25 September 2001
Dear Baha'i Friends,
The Universal House of Justice received your email message dated 30 July 2001 seeking clarification regarding children's classes which include non-Baha'i children.
It is possible, of course, to create a programme for children which is inspired by the Baha'i teachings and conveys such topics as moral education, comparative religion, peace, concern for the environment, service to humanity, or world citizenship. Such programmes might also convey practical subjects such as literacy, academic tutoring, or vocational training.
In its message dated 9 January 2001, however, the House of Justice refers specifically to Baha'i children's classes as also being open to non-Baha'i children. In the case of these classes, which are intended to address the complete spiritual education of Baha'is, it would not be possible to eliminate Baha'i religious teachings, and topics such as Baha’i history, Baha'i laws, and the Covenant would be an integral part of these classes.
While Baha'i religious teachings are part of the programme of child education in Baha'i classes, the design of the programme, particularly the sequencing of content, may make it more attractive to non-Baha'is. For example, in the approach taken to child education in Ruhi Institute Book 3, the emphasis is placed initially on character development, and only later are specific aspects related to the life of Bahá'u’lláh and the Báb introduced. So too can we see the same principle at work in the main sequence of books in which many non-Baha'i youth have participated. Book 1 addresses such broad topics as prayer and life and death (from a Baha'i perspective, of course). It is in Book 4 that history is presented in detail. Thus a non-Baha'i can feel welcome to participate and is not overwhelmed by new, purely religious teachings. Then, if attracted by the principles and general spiritual teachings, the non-Baha'is would not hesitate to engage in the full programme; alternatively, they are free to withdraw or not participate in some segments.
Of course, Baha'is would always be clear about the nature of
the curriculum when describing it to their friends and acquaintances. In some
areas, many of the non-Baha'i parents may be happy to have their children
participate in a full programme of Baha'i child education; in others, however,
a national community may find it advantageous to complement its Baha'i
children's classes with a Baha'i-inspired programme for children because it
results in attracting larger numbers.
Clearly, one set of instructions about how to structure a programme, or an integrated combination of programmes, would not meet the needs of all communities. Your National Institute and/or Child Education Committee will need to consult on the specific conditions and interests in the general population and the Baha'i community, select the most promising alternative, and then modify and improve the approach over time based on your practical experience.
With loving Baha'i greetings,
Department of the Secretariat
(National Baha’i Website of the United States)