Director: Dr. Robert H. Stockman www.wilmetteinstitute.org Email: [email protected] Voice: (877)-WILMETTE

Course: ST131: Bahá'u'lláh's Revelation: A Systematic Survey

Instructors: Robert Stockman: https://wilmetteinstitute.org/faculty_bios/robert-stockman/ Nima Rafiei: https://wilmetteinstitute.org/faculty_bios/nima-rafiei/

Course Description: The writings of Bahá'u'lláh (1817-92), prophet-founder of the Bahá'í Faith, is estimated to comprise 18,000 works and in excess of six million words, composed in Arabic, Persian, and a unique mixture of both. Approximately 5-7% has been translated into English, but the works available are the most important. In this course we will undertake a systematic introduction to twenty of Bahá'u'lláh’s most important works, ranging from the Rashḥ-i-‘Amá (1853) to Epistle to the Son of the Wolf (1892). We will study the works in chronological order of composition, examining the themes in the works, topics that Bahá'u'lláh progressively revealed during His ministry, and related tablets wherever possible. We will not read most of the twenty works in their entirety but will study significant passages and sections from them. The course will appeal to anyone seeking a deeper understanding of Bahá'u'lláh’s immense corpus.

Learning Outcomes of Wilmette Institute courses relevant to this course:

Knowledge:  Demonstrate knowledge and interdisciplinary insights gained from the course and service learning.

Abilities:  Independently investigate to discern fact from conjecture.  Engage in public discourse, consultation, service learning, and consciousness raising in interdisciplinary, interfaith, and intercultural contexts.

Application:  Apply knowledge, principles, insights, and skills to one’s life and community

Course Objectives:  To be able to explain to others the order of revelation and the titles of the major works of Bahá'u'lláh and a brief summary of their content  To be able to explain to others the major themes of Bahá'u'lláh’s revelation and their development over time  To be able to explain to others the basic religious and cultural context of Bahá'u'lláh’s revelation  To develop skills in reading, summarizing, and explaining Bahá'í scriptural texts  To deepen appreciation for the aesthetic and philosophical depth of Bahá'u'lláh’s writings  To demonstrate your understandings and skills through postings in the course, devotionals, special research or artistic projects, or presentations.

Reading Materials:

All of Bahá'u'lláh’s translations in English are available for free download at the Bahá'í World Centre’s Reference Library, https://www.bahai.org/library/authoritative-texts/bahaullah/ . The course provides electronic copies of the texts themselves to be read. The Wilmette Institute has also created a compilation, The Writings of Bahá'u'lláh: A Compilation of Descriptions and Commentaries, which contains the primary summaries and analyses of Bahá'u'lláh’s major works. The study of each work involves reading all or part of the work itself and the section from the descriptions and commentaries compilation. For long works, the portion included in Gleanings from the Writings of Bahá'u'lláh is read, because that book was created to provide a representative sample of his corpus. Some units also have supplemental materials that have been collected.

Course Expectations and Guidelines: This course is divided into one-week sessions beginning with an orientation and introduction (Unit 1) and ending with a review and summary (Unit 11). All units include readings, activities, and an online discussion among workshop participants. The course has been structured so that it requires an estimated 5 hours per week of reading and discussion (credit and noncredit students), and 5 hours for essay writing (credit students). Academic Integrity: Students are responsible for understanding university policies on academic integrity regarding how to use sources responsibly. There are no acceptable justifications for plagiarism or failing to uphold academic integrity. Please familiarize yourself with academic citation rules. Noncredit students will draft a personal learning plan (PLP) during Unit 1 to define their learning goals for the course. We recommend goals that will develop your personal capabilities and relate the material to the community around you. They should be achievable in and around your other daily tasks. During Unit 11, noncredit students will complete a self-assessment reviewing the extent to which they met the goals they set for themselves. They will have two additional weeks to complete any late course work. We recommend that noncredit students choose a project (for example, a paper, art project, or slide show) to maximize their learning and prepare something they can share with others outside the course. In order for noncredit students to be eligible to receive a Certificate of Completion, they must participate in a majority of the discussions, as well as complete a majority of available unit activities and the end-of-course self-assessment. Credit students do not need to draft a personal learning plan because the course requirements for their work is set. Every week, they will write a 2-4 page “Tablet Study Essay” answering the following questions for each tablet covered:  What is the basic information about the tablet: name of recipient, date of revelation, language revealed in (Arabic or Persian)  What themes does the tablet address? Examples: one's relationship with God; ways to transform oneself spiritually; the nature of human beings; personal ethical principles; principles for social organization and transformation; principles for organizing the Bahá’í community; responses to attacks on the Bahá’í Faith; critiques of the behavior of others; teaching the Faith to others.  Which of these themes are most important in the tablet?  How do earlier or contemporary tablets deal with the same themes?  What themes and terms come from Christian, Islamic, or Bábí contexts? What themes or terms are unique to this tablet?  In what ways is this tablet significant to the world today? In addition, learners seeking credit from their university will submit a plan for their final project (15 page research paper or equivalent) to the lead faculty during unit 11. They will complete the paper over the 2-week period at the end of the course. Noncredit and credit learners are assigned a mentor, who will periodically review their progress in the course and be available to discuss things with them. The following guidelines will help noncredit and credit learners gain maximum benefit from their participation in the course and will contribute toward a rich and rewarding experience through dialogue with others. • Complete the readings and activities for each unit. Afterwards, your first posting in the discussion area should make reference to the readings and activities in such a way that your instructor can tell you read the material and engaged in the activities. • Post at least 2 message replies in the discussion area for each unit/session. Your first discussion posts within each unit should address the discussion topic and demonstrate understanding of the course/unit concepts. Additional postings should provide substantive comments to other participants that are thoughtful, relevant, and help to extend the discussion (i.e., a comment like “oh, that’s interesting” is NOT substantive). Credit students can post their weekly essays to the discussion forum as their contribution to the discourse or send it directly to their mentor. • Choose at least 2 different days each session when you will participate in the discussions. We suggest posting at least once within the first few days of the session, with your second post at least two days before the next session begins. By contributing more than one post on different days, you will help the group develop rich ongoing discussions. • If you post on time (i.e., within the time period of each unit on the course schedule), others will be able to read and respond to your post. • Note that if you do not want everyone to read your posting, you can always send it privately to your mentor instead.

Syllabus: ST131 Baha’u’llah’s Revelation 2020 2 • We recommend that learners keep a course journal to help them keep track of their ideas as they work through the course. Course Schedule:

Unit 1 Introduction to the Course and to Moodle Sept. 3-9, 2020

In this unit, you will review the unit topics and dates, learn how to use Moodle (our course management system), and set up your user profile. Noncredit students develop a personal learning plan and learn how to post and reply in the discussion forums. Learners seeking university credit through their own university or an external agency will consult with their mentor to make sure their work will meet the standards of credit.  BAHĀʾ-ALLĀH (1817-92), MĪRZĀ ḤOSAYN-ʿALĪ NŪRĪ, founder of the Bahá'í religion or Bahaism, from Encyclopedia Iranica  Life Event and Revelation Chart, prepared by Ramez Rowhani  The Life of Bahá'u'lláh, A Photographic Narrative  About the Process of Revelation that Bahá'u'lláh Experienced  Rashh-i-Ama: Texts to Read  Rashh-i-Amá: Description/Commentary  Video: Life of Bahá'u'lláh Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for Rashh-i-Ama

Unit 2 Early Mystic Writings (1853-62) Sept. 10-16

This unit reviews Bahá'u'lláh's earliest writings, in particular and . It considers the themes they focus on and, equally important, the ones they foreshadow.  Early Mystic Writings: Texts to Read  Early Mystic Writings: Descriptions and Commentaries  Early Mystic Writings: Supplemental Information  Video about Bahá'u'lláh’s early writings Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for Hidden Words and for Seven Valleys

Unit 3 Kitáb-i-Iqán and Tablet of the Holy Mariner (1863) Sept. 17-23

This unit reviews the Kitáb-i-Íqán, Bahá'u'lláh's second most important work, a book that defines many basic principles about God and revelation and continues discussion of the spiritual journey of the individual. It also includes reading and discussion of the Tablet of the Holy Mariner.  Kitáb-i-Íqán and Tablet of the Holy Mariner Texts to Read  Kitáb-i-Íqán: Descriptions and Commentaries  Kitáb-i-Íqán: Supplemental Resources  Video about the Kitáb-i-Íqán Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Kitab-i-Íqan and for The Tablet of the Holy Mariner

Unit 4 The Súriy-i-Haykal and Tablets to the Kings (1868-70) Sept. 24-30

"One of the most momentous of the Writings of Bahá'u'lláh is the Súriy-i-Haykal or Súratu'l-Haykal (Súrih of the Temple). Bahá'u'lláh ordered the Súrih and the Tablets to the Kings to be copied in the form of a pentacle symbolizing the human temple. The Tablets were copied in the following order: the Súriy-i-Haykal itself, then the Tablet to Pope Pius IX, the Tablet to Napoleon III, the Tablet to Czar Alexander II, the Tablet to Queen Victoria and the Tablet to Násiri'd-Dín Sháh." () This unit reviews the Súriy-i-Haykal and the Tablets to the Kings it includes.  Kings and Rulers: Texts to Study

Syllabus: ST131 Baha’u’llah’s Revelation 2020 3  Kings and Rulers: Descriptions and Commentaries  Kings and Rulers: Supplementary Materials  Video about the Suriy-i-Haykal Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Súriy-i-Haykal

Unit 5 The Kitáb-i-Aqdas (1873) Oct. 1-7

This unit reviews the Kitáb-i-Aqdas, Bahá'u'lláh's "Most Holy Book," the book summarizing His laws and laying out many of the fundamentals of His religion. Study of the is also assigned.  The Kitáb-i-Aqdas – The Most Holy Book and Questions and Answers  Kitáb-i-Aqdas: Descriptions and Commentaries  Kitáb-i-Aqdas: Supplemental Material  LAWH-I-QAD IHTARAQA'L-MUKHLISÚN (The Fire Tablet)  Video about the Kitáb-i-Aqdas Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Kitáb-i-Aqdas

Unit 6 The Tablets of Ishráqát and Bishárát (1873-90) Oct. 8-14

This unit reviews the tablets of Ishráqát and Bishárát, major works by Bahá'u'lláh revealed between 1873 and His passing in 1892.  Tablets Revealed after the Aqdas: Texts to Read  Tablets Revealed after the Aqdas: Descriptions and Commentaries  Tablets Revealed after the Aqdas: Supplemental Materials  Video about the tablets of Ishráqát and Bishárát Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Ishráqat and for the Bishárát

Unit 7 The Tablets of Tajalliyát and Hikmat Oct. 15-21

This unit reviews the tablets of Tajallíyát and Hikmat, major works by Bahá'u'lláh revealed between 1873 and His passing in 1892.  Tablets Revealed after the Aqdas: Texts to Read  Tablets Revealed after the Aqdas: Descriptions and Commentaries  Tablets Revealed after the Aqdas: Supplemental Materials  Video about the tablets of Tajallíyát and Hikmat Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Tajalliyat and Hikmat

Unit 8 The (Tablets revealed to Zoroastrians and Zoroastrian Oct. 22-28 Bahá'ís) (1870s-1880s)

 The Tabernacle of Unity: Texts to Read  The Tabernacle of Unity: Descriptions and Commentaries  The Tabernacle of Unity: Supplemental Materials  Video about The Tabernacle of Unity Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for Tabernacle of Unity (first three tablets collectively)

Unit 9 The Epistle to the Son of the Wolf (1891-92) Oct. 29-Nov. 4

This unit reviews Epistle to the Son of the Wolf. We will read part of it, review background information about it, and discuss it on the Forums.  Epistle to the Son of the Wolf: Texts to Read

Syllabus: ST131 Baha’u’llah’s Revelation 2020 4  Epistle to the Son of the Wolf: Descriptions and Commentaries  Epistle to the Son of the Wolf: Supplemental Materials  Study Guide for Epistle to the Son of the Wolf by Melanie Smith  Moojan Momen The Lives of 'the Wolf' and 'the Son of the Wolf'  Video about Epistle to the Son of the Wolf Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for Epistle to the Son of the Wolf

Unit 10 Bahá'u'lláh’s Last Years (1890-92) Nov. 5-11

This unit reviews the Kitáb-i-'Ahd and the obligatory prayers. We will read part or all of them, review background information about them, and discuss them on the Forums. We ask everyone to make at least three postings to the Forum in this unit.  Late Akka Period: Texts to Read  Late Akka Period: Descriptions and Commentaries  Late Akka Period: Supplemental Materials  Commentary on the Long Obligatory Prayer by Ismael Velasco  Video about the Kitáb-i-Ahd and obligatory prayers Learning Objectives and Evaluation: Complete “Tablet Study Essay” (described above) for the Kitab-i-Ahd and for the long obligatory prayer

Unit 11 Summary and Integration Nov. 12-14

In this unit, we discuss the course in general and the relationship of the various topics to each other. Noncredit students will review the learning goals they set during Unit 1 and will complete a learning self-assessment. Credit students will submit a plan for their final project (15 page research paper or equivalent) to the lead faculty. Learning Objective and Evaluation: Write an essay on “How is Bahá'u'lláh’s literary corpus significant to the world today?”

Grace Period; Course Project Nov. 12-25

Noncredit students will use these two weeks to catch up with any work they were unable to complete. Credit students with complete a research/reflection paper (approximately 15 pages including references) on a topic related to the course.

Completion

 Noncredit students will receive a certificate of completion from the Wilmette Institute after course expectations are met.  Credit students will receive a transcript of their grade, which will also be sent to the external accrediting institution within a month of completion of the course.

Syllabus: ST131 Baha’u’llah’s Revelation 2020 5 Tablet Study Grading and Assessment Rubric:

Exemplary - A (90-100%)

 Demonstrates superior proficiency in the content knowledge and skills of the unit.  Essay has well developed organization and grammar. The themes of the tablet are enumerated, described, and related to context insightfully with thoughtful comments that are strongly supported by evidence.

Very Good - B (89-80%)

 Demonstrates advanced proficiency in the content knowledge and skills of the unit.  Essay has good organization and grammar. Themes of the tablet are addressed with depth, clear understanding, and substantial supporting evidence.

Satisfactory - C (79-70%)

 Demonstrates basic proficiency in the content knowledge and skills of the unit.  Essay has definite organization and acceptable grammar. Ideas are minimal and address the themes with some supporting evidence.

Sufficient - D (69-60%)

 Demonstrates partial proficiency in the content knowledge and skills of the unit.  Essay has some organization. Ideas are generalizations that address the themes. Supporting evidence is unclear lacking.

Inadequate - F (less that 60%)

 Does not demonstrate adequate levels of proficiency in the content knowledge and skills of the unit.  Essay lacks organization and grammar is poor. Ideas do not address the themes of the tablet. Generalizations are vague or confusing and lack supporting evidence.

Syllabus: ST131 Baha’u’llah’s Revelation 2020 6 Research Paper Rubric: Name: Date: Score:

Category Exceeds Standard Meets Standard Nearly Meets Does Not Meet No Score Standard Standard Evidence Clearly and Clearly states States paper’s Incomplete and/or Absent, no Thesis Statement concisely states paper’s purpose purpose unfocused evidence paper’s purpose, which is engaging and thought provoking Introduction is Introduction states Introduction states No clear Absent, no Introduction engaging, states main topic and main topic but does introduction or evidence main topic, and previews structure not adequately main topic and previews structure of the paper preview structure of structure of the of the paper the paper paper is missing Each paragraph has Most paragraphs Many paragraphs Many paragraphs Not Body thoughtful have sufficient lack supporting fail to develop main applicable supporting detail supporting detail detail sentences idea sentences that sentences that develop main idea develop main idea Organization Writer Paragraph Logical No evidence of Not and Structural demonstrates development organization; structure or applicable Development of logical and subtle present but not organization of organization the Idea sequencing of ideas perfected ideas not fully through well- developed developed paragraphs; transitions are used to enhance organization Conclusion Conclusion is Conclusion restates Conclusion does Incomplete and/or Absent engaging and thesis not adequately unfocused restates thesis restate thesis No errors in Almost no errors in Many errors in Numerous and Not

Mechanics punctuation, punctuation, punctuation, distracting errors in applicable capitalization and capitalization and capitalization and punctuation, spelling spelling spelling capitalization and spelling No errors in Almost no errors in Many errors in Numerous and Not Usage sentence structure sentence structure sentence structure distracting errors in applicable and word usage and word usage and word usage sentence structure and word usage All cited works, both Some cited works, Few cited works, Absent Not Citations and text and visual, are both text and both text and visual, applicable Bibliography done in a correct visual, are done in are done in correct format with no correct format, and format, and not all errors (Chicago not all information appropriate Manual of Style needed citation is citations are preferred); citation cited; provided is done inconsistencies are appropriately (i.e., evident information needing citation is cited)

Syllabus: ST131 Baha’u’llah’s Revelation 2020 7 Bibliography.

Bahá’u’lláh. The Call of the Divine Beloved: Selected Mystical Works of Bahá'u'lláh. Haifa: Bahá'í World Centre, 2018.

———. Epistle to the Son of the Wolf. Translated by . Rev. ed. Wilmette, Ill.: Bahá’í Publishing Trust, 1976.

———. : Javáhiru’l-Asrár. Boondura, Aust.: Bahá'í Publications Australia, 2007.

———. Gleanings from the Writings of Bahá’u’lláh. Translated by Shoghi Effendi. 2d ed. Wilmette, Ill.: Bahá’í Publishing Trust, 1976.

———. The Hidden Words. Translated by Shoghi Effendi. Wilmette, Ill.: Bahá’í Publishing Trust, 1939.

———. Kitáb-i-Aqdas: The Most Holy Book. Haifa: Bahá’í World Centre, 1992.

———. Kitáb-i-Íqán. 2d ed. Translated by Shoghi Effendi. Wilmette, Ill.: Bahá’í Publishing Trust, 1950.

———. The Seven Valleys and . Translated by Marzieh Gail and Ali-Kuli Khan. 3d ed. Wilmette, Ill.: Bahá’í Publishing Trust, 1973.

———. Summons of the Lord of Hosts: Tablets of Bahá'u'lláh. Haifa: Bahá'í World Centre, 2002.

———. The Tabernacle of Unity: Bahá'u'lláh’s Responses to Mánikchi Sáhib and Other Writings. Haifa: Bahá'í World Centre, 2006.

———. Tablets of Bahá'u'lláh Revealed After the Kitáb-i-Aqdas. Haifa: Bahá'í World Centre, 1978.

Stockman, Robert H., and Jonah Winters. The Writings of Bahá'u'lláh: A Compilation of Descriptions and Commentaries. An unpublished compilation created for Wilmette Institute courses. It utilizes extracts from the following works:

Balyuzi, Hasan M. Bahá’u’lláh: The King of Glory. Oxford: George Ronald, 1980.

Hatcher, John S. The Ocean of His Words: A Reader’s Guide to the Art of Bahá’u’lláh. Wilmette: Bahá’í Publishing Trust, 1997.

Shoghi Effendi. God Passes By. Wilmette, Ill.: Bahá’í Publishing Trust, 1970.

Taherzadeh, Adib. The Revelation of Bahá’u’lláh. Four Vols. Oxford: George Ronald, 1974–87.

Syllabus: ST131 Baha’u’llah’s Revelation 2020 8