RISE Newsletter 02 (October 2023)

Now the new age is here and creation is reborn.

Humanity hath taken on new life - 'Abdu'l-Bahá

T R A I N I N G

I N S T I T U T E

S O U T H - E A S T E R N N E WS L E T T E R

B O A R D

A U S T R A L I A

I S S U E

0 2

F O R

in this issue 04

TO THE REGION

07

PEDAGOGY OF THE INSTUTITE

10

NEWLY RELEASED INSTITUTE MATERIALS AND JY MATERIALS

13

EXPANSIVE VIEW OF THE INSTITUTE: COLLABORATIVE GROUP

17

NARRATIVE: A JOURNEY OF THE HEART

21

SEA SNAPSHOTS

23

ORDER PROCESS & SCHEME OF COORDINATION

In the spirit of reconciliation, the Training Insitute Board for South-Eastern Australia acknowledges the Traditional Custodians of the country throughout Australia and their connections to land, sea, and community.

We pay our respect to their Elders past, present and emerging, and extend that respect to all Aboriginal and Torres Strait Islander peoples.

TO THE REGION From the Training Institute Board for South-Eastern Australia The Training Institute Board for South-Eastern Australia is delighted to share with you the second issue of its cyclical newsletter titled RISE. In May 2023, Issue 01 was launched to strengthen the flow of information regarding the development of the institute, disseminating insights across the region (VIC, NSW, TAS and ACT).

As we continue to strengthen the learning process associated with camps and festivals, emerging neighbourhoods and groups of families, the institute materials cultivate outward-oriented, explorative and consultative conditions, building capacity to weave spiritual themes into social reality. To ‘enable all those contributing to the work of the institute, to progressively advance their understanding of the educational content’, key highlights from this issue include newly released institute materials we would like to give particular attention to: Material Means: Book 11, Unit 3 ‘The Law of Ḥuqúqu’lláh’ Family and the Community: Book 12, Unit 2 ‘An Expanding Conversation on the Education of Children’ Junior Youth Text, ‘Rays of Light’

Newly released materials strengthening current efforts and ‘cultivate new, fledgling initiatives’ are described on page 10. The order process outlined on page 23 will assist in becoming familiar with the SEA Request Form on www.bahaibooks.com.au, delivering institute materials Australia-wide. Appreciating the growing engagement with the online ordering process to strengthen the flow of resources, order details also assist cluster agencies to become more abreast with the use, flow and movement of the institute in the cluster to further strengthen the system for mutual support. In any case you encounter an issue with the online form, require material in other languages or an item displays no or limited stock, please email the request to SEA Ruhi Administrator, Mariana Parsamanesh: ruhibooks@sea.bahai.org.au.

Soft/digital copies other than the main sequence of courses available on www.ruhi.org, can be made available by the Training Institute Board in some circumstances by sending a request to tib@sea.bahai.org.au.

On page 7, to remind us of the pedagogy of the distinct and unique framework of the Ruhi Institute, referred more and more as the Training Institute, every issue of RISE has a dedicated section to further deepen on specific themes. This issue focuses on The Forces of Integration and Disintegration, Walking a Path of Service and Becoming a Protagonist for Spiritual and Social Advancement. We look forward to exploring more in our next issue released in January 2024.

On page 15, a Case Study inspired by efforts in Zambia and New Zealand takes you through the journey of a young girl, raised and accompaniment by a seamless educational experience as she pursues all aspects of life through capacities developed within the institute process. As we continue to learn about the impact of an expansive view of the institute, its system for delivery in expanding settings gives rise to universal participation, ‘…preparing the friends of God for an ever-deeper engagement in the life of the wider community… endowing them with the knowledge, insights, and skills that enable them to contribute not only to the process of developing their own community, but to the progress of society. In short, the institute is a potent means for the society-building power of the Faith to find release’ (30 December 2021, Universal House of Justice).

Artist: Lindsey Lugsch-Tehle

Artist: Lawrence Heggie https://www.lawrenceheggieart.com/

THE RUHI INSTITUTE Elements of the Pedagogy

THE FORCES OF INTEGRATION AND DISINTEGRATION

In analyzing the rapid changes occurring in the world today, Bahá'ís identify two parallel processes operating at all levels — village, town, nation, and global society.

On the one hand, it is clear that human society is suffering from a process of disintegration that manifests itself in wars, terrorism, chaos, physical and psychological insecurity, and a widespread condition of material poverty. On the other hand, forces of integration are moving individuals and groups toward the adoption of new values, new forms of organization, and appropriate structures that can lay the foundation for the establishment of a new social order. The Ruhi Institute defines its basic aim as that of becoming a channel for the spiritual forces of our time to be applied to the lives of the masses of humanity, empowering them to contribute to the betterment of the world.

THE RUHI INSTITUTE Elements of the Pedagogy

BECOMING A PROTAGONIST FOR SPIRITUAL AND SOCIAL ADVANCEMENT

The Revelation of Bahá’u’lláh is concerned with the transformation of both humanity’s inner life and social environment. A letter written on behalf of Shoghi Effendi describes how the social environment provides the “atmosphere” in which souls can “grow spiritually and reflect in full the light of God” shining through the Revelation. A clear sign that the society-building power of the Cause is being released in a cluster is that efforts are being made by a growing band of its inhabitants, inspired by the teachings of the Faith, to help improve the spiritual character and social conditions of the wider community to which they belong.

The contribution made by Bahá’ís is distinguished by its focus on building capacity for service; it is an approach founded on faith in the ability of a population to become the protagonists of their own development.

(Universal House of Justice, 30 December 2021)

Learning occurs as participants strive to put into practice what they are learning; in the field of action new questions emerge and new levels of understanding are achieved

Acts of service are put into a spiritual context

Acts of service become progressively more complex and demanding

Participants are active agents of their own learning (participatory approach).

WALKING A PATH OF SERVICE

The main sequence of courses is organized so as to set the individual, whether Bahá’í or not, on a path being defined by the accumulating experience of the community in its endeavor to open before humanity the vision of Bahá’u’lláh’s World Order. The very notion of a path is, itself, indicative of the nature and purpose of the courses, for a path invites participation, it beckons to new horizons, it demands effort and movement, it accommodates different paces and strides, it is structured and defined. A path can be experienced and known, not only by one or two but by scores upon scores; it belongs to the community. To walk a path is a concept equally expressive. It requires of the individual volition and choice; it calls for a set of skills and abilities but also elicits certain qualities and attitudes; it necessitates a logical progression but admits, when needed, related lines of exploration; it may seem easy at the outset but becomes more challenging further along. And crucially, one walks the path in the company of others.

(Universal House of Justice, 12 December 2011)

An organizing principle of the institute process requires developing the capacity to serve the Cause and humanity by walking a path of service as it: Invites participation

Demands effort and movement

Beckons to new horizons

Accommodates different paces and strides

Is structured and defined

TO WALK THIS PATH

Can be experienced by scores upon scores, it belongs to the community

One walks it in the company of others Requires volitions and choice Becomes more challenging as it progress Calls for a set of skills and abilities but also certain qualities and attitudes Necessitates a logical progression but admits related lines of exploration

INSTITUTE MATERIALS NEWLY RELEASED INSTITUTE MATERIALS SINCE LAST ISSUE

Book 11 Unit 3 On behalf of the Ruhi Institute in Columbia, the Training Institute Board is delighted to let you know that the third unit of Book 11, entitled “The Law of Ḥuqúqu’lláh”, has been made available in English through our distribution system, in pre-publication form. Arrangements have already been made for it to be translated into various languages.

Notes for Tutors This unit, “The Law of Ḥuqúqu’lláh”, is the last of three that will make up a book currently in development by the Ruhi Institute entitled Material Means. The unit seeks to foster an understanding of the significance of the law of Ḥuqúqu’lláh for the individual and society and to inspire a commitment to discharge this sacred obligation.

Tutors should ensure participants grasp well the implications of the ideas treated in these sections, for they provide the foundation for the discussion of how the law of Ḥuqúqu’lláh affects the life of the individual and the collective life of humanity, both materially and spiritually, and how it embodies the spiritual principles that must find expression in the economic system of the future.

Both books are available to order online through the order process listed ON PAGE 23. Tutors requiring books at short notice can request soft copies by emailing the Training Institute Board tib@sea.bahai.org.au

Book 12 Unit 2 The second unit of Book 12 has just been made available in English through our distribution system in pre-publication form. Entitled “An Expanding Conversation on the Education of Children”, the unit seeks to enable participants to propagate a conversation among families on the education and upbringing of children. Arrangements have already been made, as usual, for it to be translated into Arabic, Chinese, French, Hindi, Persian, Portuguese, Russian and Swahili.

Notes for Tutors This is the second of three units currently in development by the Ruhi Institute that will make up the twelfth book in its main series. It seeks to enable participants to propagate a conversation on the education and upbringing of children among families in villages and neighborhoods where the processes of the expansion and consolidation of the Faith are gathering momentum and where a sense of community life has emerged. The premise underlying the unit is that, while parents are primarily concerned with the sound development of their own children, they share a common responsibility with every member of the community for the well-being of all the youngsters in a village or neighborhood.

The unit picks up the story of Alejandra from Book 2 and proposes that three years have passed, during which the community-building efforts in her neighborhood have intensified greatly. Now a young mother, Alejandra decides with a small group of friends, including her husband, to try to gain insights into what the Bahá’í teachings say about the education and upbringing of children, insights the group plans to share in conversation with others in the neighborhood, especially with parents of the children and junior youth who are participating in the educational programs of the institute.

Both books are available to order online through the order process listed ON PAGE 23. Tutors requiring books at short notice can request soft copies by emailing the Training Institute Board tib@sea.bahai.org.au

NEWLY RELEASED JUNIOR YOUTH TEXT Rays of Light “Rays of Light” can be considered as part of a formal educational program for junior youth. Since its inception, the Ruhi Institute has placed special importance on youth aged 12 to 15 and has sought to understand the dynamics of maintaining small groups at the local level that provide a setting in which young people can discuss ideas and form a strong moral identity. “Rays of Light” is one of the elements that has emerged as a result of this experience. It aims at helping junior youth to draw inspiration from the knowledge that the Sun of Truth has risen and is shedding light upon the world. In a series of conversations centered around the writings and talks of 'Abdu'l-Bahá, an imaginary group of young people explores certain fundamental principles of the Faith that serve to illuminate humanity's path.

Among these principles are the independent investigation of truth, the harmony of science and religion, the elimination of all forms of prejudice, the equality of men and women, the establishment of justice, the oneness of humankind, and universal education.

Along with “Spirit of Faith” and “Power of the Holy Spirit”, “Rays of Light” forms part of the distinctly Baha’i component of the junior youth program which address Bahá’í-related subjects. Among these subjects are those with which adolescents most often struggle, such as free will and predestination and the complex relationship between will and knowledge.

Junior Youth texts are divided into two categories, with Baha'i inspired and Baha'i explicit, all concerned with developing language skills and the power of expression and address mathematical concepts, social issues and prepare young people to approach the investigation of physical, social and spiritual reality in a scientific manner.

The two categories are listed below and are in the order of the level of difficulty.

Bahá'í Inspired Breezes of Confirmation Wellspring of Joy Habits of an Orderly Mind Glimmerings of Hope Walking the Straight Path On Health and Well-Being Learning About Excellence Thinking About Numbers Observation and Insight The Human Temple Drawing on the Power of the Word

Bahá'í Explicit Spirit of Faith Power of the Holy Spirit NEW EDITION: Rays of Light

AN EXPANSIVE VIEW: SEA COLLABORATIVE GROUP

T

he Training Institute Board for South-Eastern Australia (SEA) convened its Collaborative Group with regional institutions and key friends serving the institute in August 2023.

The Collaborative Group gained a deeper understanding of a seamless educational process in light of an expansive view of the institute and a common appreciation of the merit of the junior youth programme, integral to the development of the cluster on its continuum of growth.

“Irrespective of the path of development of the programme in a given place and its size in relation to other activities, a healthy process related to the moral empowerment of junior youth can contribute to the advancement of a cluster in several ways. Of course, how this happens is intimately tied to the nature of the programme itself and that of the population it serves. For example, the programme’s focus on the brief but pivotal age group that links childhood and youth helps bring a higher degree of coherence to the unfoldment of the three-stage educational process…”

Extracts from a report prepared by the Office of Social and Economic Development, 6 August 2014

Since the Zonal Institute Gathering in March 2023 in Sydney, hosted by the Institution of Counsellors with the support of the Learning Site, our Training Institute for this region of SEA is now among 6 institutes across three countries, connected as a network of institutes to learn alongside its brothers and sisters.

The Training Institutes in Australia, New Zealand and Timor-Leste are currently focused on advancing the two broad realities of the Junior Youth Programme described in the Overview Document: Sustaining 50 to 100 Junior Youth in the Study of 3 texts and Sustaining 300 Junior Youth in the study of 10 texts.

As part of this, the institutes are pursuing the following interrelated questions: 1. How to apply the knowledge and practices explored in the branch courses of Book 5?

2. How to pay closer attention to the study of the texts and the resulting understanding gained by the junior youth?

3. How to sustain youth in the path of service at different stages in life?

4. How to increase the formality of the program in villages and urban neighborhoods?

5. How to strengthen coordination schemes?

Towards the end of the final session, the Collaborative Group attempted to describe a vision for the institute in our region that will continue to unfold and evolve.

Vision As a region, we wish to strengthen the quality of the educational experience by raising our capacity to deliver each of the three stages of the educational process seamlessly and coherently towards the chief aim of the Nine-Year Plan, the release of the society-building powers of the Faith. Integral to the movement of a cluster from one stage to another is the building of capacity to offer the Junior Youth Spiritual Empowerment Programme in two broad realities: Melbourne and Sydney that will focus on developing the capacities to sustain 300+ junior youth through the study of 10+ texts and the remaining clusters to further strengthen the capacities required to sustain 50-100 junior youth through 3 texts.

Moreover, they offer a seamless coherent educational experience from the age of five, upwards to the age of junior youth, and through into adulthood, and they serve as a direct counterpart to the pattern of activities unfolding at the grassroots. Through the capacities outlined in the 50-100 document, the Collaborative Group hope to inspire whole communities to take ownership over the Program and contribute to its development by expanding the system of delivery in more and more settings within populations, generality of believers and centers of intense activity whilst working within an expanding nucleus amongst groups of families.

The dynamic relationship between the three constant protagonists will need to be strengthened to manifest their full potential. Advancing understanding of the institute’s educational content will need to formalize and systematize ongoing training and building of capacity to raise a full scheme of coordination and supporting individuals to give significant time to the sound development of the institute in settings where the inhabitants have come to regard the training institute as a powerful instrument for which they have assumed principal responsibility.

A Seamless Educational Process: Enhancing our Understanding of an “Expansive View” of the Institute Case Study: An Expansive View of the Institute When we first introduced the concept of the training institute, it was in the context of the need to raise up human resources to take on the tasks of expansion and consolidation. At this juncture, when a new series of Plans has just begun, we invite you to take a more expansive view. Increasingly, participation in institute courses is preparing the friends of God for an ever-deeper engagement in the life of the wider community; it is endowing them with the knowledge, insights, and skills that enable them to contribute not only to the process of developing their own community, but to the progress of society. In short, the institute is a potent means for the society-building power of the Faith to find release.

Universal House of Justice, 30 December 2021 paragraph 22

Picture the path of learning and development for the life of an individual in a neighborhood as she grows from infancy into adulthood. From a very early age, a community preschool, facilitated by parents trained by the Ruhi Institute, helps instill spiritual qualities and attitudes and lays a firm foundation for spiritual and academic education.

As she turns five, she begins to participate in the program for the spiritual education of children, which reinforces her moral abilities with sacred quotations, songs, stories, and games, and which prepares her to have meaningful conversations, to foster true friendship, to draw on the power of prayer, to turn instinctively to the example of ʻAbdu'l-Bahá and to develop countless other moral capacities.

At the same time, she enrolls in primary school and begins her academic journey, developing in particular her powers of expression, numerical abilities and social skills.

After entering high school at the age of 12 or 13 or so, her spiritual and intellectual powers are given direction towards service through the junior youth program.

Through the study of the available texts, she learns to defend herself against harmful forces which aggressively target her age group, to see herself as a noble being and as a capable protagonist of social transformation, and to make a positive influence on her community through service. She progresses through high school in this way, which opens up the opportunity to form bonds of friendship founded on service with many other youth.

She learns to guard against false dichotomies — spiritual or material education, service or schooling etc. — and develops her ability to make choices which give priority to learning and building capacity for service to humanity in all its dimensions.

Eventually, her experience and passion for nurturing others help her to make the decision to enroll in vocational training to serve as a midwife. Her deep concern for the health and wellbeing of children, and her understanding of the long-term benefits of healthy pregnancy and breastfeeding, play a big role in helping her to make this decision. During her studies she continues to serve as an animator and tutor, continues through the higher level Ruhi courses, and also enrolls in the ISGP program for university students, enhancing her ability to recognize and describe the social forces in society, to better understand how to live a coherent life, as well as the implications of the Revelation for bringing about profound social transformation. Around

Beginning Year 10 at about 15 years of age, she studies the last available junior youth texts and transitions into the main sequence of Ruhi courses, developing qualities, attitudes, and skills for service that find expression in teaching children’s classes and hosting devotional gatherings. In addition to building the capacity to organize these important activities, she develops the habits of daily prayer and studying the Word of God, of observing the laws of God, of regularly visiting the homes of friends and loved ones for meaningful conversations on themes central to a meaningful life, of sharing spiritual ideas with wisdom and courage and of putting into action spiritually empowering attitudes towards her younger peers, among other things. Her academic journey is enriched as she begins to develop greater interest in certain subjects, considering also what her future occupation may be.

As she concludes secondary school at the age of 18, after reflecting on the urgent needs of her community, she decides to dedicate several years to full-time service to the training institute, which also gives her more time to consider which career path to follow.

During this period of greater intensity and flexibility in her service to the training institute — the future development of which she holds dear to her heart — she completes the study of several more books of the main institute sequence and carves out time to study the Writings of Baháʼu'lláh. This brief period of full-time service allows her to focus her attention on building the capacity of her younger peers, and she becomes a very capable animator and tutor, learning to effectively accompany others to serve. She also naturally applies her understanding by engaging in sustained projects of social action with others who have developed capacity through the institute process, learning to identify cultural and social barriers to progress and building capacity where needed to overcome them.

this time she begins to further investigate the character of someone she already considers a true friend, and enters into the institution of marriage, forming a family which helps to secure the foundations of flourishing community life in her neighborhood. Drawing on the content of the higher courses and in consultation with other families, she learns to apply the Revelation to the many dimensions of life, such as marriage and parenthood, the acquisition and use of material means, sustained social action programmes and so on. As she begins her work as a midwife, her relationships of service and collaboration also extend to institutions and leaders of society, such as school principals, the local council, and religious leaders, with whom she shares a common sense of purpose in contributing to the spiritual and material progress of society.

In this way then, one can see how a child of today can mature through a community pre-school, children’s spiritual education programme, primary school, the junior youth spiritual empowerment program, secondary school, the sequence of Ruhi courses, a period of intense service and independent study, ISGP seminars, vocational training and work. This is all reinforced through practical support from a nurturing community throughout the entire period, emerging as a young adult who has developed qualities, attitudes, skills and abilities that allow her to contribute in a significant way to the spiritual and material transformation of her community.

Now imagine a neighborhood or pocket with fifty of her.

How might this influence the social reality of this setting? What opportunities would this create for the release of the society-building power of the Faith?

What patient and deliberate effort is needed now in order to bring this vision into reality?

Questions for reflection 1. What is our understanding of the “expansive view” of the training institute?

2. What implications does this new understanding have on our work?

A JOURNEY OF THE HEART by, Hanan Ghate - Gippsland Cluster

THE BEGINNING

O

ur journey started with the identification that the older children’s class kids needed a teacher. There were 2, 11year-old kids who had been best friends since they were 4.

One of them being my bubbly and energetic cousin and the other being a close family friend who after a short amount of time would light up with energy when we had class.

The program meant the world to me as a kid.

It was my safe space – something I would always treasure and I strive to imitate that safe space within this group that I animated too. I remember as a junior youth myself that, for 2 hours a week, I could hang out with my actual friends and have a good time, pretending to care about the book we studied but nonetheless enjoying each other’s company. I could be my complete self and all other ‘end-of-the-world’ dramas that were going on in my life were on hold.

They existed in the sense that I could share my problems with my friends, but they couldn’t hurt me there. I’m sure it wasn’t all sunshine and rainbows (I wasn’t exactly the easiest junior youth to have around) but that’s all I remember from those days; true friendship and I always felt that it was my duty to provide this same safe space to the next generation of junior youth.

Given that they were a year younger than the typical JYG years, I was a little worried that they would struggle with some concepts at the beginning and that this would pose a bigger problem down the line. After some time, I realised that I barely understood the concepts myself when I was their age and that the purpose was to just plant the seed of understanding for it to grow. Now that they have strengthened many of their spiritual capacities, I can tell you that reading and answering questions about it is only the beginning. With a concept as significant as confirmation, it was more helpful to highlight the confirmations they have experienced in their lives as they build the capacity to see it on their own.

Similar could be said about many of the other core concepts in the junior youth texts, to reinforce concepts such as hope, joy, habits etc. from their actual stories after the books are completed.

We started with 2, the main challenge I had here, which continued for almost two years, was that I didn’t have a support system to reflect with. I was still so new and always did what I thought was best but what I thought was best may not have always been right which led to participation challenges from junior youth.

As time went on, our group continually grew and by the end, we had 10 participants. Admittedly, I didn’t do any expanding to help our group grow, it naturally did when more parents wanted their children to join. However, it was the atmosphere that the junior youth loved coming to every week which is what kept the group going.

Even if we had 2 junior youths in a session, the space was always available for those who wanted to come. I eventually learned to not be discouraged if particular junior youth weren’t attending every session considering some of their realities were so different and had to commit to working on top of everything else they already had to do but the aforementioned ‘safe space’ was almost always available to them.

SURVIVING LOCKDOWN I didn’t realise it at the time but a phone call from the Regional Junior Youth Coordinator changed not only my life, the future of our JYG and the youth spaces in our community.

One of the biggest obstacles we faced as a group, which naturally affected people all over the world, was the consequences of lockdowns. The program is not designed to be held online consecutively, especially with each of the junior youth having already spent 8 hours of their day attending regular school virtually as well. You miss the human interaction required and spend half of the session trying to convince them to turn their mic/cameras on, to even engage. You also need to be able to recognise that these young kids are facing so many changes to their natural world that you cannot take the sessions too seriously and that they sometimes just need to have a good chat or play a game (they all now have a physical reaction when the Kahootz theme song plays).

Not to mention that we were doing the book ‘Thinking About Numbers’ which on its own, I have found to be one of the hardest books to animate. The attraction to the junior youth was that the book didn’t have any comprehension so it was something new but that is where the positives of the book ends.

I was struggling quite a lot with my own mental health at the time too. It became a struggle to maintain day-to-day activities because it felt like there was no point – the same could be said with continuing JYG at this time as it was becoming too difficult to maintain the same level of engagement by the 4th lockdown as we had in the 1st one. I had felt so alone throughout the whole 2 years at this point and had lost hope.

However, in the same way Kibomi persevered and found the embrace of the Mukembi’s in Glimmerings of Hope, I did too in our junior youth sessions.

I didn’t realise it at the time but a phone call from the Regional Junior Youth Coordinator changed not only my life, the future of our JYG and the youth spaces in our community. He had called to catch up and to get an idea of what assistance we needed to initiate or progress in our service and after having done the same with other youth in the community, it was recognised that we needed support and to encourage regular interactions amongst ourselves.

This was how my co-animator and I began to work together which greatly improved the dynamic of the group and being able to reflect openly on everything about our role as animators is crucial in a long-lasting relationship in this space.

It was great having her as she had fresh eyes and was keen to support this group, and myself, and continued to do so for about a year and a half until she moved out of the community. The phone call is also how our core youth team came together and continued after lockdowns, but it wasn’t until we facilitated the World Conferences that we saw the potential this group had and the bonds of friendship that were forged.

We work through our challenges as a team where one person’s challenge is the challenge of the whole team. It was through the process of reflection and consultation that we were able to recognise the gaps that exist in our community which led us to plan for monthly youth nights where we gather the youth in our community, 4 Junior Youth camps and have recently had a group begin to expand in the Hampton Park community. It has also provided a space for youth who have since become eager to serve to come and see where their efforts would be best utilised. Even when I am animating on my own, I’m never actually alone as I can always rely on this group for support.

UNCONDITIONAL LOVE As the group got older and they started experiencing their own challenges. I tried to support them however I could.

It took me a while to realise that I can only provide the love and support they will accept at their own pace rather than my own. I originally felt that some just didn’t like the space or didn’t feel comfortable sharing but eventually understood that you can’t push them to share or that some don’t even need your support, you just need to be available to them when they do.

One of my junior youth always comes to seek support with me through his toughest times, and although it took some uncomfortable conversations to steer him on the right path and sometimes it would feel like I was giving too much of myself to supporting him, it was worth every second seeing the young man he is now.

CAMPS, A CATALYST FOR GROWTH. Our very first camp in January 2022, had only 3 participants from our junior youth group. We persisted.

The third camp in April 2023 was a pivotal moment for our group. At this point, most of them were 15 and I had promised them that we were done with junior youth books after Power of the Holy Spirit, so I was unsure of what text to study with them. With the core youth team’s insight, we landed on studying the 2013 Youth Conference materials. I was hesitant at first as I found it difficult to keep up with everyone else when I was 15 at the conference so we chose the sections that were directly relevant to them and prepared diligently for each section.

The first one was the period of youth which introduced concepts of coherence and two-fold moral purpose, guiding them to think critically about what the period of youth that they have just entered could look like. When I took a pulse check to see how each of them were finding the content, I saw that the junior youth I was concerned about had drawn a picture of a lightbulb where half of it was a bulb radiating and the other half was a brain and his note next to it read ‘we are like a light, we reflect our good qualities.’ At that moment, I knew I had nothing to worry about.

At the end of the camp, we had a presentation where each group would present their artistic expressions. They focused on the concept of two-fold moral purpose and had really identified with the tree analogy, that when our roots are pure, we grow spiritually and help others grow too. With this, they did a silent play showing how much a seed can grow when it is being watered by one person, compared to a few people, compared to everyone watering the seed which in turn, helps everyone grow themselves.

I was filled with immense pride just watching them put this together, wanting to portray the impact they can have as a group. We didn’t finish the text and I asked them how they would like to continue and in the spirit of helping each other, they were keen on going back to the regular sessions to teach the junior youth who didn’t come to the camp what they had learnt. Not only that, but they were also all keen to pick another day of their school holidays to come together and continue the material – they were even suggesting giving up their recreation time to continue at the camp!

This journey has been incredible.

It has been tough and required more patience, perseverance, faith and support than I thought it would need.

THE GRADUATION Not long after this camp it was suggested to hold a graduation for the junior youth to both commemorate the last 4 years, they have committed to the program but to give some closure to this chapter before they embark on their new journey as youth. Originally it was supposed to be a small celebration between us and some youth, but then it turned into a fully-fledged graduation ceremony. We only had 5 days to prepare but the support we had from not only our youth and parents but members of our community who committed to assisting with such short notice, made the magical night possible.

This journey has been incredible. It has been tough and required more patience, perseverance, faith and support than I thought it would need. The most recent camp where we had a full house with every participant in the group attending the camp and studying the principles of the faith through Paris Talks, was a testament to everyone’s efforts who has had any part in keeping this group going from the participants, the youth, the parents, and the community. It reinforced my love for God and why our duty to educate children is so vital and has consistently held me accountable to being the best version of myself for them. The program is said to be 3 years long, but it is anything but that.

When you fully commit yourself to these few young youth who are so brilliant, insightful, and full of love, it lasts a lifetime. The poem to the graduates is titled ‘A Journey of the Heart’ and that is exactly what this program is, a journey of the heart.

For four years, a sanctuary you’ve hopefully found, A weekly haven where authenticity is unbound.

Through the realm of Junior Youth Empowerment’s grace, A tale begins, forging bonds in time and space.

In this safe space you gather, hearts aglow, Free to be yourselves, letting your true colours show.

Embracing each other’s quirks and unique expression, Deepening our connections with each other in every session.

Through time’s passage, you’ve come to know, The strength of unity and its radiant glow.

Like a family we’ve woven our hearts together, Bound by love and trust, now and forever.

In awe of your resilience and unwavering might, Transforming challenges into beacons of light.

Impressed by your spiritual perception, guided and bright, Virtues illuminating, casting a radiant sight.

In unity, you’ll shape a world anew, With endless possibilities, dreams to pursue.

Eight young souls, ambassadors of love’s art, Junior Youth Empowerment, a journey of the heart.

REGION SNAPSHOTS Riverina Cluster A Family Festival in Griffith was held over the last expansion phase with 35 individuals. Two children’s classes started the following week with two mothers as teachers. As a follow up from the festival, another space was created where 20 people came to a meaningful conversation space where the vision of Baha’u’llah was shared with them.

The four Baha’is in Griffith have been working tirelessly and their efforts were confirmed to indicate it is not about the numbers of resources one has to see the potential of the community, but small steps taken in collective action with a strong sense of faith and unity through an expansive view and being outward oriented brought the community many confirmations.

Melbourne Cluster A Junior Youth camp was held at Mt. Morton from the 1st to the 3rd of July, where members of five junior youth groups from across the Melbourne cluster came together to study their texts intensively, as well as engage in the arts.

Thirty-five junior youth attended in total, and the support of nine dedicated animators allowed the camp to take place and be a fruitful space for the junior youth! Each group completed a full text over the three days, with one group completing the text 'Wellspring of Joy', another two groups completing 'Habits of an Orderly Mind', and the eldest group completing 'Learning About Excellence'.

Werribee River Cluster The first family camp for the friends in Tarneit neighborhood with a small group of 23 friends attending brought a lot of joy to the community. Some studied Book 1 and the Junior Youth finished their text, Learning about Excellence.

This effort was assisted by connecting to a learning process from other neighborhoods and their insights such as Westmead in Sydney and Box Hill in Melbourne.

Grampians Cluster TIn a recent Junior Youth Camp, the group completed the text, 'Breezes of Confirmation' over 2.5 days. This is the third JY school holiday camp again run by animators and two new JY have joined the group. The JY group watched snippets from 'An Expansive Prospect' to see different initiatives and attitudes towards service.

In this particular camp, 6 households of JY parents have helped (4 with food and one with teaching crochet to the JY group). An interesting new development is that one JY parent who is a Finance Lecturer is in the process of developing a session for the JY group to educate them on budgeting and financial independence, as she realized that the current school system doesn't teach children these concepts and she wants to use the JY space as a social action tool to better the JYs education.

The team is creating the material together and looking to elevate the conversation to look at economics from a moral perspective and tie it into the JY program.

ORDER PROCESS STEP by STEP GUIDE TO SEA Request Form available on www.bahaibooks.com.au

On the homepage of Baha'i Books, click on "Menu"

Select materials required and fill in personal details. Finalise payment option (customer or Institute) and confirm request.

Select Request Form and then SEA Training Institute

Ruhi Admin Mariana Parsamanesh ruhibooks@sea.bahai.org.au All other materials to be printed and delivered not available on the SEA request form can be requested via email to the Ruhi administrator.

When issues or errors persist with the online request form, please email details of your order to Ruhi Administrator listed above and we will manually upload your order and respond with a confirmation. Please add specific order details such as materials required and quantity, purpose of materials, contact person, delievery information such as address and any relevant delivery timeframes if urgent.

Soft/digital copies other than the main sequence of courses available on www.ruhi.org can be made available by the Training Institute Board in some circumstances by sending a request to tib@sea.bahai.org.au

SCHEME OF COORDINATION SYDNEY SUB-REGION SYDNEY SUB REGIONAL COORDINATORS Children Class Sub Regional Coordinator Malak Sabeti cc@sea.bahai.org.au Junior Youth Sub Regional Coordinator - Adeeb Enayati jy@sea.bahai.org.au

MAIN SEQUENCE CLUSTER COORDINATORS ACTSE - Rafi Khorsandi ms.actse@sea.bahai.org.au Greater Hunter - Victoria Tedjaratit ms.greaterhunter@sea.bahai.org.au Illawara - Jilll Wiese ms.illawarra@sea.bahai.org.au JUNIOR YOUTH CLUSTER COORDINATORS ACTSE - Sarah Khorsandi jy.actse@sea.bahai.org.au Sydney - Artin Hekmat jy.sydney@sea.bahai.org.au

Where there is no scheme of coordination in a cluster for a particular educational imperative, friends are encouraged to reach out to the Area Teaching Committee or Auxiliary Board member

CHILDREN CLASS CLUSTER COORDINATORS Greater Hunter cc.greaterhunter@sea.bahai.org.au Illawarra - Fresia Sabeti fnsabeti9@gmail.com State Religious Coordinator - Niloofar Ashjari ashjari@optusnet.com.au

SCHEME OF COORDINATION MELBOURNE SUB-REGION MELBOURNE SUB REGIONAL COORDINATORS Children Class Sub Regional Coordinator - Terri Turner cc@sea.bahai.org.au Junior Youth Sub Regional Coordinator - Kunal Pathania jy@sea.bahai.org.au MAIN SEQUENCE CLUSTER COORDINATORS Melbourne - Institute Team ms.melbourne@sea.bahai.org.au Hume - Basim Vasli ms.hume@sea.bahai.org.au

CHILDREN CLASS CLUSTER COORDINATORS

Southern Tasmania - Sandhya Keenoo & Margaret Mangan ms.southerntasmania@sea.bahai.org.au

Barwon - Samin Todd samintodd@gmail.com

JUNIOR YOUTH CLUSTER COORDINATORS

Werribee River - Shiva Mahoney shiva.mahoney@gmail.com

Melbourne - Yousef Sobhani jy.melbourne@sea.bahai.org.au Hume - Anis Russell jy.hume@sea.bahai.org.au Gippsland - Team of collaborators jy.gippsland@sea.bahai.org.au

Where there is no scheme of coordination in a cluster for a particular educational imperative, friends are encouraged to reach out to the Area Teaching Committee or Auxiliary Board member

Grampians - Jessica Zadeh jzadeh9@gmail.com

Hume - Sanam Saatchi cc.hume@sea.bahai.org.au Melbourne - Josceline Tan cc.melbourne@sea.bahai.org.au Soutern Tasmania - Jennifer Pepperell ms.southerntasmania@sea.bahai.org. au

acknowledgements editor Nelly Samandari visual layout Tanisha Raj proofreader Sonia Navidi artistic contributions Lawrence Heggie Lindsey Lugsch-Tehle Nabil Sami Photography

Training Institute Board Secretariat Office tib@sea.bahai.org.au

If you wish to provide feedback or have any enquiries please contact the Training Institute Board for South Eastern Australia.

We would like to encourage friends to send in their developments of the institute process from their locality and artistic pieces to be published in our future cyclical newsletter.

We'd love to hear from you!