Wilmette Institute Catalogue: Studies in the Bahá'í Faith program
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STUDIES IN THE BAHÁ'Í FAITH PROGRAM

The Wilmette Institute is creating a wide variety of courses in order to provide training to Bahá'ís for deepening on the Faith and teaching it to others. The Wilmette Institute functions as a training institute when it offers these courses, and students take them to acquire knowledge and skill to strengthen the Faith's human resources and foster the process leading to entry by troops. The Studies in the Bahá'í Faith courses are of two kinds: distance-learning courses (taken by correspondence or electronic communication) and minicourses (several days of intensive classes with accompanying home study). As more courses are created, certificate programs will be created based on taking various combinations of them.


1. Learning Levels: Introductory, Intermediate, and Advanced. The Wilmette Institute seeks to offer courses at a university level of difficulty and quality. Even though many adults are capable of taking courses at the undergraduate level of difficulty, many do not want credit and are aiming to become better teachers of the Bahá'í Faith. Such learners often have difficulty finding the time to complete a course at the undergraduate level. There are also a very small number of learners who want to apply Wilmette Institute courses to Master's programs, for whom an undergraduate level is inadequate. Therefore the Institute is offering three levels of difficulty for all of its courses.
Introductory. This level is designed for learners who want to focus on becoming better teachers of the Bahá'í Faith. To complete the course at this level the learner needs to do the following:
I. For each study unit, complete the assigned reading and one learning project. Sometimes the learning project involves a posting to the listserver. Otherwise, learners at this level usually complete a learning self-assessment but they may complete any type of learning project. The learning assessments need not be lengthy.

                II. At the end of the course the learner:
1. Gives at least one presentation (fireside or deepening). If it is impossible to complete the fireside or deepening during the course, the learner can turn in a plan for it.

2. Turns in a learning assessment for the entire course.

        Intermediate: This level is designed for learners who want to be challenged to go more deeply into study of the materials of the course. It is designed to be completed at the level of a third- or fourth-year undergraduate course at a university. It requires completion of the following:
I. For each unit the learner turns in a learning assessment or learning project. The learning assessments should go beyond a summary of the knowledge the learner has gained (Learning Level #1) and should demonstrate some new understandings and skills.

                II. At the end of the course the learner:
1. Gives at least one presentation (fireside, deepening, or class at a local or regional training institute). If it is impossible to complete the presentation during the course, the learner can turn in a plan for it.

2. Completes a learning project on the materials of the course. The project may be a paper, an artistic project, or some other demonstration of learning. It should involve the amount of work equivalent to a 10-15 page paper (probably about 30 hours of work). (Note: #1 and #2 can be combined, that is, the written project can be a lengthy plan for one or more presentations.)

        Advanced: This level is designed for learners who want to study the materials of the course deeply and rigorously. It is designed to be completed at the level of a graduate course. It requires completion of the following:
I. Before the course begins the learner must submit to the Institute a brief petition indicating he or she wishes to complete the course at the advanced level. The petition represents a demonstration that the learner has the thinking and writing skills necessary to do work at the graduate school level.

                II. For each unit the learner completes the assigned reading and possibly additional reading (at the discretion of the instructor). The learner also must complete a learning project of some sort. If the learner completes learning assessments, they should go considerably beyond a summary of the knowledge gained (question #1). Assessments should be longer than they were in the other levels (3-5 pages each).

                III. At the end of the course the learner:
1. Gives at least one presentation (fireside, deepening or class at a local or regional institute). If it is impossible to complete the presentation during the course, a plan for it may be turned in.

2. Complete a learning project on the materials of the course. The project may be a paper, an artistic project, or some other demonstration of learning. It should involve the amount of work equivalent to a 20-25 page paper (probably about 50 hours of work). It should demonstrate the ability to analyze, synthesize, and interpret the material. (Note: #1 and #2 can be combined, that is, the written project can be a lengthy plan for one or more presentations).

If faculty are proposing a course on a topic where presentations are difficult or unlikely, that aspect of the requirements can be dropped. The Institute, however, stresses the importance of the learners using what they learn in its courses to enrich their local Bahá'í communities, so presentations should not be dropped if at all possible. Even non-Bahá'í learners could give a fireside, deepening, or institute class, but if they are uncomfortable with those choices an alternate arrangement can be made.


2. Availability of College Credit. Until the Wilmette Institute grows much larger, it will not be able to obtain national accreditation as an official, recognized institution of higher education. Until such time, it is not authorized to grant official university credit for it courses. However, it has been able to work out a reciprocal agreement with one institution of higher education: Capella University, which has agreed that courses taken through the Wilmette Institute can be counted for credit toward any of Capella's masters or doctoral degree programs (see p. 42).

In addition, two Spiritual Foundations students and at least two distance-learning course student have petitioned their own universities for credit for their Wilmette Institute course work. Most universities are willing to grant credit for "life experience," especially if it has been acquired systematically. When the students presented the syllabus and the homework assignments of the course they took, the universities agreed to give them undergraduate credit. Students wishing to acquire credit from their universities are advised to contact the Wilmette Institute, which will assist them in their effort.


3. Financial Aid. The Wilmette Institute occasionally grants partial tuition waivers to needy students upon receipt of a written description of the nature of the student's need. The Wilmette Institute will also work out an installment payment plan for students unable to pay the entire tuition at once. Students are encouraged to ask their local spiritual assembly for a scholarship to cover tuition fees. The Institute will write a letter to the Spiritual Assembly if the student so requests.


4. Policies about Incomplete Work. The Wilmette Institute exists to assist students to become better teachers and administrators of the Bahá'í Faith through systematic and formal study of the Faith. If students are taking a course for university credit, academic standards of quality are essential to the Institute's expectations. Students who do not complete a course by the ending date are given an incomplete. Like most universities, the Wilmette Institute will give a student a year to complete a course before the grading record is permanently closed. Additional extensions may be considered. Since courses are independent of each other, an incomplete in one course does not prevent a student from taking another course.


5. Evaluation of Student Learning. The Wilmette Institute evaluates or reviews the student's learning. The purpose of the evaluation is to give the student feedback about how successful their learning projects appears to have been and what might be done to make them more useful or successful. Unless the student requests a letter grade (A, B, C, D, F), it is not given, although an informal evaluation of the project usually is offered ("excellent," "very good," "satisfactory," or "please resubmit"). Faculty mentors usually offer some comments about improving the student's spelling and grammar as well.


F. Certificates. Within a month of completing all the requirements of a General Studies course, the student will receive a certificate of completion in the mail.

DISTANCE-LEARNING COURSES

Distance-learning ("correspondence") courses are courses that do not require attending a class; they are completed at home. Interaction with other students occurs by mail, e-mail, and through conference calls. Homework assignments are received from the Institute or returned to it by mail and e-mail. Web sites provide additional educational materials and allow students to view completed homework assignments (once they have completed it themselves).

For students lacking e-mail and access to the worldwide web, the mails will be used instead, but mail is slow. Hence students are urged to get e-mail for the course. Some services provide e-mail for free or for a nominal fee ($10 per month).

1. Learning Environment. A major challenge faced by distance learning courses is the lack of face-to-face contact among students and between the student and the faculty member. Students are scattered all over the planet, do not know each other, and cannot meet. These facts are major impediments to the creation of a learning community. Until one takes a distance-learning course, one is often unaware of how important the experience of a learning community is to enjoying and completing a course. The Wilmette Institute utilizes several devices for augmenting the learning environment:


2. Homework Assignments. The Wilmette Institute's distance learning courses involve a series of homework assignments. Typically, each homework unit is designed to be completed in one to four weeks, assuming one works about five to eight hours a week. Much of the time is usually devoted to reading, but some is devoted to completing a learning project. Wilmette Institute courses usually include a wide variety of possible learning projects; students choose which ones they will complete. A description of possible learning projects may be found on page 48. The projects provide students with a variety of approaches to learn, depending on their skills and interests. All courses require completion of a presentation on the materials of the courses at a fireside, deepening, institute class, children's class, or some other venue.

Since students often have difficulties keeping up with the homework assignments, most Wilmette Institute courses include "catch-up weeks" that have no new homework assignments.

3. Use of the Worldwide Web. Every Wilmette Institute course has its own private web site, accessible only by password. Students will find their schedule of assignments, generic forms for learning projects, and special educational resources for their course at its web site.

When students register for the course they will be assigned a personal identification number. Each homework unit will be assigned its own web address or "URL." When a student completes a homework assignment the work will be posted at that URL behind a button with the student identification number on it. The student will also be told the URL for that unit so that she or he can go look at the other completed assignments, view the insights of one's fellow students, and get a sense of how their assignment compares to the work of their peers.

4. Collaboration with Fellow Students. Collaboration on the completion of homework exercises is encouraged. Individual learning projects, however, should be submitted, so that a record of each student's learning can be made. For example, two students could conduct a fireside or deepening together, but each should turn in a form about the event.

5. Refund Policies. Because there is an initial investment of office time to register a student for a course, add him or her to the listserver, assign him or her a faculty mentor, and set up the student's grading records, the Wilmette Institute does not offer a full refund, though exceptions may be made in cases of emergency or hardship. The Institute usually offers a three-quarters refund instead. As the course progresses, less and less of a refund can be offered, because the student has been provided with services. Usually after three weeks only a 50 percent refund is available, and after six weeks, none.

6. Types of Faculty. Most Wilmette Institute courses are taught by several instructors working together. Students thus benefit from the perspective and experience of more than one instructor. Faculty are divided into three types:

A. FACULTY ADMINISTRATOR. Every course has one faculty administrator, the person who is ultimately in charge of the course. The faculty administrator generally also serves as a faculty mentor.

B. FACULTY MENTORS. Every student is assigned to a faculty mentor who evaluates the student's assignments, watches the student's progress toward completing the course, and answers questions about the course. Students are advised to call or e-mail their faculty mentor monthly with a brief report about their progress.

C. FACULTY CONSULTANTS. Faculty consultants are faculty who have no students to advise but who help answer questions, contribute to the discussions on the listserver, and provide written materials to enhance learning.

LEARNING PROJECTS: SUMMARY OF TYPES

The Wilmette Institute wants its courses to be as useful to its students as possible, while simultaneously challenging them to stretch their abilities and experiences and develop new habits of regular study of the Bahá'í writings. To accommodate a wide range of learning styles of its students, the Institute has identified nine types of learning projects relevant to this course, classified in three categories:

I. Artistic Projects
        1. Poetry, Short Stories, Songs, Paintings, Sculpture, Dance
        2. Dramatic Presentations

II. Presentational Projects
        3. Firesides (hypothetical or actual)
        4. Deepenings/Classes (hypothetical or actual)
        5. Institute Classes

III. Other Projects
        6. Dialogue Projects
        7. Knowledge Maps
        8. Combinations of the Learning Projects
        9. Inventing your own Learning Project

Descriptions and forms for each of the nine are available at the Institute's website, at http://wilmetteinstitute.org/forms. The forms need not be followed rigidly; you may retype them, change the spacing between items, add your own items to them, and in some cases you may wish to drop items that are not relevant to your particular project. The important thing is to be creative and do something that will result in integration and application of your knowledge, for reading about a subject text by itself rarely results in deep or permanent learning. It is also important to aim your learning project to capture a central or significant aspect of the subject, and not explore an obscure or minor aspect.

Whenever you submit a learning project to us, please be sure to include your name, the subject, and the name of your mentor.

The forms for all the learning projects are available online at http://wilmetteinstitute.org/forms.

The World Religions: an Integrated Approach

Purpose. "The World Religions: An Integrated Approach" is a series created to introduce Bahá'ís to the origin, founders, development, teachings, practices, and followers of the various world religions. The religions are not studied in isolation, but as integral parts of the religion of God as it undergoes its development throughout human history. The courses will also be considered in the light of the Bahá'í Faith, the latest expression of divine revelation.

As the title of each course suggests, the series exists to foster:
        1. Deepening--that is, to help a Bahá'í understand better the basics of the other religion and the Bahá'í Faith. It has often been observed that one of the best ways to learn about one's own religion is to study another one, because comparison is a light that sheds illumination on both objects of study. Since Bahá'ís see all the world's major religions as divinely founded and based on a revelation, study of other faiths allows one to understand the foundation on which the Bahá'í writings were revealed.

        2. Dialogue--that is, to help a Bahá'í understand the basics of other religions well enough to interact with their followers with confidence and carry out Bahá'u'lláh's exhortation to "consort with the followers of all religions with friendliness and fellowship." Such interaction is essential if one wishes to introduce the Faith to others, find waiting souls, and foster the process leading to entry by troops.

The "World Religions: An Integrated Approach" series studies other religions from the perspective of the Bahá'í Faith. Since the Bahá'í perspective on specific teachings or movements is often not defined, the student will be able to participate in the effort to explore and discover the Bahá'í principles relevant to study of other religions. The series uses some of the techniques of the scholarly study of religions (often called comparative religion). The course is "formally organized" and "systematic," as the Universal House of Justice called for training institute courses to be; in this case, it is designed to be equivalent to a college evening course.


Course Components. The courses consist of the following:

1. Readings. For each religion the student will be given readings by both Bahá'ís and non-Bahá'ís and a schedule when to read them.

2. Discussion. 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. Discussion can occur four ways: by participation in the course's listserver (for those who have e-mail); a local study group (for those who are members of such a group); conference calls with fellow students, arranged by the instructor; and conversations with one's mentor/advisor. Listserver postings will be mailed every few weeks to those who do not have e-mail. Students with e-mail are expected to make a minimum of three postings to the listserver. The postings can be a brief observation about the religion under study or a question about it. Students without e-mail can fax their observation or question to their mentor.

3. Completion of a Written Assignment. Completion of the religion courses at all three levels (introductory, intermediate, and advanced) require completion of a written assignment.
        A. Introductory Level: A Self-Assessment. For students wishing to complete the courses at the introductory level, completion of a learning self-assessment is required. The learning self-assessment form gives you room to summarize the information you have learned, new understandings and insights gained, skills acquired or improved, new feelings or attitudes one has experienced, changes in beliefs and values that have resulted, and ways of applying or using the course materials you have considered. In short, it gives an opportunity for you to review in detail what you have gained from the course, for your own benefit and your mentor's information.

        B. Intermediate Level: A Religion Study Outline. At the intermediate level, completion of a "religion study outline" is required. The Wilmette Institute has developed this study outline, which consists of a series of about thirty generic questions on a typical religion. Completion of the study outline allows the student to organize basic information in a standardized format and helps one think about religions comparatively. Students may find it a useful exercise eventually to complete a religion study outline for the Bahá'í Faith as well. Most of the questions are answered in the readings. Some (such as the tradition's holidays) may not be easy to answer and can be discussed on the listserver and conference calls or may require some special research. The outlines do not require essays, or even complete sentences, to be finished. Students should think of the outlines as their own systematic notes on the tradition that they will use to give firesides and deepenings or to continue their own personal study. Students may modify the outline any way they find useful, especially by adding questions.

        C. Advanced Level: A Research Paper. At the advanced level, a 10-15 page research paper on some aspect of the religion being studied is required. You should discuss the topic with your mentor. The paper should include footnotes and a bibliography.

4. Completion of One Learning Project. Students at all three levels should complete one of the following learning projects in addition to the written assignment:
        A. A fireside or deepening on the religion. The presentation can even be to members of one's family; it need not be a large gathering. Presenting information one has learned is an excellent way to reinforce it and to develop skills in organizing information to teach to others. A form to report the presentation will be provided.

        B. Interaction of some sort with one or more followers of the religion. This could involve visiting a place of worship, speaking to a member of the faith, or interacting with a member over internet. Interaction with members of a faith will always bring a human dimension to the study that reading and discussion with Bahá'ís cannot. A form for reporting the interaction will be provided.

        Students are particularly encouraged to do either A or B. If possible, they should do both.

        C. Artistic or other projects about the religion, such as poetry, collage, music, or painting. Report forms are included.

Note: The objective of the course--to study religion in order to foster deepening and dialogue--is more important than the specific tasks listed here. If you would like to design a different set of tasks to accomplish the objective, speak to your mentor. The Wilmette Institute is happy to consider other plans to fulfill the course objective.

Exploring Bahá'u'lláh's Revelation

A series of courses that invites students to study Bahá'u'lláh's tablets in chronological order, allowing them to compare and contrast themes He stressed at different times in His ministry. Students receive a collation of information available on some 125 tablets that are matched with English translations and a series of learning projects to reinforce one's study. The course on the Kitáb-i-Aqdas involves reading the Most Holy Book and related texts, both chronologically and topically. The following courses are scheduled:

    GS 144: The Revelation of Bahá'u'lláh, 1853-63 (tentatively scheduled for Sep. 2001-Feb. 2002)
    GS 145: The Revelation of Bahá'u'lláh, 1863-68 (tentatively scheduled for June - Nov. 2002)
    GS 146: The Revelation of Bahá'u'lláh, 1868-77 (Apr-Sep. 2000)
    GS 147: The Revelation of Bahá'u'lláh, 1877-92 (Dec.-May 2001)
These courses include a "tablet study outline," a series of generic questions to consider in studying the various tablets.
    GS 148: Introduction to the Kitáb-i-Aqdas and Related Texts (six-month course)
    GS 149: Introduction to the Kitáb-i-Íqán and Related Texts (six-month course)
    GS 245: Introduction to the Tablets to the Kings and Suriy-i-Haykal (tentatively scheduled for Sep. 2000- Feb. 2001)

Exploring The Ministry, Writings, And Talks Of 'Abdu'l-Bahá

A series of courses exploring the life, example, work, writings, and talks of the 'Abdu'l-Bahá, head of the Bahá'í Faith from 1892 to 1921.


GS 150: 'Abdu'l-Bahá, the Exemplar. A course on the life and Ministry of 'Abdu'l-Bahá
Tentatively scheduled for October 2001 to December 2001.

GS 152: The Will and Testament of 'Abdu'l-Bahá
Tentatively scheduled for January 1, 2001 to February 28, 2001

GS 153: 'Abdu'l-Bahá's Tablets to Western Believers and The Tablets of the Divine Plan
Tentatively scheduled for January to March 2002

GS 154: 'Abdu'l-Bahá's Travels and Talks in the West
Tentatively scheduled for June 2002 to August 2002.

GS 155: 'Abdu'l-Bahá's Writings on Civilization (Secret of Divine Civilization and Treatise on Politics)
Tentatively scheduled for January - March 2004.

Exploring The Ministry And Writings Of Shoghi Effendi

A series of courses examining the life, ministry, and writings of Shoghi Effendi, head of the Bahá'í Faith from 1921 to 1957.

        GS 160: The Ministry of Shoghi Effendi
        A three-month course tentatively scheduled for Oct.-Dec. 2002

        GS 162: Shoghi Effendi's Writings on Bahá'í Administration, 1922-32. The course would focus on Bahá'í Administration but might draw on letters to British, German, Australian, and New Zealand believers from the same time period. The course is tentatively scheduled for January-March.

        GS 163: The Advent of Divine Justice
        March 1, 2000 - April 30, 2000

        GS 164: Shoghi Effendi's World Order Letters, 1932-36
        July 1, 2000 - September 30, 2000

        GS 165: The Promised Day is Come
        A two-month course tentatively scheduled for December 2003-January 2004

        GS 166: Shoghi Effendi's Writings, 1944-57 (Citadel of Faith and Messages to the Bahá'í World)
        A three-month course, not yet scheduled.

An Evolving Community: The History and Development of the Bahá'í Faith

        GS 131: The Bábí Movement, 1844-68. The course would cover the efforts of the Letters of the Living to spread the message of the Báb, the creation of Bábí groups, rising levels of persecution and the incidents at Shaykh Tabarsí, Nayríz, and Zanján. Some attention would be paid to the writings of Táhirih, Mullá usayn, and Quddús. The community's gradual disintegration from 1850 to 1863 would also be briefly discussed.
        Tentatively scheduled for March 1, 2001 - May 31, 2001

        GS 132: Development of the Bahá'í Community in the "Apostolic Age," 1863-1921. The course would look at the conversion of the Bábis into Bahá'ís from 1863 to 1870; the community's expansion as Jews, Zoroastrians, and Middle Eastern Christians were attracted; expansion and building of institutions in Iran; the transition from the ministry of Bahá'u'lláh to that of 'Abdu'l-Bahá; and expansion of the Faith to India, Burma, the United States, and Europe; the development of institutions in North America, Iran, the rest of the Middle East, Europe, Central Asia, India, and Burma. 'Abdu'l-Bahá's visits to the West will be a highlight.
        Tentatively scheduled for March 1, 2002 - May 31, 2002

        GS 133: The Bahá'í Community, 1921-57: Administrative Consolidation and Worldwide Expansion. The course would explore the creation and consolidation of the Administrative Order; the persecution of the Bahá'í community under Islam, Naziism, and Stalinism; the rebuilding of the Bahá'í community in Europe and Japan after World War Two; and the revolutionary spread of the Faith in the Third World.
        Tentatively scheduled for March 1, 2003 - May 31, 2003

        GS 134: Emergence of a Global Bahá'í Community, 1957-present. The course would explore the custodianship of the Hands (1957-63); the Faith's remarkable administrative expansion at the end of the Ten Year Crusade and election of the Universal House of Justice; the explosive growth in membership worldwide from 1957 to 1974; development of Bahá'í scholarship; persecution of the Faith in Iran since 1978 and its impact of the Faith's emergence from obscurity, particularly in the area of External Affairs; and the development of the Bahá'í World Centre, particularly construction of the Arc.
        Tentatively scheduled for March 1, 2004 - May 31, 2004.

Exploring the Bahá'í Teachings

Courses that examine specific Bahá'í teachings or related groups of teachings. The courses will be developed and offered as they relate to the themes of the Spiritual Foundations program.

GS 120: Bahá'í Theology. The course will focus on Bahá'í concepts of God, revelation, Manifestation, individual, creation/nature, covenant, afterlife, knowledge (science and religion). Tentatively scheduled for Nov. 1, 2000 - Jan. 31, 2001

GS 122: Bahá'u'lláh's Covenant. The course will study the most important Bahá'í writings on the Covenant: The Tablet of the Branch, The Tablet to the Land of Bá, The Book of My Covenant, sections of the Kitáb-i-Aqdas, The Will and Testament of 'Abdu'l-Bahá, and two tablets of 'Abdu'l-Bahá both titled "Tablet of a Thousand Verses." Secondary works, such as Adib Taherzadeh's The Covenant of Bahá'u'lláh and compilations will also be examined. Tentatively scheduled for January-March 2001.

GS 181: Individual Development. A 3-month course exploring the physical, mental, emotional, and spiritual development of individual human beings tentatively scheduled for November 2001-January 2002.

GS 183: Marriage and Family Life. A 3-month course on creation of strong Bahá'í marriages and families.March-May 2002

GS 125: Bahá'í Community and Administration. A 3-month course based on Module C of the Spiritual Foundations program and focusing on the creation of strong Bahá'í communities and local Spiritual Assemblies. Tentatively scheduled for November 2002-January 2003.

GS 141: Bahá'u'lláh: The Promised One. A 3-month course on the ministry of Bahá'u'lláh, tentatively scheduled for October 2003.

GS 186: Establishing World Peace. Based on the Peace Statement and related statements of the Bahá'í International Community, this course will consider the impediments preventing the establishment of world peace and the relevant Bahá'í principles for overcoming them. Readings from political science and international relations will be included to give context. Tentatively scheduled for November 2003-January 2004.

GS 187: Nature, the Environment,and Agriculture. The course will examine nature and the environment and the statements in the Bahá'í writings about them. It would consider the problems of balancing respect and preservation of nature with exploiting it for human development. The importance and role of agriculture will also be considered. Tentatively scheduled for March through May 2004.

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