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We know from the Universal House of Justice that that purpose of the institute courses is to build insights, knowledge and skills:

The purpose of such training is to endow ever-growing contingents of believers with the spiritual insights, the knowledge, and the skills needed to carry out the many tasks of accelerated expansion and consolidation, including the teaching and deepening of a large number of people — adults, youth and children.  (Universal House of Justice, Letter dated December 26, 1995 to the Conference of Counsellors)

Such systematic study of the Creative Word builds our capacity for service:

Let them not fail to appreciate the value of the culture now taken root in the community that promotes the systematic study of the Creative Word in small groups in order to build capacity for service.  (Universal House of Justice, 20 October 2008, to the Bahá’ís of the World)

The vision of the Ruhi Institute in creating these courses is as follows:

…the Institute’s main sequence of courses is not arranged according to a series of subject matters, with the specific aim of increasing individual knowledge. The content and order are based, rather, on a series of acts of service, the practice of which creates capacity in the individual to meet the exigencies of dynamic, developing communities. And as also noted above, the enhancement of such capacity is viewed in terms of “walking a path of service”…The acts of service treated in the Institute’s main sequence of courses are intended, then, to establish a dynamic pattern of action that will lead to the sound development of local communities.  (Instituto Ruhi: http://www.ruhi.org/institute/path.php)

So what are the acts of service we undertake when walking a path of service?

What are the capacities that are being built as we progress through the sequence?

What is the pattern of action leading to the sound development of local communities?

After tutoring countless study circles since 2002, these are some of the questions I’ve been asking myself.  Lately I’ve been feeling a pull to go back through all the Ruhi Books and create an index of arbitrarily assigned titles to each of the sections, so I could better understand the flow of information from a larger perspective in order to answer some of these questions.

In doing so, I’m imagining this might be helpful:

  • to create a table of contents for each book
  • to give friends of the Faith and newly declared believers an overview of the books, and where each of the books fits in the sequence.
  • to inspire you to go back and review sections of interest
  • to give you something concrete to share with others who might be interested in joining a study circle
  • to make you a better tutor by understanding the topic of each unit ahead of time
  • to help participants quickly tune into the understanding of the material
  • to help the material make sense as you go through it
  • to make it easy to find information for Feasts and deepening programs
  • to help with tutor gatherings and practice sessions

I hope it helps you too!

Book 1:  Reflections on the Life of the Spirit

Practices:

  • Read daily, in the morning and evening, some of the Writings of the Faith
  • Visit at least two Bahá’ís and study a prayer with them

Unit 1 – Understanding the Bahá’í Writings

Purpose:  To develop the capacity to read the Bahá’í Writings and to meditate on their meaning in order to fulfill the obligation of studying the Writings every day.

  1. Understanding the Bahá’í Writings
  2. Exercises
  3. Truthfulness – First Level Questions
  4. Exercises
  5. Kindness, Conflict – Memorization
  6. Exercises
  7. Backbiting, Fault-Finding
  8. Exercises

Unit 2 – Prayer

Purpose:  To understand the importance of daily prayer and to develop the required attitudes of prayer.  To memorize five prayers and understand their meaning.

  1. What is Prayer?
  2. What is Prayer?
  3. Living in a State of Prayer
  4. Intoning Prayers
  5. Why we Pray
  6. Long Obligatory Prayer
  7. How we Pray
  8. When we Pray
  9. Summary

Unit 3 – Life and Death

Purpose:  To understand that life is not the changes and chances of this world, and its true significance is found in the development of the soul.  True life, the life of the soul, occurs in this world for a brief time and continues eternally in other worlds of God.

  1. What is the Soul?
  2. Relationship Between the Soul and the Body
  3. The Soul after Death
  4. Death
  5. Purpose of Life – Nearness to God
  6. Purpose of Life – Virtues
  7. Duty of Man – Obtain Grace
  8. The Nature of the Soul
  9. Impediments of the Soul
  10. Purpose of Life – to Know and Worship God
  11. Latent Capacities in the Soul
  12. The Knowledge of God
  13. Purpose of Education
  14. The Hour of Death
  15. The Mysteries of the Heavenly World
  16. The State of the Soul After Death
  17. Promise for a Better Future
  18. Aspects of Life

Book 2:  Arising to Serve

Practices:

  • Visit a few families and study with them at least the first three themes of unit 2.
  • Introduce Bahá’í Ideas into a Conversation

Unit 1 – The Joy of Teaching

Purpose:  To understand that the joy of teaching is in the very act of sharing with others the Word of God, independent of immediate results.

  1. Walking a Path of Service
  2. The Word of God
  3. Bahá’u’lláh’s Revelation – an Ocean
  4. Using the Word of God
  5. Use of Time
  6. Teaching
  7. Effort and Sacrifice
  8. Positive/Negative
  9. Maintaining the Joy

Unit 2 – Deepening Themes

Purpose:  To develop the capability of making periodic visits to the homes of newly enrolled believers and sharing with them a number of deepening themes.

  1. Home Visits – the Sanchez’s
  2. The Eternal Covenant of God
  3. The Life of Bahá’u’lláh
  4. Love and Unity
  5. Nineteen Day Feast
  6. The Fund
  7. Teaching

Unit 3 – Introducing Bahá’í Beliefs

Purpose:  To acquire the ability to introduce Bahá’í ideas into a conversation.

  1. Conversations
  2. Station of ‘Abdu’l-Bahá
  3. The Need for an Educator
  4. Independent Investigation of Truth
  5. The Manifestations
  6. Bahá’u’lláh’s Life and Mission
  7. Humanity’s Coming of Age
  8. Peace
  9. The Oneness of Humanity
  10. Justice
  11. Equality of Men and Women
  12. Universal Education

Book 3:  Teaching Children’s Classes, Grade 1

Practices:

  • To teach a Children’s Class

Unit 1 – Some Principles of Bahá’í Education

Purpose:  To understand some of the basic principles of Bahá’í education of children.

  1. Capacities of a Teacher
  2. True Education
  3. Mine Rich in Gems
  4. Virtues
  5. Two Types of Teachers
  6. Capacities
  7. Nobility
  8. Qualities of a Teacher
  9. Love of God
  10. Fear of God
  11. Daily Actions
  12. Habits
  13. Resolving Classroom Situations

Unit 2 – Children’s Classes Grade 1

Purpose:  To learn to teach simple children’s classes consisting of memorization of prayers and quotations, songs, stories, games and coloring.

  1. Children’s Classes
  2. Explaining Quotes
  3. Memorization
  4. Songs
  5. Stories
  6. Story-Telling
  7. Story-Telling
  8. Games
  9. Games Practice
  10. Teaching Games
  11. Rules
  12. Success
  13. Colouring

15 Lessons for Children

  1. Unity of Mankind
  2. Pure Hearts
  3. Justice
  4. Love of God
  5. Service
  6. Truthfulness
  7. Steadfastness
  8. Humility
  9. Preferring Others
  10. Truthfulness
  11. Generosity
  12. Love
  13. Obedience/Patience
  14. God’s Love and Protection
  15. Trust in God

Unit 3 – Conducting Children’s Classes

Purpose:  To develop the skills and abilities needed to conduct classes for children, managing the class with a great deal of love and understanding and, at the same time, with the discipline necessary to create a proper learning environment.

  1. Conducting the Class
  2. Organization of the Class
  3. Getting Started
  4. The Period of Prayers
  5. Discipline
  6. Rules
  7. Friendliness
  8. Reward
  9. Sanctions
  10. Cooperation
  11. Discipline and Behaviour
  12. The Register and Progress Report
  13. Each Child’s Family
  14. Relationship with Families

The following books are also available:

  • Grade 2, Teaching Children’s Classes: A branch course of Book 3
  • Grade 3, Teaching Children’s Classes: A branch course of Book 3

Book 4:  The Twin Manifestations

Practices:

  • To visit a few families and share with them a simple illustrated presentation of the Bab’s life.
  • To visit a few families and share with them a simple illustrated presentation of Bahá’u’lláh’s life.

Unit 1 – The Greatness of this Day

Purpose:  to gain spiritual insights into the significance of this Day and the promises it holds for humanity.

  1. How the Forces Released by the Manifestations are Changing Human Society
  2. The Signs, Tokens and Proofs of Bahá’u’lláh’s Mission
  3. God’s Favors
  4. God’s Mercy
  5. The Day of Fulfillment
  6. The World’s Equilibrium Upset
  7. The Unification of the Human Race
  8. Urgency

Unit 2 – The Life of the Bab

Purpose:  To learn to narrate the story of the Bab’s life and gain an appreciation of the potency of His short and dramatic Ministry.

  1. Purpose of the Bab’s Mission
  2. Siyyid Kazim and Mulla Husayn
  3. The Letters of the Living
  4. Quddus
  5. Growing Fame
  6. Imprisonment
  7. The Rise of the Babi Faith
  8. The Martyrdom
  9. His Travels and Banishment
  10. Effect on the Lives of His Followers
  11. His Books and Tablets
  12. Major Events

Unit 3 – The Life of Bahá’u’lláh

Purpose:  To learn to narrate the story of Bahá’u’lláh’s life and gain an appreciation of the magnitude of the spiritual forces released by Him.

  1. Childhood
  2. Innate Knowledge
  3. Signs of His Greatness
  4. The Bab’s Reference to Bahá’u’lláh
  5. Initial Travels to Nur and Takur
  6. Arise and Teach
  7. Conference of Badasht
  8. Renewal of Religion
  9. Persecution
  10. Enemies
  11. Siyah-Chal
  12. Days in the Dungeon
  13. Crisis and Victory
  14. God’s Revelation
  15. The Power of the Cause
  16. Exile to Baghdad
  17. Suffering and Hardships
  18. In the Wilderness of Sulaymaniyyih
  19. A Covenant with His Followers
  20. Return to Bagdad
  21. The Book of Certitude and The Hidden Words
  22. The Garden of Ridvan
  23. Declaration
  24. Constantinople to Adrianople
  25. Akka
  26. Letters to the Kings and Rulers
  27. The House of Abbud and Bahji
  28. Kitab-i-Aqdas
  29. Map of His Exiles
  30. Ascension
  31. Tablet of Visitation
  32. Presentation on His Life

Book 5:  Releasing the Powers of Junior Youth

Practices:

Unit 1 – Releasing the Powers of Junior Youth Unit 1

Purpose:  Not identified

  1. Characteristics Desired by Age 15
  2. Definition of a Bahá’í Youth
  3. Hopes for Bahá’í Youth
  4. Age of Maturity
  5. Channeling Capacities into Service
  6. Specific Acts of Service
  7. Balancing Studies and Service
  8. Kind of Preparation Needed
  9. Balanced Approach to Life
  10. Summary
  11. Growth of Individual/Transformation of Society
  12. Magnitude of Transformation
  13. Process of Transformation in Society
  14. Standards Set by Bahá’u’lláh’s Revelation
  15. Transformation of the Individual and Society Linked
  16. Spiritual Qualities Needed for Service
  17. Structured Plan for the Propagation of the Faith
  18. Early Champions of the Faith
  19. Crisis and Victory
  20. Sense of Purpose

Unit 2 – Releasing the Powers of Junior Youth Unit 2

Purpose:  Not Specified

  1. Spiritual Empowerment of Junior Youth
  2. Time of Transition
  3. Significance of This Age
  4. Service and the Insistent Self
  5. Aspects of Personality Pleasing to God
  6. Consequences of Indulging the Self
  7. How to Treat the Insistent Self
  8. Self-Sacrifice and the Transformation of Society
  9. Powerlessness
  10. Theories of Adolescence
  11. Undesirable Behaviour
  12. Influence of Society
  13. Influence of Advertising and Propaganda
  14. Agents of Social Change
  15. Effects of Violence
  16. Peer Pressure
  17. Overcoming Adversity for the Promotion of Peace
  18. The Example of Ruhu’llah
  19. The Role of the Animator
  20. Establishing Relationships
  21. Effect of Materialism

Unit 3 – Releasing the Powers of Junior Youth Unit 3

Purpose:  Not Specified

  1. Structure of the Program
  2. Excerpt from the Spirit of Faith
  3. Excerpt from Breezes of Confirmation
  4. Spiritual Perception
  5. Developing Spiritual Perception
  6. Veils
  7. Excerpt from Glimmerings of Hope
  8. Hope and Confirmation
  9. Thought and Expression and Excerpt from Drawing on the Power of the Word
  10. Excerpt from Drawing on the Power of the Word
  11. Speech and Utterance
  12. The Power of Speech Leading to Lofty Goals
  13. The Effect of the Word of God on Speech
  14. Materialism and Moral Bankruptcy and Excerpt from Walking a Straight Path
  15. Moral Issues Underlining Choices and Excerpt from Learning about Excellence
  16. Spiritual Empowerment
  17. Excerpt from Breezes of Confirmation
  18. Methods of Studying the Texts
  19. Nobility and True Identity
  20. Harmony of Science and Religion
  21. Artistic and Service Activities
  22. Special Events
  23. Complimentary Activities
  24. Starting a Group
  25. Parents
  26. Agreements for the First Few Lessons

The books used by the junior youth include:

  • Breezes of Confirmation
  • Glimmerings of Hope
  • Thinking About Numbers
  • Walking the Straight Path
  • Learning About Excellence
  • Observation and Insight (not yet available)
  • The Human Temple
  • Drawing on the Power of the Word
  • Spirit of Faith
  • Power of the Holy Spirit

 Book 6:  Teaching the Cause

Practices:

  • To design and implement your own personal teaching plan
  • To participate in at least one teaching campaign

Unit 1 – The Spiritual Nature of Teaching

Purpose:  To understand that teaching is an act of particular spiritual significance and to appreciate that effective teaching involves both “being” and “doing” – attention to one’s inner condition as well as constant activity.

  1. Spiritual Significance of Teaching
  2. Sacred Duty of Teaching
  3. Implications of the Command to Teach
  4. Attitude Towards Teaching
  5. Station of Comprehension
  6. The State of Being
  7. Enkindlement
  8. The Impulse to Teach
  9. Being and Doing
  10. Enriching our Spiritual Lives
  11. The Duty of Teaching
  12. Commandment to Teach
  13. Habits of Speech
  14. A Sacred Duty
  15. Bahá’u’lláh’s Revelation
  16. The Presence of the Sacred
  17. The Act of Teaching
  18. Transformation
  19. The Powers that Contribute to Transformation
  20. Transmutation
  21. The Word of God
  22. The Letters B and E
  23. The Creative Word
  24. Drawing on the Power of the Word of God
  25. The Power in the Writings of ‘Abdu’l-Bahá, Shoghi Effendi, and the Universal House of Justice
  26. Touching Hearts
  27. The Force of Love
  28. The Power of Love
  29. Divine Assistance

Unit 2 – The Qualities and Attitudes of the Teacher

Purpose:

  • To reflect on the qualities and attitudes of a teacher of the Cause.
  • To understand that effectiveness in teaching can be developed if we approach it in a posture of learning – engaging in activity, reflecting on what we have said and done, and turning regularly to the writings for insights and guidance.
  1. Spiritual Qualities
  2. The Intention of the Teacher
  3. Eliminating Ego
  4. The Flame of Faith
  5. Courage
  6. Wisdom
  7. Kindness, Paternalism and Hypocrisy
  8. Detachment
  9. Enthusiasm and Proselytizing
  10. Humility
  11. A Channel for God
  12. Attitude of Learning
  13. Expansion and Consolidation
  14. Pattern of Consultation, Action and Reflection
  15. Direct and Indirect Teaching
  16. Implications of Direct and Indirect Teaching
  17. ‘Abdu’l-Bahá as a Role Model
  18. Our Relationships with Those we Teach
  19. Teaching by Example
  20. Addressing Ourselves to Hearts and Minds

Unit 3 – The Act of Teaching

Purpose:  To become familiar with some of the approaches and methods of personal teaching endeavors and collective campaigns.

  1. Proclamation and Firesides
  2. Finding Receptive Souls
  3. Ongoing Conversations
  4. The Distinction Between Information and Concepts
  5. Recognition of the Station of Bahá’u’lláh
  6. Introduction to Anna’s Presentation
  7. Explanation of the Faith
  8. Teaching with an Attitude of Learning
  9. Unity and the Oneness of Humanity
  10. Analyzing Her Talk
  11. Bahá’u’lláh’s Life and Suffering
  12. Analysis of the Presentation on Bahá’u’lláh’s Life and Suffering
  13. The Bab
  14. Analysis of the Presentation on the Bab
  15. ‘Abdu’l-Bahá and the Covenant
  16. Analysis of the Presentation on ‘Abdu’l-Bahá and the Covenant
  17. The Laws
  18. Analysis of the Presentation on the Laws
  19. Three Protagonists and an Invitation
  20. Analysis of the Presentation on the Three Protagonists
  21. Personal Teaching Plans
  22. Your Own Personal Teaching Plan
  23. Basic Elements of a Personal Teaching Plan
  24. A Specific Plan of Action
  25. Collective Teaching Endeavors
  26. Planning a Teaching Campaign
  27. Enrolling Large Numbers
  28. Maintaining Unity in the Group
  29. Intensive Campaigns
  30. Respecting Cultures
  31. Starting with Prayer
  32. Time for Deepening
  33. Campaign Activities
  34. Evening Activities
  35. Enrollments

Book 7:  Walking Together on a Path of Service

Practices:  To form a study circle and accompany it through at least one book.

Unit 1 – The Spiritual Path

Purpose:  To gain increased awareness of the spiritual dynamics of advancing along a path of service to the Cause and acquire an understanding of the forces at work.

  1. Assisting Others to Walk a Path of Service
  2. Polishing the Mirror
  3. True Wealth
  4. Striving for Excellence
  5. Love
  6. The Laws of God
  7. Conscious Knowledge Expressed in Actions
  8. Faith and Hope
  9. Longing Desire
  10. Will and Volition
  11. Sacrifice
  12. Joy

Unit 2 – Becoming a Tutor of Books 1-6

Purpose:  To explore some of the concepts and acquire some of the attitudes and skills that contribute to the capability of helping a group of friends go through Books 1-6

  1. Your Role as Tutor
  2. Motivation
  3. Enthusiasm
  4. Understanding as a Motivator
  5. Indicators of Understanding
  6. Beauty of the Revealed Word
  7. Environment and Atmosphere
  8. Participation
  9. Conversation Between a Tutor and a Participant
  10. Method
  11. Flexibility
  12. Book 1
  13. Book 2
  14. Book 3
  15. Book 4
  16. Book 5
  17. Book 6
  18. Courses that Branch Off the Main Sequence
  19. Participatory Methodology
  20. How it Operates in Practice
  21. The Tutor
  22. Tutor Gatherings
  23. Review of Units – Book 1
  24. Review Book 1, Section 1
  25. Review of Book 1, Section 2
  26. Review of Book 1, Section 3
  27. The Role of the Three Protagonists
  28. Empowerment
  29. Encouragement

Unit 3 – Promoting the Arts at the Grassroots

Purpose:  To appreciate the role of artistic endeavors in the activity of a study circle

  1. Encouraging a Capacity for Artistic Expression
  2. Art
  3. Form and Symmetry
  4. Attraction to Beauty
  5. Artistic Expressions that Appeal to the Higher Nature
  6. Music
  7. Story Telling
  8. Drama
  9. Promoting the Arts

Book 8:  The Covenant of Bahá’u’lláh

Practices:  Not Stated

Unit 1 – The Centre of the Covenant and His Will and Testament

Purpose:  Not Stated

  1. Introduction
  2. Oneness of Humanity
  3. Unity
  4. The Nature of Bahá’u’lláh’s Covenant
  5. Kitab-i-Ahd
  6. Full Text of the Kitab-i-Ahd
  7. Shoghi Effendi’s Comments on the Content of the Kitab-i-Ahd
  8. The Need for a Successor
  9. Tablet of the Branch – ‘Abdu’l-Bahá’s Exalted Rank
  10. The Unique Station of ‘Abdu’l-Bahá
  11. ‘Abdu’l-Bahá as Authorized Interpreter
  12. The Interpretations of ‘Abdu’l-Bahá
  13. Making a Plan to Study ‘Abdu’l-Bahá’s Writings
  14. ‘Abdu’l-Bahá as Perfect Exemplar
  15. ‘Abdu’l-Bahá’s Station
  16. Attacks on the Covenant
  17. The Ruthless Behavior of Muhamad Ali
  18. More on Muhamad Ali
  19. The Power in the Covenant
  20. Establishment of the Faith in the West
  21. The Entombment of the Remains of the Bab on Mt. Carmel
  22. ‘Abdu’l-Bahá’s Travels to the West
  23. Expansion and Consolidation Worldwide
  24. The Ascension of ‘Abdu’l-Bahá
  25. The Will and Testament of ‘Abdu’l-Bahá
  26. The Guardian and The Universal House of Justice
  27. A Successor to Shoghi Effendi
  28. The Station of the Guardian
  29. Election of the Universal House of Justice
  30. The Functions of the Universal House of Justice
  31. The Universal House of Justice as a Source of Guidance
  32. The Authority of the Universal House of Justice
  33. ‘Abdu’l-Bahá’s Will and Testament in Relation to the Covenant
  34. The Hands of the Cause
  35. The Conduct of Covenant Breakers
  36. Avoiding Covenant Breakers
  37. Safeguarding the Interests of the Faith
  38. Propagation
  39. Code of Conduct
  40. Description of ‘Abdu’l-Bahá
  41. Love
  42. Obedience
  43. Steadfastness
  44. Promoting the Cause of God

Unit 2 – The Guardian of the Faith

Purpose:  Not Stated

  1. Introduction
  2. ‘Abdu’l-Bahá’s Will and Testament
  3. The Guardian’s Response to ‘Abdu’l-Bahá’s Will and Testament
  4. The Initial Months of the Guardianship
  5. The Greatest Holy Leaf
  6. Qualities of the Greatest Holy Leaf
  7. Advances in the Faith
  8. Consultation
  9. Relationship Between The Local Spiritual Assembly and the Individual
  10. Increasing the Number of National Spiritual Assemblies
  11. Relationships Between the Various Institutions and Agencies of the Faith
  12. Elections
  13. Service on an Assembly
  14. Bahá’í Administration
  15. The Fund
  16. The Mashriqu’l-Adhkar
  17. The Feast
  18. The Right of God
  19. Summer School
  20. Covenant Breaking
  21. Ahmad Sohrab
  22. Ruth White
  23. Attempts to Undermine the Cause
  24. Tablets of the Divine Plan
  25. Guiding the Progress of Individual Plans
  26. Pioneers
  27. International Bahá’í Council and Hands of the Cause
  28. Crisis and Victory
  29. Building Capacity to Defend and Propagate the Faith
  30. The Final Years
  31. The Ten Year Crusade
  32. Knights of Bahá’u’lláh
  33. Development of the World Centre
  34. Tablet of Carmel
  35. Counsellors and Auxiliary Board Members
  36. Hands of the Cause
  37. Shoghi Effendi’s Passing
  38. Second Guardian
  39. Role of the Hands of the Cause After Shoghi Effendi’s Passing
  40. Mason Remy and Other Covenant Breakers
  41. Interpretation of the Word of God
  42. Relationship Between God and His Manifestations
  43. The Twofold Station of the Bab
  44. The Station of ‘Abdu’l-Bahá
  45. Translations
  46. Personal Study Plan for the Writings of Shoghi Effendi
  47. The Guardian’s Love for the Believers

Unit 3 – The Universal House of Justice

Purpose:  Not Stated

  1. The Election of the Universal House of Justice
  2. The First Bahá’í World Congress
  3. The House of Justice Described
  4. Initial Steps
  5. Purpose of this Section
  6. Constitution of the Universal House of Justice
  7. Declaration of Trust
  8. Authoritative Source of Guidance
  9. Unfoldment of Global Plans 1996-2013
  10. Processes Unfolding in the Bahá’í Community
  11. Hands of the Cause
  12. Establishment of Continental Board of Counsellors
  13. International Teaching Centre
  14. Continental Board of Counsellors
  15. Auxiliary Board Members
  16. Institution of the Counsellors
  17. Individual Initiative
  18. The Nature of a Framework in Capacity Building
  19. Habits of Thought
  20. Universal Participation
  21. Activities of the Individual and the Institutions
  22. The Contribution of the Counsellors
  23. Relationships Between Assemblies and Counsellors
  24. Training Institutes and Bahá’í Councils
  25. Administration
  26. Devotional Life
  27. Devotional Gatherings
  28. Prayers
  29. Bahá’í Law
  30. Current Conditions of Society
  31. Breaking Free From Systematic Oppression
  32. Laws and Teachings
  33. Materialism and Moral Decay
  34. Obedience
  35. Individual Efforts and Bahá’í Community Life
  36. Upholding the Standards of Conduct
  37. Protecting the Integrity of Bahá’í Law
  38. Use of Language Around Bahá’í Law
  39. Translation
  40. Translation of the Kitab-i-Aqdas
  41. Systematic Study of the Writings
  42. Ridvan Messages
  43. Evolution of the World Centre
  44. The Nature of the Guidance

Book 9:  Gaining an Historical Perspective

Practices:  Not specified

Unit 1 – The Eternal Covenant

Purpose:  Not specified

  1. Our Relationship with God
  2. The Reality of God is Unknowable
  3. Discerning the Attributes of God
  4. Inner Sight
  5. Inner Hearing
  6. The Heart as the Centre of True Understanding
  7. Inner Faculties
  8. God the All-Knowing
  9. Allowing His Words to Penetrate Our Hearts
  10. God’s Love
  11. How Our Love for God Shapes our State of Being and our Actions
  12. Our Dependency on God’s Bounty
  13. Accepting God’s Grace and Bounty
  14. God’s Bounty and Generosity
  15. Becoming Ready to Accept God’s Bounty
  16. God’s Forgiveness
  17. Dealing with the Shortcomings of Self and Others
  18. God’s Power
  19. Trust in and Submission to the Will of God
  20. The Greatest Name of God
  21. Attaining the Blessings of God
  22. Why We Can’t Understand the Reality of God
  23. How God Makes Himself Known
  24. The Two-Fold Station of God’s Manifestations
  25. Stations of the Manifestations
  26. The Truth Spoken by the Manifestations
  27. The Suffering of the Manifestations
  28. Progressive Revelation
  29. Some Teachings of Other Religions
  30. The Bayan
  31. Our Part in the Covenant
  32. Love as a Force for Obedience
  33. Attaining True Understanding
  34. Finding Freedom in Being Faithful to the Covenant

Unit 2 – Not yet available

Unit 3 – Not yet available

Book 10:  Building Vibrant Communities

Practices:  Not stated

Unit 1 – Accompanying One Another on the Path of Service

Purpose:  Not stated

  1. Path of Service
  2. What it Means to Walk a Path of Service
  3. Accompanying
  4. Learning Mode
  5. Three Protagonists
  6. Insights into Accompaniment
  7. True Friendships
  8. Interactions between Friendship and Service
  9. Encouragement
  10. One Educational Process – Children’s Classes, Junior Youth Programs, Study Circles
  11. The Forces that Push Us Forward
  12. Ways to Encourage
  13. Assuming Responsibility
  14. Qualities of Action
  15. Reflection Gatherings
  16. Posture of Learning
  17. Handling Crises
  18. Suspicion and Estrangement
  19. Learning Sites
  20. Activities in a Relatively Advanced Cluster
  21. Learning and the Global Plans
  22. Process of Learning
  23. Interdependence of the Core Activities
  24. Time and Energy Required
  25. Ongoing Conversations
  26. Engaging in Meaningful Conversations
  27. Lessons Learned
  28. No One Walks the Path Alone

Unit 2 – Consultation

Purpose:  Not Stated

  1. Essential to Steady Progress
  2. Spiritual Conference
  3. The Practices that Deviate from Bahá’í Approaches
  4. Essential Spiritual Qualities
  5. Spiritual Conditions
  6. The Nature of Relationships
  7. Unity
  8. Unity of Vision and Purpose
  9. Undesired Tendencies
  10. Consultation Within Families
  11. Consultation in the Affairs of the Community
  12. Aims and Characteristics of Consultation
  13. Investigation of Truth
  14. The Truth Enshrined in the Writings
  15. Partial Knowledge and Faulty Conclusions
  16. Insights Gleaned
  17. Maturity of Understanding
  18. Prayers for Effective Consultation

Unit 3 – Not yet available