Youth Enrichment Programme: A Baha’i inspired Curriculum?
Parvaneh Nikkhesal Farhangpour
Abstract
One of the goals of 4 year plan of the National
Spiritual Assembly of Baha’is of South Africa was establishment of two Baha’i
schools. A committee was formed to investigate the possibility of establishment
of one school in the Gauteng Province. After months of study and research it
became clear that developing a Baha’i inspired curriculum would be more
practical and its impact would be of more value to the South African society.
Youth Enrichment programme was developed to fulfil the wish of the National
Assembly and to make a positive contribution towards the well being of the
youth in South Africa.
Background
“Grade eleven pupils in Cape Town spent about 22 million Rands a year on cigarettes, alcohol, dagga and mandrax”, “This year almost 4 million South African children have experimented with drugs. One in six will become drug dependent”, and “According to liquor industry statistics South Africa ranks highest in a global study of the annual increase in per capita alcohol intake, with a growth rate of 2 per cent”.
The newspaper headings that
we just heard, are just a few examples of many problems that youth in South
Africa struggle with. The statistics are shocking and depressing. It is in fact
very unfortunate that now-days one must use statistics to prove the existence
of human suffering and degree of people’s need for spiritual sustenance.
Baha’is do not need statistics to believe the degree of misery and dismay that
their fellow brothers and sisters are going through, as even one child or youth
who is lost to alcoholism or drugs is one too many. Baha’is strive to follow
the example of Abdu’l-Baha who emphasized care for every human being:
Be kind to all
peoples; care for every person; do all ye can to purify the hearts and minds of
men; strive ye to gladden every soul. To every meadow be a shower of grace, to
every tree the water of life; be as sweet musk to the sense of humankind, and
to the ailing be a fresh, restoring breeze. Be pleasing waters to all those who
thirst, a careful guide to all who have lost their way; be father and mother to
the orphan, be loving sons and daughters to the old, be an abundant treasure to
the poor.
The pains and sorrows that
our fellow human beings go through affect us in many ways and no Baha’i can
afford to stay indifferent towards them. The Universal House of Justice explain
“Regard the world
as the human body,” wrote Baha’h’llah to Queen Victoria… In the human body,
every nerve has its part to play. When all do so the body is healthy, vigorous,
radian, ready for every call made upon it. No cell, however humble, lives apart
from the body, whether in serving it or receiving from it.
(Seminar on Baha’i Social and Economic
Development:3)
The love and care that we
feel for other human beings however, need to be translated into action. The
role of the Baha’is is to transform societies. Shoghi Effendi wrote
Let there be no
mistake. The principle of the Oneness of Mankind-the pivot round which all the
teachings of Baha’u’llah revolve-is no mere outburst of ignorant emotionalism
or an expression of vague and pious hope…It implies an organic change in the
structure of present-day society, a change as the world has not yet
experienced.
(S.B.S.E.D:3)
Transformation of
societies cannot take place without the application of Baha’i principles as
“the ultimate purpose of the Faith is to effect a profound transformation in
the social order.”
(S.B.S.E.D:6)
Seeing the depth of social
ills that surround our societies and especially the dangers that youth face in
our times makes every Baha’i to become thoughtful as how he or she can help.
Let them step
forth to take their places in the arena of service where their talents and
skills, their specialized training, their material resources, their offers of
time and energy and above all, their dedication to Baha’i principles, can be
put to work in improving the lot of man.
(S.B.S.E.D:25)
Looking at youth one finds
them mentally confused, emotionally bankrupt and spiritually starved.
Unfortunately, schools and other educational institutions in societies do not
offer the moral and spiritual support that our youth so desperately need and
long for. Johnson and Johnson, the great cooperative learning scholars have
identified this shortcoming in schools and ascribe it to lack of “commitment to
larger social institutions such as God, country, community and family”. The
Baha’is find the lack of moral education the core of youth’s problems:
“Training in morals and good conduct is far more important than book learning.”
(Baha’i Edcuation: 43). The idea of providing moral education to non-Baha’i
society is not a new idea, however, the question is what is the best way and the
most effective way to provide this service. The Universal House of Justice have
written the following on the subject:
Significant as
Baha’i schools are, to concentrate all our energies on their development does
not constitute a sound strategy…With the same effort that is spent to build and
maintain one Baha’i school, hundreds of teachers belonging to official systems
can be trained how to include in their daily activities several educational
elements inspired by the Faith. In two areas – namely, moral education and the
preparation of youth and junior youth for future life – the opportunities for
Baha’i influence are almost unlimited.
(S.
B. S. E. D.)
Inspired by the above
passage and the guidance given by two counselors from Africa and India, it was
decided that instead of trying to start a physical school develop a moral
education curriculum.
Youth Enrichment Programme is a curriculum developed to compliment the curriculum used in schools. The programme may be used as a part of formal school subjects during the school hours or after school as extra-curricular activity. YEP is designed to empower youth morally, socially, and intellectually. The basic principle behind this programme is that the affective and cognitive needs of youth must be addressed in an integrated and holistic manner. Based on this principle, the programme uses questions, problem stories, case studies, and hypothetical situations to put the moral and intellectual problems within their social context. YEP curriculum consists of 39 themes or modules that address the core problems of the society in general and youth in particular. Some of the issues addressed are Aids, drugs abuse, alcohol abuse, peer pressure, democracy, environmental concern, gender issues, multiculturalism and self-discipline. The programme comes in a package that includes the training, the teacher / facilitator guide, textbook (the manual), glossary, and evaluation forms.
Who does the progamme serve?
Youth between the age of 15 to 25 are the target group for the programme. The programme can be used both at schools during the formal lessons, i.e. Life Skills or Guidance, Religious Studies, Environmental Studies, and Languages. Outside schools, YEP may be used by youth organizations and youth clubs as an extra-mural activity.
The use of this programme is not limited to South Africa, as all countries around of the world experience similar problems with their youth.
What are the
objectives of the YEP?
For
the youth:
q to
become aware of his/her own problems, and see the need to resolve them,
q to
become aware of his/her feelings, values, thoughts and the way they may affect
his/her reactions and behaviour towards himself/herself and others,
q to
become aware of different value systems and the basis for them,
q to
be able to see other people's points of view and the diversity of cultural
background causing these different views,
q to
become independent problem-solvers, considering different options,
q to
become concerned about the well-being of others,
q to
re-evaluate his/her own views and way of life,
q to
relate the social and moral principles to everyday life situations, and
q to
guard against social ills (e.g. Aids, drugs, alcohol, etc.) by developing
healthy living habits.
The
programme aims to develop the following values and skills:
q Values:
Peace
making, Tolerance, Honesty, Respect for oneself and others, Respect for the
diversity of cultures, races, ideas, and value systems, Care for the
environment, Respect for moral and spiritual principles, Respect for law,
Respect for human rights, Fairness, Kindness and love, Oneness of mankind,
Nobility of humankind, Gender equality, Love, and Service.
q Thinking Skills:
Analysis,
Evaluation, Comparison, Synthesis, Criticism, Application, Reflecting,
Connecting and relating, Constructing and reconstructing, and Decision-making.
q Social Skills:
Verbal
Communication, Listening skills, Interpersonal skills, Gender sensitivity,
Culture sensitivity, Respect for self and others, Team work, and Consultation.
The format of the
themes or modules
Each
theme/module/ lesson consists of the following sections:
Section A: Questions
and posing the problem
A
number of questions and problem stories are provided in Section A of each
module/lesson. The purpose of this section is to draw the attention of students
towards a specific problem. The questions put the problem in context and make
it relevant to the daily life of students. These problems are of a nature,
which are not dealt with during the normal school lessons. During this section
students are encouraged to think firstly about themselves, who they are and
what they think about the problem. They are then directed to think about their
immediate families and communities. This will help them to become conscious of
the values, customs and beliefs they as individuals and communities hold.
Reflecting on these three levels of beliefs i.e. the individual, the family and
the society will draw a bigger picture for the student, where s/he can see the
interplay of the three.
The
Socratic method used in this section will help the youth to develop thinking
skills and logical discourse.
Section B: Expression
of ideas and discussions
The
individual students are given the chance to voice their thoughts on the matter
and become familiar with the thinking of their peers. Initially, each student
communicates his/her own understanding of the problem. Later, communication becomes more of a
dialogue as other students join in to share their ideas. This section will help
youth to practice social skills such as communication, interpersonal
relationship, respect for other people’s views and diversity of cultures
Section C: Evaluation
of quotations
A
few quotations related to the theme of the module are cited in section C. Most
of the quotations are taken from religious holy books – the Baha’i Faith,
Islam, Christianity, etc. Some scientific research and useful facts about Aids,
alcohol and drug abuse are included in this section. Students are encouraged to
analyze the quotations and compare them with their own responses. Quotations
are used as food for thought and spiritual inspiration. However, students are
not forced to agree with the messages given in the quotations. The purpose of
this section is to familiarize youth with holy writings, especially the Baha’I
writings.
Baha’i Principles
behind YEP
1. Individual
investigation of truth
The
first principle depicted in the modules is the Investigation of Truth. When
youth go through the section A of each theme, they are required to individually
seek the answer to the questions. At this stage the student may get involved in
problem solving process, analyzing and evaluating issues, even get involved in
soul-searching process. By thinking about a hypothetical problems and
situations, the learner is forced to think about issues independently.
Everyone’s answer will be welcomed as answers may vary depending to
individual’s personal views and background. Students are encouraged to think
about their own beliefs rather than what is considered to be “right”, or what
seems to be acceptable to others.
2.
Consultation
After students have given their individual views, youth are invited to discuss and consult on issues raised in the questions in section A. Students are required to come up with solutions to the problems posed to them after consultation. Careful listening, respectful attitudes towards others, and openness and tolerance toward differing ideas are practiced during this phase.
3.
The spiritual nature of man
Quotations sited in the section C of each theme gives the students the opportunity to pay attention to their spiritual side. It is believed that by reading the quotations from the holy books, youth will not only have the chance to look at the issues from a different point of view, but get enriched and inspired spiritually by reading the words of God.
q Human
beings are good and noble in nature but need education to realise the good in
them.
q People
are equal regardless of colour, rank, socio-economic background, gender,
nationality, religion, etc.
q People
can only change themselves if they want to. Change should not be dictated or
preached. Change should thus happen by choice and with understanding.
q Condemning
other people's opinion does not correct the wrongs; people themselves need to
realise the need to change.
q The
moral, social, and spiritual aspects of people are as important as their
intellectual aspect.
q Facilitators
can assist participants to improve themselves by creating a suitable
environment that nurtures their social, moral, spiritual, and intellectual
potentials.
q Process
is as important as the product.
q There
are universal values and virtues that apply to all people, e.g. love, respect,
kindness, etc.
YEP
is complemented by glossary for the quotations, references, and evaluation
forms for both teachers and students. The programme is not time bonded,
however, two to three hours spent on the programme is expected to have some
impact on the behaviour and the attitude of the youth. YEP has been tested on a
number of Baha’i and non-Baha’i youth and has been recommended by the National
Spiritual Assembly of South Africa to be used though out the country. The
following is a sample lesson from this curriculum.
Theme
Five: RELATIONSHIPS
A. Questions: Posing the Problem
The
facilitator(s) poses the questions to the participants one at a time and asks
them to take a minute to think before they answer.
1. What
affects the relationship amongst friends the most?
2. What
is the most important quality for a successful relationship?
3. What
can harm friendship?
4. What
is the role of communication between friends?
5. What
are the causes for breakdown in relationships?
6. Does
gossiping help friendship?
7. Did
you ever feel guilty when you gossiped about a friend? If so why?
8. Can
you trust someone who backbites about a friend of yours?
9. Why
do people gossip so much? What are the causes? What do they hope to achieve? Do
they really achieve their purpose?
10. Gossiping
reflects something about the person who gossips. Do you agree?
11. Backbiting
is OK as long as what we say is true. Do you agree?
12. Is
backbiting OK as long as the listener does not repeat it to another person?
B. Expression of
Ideas and Discussion
Students
express their views and listen and reflect on views voiced by their peers.
C. Evaluation of
Quotations
The
facilitator(s) presents the quotations to the participants for reflection and
evaluation
1. "The
tongue is a wild beast: loose it - it bites."
2. "Speak
not harshly to anyone; those thus addressed will retort..."
3. "
Breathe not the sins of others so long as thou art thyself a sinner."
4. "...
find not fault with one another, neither revile one another by nicknames....And
do not spy, neither backbite one another..."
5. "
Lord, who shall abide in thy tabernacle? who shall dwell in thy holy hill?
...He that backbiteth not with his tongue, nor doeth evil to his neighbour...
shall never be moved."
6. "Easily
seen are others' faults, hard indeed to see one's own..."