I doubt the House would object to any degree with developing new
material. It is not the House that is pushing Ruhi. It is the Regional
Teaching Institutes who will brook no variance. They say we HAVE Ruhi, so we
should USE Ruhi and not waste time developing other material.[Susa
In a message dated 12/10/2004 9:15:56 AM Central Standard Time,
[EMAIL PROTECTED] writes:
OK,
great. So develop something you think will. Surely you don't
think the House of Justice would object to that do you? If they do,
then I for one know this isn't the Baha'i Faith it used to
In a message dated 12/10/04 7:44:47 AM Pacific Standard Time, [EMAIL PROTECTED] writes:
What if an NSA makes homefront pioneering goals contingent on conducting Ruhi classes? That sounds pretty exclusive to me.
Dear Mark,
I'm not sure any NSA has done this. I heard it from a Counsellor, but I'
In a message dated 12/10/04 7:15:36 AM Pacific Standard Time, [EMAIL PROTECTED] writes:
Anyway, I am a bit surprised at the consistent negativity towards Ruhi even
though the House has over and over made it plain it has no intentions of
forcing exclusivity to any form of deepening/teaching/stud
I said:
Seems a tad hypocritical to me but that is just my take on this whole
exchange.
I just want to say that after I posted I noted that here is someone who has
taken a year long vacation from just about anything Baha'i telling others to
get off their fanny and do something.
Dick "Am I the
Hi, Dick,
At 09:14 AM 12/10/2004, you wrote:
>>On the one hand you say:
>>I would be interested in the demographics of long-term Ruhi participation and
>>how it correlates with the general Baha'i populations in different areas. My
>>"guess* would is that we would see a negative correlation betwe
From: "Mark A. Foster" <[EMAIL PROTECTED]>
Reply-To: "Baha'i Studies" <[EMAIL PROTECTED]>
To: "Baha'i Studies" <[EMAIL PROTECTED]>
Subject: Re: No "Personal Opinions" in Ruhi
Date: Fri, 10 Dec 2004 08:45:32 -0600
On the one hand
Michael,
At 08:36 AM 12/10/2004, you wrote:
>>Unity in diversity does not imply uniformity! Why is there so much objection
>>to a methodical system being introduced?<<
The objections I have seen are not to "a methodical system being introduced."
They are to this particular methodical system bei
27;i Studies" <[EMAIL PROTECTED]>
Sent: Friday, December 10, 2004 1:53 PM
Subject: Re: No "Personal Opinions" in Ruhi
> In a message dated 12/10/2004 7:04:01 A.M. Central Standard Time,
> [EMAIL PROTECTED] writes:
>
> unity of thought refers to keeping one's mind
Hi, Susan,
At 07:53 AM 12/10/2004, you wrote:
>>This is how the term is used by Abdu'l-Baha in the Seven Candles of Unity:
>>"The second candle is unity of thought in world undertakings, the
>>consummation of which will erelong be witnessed"
>>That's seems to refer more to the UN reaching a cons
In a message dated 12/10/2004 7:04:01 A.M. Central Standard Time,
[EMAIL PROTECTED] writes:
unity of
thought refers to keeping one's mind and heart centered on Baha'u'llah and
`Abdu'l-Baha, i.e., the Covenant. It has nothing directly to do with the
fundamentalist indoctrination process
Hi, Susan,
At 10:49 PM 12/9/2004, you wrote:
>>I guess the question is will that 'unity of thought' not then be a
>>literalistic one? And is that really what our Writings encourage?<<
Given my personal emphasis on orthopraxy and polydoxy over orthodoxy, that is
one of my concerns, as well. IMO,
In a message dated 12/9/2004 10:35:17 P.M. Central Standard Time,
[EMAIL PROTECTED] writes:
Thus,
for example, after reading thequotation, ÃâÅThe betterment of the world
can be accomplished through pureand goodly deeds, through commendable and
seemly conduct, the student isasked, "How
In a message dated 12/9/2004 10:35:22 PM Central Standard Time,
[EMAIL PROTECTED] writes:
It is quite
likely that by first developing inbelievers who are in the early stages of
their study of the Faith a capacityto focus attention on the immediate and
explicit meaning of sentences the
In studying any course of the Ruhi Institute, participants are expected to
achieve three levels of comprehension. The first is a basic understanding of
the meaning of words and sentences. Thus, for example, after reading the
quotation, “The betterment of the world can be accomplished through pure
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