We know that the Ruhi program was originally developed in S.America to meet the consolidation and sustainable growth needs of large scale expansion areas there, and that it has enjoyed some degree of success in those and other "lesser materially developed" countries which have already experienced such expansion. (See the booklet, "Learning About Growth", which is the story of the development of the Ruhi Institute in Columbia, S. America.)
We also know that the Universal House of Justice has suggested that Training Institutes utilize the Ruhi and other similar sequential curriculums as a starting point, and then gradually modify them and/or create new ones, based on the learning which comes from experience in the field, to meet the specific needs and conditions of their particular geographical areas and cultures. Since, at our present level of development and resources, it may be premature for the Training Institutes to spend time and energy in developing brand new curriculums, this website is an effort to assist study circle tutors and participants, and Training Institute Boards, to adapt existing Ruhi units in Books 2 & 6 to the particular needs and challenges we face in the U.S. and other "materially developed" countries.
The main ideas and exercises contained on this site (and in the soon-to-be published workbook of the same name) will come from the past and ongoing experiences of a core group of veteran participants in large scale expansion and consolidation initiatives, as well as individual teaching initiatives, primarily in the U.S. (Contributions will also be accepted from other friends; please see the "Contributors Guidelines" under the "Contact Us" section.)
In the introduction to Book 2 we find the following statement: "Of course, in order to develop the necessary skills and abilities, it is not enough for the participants to simply study the themes in this unit and complete the corresponding exercises. Opportunities need to be created for them to put the skills they are acquiring into practice. What would be most desirable is for them to visit...in the company of a more experienced friend, the homes of nearby families for this purpose."
This important statement contains some of the particular challenges for the friends in the U.S. and other similar areas, where outreach and "going out" to the greater population, except through proclamation efforts, has been very limited in both the past and present and the communities have been more inwardly focused, expecting seekers and new believers to come to them. And we know that developing a more outward reaching orientation is one of the distinguishing features of the Five Year Plan and its' three core activities: devotions, children's classes and study circles. Because of this inward orientation, there are not many friends and tutors who are experienced in "going out" to reach and teach and consolidate seekers and new believers, and to invite them to the core activities. However there are some friends in every region who do have this experience and are willing to share it by taking Book 2 & 6 participants into the field to practice their newly acquired skills. This website will soon provide a link to a database of such experienced friends around the country. (Until this link is provided simply send an e-mail to pilgrim1@mindspring.com indicating your area and you will be connected to the experienced friends there.)
Some of the themes in Book 2 we'll explore and suggest practical activities for in the American context are:
1) The importance of enrolling new believers (or the "invitation to enroll") as an integral part of the teaching process, and the de-mystification of the declaration and enrollment process.
2) Realistic expectations regarding getting immediate results from teaching. What are "immediate results" that can be expected?
3) Becoming friends with and loving the seekers, new believers," inactive believers", and families we are visiting--the qualitative approach.
4) The "Solution to Violence" approach for introducing Baha'i beliefs.
5) True Humility: What is it and what are its' implications for teaching?
In the introduction to Book 6, we find the following statements: "Some crucial concepts which the group is to examine with the assistance of the tutor are: that proclamation is one element of teaching, but alone does not constitute teaching, which entails dialogue between confirmed believers and those willing to investigate the truth of Baha'u'llah's claim; that while we should lose no opportunity to proclaim the Faith and teach indirectly, at this point in human history when receptivity is high, we need to acquire and refine the skills and abilities of direct teaching; that our challenge today is to win over to the Cause large numbers, yet enrollment should not be the only outcome sought by our teaching efforts; that teaching does not end when a person enrolls in the community, but should continue until the declarant becomes a confirmed and ardent supporter of the Faith; that for a sustained process of large-scale expansion and consolidation, institute programs are essential in order to develop human resources who will nurture the steadily growing numbers of believers."
All of these excellent concepts will be discussed in our Book 2 & Book 6 sections.
The introduction to Book 6 goes on to state:
"Finally, the participants of the course are asked to devise a personal teaching plan and to participate in at least one national, regional or local campaign. This practical experience is essential if they are to derive full benefit from the study of the book. The tutor will, of course, help them with their efforts in this direction, calling upon the assistance of the relevant institutions..."
Links to such opportunities will also be on this site. (Until this link is provided simply send an e-mail to pilgrim1@mindspring.com indicating your area and you will be connected to opportunities in your area.)
However, because the opportunity to participate in planned teaching campaigns which encourage direct teaching approaches is very limited at this time, if one cannot be found in your immediate area we will provide information and assistance on how to help your community initiate such a campaign, as well as information on the campaigns closest to you.
STUDY CIRCLE PRE/POST TEST
It is suggested that you take this "test" before and after completing Books 2 & 6 or before and after similar courses on teaching. It is broken into two sections: attitudes and actions. While some of the questions are purely subjective, there are "answers" to other questions in the Writings, so if you would like an "answer key" with references, we will be happy to send it upon request at pilgrim1@mindspring.com .
ATTITUDES
- Is enrolling receptive souls an integral part of the teaching process?
- Can I truly say that my teaching efforts have been effective and that I have followed the exhortation to "bring our efforts to a successful conclusion" if I have not assisted receptive souls to become enrolled in the Cause ?
- When ‘Abdu’l-Baha says that we can each teach at least one soul each year does that mean that we should assist one receptive soul each year to progress through the holistic teaching process up to enrollment and beyond?
- What are each of the steps included in the "holistic" teaching process of an individual?
- How long should it take to assist a receptive soul to go through the steps of the holistic teaching process leading up to and including the declaration and enrollment of that soul ?
- What are the basic requirements in the Baha’i Writings for declaration and enrollment?
- Which of the following "immediate results" could be expected from an initial teaching encounter:
a) rejection b) acceptance and a desire to "join" c) interest in further info and investigation d) apathy e) all of the above other____________________________________________
8. For the answers you chose in #7, what percentage of the time do you believe each result happens?
9. What factors (below) prevent you from being a more effective teacher, and number your answers in order of impact, with #1 being the greatest impact:
fear lack of time lack of confidence lack of detachment
lack of support it’s not a priority lack of an effective approach
other_________________________________________________________________________
10. Rate the following teaching activities based on your discomfort level with each, with #1 being the most discomfort: door-to-door teaching mass teaching direct teaching fireside teaching proclamations teaching indirectly through example teaching indirectly through words
- What do the Baha’i Writings and the House of Justice about "mass teaching" ? What does the U.S. National Spiritual Assembly and the Guardian say about "door to door teaching" ?
- What does the Guardian write about "direct teaching" ?
- What is "teaching to the heart" or teaching "in a simple language addressed to the heart", and how does it differ from proof-based teaching, or teaching geared towards the mind and an intellectual investigation of the Faith?
- What does the House of Justice say about the period of mass teaching and expansion in the 60’s-70’s in the U.S. and the world? Did the House of Justice encourage the U.S. to continue the mass expansion of that time or did they tell us to stop and consolidate?
- Who or What is actually teaching a receptive soul when the teacher is in an enkindled state?
- What is the sign or "alarm" to let a teacher know when his ego or his "lack of detachment" is getting in the way of effective teaching?
- Who, according to the Guardian, derives the most benefit from the teaching interaction, the teacher or the one being taught the Faith? What percentage of the benefit does each receive?
- When visiting or revisiting new or inactive believers (as per Ruhi Book 2), what should be our first intention and action?
- What does the House of Justice say about the present size of our community in relation to our ability to have a significant positive effect on the society around us?
- Is the present size of our community, in relation to what the Central Figures, the Guardian, and the House of Justice say it should be: much smaller smaller about right larger ?
- According to the House of Justice, is our nation’s current receptivity to becoming Baha’is:
More receptive than ever about as receptive as always less receptive ?
22. Is the present rate of growth in your community: great ok negligible ?
- What is the "most vital and challenging issue" facing the U.S. Baha’i community?
- Resolving this issue will be a "sign of peace" and hope to who ?
- Relating to teaching, what do the Writings say is one of the most effective ways to resolve this most challenging issue?
- Regarding diversity, especially relating to Blacks & Whites, in comparison to the greater society around you, is your Baha’i community: more diverse about the same less diverse ?
- What two minority populations are singled out in the Baha’i Writings to lead America spiritually?
- Why is the House of Justice constantly exhorting us to be more "audacious, undeterred by a fear of mistakes" ? How can you be more audacious?
- What do the Baha’i Writings say is the "source of courage" ?
- What is true humility? In relation to teaching, how can you tell if you are practicing true humility?
- Is it right or fair to criticize or oppose another individual believer’s teaching methods or approaches?
- Is it right or fair to criticize how another individual became a Baha’i ?
- Is it right or fair to judge another friend’s teaching approach as "too pushy", "too high pressure", "too sales-like" , "proselytizing", etc. ?
- What does the House of Justice and the Guardian define as "proselytizing" ?
- In the recent "Building Momentum" document how many times does the International Teaching Centre tell us that a key indicator of the relative success of our training process is the number of new believers it is producing: 2 5 7 more than 10 times ?
- How many seekers are in your cluster’s study circles and how many new believers have they produced? When attempting to frankly measure and evaluate the progress of your cluster at reflection meetings, should this be a major topic of discussion ?
ACTIONS
This section is merely a checklist of actions that you may want to take based on your study of Books 2 & 6 or other related teacher training curriculums. Note that there are two lines on which to place check marks; the first is for actions that you intend to take and the second is for actions that you actually take. You can revisit this checklist often-- before, during and after your training. (Note: The contributors to this website, available at pilgrim1@mindspring.com , can connect you to resources which will help you implement any of these actions. Also, see our new list of supplementary courses and workshops which may assist you with this process-below.)
__ __ I will bring my teaching efforts to a successful conclusion by enrolling a receptive soul.
__ __ I will bring my teaching efforts to a successful conclusion by enrolling a receptive soul and nurturing that soul until he/she arises to do the same.
__ __ I will effectively teach , enroll, and consolidate one receptive soul each year.
__ __ If my efforts at the above do not bear fruit, or if I still find it difficult to begin and sustain the teaching process to bring my efforts to a successful conclusion, I will seek further training from someone who is experienced in bringing his or her efforts to a successful conclusion.
__ __ If necessary, I will first confront my fears or other obstacles preventing me from being an effective teacher by enrolling in a course addressing these fears and/or through consultation with trusted friends who have apparently overcome their fears.
__ __ I will learn how to teach in a simple language addressed to the heart as one approach I will try.
__ __ When visiting a new believer (as per Book 2), I will always first attempt to become friends with and build trust with the new believer before trying to "deepen" him or her.
__ __ To encourage an outward orientation in my community, I will attempt to bring the core activities (study circles, devotions, children’s classes) out to the seekers rather than always expecting them to come in to our meetings and centers.
__ __ I will evaluate what further sacrifices and changes I have to make in my life in order to further the process of entry by troops, such as:
__ __ working less hours at my job or profession or at my studies
__ __ spending less time and money on material things which are not necessities
__ __ trying teaching approaches which are outside my comfort zone
__ __finding ways to include my family in teaching activities
__ __ Participating in teaching projects which employ direct teaching methods (as per Book 6).
__ __ Supporting other friends’ efforts at any or all of the above, with energy & time and/or deputization.
__ __ Frankly and lovingly consulting about these activities and attitudes in cluster meetings and Feasts.
__ __ Reaching out to receptive souls from different races and socio-economic classes.
__ __ Other:
__ __ Other:
__ __ Other:
SUPPLEMENTARY COURSES AND WORKSHOPS
Some of the supplementary courses and workshops which are currently available to assist you with the development of effective teaching skills and to remove the fears associated with taking the first practical steps are listed below:
1) "Arising to Gain the Victory Over Our Own Selves" :
an adaptation of a workshop that was facilitated in the Northeastern U.S. during the Five Year Plan in the '70s, to help remove fears and promote community growth and a more outward-looking orientation back then. The results of this and similar efforts were the greatest period of growth in that region's history. It focuses on helping us to prime, start and sustain this wonderful engine for growth--study circles and the training institute process-- through a refinement of our vision and heart-to-heart communication capabilities, and by attempting to help remove any blockages to, and fears of, growth--which will lead to more audacious "outreach oriented" consultation and activities. In a nutshell it consists of:
--Audacious-Growth Visualization Exercises, using progressive relaxation & meditation techniques
--Spiritual Deepening on the Writings that relate to heart to heart
communication and teaching
--Frank and loving consultation on our current fears and on implementing the visions and insights gained from the visualization and deepening exercises relating to the realities of the present day and Plan.
Ideally, it will take an entire day, however it can be adapted to be broken up into several 3- hour sessions to be held weekly.
2) Effective Teaching Workshop : 20 hour course in five sessions, with about 3 - 4 times that amount of in-the-field training. It will not be for the friends that want more class-room & book-learning only, but for those that truly believe there are "waiting souls" out there as promised, and that through systematic procedures, and acquired skills, an open-minded and open-hearted believer with a "passion for teaching" can become an effective teacher bringing his teaching to an effective conclusion with a declaration. By using the many instructions of not only our beloved Master and His master-executor, Shoghi Effendi, but by the many that followed and applied these instructions, including those Hands that led by example, including our dear Bill Sears, and Ruhiyyih Khanum.
3) "Successful Self Direction" : from "the science of reality deepening process" SSD is the beginner program in the science of reality. It is a Behavior Modification Program of the Self-Actualization Type. The 50 concepts are derived from a distillation of the Writings through an indexing process of 35 years. The Master Index of the Writings is behind all these works and SSD is merely the beginning course, the pre-requisite for the main deepenings inasmuch as it helps us rid ourselves of our vain imaginings, idle fancies, illusions and other hang-ups and dependencies. It is these human character deficiencies and human faults that prevent us from seeing, grasping, understanding and applying the Writings in our lives. The theory behind this program is that we are supposed to be clear channels for the Holy Spirit to flow uninterrupted by our egos. However years of materialistic conditioning have encrusted our channel with the rust of limited knowledge and corruptions. SSD offers us a way to apply the principles of the Faith in a manner that eliminates this channel blocking rust. In a sense it helps us transform ourselves physically, emotionally, mentally and spiritually and opens our spiritual eyes and enables us to be able to face and deal intelligently with reality in
totality, or what has been revealed by the Prophets of God. Its overall purpose is to provide us with the tools to perceive and apply reality in our lives, acquire virtues and thus become more successful in our relationships by allowing the Holy Spirit to flow less interrupted by our conditioned egos.
It consists of 175 pages of texts, concepts pages, word definition pages to ease our consultations, and plenty of illustrations that demonstrate the concepts. The entire 13 lessons can be studied in 13 weeks if we invest one hour of daily home work and two hours of weekly class time.
4) "The Solution to Violence" Teaching Method:
Here is a link for a great teaching presentation, called the "Solution to Violence" approach, which really gets results and is a great complement to the skills learned in Book 6. An RTI is sending a training team around the country to train interested communities in this method of presenting the Faith to a seeker in a concise and heart to heart manner, and inviting the seeker, if receptive, to become a Baha'i, oftentimes at the first meeting.
All the materials for the Solution to Violence approach are available from
www.schoolmarmwood.org . A CD can be ordered or all the material can be downloaded for free.
If you want to learn the presentation on your own it is suggested that you follow these steps:
a. read the sample Presentation Script PDF file (memorize Slide 17 on page 23)
b. burn the MP3 to CD and then listen to it 6 - 10 times while driving
c. print out the Presentation PDF file in color
d. go present it to a seeker and invite him to become a Baha'i
(Note: To get more info regarding any of these courses and workshops, send your request to
pilgrim1@mindspring.com .)
You can now turn to the Ruhi Books 2 & 6 sections for commentary and exercises related to the units and sections in those books, however one final note: The section entitled "The Most Challenging Issue" is a must read for everyone in the U.S., especially friends from African American, Native American, and other minority populations. Without concentrated attention to this issue in the U.S., all growth processes will fall far short of their potential to dramatically increase the size, quality and diversity of the community.
