Some Thoughts on the Nature and Dynamic of the Bahá'í Youth Movement

Prepared by Duncan Hanks
May 2000

The illustration shows three parallel and complementary lines of action: 1) Application (consisting of community service activities or Humanitarian Service projects); 2) Direct Teaching activities (Firesides, teaching campaigns, public meetings, etc.); and 3) Human Resource Training (Institute Process). At the top of the diagram is the general youth population that we are trying to move one step closer to the World Order of Bahá'u'lláh. By serving with youth in community service projects, they will come in contact with Bahá'í youth. Attracted by the discourse and spiritual discipline of the Bahá'í youth, they will ask questions about what motivates us. When they ask this question, we invite them to a parallel activity, namely a teaching activity, like a fireside. This is an activity outside of the community service project. Some of the youth may investigate the Faith and choose not to become Bahá'ís. These youth may wish to continue serving in the service projects, and this is fine. Many of the youth that like the firesides and investigate the Faith, will embrace the Faith and become Bahá'ís. Once they accept the Faith, we need to engage them immediately in the activities of the Bahá'í community, and get them trained so that they will become the invincible champions of justice. As they gain knowledge and deepen their Faith, they will serve first as participants in study circles, and later as tutors of the Institute process. As part of the action component of the Institute process, they will support the firesides and direct teaching work. They will also participate in devotional activities, host firesides, give talks, and participate actively in humanitarian service projects, thereby completing the cycle. As Bahá'í youth learn to serve in all aspects and dimensions illustrated in the diagram, they will be participating actively in service projects, direct teaching activities, and be engaged in a permanent process of developing their capacities as Bahá'ís in the Institute. These youth will be the invincible champions of justice.

In its 6 January 1998 message addressed to the friends gathered in the Latin American Youth Congress in Chile, the Universal House of Justice gave both a simple definition of the term "youth movement", and described its purpose:

In order to bring an entire generation of youth one step closer to the World Order of Bahá'u'lláh, we need to engage with this generation of youth, and work more closely with it in order to know and address the complex challenges it faces.

In the Ridván 153 message, the Universal House of Justice reminded us that "the individual alone can exercise those capacities which include the ability to take initiative, to seize opportunities, to form friendships, to interact personally with others, to build relationships, to win the cooperation of others in common service to the Faith and society, and to convert into action the decisions made by consultative bodies." When we combine our thoughts about how to exercise these capacities with the need to move an entire generation one step closer to the World Order of Bahá'u'lláh, we quickly realize that our duty is to figure out how to take advantage of existing opportunities, and to take the initiative to make friends with non-Bahá'í youth by engaging with them in meaningful service.

In its letter dated 28 December 1999 regarding the application of the law of the Kitáb-i-Aqdás, the House of Justice states that

Meaningful service therefore includes the idea of getting involved in "humanitarian service". Service projects are part of the Law of God. We do not openly or directly teach the Faith. This is not the purpose of the service project. We serve for our love of humanity. We serve for service sake. We do not have a hidden agenda to convert people through our service activities. We serve humanity so we are in touch with real issues and concerns, so we can learn to apply our teachings to real problems, and to form friendships with hundreds of people.

As we participate in community service projects, we get to know other people from different backgrounds, religions and cultures. We are able to form friendships. Our friends will ultimately want to know more about who we are as individuals, and about what makes us think the way we do, say the things we say, and act the way we act. Hopefully, if we are consciously developing our moral rectitude of conduct, our non- Bahá'í friends will see our positive and spiritual qualities, and will be prompted to ask us about ourselves.

At this point, we resist the temptation to openly and massively teach or proclaim the Faith to all the people participating in the community service project. Rather, we invite our new friends who are inquiring about the Faith, to come to our home for a fireside, or perhaps to a teaching event like a public meeting, or to a social gathering of Bahá'í youth.

There will be many friends that come to the fireside or direct teaching activity, inquire about the Faith, and decide they are not interested in pursuing the Faith. They may decide however that they wish to continue serving the community service project, and this is, of course, quite acceptable. There are, however, many other youth who will wish to intensify their investigation of the Faith, will want to attend more activities of the Bahá'í community, and will ultimately enroll in the Faith.

Now, when someone enrolls in the Faith, how do we respond?

When someone enters into something new, like the Bahá'í Faith, they are expecting there to be certain things that they have to do. For instance, when someone becomes a Bahá'í, it will be obvious to them they are to attend certain meetings and participate in certain activities. They will think of this participation as an obligation, and we should not interfere with those thoughts. New Bahá'ís should be told how to contribute to the Fund. They should be expected to attend the Nineteen Day Feast. They should be enrolled immediately in a study circle of the Institute. They should be invited to attend deepening classes, give firesides, teach children's classes, organize activities and programs for juniour youth, serve on committees, and to figure out how they can best lend their individual capacities and talents to the needs of the Bahá'í community and of humanity. This is their right. This is how they will fulfill their Covenant with God. To deprive them of information about the workings of the community, about how they must serve their Lord and what is expected of them is not permissible. They should be expected to work and serve the community. We need to help them connect to an Institute study circle. We need to invite them to give talks at firesides, and not be concerned about their level of deepening. Let them learn more by doing. Everyone Bahá'í, new and old alike, must be fully engaged in serving. They too are considered the invincible champions of justice. There should be no distinction made between old and new Bahá'ís. There is no such thing as veteran and rookie Bahá'ís. They are just Bahá'ís. We are just striving to serve to the best of our capacity.

Our Faith is about learning to become better Bahá'ís, step-by-step, day-by-day.

The process outlined in the "Nature and Dynamic of the Bahá'í Youth Movement" diagram emerged out of a workshop session at the Bahá'í Youth Movement Congress in Paraguay. It has been further refined in consultation with youth throughout the Americas and in consultation with several Counsellors.

Prepared by Duncan Hanks

May 2000