Exemplar Enquiry for the Norfolk Agreed Syllabus: The Baha’i Faith
What is the meaning of Progressive Revelation to Baha’is?
Key Concept
The Oneness of God,
religion and humanity.
Focusing on
Progressive Revelation
Areas of Study
Beliefs and Questions
Belonging: Family, community
and the world
Inspiration, influence and the
impact of belief
Teachings and Authority
Assessment criteria
Children should be able to:
Describe the impact of the Baha’i belief in progressive revelation on individuals and communities
Use the term ‘progressive revelation’ accurately in their own work
Use more than one reason to support their own views about Baha’i beliefs
Ask questions about the meaning of ‘unity’ and ‘diversity’ and the concept of ‘Unity and Diversity’
Give reasons why Baha’u’llah (the Prophet Founder of the Baha’i Faith) inspires the Baha’i
community.
(Level 4)
Enquiry Outline
Engage
(approx. 1hour)
Sit the class in a circle or semi -circle, and place symbols of at least 9 world religions on the floor in the middle. In addition, place at the
centre a small ‘treasure’ box. Inside the box place copies of the ‘Golden Rule’ taken from at least 9 world religions or belief systems.
These could be in the form of tiny scrolls secured with ribbon.
There is a useful version of the Golden Rule at http://www.lakewoodwabahais.org/ProgressiveRevelation.html
The children take turns to take a scroll and share it with a partner. They then decide which religion they think it belongs to and place
the scroll on to the religious symbol.
Children read out their scroll and explain why they placed it on a certain symbol. Children talk about the similarities and links between
the quotations and the key message of ‘treat others as you would like to be treated’.
Ask the children why they think all the different religions might have the same teaching?
Enquire
Explain that the Baha’i Faith believes in Progressive Revelation and explain that you are going to explore this idea together.
(up to 1 hour)
Show the children an image for Progressive revelation such as:
http://www.cincinnatibahai.org/ or http://student.wits.ac.za/Clubs/Bahai/OnenessofReligion.htm
What questions do the children want to ask about this image? What puzzles them about it? What do they like about it?
With the children create some enquiry questions which you can explore together such as;
- Does this mean all religions are the same?
- Do all religions believe in the same God?
- What were the messages of the different prophets according to the Baha’i Faith?
Explain to the children that they are going to create a new logo (could be 3D) which is based on the idea of progressive revelation.
Explore
Depending on the children’s questions:
(approx. 4 hours)
Introducing the Baha’i Faith:
Explore the early history of the faith including the Bab, and Baha’u’llah as a Messenger of God.
A very good video, which would be suitable for most children can be found at http://vimeo.com/6251703
Draw out the idea that Baha’u’llah proclaims world peace and unity are inevitable.
Explore the Oneness of religions:
Look at different names for God- consider similarities and differences. Why might Baha’is say we should stop arguing about names of
God? Explore the meaning behind the two main Baha’i symbols.
Nine-pointed star: A simple nine-pointed star is generally used by Baha’is as a symbol of their Faith. The number nine has special
significance in the Baha’i Revelation. The word “Baha” (Arabic for “Glory”) corresponds to the number nine in the Arabic system of
numerology, known as the Abjad system. Nine years after the announcement of the Bab in Shiraz, Baha’u’llah received the intimation
of His mission in the dungeon in Tehran. Nine, as the highest single-digit number, symbolizes comprehensiveness and culmination. As
the Baha’i Faith claims to be the fulfilment of the expectations of all prior religions, this symbol, as used, for example, in nine-sided
Baha’i Houses of Worship, reflects that sense of fulfilment and culmination.
The Ringstone Symbol: The purpose of the symbol that appears on Baha’i ringstones and other Baha’i jewellery serves as a visual
reminder of God’s purpose for man, and for Baha’is in particular. The top horizontal bar represents the world of God, the Creator. The
middle bar symbolizes the world of His Manifestations, unadorned. The bottom bar represents the world of man.
The vertical line joins the three horizontal bars together in the same way that the Divine Messengers of God form the link between the
world of God and the world of man. The twin five-pointed stars on either side of the design represent the Bab and Baha’u'llah, the twin
Messengers of God for this age. The ringstone symbol was designed by Abdu’l-Baha(The Son of Baha’u’llah)
Religion through time:
Create a timeline showing Messengers through time e.g. from Abraham to Baha’u’llah. Task children to find out more about one or
more of these Messengers and their message.
Compare the idea of gradually adding knowledge and understanding as they go through school in a particular subject. Explain that
Progressive revelation is ‘a bit like this’ or each Messenger of God as bringing another successive chapter in God’s Book. See if the
children can come up with other analogies.
For all aspects the teacher should draw out what these beliefs mean for a Baha’i, particularly in relation to how they regard the
‘oneness‘ of other world religions. Children might consider the value of having a member of the Baha’i Faith in ‘interfaith’ discussions’
or when there are conflicts between different religions groups. How might a Baha’i help in these situations?
Encounter with a member of the Baha’i Faith:
Invite in a member of the Baha’i community in Norfolk to talk about the meaning of progressive revelation for them.
Some of the sites below have interviews or comments from members of the Baha’i Faith.
Useful resource pages:
http://media.bahai.org/subjects/activities/
http://www.bahaullah.org/
http://bahaivideo.com/
Evaluate
Children consider the following questions, and others which they may raise themselves:
(Up to 1 hour)
How far do you agree with the Baha’i belief in progressive revelation?
What difference does believing in progressive revelation make to a Baha’i?
Are all religions really the same? Do they all believe in the same God?
Is there one truth or many different truths or no truth at all?
Is unity important, or can diversity be a good thing too?
What do you understand Baha’is to mean by ‘Unity in Diversity’
Children may also take part in activities such as:
Interviewing a Baha’i, or emailing them
Discussing some case studies or scenarios about situations Baha’is may be faced with and deciding what they would do or what advice
they would give as a Baha’i e.g. two people arguing about their religions and which one is best ( a Baha’i would bring out the idea of
unity in diversity and so arguing is futile and meaningless) or perhaps two people asked to create a mission statement about peace ( a
Baha’i would value peace highly and would have much to say about its value)
Express
(approx. 1 hour)
Children create a logo (could be a 3D sculpture) or image to illustrate the idea of progressive revelation. They are not allowed to use
words in their logo/image. They should then explain with at least one reason what they have created, focussing on:
-the meaning of their logo and its representation of progressive revelation
- how they have shown the fundamental importance of unity
The children’s work could be displayed, and perhaps shared with a local Baha’i. Children can compare their own logos with both the
symbols looked at earlier in the unit, but also with the design of Baha’i places of worship.
This may be assessed using the level criteria. The unit is designed at Level 4, so all those children achieving the success criteria will be
working at level 4.