# How to Study Shoghi Effendi's Writings: Some Notes on Study Skills and Study Guides

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> The Bahá'í
> religion provides ways to interpret the Revelation of Bahá'u'lláh through the
> authorised interpretions of ÔAbdu'l-Bahá and Shoghi Effendi. The
> interpretations of Shoghi Effendi, although not placed in the category of
> sacred text, are normative for the Bahá'í community and the only interpretative
> writing in English. As Collins explains, "No individual's understanding of
> Bahá'í scripture has any particular authority; Shoghi Effendi's interpretation
> is as binding as the sacred text itself and is the filter for approaching the
> meaning of the sacred text" (Bibliography xiii).
> 
> There are many reasons for
> studying the writings of Shoghi Effendi. Among those cited by Shoghi Effendi
> himself include to deepen the understanding of the Revelation of Bahá'u'lláh,
> the application of Bahá'í principles to the needs of individuals and society,[1]
> and the development and maturation of the administrative order.[2] These
> three remain important challenges for the Bahá'í community.
> 
> A series of study guides has been
> published to meet the needs of Bahá'ís to read and understand Shoghi Effendi's
> writings. Few of these study guides reveal an appreciation of the academic
> research in the field of the psychology. This paper will review the current
> research in this area and relate this to the study guides already published.
> Some recommendations will then be made to individuals, writers and publishers
> to assist them in the study of Shoghi Effendi's writings. 
> 
>  
> 
> How to Study the Writings of
> Shoghi Effendi
> 
> 
> It is not true that the different
> study techniques of individuals are equally good. The story from the Tibetan
> Book of the Dead about the religions of the world - that they are all like
> rivers following different paths, but all flowing to the same sea - does not
> apply to the different study techniques of individuals. As Kirby indicates: "Perhaps
> some future edition of the Tibetan Book of the Dead will recognize that while
> some rivers lead to the sea, others become lost in swamps and bogs" (Style 267). For instance, three students may be asked to
> study a chapter from a textbook. The first may read and re-read, the second may
> underline the main points as he reads, and the third may read and make notes.
> The last student, however, will learn the most from his study. However his
> learning will be optimised if the chapter is initially read without
> note-taking, and then the section is re-read with notes taken in his own words.[3]
> Successful study therefore depends not only on ability and hard work but also
> on effective methods of study. Research in the psychology of learning has
> demonstrated that there are a group of techniques which can be applied to any
> subject matter and lead to improvements in learning, understanding and
> retention. The sources for this research work have been:
> 
> 
> research into the contrasting study habits of good and poor students
>  experimental psychology of learning
>  empirical studies of the relative effectiveness of different methods of  study
>  industrial studies of conditions of work efficiency
>  questioning students about their experience[4]
> 
> 
> 
> Not Only Lectures
> 
> 
> There is a Chinese proverb that
> summarizes many modern findings in the psychology of learning. If something is
> wished to be learnt, when heard it is forgotten. When seen, it is remembered,
> and if done it is understood. Many studies have shown the ineffectiveness of lectures
> alone as a method of teaching. For instance, most people forget up to 75% of a
> talk or lecture within the space of 24 hours.[5] Although this can be
> improved by a number of methods employed by the listener,[6]
> learning from books has the advantage of allowing a student to "go back
> over difficult passages and proceed at your own pace; in a lecture you cannot
> go back, and must habituate yourself to the rate at which the lecturer presents
> his material".[7] The fact that lectures are inadequate
> was also indicated by Shoghi Effendi who said that although lectures give a
> picture of a subject, "it is not sufficient to have a picture".[8]
> 
>  
> 
> The PQRST Method[9]
> 
> 
> Research by Thomas and Robinson
> (1982), Spache and Berg (1978), and Robinson (1970) has demonstrated that a simple
> study method applied to reading a book significantly improves understanding and
> memory. The method takes its name from the first letter of the five steps that
> one follows - preview, question, read, self-recitation, and test.
> 
>  
> 
> Preview
> 
> The first activity that is
> recommended is to preview a chapter to get an overall picture of the main
> topics covered and how they are organized. This is done by reading the table of
> contents at the start of the chapter and then skimming through the chapter,
> paying particular attention to section headings and sub-headings and glancing
> at any illustrations. The most important stage of the preview is to read a
> summary of the chapter after skimming it. 
> 
> No summaries are provided in the
> published writings of the Guardian apart from those that are part of the text.
> For instance an important summary of the whole of The Promised Day is Come occurs on pages 111-112; a summary of the first half
> of The Advent of Divine Justice occurs
> on page 43; a summary of the entire book God Passes By is found in the foreword. The reading of these
> summaries before the text itself is read would be a first step to the effective
> study of these works.
> 
> The other useful addition to the
> published texts of Shoghi Effendi's longer works would be headings and sub-headings
> as exist in Citadel of Faith, Messages to the Bahá'í World and The World
> Order of Bahá'u'lláh. However these
> headings would benefit by addition to a table of contents to be most effective.
> No headings exist in present editions of The Promised Day is Come, and The Advent of Divine Justice.[10] Future editions would benefit from
> their addition. Students of these texts would benefit in adding headings and
> sub-headings to their copies of the books.
> 
>  
> 
> Question
> 
> This stage is understood to mean
> that the student turns each section heading into a question that he expects to
> answer while reading the section. It is also recommended that the reader thinks
> up questions while skimming. Anderson (1985) found that when two sets of
> students read a chapter from a book and were tested on it, the group that had
> been set advance questions performed significantly better in tests of
> comprehension and recall. Questions aid study because they focus attention on
> the subject matter, and provide a personal purpose for reading - "a
> purpose beyond the fact the material is assigned".[11] It
> also hastens the studying process by preventing distraction while reading. Mace
> uses the analogy of food to explain the importance of questions in the learning
> process: "Curiosity is the appetite of the mind. Information is more
> readily retained, . . . [and] more readily acquired, when it comes in answer to
> a question" (Psychology 39). 
> 
>  
> 
> Read
> 
> Reading the text with a view to
> answering questions and making meaningful connections with information already
> known and familiar concepts has been demonstrated to be an effective study
> tool. Underlining, highlighting and marking key words and phrases are
> recommended. Note taking is thought to be better delayed until an entire
> section is read, so that the relative importance of the various points made in
> the text can be judged. 
> 
> The approach of "deep"
> reading has been shown to significantly improve studying. "A deep approach
> to reading involves relating facts to conclusions in an active way which should
> bring the reader close to the author's intended message. Students who adopt
> such an approach to studying in general show a greater awareness of their
> teacher's main educational aims. They also find their work more interesting and
> rewarding - in terms of both personal status and higher grades".
> (Entwhistle, Styles 271)
> 
> The process of note taking should
> not be underestimated. It forces the reader to pay attention and understand the
> text. The notes should be "as brief as possible"[12] and
> in one's own words - "the student's private critical commentary".[13]
> Large areas of white space lead to the best notes - so that practically they
> can added to and visually they allow the reader to focus on the important
> themes.[14] The two most important activities
> while reading and note taking that improve memory involve organizing the
> material in a hierarchical fashion and adding meaningful connections to the
> information presented.[15] 
> 
> Relating these to the writings of
> Shoghi Effendi indicates that cross-references would add meaningful connections
> to the material. 
> 
>  
> 
> Self-Recitation and Testing
> 
> After finishing reading a section
> from a book, the reader should attempt to recall the main points and recite
> these acoustically. This process reveals gaps in the knowledge and further
> organises and consolidates the information. Studies show that students forget
> up to 80% of what they learned from reading two weeks after studying. However
> if the main points of their reading was recited immediately after reading, only
> 20% was forgotten in the same period.[16]
> 
> Once the chapter is finished
> testing and review of the material is important. The testing process should
> also involve skimming the chapter again checking key points, and re-reading the
> summary. 
> 
>  
> 
> The Benefits of Discussion
> 
> 
> The benefits of discussing study
> material is stressed in all the newer works on effective study. One work
> indicates that "discussion is an essential part of the study" in some
> subjects.[17] There are many reasons why
> discussion is recommended. It aids students "to remove misconceptions and
> frequently provides a solution to some nagging difficulty which has been
> holding you up".[18] It can give you a fresh viewpoint,
> exposing one to a variety of viewpoints and interpretations. Facts and theories
> can be brought into perspective. It also contributes to the study process by
> giving the student "renewed enthusiasm and deepened understanding".[19]
> "Interest in work is more readily sustained by working and talking with
> others than by solitary work and meditation" (Maddox, Study Skills 152-3). The mere act of communicating and explaining
> your work to others can serve to clarify your own thoughts. Another benefit is
> that "we learn to accept criticism, and to become more tolerant and less
> extreme in our opinions"[20] - a benefit that will spill over
> into many other of our daily activities.
> 
> To prevent discussion
> degenerating into trivial talk and gossip, it is necessary introduce some note
> of formality to the process. A topic needs to be decided beforehand, and a plan
> prepared - "this could take the form of a list of questions concerning the
> topic".[21] A chairman is needed to keep the
> discussion to the point and encourage all to contribute. Rowntree recommends
> between six and eight participants and a framework adopted whereby someone
> opens the discussion at each session.[22] The best results are obtained when
> the participants have done some preparatory work and thinking. The traditional
> method of having a teacher who speaks and a class that listens has been shown
> to be ineffective. Over-reliance on this system "tends to result in
> boredom and lack of interest" in the students.[23] 
> 
> Consultation is stressed in
> Bahá'í writings, and leads to "greater awareness and transmuteth
> conjecture into certitude. . . . The maturity of the gift of understanding is
> made manifest through consultation" (Bahá'u'lláh, Consultation 3). It is interesting to note that Shoghi Effendi
> recommends participants of Bahá'í summer schools to enrich their knowledge of
> the fundamentals of the Faith "through lectures, study, and
> discussion".[24]
> 
>  
> 
> Conclusion
> 
> In conclusion
> the systematic use of these study methods will improve the understanding,
> learning and retention of the writings of Shoghi Effendi. However interesting
> these techniques are, in themselves they represent relatively superficial and
> peripheral aspects of studying. "To see these techniques as skills in
> themselves is misleading, for this has the effect of isolating them from the
> student's thinking about the content of the study task of which they forma
> part. Thus for example underlining should be seen as a part of reading a text
> and note-taking as part of listening to and making use of a lecture
> presentation" (Svensson, Skills
> 68).
> 
>  
> 
> The Study Guides
> 
>  
> 
> There are now 8 study guides in
> existence (see works cited section). They use a variety of approaches. All of
> them incorporate methods to facilitate learning but none of them is
> comprehensive. 
> 
> The guide of The Advent of
> Divine Justice (20 p.) prepared by Dr.
> Dwight Allen, an eminent educationalist, is a series of detailed questions on
> the text. The questions need reflection and not many straightforward factual
> questions are posed.
> 
> The Bergsmo guide (200 p.)
> contains a series of introductory essays on the life and station of Shoghi
> Effendi, followed a compilation of questions for all the writings. These
> questions are also largely reflective.
> 
> The Holley guide to The World
> Order of Bahá'u'lláh (9 p.) is essentially
> a table of contents as is the guide to God Passes By (21 p.). 
> 
> The Advent of Divine Justice guide prepared by the Study Outline Committee (14
> p.) also contains a table of contents and an excellent "topical
> study" (pp. 6-13). It ends by asking fifteen "thought questions"
> which could be used as material for discussion. 
> 
> The Khan guide to The Promised
> Day is Come (25 p.) has a thematic guide
> (pp. 1-6, 11-15) and much supplementary information (on the rulers and monarchs
> that Bahá'u'lláh addressed; pp. 21ff) and cross referencing. There are also two
> sets of questions: "discussion questions" (p. 16) and "review
> questions" (p. 17-20). Some of the factual sections of the book are
> organised into hierarchical notes. A useful example of this hierarchical
> organisation is in the section of The Promised Day is Come which details the proclamation of Bahá'u'lláh to the
> Kings. This is organised in the study guide by looking at the characteristics,
> the content of the Tablet, and the consequences of each recipient (pp. 7-12).
> As a guide to one work, the Khan guide incorporates more of the elements of
> effective study than the other guides.
> 
>  
> 
> The Ideal Book 
> 
> 
> The subject of an ideal book
> would be a theme. It would contain an introduction putting the work in context,
> and summarizing the major ideas. The book would be broken up into chapters, and
> the text broken up into headings and sub-headings, which would be listed in a
> table of contents. The text itself would be footnoted extensively explaining
> terminology, with cross-referencing to other of the writings of Shoghi Effendi,
> and clarification of historical and other references. There would be much space
> on the sides of the pages so that readers can add their own supplementary
> notes. There would be a full index. 
> 
>  
> 
> The Relevant
> 
> Many of Shoghi Effendi's writings
> are compilations of letters published in a chronological order.[25] This
> leads to the publication of letters dealing with subjects of general import
> mixed with more specific and determinate letters. Among the many examples of
> less important published letters are a request by Shoghi Effendi to the Bahá'ís
> of India to send them "five copies of the Urdu Translation of 'Kitáb-i-Iqán'",[26]
> an approval of the 1949-1950 budget of the American Bahá'í Community,[27]
> an appeal for funds for the purchase of a Bahá'í centre in 1953,[28]
> an acknowledgement of a letter,[29] and a request for the number of
> British Bahá'ís and assemblies.[30] Unfolding Destiny has a text of 462 pages of letters published in
> chronological order. It is impossible to know which of the letters and messages
> in the book are relevant to Bahá'í activity today without reading them all. Messages
> to America, Citadel of Faith and Messages to the Bahá'í World are in the same style of a chronological printing of
> letters, but have the significant advantage of headings and sub-headings. These
> volumes contain a number of very significant letters of Shoghi Effendi, some of
> which are even more relevant today than when they were written. These include
> "The Spiritual Potencies of the That Consecrated Spot", and "A
> God-Given Mandate" in Messages to America; "The Challenging Requirements of the Present
> Hour", "A Turning Point in American Bahá'í History" and "A
> Mysterious Dispensation of Providence" in Citadel of Faith; "The Summons of the Lord of Hosts" and
> "Evidences of the Resistless March of the World Crusade" in Messages
> to the Bahá'í World. There is need for a
> compilation of these letters in a separate volume. 
> 
>  
> 
> Thematic Books
> 
> The World Order of Bahá'u'lláh is another example of how Shoghi Effendi's books are
> not presented in study format. Again the letters deal with a mixture of
> different subjects. A more intelligent presentation of the themes of the World
> Order letters is Call to the Nations,
> where subjects are arranged thematically. Some of these letters are more
> important than others,[31] particularly the letter "The
> Dispensation of Bahá'u'lláh". Ruhiyyih Khanum has written: "I know
> from his [Shoghi Effendi's] remarks that he considered he had said all he had
> to say, in many ways, in the Dispensation [of Bahá'u'lláh]" (Priceless 213). Leroy Ioas has said that Shoghi Effendi on
> many occasions told him that "The Dispensation of Bahá'u'lláh" was
> his "will and testament".[32] David Hofman states:
> "Without deep study of this basic document ["The Dispensation of
> Bahá'u'lláh"], no Bahá'í can claim to be truly knowledgeable of his
> Faith" (Hofman, Expounder). It
> would seem more appropriate that "The Dispensation of Bahá'u'lláh"
> would be published as an appendix to God Passes By.
> 
> The other thematic books are Guidance
> for Today and Tomorrow and Principles
> of Bahá'í Adminstration. The former
> successfully deals with a number of broad Bahá'í topics, and the later is a more
> applicable selection of sections from Bahá'í Adminstration to the present situation of the Bahá'í community.
> 
>  
> 
> An important
> principle of the Bahá'í Faith is that it is "scientific in method".[33]
> The application of a scientific method to the study of the writings is the
> subject of this paper.[34]
> 
>  
> 
> Works Cited
> 
> 
> Allen, D.W. As Easy as ABC - Study Guide to The Advent of
> Divine Justice. Unpublished manuscript,
> n.p., 1984.
> 
> Anderson, J.R. Cognitive Psychology and its Implications. 2nd ed. New York: Freeman, 1985.
> 
> Atkinson, R.L. et al. Introduction to Psychology. 9th ed. San Diego, Harcourt Brace Javanovich, 1987.
> 
> Arberry, A.J. Introduction to The Koran Interpreted. London: Oxford University Press, 1964.
> 
> Bergsmo, M. (Ed.) Studying the Writings of Shoghi Effendi. Oxford: George Ronald, 1991.
> 
> Collins, W. Bibliography of English language works on the Bábí
> and Bahá'í Faiths 1844-1985. Oxford: George
> Ronald, 1990.
> 
> Carman, R.A., Adams, W.R. Study Skills: A Student's Guide for
> Survival. New York: John Wiley, 1972. 
> 
> Casey, F. How to Study: A Practical Guide. London: Macmillan Education, 1985.
> 
> Ellis, R., Hopkins, K. How to Succeed in Written Work and
> Study. Glasgow: William Collins, 1985.
> 
> Entwhistle, N. Styles of Learning and Teaching. London: David Fulton, 1988.
> 
> Harman C.A., Freeman R. How to Study Effectively. Cambridge: National Extention College, 1984.
> 
> Holley, H. The World Order of Bahá'u'lláh - A Study Guide. Wilmette: Bahá'í Publishing Trust, Repr. 1974.
> 
> ___. God Passes By: Study Guide. Wilmette: Bahá'í Publishing Trust, 1977.
> 
> Hofman, D. "Expounder of the Word of God" in Studying
> the Writings of Shoghi Effendi. Ed. M.
> Bergsmo. Oxford: George Ronald, 1991.
> 
> Ioas, L. In the Days of the Guardian. Tape Cassette. Wilmette: Bahá'í Publishing Trust, 1977. 
> 
> The Importance of Deepening our Knowledge and Understanding of
> the Faith. Comp. The Universal House of
> Justice. Wilmette: Bahá'í Publishing Trust, 1983.
> 
> Khan, P. Promised Day is Come Study Guide. Wilmette: Bahá'í Publishing Trust, 1967.
> 
> Kirby, J.R. "Style, Strategy and Skill in Reading" in Learning
> Strategies and Learning Styles. Ed. R.R.
> Schmeck. New York: Plenum Press, 1988.
> 
> Mace, C.A. The Psychology of Study. Rev. ed. Harmonsworth: Penguin, 1968.
> 
> Maddox, H. How to Study.
> 2nd ed. London: Pan Books, 1967.
> 
> National Spiritual Assembly of the United States and Canada. Study
> Outline Committee. The Advent of Divine Justice: Study Guide. Wilmette: Bahá'í Publishing Trust, 1969.
> 
> ___. The Dispensation of Bahá'u'lláh: A Study Outline. Wilmette: Bahá'í Publishing Committee, 1943. 
> 
> ___. Study Outlines and Aids for the World Order Letters of
> Shoghi Effendi. New York: Bahá'í Publishing
> Committee, [1940].
> 
> Open University. Preparing to Study. Milton Keynes: Open University, 1979.
> 
> Parsons, C. How to Study Effectively. London: Arrow Books, 1976.
> 
> Robinson, F.P. Effective Study. 4th ed. New York: Harper and Row, 1979.
> 
> Rowntree, D. Learn How to Study. 2nd ed. London: Macdonald and Jane's Publishers, 1976.
> 
> Shoghi Effendi.[35] The Advent of Divine Justice. Wilmette: Bahá'í Publishing Trust, 1990.
> 
> ___. Arohanui: Letters of Shoghi Effendi to New Zealand. Suva: Bahá'í Publishing Trust, 1982.
> 
> ­­­___. Bahá'í Administration. Rev. ed. Wilmette: Bahá'í Publishing Trust, 1974.
> 
> ___. Call to the Nations.
> Comp. the Universal House of Justice. Haifa: Bahá'í World Centre, 1977.
> 
> ­­­___. Citadel of Faith: Messages to America,
> 1947-1957. Wilmette: Bahá'í Publishing
> Trust, 1980.
> 
> ___. Dawn of a New Day. New
> Dehli: Bahá'í Publishing Trust, 1970.
> 
> ___. God Passes By.
> Wilmette: Bahá'í Publishing Trust, 1979.
> 
> ___. Guidance for Today and Tomorrow. London: Bahá'í Publishing Trust, 1973.
> 
> ___. Letters from the Guardian to Australia and New Zealand,
> 1923-1957. Sydney: N.S.A. of the Bahá'ís of
> Australia and New Zealand.
> 
> ___. The Light of Divine Guidance: The Messages from the
> Guardian to the Bahá'ís of Germany and Austria. Vol.1 and 2. Hofheim-Langenain: Bahá'í-Verlag, 1985.
> 
> ___. Messages to America: Selected Letters and Cablegrams
> Addressed to the Bahá'ís of North America, 1932-1946. Wilmette: Bahá'í Publishing Trust, 1947.
> 
> ___. Messages to Canada. Toronto:
> N.S.A. of the Bahá'ís of Canada, 1965.
> 
> ___. Messages to the Bahá'í World, 1950-1957. Wilmette: Bahá'í Publishing Trust, 1971.
> 
> ___. Principles of Bahá'í Administration. 4th ed. London: Bahá'í Publishing Trust, 1976.
> 
> ___. The Promised Day is Come.
> Wilmette: Bahá'í Publishing Trust, 1980.
> 
> ___. The Unfolding Destiny of the British Bahá'í Community. London: Bahá'í Publishing Trust, 1981.
> 
> ___. The World Order of Bahá'u'lláh: Selected Letters. Wilmette: Bahá'í Publishing Trust, 1974.
> 
> Spache, G., Berg, P. The Art of Effective Reading. 3rd ed. New York: Macmillan, 1978.
> 
> Svensson, L. "Skill in Learning" in The Experience of
> Learning. Ed. F. Morton, D. Hounsell, N.
> Entwhistle. Edinburgh: Scottish Academic Press, 1984.
> 
> Thomas, E.L., Robinson H.A. Improving Reading in Every Class. Boston: Alyn and Bacon, 1982.
> 
> Yazdi, A.M. Blessings Beyond
> Measure. Wilmette: Bahá'í Publishing Trust,
> 1988.
> 
> 
> 
> 
> 
> 
> 
> 
> 
> [1] Deepening nos. 121 and 131
> 
> 
> 
> 
> 
> [2] Deepening no. 120; Yazdi, Blessings 90
> 
> 
> 
> 
> 
> [3] Maddox, How to Study 10
> 
> 
> 
> 
> 
> [4] adapted from Maddox, How to Study 10
> 
> 
> 
> 
> 
> [5] Ellis and Hopkins, How to succeed 193
> 
> 
> 
> 
> 
> [6] Among these are taking notes and
> active listening. Other aids to listening to lectures include anticipating what
> is being said, listening out for the major ideas, watching for signals leading
> to a new idea, and being armed with questions in preparation.  See Carman and
> Adams, Study Skills 9. 
> 
> 
> 
> 
> 
> [7] Maddox, How to Study 10
> 
> 
> 
> 
> 
> [8] From a letter dated 27 January 1939
> written on behalf of Shoghi Effendi to an individual quoted in Deepening no.100
> 
> 
> 
> 
> 
> [9] Also called the SQ3R method (standing
> for survey, question, read, recite, review)
> 
> 
> 
> 
> 
> [10] The present editions of The
> Advent of Divine Justice (1984 and 1990) do
> not contain section headings but places them in a contents section at the
> beginning of the book. The 1969 edition contains the section headings in the
> text itself. 
> 
> 
> 
> 
> 
> [11] Carman and Adams, Study Skills 106
> 
> 
> 
> 
> 
> [12] Parsons, Effectively 36
> 
> 
> 
> 
> 
> [13] Mace, Psychology 46
> 
> 
> 
> 
> 
> [14] Casey, Study 41
> 
> 
> 
> 
> 
> [15] Atkinson, Psychology 261, 255-6
> 
> 
> 
> 
> 
> [16] Carman and Adams, Study Skills 116
> 
> 
> 
> 
> 
> [17] Open University, Preparing 7
> 
> 
> 
> 
> 
> [18] Maddox, How to Study 149
> 
> 
> 
> 
> 
> [19] Rowntree, Learn 105
> 
> 
> 
> 
> 
> [20] Maddox, How to Study 153
> 
> 
> 
> 
> 
> [21] Open University, Preparing 13
> 
> 
> 
> 
> 
> [22] Rowntree, Learn 109
> 
> 
> 
> 
> 
> [23] Maddox, How to Study 151
> 
> 
> 
> 
> 
> [24] Shoghi Effendi, Advent 54
> 
> 
> 
> 
> 
> [25] These include Messages to
> America, Citadel of Faith and Messages to the Bahá'í World, Letters of the
> Guardian to Australia and New Zealand, Arohanui [to New Zealand], Lights of Divine Guidance, Unfolding
> Destiny, The World Order of Bahá'u'lláh, Dawn of a New Day, Messages to Canada,
> Bahá'í Administration
> 
> 
> 
> 
> 
> [26] Dawn of a New Day 51
> 
> 
> 
> 
> 
> [27] Citadel of Faith 63
> 
> 
> 
> 
> 
> [28] Messages to the Bahá'í World 156
> 
> 
> 
> 
> 
> [29] Arohanui 77
> 
> 
> 
> 
> 
> [30] Unfolding Destiny 216
> 
> 
> 
> 
> 
> [31] One of the letters provides a
> prototype of correlating the Bahá'í Faith with current issues: "Shoghi
> Effendi wrote his last general letter [The Goal of a New World Order] to the
> Western friends because he felt that the public should be made to understand
> the attitude the Bahá'í Faith maintains towards prevailing economic and
> political problems" (From a letter dated January 1932 written on behalf of
> Shoghi Effendi to an individual quoted in Priceless 212-213).
> 
> 
> 
> 
> 
> [32] Ioas, In the Days
> 
> 
> 
> 
> 
> [33] From a statement prepared by Shoghi
> Effendi for the United Nations Special Committee on Palestine, July 1947.
> 
> 
> 
> 
> 
> [34] I would like to acknowledge the
> contribution of Dr. Khazeh Fananapazir to the paper in our many discussions of
> it. 
> 
> 
> 
> 
> 
> [35] For a full bibliography to the
> writings of Shoghi Effendi see Collins, Bibliography 31-37.
>
> — *How to Study Shoghi Effendi's Writings: Some Notes on Study Skills and Study Guides (Used by permission of the curator)*