 6:4 (2011). The Writings reference breast-feeding literally and symbolically, and provide guidance as to its practice. As the ideal form of infant nutrition, breastfeeding women are exempted from fasting, and it is linked to childhood moral development. [about]
  12. 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]
  13. Children, by Nancy A. Davis, in The Bahá'í Encyclopedia (2009). On persons in the stages of life from conception, when the soul comes into being, to the age of fifteen, the beginning of spiritual maturity or adulthood. [about]
  14. Conferencia Mundial del Año Internacional de la Mujer: Declaración presentada por la Comunidad Internacional Bahá'í, by Bahá'í International Community. Declaración presentada por la Comunidad Internacional Bahá’í (en carácter consultivo con el Consejo Económico y Social — Categoría II) Ciudad de México, México, 1975 [about]
  15. Developing a Participatory Approach to Learning, by Maija Pihlainen, in Journal of Bahá'í Studies, 4:2 (1991). [about]
  16. Divine Education: The Root of Knowledge, by Abu'l-Qasim Faizi, in Glory: A Bahá'í Youth Magazine, 5:2 (1973). On Baha'i families and raising children to appreciate Baha'i principles. [about]
  17. Early Childhood Education, by Cyrus Rohani, in Journal of College Teaching & Learning, 7:1 (2010). Education is a continuous and creative process which fulfils the moral potential of each individual. Its aim is to develop the capacities latent in human nature and to coordinate their expression for the enrichment and transformation of society. [about]
  18. Education and the Supreme Talisman in the Kitáb-i-Íqán, by Melissa Tansik (1999). How the Kitab-i-Iqan can be seen as a compendium of what humankind needs to know; a discussion of perception as it relates to learning what is needful; intellectual honesty; and the results of various learning experiences. [about]
  19. Education for Interdependence: The University and the Global Citizen, by Michael Karlberg, in Global Studies Journal, 3:1 (2010). This paper advocates the value of an outcomes-based approach to global citizenship education and suggests a framework of core learning outcomes that can guide and inform the development of global citizenship curricula in universities. [about]
  20. Education of Children, by Abu'l-Qasim Faizi (1974). On Baha'i families and raising children to appreciate Baha'i principles. [about]
  21. 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]
  22. 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]
  23. Education, Bahá'í, by Bahá'u'lláh and Abdu'l-Bahá, in Compilation of Compilations, Volume 1 (1991). [about]
  24. Education, Bahá'í: Warwick Leaflets, by Warwick Bahá'í Bookshop (1994). [about]
  25. Estudios y Profesiones, by Bahá'u'lláh and Abdu'l-Bahá. Compilacion de Escritos Bahá'ís para Jovenes sobre Estudios y Profesiones [about]
  26. Exploring a Framework for Moral Education: An Outline, by Sana Rezai (2012). Content outline of "Exploring a Framework for Moral Education: A framework for an evolving approach to moral education based on the concept of moral capabilities," by Paul Lample, Holly Hanson, and Lori Noguchi (Palabra, 1992). [about]
  27. 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; Baha'i 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]
  28. Faith Denied, A: The Persecution of the Bahá'ís of Iran, by Iran Human Rights Documentation Center (2006). [about]
  29. Family in Bahá'í Faith, The, by Moojan Momen (1996). Overview of Baha'i teachings on marriage, children, and education. [about]
  30. Family in Baha'i Society, The: A Unique Approach to Curriculum Development, by Stephen Hall, in The Family: Our Hopes and Challenges (1995). [about]
  31. 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]
  32. Human Spirit in Moral Education, The, by Kuek Yi Hsing, in Singapore Bahá'í Studies Review, vol. 4 (1999). Historical perspectives that have led to the immanence of secular models of moral education in Europe and the U.S., how Singapore has taught moral education, secular models from the U.S. and their inadequacies, and what the Baha'i Faith can offer. [about]
  33. Iranian Believers Throughout the World, Message to, by Universal House of Justice (1997). Inspirational discussion of the history of the Baha'is in Iran, including exhortations for the education of Persian children and youth. [about]
  34. Islam and Minorities: The Case of the Baha'is, by Christopher Buck, in Studies in Contemporary Islam, 5.1–2 (2003). Includes a Persian translation of the original article. [about]
  35. Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
  36. Montessori and the Bahá'í Faith, by Barbara Hacker, in Journal of Bahá'í Studies, 1:2 (1988). [about]
  37. Organic Order, An: An Approach to the Philosophy of Baha'u'llah through the Writings of Shoghi Effendi, by Roger Coe, in The Vision of Shoghi Effendi (1993). The structure of the Administrative Order as outlined by the writings of the Guardian, and the principles of the Anisa model of education. Available also as an audiobook. [about]
  38. Papel de la educación, los medios de información y las artes en el desarrollo social, El, by Bahá'í International Community. El papel de la educación, los medios de información [about]
  39. Pastoral Care of Bahá'í Children: Warwick Leaflets, by Warwick Bahá'í Bookshop (1995). [about]
  40. Pioneering or Education?, by Universal House of Justice (1968). To Baha'i youth in every land: deciding whether to pioneer or continue with higher education. [about]
  41. Principles and Practices of Curriculum Design and Development, by Farzam Arbab (2004). [about]
  42. Raising Children of Light: editorial, by Bahá'í International Community, in Jerusalem Post (2008). [about]
  43. Right to Education, The: The Case of the Bahá'ís in Iran, by Tahirih Tahririha-Danesh, in Bahá'í-Inspired Perspectives on Human Rights (2001). [about]
  44. Role of Education in Building Material and Spiritual Education, The, by Farzam Arbab (2004). [about]
  45. Schools owned by Bahá'ís and "Bahá'í schools", by Universal House of Justice (1994). Are schools owned by or run by Baha'is always considered "Baha'i" schools, and does the word "Baha'i" always appear in their title? [about]
  46. SunWALK: A Bahá'í-inspired Model of Education, by Roger Prentice, in Lights of Irfan, Volume 6 (2005). [about]
  47. 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]
  48. Women's Education and Socio-Economic Development: The Pathways of Impact, by Geeta Gandhi Kingdon (2010). [about]
  49. Youth in Every Land, to, by Universal House of Justice, in Wellspring of Guidance (1966). Three fields of service open to young Baha'is: improving their personal character, teaching the Faith to others, and preparing for their later years through education. [about]
 
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