education ~ human beings are inherently noble

"Throughout the world, the value of teaching as a profession has declined unchecked. Despite attempts to arrest this decline by such means as increased pay, a gathering malaise overshadows the task of educators, a task that often appears caught in a curious dichotomy. At the same time that the moral authority of teachers as respected members of the community is eroding, schools are being asked to address a growing list of moral and social concerns traditionally relegated to the family. What are the root causes of this contradiction? Might it be that our materialist ethos has led us to undervalue those professions which are not economically productive in the narrow sense? A fundamental reassessment of the nature of human reality and human society is needed.

"Bahá'ís believe that human beings are inherently noble, and that the purpose of life is to cultivate such attributes, skills, virtues and qualities as will enable them to contribute their share to the building of an ever-advancing civilization. True education releases capacities, develops analytical abilities, confidence, will, and goal-setting competencies, and instills the vision that will enable them to become self-motivating change agents, serving the best interests of the community.  Individuals should be skilled in the art of consultative decision-making and empowered with a sense of their own dignity and worth. They should understand their positions as members of both a local community and the world community, and they must believe their lives can make a difference.

"This notion of the student as inherently noble, yet in need of patient cultivation, implies that the teacher must be a model of nobility, self-actualization and discipline. In the Bahá'í view, sound character is ultimately more important than intellectual brilliance. The teacher must also see the nobility and capacity in each student, recognizing that a lack of opportunity is different from lack of capacity. A corollary is that the teacher must enjoy the support of the greater community, a respect that flows logically from recognizing the teacher's true station.

"Education needs an expanded definition that frees it from today's largely economic context and acknowledges its role in transforming both individual lives and entire societies. Basic education, literacy, and vocational education need to be redefined in a way that offers the majority more than the acquisition of a few skills and a few simple facts. The minimum requirements of education are the basic knowledge, qualities, skills, attitudes, and capacities that enable individuals to become conscious subjects of their own growth, and active, responsible participants in a systematic process of building a new world order.

"Implications for teacher-training would include the necessity of raising up qualified teachers from within the local community. The community will feel ownership and investment in the school if it empowers the community to transform itself. Entry into formal schooling should be seen as a continuing process begun even before birth, rather than as a sudden, disjunctive immersion into a alien institutional culture. Especially in disadvantaged communities, people deserve a sense of pride and ownership in the educational process. While standardized curricula and technical specialists might play a valuable role, respect for and sensitivity to locally evolved knowledge systems ought to be the cornerstone of any campaign of educational development.

"Children in disadvantaged populations often suffer from a poor self-concept, living without hope and being treated as second-class citizens. The leverage point in promoting a positive self-concept in these children is teacher training. Prospective teachers need a thorough understanding of the role self-concept plays in determining school success, and they need to practice patterns of behavior that create a climate of encouragement in the classroom. Teachers must relinquish the idea that they are fountains of all knowledge. Rather, they should form a partnership with their students in a shared learning process, demonstrating by their example that they, too, are learners. This can have a liberating effect on students in that it helps them see themselves as directors of their own learning and as individuals who can determine the course their lives will take.

"Teachers must give up all occupational prejudices. Education as envisioned in the Bahá'í Writings makes the child a collaborator both in his own growth and in the development of his community. He must acquire a balanced set of capacities that are at once academic, spiritual and vocational. Artisans, craftsman, agriculturalists and tradesmen are seen in the Bahá'í perspective as enjoying an intrinsic station of worth and value. Occupational prejudices that enable white collar workers and professionals to vaunt themselves over others drive youth into the cities.

"Therefore, the whole range of skills and experiences which a people possess are seen as valuable and worthy of transmission, not merely those which seem to have the stamp of modernity. Likewise, literacy, which empowers the individual to participate in affairs of the larger world and to articulate and defend his own interests, is seen as a key component of education for all. Education must be made compulsory and universal, building on local realities but building on universal principles; it must be relevant to the true needs of a community and contribute to the unification of mankind. It must enable people both to move in the direction of their own choosing and equip them with an appreciation of those universal qualities that distinguish the entire human race. The Bahá'í teachings indicate that in order to do this, teachers must be restored to their traditional role as the transmitters of morality, the builders of character and the custodians of culture."

    (Baha'i International Community, 1990 Mar 08, Teacher's Situation Determining Factor of Quality)

Releasing spiritual forces

I have been reflecting on the spiritual forces at work in our lives.  They are channeled through our good deeds, pure-hearted thoughts and a life sanctified from worldliness.  They operate through humility, selflessness, unity, generosity, kindliness, forbearance, truthfulness and all of the many, many spiritual qualities of our soul.  While these forces are being released, they are always, always confronted with tests, difficulties, tribulations and challenges in order to enable us to perfect them..

Playing Cat & Mouse during Sunday morning Baha'i class

In this spirit i arise each day, striving to overcome my lower nature which is prone to irritability and criticism, selfishness and lethargy.  I wake up with the utterance of Alláh'u'Abhá (God is Most Glorious) and continue constantly, all throughout the day, to call upon God for divine assistance, knowing that I am bound to be tested while striving to serve Him.  When tutoring the neighborhood kids in English and Math, having a Baha'i children's class or animating a jr. youth group, I feel like God is using my capacity to serve humanity.  Our home has become a lending library, study center and spiritual refuge.  It continues to evolve as the relationships develop and the experiences are shared..


In the past 2 weeks I've seen the kids cry, dance, recite from memory, drum and demonstrate manners - all of which they now feel comfortable to do around us.  Tonight eclipsed all other occasions.  It was one of the girl's birthdays.  I made a cookie cake to share after the tutoring session.  The tutoring session went perfectly, with 3 students who need a lot of assistance working with me while 2 older boys read on their own, and then 2 kids who have a long walk home from school arrived just in time for story time.

It was time to celebrate Elizabeth's birthday.  3 jr. youth instantly volunteered to help me prepare everything which prompted the rest to desire to also be of some kind of service.  It was so natural for all of them to cooperate.  It reminded me of when the friends from Delft used to come and stay over our home.  It was like having a big family or a beautiful Baha'i school in our home.. the kids enjoyed singing 'happy birthday', eating a home-baked sweet and telling riddles to each other.  Without me asking, they started to wash dishes, sweep and wipe the floor, and clean the table.  While they were doing those activities, I was trying to prepare dinner.  By the time dinner was ready, it had entered my heart to invite them to stay and eat with us.  All of them of course wanted to stay. :)  Some helped set up the table for dinner while others played some game with the soft ball..

I wasn't sure they would like what was made for dinner because last night's guest didn't like what was made even though I had catered it to a Ghanaian person (rice with peas, oven-baked potatoes and carrots, gari & the tomato sauce).  Tonight's dinner was ziti with homemade tomato sauce, spinach, garlic, olive oil and cheese broiled and eaten with a chick pea salad.  These kids happily surprised me by asking for seconds (waiting patiently for me to come downstairs after talking with Dashiel on the phone)!  Some of them mentioned being happily full, which led me to think that perhaps they aren't often full after eating a meal..

The dinner quickly turned into a musical festival with rhythmic sounds of Ghanaian artists being played on cell phones.  The kids were so happy, so comfortable, so content.  I broke up the party to end the evening with Devotions.  For the first time with this group it was attempted to properly explain a few aspects of what Devotions are like in our home and for us as Baha'is.  It was great how they participated and then how they became engaged in the singing, drumming and marching around to the uplifting Baha'i songs.  Ahh.  They left happy but with sadness on their faces, as it's never easy for them to leave..

'..to be just we have to give..'

i realized recently that the group of kids who come for tutoring do not know these basic facts:

• how many days and months are in a year
• how many seconds are in a minute
• how many minutes are in an hour
• how the earth revolves around the sun or the moon around the earth

when i contemplate how many millions of poor children in the world who are like this group of children, completely unaware or ignorant of so many essential facts and reference points for living in this world, it makes all of the articles, essays, blogs and commentaries about the importance of education by those of us who have had advantage, privilege, opportunities and wealth seem in vain.  let's stop spending all of our time on statistics and discourses and get out there in the neighborhoods actually helping kids, committing to even one child until that child is educated well.

there are always a few children in the group who are especially downtrodden.  it takes a while before the layers are peeled away and i can discern more of what is going on at home.  immediately, though, i know that some children have very little parental influence in their lives.  they almost always have no father living at home and an overworked, underpaid mother who is struggling to survive.  this usually results in a lack of affection and encouragement.  somehow these kids get through life and school, relying heavily on their friendships as an anchor in their lives.

as heavy as my heart is sometimes, i seem to have endless energy to do something, somehow, someway, to improve these children's lives.  at the fundamental level they need love.  love for me is shown through constant affection, encouragement, literacy and practical assistance.  as Baha'u'llah proclaims, "The betterment of the world can be accomplished through pure and goodly deeds, through commendable and seemly conduct." 

as i help them, they help me grow as well toward this lofty ideal.

tutoring sessions

the last 2 days of tutoring have marked a significant advancement.  yesterday emil and his sisters, magdelene and martha, came, as well as abu's sister, elizabeth.  all 4 of them are between the ages 9-12 but they still desire to be tutored.  the little 7-8 year old boys have spread the word. i explained to them that i can't manage any more than the 8 of them because it's challenging to keep them all focused and engaged at their level, and we only have 8 dining chairs.

yesterday was chaotic; today was full of order.  i wrote sentences which they could read well enough -- they were focused on rules and spiritual qualities for how to behave.  one sentence was 'You are a noble human being'.  another was 'Use your mind to think'.  we discussed each of them and they all agree with them or to abide by them (like 'Be on time or you will not be let in').

today i also prepared dinner fully so i wouldn't have anything to do when the kids left (like make a salad).  i also put the timer on so 15 minutes before they were leaving i put the flame on to heat up the rice and stew.  this was very helpful!  i also insisted that they leave on time at 5:30, putting it in terms of honoring my family and dinner time (especially since i request that ayana, dyami and domani stay upstairs during that hour).

what makes tutoring so enjoyable now (though i must admit that every session has been truly lovely) is that the kids are comfortable to participate, ask a question about some word or concept they don't know, and follow a high standard of conduct that i've expected of them.  today i mentioned to them that we should have a spelling contest in a few months.  they are all interested.  they like the idea, too, of them being able to read in a few months.  i told them my focus is teaching them how to read but that we can integrate math into the tutoring as well.

it took quite a while to get to know the kids, furnish our home, let things settle down with the owner, create a workable schedule for weekday afternoons, and lay a foundation for cleanliness and good manners..but now that i look back on it, i realize how necessary each day of waiting was for this to be happening now as smoothly as it is.  praise be to God!

help2read

a non-profit organization called help2read has been in South Africa for 3 years. this is the first year it's no longer a pilot project and is really gaining ground at the grassroots level. a friend and i have just gone through the training and were asked to begin at a school that has just joined the list of schools being served. we will each help 2 children 2 times a week for a whole school year. the aim is to help, not teach, children with their reading. the program is set up exactly like a program in England that has been running successfully for over 35 years.

after the training, i felt renewed with insightful tools to guide and facilitate the learning process with the children. the child must choose something of his/her own interest from a wide variety of materials in the help2read box -- the box contains a full range of new books and all kinds of learning and fun materials and games. the educator must be flexible and only encouraging with praise. it must be fun and full of listening and sharing. this box of materials provides an enriching and beautiful supply of books, activities and games which most of the children do not even find at their school, their home, or their neighborhood. there are 100,000's of children here, from backgrounds where English is the second language, who have no libraries in their neighborhoods, and who have no means by which to purchase books (the price for a book in South Africa is very expensive!). most of them have no adult to read them a book, and so a program like this is already making a difference in the lives of the children it has served.

as more and more volunteers arise to serve the children of South Africa, a whole new generation of children will begin to read well and be ready to advance along the path of higher education. the masses of children in South Africa still don't have the opportunity of a good education, but programs like this one provide hope and a vision of eradicating illiteracy as it spreads. i'm hoping to be a part of the process of seeing a child's eyes light up with confidence and self-esteem as reading becomes a natural talent in his life.