- Bahá'í Community as a Learning Organisation, The, by Roy Steiner (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.
- Becoming Attuned to Reality: Presuppositions and the Power of Learning in Action, by Todd Smith (2024-03). The learning mode of action, reflection, consultation, and study encourages investigators to attend to six "interplays" which work together to facilitate collaborative readings of reality in the search for truth.
- Becoming Your True Self, by Daniel C. Jordan (1968). The nature of human potential, and how the Bahá'í Faith can guide the process of spiritual transformation.
- Change of Culture, A, by Moojan Momen (2003/2011). An overview of the process of cultural change in the Bahá'í community.
- Continental Boards of Counsellors, Letter to the Conference of, by Universal House of Justice (2010-12-28).
- Developing a Participatory Approach to Learning, by Maija Pihlainen (1991). 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.
- Exploring a Framework for the Elimination of Racial Prejudice in America, by Paul Lample (2025-03). Explores a Bahá'í-inspired framework for eliminating racial prejudice in America, fostering unity, and advancing Bahá'u'lláh’s vision through community-building and social transformation. Includes a compilation on the elimination of racial prejudice.
- 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 (2003/2008/2018/2023). 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.
- Framework for Action and the Legacy of the Civil Rights Movement, The, by Derik Smith (2025-03). Explores parallels between the Bahá’í framework for action and the civil rights movement, emphasizing systematic organization, collective action, and sustainable social transformation over individual heroism.
- Human Knowledge and the Advancement of Society, by Hoda Mahmoudi (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.
- la Conferencia de los Cuerpos Continentales de Consejeros, A: 28 de diciembre de 2010, by Universal House of Justice, Cortesía, trans. (2010-12-28).
- Maturation and Learning in the Bahá'í Community, by David Levick (1999). The paradigm for Bahá'í decision-making and consultation; relativist vs. subjectivist ontology; hermeneutic-dialectic methodology; the unconscious process of decision-making vs. learning a mature and conscious process of decision-making.
- Reflections on a Culture of Learning and Growth: Community and Individual Paradigm Shifts: Part A: A Contemporary, Historical, Futuristic and Personal Context, by Ron Price (2008). The building of the community & administrative structure of this new world Faith was at the core of Bahai programs & policies, goals & game-plans, so to speak, from 1921 to 1996, a period of 75 years, and as far back as the last years of the 19th century.
- Reflections on the First Century of the Formative Age, by Universal House of Justice (2023-11-28). Overview of the Faith's developments and activities during the previous century, including the Guardianship, global expansion, community building and development, participation in societal discourse, and construction of the Bahá'í World Centre.
- Revelation and Social Reality: Learning to Translate What Is Written into Reality, by Paul Lample (2009). The nature of change in social reality, Bahá’í understanding and practice, learning and growth, participating in the advancement of society, and problems of knowledge and power.
- Revelation as Scientific in its Method: Science, Diversity, Consultation, and Learning in Action, by Stephen R. Friberg (2024-03). An exploration of Shoghi Effendi's statement that the Bahá'í Faith is scientific in method; the role of diversity in scientific objectivity and bias; the process of action, reflection, consultation, and study.
- Teaching Bahá'í History in Schools: A Resource Material, by Boris Handal (2010). 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.
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