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