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