1. n.d.. Professions. Bahá'u'lláh, Abdu'l-Bahá, Universal House of Justice, Research Department, comp. . Compilations.
2. 2025-12-31. Message to the Conference of the Continental Boards of Counsellors. Universal House of Justice. Regarding the progress of the Nine Year Plan of the worldwide Bahá’í community (2022–2031). UHJ-letters.
3. 2025-12. Fostering Wisdom in Youth through Moral Education in a Bahá'í-inspired School. Tahereh Khollas Pourshafie, Janice Orrell. How a Bahá’í-inspired school uses moral education to help young people develop wisdom, good character, and positive behavior. Articles.
4. 2025-12. Negotiating Gender Equality among Pakistani Bahá'ís: A Qualitative Study. Saleha, Ayesha Zaka, Humaira Tehsin. Explores how Pakistani Bahá’ís negotiate religious ideals of gender equality within everyday life, revealing tensions between egalitarian beliefs and patriarchal social norms. Articles.
5. 2025-10-10. Developmental Model for Religion, A: A Bahá'í Philosophy and Social Theory. Behrooz Sabet, Filip Boicu. A review of Bahá’í scholarship and philosophy within the historical evolution of religion, accompanied by a taxonomy of key areas of Bahá’í research and inquiry. Transcripts.
6. 2025-09-29. Rebalancing Knowledge: An Informal Dialogue on the Crisis and Promise of Social Sciences. Behrooz Sabet, Filip Boicu. The social sciences still lean on reductionist models. They need to be integrated into a broader framework that fosters the unity of knowledge. Transcripts.
7. 2025-09. Principled Engagement: The Bahá'í Community of Iran's Approach to Social Change. Iqan Shahidi. Analyzes the Iranian Bahá’í community’s principled, non-adversarial engagement in social change, highlighting constructive resilience, community building, and non-political contributions despite persecution. Articles.
8. 2025-07. Bahá'í Sacred Writings. Bahá'u'lláh, Abdu'l-Bahá, Bahá'í World Centre, comp. . A comprehensive collection of selections from the Writings of Bahá’u’lláh and the Writings and utterances of ‘Abdu’l-Bahá, representing the range of the Bahá’í teachings. Writings.
9. 2025-05. Role of Religions and Faith-Based Actors in Advancing Spiritual and Material Prosperity on the Continent of Africa, The. Bahá'í International Community. Religious and interfaith actors in Africa can unite diverse communities, inspire collective action, and advance spiritual and material prosperity through dialogue, cooperation, and moral leadership. BIC.
10. 2025-04-21. New Institution of Learning, A: The Training Institute. Bahá'í World. The Bahá’í training institute builds capacity for individual and community transformation through study, service, and collective learning. Articles.
11. 2025-04-21. Fostering a Worldwide Movement of Youth. Bahá'í World. Youth empowerment through spiritual education, service, and community-building programs, cultivating agents of social transformation amid mounting global challenges. Articles.
12. 2025-04-21. Women and Social Progress: Building Communities Based on Dynamic Partnership. Bahá'í World. Highlights the Bahá’í principle of gender equality, showing its spiritual basis and global application through education, leadership, and community action. Articles.
13. 2025-03-19. Regarding Family Life and Marriage. Universal House of Justice. Letter emphasizing the Bahá’í family’s role in fostering unity, equality, and spiritual growth, shaping communities, and resisting societal disintegration through service, education, and evolving family structures. UHJ-letters.
14. 2025-03-10. Towards A European Union Anti-Racism Strategy. Bahá'í International Community. The BIC Brussels Office calls for a transformative EU anti-racism strategy, emphasizing human unity, education, community engagement, and youth leadership to foster lasting societal change. BIC.
15. 2025. Bahá'í Work as Worship, Prayer as Practice: Chapter 15. Deborah Clark Vance. Religion is logical and progressive; it moves humanity closer to a unified world; human reality is our thought, not our bodies; life is for acquiring spiritual attributes; Baháʼí temples are symbols of unity, fostering peace and community-building. Articles.
16. 2025. In Full Partnership: Thirty Years of Women's Advancement at the United Nations and Beyond. Bahá'í International Community. Collection of statements by the Bahá’í International Community on the subject of gender equality. Books.
17. 2024-05-26. To the Institute for Studies in Global Prosperity. Universal House of Justice. The Bahá’í response to conflicts and related humanitarian crises in the world; encouraging Bahá’í youth to contribute to peace and unity by avoiding political involvement, focusing on moral principles, and promoting constructive social change. UHJ-letters.
18. 2023-2026. BWNS Podcasts: Conversations and Insights from the Field. Bahá'í World News Service. Links to 46 interviews highlighting how Bahá’í individuals and communities worldwide apply spiritual principles to education, governance, equality, and social transformation, fostering unity and the betterment of society. Video and audio available. Audio.
19. 2023-09. La Condition Humaine: âme, raison, conscience. Pierre Daoust. Cet article propose un tour d'horizon des Écrits sur les notions d'âme, de raison et de conscience et en tire des conclusions sur la condition et la noblesse de l'être humain. Articles-unpublished.
20. 2023. Bahá'í Faith and the Equality, Rights, and Advancement of Women, The: A Survey of Principles, Praxis, and Discourse. Wendi Momen. Equality of women and men; education, advancement, and rights of women and girls; their application within the Bahá’í community; Bahá'í individual and institutional efforts to influence the international discourse on women. Link to article (offsite). Articles.
21. 2023. Эволюция Женских Образов В Творчестве и.а. Гриневской 1890-1900 (Evolution of Female Images in the Works of I. A. Grinevskoy 1890-1900). K. V. Sarycheva. Analysis of early works that represent lives and experiences of women in the early 20th century, with a focus on Tahirih; overview of the play "Báb" and women's issues of the time: education, age prejudice, appearance, and expected behavioral norms. Articles.
22. 2022-09. "And universal peace —"" in what Book is this written?": How and Why 'Abdu'l-Bahá Identified "New" and Distinctive Bahá'í Principles. Christopher Buck. Reflections on ‘Abdu’l-Bahá's answer to the question "What has Bahá’u’lláh brought that we have not heard before?" Introductory.
23. 2022-08-03. Pursuit of Social Justice, The. Michael Karlberg. An interdisciplinary examination of prevailing conceptions of human nature, power, social organization, and social change, and their implications for the pursuit of peace and justice. Articles.
24. 2022-08. What Is Bahá'í Education?. Filip Boicu. different current expectations about what should fall under the topic of "Bahá’í education"; three types of curricula (FUNDAEC, Anisa, BIHE) and their theoretical sources; these must be drawn together into a field of study; the importance of universities. Presentations.
25. 2022. Principle of the Oneness of Humankind, The: Strong Foundationalism, Non-Adversarialism, and the Imperatives of Our Time. Filip Boicu. Some of the ways in which the concept of globalization has been framed in the recent past; the vision of Shoghi Effendi; The Seven Valleys and social change; moral codes and ethical living; the oneness of humankind and non-adversarialism. Articles-unpublished.
26. 2021-12-30. Message to the Conference of the Continental Boards of Counsellors on the Nine Year Plan. Universal House of Justice. Features of the new 9-Year Plan, "the first major undertaking in a sacred twenty-five-year venture, generational in its scope and significance," to be implemented Ridvan 2022. UHJ-letters.
27. 2021-10-22. 'Abdu'l-Bahá and the Bahá'í Students. Reed M. Breneman. Examining ‘Abdu’l-Bahá’s influence on Bahá’í students and Syrian Protestant College (now American University of Beirut), promoting education that harmonizes intellectual, moral, and spiritual development for universal peace and unity. Articles.
28. 2021-05. Secret of Divine Civilization, The. Fariba Moghadam. Overview of the history Abdu'l-Bahá's treatise, and its themes presented through a compilation of quotations. Prepared for the Wilmette Institute. Presentations.
29. 2021. Numeracy for the Junior Youth: Addition and Subtraction. Boris Handal. Learning materials developed for use in rural schools in India, intertwining numeracy skills with spiritual concepts for the Junior Youth age range. Reflections and quotations from the Bahá'í writings are included. Resources.
30. 2021. On the Notion of a 'Conceptual Framework' in Bahá'í Education: Part 1. The Harmony of Science and Religion. Filip Boicu. Looking at the notion of a conceptual framework for Bahá’í education from the perspective of the integration of science and religion suggests the Bahá’í community is currently undergoing a significant epistemological transition (e.g. 'anti-racism'). Articles-unpublished.
31. 2020/2023. Social Action. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Universal House of Justice, Research Department, comp. . Concepts of social and economic development in the Bahá'í teachings; material vs spiritual dimensions of existence; community issues; specific themes of education, agriculture, economics, health, arts, and technology. Compilations.
32. 2020-2026. Nuggets, The. Badi Shams. A newsletter written from a Bahá’í perspective consisting of inspiring stories, news, and history from the culture and wisdom of Canada's First Nations and all religions, contributing to making the world a better and united place. Essays.
33. 2020. De l'action sociale. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Universal House of Justice, Research Department, comp. . Concepts de développement dans les enseignements baha'is, dimensions matérielles et dimensions spirituelles de l'existence, problèmes communautaires, thèmes spécifiques de l'éducation, de l'agriculture, de l'économie, de la santé, des arts et technologie. Compilations.
34. 2019-05. Begin with the Village: The Bahá'í Approach to Rural Development. Paul Hanley. About the focus on rural areas, the role of farmers and villages in achieving sustainable development, establishing community institutions, social action and public discourse. Articles.
35. 2019. Foreigner: From an Iranian Village to New York City and the Lights That Led the Way. Hussein Ahdieh, Hillary Chapman. 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 Bahá'í inspired School. Books.
36. 2018/2025. Additional Tablets, Extracts and Talks. Abdu'l-Bahá, Bahá'í World Centre, trans. . 216 selections, last updated 2025. Writings.
37. 2018/2024. Additional Tablets and Extracts from Tablets Revealed by Bahá'u'lláh. Bahá'u'lláh, Bahá'í World Centre, trans. . 85 selections, last updated August 2024. Writings.
38. 2018. Power and the Bahá'í community. Moojan Momen. While Bahá'í social teachings may have sounded new and exciting a century ago, that is no longer the case today. The problem the world faces is not in the principles that would lead to a better society, but in their application. Articles.
39. 2018. Reading of Sona Farid-Arbab's Moral Empowerment: In Quest of a Pedagogy, A. Gerald Filson. On the central goal of education and how it can address our evolving need to learn about both the physical and social world at atime when knowledge and information are accumulating at such an incredible pace. Articles.
40. 2018. The Woman Who Read Too Much: A Novel, by Bahíyyih Nakhjavani: Review. Mary A. Sobhani. Reviews.
41. 2017-07-19. Original of Prayer for Children. Universal House of Justice. On the original Persian text of a prayer of ‘Abdu’l-Bahá that begins, "O God! Educate these children..." UHJ-letters.
42. 2017-03-03. Toward Prosperity: The Role of Women and Men in Building a Flourishing World Civilization. Bahá'í International Community. Calls for gender equality, moral education, and inclusive systems to build a just, prosperous world civilization through the equal partnership of women and men. BIC.
43. 2017. A Way Out of No Way, by Hussein Ahdieh and Hillary Chapman: Review. Donald T. Streets. Reviews.
44. 2017. Calling, The: Tahirih of Persia and Her American Contemporaries. Hussein Ahdieh, Hillary Chapman. 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. Books.
45. 2017. Iran's Systemic Denial of Access to Higher Education. Saman Sabeti. Discrimination as embedded in the Iranian Constitution and in higher education since 1979; dismissal and expulsion; exclusion by application form; exclusion by process; how the victims have responded. Articles.
46. 2016-08-19. From Nayriz to New York: Hussein Ahdieh and the Story of Harlem Prep. Sean Nevins. Brief overview of the history of the Harlem Prep School and bio of its founder. Newspapers.
47. 2016. Way Out of No Way, A: Harlem Prep: Transforming Dropouts into Scholars, 1967-1977. Hussein Ahdieh, Hillary Chapman. History of Harlem preparatory school, one of the earliest alternative schools in the country, as told by its former assistant headmaster. Books.
48. 2016. Advancing in Bahá'í-inspired Education. Sona Farid-Arbab. 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 Bahá'u'lláh's vision for humanity. Articles.
49. 2016. Vision of the Future, A. John S. Hatcher. "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. Essays.
50. 2016. Digital Citizenship: The New Citizenship. Boris Handal. This book chapter discusses the need for introducing the notion of virtues and spiritual attitudes in the delivery of learning experiences fostering digital citizenship values from a Bahá'í perspective. Articles.
51. 2016. Social Justice, Higher Education and the Oneness of Humankind. Filip Boicu. Notions of social justice can be reconfigured and connected to a positive ideology for universities with the understandings of the unity of humankind, the process of globalization in the light of unity, and the role of universities as a medium for change. Articles-unpublished.
52. 2016. Sistema de Aprendizaje Tutorial: Redefining Rural Secondary Education in Latin America. Christina Kwauk, Jenny Perlman Robinson. A series on educational interventions where not only access to schools was improving, but also learning itself; a look at Colombia's Bahá'í-inspired initiative Sistema de Aprendizaje Tutorial ("Tutorial Learning System"). Articles.
53. 2015. Child of Mine. Kamelia Khoshmashrab. A composition for expectant parents, featuring quotations from the Bahá’í Writings on topics such as pre-pregnancy, infant health, naming a child, parental roles, and postpartum depression. Compilations-personal.
54. 2013-2025. Bahá'í History and Videos. Hussein Ahdieh. Links to Zoom videos on a variety of topics: Kahlil Gibran, the life of Varqá, Bahá'í schools for girls and Tahirih's influence, martyrs in Nayriz, Abdu'l-Bahá in New York, and Harlem Prep School. Video.
55. 2013-2018/2023. Various Essays. Susan Gammage. 47 short essays on following the teachings and living a Bahá'í life, life coaching and counselling, recovery from substances or abuse, family matters, dreams, elections, debt, abortion, and more. Includes bios of Bruce Matthews and Caroline Lehmann. Essays.
56. 2013. Bahá'í Approaches to World Problems. Iscander Micael Tinto. Historical, religious, scientific, and economical analysis of the state of the world and how the various problems of humanity should be faced, based on the Bahá’í Writings and some contemporary philosophical and scientific theories. Articles-unpublished.
57. 2013. Materials Studied at the 114 Global Youth Conferences in 2013. Bahá'í World Centre. Compilation presenting materials studied during the global Bahá’í youth conferences in 2013, organized under the auspices of the Universal House of Justice, exploring youth identity, community-building, service, and civilization advancement. Study.
58. 2012-12. Baha'i Religious History: Introduction. Todd Lawson. Introduction to a special issue of this journal titled "Bahá'í History," summarizing the prophetic record, the divine hierarchy of history, and the primacy of science and education. Essays.
59. 2012-12. Bahá'í History. Todd Lawson, ed. A complete issue of this well-known journal was dedicated entirely to Bahá'í Studies. So far, only 3 articles from it are online. Books.
60. 2012-02. Exploring Learning Processes within a Collaborative Study Circle: Cultural-historical activity theory perspective on individual and social transformation. Jean-Marie Nau. Processes of learning in communities outside school-related education; Bahá'í theories of how education can express humans as noble beings; knowledge as a manifestation of social reality; teleological history; humanity as an organically evolving entity. Theses.
61. 2012. 'Abdu'l-Bahá's Encounter with Modernity during His Western Travels. Wendi Momen. Abdu'l-Bahá's responses to the West's technology and innovations on the one hand, vs. its archaic racist and sexual philosophies on the other. Articles.
62. 2012. Exploring a Framework for Moral Education: An Outline. Sana Rezai. 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). Study.
63. 2012. Public Schools May "Teach About Religion" —" Not "Teach Religion". Christopher Buck. History of legislation regarding how and when religious texts might be studied in public schools, and comments on pedagogical approaches. Encyclopedia.
64. 2011-07-29. In the Face of Oppression. Geoffrey Cameron. The Bahá'ís in Iran have long been persecuted, but stand strong in their pursuit of a just society. Newspapers.
65. 2011-05. Knowledge Sharing for Community Development: Educational Benefits at the Community Level through Networks of Knowledge Flow and Communities of Practice. Emily Lample. Educational programs can drive community development by enhancing knowledge-sharing networks, as shown in the Preparation for Social Action (PSA) program, through student-led interactions and network expansion. Theses.
66. 2011. Breastfeeding and the Bahá'í Faith. Haig V. Setrakian, Marc B. Rosenman, Kinga A. Szucs. 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. Essays.
67. 2010-04-13. Women's Education and Socio-Economic Development: The Pathways of Impact. Geeta Gandhi Kingdon. Audio.
68. 2010-04-02. To the Believers in the Cradle of the Faith. Universal House of Justice. Regarding subjects such as family life, wealth, materialism, and justice. UHJ-letters.
69. 2010-01. Early Childhood Education. Cyrus Rohani. 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. Essays.
70. 2010. Education for Interdependence: The University and the Global Citizen. Michael Karlberg. 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. Articles.
71. 2010. Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras. Catherine A. Honeyman. Exploration of the connections between education, social capital, and development through a mixed-methods case study of Colombia's Sistema de Aprendizaje Tutorial, an innovative secondary-level education system. Articles.
72. 2010. Teaching Bahá'í History in Schools: A Resource Material. Boris Handal. A self-contained lesson addressing the history and growth of the Faith and the lives of the Báb and Bahá’u’lláh, designed for primary-school students in the broader community; contains learning objectives, learning activities, and audio-visual resources. Introductory.
73. 2010. رهایی: مجموعه ای از آثار دکتر علی مراد داودی (Freedom: A collection of works by Dr. Ali Murad Davoudi). Alí Murád Dávúdí, Vahid Rafati, comp. and ed. . 18 articles and various historical materials, including Dr. Davudi's will. Books.
74. 2009-2025. Translation List: Provisional Translations of Baháʼí Texts. Adib Masumian, trans. Index to talks, letters, and other items translated from Persian and Arabic to English by Adib Masumian; listed here for the sake of search engines and tagging. Bibliographies.
75. 2009-11-24. To the Believers in the Cradle of the Faith. Universal House of Justice. Regarding the family and its role in the advancement of civilization. UHJ-letters.
76. 2009. Children. Nancy A. Davis. 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. Encyclopedia.
77. 2009. Weaving the Arts into Presentations. Jaine Toth. A brief slide presentation, with script for narrator, to explain the positive effects achieved when the arts are woven into presentations rather than just used as an adjunct or for entertainment. Presentations.
78. 2008-02. Bahá'í Students and American University of Beirut in the Early 20th Century. Reed M. Breneman. The influential activities of the campus Bahá'í association in Beirut, 1900-1920 and during the first World War. Theses.
79. 2008. Spiritual Education of Children (in Russian and English). William S. Hatcher. Fireside talk given in English, with Russian translation. Audio.
80. 2008. Universal Language, Adoption of. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Ehsan Bayat, comp. . Compilations-personal.
81. 2008. Raising Children of Light: editorial. Bahá'í International Community. In seeking to end the world's suffering, we need to acknowledge that we are all one human race in an increasingly interconnected world, educate children and mothers, and end the oppression of girls and women. BIC.
82. 2008. Metaphors in Education. Boris Handal. Knowledge is associated with the development of spiritual capabilities such as justice, confidence, patience, service, etc. Educational research and its methodologies are a vehicle to find knowledge and a tool to help us achieve our highest selves. Essays.
83. 2007-10. Interreligious and Intercultural Cooperation. Bahá'í International Community. Statement to the United Nations on best practices and strategies for interreligious and intercultural cooperation. BIC.
84. 2007. Bahá'í Education: Sources of Guidance. Peter Terry, comp. A lengthy compilation covering many subjects of interest to parents, teachers, and students, such as education principles, curricula, pedagogy, psychology, gender, infants, and institutions. Compilations-personal.
85. 2007. Bushido (Chivalry) and the Traditional Japanese Moral Education. Nozomu Sonda. Japanese virtues explained by Nitobe in 1900 in comparison with the Bahá'í perspective on moral education. Articles.
86. 2007. Philosophy of Bahá'í Education, The. Boris Handal. 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. Articles.
87. 2007. Teaching As Worship: Pedagogy of the Spirit in the Narratives of Bahá'í Educators. Tracey Booth Snipes. How Bahá'ís' perception of their role as educators, along with their interpretation of religious philosophy and professional experience, help shape their teaching and work; the effect of human secularism and religious theory on the academic experience. Theses.
88. 2007. Hidden Gifts: Finding Blessings in the Struggles of Life. Brian Kurzius. Compilation of Bahá'í texts on the purpose of problems and tests in our lives. Introductory.
89. 2006-07-02. Beyond Legal Reforms: Culture and Capacity in the Eradication of Violence Against Women and Girls. Bahá'í International Community. Statement on the epidemic of violence against women around the world, as perpetuated by social norms, religious fanaticism, and economic and political exploitation; necessary educational objectives and legal frameworks. BIC.
90. 2005. SunWALK: A Bahá'í-inspired Model of Education. Roger Prentice. A model for a spiritualizing pedagogy based on development of the individual's Caring, Creative and Critical abilities, developed within the Community (the 4Cs), inspired by the light of higher-order values. Articles.
91. 2005. Foundations for a Spiritual Education: Research of the Bahá'í Writings. National Bahá'í Education Task Force. A sourcebook of Bahá'í 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. Compilations-NSA.
92. 2005. Classroom Management in Action. 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. Resources.
93. 2004. Bahá'í Ethics: Answers to 55 Questions Submitted by Arthur Dobrin. Dianne Bradford, Fiona Missaghian, Udo Schaefer, Robert Stockman, Jonah Winters, comp. . Answers to questions submitted in preparation for a source book in religious ethics for a college course at Hofstra University, New York, fall 2001. Essays.
94. 2004. Principles and Practices of Curriculum Design and Development. Farzam Arbab. Talks.
95. 2004. Role of Education in Building Material and Spiritual Civilization, The. Farzam Arbab. Talks.
96. 2003/2008/2018/2023. For the Betterment of the World: The Worldwide Bahá'í Community's Approach to Social and Economic Development. Office of Social and Economic Development. 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. Introductory.
97. 2003. Compilation: Blessings in Teaching Children. Kiser Barnes, comp. Writings on the subject of the teaching and education of children. Compilations-personal.
98. 2003. Tablet of Maqsúd (Lawh-i-Maqsúd): Guidance on Human Nature and Leadership. Ramin Neshati. Reference to human aptitude and potential being contingent upon education; the need for a global conclave of world leaders and a common language and script; Prophets as intermediaries between God and creation; and praise for the Prophet Muhammad. Articles.
99. 2003. Exposition of the Tablet of the World (Lawh-i-Dunyá), An. James B. Thomas. 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. Articles.
100. 2002-12. Creating a Culture of Learning. Sylvia Kaye. Transformation of human character and existence; evolution toward a new world order; change of culture; pedagogy and learning; collective evolution. Articles-unpublished.
101. 2002-12. Science, Religion and Development. Farhad Aghdasi. Development planning must take into account the culture of the people they're working with; incorporating the spiritual dimensions of human existence into programs to alleviate poverty; the failure of materialism. Articles-unpublished.
102. 2002-05-28. Apparent Contradictions in the Bahá'í Writings, Reconciliation of. Universal House of Justice. On apparent contradictions, regarding Mírzá Abu'l-Fadl on Abraham and Zoroaster; 'Abdu'l-Bahá and a Baby Naming Ceremony; Minimum Age of Marriage; Smoking and Firmness in the Covenant; Corporal Punishment; Táhirih as "Woman Suffragette." UHJ-letters.
103. 2002 Spring. Brain Drain from Iran to the United States, The. Akbar E. Torbat. Excerpt from article mentioning the exodus of Bahá'í intelligentsia from Iran in 1979, and the Bahá'ís' attempt at underground education. Excerpts.
104. 2002. Education of women and socio-economic development. Geeta Gandhi Kingdon. 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. Articles.
105. 2002. Web and Weft of Civilisation: Art and Learning in the Bahá'í Community. Aodhan Floyd. One of the challenges of the 5 Year Plan (2001-2006) is enhancing the relationship between education and art. Learning through the arts can enrich communities and help integrate societies. Education is the most effective way to shape values. Essays.
106. 2002. Filosofías y Analogías en Educación. Boris Handal. 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. Essays.
107. 2001. Bahá'í-Inspired Perspectives on Human Rights. Tahirih Tahririha-Danesh, ed. 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. Books.
108. 2000-06. Address at Queen's Birthday Weekend Conference, Auckland. Peter J. Khan. Addresses a variety of issues facing the Bahá'í community, especially as pertains to New Zealand Bahá'ís. Talks.
109. 2000. Social and Economic Development. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Universal House of Justice, Research Department, trans. . Compilations.
110. 2000. Values Education in Bahá'í Schools. Jennifer Chapa, Rhett Diessner. A general introduction to a Bahá'í view of the purpose of education, along with a review of common principles and features of Bahá'í-inspired schools, with a multiculturally sensitive curriculum. Articles.
111. 2000. Bahá'í Educational Project, The: Towards a Universal System of Education. Wm. Keith Bookwalter. Interpretation of guidance in the Baha' writings to formulate a method of using Bahá'í deepening and training materials that utilize research-based learning, teaching, and curriculum theory, both deductive and inductive, beyond institute-style courses. Articles.
112. 2000. El proyecto educacional Bahá'í hacia un sistema universal de educacion. Wm. Keith Bookwalter. Las principales tareas que enfrentan hoy los educadores baha'is y que constituyen lo que he denominado como "El proyecto educacional baha'i", y los obstaculos como las oportunidades frente a la generación actual de escolares y educadores baha'is. Articles.
113. 2000. Principles for Effective Parenting. Don Dainty. A cycle for successful family development; preparation for marriage; parental roles; virtues education; support of institutions. Essays.
114. 1999/2004. Bahá'í Education for Children: A Teacher's Guide. Alí-Akbar Furútan. A series of six books on teaching children, organized by age. Books.
115. 1999-11. Education and the Supreme Talisman in the Kitáb-i-Íqán. Melissa Tansik. 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. Essays.
116. 1999-04-01. Baha'i Institute Of Higher Education, The: A Creative And Peaceful Response To Religious Persecution In Iran. Bahá'í International Community. Overview of the history and architecture of BIHE, the independent, full-fledged, yet completely decentralized, university system run by Bahá'ís in Iran. BIC.
117. 1999. Human Spirit in Moral Education, The. Kuek Yi Hsing. 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 Bahá'í Faith can offer. Articles.
118. 1999. Another Look at Achieving Peace by the Year 2000. John Huddleston. The process of globalization in terms of trade, culture, corporations, migration, environment, and crime; how to maintain peace; the failure of the world's leaders to achieve peace; institutional frameworks for peace and restructuring the United Nations. Articles.
119. 1998-12. African Culture, Traditional, Aspects of. Universal House of Justice, Universal House of Justice, Research Department, comp. . Challenges and opportunities in the African continent; eliminating prejudices; dance and music; alcohol; hunting; initiation rites; the supernatural; tribal leadership; status of women. Compilations.
120. 1998-04-13. Baha'i Principles of Education: Categorization of and Commentary on Extracts from Baha'i Education. Rodney H. Clarken. 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. Articles-unpublished.
121. 1998. Education of women and socio-economic development, by Geeta Gandhi Kingdon: Commentary. Erin Murphy Graham, Felicity Rawlings. Reviews.
122. 1998. Advancement of Women: A Bahá'í Perspective. Peter J. Khan, Janet A. Khan. Explores Bahá’í teachings on gender equality, women’s education, family transformation, moral dignity, and how equal partnership between sexes advances peace and society. Books.
123. 1997/2026. Principles of Bahá'í Education: A Brief Conceptual Review. Behrooz Sabet. A concise review of Bahá’í educational principles offering a unified vision of learning, human potential, and social transformation. Articles-unpublished.
124. 1997. Iranian Believers Throughout the World, Message to. Universal House of Justice. Inspirational discussion of the history of the Bahá'ís in Iran, including exhortations for the education of Persian children and youth. UHJ-letters.
125. 1997. Bahá'u'lláh and Liberation Theology. Juan Cole. The idea of liberation and equality is central to Bahá'í theology; the poor in the 19th century Middle East; Bahá'u'lláh and the poor; Tablet to the Kings on wealth and peace; laws of the Kitáb-i-Aqdas and Huququ'lláh; state social welfare. Articles.
126. 1996-06. Sustainable Communities in an Integrating World. Bahá'í International Community. Concept paper prepared for the Second United Nations Conference on Human Settlements (Habitat II) held in Istanbul, Turkey. BIC.
127. 1996-04. Baha'i View of the Educated Person, The: A Case Study in Religious Education. Timothy Reagan. How Bahá'ís 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. Articles-unpublished.
128. 1996. Messages from the Universal House of Justice 1963-1986: Third Epoch of the Formative Age. Universal House of Justice, Geoffrey W. Marks, comp. . Books.
129. 1996. Universality of the Laws of the Kitáb-i-Aqdas, The. Bijan Samali. The laws of the Aqdas focus on the individual; are applicable to everyone; facilitate the realisation of the oneness of human race; ensure the equality of the sexes; are adaptable to cultural diversities; and call for the elimination of all prejudices. Articles.
130. 1996. Human Rights and the Bahá'í Faith: The Human Right to Education for Religious Understanding. Stanley W. Johnston. Human rights should be viewed globally and should include freedom of choice in religion via liberal schooling; development goals; the 1981 UN Declaration to Eliminate Discrimination and Intolerance Based on Religion or Belief. Articles.
131. 1996. Family in Bahá'í Faith, The. Moojan Momen. Overview of Bahá'í teachings on marriage, children, and education. Essays.
132. 1996. Bahá'u'lláh's Teachings on Spiritual Reality. Paul Lample, comp. The quest for spirituality, the spiritual life, material and spiritual reality, the progress of the soul and humanity’s spiritual education. Introductory.
133. 1995-04. Cognitive-Developmental Psychology and the Baha'i Faith: Meaningful Connections. Rhett Diessner. Some major concepts shared by Bahá'ís and adherents of cognitive-developmentalism; avenues of communication between members of the Bahá'í Faith and the therapeutic community. Articles.
134. 1995. Requisites for Family Unity: The Role of the Father in the Family. Safoura Chittleborough. The importance of the family as a whole in child-rearing and the negative consequences of family breakdown. Articles.
135. 1995. Walking the Tight-rope of Parenthood. John A. Davidson, Christine Wood. Description of a Bahá'í parenting program created by a "Marriage and Family Development" committee. Essays.
136. 1995. Community as Family, The: Opportunities of Growth. Ros Gabriel. Essays.
137. 1995. Family in Bahá'í Society, The: A Unique Approach to Curriculum Development. Stephen Hall. Educational ideas from Dr. Dwight Allen and Dr. Farzan Arbab. Essays.
138. 1995. Education of Children: Principles before Pragmatism. Sandra Rowden-Rich. Essays.
139. 1995. Family and the Future, The: Legal Perspectives. P. E. Ringwood. Legal action and institutions must be developed which are positive, constructive and linked with community education and resources to improve the quality of family life; we must not forget that all life has a spiritual perspective. Essays.
140. 1995. Role of the Father in the Family, The. Graeme Russell. Practical steps to enhance the role of fathers in the family. Essays.
141. 1995. Whanau (extended family) Structures as an Innovative Intervention into Maori Educational and Schooling Crises. Graham Hingangaroa Smith. The development of an innovative response by the indigenous Maori people of New Zealand to the dual crises of Maori educational underachievement on the one hand and to the loss of Maori language, knowledge and culture on the other. Articles.
142. 1995. Pastoral Care of Bahá'í Children: Warwick Leaflets. Warwick Bahá'í Bookshop. Essays.
143. 1995. Race Unity: Implications for the Metropolis. June Manning Thomas. Universal principles of unity which apply to cities; how racial disunity has been imprinted upon the metropolitan landscape in the United States; spiritual principles necessary to improve the fragmented urban life around the world. Articles.
144. 1994/2019. Education — A Bahá'í View: Warwick Leaflets. Warwick Bahá'í Bookshop. Essays.
145. 1994-10-16. Physical Discpline of Children. Universal House of Justice, Research Department. The Bahá'í 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. UHJ-letters.
146. 1994-09-04. Balance in life, and pioneering versus getting an education. Universal House of Justice. Achieving balance and planning in "each important area of one's life," including balancing the need for education and a profession and pioneering. UHJ-letters.
147. 1994-08. Papel de la educación, los medios de información y las artes en el desarrollo social, El. Bahá'í International Community. El papel de la educación, los medios de información BIC.
148. 1994-03-30. Schools owned by Bahá'ís and "Bahá'í schools" . Universal House of Justice. Are schools owned by or run by Bahá'ís always considered "Bahá'í" schools, and does the word "Bahá'í" always appear in their title? UHJ-letters.
149. 1994. Bahá'í Faith and Peace Psychology, The: The Potential for Science and Religion to Collaborate. Rhett Diessner. On the potential for Bahá’í peace initiatives, coupled with empirical peace psychology approaches, regarding: ethnicity and peace, feminism and peace, and peace and education. Articles.
150. 1993-11-23. Violence Against Women and Children. Universal House of Justice. Bahá’í principles on violence, sexual abuse, family dynamics, gender equality, consultation, child discipline, and community protection. UHJ-letters.
151. 1993. Kitab-i-Aqdas: Its Place in Bahá'í literature. Bahá'í World Centre Office of Public Information. Offers a broad introduction to the Aqdas and its themes. Essays.
152. 1993. Organic Order, An: An Approach to the Philosophy of Bahá'u'lláh through the Writings of Shoghi Effendi. Roger Coe. The structure of the Administrative Order as outlined by the writings of the Guardian, and the principles of the Anisa model of education. Available audio and presentation formats as well as the published article. Articles.
153. 1993. "In the Beginning Was the Word": Apocalypse and the Education of the Soul. Ross Woodman. Hidden meanings in scripture and the soul are metaphorically identified with the huris, or brides. The bridegroom, Bahá'ulláh, enters union as the marriage of the Manifestation with the Maid of Heaven, who releases the Logos and the newly created soul. Articles.
154. 1993. مقالات و رسائل در مباحث متنوّعه: جلد سوم (Articles and Treatises on Various Subjects: Volume 3). Alí Murád Dávúdí, Vahid Rafati, comp. and ed. . 33 articles and essays on various topics, along with biographies and other historical material. Books.
155. 1991. Education, Bahá'í. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi. Compilations.
156. 1991. Women. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Universal House of Justice, Research Department, comp. . Explores the status of women in the world, the development of women, the role of education in that development, the Bahá'í concept of gender equality and the application of that principle to family life. Includes bibliography of related Bahá'í literature. Compilations.
157. 1991. Vision of Race Unity: America's Most Challenging Issue. National Spiritual Assembly of the Bahá'ís of the United States. A formal statement from the US NSA on "the most challenging issue confronting America." NSA-letters.
158. 1991. Developing a Participatory Approach to Learning. Maija Pihlainen. The Macau-based School of the Nations’ philosophy of education, and its implications for the school’s curriculum development process. The Bahá'í approach to education emphasizes moral education, participation, cooperation, and consultation. Articles.
159. 1990-04. Charter for Bahá'í Schools, A. Stephen Waite, National Spiritual Assembly of the Bahá'ís of India. Basic principles which may guide the development of Bahá'í schools and other educational projects NSA-documents.
160. 1990. Translating the Bahá'í Writings. Craig Alan Volker. In translating the Bahá’í writings, faithfulness to the original text is paramount, reflecting both the beauty of the original and accurately conveying its concepts; consultation is an integral part of the process; practical problems faced by translators. Articles.
161. 1990. Selflessness: Congruences between the Cognitive-Developmental Research Program and the Bahá'í Writings. Rhett Diessner. On four major concepts shared by the cognitive-developmentalist theorists (Piaget, Kohlberg, Kegan) and the Bahá’í writings, including a developmental teleology, the stage-like nature of development, the importance of an epistemic focus, and selflessness. Articles.
162. 1989. Bahá'í Schools. Vahid Rafati. Brief excerpt, with link to article offsite. Encyclopedia.
163. 1989. Creative Act and the Spirit, The. Bonnie Wilder. Essay on the connections between art and the Bahá'í teachings, from the perspective of personal artistic experience. (First 90% of article only, pages 17-34.) Articles.
164. 1988. Lights of Guidance: A Bahá'í Reference File. Bahá'u'lláh, Abdu'l-Bahá, Shoghi Effendi, Universal House of Justice, Helen Bassett Hornby, comp. . The classic Bahá'í reference book. This is its first online edition. Compilations-personal.
165. 1988. Education and Moral Development in Children. Susan Clay Stoddart. We are caught between the imperative to function as a world culture and a belief that we need to maintain separate racial, cultural, and ethnic identities; strategies that parents and teachers can use to help children develop an identity with all peoples. Articles.
166. 1988. Montessori and the Bahá'í Faith. Barbara Hacker. The work of the educationalist Maria Montessori was attuned to the spirit of the Bahá’í Era. Her view that children are key to the development of human society and ultimately world peace are presented in relation to Bahá’í writings on these subjects. Articles.
167. 1986-10-27. Places Where the Manifestations of God Have Appeared; Equality of Men and Women. Universal House of Justice. The consistent portrayal of all known Manifestations of God as male and their historical emergence exclusively in the East; the equality of men and women; on soul mates. UHJ-letters.
168. 1986. Munirih Khanum: Memoirs and Letters. Munirih Khanum, Sammireh Anwar Smith, trans. . Autobiography of Khanum (1847-1938), the wife of Abdu'l-Bahá. 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-Bahá. Books.
169. 1986. Concept of Spirituality, The. William S. Hatcher. Widely-read ABS monograph, re-published in the Bahá'í World. Includes chapters "The Nature of Man," "Process of Spiritual Growth," and "Collective Dimension of Spirituality." Articles.
170. 1986. American Bahá'í Women and the Education of Girls in Tehran, 1909-1934. R. Jackson Armstrong-Ingram. On the activities of four teachers and doctors who formed the first resident embassage of Western Bahá'í women in the East, who came to Iran to help expand access to health and education. Articles.
171. 1985-07-15. Activities in the Bahá'í World Community to Improve the Status of Women during the United Nations Decade for Women. Bahá'í International Community. Report presented to the World Conference to Review and Appraise the Achievements of the United Nations Decade for Women: Equality, Development and Peace BIC.
172. 1985. Unrestrained as the Wind: A Life Dedicated to Bahá'u'lláh. National Youth Committee, comp. Compilation of quotations on topics of especial interest to Bahá'í youth. Compilations-NSA.
173. 1984/2000. Tablet on the Struggle for Survival (Lawh-i-Tanázu'-i Baqá). Abdu'l-Bahá, Keven Brown, trans, Mehdi Wolf, ed. . Abdu'l-Bahá's response to Darwinism is that the struggle for survival, far from being innate to human nature, is an erroneous notion characterizing humanity's adolescence, and is due to be replaced by the more exalted concept of cooperation for survival. Translations.
174. 1982-2023. Encyclopaedia Iranica: Selected articles related to Persian culture, religion, philosophy and history. Encyclopaedia Iranica. Sorted, categorized collection of links to over 170 articles. Encyclopedia.
175. 1980. Developmental Universals and Their Implications for Parental Competence. Daniel C. Jordan. Philosophical and theoretical considerations of developmental universals; role of parents in actualizing biological, psychological, and leadership potentials; foundations for language, math, and arts; parents' role in moral and philosophical competency. Articles.
176. 1976-12-02. Letter to the National Spiritual Assembly of the Bahá'ís of the United States. Universal House of Justice. Regarding a proposal for an international educational institution and the necessity of consolidation of local communities and Assemblies. UHJ-letters.
177. 1975. Conferencia Mundial del Año Internacional de la Mujer: Declaración presentada por la Comunidad Internacional Bahá'í. 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. BIC.
178. 1974. Education of Children. Abu'l-Qásim Faizí. On Bahá'í families and raising children to appreciate Bahá'í principles. Audio.
179. 1974. Harlem Preparatory School: An Alternative. Hussein Ahdieh. 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. Theses.
180. 1974. Philosophical Basis of the ANISA Model, The. Daniel C. Jordan. Talk given at Green Acre Bahá'í 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. Audio.
181. 1974. Summary Statement of the ANISA Model. Daniel C. Jordan. 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. Essays.
182. 1973-04. Divine Education: The Root of Knowledge. Abu'l-Qásim Faizí, R. Behi, ed. . On Bahá'í families and raising children to appreciate Bahá'í principles. Essays.
183. 1973 Summer. Being and Becoming: The ANISA Theory of Development. Michael F. Kalinowski, Daniel C. Jordan. 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. Articles.
184. 1973 Summer. ‘Irfán, Gnosis, or Mystical Knowledge. Jalil Mahmoudi. Explores ‘Irfán (gnosis) as mystical knowledge, contrasting empirical and rational forms, emphasizing its transformative, experiential nature in humanity’s quest for God and spiritual meaning. Articles.
185. 1972. تربیت در آئین بهائی (Education in the Bahá'í Faith). Alí Murád Dávúdí. On moral education from a scientific and ethical point of view. Articles.
186. 1969/1970. Possible Nature and Establishment of Bahá'í Universities and Colleges Based Upon a Study of Bahá'í Literature, The. H. T. D. Rost (published as Harry Timbrell Dyson Rost). An attempt to clarify the possible nature of Bahá'í colleges and universities and the means by which such institutions could be established; includes appendix: letter from Sarah Farmer, 1898. Theses.
187. 1969. Message to the Indian and Eskimo Bahá'ís of the Western Hemisphere. Rúhíyyih Khánum. Letter to Native American and Inuit believers, about the assurance given in the Bahá'í Writings that their future is very great, and that they themselves best help to fulfill these promises by taking the Faith of Bahá'u'lláh to their own people. Essays.
188. 1968-10-09. Pioneering or Education?. Universal House of Justice. To Bahá'í youth in every land: deciding whether to pioneer or continue with higher education. UHJ-letters.
189. 1968. Becoming Your True Self. Daniel C. Jordan. The nature of human potential, and how the Bahá'í Faith can guide the process of spiritual transformation. Essays.
190. 1968. Persia. Richard N. Frye. Excerpt from a book on the history of Iran. Includes mention of Bahá'í schools in the early twentieth century. Excerpts.
191. 1968. منابع مطالعه، حبیب‌الله حسامی: مقدمه (Research Sources, by Ḥabíbu'lláh Ḥisámí: Introduction). Alí Murád Dávúdí. Short introduction praising the author for this study, beneficial for those who are engaged in teaching and for seekers of knowledge. Essays.
192. 1966-06-10. Youth in Every Land, to. Universal House of Justice. Three fields of service open to young Bahá'ís: improving their personal character, teaching the Faith to others, and preparing for their later years through education. UHJ-letters.
193. 1959 August. Education of Youth and Our Twentieth Century Dilemma, The. Habib Taherzadeh. Moral education is lacking in modern societies. Bahá'í moral precepts can guide us towards the goal of moral evolution, to usher in the Golden Age of human maturity and the dawn of Divine Civilization on this planet. Essays.
194. 1941. Táhirih's Message to the Modern World. Martha L. Root. Transcript of a radio address from Sunday April 21, 1940, telling the story of Ṭáhirih, describing her as the foremost woman of her generation known across Persia for her beauty, intelligence, and courage, who gave her life for the emancipation of women. Talks.
195. 1935. Homoculture: Principles of Baha'i Education. Stanwood Cobb. With its teachings of universal civilization the Bahá'í Faith contains a wealth of directions regarding pedagogy, and exerts a revolutionary effect upon cultural and spiritual education. Articles.
196. 1934. New Horizons for the Child. Stanwood Cobb. 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. Books.
197. 1933-07. Interview with 'Abdu'l-Bahá, An. Mary Hanford Ford. Discussing spiritual insights, martyrdom, and labor-saving machines' role in societal advancement. Pilgrims.
198. 1928. New Leaven, The: Progressive Education and Its Effect upon the Child and Society. Stanwood Cobb. 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. Books.
199. 1922-09. Questions about Science and Religion: Interviews with Abdu'l-Bahá at Tiberias and Haifa. Anna Kunz. Questions asked of Abdu'l-Bahá by two Christians visiting Haifa in 1921. Pilgrims.
200. 1918. 'Abdu'l-Bahá on Divine Philosophy. Abdu'l-Bahá, Elizabeth Fraser Chamberlain, comp. . An early collection of writings and talks of Abdu'l-Bahá. Writings.
201. 1912-05-23. `Abdu'l-Bahá's Address at Clark University. Abdu'l-Bahá. Impromptu remarks on the topic of science and education. Translations.
202. 1912. Universal Education. Abdu'l-Bahá. Tablet to the second international congress on moral education in The Hague. Writings.

1. 1909-10-00 —
   The Persian-American Educational Society was founded and inaugurated in Washington DC on the January 1910. [BFA2:XVII; 355–8; Washington Herald 9 January 1910]
   • Its primary purpose was to assist the Tarbíyat School in Iran by establishing scholarships. Mr. Sidney Sprague was the administrator of the school at this time. Many Americans contributed toward scholarships for children. [BFA2:357]
2. 1911-09-09 —
   '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, SYH39]
   • 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 John's Wood. [ABL85-86, In the Footsteps of 'Abdu'l-Bahá p9-10]
3. 1912-08-22 — 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.

4. 1967-08-00 —
   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.
5. 1971-00-00 —
   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.
   • See National Bahá'í Review Issue 10 October 1968 p3
   • 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:
     • The Anisa Project: A Bahá'í-Inspired Educational Model.
     • Meeting Dan Jordan: A Most Remarkable Bahá'í.
     • Becoming Your True Self by Knowing and Loving.
6. 1977-10-12 —
   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.
   • Pictures
   • 1987-00-01 —
     Faced with unrelenting religious persecution involving a wide range of human rights violations, the Bahá'í Institute for Higher Education (BIHE) was founded in response to the Iranian government's continuing campaign to deny Iranian Bahá'ís access to higher education.
     • See BIHE Website.
     • BIHE developed several unique features which have become its defining strengths. Courses were delivered at the outset by correspondence, soon complemented by in-person classes and tutoring. Later on, leading-edge communication and education technologies were included. In addition, an affiliated global faculty (AGF) was established that comprised of hundreds of accredited professors from universities outside Iran who assisted BIHE as researchers, teachers and consultants.
     • The BIHE was to evolve such that it could offer 38 university-level programs across 5 faculties and continued to develop and deliver academic programs in Sciences, Engineering, Business and Management, Humanities, and Social Sciences. It provided and continues to provide its students with the necessary knowledge and skills to not only persevere and succeed in their academic and professional pursuits, but to be active agents of change for the betterment of the world.
     • The BIHE's commitment to high academic standards, international collaboration and its innovative teaching-learning environment has been increasingly recognized as graduates excelled in post graduate studies internationally. [See list] These unique strengths of BIHE, together with the top-ranking marks of its students, have helped secure its graduates places at over 87 prestigious universities and colleges in North America, Europe, Australia and Asia (India). [Closed Doors, Chapter IV; BIHE]
     • See the statement The Bahá'í Institute Of Higher Education: A Creative And Peaceful Response To Religious Persecution In Iran presented by the Bahá'í International Community to the 55th Session of the UN Commission on Human Rights under Agenda item 10 of the provisional agenda: "The Right to Education" in Geneva, 22 March - 30 April 1999.
     • See Iran Wire 20 January 2023 for the notice of passing of Dr Parviz Javid, one of the three professors who are credited with founding the Bahá'í Institute for Higher Education.
     • See Iran's Systemic Denial of Access to Higher Education by Saman Sabeti.
   • 1990-00-21 — 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]
   • 1990-01-00 — The Brazilian Society of Educators for Peace, conceived and initiated by Bahá'ís, is officially recognized by the Amazonas State Government. [BINS219:3]
   • 1990-06-04 — 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]
   • 1993-11-26 —
     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]
   • 1998-09-29 —
     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".
   • 1999-04-19 —
     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.
   • 2011-09-24 —
     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.
   • 2013-07-15 —
     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.
   • 2018-04-31 —
     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.
   • 2021-11-14 — Update on the BIHE: The Institute has adapted using today's technology. As of this date 955 staff members operated the hybrid online and in-person school. The school offered more than 1,050 classes in its associate, undergraduate or graduate programs. Despite ongoing persecution of the BIHE recorded an average of 1,000 applicants and accepted 450 new first-year students annually.

     Although a number of Iranian Bahá'ís were still held back by Iran's refusal to recognize the institution, BIHE graduates would go on to study at a choice of 98 different international universities and colleges. [Borgen Magazine 14 November 2021]

1. 1983-11-21 —
   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]
   • Photographs in this publication were contributed by Elizabeth Martin. [HNWE44]

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