Conversion by Baha’is are sure short way of destroying the secular fabric of this great Nation. Of late the ways in which these Baha’i organizations are deceiving the people are getting dangerous. Baha’is nowadays are attempting to convert Hindus through combination of these different means. These conversion tactics are being carried out in Baha’i run schools and the non Baha’i teachers are supposed to learn these techniques called as RUHI CURRICULUM otherwise their services will be terminated. Once the teachers learn these techniques from NETTC (New Era Teachers Training Institute) at Panchgani they are supposed to carry these conversion techniques with the students and parents. There is no escape neither for the children nor the parents and neither for teachers.

The Parents send their children to these schools to learn better English which itself is a misconception, these schools only implant alien or Baha’i thoughts in the minds of naïve children. What these parents don’t realize is that their children will lose their family values and Patriotism and above all their unique Hindu culture.

It is very surprising that the Human Resource and Education Ministry is not being careful of this gross injustice to the school children and still they are supporting these Baha’i owned schools with their monetary support in the name of secularism.

In Ruhi Book 2 the teachers are being told to teach the Station of Abdul Baha and stress upon their Baha’i Identity.

  • Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the STATION OF ABDU’L-BAHA)from Unit 3 of Book 2;

In Studying the Ruhi Book 3 the teachers are to stress upon the Baha’i Identity of the students which means saying Baha’i prayers, Baha’i greetings and believing that Bab, Baha’u’llah and Abdul Baha are their ancestors.

  • Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their BAHA’I IDENTITY and that the heroes of the Faith are our ancestors;
  • Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.
  • Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;

Then these students who have learnt about the History of the Baha’i Faith which includes the life of Bab, Bahaullah and Abdul Baha are supposed to teach to others. Visit their relatives, friends and neighbors and give them Baha’i Teachings. The students are forced to memorize quotations from Baha’i Sacred Book Kitab Iqan and Kitab Aqdas to get a good grade in their exams.

  • Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;
  • Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

While tutoring the Ruhi Book 7 the students of the school are asked to make their individual plan for teaching (Propagating) The Baha’i Faith which is considered as their class curriculum.

  • Help the participants to make their individual plans for teaching;
  • Help the participants to execute their individual plans for teaching;

The students and the teachers are also brainwashed that if there is opposition from the majority community or the police or the villages then face it as it is an act of service.!!!! Height of Hypocrisy.

Read the whole Baha’i planning given to every teachers

CHECKLIST FOR TUTORS FOR ACCOMPANYING THE PARTICIPANTS OF THEIR STUDY CIRCLES IN THEIR INITIAL ATTEMPTS OF SERVICE

When tutoring Book 1:

  • Help each participant of the study circle to memorize the presentation on the concept of prayer, presented in Unit 2 of Book 1, and learn how to share these ideas with the seekers and begin with them in a natural way a devotional meeting;
  • Help each participant to learn how to study a prayer with others;
  • Conduct several visits with the participants to the homes of their friends, both Baha’is and not, and share with them the concept of prayer and have devotional meetings;
  • After this help each participant to organize a devotional meeting in his or her home and participate in it;
  • Help each participant to make to document their experience and share their learning about devotional meetings with others and with the cluster agencies;
  • Help them to encourage the participants of their devotional meetings to engage in the institute process.

 

When tutoring Book 2:

  • Help the participants to learn by heart the content of 6 themes for deepening in Unit 2 of Book 2;
  • Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the station of Abdu’l-Baha) from Unit 3 of Book 2;
  • Help the participants to practice the sharing of each theme of deepening first in pairs, then in a role play;
  • Accompany the participants in several visits first to friendly Baha’i families, then to the homes of inactive believers to share with them at least the first 3 themes;
  • Help the participants to make lists of their contacts for visiting;
  • Accompany participants in their visits to their friends, colleagues, neighbors or relatives so that they can share with them the ideas from Unit 3;
  • Help each participant to reflect on his or her experience and document the learning in order to share it with the others and cluster agencies;
  • Help each participant to adopt the mode of consultation, action and reflection.

 

When tutoring Book 3:

  • Help the participants to identify the key concepts of each section of each unit of Book 3 as well as each of the 15 lessons;
  • Help each participant to form his or her children’s class group in the visited homes or in their own neighborhoods during study of Book 3;
  • Help each participant to practice conducting some of the elements of a children’s class with these children;
  • Accompany him or her in conducting the first 3 lessons with this group of children;
  • Help the new teachers to begin working with parents of these children using the recommendations given in two last sections of Unit 3 of Book 3;
  • Help the new teachers to analyze and document their learning from conducting each class and regularly share it with the other teachers and the cluster institute coordinator for children’s classes.

 

When tutoring Book 4:

  • Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their Baha’i identity and that the heroes of the Faith are our ancestors;
  • Help the participants gain understanding of the concept of the crisis and victory;
  • Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.
  • Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;
  • Help the participants to use the content of Book 4 and make drama presentations at cluster reflection meetings or the social parts of the Nineteen Day Feast and during the teaching campaigns;
  • Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;
  • Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

 

When tutoring Book 5:

  • Help the participants to rehearse several times the short presentation on the junior youth programme during the sessions of the study circle;
  • Help the participants to form a junior youth group in their own neighbourhoods or the neighbourhoods they visit regularly and help them to make a presentation on the junior youth spiritual empowerment programme during their visits;
  • Accompany the participants in their first two meetings of their junior youth groups;
  • Help the new animators to reflect and document their experience and learning from their group activities and to share their learning with the other animators and the cluster institute coordinators;
  • Help the new animators to find, select and integrate elements of the arts and crafts in the activities of their junior youth groups;
  • Help the new animators to plan, prepare for, conduct, analyze, and document the first acts of service of their junior youth groups;
  • Help the new animators to establish and maintain contacts with the parents of junior youth;
  • Help the new animators in the initial period of their service to resolve difficult situations which may arise in their junior youth groups.

 

When tutoring Book 6:

  • Help the participants to learn by heart “Anna’s Presentation” and create conditions for them to rehearse this presentation several times during the study circle sessions;
  • Help the participants to make their individual plans for teaching;
  • Help the participants to execute their individual plans for teaching;
  • Help the participants to reflect on their experience of teaching, document the learning and share it with the Cluster Growth Committee;
  • Arrange for a week-long collective teaching campaign after finishing Book 6 and ensure that all the participants are able to take part in it;
  • Continue accompanying the participants and ensure that they are able to participate in the cluster reflection meetings, take part in the planning process of the cluster and in the expansion phase of each cycle of activity in their cluster.

 

When tutoring Book 7:

  • Help the participants to identify the concepts of Book 1 in the context of assisting them to prepare for their first study circle;
  • Help the participants to prepare and rehearse a presentation about the sequence of courses of the Ruhi Institute;
  • Help the participants to make several visits to the homes of believers and their seekers with the purpose of making the presentations and forming study circles;
  • Accompany each participant in facilitating the first few study sessions of their newly formed study circle;
  • Help the new tutors to integrate graciously the elements of the arts into the activities of their study circles;
  • Help the new tutors to document their initial experience in facilitating study circles and to share their learning with the institute coordinators;
  • Help the new tutors to acquire the skill of motivating the participants of their study circles to proceed to the next levels of the sequence of courses with intensity;
  • Ensure that the new tutors are able to participate in the gatherings for children’s class teachers, animators and tutors; in the refresher courses and institute campaigns.

When the participants of your study circle face difficulties and opposition in their path of service:

  • Be with them and pray with them;
  • Help them to analyze the situation;
  • Help them to find a solution;

Implement the decision together relying on the power of Divine Assistance

The article is shared by a high ranking Baha’i official (Auxiliary Board Member) who was asked to supervise Ruhi Study circle at Rabbani School Gwalior and was harassed by Management of Rabbani for not falling in line. These included two Iranian brothers Nayson and Sunil Olyai and a foreign counselor.

 

Courtesy: https://rabbanischoolblog.wordpress.com

 

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