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A Life of Service

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A Life of Service A Life of Service Level Three — Coming of Age —A Life of Service/Huqúqu’lláh and the Bahá’í Funds 9 TO DEVELOP ONE’S INTELLECTUAL FACULTIES SCHOLARSHIP AND THE LIFE OF THE MIND SPIRITUAL QUALITIES RELEVANT TO THIS TOPIC: COURAGE, INITIATIVE, COLLABORATION Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess. Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom. Bahá’u’lláh, Gleanings from the Writings of Bahá’u’lláh, pp. 259–60 The Prophets and Messengers of God have been sent down for the sole purpose of guiding mankind to the straight Path of Truth. The purpose underlying Their revelation hath been to educate all men, that they may, at the hour of death, ascend, in the utmost purity and sanctity and with absolute detachment, to the throne of the Most High. Bahá’u’lláh, Gleanings from the Writings of Bahá’u’lláh, pp. 156–57 —A Life of Service 11 GOAL: TO DEVELOP ONE’S INTELLECTUAL FACULTIES TOPIC: SCHOLARSHIP AND THE LIFE OF THE MIND Learning Objectives and Suggested Activities KNOWLEDGE OBJECTIVES • To know some of the Bahá’í teachings regarding scholarship and the life of the mind • To become familiar with a learning model for spiritual development • To become familiar with bounties and responsibilities of spiritual maturity Suggested Learning Activities • Read selections from the writings of • Research the importance of excellence in ‘Abdu’l-Bahá on the life of the mind. scholarship in the writings of ‘Abdu’l-Bahá and Shoghi Effendi and create a compilation. WISDOM OBJECTIVES • To gain a deeper appreciation of the gift of the intellect and the importance of scholarship in all fields of human endeavor • To gain understanding of a learning model for spiritual development Suggested Learning Activities • Select a passage about the life of the mind • Discuss the value of scholarship and the life or scholarship to memorize and create a of the mind from a Bahá’í perspective. beautiful illuminated version of it. • Create a list of important themes relating to scholarship from the writings of ‘Abdu’l- Bahá and Shoghi Effendi. 12 World Order of Bahá’u’lláh—Level Three GOAL: TO DEVELOP ONE’S INTELLECTUAL FACULTIES TOPIC: SCHOLARSHIP AND THE LIFE OF THE MIND SPIRITUAL PERCEPTION OBJECTIVES • To discern ways to develop one’s intellectual gifts in service to one’s own life goals • To reflect on the application of a learning model for spiritual development toward one’s goals • To identify attitudes and actions that help a learning group succeed • To reflect on one’s own contributions to a learning group Suggested Learning Activities • Select a quotation and develop goals toward • Encourage students to reflect on the implementing the message of this quotation importance of scholarship for their in our daily lives. generation and its connection to the • Create a plan for tracking progress toward progress of the Faith and of humanity. these goals. ELOQUENT SPEECH OBJECTIVES • To describe the importance of scholarship in all fields for the advancement of human civilization • To research and report on a selected topic, using the Bahá’í writings and other literature as desired • To create and achieve a personal goal using a learning model for spiritual development Suggested Learning Activities • Invite students to create a poster illustrating • Encourage students to prepare a fireside on their achievements toward meeting their selected research topics and assist them to personal goals. carry out this event. —A Life of Service 13 GOAL: TO DEVELOP ONE’S INTELLECTUAL FACULTIES TOPIC: SCHOLARSHIP AND THE LIFE OF THE MIND Sample Activities ACTIVITY 1: COMING OF AGE KNOWLEDGE OBJECTIVE: To become familiar with bounties and responsibilities of spiritual maturity SPIRITUAL PERCEPTION OBJECTIVES: To identify attitudes and actions that help the group succeed; To reflect on one’s own contributions to a learning group INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of Bahá’í sacred writings; Use of reflection; Use of consultation SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • Folder for each student, to save all work, handouts, and journal entries for the Life of Service topics • Copies of Resource Pages 23 and 24 • Chart paper and markers • Background music Advance Preparation: Note that students compile all their papers from the next several topics into a book during Activity 7 of the Teaching Our Peers topic, p.142 of this Lesson Planning Guide. Consider keeping these folders in the classroom. Display the following quotation in the classroom: O loved ones of ‘Abdu’l-Bahá! . ‘Abdu’l-Bahá eagerly anticipates that each one of you may become even as a fearless lion moving in the pastures of human perfection and a musk-laden breeze wafting over the meads of virtue. The glory of glories rest upon you. ‘Abdu’l-Bahá, Bahá’í Prayers and Tablets for the Young, p. 30 1. Welcome students! Consider including music in human perfection”? Can we think of examples your opening devotions and invite students to of being fearless in the path of human read, recite, or sing their favorite prayers. Also perfection? What might it mean to be “a musk- include the posted quotation. laden breeze wafting [or floating] over the Briefly discuss: Who is ‘Abdu’l-Bahá? Why do meads of virtue”? Can we think of examples of we imagine that He anticipates such wonderful people being like a fragrant breeze of virtue? things for us all? Listen carefully to responses. 3. Encourage students to think about a time that You may add that ‘Abdu’l-Bahá was a prisoner they felt like “a fearless lion moving in the most of His life in the Holy Land. When He pastures of human perfection” or “a musk- was finally free in 1909, He traveled to Africa, laden breeze wafting over the meads of virtue.” Europe, and North America to spread If students have a hard time thinking of an Bahá’u’lláh’s Message of love and peace, justice example, encourage them to recall a time that and unity, throughout the world. We can learn they were more fearless or more like a fragrant from His example as we strive to make our breeze than usual. Invite students to nod their mark on the world and attain spiritual maturity. head when they have a memory in mind. 4. Encourage them to share these memories with 2. Read the quotation a second time. Explain that “musk” is a natural scent used in making another student. Then affirm that one goal for perfume and that “mead” is another word for a this class is to increase the number of times that meadow. Briefly discuss: What might it mean to we have these feelings of power, strength, be “a fearless lion moving in the pastures of beauty, and virtue in our everyday lives. 14 World Order of Bahá’u’lláh—Level Three GOAL: TO DEVELOP ONE’S INTELLECTUAL FACULTIES TOPIC: SCHOLARSHIP AND THE LIFE OF THE MIND 5. Provide students with copies of Resource Page for the group. Teachers may contribute to this 23. Play background music while students write discussion, as desired. Explain that the class will their answers. Then invite them to move around have the opportunity to refine these guidelines the classroom, pose these questions to 3–4 in the next class, if desired. Save this list of others in the class, and write their names in the guidelines. appropriate column. You may wish to signal 12. Explain that the following lessons on a Life of when it is time to move to another person. Service consider important questions about Teachers should also participate in this activity. coming of age spiritually, including developing 6. After students have had time to trade questions our powers of intellect, our spiritual powers, and answers, briefly discuss: What are some of and our engagement in community life. The the ways that we’re the same as others? What first topic in this Lesson Planning Guide are some ways that we’re different? Do we see concerns scholarship and the life of the mind, a patterns in our similarities and differences? topic that will be considered in the next activity. Were any of the answers a surprise? 13. Refer again the suggested class guidelines and 7. In the whole group, invite volunteers to read their purpose of helping the group succeed in aloud the posted quotation again. Ask students its goals. Invite students to offer any to briefly discuss with the person beside them: contributions they’d like toward making this What are some ways that we can draw on our class a total success. Acknowledge all. Teachers similarities and differences while we’re together, may begin this process by offering a so that each of us can be more fearless in the contribution that you’d genuinely like to make path of human perfections and more like to the group. Some examples might be: to arrive breezes of virtue as we interact with others? early for class each time to greet the students as How can we support each other in this group? they arrive; to learn the names of every member of students’ families; to share about oneself and 8. After allowing time for students to discuss, invite each pair to contribute one idea to the to learn about others; to work together, study group. Record ideas on chart paper. After each together, pray together, and have fun together. team has given one idea, invite teams to share 14. After all have had the opportunity to share, additional ideas, as desired.
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