Search for tag "Education"
|1910 8 Jan
||The Persian-American Educational Society was inaugurated in Washington DC. [BFA2:XVII; 355–8]
Its primary purpose was to assist the Tarbíyat School in Iran. Mr. Sidney Sprague was in charge. Many Americans contributed toward scholarships for children. [BFA2:357]
||Washington DC; United States; Iran
||Bahai associations; Tarbiyat School; Bahai schools; Education
|1911 9 Sep
||‘Abdu’l-Bahá visited the home of Mrs Thornburgh-Cropper at
31 Evelyn Mansions, Carlisle Place, Victoria.
In the afternoon ‘Abdu’l-Bahá visited the home of Miss Anett Schepel and Miss Alice Buckton,
Vanners, Byfleet, Surrey (since demolished), some 20 miles out of London. He spoke with a number of working women from the Passmore Edwards' Settlement who were visiting while on holidays. (The Passmore Edwards' Settlement began in 1890 as one of the first “settlements” run by socially-conscious middle-class educators for the benefit of local working people and their children.) The talk has been entitled, "The small house and the path to true happiness". ['Abdu'l-Bahá Speaks]
Alice Mary Buckton (1867-1944) wrote many plays and poems. Her play Eager Heart
was seen by ‘Abdu’l-Bahá on His second visit to England. She became a member of the
Froebelian Society which was formed to reform educational methods. She persuaded
Anett Schepel who had worked at Pestalozzi-Froebel Haus in Germany to move to
England and together they worked to improve child education, opening a school in St
[ABL85-86, In the Footsteps of ‘Abdu’l-Bahá p9-10]
||Byfleet; United Kingdom
||Abdul-Baha, Travels of; Abdul-Baha, First Western tour; Alice Buckton; Drama; Plays; Education
|1912. 22-27 Aug
||The International Moral Education Congress was an international academic conference held in Europe six times between 1908 and 1934. It convened because of an interest in moral education by many countries beginning a decade before the inaugural event.
The Second Congress was held at The Hague, August 22–27, 1912. Twenty-three countries sent official government delegates. Over 1,000 members were officially enrolled for the congress. Over 200 papers of some 2,000 words each were contributed and appeared in the five published volumes of more than 1,200 pages. [Wikipedia]
From Alexandria, Egypt, 'Abdu'l-Bahá sent a paper called Universal Education.
|The Hague; Netherlands; Alexandria; Egypt
||Peace; Education; Moral education; Abdul-Baha, Writings and talks of; Abdul-Baha in Egypt; Abdul-Baha, Life of
|1934 (In the year)
||The government of Iran took several measures against the Bahá’ís throughout the country. [BW18:389]
Nineteen Bahá’í schools are closed in Káshán, Qazvín, Yazd, Najafábád, Ábádih and elsewhere. [ARG109]
Bahá’í meetings were forbidden in many towns, including Tihrán, Mashhad, Sabzivár, Qazvín and Arák.
Bahá’ís centres in Káshán, Hamadán and Záhidán were closed by the authorities.
Some Bahá’í government employees were dismissed.
Some Bahá’í military personnel were stripped of their rank and imprisoned.
Bahá’ís in many places were harassed over the filling-in of marriage certificates, census forms and other legal documents.
||Iran; Kashan; Qazvin; Yazd; Najafabad; Abadih; Tihran; Mashhad; Sabzivar; Arak; Hamadan; Zahidan
||Persecution, Iran; Persecution, Education; Persecution, Other; Persecution; Tarbiyat School; Bahai schools
|1945 (In the year)
||Bahá’ís throughout Iran were dismissed from National Teacher Training Colleges by the National Board of Education. [BW18:390]
||Persecution, Iran; Persecution, Education; Persecution
||Bahá’ís in Iran continued to be dismissed from their employment. Bahá’í students were expelled from Shíráz University. [BW18:391]
||Persecution, Iran; Persecution, Other; Persecution, Education; Persecution; Haziratul-Quds
|1967 - 1977
||From 1967 until 1976 the Harlem Preparatory School was the only high school in central Harlem. The community school, which was set up by a group of black ministers, Catholic nuns, and Bahá'ís, provided a means of education to a primarily African American clientele who were not well-accommodated in the regular system. Under the direction of Headmaster Howard Carpenter, himself an African American New Yorker, the school operated on funding from foundations, businesses and individuals. Those that contributed make a long list that cut across habitual racial and ideological lines. The school employed non-credentialed teachers and the only requirement for graduation was acceptance into a college or university. [From Nayriz to New York: Hussein Ahdieh and the Story of Harlem Prep by Sean Nevins]
Hussein Ahdieh and Hillary Chapman, two who served at the school in both a teaching and administrative capacity, have documented the decade of operation of the school with a website as well as a youtube video Harlem Prep Step by Step and a book A Way Out of No Way: Transforming Dropouts Into Scholars, 1967-1977.
See Mr. Ahdieh's dissertation Harlem Preparatory School: An Alternative, written some three years before the schools closing.
See as well The Story Of Harlem Prep: Cultivating A Community School In New York City by Barry M. Goldenberg.
|New York; United States
||Harlem Preparatory school (Harlem Prep); Alternative schools; Education; Hussein Ahdieh; Hillary Carpenter
|1968 – 1969
||Throughout Iran, pressure on Bahá’ís intensified. [BW18:391]
Applications for government employment were refused. [BW18:391]
Bahá’ís were refused admission to colleges and universities. [BW18:391]
Bahá’í centres were closed. [BW18:391]<
Individual Bahá’ís were attacked. [BW18:391]
||Persecution, Iran; Persecution, Other; Persecution, Education; Persecution
|1971 (In the year)
||Dan Jordon with Don Streets co-founded the Center for the Study of Human Potential at the University of Massachusetts and, along with other Bahá'í educators and scholars, Dr Jordon started the Anisa Project, a comprehensive, Bahá'í-inspired educational system organized around a philosophical base. The model was adopted by dozens of school systems during Jordan’s lifetime.
The Anisa Educational Model was inspired by the Bahá'í teachings and the philosophical work of Alfred North Whitehead and soon grew into a national movement that trained hundreds of educators.
This new educational model was conceptualized as a process rather than a fixed formula. Based on the constantly-evolving empirical framework of the biological and medical sciences the Anisa Model gathered and unified educational practice and theory into a completely new paradigm. [Anisa Model Home Page]
See the book by Dan Jordon and Don Streets Releasing the Potentialities of the Child.
Biographical information about Daniel C Jordon.
See also three articles by David Langness:
||Anisa Educational Model; Daniel Jordan (Dan Jordan); Don Streets; Alfred North Whitehead; Philosophy; Process philosophy; Education; Anisa Project
|1977 12 Oct
||The first Bahá’í educational and cultural radio station, HCRN-1 Radio Bahá’í del Ecuador, made its inaugural broadcast at 1420kHz, 20 watts, in Spanish and Quechua from studios in Otavalo. [BBD193; BW17:169, 215–17; BW19:120; VV77; Mess63-86p373]
Radio Bahá'í was first housed in the Amatu'l-Bahá Ruhiyyih Khanum Institute in Otavalo. [BW18p226]
For pictures see BW17:216, 218 and VV77.
Full time programming (six hours a day) was initiated on the 12th of December, 1977. The 1 kiloWatt transmitter was located at Cahas, 20km south of Otavalo. [Radio Bahá'í Ecuador p23, 52]
On December 12th, 1979, programming was initiated in the short wave band on 2340 kHz in the 120-metre band. The 1 kilowatt transmitter was located about 30 km north of Otavalo at an altitude of 10,000 feet. In 1982 the transmission frequency was switched to 4990 kHz on the 60-meter band. [Radio Bahá‘Í Ecuador p205 note 23]
For further details on this radio station see Radio Bahá'í Ecuador by Kurt Hein.
See as well the compilation entitled Use of Radio and Television in Teaching attached to the message from the Universal House of Justice dated 25 May 1975.
||Otavalo; Cahas; Ecuador
||Bahai radio; Bahai-owned radio; Firsts, Other; Education
||In Iran, Bahá’ís in the ministries of education, health and social administration were dismissed from their jobs. [BW18:255]
||Persecution, Iran; Persecution, Other; Persecution; persecution, Persecution, Education
|1983 18 Jun
||In Shiraz, ten Bahá'í women ranging in age from 17 to 57, were hanged. All of the women had been tortured and interrogated in the months prior to their execution. The youngest of these martyrs was Mona Mahmudnizhad, a 17-year-old schoolgirl who had been beaten on the soles of her feet, kissed the hands of her executioner and placed the hangman's rope around her own throat. The names of the others executed were Zarrin Muqimi-Abyanih, 28, Ruya Ishraqi, a 23-year-old veterinary student, Shahin Dalvand, 25, a sociologist; Izzat Janami Ishraqi, 57, a homemaker; Mahshid Nirumand, 28, who had qualified for a degree in physics but had it denied her because she was a Bahá'í, Simin Sabiri, 25; Tahirih Arjumandi Siyavushi, 30, a nurse; Akhtar Thabit, 25, also a nurse; Nusrat Ghufrani Yalda'i, 47, a mother and member of the local Bahá'í Spiritual Assembly. [Hanged for teaching “Sunday school”]
For the story of the martyrs see BW19:180–7 and VV56.
For their obituaries see BW19:596–607.
For pictures of the martyred women see BW19:240–1.
See World Order magazine Vol 4 Issue 3, 1986 for an article on Zarrin Muqimi-Abyanih written by her sister Simin Khavari.
See Bahá'í Teachings for the story of Nusrat Yalda’i, a mother of four children, three sons and one daughter, who was executed for her hospitality.
See Track Persia dated 25 January 2020 for an account of how female prisoners have been treated in Iranian prisons since the Islamic Revolution.
In 1985 a 45-page booklet entitled The Story of Mona: 1965-1983 was published by Bahá'î Canada Publications, under the auspices of the National Spiritual Assembly of the Bahá'ís of Canada.
Also in 1985 a music video called Mona and Children was made by Douglas John Cameron and friends.
In 2003 a play, A New Dress for Mona by Mark Perry was produced by the Drama Circle.
Lenz entertainment produced a screenplay entitled Mona's Dream. It was written by Houshang Touzie and Jack Lenz and won the 2010 Female Eye Audience Choice Screenplay Award. Facebook.
In June of 2017 the book, Our Friend Mona: The Remarkable Life of a Young Martyr by Azadeh Rohanian Perry and Mark E Perry (with the assistance of Mona's mother, Mrs. Farkhundih Mahmudnizhad) was published by Circle of Spirit.
||Mona Mahmudnizhad; Persecution, Iran; Persecution, Deaths; Persecution; Youth; persecution, Persecution, Education; Shahin Dalvand; Izzat Janami Ishraqi; Mahshid Nirumand; Simin Sabiri; Tahirih Arjumandi Siyavushi; Akhtar Thabit; Nusrat Ghufrani Yalda'i; Zarrin Muqimi-Abyanih; Ruya Ishraqi
|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]
||Social and economic development; Ethics; Economics; Consultation; Agriculture; Women; Native Americans; Elderly; Education
|1987 (In the year)
||Faced with unrelenting religious persecution involving a wide range of human rights violations, the Bahá'í Institute for Higher Education (BIHE) was founded in response to the Iranian government's continuing campaign to deny Iranian Bahá'ís access to higher education.
BIHE developed several unique features which have become its defining strengths. Courses were delivered at the outset by correspondence, soon complemented by in-person classes and tutoring. Later on, leading-edge communication and education technologies were included. In addition, an affiliated global faculty (AGF) was established that comprised of hundreds of accredited professors from universities outside Iran who assisted BIHE as researchers, teachers and consultants.
The BIHE was to evolve such that it could offer 38 university-level programs across 5 faculties and continued to develop and deliver academic programs in Sciences, Engineering, Business and Management, Humanities, and Social Sciences. It provided and continues to provide its students with the necessary knowledge and skills to not only persevere and succeed in their academic and professional pursuits, but to be active agents of change for the betterment of the world.
The BIHE's commitment to high academic standards, international collaboration and its innovative teaching-learning environment has been increasingly recognized as graduates excelled in post graduate studies internationally. [See list] These unique strengths of BIHE, together with the top-ranking marks of its students, have helped secure its graduates places at over 87 prestigious universities and colleges in North America, Europe, Australia and Asia (India).
[Closed Doors, Chapter IV; BIHE]
See the statement The Bahá'í Institute Of Higher Education: A Creative And Peaceful Response To Religious Persecution In Iran presented by the Bahá'í International Community to the 55th Session of the UN Commission on Human Rights under Agenda item 10 of the provisional agenda: "The Right to Education" in Geneva, 22 March - 30 April 1999.
||Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Other; Persecution; Human Rights; Education; persecution, Persecution, Education; BIC statements
|1990 (In the year)
||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]
||Baha'i 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]
||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]
||Exhibitions; Education; Peace
|1991 25 Feb
||In Iran, a secret government memorandum (known as the Golpaygani Memorandum) was drawn up by Iran's Supreme Revolutionary Cultural Council and signed by Iran's supreme leader, Ayatollah Khamenei, which provided a blueprint of the policies and actions to which the Bahá'í community of Iran was to be subjugated. The memorandum demanded a shift in Iran's stance towards Bahá'ís from overt persecution to a more covert policy aimed at depleting the Iranian Bahá'í community's economic and cultural resources. This was a change in the policy for the Islamic regime which had openly persecuted and killed Bahá'ís during its first decade in power and had accused them of being spies for various foreign powers. The document also called for “countering and destroying their [Bahá'ís] cultural roots abroad.” [Iran Press Watch 1407]
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 1578]
The memorandum can be found here, here and here.
This document might have remained secret had it not been divulged to Reynaldo Galindo Pohl, the Salvadoran diplomat who served as the United Nations (UN) Special Rapporteur on the situation of human rights in Iran between 1986 and 1995. Professor Pohl disclosed the document in 1993 during a session of the United Nations Commission on Human Rights (now replaced by the Human Rights Council). [BWNS575]
|Iran; United States
||Golpaygani Memorandum; Ayatollah Khamenei; Ayatollahs; Persecution, Iran; Persecution, Other; Persecution; Human rights; United Nations; Persecution, education; BWNS; Baha'i International Community
|1993 26 Nov
||The National Spiritual Assembly of the Marshall Islands signed a Memorandum of Understanding with the Majuro local government in which the operation of administration of five elementary schools was 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]
||Education; Promise of World Peace (statement); Recognition
|1994 (In the year)
||The founding of the Cambodian Organization for Research, Development and Education (CORDE) in Cambodia.
Their programs include:
||Cambodian Organization for Research, Development and Education; Social and Economic Development Organizations
||The Bahá’í Open University resumed activities after the seizure of much of their assets four months earlier by the Iranian government.
||Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution
|1998 21 Jul
||Mr. Ruhu'llah Rawhani, a 52-year-old medical supplies salesman was hanged in Mashhad solely for religious reasons. Later that morning, Mr. Rawhani's family was summoned to collect his body and required, despite their protests, to complete the burial within one hour, under the supervision of Government intelligence agents.
In 1984, Mr. Rawhani was arrested and imprisoned for more than a year. According to an account given by Mr. Rawhani's relatives in the Australian Bahá'í News, Mr. Rawhani was tortured during his first imprisonment. He was arrested a second time about four years previous. The charge was apparently related to his work in the conduct of purely religious activities, such as prayer meetings and children's classes. He was released after 24 hours.
Mr. Rawhani was arrested for a third time in September 1997 and placed in solitary confinement in Mashhad. He had been accused of "converting" a woman from Islam to the Bahá'í Faith. The woman, however, denied that she had converted; she explained that her mother was a Bahá'í and that she herself had been raised as a Bahá'í. She was not arrested.
The killing of Mr. Rawhani was the first government execution of a Bahá'í in Iran in six years, and was coupled with the widespread arrest of some 32 Bahá'í educators in fourteen different cities throughout Iran in late September and early October. From the Daily Telegraph, August 2nd 1998.
[One Country Jul-Sep 1998 Vol 10 Issue 2,
One Country Oct-Dec 1998 Vol 10 Issue 3, Archives of Bahá'í Persecution in Iran]
See the message from the Universal House of Justice dated 29 September, 1998.
||Persecution, Iran; Persecution, Arrests; Persecution, Deaths; Persecution; persecution, Persecution, Education
|1998 29 Sep
||Starting this date until October 2nd, in Iran, the government raided some 500 private homes and the arrested some 30 faculty members in efforts to close the Bahá’í Institute for Higher Education, a decentralized university that aimed to give Bahá’í students access to the education they have been otherwise denied.
The Institute offered Bachelor's degrees in ten subject areas: applied chemistry, biology, dental science, pharmacological science, civil engineering, computer science, psychology, law, literature, and accounting. Within these subject areas, which were administered by five "departments," the Institute was able to offer more than 200 distinct courses each term.
In the beginning, courses were based on correspondence lessons developed by Indiana University, which was one of the first institutions in the West to recognize the Bahá'í Institute for Higher Education. Later on, course offerings were developed internally.
Teaching was done principally via correspondence, or, for specialized scientific and technical courses and in other special cases, in small-group classes that were usually held in private homes. Over time, however, the Institute was able to establish a few laboratories, operated in privately owned commercial buildings in and around Teheran, for computer science, physics, dental science, pharmacology, applied chemistry, and language study. The operations of these laboratories were kept prudently quiet, with students cautioned not to come and go in large groups that might give the authorities a reason to object.
Among other significant human rights conventions, Iran is a party to the International Covenant on Economic, Social and Cultural Rights, which was adopted by the United Nations General Assembly on 16 December 1966. Parties to this Covenant "recognize the right of everyone to education" and more specifically that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means." [“The New York Times” article dated 29 October 1998,
One Country Oct-Dec 1998 Vol 10 Issue 3]
On the 29th of October, 2019, IranWire featured a story on the BIHE and one of its graduates, Pedram Roushan, a physicist originally from Sari in Mazandaran province. On the 28th of August 2020 Pedram Roushan was featured in another IranWire article about his work with the Google Artificial Intelligence Quantum team. They had just published an article called Hartree-Fock on a superconducting qubit quantum computer in "Science Magazine".
||Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution; Human Rights; Education; Persecution, Education; Pedram Roushan;
|1999 19 Apr
||The Islamic Revolutionary Court in Isfahan sentenced Sina Hakiman (10 yrs), Farzad Khajeh Sharifabadi (7 yrs), Havivullhh Ferdosian Najafabadi (7 yrs) and Ziaullah Mirzapanah (3yrs) for crimes against national security. All four were among the thirty-six who were arrested in late September and in early October, 1998 in a concerted government crackdown against Bahá’í education in fourteen cities in Iran.
It was reported that over 500 homes were raided in an attempt to crack down on the Bahá’í Open University. Files, equipment and other property used by the University were seized. From report by Human Rights Watch Academic Freedom Committee.
||Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution, Court cases; Persecution; Court cases; Human Rights; Education; persecution,
|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 was 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 instructed 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]
||Persecution, Iran; Persecution, Human rights; Persecution, Education; Persecution, Education; Persecution; Human rights; Faith and a Future (CSW)
|2006 - 2007 (academic year)
||For more than two decades young Bahá’ís had been barred from entering university through an application process that required them to deny their faith. Though a modification in the process, achieved through worldwide public pressure, enabled a few hundred to register at the start of the 2006–2007 academic year, their hopes of pursuing higher education were soon dashed because that same year a confidential letter sent from Iran's Ministry of Science, Research and Technology instructed Iranian universities to expel any student who was discovered to be a Bahá'í. The letter refuted previous statements by Iranian officials who had said Bahá'í students in Iran faced no discrimination. [BWNS575]
The English translation of the letter.
||Persecution, Iran; Persecution, Education; Higher education; Human rights; Bahai International Community
|2006 15 Jul
||The Bahá'í Academy in Panchgani, India, 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]
||Panchgani; Pune (Poona); 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 by all students who belonged to religious minorities and the "perverse Bahaist sect". The form required 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]
||Persecution, Iran; Persecution, Education; Persecution
|2007 17 Mar
||In a confidential letter from the Ministry of Science, Research and Technology to the Central Security Office of Payám-i-Núr University in the Province of Sístán and Balúchistán, they instructed that Bahá’í applicants for the Farágír (preparatory] courses be prevented from enrollment and that the names of those who do try to enrol to be forwarded to their office.
|2007 18 May
||A letter marked "Confidential" was sent from the academic counseling and higher education office at Guilán University to the director of university academic affairs, asking for the immediate discharge of a Bahá'í student stating that she was legally banned from continuing her education.
English translation of the letter of the 18 May, 2007.
English translation of the reply dated the 27 May, 2007 stating that the said student had been been "disqualified" from studying at Guilan, as required by the 1991 Golpaygani memorandum.
||Persecution, Iran; Persecution, Education
|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.]
||Persecution, Iran; Persecution, Education; Persecution
|2007 21 Nov
||The Universal House of Justice responded to a communications from the Bahá'ís attending 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.]
||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]
||Persecution, Iran; Persecution, Education; Persecution; BWNS
||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
||Some 39 homes of Bahá'ís associated with the Bahá'í Institute for Higher Education (BIHE) were raided in a coordinated attack. Educator Kamran Mortezaie served a five-year jail term. Mahmoud Badavam, Noushin Khadem, Farhad Sedghi, Riaz Sobhani and Ramin Zibaie were each sentenced to four year prison terms. The judgments against them cast their activities in support of BIHE as crimes and as “evidence” of their purported aim to subvert the state. Two psychology teachers, Faran Hesami and her husband Kamran Rahimian, were also sentenced to four years in prison. Another BIHE administrator Vahid Mahmoudi was released on 8 January 2012 after his five-year sentence was reportedly suspended. [BWNS910]
||Persecution, Iran; Baha'i Institute for Higher Education; BIHE; Persecution, Education
|2011 24 Sep
||The arrest of Abdolfattah Soltani, a senior member of the legal team (4 lawyers) representing a number of Bahá'ís in Iran awaiting trial for providing higher education to youth barred from university. Soltani is a co-founder of the Defenders of Human Rights Center, along with Nobel Peace Prize Laureate Shirin Ebadi and others. The Tehran-based Centre was shut down in a police raid in December 2008. [BWNS849]
In 2008 when Shirin Ebadi took the defense of seven Bahá'ís she was accused of changing her religion and her law office was attacked and faced other problems. [Iran Press Watch]
U.S Bahá'í Office of Public Affairs Press Release.
See interview with Mr Soltani by Iran Press Watch.
||Abdolfattah Soltani; Lawyers; Bahai Institute for Higher Education (BIHE); Persecution; Human Rights; Education; BWNS; Yaran; Persecution, Education
|2011 1 Nov
||The film Education Under Fire by Jeffrey Kaufman and co-sponsored by Amnesty International, profiles the persecution on the Bahá'ís of Iran, with a special focus on growth, struggle, and inspiring spirit of the Bahá'í Institute for Higher Education.
||New York; United States; Iran
||film; Education Under Fire; Amnesty International; Jeffrey Kaufman
|2012 11 May
||The Universal House of Justice sent a message to the Bahá'ís of Iran near the four-year anniversary of the illegal arrest and imprisonment of the former members of the Yárán and the more recent injustice meted out against the co-workers of the Bahá’í Institute for Higher Education (BIHE). [BWNS823, Message from the Universal House of Justice dated 11 May, 2012, In Farsi]
||Yaran; Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Other; Persecution; UHJ; BWNS; persecution; Persecution, Education
|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.
||Bahai Institute for Higher Education (BIHE); Persecution, Iran; Persecution, Education; Persecution; Human Rights; Education; Mohammad Nourizad;
||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 entailed identifying Bahá'í university applicants and then calling them in so they could quietly be confirmed as ineligible under the government's unjust policies and then be sent away without any documentation or proof that it was done because they were Bahá'ís that they were prevented from enrolling.
||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 was part of a campaign called "Education is Not a Crime", started in 2014, to highlight the plight of Bahá'í students in Iran and their recourse to the denial of education, the Bahá'í Institute of Higher Education. The film was also screened in some 300 locations around the world. [BWNS1041, BWNS1025]
See also Not a Crime.
||Los Angeles; United States
||Persecution, Iran; Persecution, Education; Persecution; Documentaries; Education is not a Crime; BWNS; Bahai Institute for Higher Education (BIHE)
|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]
The film Changing the World, One Wall at a Time.
||Harlem; New York; Los Angeles; California; United States
||Persecution, Iran; Persecution, Education; Persecution; Documentaries; Education is not a Crime; BWNS
|2017 near the end of Oct
||Fariba Kamalabadi, a member of the former leadership group of the Bahá'ís called the "Yaran", concluded her ten-year prison sentence. She was the second individual from among the former Yaran to be released. She, along with five others, were arrested on the 14th of May, 2008.
Mrs. Kamalabadi had graduated from high school with honours but was barred from attending university because of her Faith. In her mid-30s, she embarked on an eight-year period of informal study and ultimately received an advanced degree in developmental psychology from the Bahá’í Institute of Higher Education (BIHE), an alternative institution established by the Bahá’í community of Iran to provide higher education for its young people. She worked as a developmental psychologist before her arrest and imprisonment. She was married with three children. Along with the deprivations of imprisonment itself (she had spent 2 1/2 years of the 10-year sentence in solitary confinement), Mrs. Kamalabadi was also deprived of irreplaceable family moments, including the birth of her first grandchild and the weddings of her daughters. She was 55 years old upon her release. [BWNS1217]
See Huffington Post for an article entitled "Iran’s Bahá'í Problem" by Payam Akhavan about the visit of Ms. Faezeh Hashemi, the well-known daughter of former Iranian President Akbar Hashemi Rafsanjani, who made a visit to her home while she was on leave from prison.
Ms Hashemi, herself a former MP, was heavily criticized after she met with Ms Kamalabadi while the latter was on leave from prision. See the article in The Guardian for details.
||Yaran; Persecution, Iran; Bahai Institute for Higher Education (BIHE); Court cases; Persecution, Other; Persecution; Human rights; Persecution, Education; Court cases; 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 Bahá'í cult” and “publishing falsehoods.” [IFMAT 14NOV17]
||Persecution, Iran; Persecution, Education; Persecution, Court cases; Persecution
||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 focused on the situation of religious minority children in educational settings in Burma, Iran, Mexico, Nigeria and Pakistan. The report scrutinized 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 were focused on the Shi’a Muslim perspective and were silent on any other religions. This had an adverse effect on religious minorities. Children belonging to the Bahá'í religion were denied access to schools and often access to higher education. Bahá'í children that were lucky to be enrolled in schools were not free to learn or partake in their religious belief. According to the CSW report, a memorandum from the Iran government stated that Bahá'í 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 were to be expelled if they were found to be Bahá'í. Only Muslim or students belonging to recognized religions were allowed to take the national enrolment exam. The report further alleged that some Bahá'í children had been subjected to physical abuse at schools. [Iran Press Watch 18838]
||Persecution, Iran; Persecution, Human rights; Persecution, Education; Persecution, Education; Persecution; Human rights; Faith and a Future (CSW)
|2018 (post International Bahá'í Convention)
||Some 80 members of the Continental Boards of Counsellors met for a conference at the Bahá'í World Centre following the 12th International Bahá'í Convention. On that occasion, the Counsellors were able to reflect on major developments in Bahá'í communities around the world. In order to share their experiences some of their stories were recorded and made available via podcasts. The Counsellors discussed the impact of spiritual and moral education programs offered by the Bahá'í community on youth and the communities in which they live, drawing on experiences in Cambodia, Kiribati, India, Norway, Spain, and Timor Leste (or East Timor). [BWNS1264]
Counsellors in Africa, Alain Pierre Djoulde, Clément Thyrrell Feizouré, Maina Mkandawire, and Judicaël Mokolédiscuss discussed endeavours in the field of education in that continent. [BWNS1269]
The podcasts can be found here or on SoundCloud.
||BWC; Haifa; Cambodia; Kiribati; India; Norway; Spain; Timor Leste (East Timor)
||Counsellors; Conferences, Counsellors; * Institute process; Youth; Podcasts; Education; Conventions, International; BWNS
from the main catalogue
See all tags, sorted numerically or alphabetically.
- 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]
- '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]
- 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]
- Address at Queen's Birthday Weekend Conference, Aukland, by Peter J. Khan (2000). Addresses a variety of issues facing the Baha'i community, especially as pertains to New Zealand Baha'is. [about]
- 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]
- 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]
- 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]
- Baha'i Principles of Education: Categorization of and Commentary on Extracts from Baha'i Education, by Rodney H. Clarken (1998). Compilation and categorization of, and commentary on, extracts from the Writings on the topic of education, curriculum, and pedagogy. Paper presented at the annual meeting of the American Educational Research Association. [about]
- 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]
- Bahá'í Schools, by Vahid Rafati, in Encyclopaedia Iranica, Volume 3 (1989). Brief excerpt, with link to article offsite. [about]
- Baha'i View of the Educated Person, The: A Case Study in Religious Education, by Timothy Reagan (1996). How Baha'is conceive of universal education; nine principles of faith including social teachings, oneness of humanity, elimination of prejudice, and spirituality. Paper presented at the American Educational Research Association. [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]
- 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]
- 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]
- Being and Becoming: The ANISA Theory of Development, by Michael F. Kalinowski and Daniel C. Jordan, in World Order, 7:4 (1973). To provide children with experience and knowledge, enabling them to direct their own spiritual evolution, we need a theory explaining the nature of "becoming" and development. ANISA is a blueprint for a comprehensive educational system. [about]
- Brain Drain from Iran to the United States, The, by Akbar E. Torbat, in Middle East Journal, 56:2 (2002). Excerpt from article mentioning the exodus of Baha'i intelligentsia from Iran in 1979, and the Baha'is' attempt at underground education. [about]
- 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]
- Bushido (Chivalry) and the Traditional Japanese Moral Education, by Nozomu Sonda, in Online Journal of Bahá'í Studies, 1 (2007). Japanese virtues explained by Nitobe in 1900 in comparison with the Baha'i perspective on moral education. [about]
- Calling, The: Tahirih of Persia and Her American Contemporaries, by Hussein Ahdieh and Hillary Chapman (2017). Simultaneous, powerful spiritual movements swept across both Iran and the U.S in the mid-1800s. On the life and martyrdom of Tahirih; the 1848 Seneca Falls Convention and the conference of Badasht; spiritualism and suffrage. [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]
- 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]
- Classroom Management in Action, by Boris Handal. A guide to managing behavior in everyday situations, presented in the form of learning scenarios. Each scenario represents a familiar theme with diverse educational concepts, to spark group discussions and help teachers reflect on their own practices. [about]
- Cognitive-Developmental Psychology and the Baha'i Faith: Meaningful Connections, by Rhett Diessner, in Counseling & Values, 39:3 (1995). Some major concepts shared by Baha'is and adherents of cognitive-developmentalism; avenues of communication between members of the Bahá'í Faith and the therapeutic community. [about]
- Compilation: Blessings in Teaching Children (2003). Writings on the subject of the teaching and education of children. [about]
- 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]
- Constructive Resilience, by Firaydoun Javaheri, in Journal of Bahá'í Studies, 28:4 (2018). How the perseverance of the Bahá'ís in Iran has resulted in the generality of the Iranian people beginning to admire and, in some cases, arising to assist the Bahá'ís. [about]
- Contes interactifs pour pré-jeunes, by Romuald Boubou Moyo (2018). Il s’agit d’une deuxième version du livret pour pré-jeunes "Marcher dans le droit chemin." Ils vont pouvoir apprécier, en tant qu’acteurs principaux, les implications morales qui découlent des choix qu'ils feront en lisant les vingt contes interactifs. [about]
- Developing a Participatory Approach to Learning, by Maija Pihlainen, in Journal of Bahá'í Studies, 4:2 (1991). [about]
- 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]
- 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]
- 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]
- 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]
- Education of Children, by Abu'l-Qasim Faizi (1974). On Baha'i families and raising children to appreciate Baha'i principles. [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]
- Education, Bahá'í, by Bahá'u'lláh and Abdu'l-Bahá, in Compilation of Compilations, Volume 1 (1991). [about]
- Education, Bahá'í: Warwick Leaflets, by Warwick Bahá'í Bookshop (1994). [about]
- Estudios y Profesiones, by Bahá'u'lláh and Abdu'l-Bahá. Compilacion de Escritos Bahá'ís para Jovenes sobre Estudios y Profesiones [about]
- 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]
- 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]
- Exposition of the Tablet of the World (Lawh-i-Dunyá), An, by James B. Thomas, in Lights of Irfan, 4 (2003). To fully appreciate the historical significance of the Tablet of the World, this essay first portrays the developing conditions in Persia and in the world that preceded this Tablet, then discusses its salient points. [about]
- Faith Denied, A: The Persecution of the Bahá'ís of Iran, by Iran Human Rights Documentation Center (2006). [about]
- Family in Bahá'í Faith, The, by Moojan Momen (1996). Overview of Baha'i teachings on marriage, children, and education. [about]
- Family in Baha'i Society, The: A Unique Approach to Curriculum Development, by Stephen Hall, in The Family: Our Hopes and Challenges (1995). [about]
- Filosofías y Analogías en Educación, by Boris Handal, in La Pluma del Conocimiento, 2 (2002). Teorías educativas recientes han validado académicamente el rol de las creencias, opiniones y emociones en el aprendizaje y la enseñanza, inclusive en las llamadas ciencias fácticas como las matemáticas.
- 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 (2003). 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]
- Foreigner: From an Iranian Village to New York City and the Lights That Led the Way, by Hussein Ahdieh and Hillary Chapman (2019). Biography of a young boy in Nayriz, Iran in the mid 20th-century, his reflection on the sad society; his experience as a immigrant in the United States, struggle to make the American dream, and helped the innovative Harlem Prep, a Baha'i inspired School.
- Foundations for a Spiritual Education: Research of the Bahá'í Writings, by National Bahá'í Education Task Force (2005). A sourcebook of Baha'i principles for the training of children, covering the purpose and content of a core spiritual curriculum, as well as a process framework for spiritual education. [about]
- From Nayriz to New York: Hussein Ahdieh and the Story of Harlem Prep, by Sean Nevins, in IranWire (2016). Brief overview of the history of the Harlem Prep School and bio of its founder. [about]
- Harlem Preparatory School: An Alternative, by Hussein Ahdieh (1974). Harlem Prep was one of the leading alternative schools in the country. This study (written 3 years before the school's closing) recounts its founding, and its financial and educational development. [about]
- Hidden Words and Sounds: Tracing Iranian Legacies and Traumas in the Music of the Bahá'ís of North America, by Daniel Akira Stadnicki (2019). On the legacy of Persian culture, aesthetics, and history of religious persecution as reflected in Baha'i American music; themes of religious oppression, persecution, and martyrdom; Iranian diaspora, transnational music-making, and cosmopolitanism. [about]
- Homoculture: Principles of Baha'i Education, by Stanwood Cobb, in World Order, 1:1 (1935). With its teachings of universal civilization the Baha'i Faith contains a wealth of directions regarding pedagogy, and exerts a revolutionary effect upon cultural and spiritual education. [about]
- 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]
- 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]
- 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]
- Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age, by Universal House of Justice (1996). [about]
- Montessori and the Bahá'í Faith, by Barbara Hacker, in Journal of Bahá'í Studies, 1:2 (1988). [about]
- Munirih Khanum: Memoirs and Letters, by Munirih Khanum (1986). Autobiography of Khanum (1847-1938), the wife of Abdu'l-Baha. Includes the arrangements for her marriage, her travel to Akka, her time with the wife of the Bab, and memorial letters written on the anniversaries of the passing of Abdu'l-Baha. [about]
- New Horizons for the Child, by Stanwood Cobb (1934). Understanding the child; character training; home life; the child as an individual; limitations of activity education; children as creative and active beings; romanticism vs. classicism; builders of civilization. Includes 20 pages of childrens' poetry. [about]
- New Leaven, The: Progressive Education and Its Effect upon the Child and Society, by Stanwood Cobb (1928). On principles of the new education; revolutionizing pedagogy and transforming the child; importance of social engagement in schools; the ages of enrollment of children and preparatory schools, from nursery-primary through secondary school to college. [about]
- 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]
- 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]
- Pastoral Care of Bahá'í Children: Warwick Leaflets, by Warwick Bahá'í Bookshop (1995). [about]
- Philosophical Basis of the ANISA Model, The, by Daniel C. Jordan (1974). Talk given at Green Acre Baha'i School on ANISA, a science-based approach for curriculum development that integrates with new discoveries in human-related sciences. Includes stories of Jordan's spiritual teacher Charlotte Gillan. [about]
- Philosophy of Bahá'í Education, The, by Boris Handal, in Religion & Education, 34:1 (2007). On a philosophy of education encompassing the individual and the society, the state of education and the child in the 19th century in the light of those principles, and a review of Bahá'í-inspired enterprises to implement those ideals around the world. [about]
- Physical Discpline of Children, by Research Department of the Universal House of Justice (1994). The Baha'i concept of punishment within the overall context of justice and world order; the principle of reward in child-rearing; physical vs. moral and intellectual discipline. [about]
- 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]
- Power and the Bahá'í community, by Moojan Momen, in Lights of Irfan, 19 (2018). While Baha'i social teachings may have sounded new and exciting a century ago, that is no longer the case today. The problem the world faces is not in the principles that would lead to a better society, but in their application. [about]
- Principles and Practices of Curriculum Design and Development, by Farzam Arbab (2004). [about]
- Raising Children of Light: editorial, by Bahá'í International Community, in Jerusalem Post (2008). [about]
- Reading of Sona Farid-Arbab's Moral Empowerment: In Quest of a Pedagogy, A, by Gerald Filson, in Journal of Bahá'í Studies, 28:3 (2018). On the central goal of education and how it can address our evolving need to learn about both the physical and social world at a
time when knowledge and information are accumulating at such an incredible pace. [about]
- Reflections on Human Rights, Moral Development, and the Global Campaign to Eradicate Gender-Based Violence, by Michael L. Penn, in Bahá'í-Inspired Perspectives on Human Rights (2001). [about]
- 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]
- Role of Education in Building Material and Spiritual Civilization, The, by Farzam Arbab (2004). [about]
- 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]
- Searching for Bahá'í Identity, by Alexandra Leavy, in Journal of Cultural Studies of the Middle East and North Africa (2009). How do religious minorities adapt to the new nationalist identity of Iran post-1979? [about]
- Social Action, by Bahá'u'lláh and Abdu'l-Bahá (2020). Concepts of social and economic development in the Baha'i teachings; material vs spiritual dimensions of existence; community issues; specific themes of education, agriculture, economics, health, arts, and technology. [about]
- Spiritual Education of Children (in Russian and English), by William S. Hatcher (2008). Fireside talk given in English, with Russian translation. [about]
- Statement on Homosexuality, by National Spiritual Assembly of the Bahá'ís of the United Kingdom (1996). Statement written at the request of the NSA of the U.K., which was "concerned at the introduction into schools of material which seemed to approve of, and even promote, homosexuality." [about]
- Summary Statement of the ANISA Model, by Daniel C. Jordan (1974). ANISA is a comprehensive educational system defined by specifications which insure its replicability, evaluation, and refinement. Its objectives are the actualization of human potential and explanations of how to achieve them. [about]
- SunWALK: A Bahá'í-inspired Model of Education, by Roger Prentice, in Lights of Irfan, Volume 6 (2005). [about]
- Translation list (2009). Index to talks, letters, and other items translated from Persian and Arabic to English by Adib Ma'sumian; listed here for the sake of search engines and tagging. [about]
- Universal Education, by Abdu'l-Bahá, in Mémoires sur l'education morale, présentés au deuxième Congrès international d'éducation morale à La Haye (1912). Tablet to the second international congress on moral education in The Hague. [about]
- Universal Language, Adoption of, by Bahá'u'lláh and Abdu'l-Bahá (2008). [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]
- Vision of Race Unity: America's Most Challenging Issue, by National Spiritual Assembly of the Bahá'ís of the United States (1991). A formal statement from the US NSA on "the most challenging issue confronting America." [about]
- Vision of the Future, A, by John S. Hatcher, in Journal of Bahá'í Studies, 26:4 (2016). "From the Editor's Desk": Introductory notes to JBS volume 26:4, announcing that JBS is now free for sharing, with new articles posted freely online. [about]
- Way Out of No Way, A: Harlem Prep: Transforming Dropouts into Scholars, 1967-1977, by Hussein Ahdieh and Hillary Chapman (2016). History of Harlem preparatory school, one of the earliest alternative schools in the country, as told by its former assistant headmaster. [about]
- Women's Education and Socio-Economic Development: The Pathways of Impact, by Geeta Gandhi Kingdon (2010). [about]
- 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]