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Search for tag "Knowledge"

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  1. Advancing Toward the Equality of Women and Men, by Institute for Studies in Global Prosperity (2009). Issues that lie at the heart of the struggle for the equality of women and men, via the Institute’s efforts to generate systematic learning and gain new insights, in collaboration with others. [Link to PDF, offsite.] [about]
  2. Answered Questions, Some: A Philosophical Perspective, by Ian Kluge, in Lights of Irfan, Volume 10 (2009). Philosophical foundations of the Bahá’í teachings, including ontology, theology, epistemology, philosophical anthropology and psychology, and personal and social ethics. [about]
  3. Answered Questions, Some, by Abdu'l-Bahá (2014). 'Table talks' given by ‘Abdu’l‑Bahá in ‘Akká between 1904 and 1906 in response to questions posed by Laura Dreyfus-Barney; first published in 1908, the new 2014 edition has been extensively retranslated. [about]
  4. Articulating a Consultative Epistemology: Toward a Reconciliation of Truth and Relativism, by Todd Smith and Michael Karlberg, in Journal of Bahá'í Studies, 19:1-4 (2009). Epistemology has a perennial tension between two contrasting approaches to knowledge: the search for foundational truth vs. the relativity of truth. Consultation can help resolve paradoxical truth claims to develop an integrative approach to knowledge. [about]
  5. Bahá'í Community as a Learning Organisation, The, by Roy Steiner, in Bahá'í Studies Review, 6 (1996). How a knowledge management system focussed on assisting individuals, communities and institutions could improve their success. Followed by commentaries by Kambiz Maani and Svenja Tams. [about]
  6. Bayan (Bayán-i-Farsí and Bayán-i-'Arabí), The: Letters and Letters of the Living, by Universal House of Justice and Iraj Ayman (1994). [about]
  7. Bioprospecting and Indigenous Knowledge in Australia: Implications of Valuing Indigenous Spiritual Knowledge, by John Hunter and Chris Jones (2006). Co-authored/painted paper by Aboriginal and 'Western' authors primarily focusing on spiritual issues in law. [about]
  8. Challenges for Bahá'í Youth in a Western Way of Life, by Universal House of Justice (2013). Difficulties young people might face in upholding Bahá'í ideals and standards of behaviour in the context of Western culture and sexual mores. [about]
  9. Commentary on the Saying "Knowledge is Twenty-Seven Letters", A, by Mirza Abu'l-Fadl Gulpaygani, in Letters & Essays 1886-1913 (1985). An explanation of a saying of Imám Ja'far as Sádiq, which was quoted in the Kitáb-i-Iqán, about the Promised One bringing the remaining 25 letters of knowledge. [about]
  10. Criteria of Knowledge, The: Beyond Inspiration, by Julio Savi, in Studies in Bahá'í Philosophy, vols. 2-3 (2014). On the epistemology of inspiration and intuition; 4 criteria of human knowledge: sense perception, intellect, scriptural tradition, and inspiration. Abdu'l-Bahá adds a fifth: the inmost heart. [about]
  11. Dawn over Mount Hira and Other Essays, by Marzieh Gail (1976). A collection of essays on various topics of interest to Bahá'í studies and history. Most of these were first published in Star of the West and World Order between 1929 and 1971. [about]
  12. 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]
  13. Enormous Expansion in Access to Knowledge, An, by Judith Oppenheimer, in Scriptum: Newsletter for Bahá'í Librarians & Information Professionals, 3 (1995). Consideration of some questions inspired by "The Prosperity of Humankind" statement: What is knowledge? What purpose does it serve? How is it made accessible? [about]
  14. Firm Cord of Servitude, The, by Theo A. Cope, in Lights of Irfan, Book 2 (2001). A call for a revisioning of mysticism's claims of "union with God" in light of the Bahá'í Teachings as well as Jungian psychology. [about]
  15. “First we speak of logical proofs': Discourse of knowledge in the Bahá'í writings, by Frank Lewis, in Bahá'í Studies Review, 10 (2001). Recovering the intellectual context of particular discourses in the Bahá'í writings can help to evaluate whether a given statement is meant to convey a propositional fact or a rhetorical truth. [about]
  16. Generation of Knowledge and the Advancement of Civilization, by Haleh Arbab (2007). [about]
  17. Half Million Years, A, by Dana Paxson (2021). Exploring the 500,000-year Bahá’í cycle asserted by Shoghi Effendi, in two versions: academic-style essay form, and story-narrative form. [about]
  18. "He hath known God who hath known himself": A Deepening Course on the Bahá'í Revelation (2012). A lengthy compilation by the granddaughter of Howard Colby Ives designed to be a study guide to the Writings, covering knowledge of God, the station of the Manifestations, the nature of the Covenant, and the dynamics of creation, constancy, and servitude. [about]
  19. He who knoweth his self hath known his Lord: Commentary, by Bahá'u'lláh (1996). Translation by Shoghi Effendi, completed by Cole. Themes include Islamic mysticism and the meaning of detachment, the meaning of the hadith about knowing one's self, the meaning of Return, and the hadith "The believer is alive in both worlds." [about]
  20. Human Intellect, The: A Bahá'í-Inspired Perspective, by Adrian John Davis, in Lights of Irfan, Book 2 (2001). A study of some of the analogies and differences between the Sufi concept of the "Perfect Man" and the Bahá'í notion of the Manifestation of God; theologies of at-Tirmidhí, Ibn al-'Arabí, Dáwud-al-Qaysarí, Haydar Amulí, et al.; the "Muhammadan Essence." [about]
  21. Human Knowledge and the Advancement of Society, by Hoda Mahmoudi, in Journal of Bahá'í Studies, 22:1-4 (2012). Knowledge is the means toward realizing a global civilization. The current Five Year Plan focuses the Bahá'í community’s consultation, reflection, and global growth, and the individual’s applying spiritual and secular knowledge to help this process. [about]
  22. Integrative Approach to Knowledge and Action: A Baha'i Perspective, by Behrooz Sabet, in Converging Realities, 1:1 (2000). A conceptual base for the development of an integrative approach to the study of the Bahá'í Faith, based largely on the harmony of science and religion. [about]
  23. Intellectual Life of the Bahá'í Community, The, by Farzam Arbab, in Journal of Bahá'í Studies, 26:4 (2016). The 34th Hasan M. Balyuzi Memorial Lecture at the ABS conference in Montreal, on the need for us to have intellectual courage, a lack of elitism, and the harmony of science and religion. Includes video, published version, and an outline of the talk. [about]
  24. Knowledge, by Paul Lample (2005). [about]
  25. Knowledge and Civilization: Implications for the Community and the Individual, by Farzam Arbab, in Bahá'í World, Vol. 26 (1997-1998) (1999). Exploration of the relationship between science and religion as two great systems of knowledge that have a vital social role to play in the building of a world civilization. [about]
  26. Knowledge and the Covenant of Bahá'u'lláh: Invited Commentary, by Ian C. Semple, in Bahá'í Studies Review, 9 (1999). On the apparent contradiction between following infallible divine guidance while pursuing an unfettered search after truth, and the culture of academic writing. [about]
  27. Knowledge of God, The: An Essay on Bahá'í Epistemology, by Jack McLean, in World Order (1978). Knowledge of the divine is the beginning of all things. This can come through the investigative faculty, the path of reason, or through intuition and mysticism, the path of the heart. [about]
  28. Knowledge, Certitude and the Mystical Heart: The Hidden Essence of God's Word, by LeRoy Jones, in Lights of Irfan, Book 3 (2002). Bahá'u'lláh equates Truth with divine knowledge and requires that we must first be cleansed of worldly things if we are to attain divine knowledge and true understanding. The elusive and transcendent nature of divine knowledge. [about]
  29. Language of the Heart, The: Parallels between Chinese and Bahá'í Approaches to the Spiritual Self, by Sim Tze Hong, in Singapore Bahá'í Studies Review, vol. 4 (1999). Parallels between Chinese and Confucian thought vs. Bahá'í teachings about the spiritual self, the nature of the heart, the pathway to perfection, the knowledge of oneself, and symbolism in language like "open heart" and "use heart." [about]
  30. Laymen vs. Scholars in Bahá'í Studies, by Universal House of Justice (1996). No distinction should be drawn between "laypeople" and "scholars" in Bahá'í studies, and the pursuit of knowledge. [about]
  31. Letters and Essays, 1886-1913, by Mirza Abu'l-Fadl Gulpaygani (1985). Treatises of "the greatest and most learned of all Bahá'í scholars" about Alexander Tumansky; on meeting Abdu'l-Bahá; and on the meaning of angels, resurrection, civilization, tests, angels, holy spirit, and the saying "Knowledge is twenty-seven letters." [about]
  32. Light & Mercy: Mental Health and Tests and Difficulties, by Bahá'u'lláh and Abdu'l-Bahá (2021). The physical and mental impact of the continuing pandemic is evident around us, and the members of the Baha’i community are not immune. This publication will be of assistance and support to the friends both individually and collectively. [about]
  33. Light Was in the Darkness, The: Reflections on the Growth that Hides in the Pain of Suffering, by Michael L. Penn, in Bahá'í World (2020). Existential stress and its relationship to individual growth and development, drawing on the rich spiritual and philosophical heritage of humanity. [about]
  34. Minimalism from a Bahá'í Perspective, by Mahyad Zaerpoor Rahnamaie, in Lights of Irfan, Volume 8 (2007). Minimalism accepts the objective reality outside human perception but may go beyond the reductionism of scientific objectivity. This is relevant to the Bahá’ís, as they favour a perspective in which reality is treated as a unified whole. [about]
  35. Philosophical Statements by 'Abdu'l-Bahá in Some Answered Questions, by Abdu'l-Bahá (2019). Quotations extracted from Ian Kluge's article "Some Answered Questions: A Philosophical Perspective" (2009), using the 2014 revised edition of "Some Answered Questions". [about]
  36. Prejudice and Discrimination, by Will C. van den Hoonaard (1993). Prejudice is cultural. History shows no society is immune. U.S. Bahá'ís facilitated Racial Amity groups in the 20s and 30s, and found ignorance plus apathy are key factors in prejudice. Reducing it requires a universal commitment to the unity of humanity. [about]
  37. Provisional Translations of Selected Writings of the Báb, Baháʼuʼlláh, and ʻAbdu'l-Bahá, by Peyman Sazedj (2009). Twenty-four translations from 2009, 2010, and 2011 copied from the defunct website peyman.sazedj.org. [about]
  38. Psychology and Knowledge of Self, by Bahá'u'lláh and Abdu'l-Bahá (n.d.). [about]
  39. Purposes and Objectives of Bahá'í Scholarship, The: Compilation and commentary, by Peter Terry (2009). Three essays on objectives of Bahá'í Scholarship, attaining to the knowledge of God, and the study of philosophy. [about]
  40. Qualities and Attributes of the Spiritually Learned: Excerpts from The Secret of Divine Civilization, by Thomas R. Wilson (1987). [about]
  41. Rationality in Academic Disciplines, by K. P. Mohanan, in Singapore Bahá'í Studies Review, vol. 6 (2001). For an academic community to construct knowledge through teamwork, its members must have a shared language with the same pairings of concepts and words, and they must have shared epistemic values by which to "dialogue" and base collective decisions. [about]
  42. Reason and the Bahá'í Writings, by Ian Kluge, in Lights of Irfan, 14 (2013). The Bahá'í Faith has much to say on the importance of reason, logic, and a "rational God," but the mind alone is not sufficient to attain transrational understanding. This paper examines the uses and limitations of reason in light of cultural differences. [about]
  43. Reflections on the Epistemological Views of 'Abdu'l-Bahá, by Mikhail Sergeev, in Journal of Bahá'í Studies, 22:1-4 (2012). Abdu’l-Bahá explored four sources of knowledge—sensory perception, reason, intuition, and tradition—to examine the importance of scripture, limitations of human knowledge, distinctions between objective and subjective knowledge, and between human/divine. [about]
  44. Reflections on The Four Valleys of Bahá'u'lláh, by Amrollah Hemmat, in Journal of Bahá'í Studies, 30:4 (2021). Studies of this book often focus on its Sufi and mystical aspects. But when it is seen within the larger context of the totality of the Bahá’í Writings, its purpose appears as a guide for spiritual wayfarers to the recognition of the Manifestation of God. [about]
  45. Réflexions intimes sur le Kitáb-i-Aqdas, by Pierre Daoust (2022). Un petit recueil de réflexions; une sorte de voyage dans un domaine aux multiples paysages, qui donnera l'envie à d'autres de lire le Kitáb-i-Aqdas et d'être eux aussi touchés par sa profondeur, sa sagesse, et sa beauté. [about]
  46. Spiritual Self in Bahá'í Studies, The, by Jack McLean (2003). Being philosophically informed is particularly important for Bahá'ís who are in dialogue with persons concerned with ethical, epistemological, theological and metaphysical issues. This paper introduces the topic for discussion among Bahá'í academics. [about]
  47. SunWALK: A Bahá'í-inspired Model of Education, by Roger Prentice, in Lights of Irfan, Volume 6 (2005). 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. [about]
  48. Tablet on the Inmost Heart, by Abdu'l-Bahá (2001). On the four balances (scales) with which people weigh reality, significance, and the divine questions: the balance of the senses, the balance of reason, the balance of tradition, and the balance of inspiration; the divine balance is the inmost heart. [about]
  49. Toward a Framework for Action, by Paul Lample, in Journal of Bahá'í Studies, 28:3 (2018). On defining and encouraging scholarship, especially as it relates to the major objectives of the Bahá'í Faith, and the role of the scholar in the Bahá'í community. [about]
  50. Towards a Definition of Bahá'í Theology and Mystical Philosophy, by Julio Savi, in Bahá'í Studies Review, 11 (2003). Bahá'í theology is not metaphysical hair-splitting but is a "divine philosophy" all Bahá'ís are invited to study, to achieve inner knowledge, spiritual progress, and an enhanced capacity for loving. [about]
  51. 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]
  52. Will, Knowledge, and Love as Explained in Baha'u'llah's Four Valleys, by Julio Savi, in Journal of Bahá'í Studies, 6:1 (1994). Exploration of some of the "seemingly abstruse" concepts of the Four Valleys. [about]
  53. Zen Gloss on Baha'u'llah's Commentary on "He who knoweth his self knoweth his Lord", A, by Juan Cole (1996). A Buddhist interpretation of themes in Bahá'u'lláh's tablet on Islamic mysticism and a saying about knowing one's self. [about]
 
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