Study circle gives power to make a change

Here is a brief but delightful story from an A-stage cluster in the Central region. The training institute process helps us develop skills, qualities and attitudes to carry out acts of service; in other words, the institute courses help motivate us into action—and give us the courage to do so. Throughout the courses, we try to put into practice what we are learning. And that’s exactly what one seeker participating in a study circle has been doing!

Dear Friends,

The Creative Word has made a huge inroad in one heart after one session of Ruhi Book 1, “Reflections on the Life of the Spirit”. A seeker in group saw me today and shared this experience. We had previously studied the section about the importance of avoiding backbiting and gossip. So they reported:

I was at my place of work and noticed during one conversation with some of the other staff that there was a lot of complaining and negative talk. I waited a while to let everyone empty themselves, and then I asked, “Well, what should we do about it?” I have always thought about saying that in these types of situations and today I did. It felt very good. This was amazing.

So, if anyone has not activated their tutor skills and wants to, I would be happy to arrange a short brush up session or connect you with experienced tutors to co-tutor.

Warmly,

MH

The power of the neighborhood

Here is an update from East Valley, AZ (A) summarizing some of their recent experiences and insights gained. Many valuable lessons have been learned from the friends’ efforts. One particularly important area of learning in this cluster has been how to create a strong, vibrant community life at the neighborhood level. This has required planning, accompaniment, human resource development, and commitment. And it has enhanced many of their other teaching efforts as well.

Importance of empowerment: We have found that where we see signs of new believers taking ownership of their community life, such as neighborhood Feasts and devotional gatherings, neighborhoods are stronger and more vibrant. This is generally a result of their tutor or neighborhood coordinator accompanying and empowering them in the field of service.

Teaching teams: Where there are strong signs of neighborhood teaching teams, it has been easier to sustain growth at the neighborhood level. Efforts are being made to strengthen teaching teams, as well as neighborhood coordinators . . . .

Seeker response: This cycle we saw an increase in declarations from people that have contacted the 1-800-22UNITE phone line or the national Web site. Of these declarations, all of the people have joined regular patterns of community life. Because of the systems of teaching developed within the neighborhoods, we are now able to do what we were unable to do in the past with regards to seekers that contact us through these channels. As soon as a seeker response notice is sent to the Local Assembly, the secretary of the area teaching committee will arrange a meeting to share Anna’s Presentation with the seeker. In almost every circumstance, the seeker will declare and will quickly be connected to a study circle.

Junior youth groups: This cycle saw an increase in the number of junior youth groups across the cluster. This was due in part to a youth initiative held a few weeks before the launch of last intensive teaching effort. The youth have been far more involved in the teaching work than they were previously. Youth are slowly arising to serve the cluster in various aspects of service, particularly within the avenue of junior youth groups. Cluster agencies accompanied youth to develop plans based on their own initiative, and accompanied them in the field.

Data collection: The core team and the neighborhood coordinators learned this cycle the importance of collecting data as opposed to simply reporting data. This is central to all activities, and the collection of data encourages accompaniment as individuals engage closer and closer to the field in all their endeavors. It has also encouraged more accurate data collection, as information is verified and tested in the field.

Devotional gatherings: Devotional gatherings decreased in number, but there has been an increase in attendance by members of the community of interest. This is a result of neighborhood devotional gatherings, where individual believers are inviting their friends, families or co-workers to their neighborhood devotional. This will be one of the primary approaches for the next teaching effort.

Moving: Various conditions have forced a number of new believers to move out of the cluster. In some instances, it has been difficult to track down new believers at new locations, but most individuals who have moved within the cluster are located within a few weeks of their move, particularly if we have already been following up with them after their declaration.

Building human resources in Tallahassee

The friends in Tallahassee, FL (B) are building their capacity in so many ways. The various institutions and entities in the cluster are learning how to coordinate their efforts. They are learning how to develop human resources for teaching and follow-up work. And as more people participate in the teaching activities, the spark of excitement is ignited and leads to yet more learning. One believer reports:

Learning in our cluster is continuing at a slow but steady pace. Most notable is an increase in the awareness of the responsibilities of the entities that constitute the core group and the role of the Local Spiritual Assemblies within the current framework for action on the one hand, and the role of individuals on the other. . . .

The cycle of activity that just ended saw 3 declarations, which marks a significant advance at the local level. A small group of teachers made consistent and multiple efforts to reach the new believers, by physically visiting the homes many times, telephone calls and messages, and leaving notes at the homes on a couple of occasions. While there was a good effort on the part of few teachers, we need to improve our capacity to follow up. This capacity seems to have five major areas of focus presently:

1) Increase the active core of teachers (presently, the teachers are the same people doing the home visits) through accompaniment of any willing individuals. The accompaniment process locally includes prayer, deepening, reflection, and practice of Anna’s presentation mainly in the organization of collective direct teaching, but also for individual initiatives.

2) Increase the active core of friends who can do home visits for the purpose of sharing deepening themes with new believers through accompaniment of any willing individuals and refresher trainings on Book 2.

3) Increase the community of interest within the neighborhoods so that the organic and generative aspect of spiritual growth at the grassroots level provides multiple, immediate, and ongoing follow up opportunities to connect hearts to Bahá’u’lláh.

4) Mobilize all the human resources in the cluster so each person has a path of service within the framework for action.

5) Nurture the Assemblies to encourage individual action within the framework for action.

Signs of recent progress can be seen since the beginning of our current cycle. We started with a gathering of 8 friends (including two children 3 and 5 years of age) for prayers, deepening, reflection, and practicing of Anna’s presentation. Two beloved and long-standing friends from one Local Assembly participated in this session. One of these individuals who had never participated in a neighborhood teaching effort joined an experienced teacher and served as a prayer partner in the field. After we had fervent prayers together as a group, they drove out to the neighborhood. They said a final prayer before exiting their car. There was a woman on the porch looking at them—she seemed to be waiting for them. They introduced themselves and asked if the woman would like to hear about the teachings of the Bahá’í Faith. She warmly welcomed them and half an hour later she declared her faith in Bahá’u’lláh and her son eagerly asked to be included and his mother registered her son as well.

This believer’s new direct experience with teaching will inform the learning and growth of her Local Assembly and community.

A home visit is scheduled with the newly declared Bahá’í and a team of friends is ready to offer children’s classes in that neighborhood.

Some thoughts on sustainability

Throughout the country, the friends are learning how to increase the effectiveness of their teaching efforts. An important issue is how to make teaching—and the follow-up efforts—sustainable. Here are a couple of insights shared by friends from two clusters about sustainable teaching and follow-up.

For example, a report from Chattanooga, TN (B) recognizes the value of visiting teachers but that local human resources are always essential:

When visiting teachers take part in a teaching effort, it is essential that a local Bahá’í accompany them in order to establish a connection with the seekers. This also enables us to follow up more quickly (i.e., within 24 to 48 hours later).

And here are some comments from Houston, TX (A) showing that the quality of the teaching encounter helps determine the ease of follow-up:

We are learning from our collective teaching activities that sharing the Faith should be done thoroughly rather than just taking 20 minutes. Starting a Book 1 study circle right after an individual declares is crucial. We are also going to not just rely on collective teaching activities but also focus on teaching those participating in core activities, as well as holding firesides.

Step by step

This brief report from an A-stage cluster in the Central region is not only inspiring but also interesting because it so clearly outlines the process by which one individual entered the Cause. First was contacting the 1-800-22UNITE phone line. Next was being connected with local friends. This was followed by close personal encounters and study of Ruhi 1, and participation in core activities. Then a warm invitation to join the Faith. And finally, plunging into the overwhelming thrill and joy of the Central Regional Baha’i Conference!

Hi friends,

__ had first contacted the Bahá’ís through the 1-800-22UNITE phone line and came to a fireside in August during our intensive teaching effort. She had been nurtured by one of the believers in a personalized Ruhi 1 study circle and attended other events such as a weekly devotional/fireside. On Thursday, the host of that event asked if she was ready to accept the Faith, and she said yes. This weekend, she attended the Regional Bahá’í Conference. She actively participated in the workshop session about assisting a neighboring *C-stage cluster.

I asked her if she was enjoying the conference. She had a very satisfied smile on her face and said, yes, very much! She had been wanting community fellowship, and was very happy to be part of this large, wonderful gathering of friends.

Love,

E

Learning from each new interaction

This story from Coachella Valley, CA (*C) is full of gems. A group of believers, small in number but totally committed to teaching, accompanied by their friends from neighboring clusters, rose up to engage in a collective teaching effort. The report shared by the cluster institute coordinator speaks for itself. They have tasted the joy of teaching and are steadily gaining in knowledge and experience. They are learning how to present the Message directly and respectfully. One insight is particularly thought-provoking: “When we are presenting the Bahá’í Faith to someone, we need to encourage them to see themselves as having the capacities to help build the unity of the human family and empower them to arise and serve.”

I am so pleased to report success in our mini teaching effort. We had approximately 12 people from our cluster participating, and joined by the cluster institute coordinator from the Riverside cluster, our Auxiliary Board member, and 2 members of the area teaching committee of San Diego. As a result of the teaching, we have one new Bahá’í!

We have gained a lot of insights from our experiences. Here are some: . . .

Our purpose in collective teaching is to find receptive, waiting souls and invite them to recognize Bahá’u’lláh as the Manifestation of God for this Day.

Wisdom requires refraining from trying to convince, arguing about philosophical points or dogma, and avoiding engaging in contention or dispute.

As we work together as teaching teams, our skills and capacities improve markedly with each new interaction.

When we are presenting the Bahá’í Faith to someone, we need to encourage them to see themselves as having the capacities to help build the unity of the human family, and empower them to arise and serve.

As we invite people to join the Faith, we have the opportunity to encourage them to participate in the processes of growth by entering the institute process and engaging in the core activities. We need to be committed to accompany them in this process.

So now, our own cluster’s collective understanding has grown:

We realize that there are pure souls waiting for us. Visiting a receptive neighborhood is a very effective way to find them.

We can gain people’s confidence through our own sincerity and purity of motive, and speaking to them from the heart in a respectful and dignified way.

“Careful” teaching does not mean slowly over a long period of time! Anna’s presentation IS a careful, well-thought-out, effective approach!

We must not lose sight of the institute process when we get engaged in exciting and fruitful teaching efforts. In other words, we need everyone to continue moving through the Ruhi courses, so we have more resources to carry out the work. An integral part of the institute process is the practice and service components.

Newark is "in it to win it"

There is only one phrase to describe Newark, NJ (B): on the move! Here is a brief report of a recent Nineteen Day Feast, and you can just feel the energy and excitement. This is a wonderful example of how the Feast is a perfect vehicle for consulting and planning and moving forward with action. And mention must be made of their Bahá’í Jeopardy game—with categories like “Five Year Plan” and “Vibrant Institute Process”, you know the only outcome is going to be more and more teaching!

There is only one word to describe today’s Feast. That is, “Jampacked”! Not only was the home jampacked with 25 Bahá’ís, but it was jampacked with inspirational prayers, singing, and drumming. Our Consultation was jampacked with sharing of ideas resulting in the coming together in unity of the minds and hearts of the Friends.

Today’s Feast was also special because 3 of the 7 new believers in the Newark Area Cluster attended. What a cause for celebration! We discussed in detail the letter from the Regional Bahá’í Council informing us of our advancement to a B-stage cluster and all that that entails for revving up our teaching efforts. Today many seeds were planted to further the institute process and increase the core activities in the Newark Area Cluster.

And whoever said consultation can’t be fun? This Feast it was exactly that as we partook of a fabulous meal complete with a “B” Cluster Cake while the chair of the Feast led us in an exciting game of Bahá’í Jeopardy. We all scored points and had a fabulous time. We are “in it to win it” friends!