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is, in the Bahá’í view, essential that every
child receive spiritual education. Such education is not the formal,
scholastic education referred to in Article 16 of the revised
draft Convention - although universal compulsory education is
indispensable to the progress of mankind. Nor does spiritual education
mean compulsory religious education. Spiritual education is the
education of the spirit - the education of the inner person -
and concerns the acquisition and development of those spiritual
qualities which are essential for the orderly progress of society
and the achievement of harmony and peace. The lawlessness, disorder
and aggression currently afflicting world society result, not
from lack of formal education or book learning, but from lack
of spiritual education.
"Man
is the supreme Talisman. Lack of proper education hath, however,
deprived him of that which he doth inherently possess . . . .
Regard man as a mine rich in gems of inestimable value. Education
can, alone, cause it to reveal its treasures, and enable mankind
to benefit therefrom." (2)
It is of the greatest importance that the child receive spiritual
education both from his parents and from his teachers. A boy of
girl who receives both spiritual and scholastic education is given
the capacity to realize his or her full potential and to contribute
positively and beneficially to society.
"As
to the education of children, exert every effort to further this;
it is of the utmost importance. So too, the education of girls
. . . . For mothers are the first educators of the child, and
every child at the beginning of life is like a fresh and tender
branch in his parents’ hands. His father and mother can
train him in any way they choose." (3)
"As
to the organization of the schools . . . . the children must be
carefully trained to be most courteous and well behaved. They
must be constantly encouraged and made eager to gain all the summits
of human accomplishment, so that from their earliest years they
will be taught to have high aims, to conduct themselves well .
. . . Training in morals and good conduct is far more important
than book learning. A child that is cleanly, agreeable, of good
character, well behaved - even though he be ignorant - is preferable
to a child that is rude, unwashed, ill-natured, and yet becoming
deeply versed in all the sciences and arts. The reason for this
is that the child who conducts himself well, even though he be
ignorant, is of benefit to others, while an ill-natured, ill-behaved
child is corrupted and harmful to others, even though he be learned.
If, however, the child be trained to be both learned and good,
the result is light upon light." (4)
Since the ideas outlined in this statement are, in the view of
the Bahá’í International Community, of immeasurable
significance in terms of the evolution of world society, we feel
that a convention on the rights of the child should contain provisions
specifically designed to promote the spiritual education of the
child. Indeed, we would go further and say that the child has
a right to be so educated, for it is only through such education
that he can realize his full human potential - and it is only
through such education that peace and justice can ultimately be
secured for all.
"Every
child is potentially the light of the world, and at the same time
its darkness. . . . Therefore make ye an effort in order that
these children may be rightly trained and educated and that each
one of them may attain perfection in the world of humanity."
(5)
1.
Selections from the Writings of 'Abdu'l-Bahá , pg.136
2. Gleanings from the Writings of Bahá'u'lláh, No.
CXXII, pgs. 258-9
3. Bahá’í Education, pg. 34
4. Selections from the Writings of 'Abdu'l-Bahá, pgs. 135-6
5. Ibid, pg. 130
"
Education is seen by the Bahá’ís as a continuous
and creative process. Its aim is to develop the capacities latent
in human nature and to co-ordinate their expression for the enrichment
and progress of society. At certain moments in history, Bahá’ís
believe, education may also act as a powerful instrument for profound
societal transformation. Within this creative process, it is possible
to achieve an essential harmony between faith and reason through
an approach to education that encourages the free investigation
of all reality and trains minds to recognize truth, irrespective
of its origin." - Bahá’í World Centre
Position Paper on Education, 1996
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