The Bahai Faith originated in 19th century Iran. Since the early days of its inception and up until today, in Iran the followers of the faith have been subject to persecution, carried out under different pretexts. A study of polemical anti-Bahai writings demonstrates that the accusations against Bahais evolved and in fact changed over time. The portrayal of the Bahais as “enemies” was reshaped and adapted time and again to current needs and ideological agendas. Anti-Bahaism, it (...) is argued in this paper, is part of the contemporary political discourse and mirrors the different stages of political developments in Iran over the past one and a half centuries. Anti-Bahai polemics, while in general wholly unreliable as a source for Bahai doctrine and history, serve as a vivid example for mechanisms employed in the “othering” of minority groups and the preparation for their physical persecution. (shrink)

Self-portrait -- The early Washington, D.C. Baha'i community -- Conversion -- Race amity -- Pilgrimage -- Harlem Renaissance and Baha'i service -- Estrangement and rededication -- Baha'i essays -- Alain Locke's philosophy of democracy : America, race, and world peace.

From the writings of Baháʼuʼlláh -- From the writings of the Bāb -- From the writings of ʻAbduʼl-Bahá.

In _Theory of Religious Cycles: Tradition, Modernity and the Bahá’í Faith_ Mikhail Sergeev offers a new interpretation of the Soviet period of Russian history by developing a theory of religious cycles, which he applies to modernity and all major world religions.

This book presents three of the works of Abdu'l-Bahá, son of the founder of the Bahá'i Faith, dealing with social and political issues.00In 'The Secret of Divine Civilization' (1875) Abdu'l-Bahá supports the administrative and broader social reforms of Mirzá Hosayn Khán, but looks mainly for organic reform through the efforts of Iranian intellectuals to waken and educate the masses. In this work, Abdu'l-Bahá gives virtuous and progressive Islamic clerics a leading role among these intellectuals, indeed most of his appeals (...) are directed specifically to them. 'A Traveller's Narrative' (1889/90) is an authoritative statement of the broad lines of Bahá'i social and political thinking. 'The Art of Governance' (1892/93) was written as Iran entered a pre-revolutionary phase, and ideas that we recognise today as the precursors of political Islam were spreading. It sets out the principles underlying the ideal relationship between religion and politics and between the government and the people.00In addition to presenting the first parallel text translations of these works, the Persian texts incorporate notes on variants in the early published sources. An introduction outlines the intellectual and political landscape from which Abdu'l-Bahá wrote, and in which his expected readers lived. (shrink)

The paper outlines the history of the Babi-Baha'i Faith, its main doctrines and practices.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Om Blandt andet kampen mod bahāʼī i Iran, og om fundamentalismens tankegange, som er bange for kvinder, hvis de ikke er det svage og det tredje køn i samfundet, derfor undertrykker de dem og begrænser deres rettigheder.

Retrieving our spiritual heritage: a challenge of our time -- Spiritual foundation of human rights -- Response to the president of Ireland -- World peace and interreligious understanding -- Education as transformation: a Baha'i model of education for unity -- Globalization and the Baha'i community in the Muslim world -- Unity of vision and ethic: values and the workplace -- Environmental ethics: a Baha'i perspective -- 'Abdu'l-Baha and the spiritual foundation of the American dream -- United Nations and world order (...) -- Ethics of globalization: a Baha'i perspective -- Opening of the academic mind: the challenges facing a culture in crisis -- Heritage: poetry and archeology as the common language of the past, the present, and the future -- Address given before the House of Lords. (shrink)

Moral Empowerment is a groundbreaking recommendation that education systems and students can benefit from a new approach in learning - the development of the students capacity to pursue their own intellectual and spiritual growth, as well as the students active engagement in the long-term transformation of their communities. This illuminating idea is carried out on the basis of two central premises that we live in an age of transition from humanitys childhood to its maturity, and that a fundamental characteristic of (...) this age is the growing consciousness of the oneness of humankind. Arbab explores the philosophical framework capable of guiding educational programs seeking the moral empowerment of students. Such efforts focus not only on the development of the students capacity to pursue their own intellectual and spiritual growth, but also on the students active engagement in the long-term transformation of their communities. (shrink)

Depending upon their epistemological foundations philosophical systems can be divided into five types: empiricist (Locke), rationalist (Descartes), intuitivist (Bergson), traditionalist (Confucius), and scriptural (Aquinas). In the history of philosophy there were five major waves of scriptural reasoning-Hindu, Buddhist, Jewish, Christian, and Muslim. In this context Bah ' philosophy represents the sixth wave, and it finds itself in a fruitful dialogue not only with the traditional forms of religious philosophy but also with modern Western thought which is based solely on reason (...) and empirical observation. In this collection the reader will find articles on various aspects of Bah ' philosophy-philosophical anthropology, philosophy of science, philosophy of culture, epistemology, ethics, philosophy of religion, comparative and political philosophy, and, finally, history of philosophy. The authors of those articles-Bah ' and non-Bah ' scholars-reflect global aspirations of this religion by representing diverse countries of the world-USA, Canada, France, Italy, and Sweden. This collection of articles also introduces a Global Faith Book Series which publishes works on various aspects of the Bah ' Faith and globalization. (shrink)

The author tries to find a place of religious education in religious traditions of the Baha'i Faith. The main objectives of the research are: 1. to clarify the meaning of terms "education", "learning", "upbringing" and limits of their application in the field of education of the Baha'i faith; 2. to clarify the meaning of terms "religious education", "religious learning", "religious upbringing" and limits of their application in the field of education of the Baha'i faith; After the analysis (...) of the main terms of research the author introduced two concepts to describe the educational issue in the Baha'i Faith: "Pedagogy of the Baha'i", which is further used in the value system that combines the processes of education, learning and upbringing in the confessional tradition of the Baha'i faith; "Religious pedagogy Baha'i" as a system that combines the processes of religious education, religious learning, religious upbringing. Pedagogy Baha'i is used in schools, colleges, universities and other social and educational projects, created on the initiative of the Baha'i believers and religious principles of this religious tradition. Religious pedagogy Baha'i describes the processes of providing religious knowledge, skills and abilities (the study of the Scriptures and the sacred history of the Baha'? faith, learning the rules of the confession of religious traditions and religious activities, etc.), and upbringing in the spirit of the Baha'i believers - inculcation of religious virtues. The author comes to the conclusion that religious pedagogy Baha'i originates from the main purpose of religious revelation of Baha'u'llah - teaching people the rules of life, the Laws of God, the faith. (shrink)

With fascinating insight, Love, Power, and Justice explores issues of authentic morality using precepts and arguments from philosophy, science and religion, as well as the profound concepts contained in the Baha'i revelation. This work, now in its second edition, is an innovative contribution to one of the more intractable debates of our time--a time when so many different factions and individuals each claim to speak with moral authority.

What is the meaning of history? Can we discern its significant stages and developments? Does our past reveal an overall purpose and direction? What light do grand theories and religious visions cast on today's world? Do the patterns enable us to envision humanity's likely future? This book proposes that a new Eye to past, present and future has been offered to humanity. We can now see further and implement more of this universal vision. A new Divine Educator appeared in the (...) nineteenth century, and though humanity's rejection of his guidance led to tragedies and atrocities in the twentieth century, our chastened eyes can adjust to his Light, and we can co-fashion an ever-advancing global civilization. Of course, this uniting in larger embrace will be very challenging. Birth brings intense pain of two kinds - a dying of the old order, and an awkward struggling with the new. Among the Eyes guiding the main chapters of humanity's story have been Abraham, Moses, Krishna, Zoroaster, Buddha, Christ and Muhammad. To these generators of civilization we must now add Baha'u'llah, founder of the Baha'i Faith, empowering humanity to attain moral-spiritual maturity and build a united world. Peerless is this Day, says Baha'u'llah, for it is as the eye to past ages and centuries, and as a light unto the darkness of the times. We offer a five-stage theory of the development of religion and civilization, surveying views of history from Neolithic times onward. We portray the contours of major civilizations, taking a detailed look at the Great Transition from regional empires in the early nineteenth century to the emerging Global Civilization, while offering a providential view of humanity's future. This Day a door is open wider than both heaven and earth, says Baha'u'llah. Let's view world history anew, discovering realistic hope for a just, united and dynamic global community. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Requiem for a Garden:Terraces of the Shrine of the Báb or Revisiting Alain Locke's "Impressions of Haifa" 1923 (Palestine) in 2023 (Israel)Leonard HarrisLouis Gregory, who first introduced Alain Locke to the Bahá'í faith in 1912, succeeded in convincing him to chair the first racial Amity Convention in 1921 in Washington, DC. Locke published annual reports of this committee in the Bahá'í News Letter until late in his life. (...) The Racial Amity Committee, of which Locke was a lifelong member, promoted racial amity and racial eliminativism through dialogue, personal example, interracial marriage, and cultural exchange. In 1924, Locke's "Impressions of Haifa" described his 1923 visit to Haifa and meeting—via an invitation likely arranged by Louis Gregory—the Guardian of the Faith, Shoghi Effendi, the great-grandson of Bahá'u'lláh, founder of the faith, who received revelations from God.1Why would a 38-year-old African American Harvard PhD in Philosophy (1918), former Oxford University Rhodes Scholar (1907–1910), University of Berlin student (1911), and English- and French-speaking scholar versed in Romance language literature and Greek philosophy seek the grace of the Guardian of the Faith? Why would he travel to Haifa, a place that required a circuitous route to reach, and meet, in 1923, a little-known shy Guardian of the Faith? He traveled from Vienna by train on 4 October to Trieste, then Greece, and then took a steamer to Alexandria, Egypt, for a few days before taking off on another steamer to the islands of Piraeus, Lesbos, and Chanak, and arrived in the ancient Byzantine capital of Constantinople (Istanbul), Turkey, on 14 October. After two days in the ancient capital, he was off again by steamer and train to Haifa, remaining there as a guest of the Guardian of the Faith until early November.Christopher Buck has consistently argued that Locke was a faithful Bahá'í, meaning that Locke was a doctrinaire believer that Bahá'u'lláh was the last messenger of God, as foretold by the Báb, Ali Muhammad. Buck has effectively described Locke's views via re-published core articles by Locke on [End Page 97] democracy, commentaries on Bahá'í ideas, and pictures of Locke with Bahá'í members at Bahá'í events. Buck has authored, among other works, Alain Locke: Faith and Philosophy (2005); "Alain Locke in His Own Words" (2005); "Alain Locke: Race Leader, Social Philosopher, Bahá'í Pluralist" (2005); "Alain Locke: Dean of the Harlem Renaissance and Bahá'í Race-Amity Leader" (2005); and "Alain Locke: Four Talks Redefining Democracy, Education, and World Citizenship" (2006/2007). Buck contends that a "Bahá'í Historical Record"—which Locke completed and signed in 1935—proves that Locke was a Bahá'í. Note Item #13: "Date of acceptance of the Bahá'í Faith": Locke answered: "1918." Under Item #14: "Place of acceptance of the Bahá'í Faith": Locke wrote: "Washington, D.C." (Buck, "Race Amity & the Bahai Faith" 5).2 At the January 1927 National Spiritual Assembly, Locke—along with Agnes Parsons, Louis Gregory, and others—was appointed to the membership committee.I have argued that Locke was a participant in the Bahá'í community, but evidence that he was a doctrinaire religious believer is lacking. As a pragmatist, Locke was steadfastly against metaphysical absolutism (that a particular belief is true beyond reasonable doubt) and foundationalism (that a First principle is the basis of truth); he favored "truth" as a sort of value, and thereby, a plurality of possible "faiths" could make sense. Locke authored critical pragmatism because he promoted the value of aesthetic virtues and rejected the classical pragmatist reliance on the scientific method to guide our preferences. That is, Locke cannot be a fallibilist and a value relativist while (at the same time) committing himself to one true approach to salvation, one true value ultimate, or one true/foundational divinity. I have co-authored Alain L. Locke: Biography of a Philosopher (2010), one anthology of Locke's philosophic works (1999), and two anthologies of articles about Locke's philosophy (1989, 2010). In each publication, I have assumed that philosophic commitments define what type of faith is acceptable. Are Locke's philosophic commitments and his commitments to Bahá'í principles or faith incompatible? Buck and... (shrink)

This book advocates for a sensible balance between the spiritual and material aspects of life.

George Faithful tells the story of a group of young Lutheran women who formed the Ecumenical Sisterhood of Mary in 1947 in order to advocate collective national guilt for the sins of the German people (Volk) against God and against the Jews.

This paper discusses the role that the personal history plays in a patient’s perception of his or her own illness in the light of the patient’s own personal history. It demonstrates the regrettable modern tendency to regards the patient as the “bearer of a disease” rather than as a human being with personal values and experiences into which their current illness needs to be integrated. I illustrate my point by an exchange between a student and an “attending” and the “attending” (...) and the patient. It represents only one out of unfortunately many such instances in which the pressures of “managed care” and “efficiency” have made truly knowing the patient as an individual with life experiences and personal values much more difficult. (shrink)

In their oft-cited manifesto, the Martinican Creolists exhort Caribbean people to forego their continuing allegiances to the “mythical shores” of various old worlds, and to affirm instead the “alluvial Creoleness” that binds (or that ought to bind) them to each other, and to other communities across the globe with a similar plantation history: “Neither Europeans, nor Africans, nor Asians, we proclaim ourselves Creoles; “[the Creole language] is the initial means of communication of our deep self, or our collective unconscious, of (...) our common genius, and it remains the river of our alluvial Creoleness.” Despite their qualifications – “Creoleness is an open specificity,” for example – they have been chided for simplifying the complicated socio-political histories of the region. Maryse Condé, for example, has noted that the opposition of colonizing French language and resisting Creole language ignores the extent to which plantation heterogeneity and negotiation rendered Creole a language of both “unity and compromise.” On what terms can alluvial relationships that can undercut imperial and diasporic ties be uncovered? What does the idea of a Creole unconscious solidify, restore, revivify, and for whom? In this essay, I am interested in a Jamaican-born novelist’s use of Cuba’s second war of independence in the 1890s to critique Jamaican complacency about British colonialism after the Second World War. Cuba, and a “Creole Latin” world more generally, allows him, on my reading, to proffer hispanophone and francophone plantation histories as a model for anglophone sensibilities in the region. The “Creole Latin” affirmation of nationalism, revolutionary struggle, and strong affective ties to the land and to personal relationships, are uncontaminated by the domineering spirit, legalistic prejudices, bureaucracy and commerce, and negotiated concessions that typify anglophone Protestant modes of life. Since the scene of these ideas in this case is the nineteenth century plantation, then we might ask if the social and political inequities are not reinforced, or whether the pleasures afforded by the romance make such considerations moot. (shrink)

Jonathan Wolff and Timothy Hinton have criticized a version of liberal egalitarianism, often associated with Ronald Dworkin, for promoting an account of social justice that fails to treat everyone with respect. This paper analyses Wolff’s and Hinton’s critiques, particularly with regard to how notions of self-respect and respect-standing are deployed. The paper argues that the analyses of both Wolff and Hinton display affinities with a dualist approach to social justice. A dualist approach theorizes respect as an aspect of both distributive, (...) socioeconomic injustice and cultural injustice, rather than of the former only, which is typical of liberal egalitarianism. Nancy Fraser is widely associated with such a dualist framework, so her version is used to assess Wolff’s and Hinton’s work. The paper argues that both make use of ideals and commitments from the dualist approach to justice in their respect objection. However, despite their evident sympathy for the notion of cultural injustice, both continue to theorize respect primarily as an aspect of distributive justice. Thus, for cultural justice theorists, Wolff’s and Hinton’s critiques of Dworkinian justice may leave something to be desired. (shrink)

Clinical Ethics, Ahead of Print. The migration of health-care professionals has often produced morally charged discussions among ethicists, politicians, and policy makers in the migrant-sending and migrant-receiving countries because of its devastating effects on the health of those left behind in the countries of origin.This movement of skilled professionals – their decision to leaving their countries of origin in search of better work environments – has created a phenomenon that has been described as brain drain. Although the migration of health (...) workers continue to bring prosperity to millions of people around the world, they have also evoked hopelessness in many more people. Thus, questions of global justice manifest themselves when it comes to the matters of brain drain and the just distribution of health and healthcare professionals. (shrink)

This paper points out that to persons unfamiliar with the context and suffering of dying patients, their loved ones, and last, but by no means least, the health care team can only discuss the very concrete question of euthanasia in an abstract way unaware of the fact that this question must, in the final analysis, be differently addressed in different specific patients and under specific circumstances. This paper poses questions which must be addressed and will rarely find a good answer (...) but at least the best among a series of unpalatable options. It again points out the important and legitimate place that emotions play in decision-making. (shrink)

Decisions concerning use of gene therapy will probably not be made within the privacy of what was once a dyadic doctor–patient relationship. More likely, some overarching guidelines will emerge directing or limiting the practice. Debate and position-taking over the myriad scientific, social, ethical, legal, and political implications of research into and manipulation of the human genome has intensified since the U.S. government officially launched the Human Genome Project in 1988 by appropriating funds to the Department of Energy and the National (...) Institutes of Health for genome research. The discourse this costly research endeavor has generated in the scientific and bioethics literature and even in the popular press outlines a host of issues likely to evoke attempts at line drawing and policymaking. Many of these issues lend themselves easily to the shorthand of dualistic opposition: somatic cell therapy versus germ line therapy or engineering ; correction of defects and disease only versus enhancement of conditions not considered defects or diseases; intervening on the basis of phenotype only versus intervening on the basis of genotype also. (shrink)

Examine how community college faculty in science, technology, engineering, and mathematics partnered with K–12 teachers to mentor community college science and math students and open their minds to pursuing a career in K–12 teaching. This report outlines the lessons learned by the community colleges that participated in AACC’s Teaching Scholar Partnerships, an initiative supported by the National Science Foundation.

The debate over how to best guide HIV-infected mothers in resource-poor settings on infant feeding is more than two decades old. Globally, breastfeeding is responsible for approximately 300,000 HIV infections per year, while at the same time, UNICEF estimates that not breastfeeding (formula feeding with contaminated water) is responsible for 1.5 million child deaths per year. The largest burden of these infections and deaths occur in Sub-Saharan Africa. Using this region as an example of the burden faced more generally in (...) other resource-poor settings, we contrast the evolution of the clinical standard of care for infant feeding with HIV-infected mothers in high-income countries to the current international clinical guidelines for HIV-infected mothers and infant feeding in resource-poor settings. While the international guidelines of exclusive breastfeeding for a 6-month period seem to offer the least-worst strategy for reducing mother-to-child transmission of HIV during infancy while conferring some immunity through breastfeeding post-6 months, we argue that the impact of the policy on mothers and healthcare workers on the ground is not well understood. The harm reduction approach on the level of health policy translates into a complicated, painful moral dilemma for HIV-positive mothers and those offering them guidance on infant feeding. We argue that the underlying socio-economic disparities that continue to fuel the need for a harm reduction policy on infant feeding and the harm to women and children justify: (1) that higher priority be given to solving the infant feeding dilemma with improved data on safe feeding alternatives, and (2) support of innovative, community-driven solutions that address the particular economic and cultural challenges that continue to result in HIV-transmission to children within these communities. (shrink)

Whereas writing a dissertation can be a fear-inducing experience for a doctoral student, there exists the possibility of not only learning but also self-transformation that can take place through the process. In this article, I reflect on how my choice of a research approach provided me with a transformative research experience. I will describe portraiture as a critical feminist research method that was culturally relevant in undertaking my study of African women leaders. Through this process of conducting research utilizing portraiture (...) as method, I became a supplicant learner. (shrink)

Autoethnography is a qualitative research method that utilizes data about self and context to gain an understanding of the connectivity between self and others. This introductory article exposes the reader to our own praxis of collaborative autoethnography which we used to interrogate how we navigate the US academy as immigrant women faculty. Before introducing the articles in this special issue, we explore the autoethnography continuum, provide sample areas covered by autoethnographers, and explicate the practice of collaborative autoethnography. We conclude this (...) piece with implications for future use of autoethnography as research method. (shrink)

Women constitute the majority of both the leadership and the membership of local toxic waste activist organizations; yet, gender and the fight against toxic hazards are rarely analyzed together in studies on gender or on environmental issues. This absence of rigorous analysis of gender issues in toxic waste activism is particularly noticeable since many scholars already make note that women predominate in this movement. This article is an attempt to understand how women activists transcend private pain, fear, and disempowerment and (...) become powerful forces for change by organizing against toxic waste in their communities. This article systematically looks at these connections by examining data from survey research and case studies. The authors are particularly interested in the transformation of self of these women, with an emphasis on “ways of knowing.” They also examine the potential of existing social movement theories to explain women's activism against toxic waste. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 25.2 (2001) 314-334 [Access article in PDF] The Epistemology of Cognitive Literary Studies F. Elizabeth Hart I Literary scholars have begun incorporating the insights of cognitive science into literary studies, bringing to bear on questions of literary experience the results of explorations within a wide range of fields that define today's cognitive science. The investigation of the human mind and its reasoning processes encompasses a rich (...) variety of empirical and speculative disciplines, including cognitive psychology, neuroscience, linguistics, evolutionary psychology, developmental psychology, computer science, philosophy, and anthropology. These disciplines are all related to one another by the questions they ask about the brain and mind and the ground they cover in staking out their research agendas; but each also contributes uniquely in terms of individual scope and focus. Literary critics, eavesdropping on this maturing coalition, are now producing critical works that apply cognitive research to a similarly impressive range of literary concerns, with results so far that seem to span the gap between traditional and more contemporary literary critical approaches.All such criticism is dependent on scientific studies of the brain and mind and so accepts axiomatically some degree of epistemological efficacy in scientific empiricism. But this acceptance has not been naive or uncritical and has, in fact, been at times carefully qualified by critics' sensitivity to debate--to the lack of consensus among cognitive scientists, and to the fact that cognitive science is itself in its infancy stage, with its own practitioners often openly tentative about their results and descriptive capabilities. As it happens, such debate, in recent years, has even proven beneficial for literary scholarship since an important [End Page 314] paradigm shift has taken place that now makes some aspects of cognitive science more compatible than ever with the interests of literary studies. This is because, whereas an earlier phase of cognitive science focused its energies on Artificial Intelligence and on theories of language and psychology that supported AI, grounding its theories implicitly in a metaphor of the mind as a computer, today's cognitive scientists tend to concentrate instead on the more organic metaphor of the "embodiment" of mind, that is, of the mind's substantive indebtedness to its bodily, social, and cultural contexts, and on the figurative phenomena of metaphor, metonymy, image schemata, "fields," "frames," other "integrative mental spaces" (as they are called), and the gradient structures and prototypical bases of semantic categories, all of which contribute to recasting human reason into a set of highly imaginative--not logical but figural--processes. 1 For literary theory and criticism, this shift in cognitive science toward "the body in the mind" 2 --tantamount to a wholesale rejection of philosophical rationalism--has given rise to a new kind of interdisciplinary practice, to the potential for a sincere engagement between diverse sciences and even between literature and science that stretches all the bounds of what literary scholars generally mean when they speak of being interdisciplinary (e.g., exchanges with history, art history, anthropology, film studies, sociology).In the discussion that follows, I would like to explore this new interdisciplinarity in literary studies by examining its epistemological implications. I begin with a description of the kinds of criticism now being produced under the rubric of cognitive literary criticism or--to reflect the field's scope more accurately--cognitive and cognitive-evolutionary criticism. This description is not intended as a comprehensive or evaluative survey, since in-depth review articles of extant works are available elsewhere. 3 Rather, I hope to familiarize my readers with the basic orientations of this theory and criticism so that they can grasp the epistemological relations that will become the essay's focus. To lay a further groundwork for this focus, I will review various uses of the term "cognitive" (or "cognitivism") in the scholarship and offer an analysis of its meanings, first in cognitive science and then in literary theory. Building, then, on what "cognitive" might signify for literary studies, I show how a literary approach based on today's cognitive science is uniquely situated among other approaches because of its underlying theory of human... (shrink)