Online Reporter
Flora Teckie
Bahá’í Perspective
THE International Day of Education, observed annually on January 24, draws attention to a global responsibility: ensuring that every child has access to education.
According to the UNESCO October 2024 Global Education Monitoring Report, however, the global out-of-school population has reduced by only one percent in nearly 10 years.
About 251 million children and youths are still out of school.
It is through education that the God-given abilities and potential of every child can be developed, and brought to fruition.
As Bahá’u’lláh, the founder of the Bahá’í Faith, states: “Regard man as a mine rich in gems of inestimable value.
“Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom”.
He further states that “knowledge is a veritable treasure for man, and a source of glory, of bounty, of joy, of exaltation, of cheer and gladness unto him”.
The failure to educate millions of children globally is, therefore, denying them the opportunity to develop their talents and abilities, from which they themselves, and their families and communities, would benefit.
“The cause of universal education”, according to the Universal House of Justice, the international governing council of the Bahá’í Faith, “deserves the utmost support that the governments of the world can lend it.
“ For ignorance is indisputably the principal reason for the decline and fall of peoples and the perpetuation of prejudice. No nation can achieve success unless education is accorded all its citizens”.
The education – and the development of every child, their personality, talents, mental and physical abilities to their fullest potential, is the right of everyone – whether boys or girls.
And everyone has the right to a balanced education: an education that would assist them in both their moral empowerment, as well as their intellectual development.
Bahá’u’lláh considered education as one of the “most fundamental factors of a true civilisation.
“This education, however, in order to be adequate and fruitful, should be comprehensive in nature and should take into consideration not only the physical and the intellectual side of man but also his spiritual and ethical aspects”.
Balanced education is of three kinds
Education is of three kinds, say the Bahá’í Writings: material, human, and spiritual. Material education concerns itself with how to improve our physical wellbeing, including better hygiene and nutrition, better family health and greater capacity to earn and provide food, clothing and shelter.
Human education concerns civilisation and progress, knowledge of commerce, the sciences and the arts, and the understanding of institutions and policy.
Spiritual education deals with acquiring the right values and with the shaping of characters. It tries to develop moral attributes such as love, compassion, justice, truthfulness, trustworthiness, courtesy, and generosity. Spiritual education is essential for the victory of our spiritual nature over our lower nature.
There is need for all three kinds of education for our children and youths to realise their full potential, and to be able to contribute to the development of their communities.
The Bahá’í Writings state: “This education … in order to be adequate and fruitful should be comprehensive in nature and should take into consideration not only the physical and the intellectual side of man but also his spiritual and ethical aspects”, and that “knowledge is praiseworthy when it is coupled with ethical conduct and virtuous character”.
Because, for example, “A physician of evil character, and who betrayeth his trust, can bring on death, and become the source of numerous infirmities and diseases”.
Education plays effective role in building a peaceful world
Our educational programmes and activities should instil in our children the awareness of the fundamental oneness of the human family, to value diversity, and to interact happily with people of different backgrounds.
They should nurture an appreciation for the richness and importance of the world’s diverse cultural, religious, and social systems.
These can be achieved if our educational programmes and activities are free of all forms of prejudice: racial, religious, national, ethnic, gender-based, class or creed.
The kind of education that can contribute to both empowerment of the individual, and to the transformation of society, must aim at cultivating mutual tolerance, understanding, peaceful resolution of conflicts, and respect for different ethical values.
“True education,” according to a statement of the Bahá’í International Community, “releases capacities, develops analytical abilities, confidence, will, and goal-setting competencies, and instils the vision that will enable … (individuals) to become self-motivating change agents, serving the best interests of the community”.
There is a close relationship between spiritual and moral education and peace.
According to the Bahá’í Writings, “Peace stems from an inner state supported by a spiritual or moral attitude, and it is chiefly in evoking this attitude that the possibility of enduring solutions can be found”.
Serving humanity is an important element of an education that would enrich both our children and communities. When they learn to serve the best interests of their communities and humanity, then education can become an instrument for the creation of a peaceful global society.
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