Bahai: Moral Education - A Bahai Perspective

By Farida Vahedi

Moral Education - A Bahai Perspective

For teachers, parents and all concerned with public life, moral education is an indispensable part of children's education. The systematic development of a moral education programme must be regarded as central to the building of a progressive society and a sense of true identity among its future citizens.

There is compelling and conspicuous evidence of widespread social disintegration in the world today. It is characterised by the lack of moral discipline, the increasing breakdown of the family and community, the loss of cultural identity and purposeful traditional values, the rise of lawlessness, and the want of genuine and committed concern for the welfare of humanity. Such social disintegration points to the imperative need for children to receive moral education in school from their earliest years.

Bah‡'’s believe that the development of moral character constitutes the essential foundation of a true education. The Baha'i writings state: "Good behaviour and high moral character must come first, for unless the character is trained, acquiring knowledge will only prove injurious. Knowledge is praiseworthy when it is coupled with ethical conduct and a virtuous character; otherwise it is a deadly poison, a frightful danger."

Thus, beyond the belief in the importance of providing children with a relevant and excellent academic education, it is the Baha'i view that education must also exercise a transforming influence upon the character of the individual so that intellectual learning may be of genuine benefit to the individual and society.

The approach that the Baha'i community has taken in its education efforts has been to focus on the training of individuals capable of making moral decisions and acting accordingly. Examples of the capabilities that must be developed throughout the stages of growth of an individual are those of: exercising initiative in a creative and disciplined way; sustaining effort, persevering and overcoming obstacles; thinking systemically in the search for solutions; opposing one's lower passions and self-centered tendencies by turning towards one's noble attributes and aspirations and by directing one's energies towards the welfare of society; managing one's affairs and responsibilities with rectitude of conduct; creating environments of unity built on diversity; contributing to the establishment of justice; and participating effectively in consultation and in collective enterprise.

The Baha'is believe that moral capabilities, such as the few mentioned above, cannot be developed in a secular framework of education. An indispensable requisite for developing these capabilities is to establish a connection between the human heart and God, thus enabling the individual to manifest the spiritual qualities with which the human soul has been endowed, such as justice, generosity, love, compassion and truthfulness. The teachings of the religions of the world are the depositories of those truths that assist every human being in establishing a relationship with God and developing these qualities.

Thus, Bah‡'’ educational programmes addressing the moral dimensions of life draw upon the religious heritage of humanity, particularly the scriptures of the world's religions. This does not mean that such an approach is sectarian in nature. Rather, educational efforts are carried out in the context of the unity of God, the fundamental unity of all religions and the oneness of mankind. An essential concept underlying these programmes is that only an unfettered investigation of truth can free an individual from the chains of blind imitation and prejudice. A primary objective, then, of moral educational curricula is to foster in students the desire, skills and discipline for the systematic investigation of reality.

(Farida Vahedi is the Director of the Bah‡'’ Office for the Advancement of Women; srdev@vsnl.com)