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Syllabus-Bahaullahs 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 the Seven Valleys and Hidden Words. 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.
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