# Ten Year Retrospective, 24 July 2023 *Exported from [Holy-Writings.com](https://www.holy-writings.com/) on 2026-06-21 — 1 clipping.* --- > Ten Year the discourses of society, with a par- > ticular emphasis on professional and > Retrospective, academic discourses. Since then, the > Association has progressively learned > 24 July 2023 how to translate this and subsequent > guidance into action. Now, ten years > later, we feel moved to reflect on the > EXECUTIVE COMMITTEE > advances made in several related ar- > OF THE ASSOCIATION FOR > eas: fostering evolving conversations > BAHÁ'Í STUDIES – NORTH > within collaborative settings—such > AMERICA1 > as reading groups, writing groups, > and seminars—about contributing to > 1. Introduction professional and academic discourses > 2. Settings for learning together about > from a Bahá'í perspective; reimagining > contributing to prevalent discourses > the annual conference; advancing the > 3. Reimagining the annual conference > 4. Evolution of the publications work > Association's publishing endeavors; > 5. Vision of growth and approach to and strengthening the capacity of the > learning Association to operate systematically. > 5.1 Objects of Learning These developments have entailed > 5.2 Elements of the conceptual framework learning about how various elements > 5.3 Generating and applying knowledge of the conceptual framework discussed > 6. A lifetime of inquiry in the 24 July 2013 message,2 including > Appendix: Small Group Initiatives learning in action itself, apply to the > work of the Association. Attentiveness > 1. I to these elements has helped generate > new strengths—and given rise to new > On 24 July 2013, the National Spiritual challenges—which have disclosed new > Assembly of the Bahá'ís of Canada > received a message written on behalf 2 "Central to the effort to advance > of the Universal House of Justice re- the work of expansion and consolidation, > garding the role of the Association for social action, and the involvement in the > Bahá'í Studies with respect to "the discourses of society is the notion of an > intellectual life of the Bahá'í commu- evolving conceptual framework, a matrix > nity and its greater involvement in the that organizes thought and gives shape to > life of society." The House of Justice activities and which becomes more elabo- > encouraged the Association to focus rate as experience accumulates" (Universal > on building capacity for engaging in House of Justice, 24 July 2013). > References to "the conceptual frame- > work" in this document should be under- > 1 Written in collaboration with the stood in light of this description by the > Executive Committee's subcommittees, Universal House of Justice, which is ex- > staff, and other close collaborators. plored in section 5.2. > 8 The Journal of Bahá'í Studies 33.1-2 2023 > > possibilities for advancement. of reference that helps to unify the > We have correspondingly refined Association's various activities and con- > the mandate of the Association in the solidate our understanding of the mutu- > light of continuing guidance, such as ally reinforcing relationship between its > the 30 December 2021 message of the work and the pattern of activity in which > Universal House of Justice addressed the Bahá'í community is engaged. That > to the Conference of the Continental is, the activities of ABS are understood > Boards of Counsellors. To this end, we to complement, and to be nurtured by, > created numerous spaces for consulta- the society-building endeavours of the > tion and reflection within and between wider Bahá'í community. > committees, with staff and collabora- In the following retrospective, we > tors, and with our senior institutions. outline the main developments of ABS > This process led to the generation of over the last ten years, referring to the > the following mandate: 24 July 2013 message as our guide. We > also highlight some of our key objects > The Association plays a role in of learning as well as our approach > fostering the intellectual life of the to applying relevant elements of the > community, focusing in particular conceptual framework to the work. A > on helping to build the "capacity theme that runs throughout this report > of the friends to contribute to the is how the Association can strengthen > prevalent discourses of society in its capacity to further expand and con- > their academic fields and in their solidate its endeavours in alignment > professions" in a manner that "en- with the provisions of the Nine Year > rich[es] the capacity of the Bahá'í Plan. > community to discharge its mis- > sion."3 It aims to enable partici- 2. S > pants of varying backgrounds and > academic interests to effectively > explore how "to provide, in the > world of ideas, the intellectual In the fourth paragraph of the 24 July > rigour and clarity of thought to 2013 message, the House of Justice > match their commitment to spir- explains: > itual and material progress in the > world of deeds."4 Every believer has the opportunity > to examine the forces operating > Recognizing that all visions evolve, in society and introduce relevant > we view this mandate as a point aspects of the teachings within the > discourses prevalent in whatever > 3 Universal House of Justice, 7 social space he or she is present. > September 2015. It is, perhaps, as a means to en- > 4 Universal House of Justice, 30 hance the abilities of the friends to > December 2021. > Ten Year Retrospective 9 > > explore such opportunities in rela- itself. They may additionally stimulate > tion to their scholarly interests that individuals and groups to pursue their > the endeavours of the Association own interests independently, perhaps > for Bahá'í Studies can be con- sharing the results of their inquiries > ceived. Through the specialized at the annual conference. Inevitably, > settings it creates, the Association as these independent initiatives pro- > can promote learning among a liferate, many will occur outside our > wide range of believers across a immediate awareness, albeit inspired > wide range of disciplines. directly or indirectly by the settings the > Association has established. As such, > And further: these settings can serve as catalysts for > a range of initiatives aiming to contrib- > As unity of thought around es- ute to the world of ideas. > sential concepts emerges, the The main types of specialized set- > Association may find it useful to tings are ABS workshops, reading > explore fresh approaches with groups, writing groups, other small > some simple steps that can grow collaborative projects, seminars, and > in complexity. working groups. These spaces are de- > scribed immediately below; a list of the > Based on this guidance, the Association workshops, reading groups, and semi- > has fostered a still-evolving set of nars currently known to the Association > activities that aim to promote learn- appears in Appendix A. > ing about participation in a variety of > academic, professional, and thematic W > discourses prevalent in society. The > Committee for Collaborative Initiatives Workshops are typically half-day ses- > (CCI) coordinates this dimension of sions that help familiarize participants > the Association's work, which, as it with the aims of the Association and its > evolves, is increasingly contributing to approaches to contributing to profes- > the evolution of the annual conference sional and academic discourses. They > and the publications work. explore themes such as the dispositions > Specifically, the Association has conducive to participating construc- > created several specialized settings and tively in discourses, how to read prev- > complementary spaces to help enhance alent discourses for their underlying > the abilities of the friends to "examine assumptions, and how attending to the > the forces operating in society and in- elements of the conceptual framework > troduce relevant aspects of the teach- helps to ensure coherence between > ings within" prevalent discourses. the efforts of ABS and the communi- > These settings aim to enable the friends ty-building work and social action. The > to foster patterns of collaborative schol- final section of the workshop discusses > arship connected with the Association possibilities for participants' further > 10 The Journal of Bahá'í Studies 33.1-2 2023 > > engagement in ABS activities (by, discourse and how it correlates with the > for example, forming their own read- teachings of the Faith. Once formed, > ing groups, as discussed in the next these groups often come together for > section). six to twelve two-hour sessions, though > These workshop sessions are cur- some develop into longer-term efforts. > rently offered once or twice a month Reading groups cover an ever-expand- > depending on the availability of facil- ing range of themes, such as climate > itators and the number of registrants change, education for justice, health > for a given session, with an intensi- promotion, influential women thinkers, > fication of offerings in the lead up to reparations and reconciliation, world > the annual conference. Sessions usu- government narratives, technology and > ally bring together between eight and values, and many others (as noted in > twenty participants and two facilita- Appendix A). All reading groups aim > tors. These facilitators are invited to to analyze the text(s) they are studying > reflect individually and collectively on in the light of the writings of the Faith, > ways to improve the materials and the the experience of the community, and > workshop space itself based on their the framework for action that orga- > experiences. nizes the Bahá'í community's efforts > In the years since the 24 July 2013 to transform society. They are envi- > message was received, the communi- sioned as inviting, thoughtful settings > ty has become more familiar with the in which the friends can "reflect on the > work of contributing to discourses, implications that the truths found in the > particularly since Ruhi Book 14, Unit Revelation may hold for their work" > 1 became available. As the communi- (24 July 2013). > ty's capacity to engage with discourses Reading groups are typically fa- > grows, it is not entirely clear whether cilitated by one or a few individuals > and in what form this workshop will whose primary purpose is to encourage > continue to be needed. For the time be- a consultative environment in which > ing, it provides a helpful introduction participants strive to correlate insights > for those wanting to be connected with from the text(s) being studied with > ABS. those from other key sources of knowl- > edge, such as pertinent writings of the > R G Faith, the experience and learning of > the participants, and the discussion > A reading group is a small group that that ensues within the reading group > forms to read a book or a set of texts setting itself. The facilitators are addi- > from a given field or on a given theme, tionally responsible for arranging the > and to thoughtfully explore the content meetings (most commonly through on- > in a collaborative environment. It is an line video conferencing), identifying a > accessible way for participants to de- text or set of texts, designing a read- > velop their understanding of a specific ing schedule, distributing materials, > Ten Year Retrospective 11 > > making necessary adjustments to the discussions with facilitators to reflect > line of inquiry based on reflections on progress, opportunities, challenges, > with the group, and liaising with the and the knowledge being generated > Association. In some cases, they draft within their respective reading groups. > framing questions to assist their groups We have also held facilitator gatherings > to read and consult. They may also where learning can be shared between > encourage participants to use informal them. As reading groups and related > writing as a tool for clarifying and ar- endeavours multiply, it has become ev- > ticulating individual and collective in- ident that more attention must be paid > sights that could potentially be shared to how the system of accompaniment, > with others. facilitation, coordination, and capacity > A few reading groups have built building can correspondingly evolve. > on this informal writing, evolving > into writing groups (discussed below) W G > whose participants eventually present > and receive feedback on their work at The Association has also been explor- > seminars or during breakout sessions ing how to develop collaborative writ- > at the ABS conference. Other reading ing groups that can make significant > groups have simply given rise to new advances in producing content for the > reading groups. We are, consequently, Journal of Bahá'í Studies (JBS) and > beginning to see how these reading other fora. Of particular concern is > groups can serve as portals to addition- how to create consultative environ- > al ABS activities, which can in turn ments that enhance individual and col- > lead to yet new reading groups. At the lective research, writing, and review. > same time, we recognize the value of One key example of such a collective > the reading group in its own right: any initiative led to the JBS special issue > short-term reading group can stand on on constructive resilience (Vol. 30, No > its own as an important contributor to 3). This issue was the fruit of a multi- > the goals of the Association. year collaboration between scholars > While momentum is building, there in a range of disciplines, arising from > is still much to learn about how to a series of readings groups and semi- > multiply these specialized settings; nars on related themes. This group of > to assist more groups to embark on authors decided to write a set of essays > longer-term, complex efforts; and to and consulted on their work at vari- > enable groups focusing on similar ous stages of the writing process. One > themes to coalesce into more sustained finding coming out of this initiative > working groups (discussed below). We was that earlier involvement by the > are also finding that reading groups JBS Editorial Committee could lead > can benefit from accompaniment. To to a smoother process of moving from > date, such accompaniment has includ- group collaboration to publication. > ed regular, one-to-one, or small-group Building on this learning, another > 12 The Journal of Bahá'í Studies 33.1-2 2023 > > group of collaborators is now submit- and revise their respective drafts with > ting six essays for joint publication a view to both formally submitting > in JBS. This initiative arose out of a them to JBS and presenting them at a > reading group focused on the harmo- seminar at the 2023 annual conference. > ny of science and religion during the This "early and often" model of solic- > summer of 2020. This reading group iting feedback from the JBS editor and > led to another group that decided to do other collaborators, combined with the > an in-depth study of Helen Longino's group's regular space for consultation > book Science and Social Knowledge: on the development of each author's > Values and Objectivity in Scientific paper, has helped to foster unity of vi- > Inquiry, correlating insights from this sion and a sense of shared enterprise > book with guidance from the writings for the project amongst both the au- > of the Faith regarding consultation and thors and JBS. > other related topics. Inspired by this Simultaneously, collaborative writ- > study to begin a writing process, the ing has been emerging out of the > group began by arriving at a shared vi- methodologies' seminars—distinctive > sion of a general area of focus for a set meetings convened in response to the > of essays, to be authored individually Universal House of Justice's reference > or by pairs. With this vision in mind, in the 24 July 2013 message to disci- > it then devoted its already-established plinary methodologies. Writing has > weekly pattern of meeting to sharing emerged organically in this context, > and providing feedback on the ab- with groups focused on different disci- > stracts, outlines, drafts, and redrafts of plines' methodologies initially creating > their respective papers. The core aim of documents for their own internal use. > the group was to learn how to foster a This in turn has led to collaborative > humble posture of learning as it applies writing aimed at wider circulation, > to the writing and review process—one including through publication in JBS. > in which each member of the group felt A specific writing project currently > accompanied by the other members to under way is organized around what is > strengthen his or her paper. The group referred to as scholarly "response," in > also held a two-day seminar with a which an initial paper (in this case, a > wider group of participants to obtain collaboratively written article on meth- > additional constructive feedback on odological trends in the social scienc- > their papers. Some months later, the es) is circulated to others with relevant > group shared the six draft essays with backgrounds to generate a set of writ- > the JBS editor for his initial input. The ten responses, which in turn inform a > editor's written comments on each response by the authors of the initial > paper, supplemented by a consulta- article. The collaborators in this inher- > tion with the group, proved extremely ently dialogical process are conceiving > helpful. The members subsequently of this project as an exercise in con- > continued to assist each other to review sultative inquiry. The aim is to publish > Ten Year Retrospective 13 > > in a special volume of JBS, with three that have been collaborating on a proj- > goals: to illustrate a processes-oriented ect online to meet in person in order to > approach to collective learning about work more intensively, and we aim to > methodology, to create a resource that expand such types of support. > can be studied by others who are learn- To date, most of these sustained en- > ing to navigate methodological deci- deavours have been writing projects, as > sions in the social sciences and other described above. Others are focused, at > fields, and to help foster the capacity to least initially, on less formal kinds of > participate in discourses on this theme. writing as a means of capturing and > While this project is in its early stag- sharing insights arising from group > es, there is a shared understanding be- learning processes. Still others have > tween the writing collaborators and the been focused on attending professional > Editorial Committee of the importance or academic conferences together to > of learning about how this "response" collectively read the discourse and re- > format can promote rigour and clarity flect on how one might contribute more > of thought while adhering to consulta- effectively to it. To encourage such > tive standards of unity, candor, courte- endeavours, the Association has held > sy, affection, and generosity in a mutual gatherings for these groups to discuss > search for truth, thereby eschewing the their connection with seminars and > often combative stance of academics other activities. As noted above, we > towards each other's writing. also assume that other small projects > are emerging that we are not aware of, > O S C just as some reading groups are likely > P emerging that we are not aware of. > One small collaborative project, > The Association has become increas- which grew out of a reading group > ingly aware of the need for sustained about economic inequality, has pro- > consultation and collaboration among duced a document for study with un- > the friends as they seek to bring insights dergraduate students that interrogates > from the Faith to bear on their fields. the underlying assumptions of intro- > As noted above, reading groups offer ductory economics courses. It seeks to > a simple yet potentially powerful first equip students to keep their thinking > step towards this end. The Association coherent and aligned with the Bahá'í > aims to encourage the emergence of conceptual framework for social trans- > more complex projects from among formation even as they engage with > some of these reading groups. A small the discipline of economics. Having > but growing number of these have al- prepared and refined the document, the > ready developed, and we hope to learn group has held several online sessions > how to support more of them in the with students, and will be holding an > coming years. We have gained some in-person seminar at the 2023 annual > initial experience with helping groups conference. This project has inspired a > 14 The Journal of Bahá'í Studies 33.1-2 2023 > > similar effort to examine materialist as- spaces in which insights can be shared > sumptions that are often overlaid onto across academic and professional en- > the scientific study of evolutionary deavors of a similar nature, leading to > biology and neuroscience, which will the formation of academic or profes- > also be the focus of a seminar at the sional centers. > 2023 annual conference. Such efforts > are contributing to the Association's S > emerging approach to engaging stu- > dents in its activities in ways that are In the 24 July 2013 message, the House > complementary to, rather than redun- of Justice states that as clarity and unity > dant with, the Institute for Studies in of thought gradually emerge within the > Global Prosperity (ISGP) seminars for Association, "a number of small seminars > students. could be held to assist individuals from > Beyond small projects of these certain professions or academic disci- > kinds, which arise directly or indirectly plines to examine some aspect of the dis- > from ABS-fostered processes, we are course of their field. Specific topics could > also attempting to stay abreast of more be selected, and a group of participants > advanced endeavours at the frontiers of with experience could share articles, > learning, including the establishment prepare papers, and consult on contem- > of academic centers, research labs, porary perspectives and related Bahá'í > and so forth, initiated by Bahá'ís and concepts." Since 2017, the Association > likeminded collaborators. For instance, has been developing its capacity to hold > we have been following develop- one to three-day seminars—in person, > ments with the Center on Modernity in online, and hybrid—on a range of topics > Transition, which partners closely with (listed in Appendix A). > universities such as Duke and NYU; To date, we have generated several > the Center for Resilient Communities points of learning regarding the bene- > at West Virginia University; and the fits of seminars. In the first place, we > Centre for Digital Tools and Social have found that seminars can vary in > Transformation at the British Columbia terms of format and size, and yet still > Institute of Technology. We hope to contribute to the objectives of ABS. > follow and learn from other similar Some seminars have been organized by > endeavours so that insights gained in working groups (discussed below) and > these spheres of activity can, over time, have convened dozens of people at a > be shared appropriately within relevant time for relatively broad and inclusive > ABS spaces, and so that systematic conversations about important trends > learning can begin to occur across a across a range of discourses in related > growing range of related initiatives. At fields. These include Health Working > some point, it may be appropriate for Group and Media Working Group sem- > ABS to also take a role in generating inars. Other seminars have gathered > these kinds of initiatives, by convening smaller groups of collaborators for > Ten Year Retrospective 15 > > more specific conversations informed seminars while ensuring that they are > by substantial preparatory reading. coherent with other ABS activities, in- > These include seminars on themes in cluding the annual conference, as noted > the areas of Africana Studies, narrative in Section 3 below. Other objectives > ethics and media practice, and cooper- include further systematizing the lo- > atives and next systems. Some of these, gistical organization of these seminars, > as well as other seminars, such as those opening them up to greater participa- > focused on science and religion, com- tion from the wider community, and > munity action, and methodologies, perhaps jointly hosting seminars with > have created spaces for participants other groups of scholars or like-mind- > to discuss and provide consultative ed organizations. On this last point, > feedback on each other's written work. the Association aims to become much > It has been heartening to witness this more proactive at inviting academics > diversity of approaches, which has al- and professionals to participate in semi- > lowed for both a wide range of partic- nars concerned with examining various > ipation and rigorous engagement with exigent issues facing humanity today. > prevalent discourses. > As to other points of learning, we W G > have found that seminars help partic- > ipants to reflect on how to explicate The term "working group" was initial- > the principles of the Faith in relation ly used to describe a range of collab- > to contemporary perspectives, and to orative efforts. Since that time, it has > appreciate that the conversation about evolved to signify a group that fosters > a given theme has different layers to it, learning among a growing network > thus demanding both depth and flexi- of individuals and small collaborative > bility of thought. Seminars have also groups within a shared academic or > been found to draw naturally upon oth- professional field. The spaces orga- > er ABS processes and activities, such nized by working groups—including > as reading and writing groups, thus reading groups, seminars, and other > reinforcing the growing coherence special gatherings—allow participants > between these activities. They addi- to enter into a sustained conversation > tionally foster a culture of accompani- with one another, identify common in- > ment among participants with different terests, consult on questions of shared > levels of experience. Finally, allowing relevance, receive encouragement and > sufficient time in these spaces for in- support, and initiate or develop new > formal conversation, stories, and the lines of inquiry and new collaborative > arts evidently plays a key role in build- endeavors. As such, the structure of > ing bonds of friendship and "consoli- a working group shows promise as a > date[ing] understanding". means of strengthening and extending > One major objective of the CCI's scheme of coordination at the > Association is to multiply these level of a discipline or field. > 16 The Journal of Bahá'í Studies 33.1-2 2023 > > As this understanding has crystal- its cycle of annual activity. In 2021- > ized, CCI has become more system- 22, the Health Working Group was > atic in its accompaniment of working accompanied more intensively along > groups as a whole, and more partic- the same lines. The CCI coordinators > ularly of those serving as conveners have been assisting these teams to > or coordinators of these groups. The reflect on and adjust their respective > committee has continued to learn es- schemes of coordination to develop > pecially from a small number of work- structures and practices consistent > ing groups at varying levels of de- with the need for a growing number > velopment and activity (Economies, of collaborators to organize seminars, > Health, Media, and Africana Studies), facilitate reading groups, and learn > which have organized seminars in from longer-term projects. Moreover, > addition to reading groups and small while maintaining ongoing lines of > projects. Two of these working groups action, these working groups have > held thematic seminars over the sum- also been exploring how to help > mer of 2022 (a seminar on "Narrative, some small initiatives enhance the > Ethics and Media Practice" by the rigour and depth of their efforts. For > Media Working Group, and a seminar one group, this has involved organiz- > on reparations by the Africana Studies ing three thematic seminars over the > Working Group). The Media and course of a four-month period during > Health groups have also organized the spring and summer of 2023. > seminars that convened broad con- Another has made preliminary plans > versations among participants across to organize a larger seminar aimed at > a variety of subfields and topics. inviting colleagues and profession- > One of the objectives of CCI is al contacts from the wider society > to "multiply working groups while into a sustained process of study and > also building their capacity to evolve consultation. > independently." CCI has gradually While the overall number of work- > helped certain working groups to de- ing groups has not so far increased in > fine and operate according to cycles 2022-23, the work of the active groups > of annual activity that include the reg- has continued to expand and deepen. > ular launching and accompaniment of It seems clear that working groups > reading groups and small projects as can serve as important structures for > well as more intensive spaces like supporting sustained intellectual in- > seminars. In 2020-21, to generate quiry. A major area of learning now > experience that could further inform is how to continue multiplying them, > the functioning of other groups, the given both the importance of accom- > CCI coordinators decided to focus panying one another in the field of > on accompanying the Media Working service and the current limitations of > Group—a relatively advanced CCI's human resources. > group—in order to help it establish > Ten Year Retrospective 17 > > 3. R drawn upon to support ABS reading > groups, working groups, and seminars, > as well as to present at the conference. > In addition to multiplying and strength- The ISGP coordinator in Canada has > ening specialized settings, we have also also presented at the conference to > explored how to respond to the House help the audience better understand the > of Justice's guidance that, "existing ac- nature and purpose of ISGP seminars. > tivities, such as the hosting of a large Nevertheless, an ongoing question is > conference, may be reimagined" (24 how to build on these connections and > July 2013). Towards this end, we have more systematically engage young > taken several steps to reimagine the adults who have benefitted from the > conference over the past ten years in institute's programs. > view of the importance of encouraging A number of considerations with re- > more active participation at the gath- spect to the conference have been dis- > ering, fostering relationships among cussed with members of the Universal > participants in similar fields, engaging House of Justice, members of the > the youth, increasing the conference's Continental Board of Counsellors, > coherence with other ABS endeavours, members of the National Spiritual > and aligning it with the emerging pat- Assemblies of Canada and the United > terns of community life more general- States, other collaborators, and the > ly. As an example of this last point, we National Assembly of Canada itself. > have sought to collaborate early in the These include: 1) the costs involved > planning process with relevant Bahá'í in attending an annual continental > institutions in the community hosting conference, which have rendered it > the conference, striving to ensure that inaccessible to many (if not most); 2) > our communications and programming the possibility of decentralizing the > support and are consistent with their conference over time to make it less > community-building processes. We costly and more geographically ac- > still have much to learn in this respect. cessible to more participants; 3) how > Also, with respect to communica- the conference might evolve into a > tions, we are exploring how to help space that is directly pertinent to ABS > the Bahá'í community, and in par- working groups and other small-group > ticular young adults who are familiar initiatives; 4) the amount of time and > with programs of ISGP, understand the resources consumed by planning the > place of the annual conference in rela- conference over the course of a year, > tionship to ABS' overall mandate and which can hamper the capacity of the > specialized settings. We have conse- Executive Committee, subcommittees, > quently reached out to the coordinators and other collaborators to initiate and > of ISGP to explore ways in which we develop new, potentially worthwhile, > can support each other's objectives. lines of action; 5) the sentiment that > To this end, ISGP graduates have been not holding a continental conference > 18 The Journal of Bahá'í Studies 33.1-2 2023 > > may have negative repercussions in the uplifting, welcoming space for > community, which has grown accus- participants to explore learning > tomed to gathering together to explore about contributing to academic > the development of Bahá'í thought on and professional discourses essen- > an annual basis; 6) and the fruitfulness tial to the generation of knowledge > of adopting a gradual approach to re- and the progress of humanity. As > imagining the conference, noting in one among a growing constella- > particular the importance of develop- tion of ABS activities concerned > ing new lines of action and approaches with promoting the intellectual > while also working to organically re- life of the community, it aims to > fine ongoing efforts. foster an animated conversation > Owing to the Coronavirus pandem- among diverse participants about > ic, reimagining the conference has also how "to provide, in the world of > meant learning how to host it online, ideas, the intellectual rigour and > which we did three years in a row. clarity of thought to match their > This in turn entailed learning how to commitment to spiritual and ma- > improve accessibility to content, such terial progress in the world of > as by providing captions and addition- deeds." > al resources for all recorded presen- > tations.5 During this period, we also We have correspondingly identified the > reframed the call for presentations to following objectives of the conference. > specifically welcome contributions > aimed at exploring how to participate First—in view of the impor- > in relevant discourses in the light of the tance of fostering coherence > teachings of the Faith and in view of between the various ABS activi- > the provisions of the Nine Year Plan. ties—the conference aims to serve > With all these considerations in as a space of convergence where > mind, we have developed the following participants in various collective > vision for the conference by drawing initiatives (e.g., working, reading, > upon guidance from the 30 December writing, and seminar groups) share > 2021 message of the Universal House with other conference participants > of Justice: insights into the fruits of their > learning about how "to explicate > The overarching objective of the the principles" the Bahá'í commu- > ABS conference is to serve as an nity advocates, and "demonstrate > their applicability to the issues > 5 As the presentations are released facing humanity."6 > in various formats, these resources accom- > pany them, providing value for years to 6 This is in keeping with the guid- > come. Further work has been completed to ance of the Universal House of Justice that > prepare the conference platform for ongo- "[o]ne of the aims would be to foster a > ing use. wider participation and to encourage and > Ten Year Retrospective 19 > > Second—in view of the impor- and age groups; assists young people to > tance of fostering inclusion and understand that contributing to profes- > diversity—the conference aims sional and academic discourses is a core > to serve as an accessible portal dimension of service that is coherent > that enables growing numbers of with the community-building process in > participants with a range of back- which they are engaged; and creates an > grounds and interests to become environment in which conference partic- > acquainted with, participate in, and ipants increasingly see themselves as 1) > thus benefit from, various ABS ca- active participants, rather than passive > pacity-building endeavours. recipients, during the conference itself, > 2) part of a learning process that is co- > Third—in line with the convic- herent with (i.e., that builds upon and > tion that ABS is an association that further enriches) other ABS activities, > seeks to harmonize different per- and 3) contributing to a collective en- > spectives—the conference aims to deavour that is consistent with the pro- > feature scholars and professionals visions of the Plan. > who are contributing substantially In August 2023, the conference > to various discourses of pressing resumes as an in-person gathering in > concern. Atlanta, Georgia. A number of sem- > inars will be hosted in conjunction > In accordance with these three objec- with the conference that will build on > tives, we envision the conference as a the initiatives undertaken throughout > space that promotes both individual and the year; they will also complement > collective learning about how to partici- the plenary and breakout sessions by > pate in relevant discourses from a Bahá'í helping to infuse the annual conference > perspective; stimulates engagement in with a dynamic approach to collective > (and serves as a portal to) other ABS ac- learning. As noted above, ongoing > tivities, such as working groups, reading considerations include how to make > groups, writing groups, seminars, and the conference more accessible than it > other collaborative initiatives aimed at currently is; whether decentralizing the > building capacity to contribute to dis- conference plays a role in this regard; > courses in academic and professional how to moderate the amount of energy > fields; sharpens clarity of thought among that goes into planning a conference so > a widening circle of participants about that other promising lines of action are > the aims and approaches of ABS in a not sacrificed; and how, concurrently, > manner that is progressively inclusive to reinforce the vision that the con- > of, and accessible to, diverse populations ference is part of a larger interlinked > process of learning that upholds the > role of the scholar and the efforts of the > inspire many to attempt to correlate ideas friends more generally to advance the > within their fields with Bahá'í thought" intellectual life of the community. > (Letter dated 7 September 2015). > 20 The Journal of Bahá'í Studies 33.1-2 2023 > > 4. E insights as they develop their articles. > A thematic issue of this kind has the > potential to make a signal contribution > The editorial process for the Journal to a particular area within Bahá'í stud- > of Bahá'í Studies has evolved con- ies, accelerating the development of > siderably during the last ten years, further thought. Collaborative writing > becoming not only more rigorous and processes have so far resulted in a the- > systematic, but also more collaborative matic issue on Constructive Resilience, > and more characterized by a spirit of with two other thematic issues (on sci- > accompaniment. ence and religion, and on disciplinary > The beginning of this period was methodologies) in development. > marked by a concerted effort to estab- The emphasis on collaboration also > lish and maintain a regular publishing extends to the committee's approach > schedule to ensure a consistent stream to article review, which continues to > of high-quality scholarly articles. JBS evolve to better combine a spirit of > also shifted to an online-first publica- consultation and accompaniment with > tion model, facilitating access to its the rigour necessary to meet the high > content. As part of this transition, pre- standards expected of an academic > viously published articles were also journal. While experience in this area > made available online. is still in its early stages, a collabora- > In addition to these logisti- tive review process, in which a qual- > cal improvements, JBS's Editorial ified peer reviewer consults with the > Committee has seen a transformation author on how to strengthen his or her > in its mode of operation. It has ex- article, has proven to be a rich source > panded its previously narrow focus of learning for all involved. Authors > on soliciting and receiving articles for in this process express feeling sup- > possible publication by individual au- ported and accompanied; reviewers > thors; while this continues to be an im- gain experience in mentoring; and > portant part of the Committee's work, the Editorial Committee learns how > it is now complemented by the support to initiate and sustain a conversation > and accompaniment of collaborative between scholars that is at once rigor- > writing projects that emerge out of oth- ous and consultative. Authors are also > er collective initiatives, such as reading being more systematically encouraged, > groups. Examples of such endeavours where possible, to draw upon insights > are provided in Section 2 above (see from previous articles published in JBS > the "Writing Groups" subsection). and other Bahá'í publications. A major > Collaborative writing lends itself to objective here is to inspire authors to > the development of thematic issues of write in a manner that illustrates an at- > the Journal, in which authors approach tempt on their part to contribute to dis- > a common topic from a range of per- courses that may already be grounded > spectives and benefit from each other's in valuable insights and theory. > Ten Year Retrospective 21 > > As with JBS, ABS Publications previously published books that have > (ABSP) is considered an integral part long been out of print, such as Logos > of the evolving network of ABS activi- and Civilization (Nader Saiedi) and > ties—reading groups, working groups, Planning Progress (June Thomas), > writing groups, seminars, the annual while select essays from The Vision of > conference, among others—that both Shoghi Effendi (proceeding from the > benefits from, and contributes to, their 9th annual ABS conference) are being > evolution. Over the last two and a half considered for republication in JBS. > years, ABSP has been working to build > an independent press that can become 5. V > the preeminent publisher for Bahá'í > scholars in North America who are > striving to contribute to the intellectual We have learned much about the pattern > life of the Bahá'í world. The audience of action that enables the Association > for these books consists primarily of to advance its work and achieve co- > individuals seeking to understand how herence among its different areas of > to advance prevalent discourses in soci- focus. To this end, we have sought to > ety within and across disciplines by ex- enhance our approach to learning in > ploring how ideas and theories found in action itself. Indeed, strengthening > contemporary thought relate to Bahá'í the Association's capacity to operate > teachings. The audience also includes in a mode of learning and to nurture a > individuals interested in commentary culture of accompaniment has proven > on the teachings themselves. Based increasingly vital to advancing every > on the experience of the Association facet of the work. While this is evi- > with Wilfrid Laurier University Press dent throughout this document, it is > (WLUP) and subsequent investigation the specific focus of this section, which > into other university presses, it was outlines the Association's objects of > concluded that it is most propitious for learning and discusses ways in which > the Association to develop its own in- we have endeavoured to apply the el- > dependent press. Notably, few authors ements of the conceptual framework > submitted suitable manuscripts while highlighted by the Universal House > the Association was collaborating with of Justice in its 24 July 2013 message. > WLUP. Since becoming independent, This section also addresses how we > ABSP has published two books, by have paid attention to the generation > Michael Karlberg and John Hatcher and application of knowledge and the > respectively, and is on course to pub- subject of methodology. > lish at least one book per year over > the next few years, building momen- 5.1 O L > tum and expanding from there. The > ABS Publications Committee is also In our effort to articulate the man- > working on making available again date of the Association discussed in the > 22 The Journal of Bahá'í Studies 33.1-2 2023 > > introduction to this report, we concur- to assist each other to "contribute to the > rently sought to articulate its overarch- discourses that influence the direction > ing objects of learning. In doing so, we of [spiritual and material] progress" > again found inspiration by relating the (30 December 2021). The Association > experience we had accrued to date with has long been concerned with increas- > the guidance of the 30 December 2021 ing the diversity of those participating > message. We consequently identified in and coordinating ABS activities. > six objects of learning, which are pres- However, we gleaned from the 30 > ently conceived of as follows. December 2021 message that it is es- > The first object of learning is how pecially important to stress this object > to multiply the number of settings of learning given the emphasis the Nine > and processes—including seminars, Year Plan places on expanding nuclei > reading groups, writing groups, and and fostering universal participation— > conferences—in which participants albeit recognizing that ABS activities > can collaborate, generate collective may not be of interest to everyone. > insights, and share learning about how The Association has seen some > "to explicate the principles" the Bahá'í progress in this regard, specifically ow- > community advocates, and "demon- ing to the emergence of reading groups > strate their applicability to the issues and seminars that explore such themes > facing humanity" (30 December 2021). as promoting racial harmony and the > As alluded to in Section 2 above, role of women in society. In addition, > which discusses these different settings reading groups and seminars concerned > in detail, questions now before us in- with other themes are striving to diver- > clude: How can we continue to build sify their circles of participation. The > the capacity to expand and consolidate same is true of the annual conference, > these settings in view of the growing particularly beginning with the Atlanta > complexity of the work? How can conference in 2018. It is, moreover, > we do so in a manner that also sup- anticipated that the plenary sessions, > ports both individual and collabora- breakout sessions, and, to some extent, > tive initiatives not formally tied to the the seminars at the annual conference > Association? What human resources this year will go some way towards > are now needed to build momentum in meeting this objective. The role of the > this area, taking into consideration the arts (discussed below) is also under- > central roles that both accompaniment stood to be vital for promoting broader > and systematization demonstrably play involvement in ABS activities. > in fostering organic growth? This progress notwithstanding, we > The second object of learning is how are continually asking ourselves: How > to enable growing numbers of diverse can the Association continue to encour- > participants, intent "on transcending age greater diversity of participation > differences, harmonizing perspectives, within its constellation of small- and > and promoting the use of consultation", large-group settings? > Ten Year Retrospective 23 > > The third object of learning is to on Marxism and the Bahá'í Faith held > develop an outward-looking culture many years ago)? How can we further > in which participants in different ABS involve such scholars and practitioners > spaces understand themselves to be ac- in spaces and processes that facilitate > tively building collaborative learning shared understanding regarding exi- > processes with scholars and profes- gent issues of the day? > sionals in the wider society, and that The fourth object of learning is how > are concurrently aligned with the pro- to help young people—in particular > visions of the Nine Year Plan. A major university students and recent grad- > step in this regard has been the efforts uates—view participating in pro- > of reading groups and working groups fessional and academic discourses > to study texts by a range of thinkers as a core dimension of their service > and discover points of unity between that is coherent with the imperatives > insights stemming from those texts of community-building and social > and the teachings of the Faith. Some action, the objectives of the train- > reading groups and working groups ing institute, and the programs of > have also welcomed participants from the Institute for Studies in Global > the wider community, which has add- Prosperity. While the number of > ed greatly to the quality of their con- youth and young adults participating in > versations. The same is true of some our annual conferences, seminars, and > seminars and panels at the annual reading groups is relatively small, we > conference. There is, consequently, an are seeking to expand this engagement > emerging pattern of learning about how over time. The 24 July 2013 letter pro- > to go beyond inward-looking conver- vides a vision of rising generations of > sations and provide, "in the world of youth, shaped by the institute process, > ideas, the intellectual rigour and clarity who will "wholeheartedly address a > of thought to match [our] commitment wide range of intellectual challenges, > to spiritual and material progress in the overcome all pitfalls and obstacles, and > world of deeds" (30 December 2021). render service for the betterment of the > Nevertheless, we are conscious that world." Consistent with this vision, it > these spaces would be further enriched has become clear that the prior partic- > through a more concerted effort to ipation of young people in the training > translate this outward-looking orienta- institute, community-building process, > tion into concrete practice. and ISGP seminars enhances the qual- > Questions before us thus include: ity of their participation in ABS spaces > How can we promote "deep dives" and endeavours. > on a given topic in collaboration with The growing pattern of activity > academics and professionals from the within ABS concurrently provides > wider community, perhaps producing an increasing range of opportunities > a monograph based on the proceed- for young people to develop their > ings (an example being the seminar abilities to participate in professional > 24 The Journal of Bahá'í Studies 33.1-2 2023 > > and academic discourses. Fostering whose participants emerge from its > both discipline-specific forms of en- seminars eager to find discipline-spe- > gagement (particularly among former cific spaces in which they can continue > ISGP participants) as well as patterns building their capacity to participate in > of mentorship within professional discourses of interest to them. > and academic spaces appear to be The fifth object of learning is how to > distinct contributions the Association assist a growing number of authors > can make. Recent efforts along these to publish articles and books contrib- > lines have included the development uting to "the volume of high-quality > of an economics seminar that assists literature" that fosters the "intellec- > students to scrutinize the assumptions tual life" of the Bahá'í community > underlying their fields through the lens by 1) exploring "certain disciplines" > of the Bahá'í teachings (see earlier and various themes "in the light of the > discussion in Section 2). This seminar teachings" (Universal House of Justice, > has been offered several times to small Riḍván 2021) and the experience of the > groups of undergraduate students, and community, and 2) correlating insights > it has proven fruitful. Based on this ex- drawn from the wider society with re- > perience, and as noted earlier, another lated themes found in the writings of > group is developing materials examin- the Faith. This object of learning, we > ing the materialistic assumptions that understand, is consistent with the fol- > are often overlaid onto the study of lowing statement of Shoghi Effendi: > evolution and neuroscience. These ma- > terials are also meant to assist young It is hoped that all the Bahá'í stu- > adults studying in relevant fields. dents will ... be led to investigate > Questions before us regarding this and analyze the principles of the > object of learning include: What are ef- Faith and to correlate them with > fective ways to reach and engage under- modern aspects of philosophy > graduate, graduate students, and young and science. Every intelligent and > professionals, particularly in view of thoughtful young Bahá'í should > the many demands on their time? How always approach the Cause in > can we ensure that the Association's this way, for therein lies the very > efforts to this end are coherent with the essence of the principle of inde- > other ways young adults are contribut- pendent investigation of truth. > ing to the Plan? How can we promote (Quoted in a letter written on > a culture of learning in which more behalf of the Universal House of > experienced academics encourage and Justice dated 19 October 1993) > mentor younger scholars in their ef- > forts to participate in discourses and Towards this end, the JBS Editorial > advance research relevant to their cho- Committee continues to advance > sen fields of study? Also, how can we its learning in the areas described > better coordinate our efforts with ISGP, in Section 4, "Evolution of the > Ten Year Retrospective 25 > > publications work," above. These areas At this point, additional consider- > include the encouragement of collabo- ations related to advancing this object > rative writing and the shepherding of of learning include questions such as: > thematic issues towards publication; How can we concurrently uphold the > the exploration of the possibilities of integrity of the content and standards > collaborative review for strengthening of JBS while also encouraging writing > both rigour and a consultative approach that reaches a wider, more diverse, > to scholarship; and the fostering of a audience—that is, while advancing > greater historical awareness of prior towards the goal of universal partic- > Bahá'í scholarship. These processes ipation? Are there different types of > are all in their early stages of devel- writing and/or other media spaces that > opment; they have already produced would facilitate learning about con- > significant results and contributed to tributing to academic and related dis- > advances in the Editorial Committee's courses—specifically, are there spaces > understanding and operations, but that would enable reading group par- > much more remains to be learned. ticipants to contribute writing without > The work of ABS Publications has burdening them with overly-stringent > thus far focused on manuscripts by in- academic standards? What would it > dividual authors, but the Publications look like to promote more inquiry and > Committee is alert to opportunities writing that draws upon and harmo- > to learn about collaboration in both nizes insights accruing across different > writing and review. More central to its collective initiatives? > pursuit of the object of learning noted The sixth object of learning is how > above is its continuing development of to draw, where appropriate, on the > the capacity to work with multiple au- arts as a means of "disseminating > thors concurrently on projects at various knowledge and consolidating un- > stages of development. One particular derstanding" (30 December 2021). > question before both JBS and ABSP On this point, and particularly in view > concerns writing projects that are of of this guidance from the Universal > an intermediate length—that is, longer House of Justice, the Association is > than a typical JBS article but shorter endeavouring to be more systematic in > than a book. In the early years of ABS, learning about how the arts consolidate > this type of writing was published in understanding within various fields of > monograph form; more recently, pieces inquiry, and how they promote a hum- > of this nature have found a home in JBS. ble posture of learning in so doing. > Both the Editorial Committee and the The Association has sponsored sem- > Publications Committee are considering inars and working groups focused on > whether it might be timely to revive the discourses related to the arts in order > monograph, or a similar form, provid- to encourage capacity building among > ing a shorter time horizon to publication those professionally and academically > than is possible with a book. involved in this area. In these settings, > 26 The Journal of Bahá'í Studies 33.1-2 2023 > > groups have explored historical and conscious attempt to both clarify and > theoretical discourses that examine the apply elements of the conceptual > nature of the relationship between art framework in accordance with para- > and society, the role of the artist in so- graph 5 of the 24 July 2013 message. > ciety, and insights from the Revelation In this paragraph, the House of Justice > pertaining to artistic endeavours. Based states: > on the learning generated in these con- > texts and other consultative spaces, Central to the effort to advance the > and in view of relevant guidance of the work of expansion and consolida- > Universal House of Justice, we have tion, social action, and the involve- > identified three connected areas of in- ment in the discourses of society > quiry: How can the arts be more effec- is the notion of an evolving con- > tively integrated into various ABS spac- ceptual framework, a matrix that > es? What are artists themselves learning organizes thought and gives shape > regarding advancing discourses about to activities and which becomes > the arts? And how can the arts play a more elaborate as experience ac- > direct role in disseminating learning cumulates. It would be fruitful if > pertaining to various discourses? the elements of this framework > Like seminars and working groups, most relevant to the work of the > the annual conference offers an import- Associations for Bahá'í Studies > ant setting for the advancement of these can be consciously and progres- > areas of inquiry. This summer's confer- sively clarified. > ence features a plenary panel and sever- > al breakout sessions focused on the arts Below, we consider each of the eight > and their place in expansion and con- elements the House of Justice then > solidation endeavors. We anticipate that proceeds to list, briefly outlining how > ideas and concepts emerging from these they have come to shape our mode of > presentations will quicken our ongoing functioning as an organization. While > learning in the three areas of arts-relat- the letter does not suggest that these > ed inquiry outlined above. In particular, elements are exhaustive, they are pre- > we are eager to learn much more about sented as the most salient ones for > how the arts can be integrated into ABS ABS to learn about at this point in its > spaces in a way that inspires universal development. > participation as well as "intellectual The first element is the relation- > rigour and clarity of thought." ship between study and action. This > element is a growing feature of the dif- > 5.2 E ferent settings discussed above. For ex- > ample, we are learning in small settings > like reading groups and seminars to > A preeminent factor in the develop- conceive of what we read and correlate > ment of the Association has been our with the guidance as part of the study > Ten Year Retrospective 27 > > component of this dynamic. With these also made a conscious effort within > insights in mind, the attempt to then these spaces, and particularly the larg- > participate in the relevant discourse is er reflection gatherings, to turn to the > the action component of this dynamic; guidance as a lens through which to > this could take the form of, for exam- understand our experience, our current > ple, the simple act of engaging in a realities, and the vistas of possibility > discussion with a colleague, or writing emerging before us. Our motivation to > on a related subject. Such action can do so increased with the release of the > in turn inform subsequent discussions 30 December 2021 message. We have > in the group and enable deeper study additionally made some efforts to study > of the text and the correlated guid- Ruhi Books 13 and 14. Studying such > ance. We are still at the early stages of guidance has helped us to further ap- > cultivating this dynamic, but there is preciate that reading reality and acting > evidence that it is taking hold in vari- to transform it must go hand in hand. > ous groups. Some group members, for The second element is the need for > example, are finding ways to link their focus. There is still much to be learned > discussions to social action. Others are about how to focus our energies, partic- > striving to ensure that they are more ularly given our human resources. For > outward-oriented, both in terms of example, we have identified several > what they are studying and with whom priorities, but have not been able to ad- > they are acting and collaborating. equately attend to all of them, such as > In addition, it has become clear- working more closely with students on > er over the past ten years that the university campuses or with academics > Association's mode of learning ad- and professionals from the wider com- > vances when there are sufficient spaces munity on exigent issues. However, we > for reflection. These include quarterly are building capacity to concentrate on > reflection meetings as well as regular various lines of action and to better ap- > smaller meetings and informal discus- preciate how they and the correspond- > sions that bring together the different ing activities are mutually enriching— > committees and collaborators to share how, for example, seminars, reading > insights and review progress, challeng- groups, writing projects, other smaller > es, and opportunities for growth, and collective endeavours, the conference, > study relevant guidance. For exam- and publishing, are related, feed into, > ple, as we resume an annual in-person and benefit from each other. Moreover, > conference with several seminars and the vision and objects of learning we > breakout sessions featuring learn- have identified as an association (see > ing generated within various small Section 5.1) have both emerged out > group settings throughout the year, of, and further shaped, which lines of > the level of collaboration between the action we have chosen to assiduously > Conference Committee and CCI has pursue—recognizing, of course, that > correspondingly increased. We have accumulating experience and regular > 28 The Journal of Bahá'í Studies 33.1-2 2023 > > input from participants and collabora- text they are reading with passages > tors may disclose new prospects worth from the writings, with their own ex- > exploring. perience, and with the insights of their > The third element is the challenge fellow participants. At the same time, > of fostering capacity and accompa- the group is encouraged to view itself > nying others in service. It has become as part of a larger learning process, > evident that a posture of accompani- growing and developing in conjunction > ment is central to eliciting insights; with other ABS endeavours. Again, as > building momentum; removing, and we gain more experience with these > learning from, obstacles; fostering ca- groups and other specialized settings, > pacity; and promoting organic growth. a question before us is how to multiply > As noted under Sections 2 and 4 above, these endeavours in a way that strikes > this posture has played a significant a healthy balance between centraliza- > role in the development of reading tion and decentralization and is attuned > groups, working groups, and, more to all the elements of the conceptual > recently, writing groups. An objective framework discussed in this section. > now is to expand the nucleus of friends The fifth element consists of the in- > who can accompany a widening net- stitutional arrangements necessary > work of facilitators, who can in turn to sustain ever more complex patterns > help with encouraging and coordinat- of activity. To address the complexity > ing the expansion and consolidation of of current patterns of activity, the in- > a growing number of collaborative set- stitutional arrangements have evolved > tings that "operate . . . on the principle into the following configuration: the > of universal participation" (OSED, 26 Executive Committee; the Committee > November 2012). for Collaborative Initiatives, which co- > The fourth element is the dynam- ordinates the settings described under > ics of organic development. As is im- Section 2 and related lines of action; > plicit in the foregoing comments, this the Journal of Bahá'í Studies Editorial > element of the framework has proven Committee; the ABS Publications > vital to all aspects of the Association's Committee, which focuses on publish- > work. For example, as noted in Section ing books; the Conference Committee; > 2 above, a newly formed reading group and various ad hoc and/or short-term > is encouraged to see itself as a setting task forces. In addition, the number of > that aims to advance understanding remunerated ABS staff (now equaling > about contributing to a particular dis- approximately 4.0 full-time employ- > course. At the outset, the group is ees) has had to grow given the conti- > encouraged not to take on too much. nental mandate of the Association and > Rather, its main objective is to create the evolving complexity of the work. > a consultative space in which partic- Much of the work entails collaborating > ipants can reflectively develop their with hosts of individuals volunteering > capacity to correlate ideas from the their time and energy to facilitate or > Ten Year Retrospective 29 > > coordinate reading groups, working be judicious yet clear about its needs > groups, collaborative projects, work- going forward, indicating that meeting > shops, seminars, elements of the con- them is a priority. > ference, writing endeavours, and so on. The sixth element is the coherence > The list of volunteers has been slowly required among all areas of endeav- > expanding in response. However, we our. As stated above, the Association > are finding that building a vibrant net- has been striving to further articulate > work of volunteers requires those serv- its approach to identifying and refining > ing in remunerated positions and close objects of learning, setting goals, and > collaborators to devote substantial time documenting experience and decisions. > to supporting, analyzing, synthesizing, We have been regularly reflecting on, > and disseminating learning. and identifying, next steps for each > Also critical to advancing the work line of action; assessing the coherence > of the Association has been the system- between these lines of action and how > atization of its administrative practic- they contribute to and profit from each > es. We have paid significant attention other; and developing a robust system > to establishing suitably coherent pro- for the retention, updating, and flow > cesses supported by apposite techno- of information. This sixth element we > logical solutions. The administrative view as tied to the seventh element, > work involves the provision of support which consists of sound relations > to the Executive Committee and oth- among individuals, the community, > er committees and includes attending and the institutions. Here, a major ob- > to logistical matters related to the an- jective of the Executive Committee— > nual conference and seminars, book- still very much in development—has > keeping, managing data, maintaining been to facilitate the creation of plans > the website, facilitating the editorial of action for each of the Association's > process, keeping minutes, handling areas of focus; to disseminate learning > correspondence, providing IT support, across its committees as appropriate; > and carrying out other sundry tasks. As to create spaces for the ongoing gen- > the work of the Association evolves, eration of insights aimed at articulating > the volume of the administrative an evolving unity of vision of growth; > work naturally grows, too. Given the to consult with and accompany staff > advances over the last ten years, and members and collaborators in their ef- > particularly over the last three years, forts to further coordinate their work; > the question of the human resources and to explore possibilities with, and > required to sustain growth and manage receive guidance from, the senior in- > the escalating administrative needs of stitutions—all of which, finally, is > the organization is a regular topic of directly related to the eighth element > consultation. To this end, the National of the framework, namely, learning in > Spiritual Assembly of Canada has lov- action. > ingly encouraged the Association to As alluded to throughout this > 30 The Journal of Bahá'í Studies 33.1-2 2023 > > document, we have been making a con- the heart of most disciplines of human > scious effort to read reality through the knowledge is a degree of consensus > lens of relevant guidance, to build on about methodology—an understanding > strengths, and to cultivate "an ongoing of methods and how to use them appro- > process of action, reflection, study, and priately to systematically investigate > consultation to address obstacles and reality to achieve reliable results and > share successes, re-examine and revise sound conclusions." As the previous > strategies and methods, and systematize sections of this retrospective attest, this > and improve efforts over time" (24 July aspect of the framework has received > 2013). We have certainly not mastered attention in at least three ways. First, > this process, but we feel confident in within the various settings described > affirming that we are now much more under Sections 2 and 3 above, the > cognizant than we were ten years ago Association has made a concerted ef- > of the power of learning in action to fort to enable participants to "reflect on > engender growth in the intellectual life the implications that the truths found > of the community, and of the elements in the Revelation may hold for their > involved in doing so. We are similarly work" and related discourses. The de- > more aware that "[a]s unity of thought gree to which this has been achieved > around essential concepts emerges [it has naturally varied from setting to set- > is] useful to explore fresh approaches ting and depends upon many factors, > with some simple steps that can grow such as the duration of the setting or > in complexity. Gradually, those aspects process of inquiry, the experience and > of the conceptual framework pertain- time availability of the participants, > ing to intellectual inquiry in diverse and the quality of the consultative en- > fields will become clearer and grow vironment that is created. > richer" (24 July 2013). These aspects, Second, we have—particularly in > we believe, have become clearer. They more recent years—focused on ex- > have, consequently, empowered us to panding our understanding of, and > more effectively learn how to learn as applying, the elements of the concep- > an association. tual framework required to promote > the evolution of the Association itself. > 5.3 G In addition to those discussed in the > previous subsection (5.2), and in view > of the conviction that those engaged > In the next paragraph of the 24 July in scholarly pursuits "are not exempt > 2013 message, the House of Justice from the obligations placed upon any > goes on to explain that "One of the believer" (24 July 2013), we have tak- > critical aspects of a conceptual frame- en to heart the importance of framing > work that will require careful attention participation in the Association's activ- > in the years ahead is the generation ities in line with the Universal House > and application of knowledge . . . At of Justice's descriptions of enkindled > Ten Year Retrospective 31 > > souls in recent messages. These souls the year prior. All three functioned > as spaces to consolidate and share > emphasize qualities and atti- insights both within and across disci- > tudes—such as trustworthiness, plinary groups. Throughout the year, in > cooperation, and forbearance— advance of each seminar, participants, > that are building blocks of a stable organized in disciplinary groups, held > social order. They champion ratio- online meetings (some more frequent- > nality and science as essential for ly than others) to discuss assigned > human progress. They advocate pre-readings and related questions on > tolerance and understanding, and themes such as the harmony of science > with the inherent oneness of hu- and religion, the limits of objectivity, > manity uppermost in their minds, the nature of knowledge, the implica- > they view everyone as a potential tions of materialism for various fields > partner to collaborate with. . . . (30 of study, and the qualities and attitudes > December 2021) they want to adopt when participating > in the generation of knowledge. These > Ablaze with divine love, they also seminars also gave birth to a couple of > strive to disseminate this love collaborative initiatives and writing > groups, including one on social sci- > through intimate conversations ence methodologies discussed under > that create new susceptibilities in Sections 2 and 4 above. Plans are cur- > human hearts, open minds to mor- rently being made for another method- > al persuasion, and loosen the hold ology seminar to be held in the fall of > of biased norms and social systems 2023. > so that they can gradually take on > a new form in keeping with the 6. A > requirements of humanity's age of > maturity. (22 July 2020) Towards the end of the 24 July 2013 > message, the House of Justice stresses > Third, with a view towards explor- the pivotal role of the training institute, > ing spaces for learning and addressing but then explains that "whatever the > the vital question of methodologies, scope of its curriculum and no matter > the Executive Committee, along with how fundamental it is to the progress > two key collaborators, organized three of the community, involvement in the > two-day seminars (2019-21) for grad- institute is only a part of a lifetime of > uate students and faculty to assemble inquiry in which these friends will be > and explore the question of method- engaged—one that will include ex- > ology within their respective fields ploration of the Revelation as well as > and to discuss the implications of the various disciplines of knowledge." > Revelation for this facet of scholarship. As such, the House of Justice "looks > Each seminar built on the learning of to rising generations of Bahá'ís to > 32 The Journal of Bahá'í Studies 33.1-2 2023 > > wholeheartedly address a wide range build on the approaches and content of > of intellectual challenges, overcome the institute, thus further enabling par- > all pitfalls and obstacles, and ren- ticipants to "enter diverse social spaces > der service for the betterment of the and fields of human endeavour" (24 > world"; anticipates that "in the decades July 2013), "explicate the principles" > ahead…a host of believers will enter the Bahá'í community advocates, and > diverse social spaces and fields of hu- "demonstrate their applicability to the > man endeavour"; and asserts that "[t]o issues facing humanity" (30 December > this arena, pregnant with possibilities, 2021). > the Association for Bahá'í Studies can > offer an important contribution." A A: > We have been learning how partic- S G I > ipating in the institute constructively > affects the work of the Association and Wਏ਒਋ਓਈਏਐ Sਅਓਓਉਏ਎ਓ > how immersing ourselves in its meth- > ods and approaches further propels this 2021 > work forward. Ruhi Book 14 is directly Facilitator preparatory sessions: 3 > relevant in this regard, but so are other (26 participants) > books, such as Ruhi Books 2, 10, and Workshop sessions: 14 > 13. Together, they help to further attune (112 participants) > us to the elements of the framework > that bear directly on promoting the 2022 > intellectual life of the community and, Facilitator preparatory sessions: 2 > hence, the mandate of the Association (10 participants) > itself. Workshop sessions: 13 > These books also assist in disclosing (145 participants) > to us the degree to which this arena is > pregnant with possibilities—particu- 2023 > larly now, given both the momentum Facilitator prep sessions: 1 > being generated around North America (7 participants) > as the friends apply the elements of Workshop sessions: 6 as of July 2023 > the Nine Year Plan, and the growing (42 participants) > contingents of youth and young adults > benefiting from the programs of ISGP. R G > As noted above, these programs have > shaped how participants are thinking 2020 > about their lives and intellectual de- 1. Achieving Coherence in Media > velopment, as well as how they are 2. Arts and the Pandemic > adopting and applying the conceptual 3. Business Capital, Access, and > framework. Such developments bode Justice > well for the Association as it seeks to 4. Business Management > Ten Year Retrospective 33 > > 5. Commodification of Knowledge 11. Southern California Media > 6. Constructive Agency Professionals > 7. Education 12. Speculative Fiction > 8. Evolving Role of Law Enforcement 13. Storytelling and Cinema > 9. Ideological Foundations of Racism 14. Technology and Society I > and Crime/Deviance 15. Book: The Half Has Never Been > 10. Inquiries into World Order Told: Slavery and The Making of > 11. International Property Law American Capitalism by Edward > 12. Jurisprudence E. Baptist > 13. Justice in the Age of Globalization 16. The Village Storehouse > 14. Minds, Brains, and Consciousness 17. Transdisciplinarity and the > 15. Questioning Econ 101 Intersection of Scientific and > 16. Race, Africanity, and the Bahá'í Spiritual/Religious Knowledge > Faith Systems in Public Health I > 17. Science, Religion and the 18. Urbanism: Housing > Generation of Knowledge (2 19. Virtue, Freedom, and Community: > groups) Insights from Influential Women > 18. Teaching Economics After Covid Thinkers I—Simone Weil > 19. Youth, Narrative Media, and > Cultural Production Total number of participants: 154 > > Total number of participants: 206 2022 > 1. Adolescent Nutrition > 2021 2. Chaos, Complexity, and the > 1. Building Structural Competency in Natural/Human Sciences > the Classroom and Clinical Setting 3. Climate Change and the > 2. Climate Change Environment > 3. Climate Crisis Narratives 4. Crisis and Opportunity: Towards > 4. Education for Social Justice in the a Vision of Sustainable Global > Age of Globalization Development > 5. Examining Health Equity 5. Book: Eating the Landscape: > 6. Exploring the Role of Asian American Indian Stories of Food, > Pacific Islanders in Eradicating Identity, and Resilience by Enrique > Anti-Blackness Salmón > 7. Book: Food Security: From Excess 6. Critiques of Capitalism > to Enough by Ralph C. Martin 7. Discourses of Diplomacy I > 8. Book: Moral Empowerment: In 8. Book: Farming While Black: Soul > Quest of a Pedagogy by Sona Fire Farm's Practical Guide to > Arbab I Liberation on the Land by Leah > 9. Narrative and Ethics Penniman > 10. Reparations and Reconciliation 9. Book: Finding the Mother Tree, by > 34 The Journal of Bahá'í Studies 33.1-2 2023 > > Suzanne Simard Wangari Maathai > 10. Book: Food, Farmer, and 27. Urbanism: Community & > Community: Agriculture and the Wellbeing > Reconstruction of the World, by 28. Urbanism: Neighbourhood & > Winnona Merritt Community > 11. Book: Freedom Farmers: Agriculture 29. Virtue, Freedom, and Community: > Resistance and the Black Freedom Insights from Influential Women > Movement by Monica White Thinkers II—Hannah Arendt > 12. Historical and Philosophical 30. Virtue, Freedom, and Community: > Understanding of Complexity, Insights from Influential Women > Emergence, and Chaos Thinkers III—Iris Murdoch > 13. Book: How To Feed The World, ed- 31. Whiteness and Patriarchy: Weeding > ited by Jessica Eise and Ken Foster Out Barriers to Oneness, Cultivating > 14. Investigations into Media, Justice and Authenticity, I > Knowledge, and Culture 32. World Citizenship as a > 15. Just and Sustainable Artificial Performative Revolutionary Act > Intelligence I 33. World Government Narratives > 16. Book: Life in the Soil: A Guide > for Naturalists and Gardeners by Total number of participants: 269 > James B. Nardi > 17. Book: Moral Empowerment: In 2023 ( J 24) > Quest of a Pedagogy by Sona 1. Discourses of Diplomacy II: > Arbab II Identifying Correlations with > 18. Nature of Work I Bahá'í Concepts > 19. Nature of Work II 2. Books: How to Feed the World, > 20. News Articles on Climate and Edited by Jessica Eise and Ken > Agriculture Foster and Food, Farmer, and > 21. Overcoming Material and Community: Agriculture and the > Spiritual Barriers to Racial Unity: Reconstruction of the World, com- > Reviewing The Sum of Us by piled by Winnona Merritt > Heather McGhee I 3. Indigenous Studies > 22. Psychology of Social Change 4. Just and Sustainable Artificial > 23. Book: Resetting the Table: Straight Intelligence II > Talk About the Food We Grow and 5. Just and Sustainable Artificial > Eat by Robert Paarlberg Intelligence III > 24. Technology and Society II 6. Looking at Community Building > 25. Transdisciplinarity and the from an Evolutionary Perspective: > Intersection of Scientific and Contributions from Anthropology > Spiritual / Religious Knowledge and Neuroscience > Systems in Public Health II 7. Methodological Approaches > 26. Book: Unbowed, A Memoir by to the Study of Religion > Ten Year Retrospective 35 > > within the Discipline of History: 21. Whiteness and Patriarchy: Weeding > An Examination of Religion and Out Barriers to Oneness, Cultivating > Speculative Approaches in the Justice and Authenticity II > Works of Arnold Toynbee > 8. Overcoming Material and Total number of participants to date: > Spiritual Barriers to Racial Unity: 219 > Reviewing The Sum of Us by > Heather McGhee II S > 9. Book: Regenesis: Feeding the > World Without Devouring the 2016 > Planet by George Monbiot 1. Education > 10. Book: Reinventing Organizations: 2. Health > A Guide to Creating Organizations > Inspired by the Next Stage of 2017 > Human Consciousness by Frédéric Working Group Seminars > Laloux > 1. Health Working Group (WG) > 11. Speech/Language Pathology > 2. Economies WG > 12. Storytelling and Cinema > 3. Law WG > 13. Technology and Society III > 4. Media WG > 14. The Modern Intellectual Tradition > I: From the Scientific Revolution Thematic Seminars > to Immanuel Kant 1. Religion and Society > 15. The Modern Intellectual Tradition > II: From German Idealism to Total number of participants: 122 > Nietzsche > 16. The Nature of Work: Perspectives 2018 > of Race, Gender, Education, and Working Group Seminars > Justice > 1. Health WG > 17. The Role of Women in Society: An > 2. Law WG > Exploration of Mothers as the First > 3. Media WG > Educators, Equality, and Social > 4. Technology WG > Change > 18. Book: The Systems View of Life: Total number of participants: 149 > A Unifying Vision by Fritjof Capra > and Pier Luigi Luisi 2019 > 19. Towards Vibrant Communities and > Gardening Working Group Seminars > 20. Transdisciplinarity and the 1. Economies WG > Intersection of Scientific and 2. Health WG (a) > Spiritual / Religious Knowledge 3. Health WG (b) > Systems in Public Health III 4. Law WG > 36 The Journal of Bahá'í Studies 33.1-2 2023 > > 5. Media WG 3. Narrative and Local Storytelling > Thematic Seminars 4. Resilient Communities > 5. Science and Religion > 1. Methodologies in Academic > Research Total number of participants: 136 > 2. Propaganda > 3. The Bahá'í Faith and Liberalism 2023 ( J 24) > 4. Education Thematic Seminars > Total number of participants: 258 1. A Revelation Scientific in Its > Method > 2020 2. Brain, Behavior, and Mental Health > 1. Business in Youth: Exploring Underlying > 2. Methodologies in Academic Frameworks and Forces > Research 3. Climate Change and the > Environment > Total number of participants: 52 4. Collective Inquiry and Social > Action: Considering Participatory > 2021 Action Research in Theory and > Working Group Seminars Practice > 5. Engaging Introductory Economics > 1. Media WG (seminar and > from a Bahá'í Perspective > symposium) > 6. Health Equity > 7. Navigating Materialist Assumptions > Thematic Seminars in the Study of Biology > 1. Questioning Econ 101 8. Technology and Society > 2. Methodologies in Academic 9. Telling the Story of an Evolving > Research World Order > 10. The Commodification of > Total number of participants: 170 Knowledge > 11. Trust: The Investigation of Truth > 2022 and Health Care Delivery > Working Group Seminars 12. Methodologies in Academic > Research (in planning) > 1. Africana Studies WG > 2. Health WG Total number of participants to date: > 3. Media WG 202 > > Thematic Seminars > 1. Climate Change > 2. Cooperatives and Next Systems > > — *Ten Year Retrospective, 24 July 2023 (Used by permission of the curator)*