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SECTION NINE
ATTAINMENT TARGET ONEA SPIRITUAL & MORAL CHARACTER
a) SPIRITUALITY
The acquisition of a spiritual nature, the spiritual refinement of a soul, the cultivating of a strong relationship between a soul and its Creator is, in a sense, the essence and primary purpose of a religion. If, in practising one’s Faith, one does not achieve any degree of spiritualisation then that Faith is redundant and one remains on the level of an animal with a will of its own, albeit a clever one.
The cultivation of a spiritual nature, of spirituality, in children and young people, is one of the most difficult tasks a parent or teacher faces. This is inherent in the nature of spirituality itself. It is not easily seen, nor subject to the usual limitations of measurement. Its effects may be observed, though they are subtle. Its potentiality is infinite, but it requires great effort and vigilance.
One particular aspect of behaviour in very young children has an important bearing on their later lives. Deferred gratification is the ability to control the immediate satisfying of one’s desires - to wait and work for greater rewards at a time in the future. This requires great strength of character. This is spirituality triumphing over materiality, the angel over the ape. Recent research has clearly demonstrated that those young children who can exercise delayed gratification, even as young as four years, go on to be successful in all areas of their lives. Those who cannot will have life-long problems in all areas of their lives. The message is clear for Bahá’í parents and teachers.
If we get spirituality right, the rest will follow, for it is what animates the soul, illumines the mind and sensitises the heart of the individual.
Much work needs to be done to generate effective environments, methods and materials for imparting this vital element to our children and young people, but, more than anything else, this aspect of the curriculum relies most heavily on the example of parents and teachers who are, themselves, dedicated to the spiritualisation of their own lives.
Programme of Study for Spirituality
i) Aspects of Spirituality
The idea of spirit
The human spirit
Spirit, mind and body
The human soul
The nature of spirituality
Coming closer to God / Personal relationship with God
Coming closer to Bahá’u’lláh
ii) Foundations of Spirituality
Prayerfulness
Meditativeness
Mindfulness of the Word of God (remembrance)
Detachment from the physical realm
Avoiding secularism
Other worldliness
Awareness of God and the other realms
Contentment with the Will of God
Radiant acquiescence
Spiritual dimension of morality
Selflessness
Integrity, Honour, Dignity, Trustworthiness
iii) Paths to Spirituality
Prayer
Meditation
Exposure to / relating to the Word of God
Restraint
Deferred gratification
Obedience to the Covenant and the Divine Institutions
Withstanding tests
The rôle of physical cleanliness
The rôle of order and tidiness, of neatness and presentation
The rôle of the Arts, especially: Music, Drama, Dance, Painting, Graphics & Design, and Literature
The rôle of Æsthetics, especially: creation of a suitable and pleasing environment and atmosphere
The rôle of Beauty, especially: its use, beautiful things, its contemplation as an attribute or emanation from God, the beauty of creation, the beauty of truth, the beauty of virtue, the beauty of love etc.
KEY STAGE APPROPRIACY
KS 0, KS 1 Here spirituality might be approached chiefly through the use of prayer, the sacred word, music, beauty and æsthetic environments.
KS 2 Introduce basic concepts of soul, spirit, loving God etc. in a more formal way. Widen scope of approaches.
KS 3 Greater sophistication of ideas and practices.
KS 4 Enable students to discuss all aspects of spirituality with confidence, to be confident in exercising most paths to spirituality and to know how to enhance their own spirituality and that of others.
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