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Search for tag "Learning"

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date event locations tags see also
2013. April The publication of Insights from the Frontiers of Learning by the International Teaching Centre.

At this point there were more than 3,600 clusters where the friends were striving to establish new programmes of growth or to advance existing ones. An analysis of developments in some 200 of the most advanced of these clusters—particularly the strongest 20—suggested effective strategies for growth and demonstrated the efficacy of pursuing lines of action in a coherent manner. This publication offered a close examination of the pattern of action characteristic of the clusters at the forefront of learning.

BWC ITC Publications; Publications; Insights from the Frontiers of Learning

from the main catalogue

  1. 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]
  2. Becoming Your True Self, by Daniel C. Jordan, in World Order, 3:1 (1968). The nature of human potential, and how the Bahá'í Faith can guide the process of spiritual transformation. [about]
  3. Change of Culture, A, by Moojan Momen (2003/2011). An overview of the process of cultural change in the Bahá'í community. [about]
  4. Continental Boards of Counsellors, Letter to the Conference of, by Universal House of Justice (2010-12-28). [about]
  5. Developing a Participatory Approach to Learning, by Maija Pihlainen, in Journal of Bahá'í Studies, 4:2 (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. [about]
  6. 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. [about]
  7. 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]
  8. la Conferencia de los Cuerpos Continentales de Consejeros, A: 28 de diciembre de 2010, by Universal House of Justice (2010-12-28). [about]
  9. Maturation and Learning in the Bahá'í Community, by David Levick, in Australian Bahá'í Studies, 1:2 (1999). [needs abstract] [about]
  10. Persian-speaking Believers in Anglophone Communities, by Universal House of Justice, in Bahá'í Canada, 8:6 (1996-02). Some Persian expatriates feel deprived of participation in Bahá'í gatherings because of an inability to understand English. [about]
  11. 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. [about]
  12. 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. [about]
  13. 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. [about]
  14. 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. [about]
 
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