The Spiritual Foundations for a
Global Civilization Program
SUMMER SESSION SCHEDULE
see photos
of the 2001 summer session in Wilmette, Illinois
see also the Complete Catalogue for
more description
THE SPIRITUAL FOUNDATIONS FOR A GLOBAL
CIVILIZATION PROGRAM
Overview of the Four-Year Program
1. Mission Statement
The purpose of the Spiritual Foundation for a Global Civilization program
is to help advance the process of entry by troops by raising up a new generation
of diverse, knowledgeable, articulate teachers and administrators of the Bahá'í
Faith by imparting knowledge; developing various skills, particularly teaching
skills; fostering Bahá'í identity; inculcating a spirit of service;
and creating a model Baháí community life. A major requirement
of the program is the students' commitment to practical service and teaching
activities.
2. Curriculum
Spiritual Foundations for a Global Civilization is a four-year university-level
program of systematic study. The program has four thematic clusters that can
be studied in any order:
- religion, philosophy, and theology (the nature of religion, the various
world religions, ancient and modern philosophy, and Bahá'í
concepts of God, revelation, humanity, creation, afterlife, and Covenant);
- the development of human beings and the creation of strong Bahá'í
marriages and families;
- the nature and purpose of human communities and their governance, with
a particular focus on Bahá'í communities and the administrative
order; and
- carrying forward an ever-advancing civilization, examining such issues
as establishing world peace and global prosperity, advancing racial and
sexual equality, protecting the environment, and the proper use of science.
In addition, each year the following are included:
- the study of Bahá'í history,
- thematic examination of Bahá'í scripture,
- the acquisition of skills in teaching the Faith, and
- the development of other skills such as writing, public speaking, community
building, and conflict resolution.
These eight areas constitute the eight modules addressed by the Spiritual Foundations
program.
Parts of the Spiritual Foundations program are accreditable at the university
level. The program is open to Bahá'ís aged eighteen or older
with a high school degree or equivalent.
The program has two components:
An annual intensive residential session consisting
of classes, service projects, training in teaching the Faith, and hands-on
experience in building a community among the students and faculty. The university-accreditable
portion of the residential session is the equivalent of at least one-semester
course each year. The residential session, which is held in Wilmette, is three
weeks in length.
Ten months of self-study assignments and teaching
and service activities undertaken by students in their home locales. This
part of the program is roughly equivalent to the homework of at least a
one-semester course of study each year. Much of the homework is set up as
"learning projects," such as giving firesides and deepenings about
the material studied. Students choose which learning projects to do, thereby
shaping their learning experience.
3. 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.
But if a student does not need or want university credit, the Institute gives
a student the freedom to complete the home study as he or she wishes, at the
pace he or she prefers. The suggested deadlines for completing work impose
a useful discipline to learning and enable students to enjoy the benefits
that result when many people are studying the same material at the same time
and thus can discuss the work together.
Students who do not complete the home study of a particular year by the
ending date of that year are given an incomplete. The Spiritual Foundations
program will give a student an additional year to complete the home study
for a particular year. Additional extensions may be considered, depending
on availability of the faculty. After that, the student can always repeat
the year's courses. Since courses are independent of each other, failure to
complete one year's home study does not prevent a student from taking the
next year.
4. Fees for the Spiritual Foundations Program
| Application: |
$25 |
| Tuition: |
$700 |
| Lodging: |
$200 (approx.) |
| Meals: |
$224 (approx.) |
| Books: |
$100 (approx.) |
| ____________________ |
| Total: |
$1,249 (approx.) |
|
The application, tuition, and lodging fees are paid directly to the Wilmette
Institute. The Wilmette Institute turns the lodging fee over to the dormitory
where the students reside. The cost of meals assumes $16.50 per day for breakfast,
lunch, and supper. A hospital cafeteria and many restaurants are available nearby.
The Institute may also collect a small fee for snacks and any communal meals
it plans.
The Institute asks that students pay the fees in three installments. The
following table gives the amount of each installment and when it is due:
|
Tuition |
Lodging |
Meals |
Total |
| April 1 |
$150 |
$100 |
* |
$250 |
| Aug 2 |
$250 |
$100 |
* |
$350 |
| September 1 |
$300 |
-- |
* |
$300 |
| Total |
$700 |
$200 |
* |
$900 |
* meals are either paid directly
to the College, or students may wish to eat
at a restaurant of their choice; price of meals is thus not included in
this chart. |
Materials required for the course that are not readily available through the
Bahá'í Distribution Serviceor that students do not already
ownare purchased from the Wilmette Institute; students are charged at
the time of purchase.
5. Schedule for the Spiritual Foundations Program, 2003
Application Period Opens — Jan. 1, 2003
Application Period Closes — Apr. 15, 2003
Home Study I Begins — May 1, 2003
Home Study I Ends — July 31, 2003
Summer Session Begins — Aug 2, 2003
Summer Session Ends — Aug. 16, 2003
Home Study II Begins — Sept 1, 2003
Home Study II Ends — April 1, 2004
(Spiritual Foundations students will have until May 1, 2004 to take
as many distance-learning courses as they please for free, and to
complete projects involving teaching the Faith and deepening.)
Home study I is primarily to do readings to prepare for the summer residency;
home study II is primarily tointegrate learing and complete a learning project
to wrap up the course. Students give firesides, deepenings, and classes on
the material they studied all year. Students can also take as many distance-learning
courses as they wish for free. If the schedule of a distance-learning course
conflicts with home study I or II, adjustments in expectations can be made.
Subjects Covered in the Spiritual Foundations Program
Module A: World Religions, Philosophy, and Bahá'í Theology
(35 hrs) (2000; 2004)
The course introduces the major religions in the world today in the perspective
of both comparative religion and the Bahá'í Faith. It explores
aspects of modern philosophy to highlight major concepts relevant to understanding
the Bahá'í teachings. Finally, it examines the basics of Bahá'í
theology, an exploration greatly illuminated by comparisons to other philosophical
and religious systems of thought.
1. Major World Religions (25 hrs.)
Hindusim
Buddhism
Judaism
Christianity
Islam
2. Introduction to Philosophy (4 hrs.)
Introduction to the Meaning, History, and Branches of Philosophy
Major Schools of Thought in Philosophy
Selected Philosophical Concepts and Philosophers
Relation Between Religion, Philosophy, and Science
3. Bahá'í Theology (6 hrs.)
Bahá'í Concept of God
Manifestation and Revelation
Revelation
Progressive Revelation
Infallibility
Covenant
Humanity and Creation
Good and Evil
Fate and Free Will
The Nature of Knowledge
Independent Investigation
Harmony of Reason and Revelation
Concept of the Soul and Afterlife
4. Uniqueness of Bahá'u'lláh's Mission (1 hr.)
Purpose of the Bahá'í Faith
Module B: Individual Development and Creation of Bahá'í
Marriages and Families
(45 hrs.) (1997; 2001) (Note: the program in 2001 will have to be shortened
to 30 hours)
The course covers the physical, mental, intellectual, and spiritual dimensions
of individual development; moral development and virtues; the institution
of marriage; parenthood and child rearing; family life; the individual and
institutions; and the individual and the community.
1. Individual Development (15 hrs.)
The Nature of Humanity: Overview
An Introduction to the Human Temple
The Human Body: Structure, Function,
Growth
Health, Nutrition, and Cleanliness
The Mental Dimension
The Powers of the Human Mind
Language and the Power of the Word
The Nature and Purpose of Emotion
Knowledge, Learning, and Education
The Spiritual Dimension
The Relationship between Mind, Soul,
and Spirit
The Development of Hope and Faith throughout
the Life Cycle
The Role of the Arts in the Spiritual
Development of the Individual
Laws and Ordinances
Prayer and Fasting
Daily Reading
Deepening
Moral Development and the Unfoldment
of Virtues
(Life of 'Abdu'l-Bahá
as Example: See Module E, part 2)
The Dual Processes of Independent
Investigation and Consultation
Incorporating the Bahá'í
Calendar into One's Life
2. Family Development (15 hrs.)
The Social Dimension of the Individual
Autonomy and Connection
The Institution of Marriage
The Development of the Soul in Marriage
Social Functions and Individual Growth
The Role of Sexuality
Parenthood
The Individual's Role in Educating Children
Parenthood as a Stage of Human Development
Family Life
Hierarchy, Unity, and Equality in the
Family
Mothers and Fathers: Responsibilities,
Functions, Roles, and Equality
Balancing Service and Financial Responsibility
Children's Responsibilities to Parents
Diversity in the Family
The Equality of Women and Men
Module C: Concepts of Community and Governance (45 hrs.)
(1998; 2002)
The course consists of an exploration of how human communities are formed
and how they govern themselves, both historically and according to current
political theory. The Bahá'í administrative order and community
will be the focus of the course and are examined in their historical context.
Their salient features are explored, and they are studied as both a theory
and a practice of community building.
1. The World Order: Introductory Aspects (4.5 hrs.)
The Nature and Purpose of the Administrative Order
Chief Institutions
Its Evolutionary Nature
Its Relationship to the New World Order
The Last Refuge of a Tottering Civilization
The Bahá'í Concept of Unity as it Relates
to Community and Governance
The Unity Principle as it Relates to Dissent
2. Political Theory (7.5 hrs.)
History of Political Theory
Democracy/Oligarchy/Aristocracy; Tyranny/Kingship
Divine Right of Kings; Religious Defense
of Absolutism
Social Contracts
Liberalism, Nationalism, Marxism
Institutional Theory
Voting Mechanisms
Human Rights
History of the Idea
Concepts of Liberty, Justice, and Equality
Discourse and Freedom of Speech
Bahá'í Elections in Comparative Perspective
3. The Divine Nature of the Bahá'í Institutions (7 hrs.)
Infallibility of the Institutions
Greater and Lesser Infallibility
Material from John Hatcher's The Arc of Ascent:
The Social Imperative and the Emergence
of Global Identity
Dimensions of Individual
Salvation
The Bahá'í Concept of
the Social Self
The Kingdom to Come: A Model for the
Bahá'í Commonwealth
The Heart of the Commonwealth: The Local
Community
4. Sociology and the Bahá'í Community (6 hrs.)
Social Systems and Social Change
Formal and Informal Social Systems
Theories of Markets, Bureaucracies, and Voluntary Associations
Theory of Social Contract
Competition Versus Cooperation
The Institution of the Hazíratu'l-Quds
The Institution of the Mashriqu'l-Adhkár
Nineteen-Day Feast, Holy Days, and Community Worship
5. Bahá'í Institutions in Legal Perspective (4.5 hrs.)
6. The Institutions of the Bahá'í Administrative Order and
Bahá'í Community (9 hrs.)
The Institution of the Guardianship
The Institution of the Rulers
The Institution of the Universal House
of Justice
The Bahá'í World Center
The National Spiritual Assembly
The Regional Bahá'í Councils
The Institution of Local Spiritual Assemblies
The Institution of the Learned
The Institution of the Hands of the
Cause of God
The Institution of the International
Teaching Center
The Institution of the Counselors
Auxiliary Board Members and Assistants
Distinctive Features of the Administrative Order
Spiritual Significance of Establishing
Spiritual Assemblies
The Nature of the Bahá'í
Election Process
Provisions for Protection of the Faith
The Nature and Purpose of the Bahá'í Community
7. The Bahá'í Faith and Global Governance (7 hrs.)
The Crisis of Governance
The Bahá'í Faith and the Issue of Governance
Bahá'ís and Politics
Nonpartisanship
The Bahá'í Faith and the United Nations
The Bahá'í Community as
a Model
Module D: Carrying Forward an Ever-Advancing Civilization
(45 hrs.) (1999; 2003)
Bahá'u'lláh revealed numerous social teachings, which 'Abdu'l-Bahá
and Shoghi Effendi subsequently interpreted and elaborated. Since about 1980
the Universal House of Justice and its agencies have elucidated and applied
the Bahá'í social teachings further through a series of statements,
including a statement on social and economic development (1983), The Promise
of World Peace (1985), The Bahá'í Statement on Nature
(1987), a statement on literacy (1989), The Prosperity of Humankind
(1995), and Turning Point for All Nations (1995). In addition, the
National Spiritual Assembly of the Bahá'ís of the United States
has issued The Vision of Race Unity (1991) and Two Wings of a Bird:
The Equality of Women and Men (1996). Collectively, these statements identify
a series of issues facing humanity, emphasize their mutually reinforcing and
overlapping natures, and outline the spiritual principles necessary for resolving
them. Among the issues are: racism; economic disparities; unbridled nationalism;
religious strife; equality of the sexes; universal education; and the need
for a universal auxiliary language. Module D will focus on these issues and
issues of science and the environment. The module will be based on the statements
listed above and relevant background information identified in academia.
1. The "Great Peace" (9 hrs.)
An overview of The Promise of World Peace and selected
other statements
2. The Oneness of Humanity (7.5 hrs.)
The Vision of Race Unity
History of Modern Racism
Racial Unity
Two Wings of a Bird
Gender Equality
Human Rights
3. Global Prosperity (7.5 hrs.)
The Prosperity of Humankind
Social and Economic Development Statements by the
Universal House of Justice and Compilations
Purpose of wealth
Free market theories of development
Marxism
Development of agriculture
4. Toward a New Political Order (7.5 hrs.)
Turning Point for All Nations
International Relations Theory
Nationalism and internationalism
5. Education and Communication (6 hrs.)
The Literacy Statement by the Universal House of Justice
Aspects of Education
A Universal Auxiliary Language
6. The Harmony of Science and Religion (7.5 hrs.)
Science and Religion
The Bahá'í Statement on Nature
The Environment
Module E: Bahá'í History (32 hrs.) (1
section during each of the four years)
The Bahá'í History Module covers four interrelated subjects,
in chronological order, that reinforce the contents of Module , B, C, and
D.
1. The lives of the Central Figures and Shoghi Effendi
2. The history and development of the Bahá'í administrative
order
3. The historical and intellectual context of the Bahá'í writings
(the Central Figures, Shoghi Effendi, and the Universal House of Justice)
4. The history and development of the Bahá'í community
1. 1800-63 (8 hrs.) (200; 2004) (Note: Section 1 is taught during the
year in which Module [World Religions, Philosophy, and Bahá'í
Theology] is offered and reinforces many of that module's themes.)
Shaykhis, Millerites, and Other Millennial Groups
The Life of the Báb
The Writings of the Báb
Bábí History
The Life of Bahá'u'lláh to 1863
The Early Writings of Bahá'u'lláh
The Bahá'í Community during Bahá'u'lláh's
Lifetime
2. 1863-1921 (8 hrs.) (1997; 2001) (Note: Section 2 is taught during
the year in which Module B [Development of the Individual and Creation of
Strong Bahá'í Marriages and Families] is offered and reinforces
that module's themes.)
The Life of Bahá'u'lláh, 1863-92
Later Writings of Bahá'u'lláh
The Life of 'Abdu'l-Bahá
Writings and Talks of 'Abdu'l-Bahá
Memorials of the Faithful
Tablets by 'Abdu'l-Bahá
The Middle East Bahá'í community during 'Abdu'l-Bahá's
Lifetime
The Establishment of the Faith in the West
'Abdu'l-Bahá's trip to Europe
and North America in 1912
'Abdu'l-Bahá's Talks in the West
The Promulgation of Universal Peace
3. 1921-1957 (8 hrs.) (1998; 2002) (Note: Section 3 is taught during
the year in which Module C [Concepts of Community and Governance] is offered
and reinforces that module's themes.)
The Life and Writings of Shoghi Effendi (6 hrs.)
God Passes By
Development of the Bahá'í Community, 1921-57
(6 hrs.)
Creation of the Administrative Order,
1921-37 (1.5 hrs.)
The First and Second Seven Year Plan:
The Ten Year Crusade (1.5 hrs.)
Construction of Houses of Worship (1.5
hrs.)
The Persecution of the Faith under Marxist
and Fascist Regimes (1.5 hrs.)
4. 1957-present (9 hrs.) (1999; 2003) (Note: Section 4 is taught during
the year in which Module D [Carrying Forward an Ever-Advancing Civilization]
is offered and reinforces that module's themes.)
The Custodianship of the Hands; Election of the Universal
House of Justice 1.5 hrs.
Continuing the Plans, 1963-Present (1.5 hrs.)
The Spread of the Faith in the Third World (1.5 hrs.)
The Persecution of the Faith, Especially in Iran (1.5 hrs.)
Emergence of the Faith from Obscurity (1 hrs.)
Entry by Troops
Development of Bahá'í Studies (1 hr.)
The Development of the Bahá'í World Centre
(1 hr.)
Construction of the Arc
Messages of the Universal House of Justice (1 hr.)
Module F: Bahá'í Scripture (32 hrs.) (1
section during each of the four years)
The Bahá'í writings are covered three different ways in the
Spiritual Foundations of a Global Civilization program:
- The historical and intellectual context of the writings of the Central
Figures, Shoghi Effendi, and the Universal House of Justice is covered
in the Bahá'í History Module (see above).
- Themes in the Bahá'í writings are covered in Modules
A through E, where appropriate; indeed, much of the content of those modules
involves discussion of ideas and passages from the Bahá'í
writings.
- Discussion of the content of specific books. Sometimes entire books
will be treated in Modules A through E, when the primary theme of the
book matches the theme of that module. There is insufficient time in the
Spiritual Foundations program to cover all works of Bahá'í
scripture; hence only the salient works will be studied.
1. Writings on Religion, Philosophy, and Theology (Theme, Module )
(8 hrs.) (2000; 2004)
The Kitáb-i-Iqán
Some Answered Questions
2. Writings on the Development of the Individual (Theme, Module B)
(8 hrs.) (1997; 2001)
The Kitáb-i-Aqdas
3. Writings on Community and Governance (Theme, Module C) (8 hrs.)
(1998; 2002)
The Kitáb-i-Aqdas as it relates to Community
and Governance
Tablet of Carmel
Kitáb-i-Ahd
Will and Testament of 'Abdu'l-Bahá
The World Order of Bahá'u'lláh letters
Tablets of the Divine Plan
The Constitution of the Universal House of Justice
4. Writings on Establishing Global Civilization (Theme, Module D) (8
hrs.) (1999; 2003)
Tablets of Bahá'u'lláh Revealed after
the Kitáb-i-Aqdas
The Promised Day Is Come
The Advent of Divine Justice
The Secret of Divine Civilization
Module G: Expository Writing and Research Skills (24
hrs.) (1 section during each of the four years)
The Spiritual Foundations program focuses on skills necessary for Bahá'ís
to become better teachers and administrators of the Faith. One or two skills
are taught each year, and they are reinforced by the faculty teaching the
other modules.
1. Oral Communication (1996; 2000)
2. Writing Skills (1997; 2001)
3. Consultation Skills ( 2002)
4. Course and Curriculum Development Skills (2003)
Module H: Teaching the Faith (24 hrs.) (1 section during
each of the four years; 6 hrs./yr.)
The entire Spiritual Foundations program exists to provide skills to facilitate
efforts to teach the Faith. Modules A through G exist to provide useful background
knowledge for answering the questions of others. By "teaching" is not meant
pushing the Faith on others but understanding the Bahá'í Faith
deeply, living its principles, constantly demonstrating its personal transforming
power, and having the wisdom and tact to know what to say to others and when
to say it. It is of such a person 'Abdu'l-Bahá speaks when He says:
...ye must conduct yourselves in such a manner that ye may stand
out distinguished and brilliant as the sun among other souls. Should any
one of you enter a city, he should become a center of attraction by reason
of his sincerity, his faithfulness and love, his honesty and fidelity, his
truthfulness and loving-kindness towards all the peoples of the world, so
that the people of that city may cry out and say: "This man is unquestionably
a Bahá'í, for his manners, his behavior, his conduct, his
morals, his nature, and disposition reflect the attributes of the Bahá'ís."
Not until ye attain this station can ye be said to have been faithful to
the Covenant and Testament of God (quoted in Shoghi Effendi, The Advent
of Divine Justice, pages 25-26).
During the summer session students participate in teaching workshops that
review the relevant Bahá'í principles and practice the skills
necessary for teaching the Faith effectively. Each of the four workshops,
given consecutively over the four year program, consists of two parts. Part
One is common to all four sections. Each year expands on the previous year.
It includes:
- Working with the Master Key (a listing of Bahá'í scriptural
works)
- Learning from the Example of 'Abdu'l-Bahá
- Great Teachers of the Faith
- Teaching Experience
Part two is different each year. The emphasis moves gradually from individual
teaching toward promoting entry by troops.
The four sections are:
1. Individual Teaching (2000; 2004)
Common Themes
Exploring the Spectrum of Individual Teaching
2. Teaching in Groups (1997; 2001)
Common Themes
Experiencing the Power of Teaching/Deepening in Groups
3. Building a Teaching Structure (1998; 2002)
Common Themes
Complementary Nature of Expansion and Consolidation
Setting Up a Teaching Structure Responsive to Local Needs
Responding to Attacks and Criticisms
4. Toward Entry by Troops (1999; 2003)
Common Themes
Setting Forth to Bring About Entry by Troops
During the residential session, students have the opportunity to test their
skills by serving as guides at the Bahá'í House of Worship and
by teaching on its premises. There are also other opportunities to teach while
in Wilmette. In August 1998 the owner of a Wilmette restaurant declared as
a result of Spiritual Foundations students repeatedly visiting her establishment.
Students also have the opportunity to mention the Bahá'í Faith
to others while staying in the dormitory. They must remember, however, that
the university administrators and the dormitory staff encounter Bahá'ís
frequently. They may be particularly interested in seeing whether Bahá'ís
really exemplify their teachings, and they may not want to hear a basic summary
of the Bahá'í Faith repeatedly. Since we use university facilities
every year for the summer residential session, extra tact and wisdom should
be exercised when mentioning the Faith in them.
When Spiritual Foundations students return home, they are encouraged to implement
what they have learned. An e-mail listserver (Global) is provided for discussing
teaching successes and asking for suggestions from the faculty. Many home
study assignments for Modules A-G can be completed as firesides. We ask our
students to complete a simple form about their teaching projects so that we
know what they have done and what resulted. This allows us to measure the
impact of the Wilmette Institute on teaching the Faith. In 1997-98, Spiritual
Foundations students reported bringing four people into the Faith; in 1998-99,
twenty-five.
SERVICE TO OTHERS
While there is no service module in the Spiritual Foundation curriculum, it
is a crucial aspect of the program, and is woven into it in many ways. The Wilmette
Institute seeks to inculcate the spirit of service in all its students. Service
is a key virtue of every Bahá'í. The fact that the Exemplar of
the Bahá'í Faith took on the title 'Abdu'l-Bahá, "Servant
of Bahá," underlines its high station.
Students are invited with many opportunties to serve the Faith while in Wilmette,
particularly at the House of Worship. Wilmette Institute students are also asked
to carry out service projects at home, preferably at least one simple service
project per month. Since service is one of the best ways to teach the Faith,
service projects can be combined with teaching efforts. The Wilmette Institute
wants to know about its students' service efforts and provides a simple form
to fill out. This allows the Institute to measure the impact of its programs
on its students and their local communities and provides information for improving
and further developing its programs.
COMMUNITY LIFE
The creation of a model Bahá'í community life is one of the major
reasons why the Spiritual Foundations program has a residential session. Parts
of the Spiritual Foundations program could be taught by correspondence and other
distance-learning techniques, but community life cannot be created at a distance.
The Spiritual Foundations program provides an opportunity for its students to
create their own Bahá'í community during the two-week residential
session, complete with dawn prayers at the House of Worship and a weekly "feast."
Living in a dormitory, sharing most meals together, studying together, and doing
service together also help to create a close sense of community.
When the summer session ends, community life continues in limited form on the
listserver (Global), by conference calls, and private communication among the
students. Students are encouraged to help each other to complete their home
study assignments. It is hoped that students will try to apply what they learned
about community over the summer to improve their home communities during the
rest of the year.
Summer Residential Session
The summer residential session is the core of the Spiritual Foundations program.
The home study before it is preparatory to the summer classes, and the home
study afterward is designed to reinforce and complete the class lectures and
discussions. Some subjects covered by the Spiritual Foundations program, such
as public speaking and creative writing, cannot be taught by correspondence
and thus are only covered in the summer session. Furthermore, the summer session
serves as a laboratory where Bahá'í community can be created,
experienced, and improved. Finally, the summer session provides the chance to
meet faculty and fellow students, social contact that eases the sense of isolation
that home study can generate. Because of its importance, the summer residential
session cannot be skipped. It is essential to participation in the Spiritual
Foundations program.
At the completion of each summer session, students will receive a certificate
of attendance.
2. Weather.
Because Chicago is in the middle of a continent and near a very large lake,
its weather is highly variable. July and August are the hottest months of
the year, with a mean daily high of 84 F / 27C and a mean nightly low of 63F
/ 17C. Extremely high temperatures, however, do occur, and they are always
accompanied by humidity. August tends to be more humid than July. In July
1995 one day hit 106F/36C during a month-long heat wave with temperatures
almost every day over 90F/32C. In July 1996, however, almost every day was
70 to 78F (21 to 26C), humidity was comfortable, and nights were ideal for
comfortable sleep. Summers are not always hot; if there is a strong wind off
the lake and one is at an outdoor activity near it, one can get quite chilly,
because the lake does not warm up until August. Also, classrooms may be air
conditioned too much and can be chilly.
Rain is unpredictable; an entire month can pass without rain, or it can
rain almost daily. Severe thunderstorms can also occur. On rare occasions,
they are accompanied by tornadoes.
When packing clothes for Chicago, it is, therefore, best to bring light
summer clothes for high heat, but a rain coat that can also serve as a jacket
and windbreaker is necessary. A sweater or spring coat might also be a wise
precaution. An umbrella is essential.
3. What to Bring With You.
Summer clothes
Spring jacket and sweater
Business/dress wear (for the Welcoming Dinner, Candlelight
Dinner, and House of Worship)
Umbrella
Fan
Sheets for a single bed, pillow case, towels (not available
from the dorm)
Prescription medicines (if necessary)
Over the counter medications (aspirin, for example)
Personal and Bahá'í books
School supplies (pen, pencil, paper, notebook)
A portable typewriter or laptop computer (not essential
but helpful)
4. Dress Code.
The Wilmette Institute students must be exemplars of Bahá'í
ideals at all times. They are not the only students in the dormitories or
on campus; there are many opportunities to mention the Faith. Wilmette Institute
students should be aware of the public image of the Faith they create. For
this reason one should choose one's dress carefully, avoiding overly casual,
sloppy, or revealing clothes.
Even higher standards of dress are expected of those who enter the Holiest
House of Worship. One should not go to the House of Worship wearing shorts
or tank tops.
The House of Worship expects formal dress of anyone serving as a guide.
Men should wear nice shirts with ties; women should wear dresses or skirts,
not slacks.
5. Behavioral Expectations.
As noted, Wilmette Institute students will be visiting the Bahá'í
House of Worship can serve there and at the Bahá'í National
Center, and will be living in a dormitory with other students. Our time together
in Wilmette is an opportunity to create an ideal Bahá'í community,
not only as a laboratory for our own learning but as a model for others to
see and experience. For these reasons the highest standards of ethical, moral,
and spiritual conduct will be expected of our students.
The closed space of a dormitory also dictates that one be courteous of one's
fellow students. Among other things, this means one cannot stay up late at
night talking as it disturbs others as well as impairs one's ability to participate
in class. For this reason after 11 p.m. is quiet time and all should be in
their rooms.
6. Dormitory Supervision.
The Wilmette Institute provides a dormitory supervisor to live with the
students, offer advice, assist in emergencies, and monitor behavior.
7. Safety.
Evanston and Wilmette have experienced the crime problems typical of many
American cities. Consequently, personal property should always be kept in
a locked place, such as your room, or should be kept close to you. Automobiles
should always be locked. If you must walk somewhere at night, you should be
accompanied by a friend.
8. Children and Spouses.
The Institute has not established formal policies about the presence
of children and spouses at the summer residential program. One year a couple
brought a six-month old with relatively little disruption. Small children
able to walk, presumably, would be disruptive of class. Other students have
brought older children (over the age of 15) who were able to volunteer at
the National Center or guide at the House of Worship during class. Spouses
have often stayed at the dormitory on weekends.