CENTURY OF LIGHT
An Introduction
“Sharing with others the challenging
implications of the
Revelation brought by Bahá’u’lláh”
Distance-Education Course
SYLLABUS
from:
BAHÁ’Í ACADEMY & WILMETTE
INSTITUTE
Studies in the Bahá'í Faith Program
adapted by:
Association for Bahá’í Studies
in Southern Africa (ABS)
with permission
from the Bahá’í Academy and Wilmette Institute
TABLE OF CONTENTS
INTRODUCTION
PART ONE: AN OVERVIEW
1.
Objectives
2.
Thematic
Questions
3.
Dates
and Course Components
4.
Website
Communication
5.
Collaboration
with Fellow Students
6.
Creating
a Study Notebook
7.
Certificate
of Completion
PART TWO: STUDYING THE COURSE
8.
Reading Assignments
9.
Study Program
10.
Weekly Study Schedule
11.
Discussions
12.
Completion Projects
13.
Contact Information and Tutors
APPENDICES
APPENDIX 1: Paragraph
Numbering
APPENDIX 2: Study
Guide
APPENDIX 3: Summary,
Lesson Plan
APPENDIX 4: Project
Information
NOTE: If, after reading this course syllabus,
you do not understand part of it, please call or e-mail the coordinator. No set
of instructions is unambiguous. You
will do the ABS a favor--as well as yourself--by asking questions. This syllabus, and other course information,
is also available at the website, http://bahaistudies.org.za.
INTRODUCTION
The first paragraph of the Foreword to Century of Light mentions “two processes
and the relationship between them in the context of the Bahá’í Teachings.”[1]
Process 1: “During the past hundred years our world underwent changes far
more profound than any in its preceding history, changes that are, for the most
part, little understood by the present generation.”
Process
2: “These same hundred years saw the
Bahá’í Cause
·
emerge
from obscurity,
·
demonstrating
on a global scale the unifying power with which its Divine origin has endowed
it.”
The
relationship between the two processes is:
“As the century drew to its close, the convergence of these two
historical developments became increasingly apparent."
The
second Paragraph identifies objectives:
“We
commend it to the thoughtful study of the friends in the confidence that the
perspectives it opens up will prove both spiritually enriching and of practical
help in sharing with others the challenging implications of the Revelation
brought by Bahá’u’lláh.”
The objectives clearly entrust us with a
mission, which we can only understand as a result of a “thoughtful study”
of the book. Going beyond spiritual enrichment, such a study is to be “of
practical help” that will embolden us to share “with others the
challenging implications of the Revelation brought by Bahá’u’lláh.” We are used to being inspired by countless
exhortations in the Writings on the urgent and sacred responsibility of
spreading the divine fragrances. However, the tone implied in “challenging
implications” introduces a chord that can only be in tune with wisdom and
compassion once we comprehend in depth the purport of the book.
The second page of Century of Light gives us another
mission when it refers in no uncertain terms to our responsibility with respect
to an ominous predicament of humanity; it cannot “meet the challenges that
lie ahead” unless it understands the implications of what occurred during
the last hundred years. Our contribution to this understanding “demands that
we ourselves grasp the significance of the historic transformation” brought
about by the twentieth century. Our call to arise to this level of service is
an opportunity we must seize. “It is this opportunity” that the book is
about.
Simply stated, our ability in the
twenty-first century to share the Faith with impact depends to a considerable
extent on our grasping the insights and significances of Century of Light. Clearly a path has
been laid that calls for specified action. This introductory course is about
surveying the path and following its direction.
PART ONE: AN OVERVIEW
1. OBJECTIVES
This course has been designed around a
number of thematic questions derived from the aims of Century of Light
and listed in the following section. While studying the course, discussing its
content and responding to assignments, you are kindly requested to take into
consideration one or more of the theme questions.
The book refers to a considerable number
of events unfolding over a panorama of one hundred years for the purpose of
arriving at its objective. As there may
be a tendency for some, while discussing the book, to consider any one or other
of these events as a subject unto itself, a brief background is necessary to
ensure that study efforts remain in line with the objectives of the course.
In developing its three main themes -
change in the world, emergence of the Faith, and convergence of the two - Century of Light breaks down the
twentieth century into time segments of different durations. Within each
segment the narrative highlights major events, points out their significances,
and reveals insights from historic milestones.
Its references to history are more to derive the implications of changes
than to narrate historical detail. Along its course, it mentions a wide range
of individuals who played major roles, touches on cataclysmic events such as
world wars, and pinpoints major currents influencing the planet such as
globalization. Such topics lend themselves to extensive discussion and
research. However interesting this may be, it is not the purpose of this
introductory course either to initiate such research or to dwell unduly on any
one of these subjects.
Undoubtedly understanding the book
requires a level of knowledge about the events it covers. Whenever you feel the need for background on
a subject, kindly refer to any general references that may be available to you
such as encyclopedias or consult with the tutors and/or other students. You
certainly need to obtain sufficient information to feel comfortable to proceed.
Moreover, after the course is over you should by all means deepen your
knowledge on all subjects that you feel will enable you to better fulfill the
purpose of Century of Light. The point is that during the limited
time of the course, we should avoid being unduly drawn into historical detail.
For this reason, an effort is made to keep discourse within the objectives
defined in the first two pages of the book.
Within the list of the thematic
questions, suggestions have been made concerning the intent of each question
and what needs to be covered in responding to it. You may of course respond to
the thematic questions, taking all, part, or none of the suggestions into
consideration. Moreover, if you feel that there is an important theme relating
to the objectives of the course that has not been covered by the thematic questions,
you may of course comment upon it.
You will notice that not all units of the
course cover all the thematic questions. You will also notice that as you go
through the units your understanding deepens and your response to a question to
which you may have responded previously becomes gradually more insightful. This
repetitive reinforcing exercise is useful in grasping the significance of
unfolding events. You will find your
answers to be a foundation to draw upon while sharing the challenging implications
of the revelation of Bahá'u'lláh with others.
3.
DATES AND COURSE
COMPONENTS:
The course will begin on 1st
September, 2003 and end on 7th December, 2003. There are no minimum
requirements for the course, but it will require at least 2-3 hours of study
per week. A regular 30 minute reading in the evenings will keep everyone up to
date. Part II, Studying the Course, explains the weekly lessons. While the study is ongoing, you are requested to follow
the study schedule and are free to participate in the email discussions. A summary of the lesson plan is provided in
Appendix 3. There are two breaks that allow students to get caught up in case
they fall behind.
The course has weekly reading assignments and discussion
topics, and optional final presentations which can take the form of a Literary
Project and an Applied Project due after 7th December, 2003. Please see Appendix 4 for details of these
Projects. It is possible to combine
these last two assignments into one.
For a more detailed system of study, the ABS refers the
friends to the Bahá’í Academy and the Wilmette Institute’s document that
describes a three-level system for the course. If you would like the details of
the levels, please email the coordinator who will forward you the document as
an attachment. It is also available on the ABS web site.
4. WEBSITE AND COMMUNICATIONS
This
course will be conducted primarily through email, with the option of accessing
some of the materials through the ABS website: www.bahaistudies.org.co.za. We
will be updating the website as frequently as possible, and if there is any
materials you need, please let us know. Communications should be to the course
coordinator, who will try and manage the flow of emails. Also, students are
welcome to communicate privately with each other.
We
aim to have 3 – 4 postings per week based on questions and discussions that
arise from the lessons and readings. The coordinator will compile the emails
received from the students and send them to all.
5.
COLLABORATION WITH FELLOW
STUDENTS
Collaboration on the completion of the final projects is
encouraged. For example, two students
could conduct a fireside or deepening together, or prepare a final project
together.
6. CREATING
A STUDY NOTEBOOK
The materials for the distance-learning course on Century
of Light have been sent to you in the form of a “Notebook”. It helps to
keep materials together, and develop a Study Notebook, adding notes and
materials as you go through the course.
As you continue to study Century of Light after the course ends,
you may continue to add to the Notebook.
Appendix 2 includes a study guide. You have the option
of preparing, for your own use, responses to the questions and comments in the
study guide. We encourage you to take this option as your responses will
constitute a considerable part of your notebook. Updating your responses to the theme questions, as mentioned
earlier will also enrich your Notebook. You will not be submitting this Notebook
to your tutor; it is for your own use, deepening, and future reference for
implementing the objectives of Century of
Light.
Completion of the study guide enables you to understand
the book better and to organize basic information for later reference and use.
Most of the questions are answered in the readings. Some may not be easy to answer and can be discussed through email
or may require some special research.
Think of the responses you prepare to the questions of the study guide
as being your own systematic notes on Century of Light. You can use some
of them to give firesides and deepenings or to continue your own personal
study. You may modify the study guide
any way you find useful, especially by adding questions.
7. CERTIFICATE OF COMPLETION
Four to six weeks after the course ends, students who
complete it will receive a certificate of completion, which will specify the
course's name, date and project.
PART TWO: STUDYING THE
COURSE
ASSIGNMENTS
11.
DISCUSSIONS:
Subject of
discussions: Talking about what one
learns is an important part of the assimilation process, especially if one can
ask questions to clarify the facts and concepts. As mentioned in the Introduction of
this syllabus, Century of Light develops several themes, all of which
support specific objectives. A number of these themes have been restated as
Thematic Questions. It would be useful
to concentrate all types of discussions, including the postings, on responding
to the Thematic Questions. To facilitate this process the Weekly Study Program
identifies the pages to be read during each study unit and includes Discussion
Suggestions. The numbers and sub-numbers listed in the Discussion
Suggestion refer to those of the Theme Questions. You may choose one or more of
the many questions suggested in each unit and concentrate your response upon
it. Otherwise you may select a topic that you feel is thematic but has not been
included in the questions, and comment upon it.
Please send
discussion comments/questions to:
It is our hope that everyone will participate actively in
the discussions, thereby helping to create a sense of cyberspace community
focused on learning and action. Regular postings will help keep the discussion
active.
Participate
in an online discussion of other postings. If your ideas are
different from others, then in a spirit of true Bahá’í consultation you can
further explain your views so others understand your point of view.
12. COMPLETION OF PROJECTS
As noted, there are optional Projects that can be
completed. They will be due by the 21st December, 2003. If you do
choose to complete a project, please refer to Appendix 4 for further details,
and you may obtain the reporting forms on the ABS website.
13. CONTACT
INFORMATION AND TUTORS
To contact the ABS: abs@bahai.org.co.za;
or kayes@nu.ac.za. Sylvia Kaye is the coordinator
of the course.
Course
tutors: There are 3 tutors
for the course: Robert Sarracino, Farhad Aghdasi, and Sylvia Kaye. Each student
will be assigned to a tutor for more individual help. We will advise you of
your tutor’s name and contact information the 1st week of the
course.
(Other
information: to contact the Wilmette Institute: info@wilmetteinstitute.org).
APPENDIX 1: Paragraph Numbering
APPENDIX 3: Summary, Lesson Plan
APPENDIX 4: Project Information