A useful dictionary/vocabulary list of terminology used with regard to the current Five Year Plan.
THE A-Z OF THE FIVE YEAR PLAN
Originally compiled by the National Spiritual Assembly of the Bahá'ís of the United Kingdom.
Adapted by the Regional Bahá'í Council of the Southwestern States
A
A CLUSTER
The Universal House of Justice describes an A-cluster as an area where "strong
communities of deepened believers will be in a position to take on the challenges of systematic
and accelerated expansion and consolidation." Such a cluster has attained conditions propitious
for intensive growth. See also CLUSTER.
ACCELERATION
Training is important because it gives more and more Bahá'ís the skills, knowledge, and
spiritual insights they need to carry out "accelerated expansion and consolidation." (Universal
House of Justice, 12/26/95) The process of entry by troops has got to advance, but it must also
accelerate – it must advance faster and faster!
ADVANCING THE PROCESS OF ENTRY BY TROOPS.
"Advancing the process of entry by troops will continue as the aim of the Five Year
Plan—indeed the aim of the series of Plans that will carry the community to the end of the first
century of the Formative Age." (Universal House of Justice, 1/9/01) See also PROCESS OF ENTRY
BY TROOPS
ANIMATOR
Someone who is trained to run a set of courses for junior youth (ages 12-14). These
courses are "Breezes of Confirmation," "Walking the Straight Path," and "Drawing on the Power
of the Word."
AREA COORDINATOR
See CLUSTER INSTITUTE COORDINATOR
AREA TEACHING COMMITTEE (ATC)
A group of individuals appointed by the Regional Council right before a cluster is
declared an A and is getting ready for an intensive program of growth to help, in collaboration
with the Cluster Institute Coordinator (CIC) and the Auxiliary Board member, to coordinate
cluster activities, plan campaigns, and mobilize individuals who have arisen to serve.
ARTS
The arts have played, and will continue to play "a major role in extending the influence
of the Cause" (Universal House of Justice, Ridván 1996). Artistic activities are an essential
element of any study circle, and the Bahá'ís are encouraged to incorporate the arts into all aspects
of Bahá'í life. "A graceful integration of the arts into diverse activities enhances the surge of
energy that mobilizes the believers." (Universal House of Justice, 12/27/05)
5YP A-Z Page 1 of 15
ASSISTANT
Assistants are appointed by Auxiliary Board members to help them with their various
duties. They serve in a specific area (e.g., a cluster or community) or field of endeavor (e.g.,
youth). The "active involvement of several assistants to Auxiliary Board members in promoting
community life" is one of the signs that a cluster is ready for a program of intensive growth.
AUXILIARY BOARD MEMBER
The Continental Board of Counsellors appoints two Auxiliary Board members for every
part of the United States, one for Propagation and one for Protection. They offer advice to
individuals and institutions and encourage the friends to act on their own disciplined initiative.
B
B CLUSTER
Clusters where "established communities will be gaining strength through a vigorous
institute process" (Universal House of Justice, 1/9/01).
BRANCH COURSES
"The main sequence [of Ruhi courses], much like the trunk of a tree, supports courses
branching out from it, each branch dedicated to some specific area of training." (Universal House
of Justice, 1/9/01). For example Ruhi Book 3a, Teaching Children Classes, Grade 2, joins the
trunk at the Ruhi Book 3 level. In addition, in the United States, the Core Curriculum for training
teachers of children's classes ha s been designated as a branch joining the trunk at the Ruhi Book
3 level.
BUILDING MOMENTUM
A document produced by the International Teaching Centre in April 2003, which
reviewed the learning which had been gained worldwide, two years into the Five Year Plan. A
video called 'Building Momentum' was also produced, looking at the experience of successful
clusters around the world.
C
C CLUSTER
Clusters which "contain a few isolated localities and groups" (Universal House of Justice,
1/9/01), often encompassing a broad spectrum of Bahá'í activity where the institute process has
not yet been established. (Building Momentum 2.2)
C* CLUSTER
C clusters with 100 or more Bahá'í youth and adults.
CAMPAIGNS, INSTITUTE
See INSTITUTE CAMPAIGNS.
CAMPAIGNS, PRACTICE
See PRACTICE CAMPAIGNS
5YP A-Z Page 2 of 15
CATEGORIZATION OF CLUSTERS
There are four types of cluster defined by the Universal House of Justice, often referred
to as A, B, C and D. This is not a statement about a cluster's status. Rather it is a way of
evaluating its capacity for growth. When we know how strong a cluster is, we will know the best
way to make it even stronger.
CHILDREN 'S CLASSES
One of the four core activities of the Five Year Plan. "The establishment of children's
classes is … an indispensable element of any plan for the sustained, large-scale expansion of the
Faith." (International Teaching Centre, July 2000)
CLUSTER
A cluster is a geographic area defined by the Regional Bahá'í Council to enable the
friends to think about the growth of the Faith on a manageable scale and to design and
implement plans of expansion and consolidation close to the grassroots of the greater
community.
CLUSTER DEVELOPMENT FACILITATOR (CDF)
An individual appointed by the Regional Council soon after a cluster is categorized as a
B level cluster to help coordinate and plan intensive practice campaigns, intensive training
campaigns, and cluster reflection gatherings, in collaboration with the Cluster Institute
Coordinator (CIC) and the Auxiliary Board member.
CLUSTER INSTITUTE COORDINATOR (CIC)
Formerly known as Area Coordinators, appointed by the Regional Training Institute and
assigned to specific clusters. They train tutors, follow their progress, ensure they have access to
the materials they need, and organize meetings fo r them to come together and share experiences,
as well as coordinating and tracking study circles throughout their clusters.
CLUSTER COORDINATOR
An advanced cluster may get to the stage where it needs a cluster coordinator, responsible
for making sure the core activities in the area steadily multiply.
COLLABORATOR
All the participants in a study circle, including the person serving as tutor, are
collaborators. A study circle is not made up of a teacher and students – everyone learns.
COMMUNITY OF INTEREST
"The movement of clusters from each level of activity to a higher one is well in hand and,
as it proceeds, the kernel of avowed believers is being joined by a larger circle of people, still not
Bahá'ís but enthusiastically involved in core activities of the [Five Year] Plan." (Universal House
of Justice, Ridván 2004) The "community of interest" is the circle of people who are involved in
core activities on a regular basis while not yet being enrolled Bahá'ís. Evidence from advanced
clusters suggests that the larger the community of interest over the course of a year, the faster the
rate of enrolment.
CONSOLIDATION PHASE
5YP A-Z Page 3 of 15
One of the phases of an intensive program of growth. "One of the primary objectives of
this...phase is to bring a percentage of the new believers into the institute process so that an
adequate pool of human resources will be available in future cycles to sustain growth." "The
nature of the consolidation phase...largely involved nurturing the interest of seekers and
accompanying them in their spiritual search until they are confirmed in their faith." (Universal
House of Justice, 12/27/05)
CONSULTATION, ACTION, REFLECTION
Three steps needed for increasing our effectiveness in planning and teaching. We practice
the art of consultation to reach decisions on how to proceed with our teaching plans. Having
reached a consensus, we then move into the field of action, without fear of failure, assured of the
support of institutions and individuals, and open to learning. We come back from the field to
reflect on the lessons learned in action so that they may be articulated and incorporated into plans
for the next cycle of activity.
COORDINATOR, AREA
See AREA COORDINATOR
COORDINATOR, DEPUTY REGIONAL
See DEPUTY REGIONAL COORDINATOR
COORDINATOR, REGIONAL
See REGIONAL COORDINATOR
CORE ACTIVITIES
The Universal House of Justice refers to study circles, devotional gatherings, children's
classes, and junior youth groups as "core activities." (Universal House of Justice 12/27/05) They
are among the initial goals that every community should try to achieve, and they should be open
to all the people living in a locality, whether Bahá'í or not.
CORE CURRICULUM
A branch course for training teachers of children's classes.
CORE GROUP
Training institute coordinators, Auxiliary Board members/assistants, and Area Teaching
Committees. "The implementation of such a program [of intensive growth] will require the close
collaboration of the institute, the Auxiliary Board members and their assistants, and an Area
Teaching Committee." (Universal House of Justice 1/9/01) Sometimes referred to as a "troika"
or "triad."
COURSES
Every Training Institute Board adopts a sequence of courses, which it uses to raise up
large numbers of believers who can "foster and facilitate the process of entry by troops with
efficiency and love." (Universal House of Justice, Ridván 153) The sequence of courses that has
been adopted by the Training Institute Boards of the United States is the program created by the
Ruhi Institute.
CO-WORKERS
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
5YP A-Z Page 4 of 15
CULTURE OF GROWTH
"Chief among the requirements for motivating believers and nurturing a culture of growth
is the capacity to foster an encouraging environment where, as the Universal House of Justice
wrote in its 9 January message, 'teaching is the dominating passion of the lives of the believers'
and 'mutual support, commitment to learning, and appreciation of diversity of action are the
prevailing norms.' In the same message, the House of Justice also stated that an upsurge in
teaching activity depends on 'sustained encouragement'" (Building Momentum 3.1.1)
CYCLE OF GROWTH
The process of growth within a cluster. A proportion of the Bahá'ís within a cluster move
through the sequence of training institute courses to raise up resources for expansion and
consolidation of the community. An outcome of this is the multiplication of the core activities
within the cluster. These core activities are opened to the wider community, so that the number
of non-Bahá'ís involved in core activities grows steadily, thus increasing the community of
interest. Many of the new believers in the cluster come from these individuals, who are invited
to join study circles, thus further building resources for multiplying the core activities and
opening them to the wider community. Teaching initiatives and campaigns, both individual and
collective, drawing from the people and skills raised up by the training institute, lead to further
growth in the community of interest and the Bahá'í community itself. Thus we have a self-
sustaining cycle of growth.
D
D CLUSTER
A cluster that is not yet open to the Faith; there are no Bahá'ís living there. The Universal
House of Justice suggests that virgin territories are opened to the Faith by home front pioneers.
DECEMBER 27, 2005 MESSAGE
A message of the Universal House of Justice to the Conference of the Continental Boards
of Counsellors outlining the main features of the second Five Year Plan (2006-2011).
DEPUTY REGIONAL COORDINATOR
Deputy Regional Coordinators are appointed by the Regional Training Institute and
assigned to specific territories, usually matching those of each Auxiliary Board member. They
oversee the Area Coordinators in helping to train and support tutors and coordinating and
tracking study circles.
DEVOTIONAL GATHERINGS
One of the four core activities of the Five Year Plan. A devotional meeting is a gathering
of Bahá'ís and their "not- yet Bahá'í" families, friends, neighbors, and co-workers to pray and
meditate. It can be as small as one Baha'i and one seeker only. "Bahá'ís are encouraged to use
the revealed prayers of Bahá'u'lláh and the Báb as well as those of 'Abdul- Bahá. It is
permissible to have prayers and readings from the sacred scriptures of other religions. The form
of the programme would appear to depend in part on the setting, the occasion, and the purposes
of the gathering.' (Memorandum from the Research Department to the Universal House of
Justice, 9/19/01)
5YP A-Z Page 5 of 15
E
ENCOURAGEMENT
"When training and encouragement are effective, a culture of growth is nourished in
which the believers see their duty to teach as a natural consequence of having accepted
Bahá'u'lláh." (Universal House of Justice, 1/9/01) For growth to occur, we must encourage
each other to carry out a rapidly increasing number of core activities. Auxiliary Board members
and their assistants, as well as Local Spiritual Assemblies, must look to how they can foster
individual initiative.
ENTERPRISE, SPIRIT OF
"The rise in activity around the world testifies to the success of these courses in evoking
the spirit of enterprise required to carry out the diverse actions that growth in a cluster, at
whatever stage, demands." (Universal House of Justice, 1/17/03)
ENTRY BY TROOPS
New believers entering the Faith in large numbers.
ENTRY BY TROOPS, PROCESS OF
See PROCESS OF ENTRY BY TROOPS
EXPANSION PHASE
One of the phases of an intensive program of growth. "The expansion phase, often a
period of two weeks, demands the highest level of intensity. Its objective is to widen the circle of
those interested in the Faith, to find receptive souls and to teach them. Although this phase might
include some element of proclamation, it should not be seen as a time to hold a few events for
this purpose or to undertake a set of activities that merely convey information. Experience
suggests that the more closely teaching approaches and methods are aligned with the capacity
acquired from the study of the institute courses the more rewarding the results." (Unive rsal
House of Justice, 12/27/05)
F
FAMILY
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
FEAST
See NINETEEN- DAY F EAST.
FIFTH EPOCH
"…the Faith of Baha'u'llah now enters the fifth epoch of its Formative Age." (Universal
House of Justice, 1/16/01) The Formative Age began in 1921, with the Ascension of 'Abdu'l-
Bahá. It has been marked by a series of epochs – the fifth epoch opened at the beginning of
2001.
FIRESIDES
5YP A-Z Page 6 of 15
Warm, intimate, small gatherings where seekers feel comfortable to come and ask their
questions and get involved in a profound spiritual encounter. One of the principal means of
teaching open to every Baha'i. The Universal House of Justice notes that those seekers who
attend devotional gatherings, and parents whose children attend Bahá'í children's classes, are
often "eager to attend firesides and join study circles." (1/17/03)
FIVE YEAR P LAN
A series of four Five Year Plans was launched by the Universal House of Justice at
Ridván 2001, and it will last until Ridván 2021. Its main aim is to advance the process of entry
by troops. Its main features were outlined in the January 9, 2001 message from the Universal
House of Justice.
FRAMEWORK FOR ACTION
"The elements required for a concerted effort to infuse the diverse regions of the world
with the spirit of Bahá'u'lláh's Revelation have crystallized into a framework for action that now
needs only to be exploited.... Experience in advancing the movement of clusters from one stage
to the next is now so widespread that the methods and instruments are well understood. The
institute process must be strengthened so that a sizeable number of friends proceed through the
main sequence of courses. Intensive institute campaigns that pay adequate attention to the
practice component will be essential in this respect. The number of core activities should be
steadily multiplied, and outreach to the wider community systematically extended. Meetings of
reflection will have to be held periodically in order to monitor progress, maintain unity of
thought and mobilize the energies of the friends. And schemes for administering the growth
process should gradually be put in place, as circumstances demand." (Universal House of Justice,
12/27/05).
FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
The people with whom we come into contact most frequently, from which we cultivate a
community of interested. "It is evident, then, that a systematic approach to training has created a
way for Bahá'ís to reach out to the surrounding society, share Bahá'u'lláh's message with
friends, family, neighbours and co-workers, and expose them to the richness of His teachings.
This outward- looking orientation is one of the finest fruits of the grassroots learning taking
place. The pattern of activity that is being established in clusters around the globe constitutes a
proven means of accelerating expansion and consolidation." (Universal House of Justice,
1/17/03)
G
GRASS ROOTS PLANNING
In the Five Year Plan, planning is taking place at the grass roots. When the friends gather
at a reflection meeting, their planning is based on the human resources that are available. For
instance, a reflection meeting is unlikely to plan to hold ten study circles at once if there are only
five tutors in the cluster!
GROWTH, CULTURE OF
See CULTURE OF GROWTH
GROWTH, INTENSIVE PROGRAM OF
See INTENSIVE PROGRAM OF GROWTH
5YP A-Z Page 7 of 15
H
HOME VISITS
"Conceived as a means for exposing believers to the fundamentals of the Faith, 'home
visits' are giving rise to an array of deepening efforts, both individual and collective, in which
the friends are delving into the Writings and exploring their implications for their lives."
(Universal House of Justice, 12/27/05) They may involve studying a prayer with a person or a
family, sharing a deepening theme with them, or recounting stories of the Faith. Home visits are
an important practice element of many of the courses of the Ruhi Institute.
I
INDIVIDUAL INITIATIVE
"The role of the individual is of unique importance to the work of the Cause." (Universal
House of Justice, Ridván 1996). It is the duty of every Bahá'í to teach the Faith: "Let him not
wait for any directions, or expect any special encouragement, from the elected representatives of
his community, nor be deterred by any obstacles which his relatives, or fellow-citizens may be
inclined to place in his path, nor mind the censure of his critics or enemies." (Shoghi Effendi,
The Advent of Divine Justice). The capacity of the individual is nurtured through "a sequence of
courses that seeks to build capacity for service by concentrating on the application of the
spiritual insights gained through profound study of the Writings." (Universal House of Justice,
12/27/05)
INSTITUTE CAMPAIGNS
Institute campaigns help move groups of friends through the Sequence of courses quickly
without reducing the number of hours spent on a course. It means completing the same course
and its practices in their entirety, but in a shorter period of time, perhaps days instead of weeks or
weeks instead of months. (International Teaching Center, 11/28/04)
INSTITUTE PROCESS
See TRAINING INSTITUTE PROCESS
INSTITUTIONAL CAPACITY
The Five Year Plan is about bringing about growth; the aim is to advance the process of
entry by troops. To achieve this, institutions (like Local Spiritual Assemblies) need to show new
strengths and capacities. This is achieved more easily when the members of those institutions
have first hand experience of nurturing growthfor instance, they have completed the sequence
of courses and their practices.
INSTITUTION OF THE COUNSELLORS
This institution was brought into being by the Universal House of Justice to carry forward
the work of the Hands of the Cause of God. Nine International Counsellors are appointed to the
International Teaching Centre which is based at the World Centre. The House of Justice
appoints a Continental Board of Counsellors on each continent (the number of Counsellors on
each board varies) for five-year terms.
INTENSIVE PROGRAM OF GROWTH (IPG)
5YP A-Z Page 8 of 15
When a cluster is ready – and not before – it should establish an intensive program of
growth. The Regional Council will determine when a cluster is an A-cluster ready to initiate an
Intensive Program of Growth. It will have satisfied the propitious conditions (see P ROPITIOUS
CONDITIONS ) Typically each cycle of an IPG lasts about three months. Each cycle of activity
consists of three phases: 2 weeks for expansion, 10 weeks for consolidation, and 1 week for
reflection and planning. The first few cycles may not produce many declarations, but should
increase the number of individuals in the community of interest.
J
JANUARY 9, 2001 MESSAGE
A message of the Universal House of Justice to the Conference of the Continental Boards
of Counsellors gathered in the Holy Land at that time, outlining the main features of the Five
Year Plan.
JANUARY 17, 2003 MESSAGE
A letter written by the Universal House of Justice to the Bahá'ís of the world. "...cogent
analysis of the progress of the Bahá'í world in advancing the process of entry by troops since the
beginning of the Five Year Plan." (ITC, Building Momentum, April 2003)
JUNIOR YOUTH
Young people between the ages of 12 through 14 (pre youth)
JUNIOR YOUTH COURSES
A series of courses adopted by many training institute boards for the training of junior
youth, facilitated by trained youth animators. The courses are "Breezes of Confirmation,"
"Walking the Straight Path," and "Drawing on the Power of the Word." More books are under
development.
L
LEARNING MODE
"Learning in action is becoming the outstanding feature of the emerging mode of
operation." (Universal House of Justice, 1/17/03). At reflection meetings, the friends are
sharing experience, learning from the results of their actions, and making new plans on the basis
of what they have learned.
M
MAIN SEQUENCE
"The books of the Ruhi institute should constitute the main sequence of courses for
institutes everywhere." (Universal House of Justice, 12/28/05)
MEMORIZATION
The Ruhi Institute courses emphasize the importance of memorizing the Sacred Texts and
Writings so that we may freely impart them to friends and seekers.
5YP A-Z Page 9 of 15
MOVEMENTS, TWO ESSENTIAL
See TWO ESSENTIAL MOVEMENTS
MULTIPLICATION OF CORE ACTIVITIES
The movement of clusters towards the stage where they are ready for intensive growth is
directly linked to the multiplication of core activities. This requires an increase in the number of
trained individuals who carry out the core activities. However, "a proliferation of core activities
that does not serve the purpose of involving a growing number of seekers" should be avoided.
(Universal House of Justice to a National Assembly 8/18/05)
N
NEIGHBORS
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
NINETEEN- DAY F EAST
Monthly gathering of the Bahá'í community to pray, consult, and socializea divinely
ordained a cornerstone of Bahá'í community life. "As the spiritual foundations of the community
are fortified in this way [i.e., through 'the steady multiplication of core activities, propelled by the
training institute'], the level of collective discourse is raised, social relations among the friends
take on new meaning, and a sense of common purpose inspires their interactions. Little wonder,
then, that a study carried out by the International Teaching Centre shows that, in some fifty
advanced clusters surveyed, the quality of the Nineteen Day Feast has improved." (12/27/05)
O
OPEN TO ALL
The Universal House of Justice tells us that the core activities of the Five Year Plan must
be "open to all the inhabitants of the locality", i.e. whether they are Bahá'ís or not (Universal
House of Justice, 1/9/01). Experience has shown that when seekers know there is no pressure or
proselytizing involved, but rather a genuine desire to share the Teachings of Bahá'u'lláh, they
readily return to Bahá'í gatherings on their own.
OUTWARD- LOOKING ORIENTATION
Creating an "open to all" culture requires a concerted, courageous, and imaginative
effort. Bahá'ís are striving to expand their social circles and friendships. Reordering our lives,
including the services we render to the Faith, will allow us more time for interaction with friends,
family, neighbors, and co-workers. (Building Momentum, 4.4) "...[A] systematic approach to
training has created a way for Bahá'ís to reach out to the surrounding society, share
Bahá'u'lláh's message with friends, family, neighbours and co-workers, and expose them to the
richness of His teachings. This outward- looking orientation is one of the finest fruits of the
grassroots learning taking place" (Universal House of Justice, 1/17/03). "From among all those
they encounter – parents of neighbourhood children, peers at school, colleagues at work, casual
acquaintances – they seek out souls with whom they can share a portion of that which He has so
graciously bestowed on humanity. Increase experience enables them to adapt their presentation
to the seeker's needs, employing direct teaching methods that draw on the Writings to offer the
message in a manner both forthcoming and inviting." (Universal House of Justice, 12/27/05)
5YP A-Z Page 10 of 15
P
PORTALS
"These core activities, which at the outset were devised principally to benefit the
believers themselves, are naturally becoming portals for entry by troops. (Universal House of
Justice, Ridván 2002)
PRACTICE CAMPAIGNS
A campaign conducted for the purpose not only of increasing core activities and
community of interest, but of enhancing participants' skills in the elements of teaching
campaigns, such as working with teams and reaching out to seekers. Practice campaigns are
usually conducted in a B cluster in preparation for becoming an A cluster and launching
intensive programs of growth. "As would be expected, experience demonstrates that the more
closely the teaching efforts and approaches have been related to the capacities acquired from the
study of institute courses, the more fruitful has been the outcome. For this reason, in many
instances offering refresher courses, particularly sections of Ruhi Institute Books 2 and 6,
immediately prior to the start of the expansion phase, has proven highly beneficial." (ITC 6/8/05)
PRACTICE, RUHI
See SERVICE, ACT OF
PRIORITY CLUSTER
A cluster which shows great promise or capacity for growth. "Focus in almost every
country has now turned to stimulating the movement of its priority clusters from their current
stage of growth to the next." (Universal House of Justice, 1/17/03). This focus is intended not
only to promote growth in these clusters, but it also to help other areas to develop more quickly
as well through the lessons learned in the stronger areas.
PROCESS
"…to advance the process implies that [the] process is already in progress and that local
and national communities are at different stages of it." (Universal House of Justice, Ridván
153). The process of entry by troops is not something that will "just happen" it is a stage of
growth that the Bahá'ís can bring about through their own actions.
PROCESS OF ENTRY BY TROOPS
The process of preparing for mass enrollment and ensuring that new believers are not
only enrolled but retained as active members of the community. New believers entering the
Faith in large numbers should not happen in short, uncoordinated bursts, but through a sustained
process. As the situation is ripe, and "the stage is set," anytime we hit a nerve, the possibilities
will overwhelm us. Therefore, in advancing the process of entry by troops, the challenge is to be
selective.
It requires a means of systematically training a number of those new declarants to take on
the challenges of promoting the process of entry by troops themselvesthis is what the training
institute process is for.
PROPITIOUS CONDITIONS
5YP A-Z Page 11 of 15
A cluster's readiness for a program of intensive growth can be assessed in relation to
having attained conditions propitious for intensive growth, which includes:
§ Believers being fully involved in institutes courses, with a significant number having
completed the current sequence and who understand the pre-requisites for sustainable
growth
§ Presence of a critical mass of 40 to 50 friends who have completed the Ruhi sequence
§ Increase in the number of Bahá'ís in the cluster
§ Multiplication of core activities and their integration, providing "portals for entry by
troops"
§ Regular participation of seekers in the core activities
§ Vibrant community life
§ Well attended, vibrant, and lively cluster reflection meetings
§ Commitment to an ongoing learning process
§ A high degree of enthusiasm and a strong sense of ownership
§ Ever growing number of individual and collective teaching initiatives
§ Pronounced spirit of collaboration among the institutions
§ Increased institutional capacity. Reasonable degree of administrative capacity
(Building Momentum 2.4)
R
REFLECTION MEETING
Also known as a reflection gathering; held from time to time in A, B, and some C
clusters. "A natural vehicle for multiplying core activities has been reflection meetings. … In
such gatherings the institutions and the believers, many of whom are involved in the institute
process, study the relevant Five Year Plan documents, share experiences, and consult on the
achievements and strengths wit hin the cluster." (Building Momentum, April 2003). The friends
at reflection meetings also set short-term goals for themselves.
REFLECTION PHASE
One of the phases of an intensive program of growth. "Key to the progress of an
intensive programme of growth is the phase dedicated to reflection, in which the lessons learned
in action are articulated and incorporated into plans for the next cycle of activity. Its principal
feature is the reflection meeting-as much a time of joyous celebration as it is of serious
consultation. Careful analysis of experience, through participatory discussions rather than overly
complex and elaborate presentations, serves to maintain unity of vision, sharpen clarity of
thought and heighten enthusiasm." (Universal House of Justice 12/27/05)
REGIONAL BAHÁ 'Í COUNCIL
Elected bodies that govern the teaching affairs of the Bahá'ís of a region within a nation.
In the United State there are five Regional Councils, for the Central, Northeastern, Northwestern,
Southern, and Southwestern regions. "The main task of a Regional Bahá'í Council is to devise
and execute expansion and consolidation plans in close collaboration with the Local Spiritual
Assemblies and the believers within its area of jurisdiction." (Universal House of Justice
5/30/97).
REGIONAL COORDINATOR
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Individual appointed by the Regional Training Institute to oversee the services of the
Deputy and Area Coordinators serving the institute process, often a member of the regional
training institute.
REGIONAL TRAINING INSTITUTE
See TRAINING INSTITUTE
RUHI INSTITUTE
"…in Colombia … a systematic and sustained programme of education in the Writings
was devised and soon adopted in neighbouring countries." (Universal House of Justice, Century
of Light). This program was the sequence of courses devised by the Ruhi Institute, and
subsequently adopted by the majority of national communities around the world. The House of
Justice said this was because national communities found them "most responsive to the Five
Year Plan's needs." (Universal House of Justice, Ridván 2004).
S
SECTORS
A sub-division of a cluster, usually in large metro areas. "For the most part, large urban
areas under the jurisdiction of one Local Spiritual Assembly have been designated single
clusters, these in turn being divided into sectors, so as to facilitate planning and implementation."
(Universal House of Justice, 1/17/03)
SEQUENCE OF COURSES
The Universal House of Justice stresses that each training institute must choose "a
sequence of courses which, building on one another, [will] gradually endow the students with the
knowledge, skills and qualities needed to serve the Faith with increasing effectiveness."
(Universal House of Justice, cited in ITC, Training Institutes and Systematic Growth, Feb. 2000).
So it is important that friends proceed through the courses systematically, one after another – the
skills they acquire in one course will be built upon in future courses, and it won't help to study
them out of sequence!
SERVICE, ACTS OF
For every course in the sequence devised by the Ruhi Institute, there is a specified act of
service or "practice activity." A participant is not considered to have completed the course if the
act of service has not been carried outafter all, what is the use of training that involves theory
but no practice? As an example, the act of service in Ruhi Book 1 is to visit another person and
study a prayer with them.
STORYTELLING
A practice activity, or act of service, for Ruhi Book 4, The Twin Manifestations, is to
learn to tell stories about the lives of the Báb and Bahá'u'lláh to share with friends and seekers.
STUDY CIRCLE
One of the four core activities of the Five Year Plans; a delivery system for the sequence
of courses chosen by the training institute. In essence, it consists of a group of friends, meeting
on a regular basis in a local area, with one person serving as a tutor. Everyone involved is a
collaborator, and each participant is actively involved in the process of learning – they are not
passive!
5YP A-Z Page 13 of 15
SYSTEMATIZATION
"Systematization ensures consistency of lines of action based on well- conceived plans …
it implies an orderliness of approach in all that pertains to Bahá'í service … Systematization is a
necessary mode of functioning animated by the urgency to act." (Universal House of Justice,
Ridván 155)
T
TEACHING TEAM
A small groups of friends, preferably living near one another, who band together to teach,
often as part of a teaching campaign or intensive program of growth. The team consults on
approaches for teaching, acts collectively and individually, supports each other through prayer,
and reflects together on lessons learned. "Plans being devised for this [expansion] phase
invariably involve the implementation of carefully designed teaching projects and campaigns of
home visits and firesides, often through the mobilization of teaching teams." (Universal House of
Justice, 12/27/05)
TRAINING INSTITUTE
An institution appointed by the Regional Council and the National Spiritual Assembly in
consultation with the Continental Board of Counselors. It is responsible for overseeing the
training institute process within a region and is under the supervision of the Regional Councils.
It appoints a Regional Coordinator, Deputy Regional Coordinators, and Area Coordinators, and it
selects and creates training material.
TRAINING INSTITUTE PROCESS
Training institutes "have as their goal one very practical outcome, namely, the raising up
of large numbers of believers who are trained to foster and facilitate the process of entry by
troops with efficiency and love." (Universal House of Justice, Ridván 153). In order to achieve
this, they adopt a sequence of courses which will endow students with the knowledge, skills and
qualities they need for this purpose.
TROIKA
See CORE GROUP.
TUTOR
A person who serves as a tutor of a study circle has been trained in the methods of the
Ruhi Institute, so that he or she can help every participant in the study circle to gain the
maximum benefit from the course. He or she is a collaboratorthe model is not that of a teacher
with a classroom full of students.
TUTOR REFLECTION MEETING
A gathering organized by an Area Coordinator for the tutors of an area so they can share
and analyze experiences, answer questions, and enhance skills.
TWO ESSENTIAL MOVEMENTS
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"The Five Year Plan … requires concentrated and sustained attention to two essential
movements. The first is the steady flow of believers through the sequence of courses offered by
training institutes, for the purpose of developing the human resources of the Cause. The second,
which receives its impetus from the first, is the movement of geographic clusters from one stage
of growth to the next." (Universal House of Justice, 12/22/01)
W
WORLD ORDER LETTERS
Letters written by the Guardian that analyze the world situation, published in The World
Order of Bahá'u'lláh. The Universal House of Justice urged the Bahá'ís to study these letters in
its Ridván message of 2003.
Y
YOUTH
Bahá'ís of ages 15 through 20. "Multiplying [the core] activities ranks high among the
priorities of institutions everywhere, and you should not underestimate the importance of the part
Bahá'í youth must play in this mighty endeavor. Who more than the young people of our
communities can lend the collective energy needed to achieve so necessary an increase in the
level of activity?" (Universal House of Justice, to the youth forums held in the Western States,
4/10/03)
Z
ZONE
The term sometimes used by regional agencies to refer to the territory covered by an
Auxiliary Board member.
5YP A-Z Page 15 of 15
Accessed at http://teachingandprojects.com/
Originally compiled by the National Spiritual Assembly of the Bahá'ís of the United Kingdom.
Adapted by the Regional Bahá'í Council of the Southwestern States
January 2007
A
A CLUSTER
The Universal House of Justice describes an A-cluster as an area where "strong
communities of deepened believers will be in a position to take on the challenges of systematic
and accelerated expansion and consolidation." Such a cluster has attained conditions propitious
for intensive growth. See also CLUSTER.
ACCELERATION
Training is important because it gives more and more Bahá'ís the skills, knowledge, and
spiritual insights they need to carry out "accelerated expansion and consolidation." (Universal
House of Justice, 12/26/95) The process of entry by troops has got to advance, but it must also
accelerate – it must advance faster and faster!
ADVANCING THE PROCESS OF ENTRY BY TROOPS.
"Advancing the process of entry by troops will continue as the aim of the Five Year
Plan—indeed the aim of the series of Plans that will carry the community to the end of the first
century of the Formative Age." (Universal House of Justice, 1/9/01) See also PROCESS OF ENTRY
BY TROOPS
ANIMATOR
Someone who is trained to run a set of courses for junior youth (ages 12-14). These
courses are "Breezes of Confirmation," "Walking the Straight Path," and "Drawing on the Power
of the Word."
AREA COORDINATOR
See CLUSTER INSTITUTE COORDINATOR
AREA TEACHING COMMITTEE (ATC)
A group of individuals appointed by the Regional Council right before a cluster is
declared an A and is getting ready for an intensive program of growth to help, in collaboration
with the Cluster Institute Coordinator (CIC) and the Auxiliary Board member, to coordinate
cluster activities, plan campaigns, and mobilize individuals who have arisen to serve.
ARTS
The arts have played, and will continue to play "a major role in extending the influence
of the Cause" (Universal House of Justice, Ridván 1996). Artistic activities are an essential
element of any study circle, and the Bahá'ís are encouraged to incorporate the arts into all aspects
of Bahá'í life. "A graceful integration of the arts into diverse activities enhances the surge of
energy that mobilizes the believers." (Universal House of Justice, 12/27/05)
5YP A-Z Page 1 of 15
ASSISTANT
Assistants are appointed by Auxiliary Board members to help them with their various
duties. They serve in a specific area (e.g., a cluster or community) or field of endeavor (e.g.,
youth). The "active involvement of several assistants to Auxiliary Board members in promoting
community life" is one of the signs that a cluster is ready for a program of intensive growth.
AUXILIARY BOARD MEMBER
The Continental Board of Counsellors appoints two Auxiliary Board members for every
part of the United States, one for Propagation and one for Protection. They offer advice to
individuals and institutions and encourage the friends to act on their own disciplined initiative.
B
B CLUSTER
Clusters where "established communities will be gaining strength through a vigorous
institute process" (Universal House of Justice, 1/9/01).
BRANCH COURSES
"The main sequence [of Ruhi courses], much like the trunk of a tree, supports courses
branching out from it, each branch dedicated to some specific area of training." (Universal House
of Justice, 1/9/01). For example Ruhi Book 3a, Teaching Children Classes, Grade 2, joins the
trunk at the Ruhi Book 3 level. In addition, in the United States, the Core Curriculum for training
teachers of children's classes ha s been designated as a branch joining the trunk at the Ruhi Book
3 level.
BUILDING MOMENTUM
A document produced by the International Teaching Centre in April 2003, which
reviewed the learning which had been gained worldwide, two years into the Five Year Plan. A
video called 'Building Momentum' was also produced, looking at the experience of successful
clusters around the world.
C
C CLUSTER
Clusters which "contain a few isolated localities and groups" (Universal House of Justice,
1/9/01), often encompassing a broad spectrum of Bahá'í activity where the institute process has
not yet been established. (Building Momentum 2.2)
C* CLUSTER
C clusters with 100 or more Bahá'í youth and adults.
CAMPAIGNS, INSTITUTE
See INSTITUTE CAMPAIGNS.
CAMPAIGNS, PRACTICE
See PRACTICE CAMPAIGNS
5YP A-Z Page 2 of 15
CATEGORIZATION OF CLUSTERS
There are four types of cluster defined by the Universal House of Justice, often referred
to as A, B, C and D. This is not a statement about a cluster's status. Rather it is a way of
evaluating its capacity for growth. When we know how strong a cluster is, we will know the best
way to make it even stronger.
CHILDREN 'S CLASSES
One of the four core activities of the Five Year Plan. "The establishment of children's
classes is … an indispensable element of any plan for the sustained, large-scale expansion of the
Faith." (International Teaching Centre, July 2000)
CLUSTER
A cluster is a geographic area defined by the Regional Bahá'í Council to enable the
friends to think about the growth of the Faith on a manageable scale and to design and
implement plans of expansion and consolidation close to the grassroots of the greater
community.
CLUSTER DEVELOPMENT FACILITATOR (CDF)
An individual appointed by the Regional Council soon after a cluster is categorized as a
B level cluster to help coordinate and plan intensive practice campaigns, intensive training
campaigns, and cluster reflection gatherings, in collaboration with the Cluster Institute
Coordinator (CIC) and the Auxiliary Board member.
CLUSTER INSTITUTE COORDINATOR (CIC)
Formerly known as Area Coordinators, appointed by the Regional Training Institute and
assigned to specific clusters. They train tutors, follow their progress, ensure they have access to
the materials they need, and organize meetings fo r them to come together and share experiences,
as well as coordinating and tracking study circles throughout their clusters.
CLUSTER COORDINATOR
An advanced cluster may get to the stage where it needs a cluster coordinator, responsible
for making sure the core activities in the area steadily multiply.
COLLABORATOR
All the participants in a study circle, including the person serving as tutor, are
collaborators. A study circle is not made up of a teacher and students – everyone learns.
COMMUNITY OF INTEREST
"The movement of clusters from each level of activity to a higher one is well in hand and,
as it proceeds, the kernel of avowed believers is being joined by a larger circle of people, still not
Bahá'ís but enthusiastically involved in core activities of the [Five Year] Plan." (Universal House
of Justice, Ridván 2004) The "community of interest" is the circle of people who are involved in
core activities on a regular basis while not yet being enrolled Bahá'ís. Evidence from advanced
clusters suggests that the larger the community of interest over the course of a year, the faster the
rate of enrolment.
CONSOLIDATION PHASE
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One of the phases of an intensive program of growth. "One of the primary objectives of
this...phase is to bring a percentage of the new believers into the institute process so that an
adequate pool of human resources will be available in future cycles to sustain growth." "The
nature of the consolidation phase...largely involved nurturing the interest of seekers and
accompanying them in their spiritual search until they are confirmed in their faith." (Universal
House of Justice, 12/27/05)
CONSULTATION, ACTION, REFLECTION
Three steps needed for increasing our effectiveness in planning and teaching. We practice
the art of consultation to reach decisions on how to proceed with our teaching plans. Having
reached a consensus, we then move into the field of action, without fear of failure, assured of the
support of institutions and individuals, and open to learning. We come back from the field to
reflect on the lessons learned in action so that they may be articulated and incorporated into plans
for the next cycle of activity.
COORDINATOR, AREA
See AREA COORDINATOR
COORDINATOR, DEPUTY REGIONAL
See DEPUTY REGIONAL COORDINATOR
COORDINATOR, REGIONAL
See REGIONAL COORDINATOR
CORE ACTIVITIES
The Universal House of Justice refers to study circles, devotional gatherings, children's
classes, and junior youth groups as "core activities." (Universal House of Justice 12/27/05) They
are among the initial goals that every community should try to achieve, and they should be open
to all the people living in a locality, whether Bahá'í or not.
CORE CURRICULUM
A branch course for training teachers of children's classes.
CORE GROUP
Training institute coordinators, Auxiliary Board members/assistants, and Area Teaching
Committees. "The implementation of such a program [of intensive growth] will require the close
collaboration of the institute, the Auxiliary Board members and their assistants, and an Area
Teaching Committee." (Universal House of Justice 1/9/01) Sometimes referred to as a "troika"
or "triad."
COURSES
Every Training Institute Board adopts a sequence of courses, which it uses to raise up
large numbers of believers who can "foster and facilitate the process of entry by troops with
efficiency and love." (Universal House of Justice, Ridván 153) The sequence of courses that has
been adopted by the Training Institute Boards of the United States is the program created by the
Ruhi Institute.
CO-WORKERS
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
5YP A-Z Page 4 of 15
CULTURE OF GROWTH
"Chief among the requirements for motivating believers and nurturing a culture of growth
is the capacity to foster an encouraging environment where, as the Universal House of Justice
wrote in its 9 January message, 'teaching is the dominating passion of the lives of the believers'
and 'mutual support, commitment to learning, and appreciation of diversity of action are the
prevailing norms.' In the same message, the House of Justice also stated that an upsurge in
teaching activity depends on 'sustained encouragement'" (Building Momentum 3.1.1)
CYCLE OF GROWTH
The process of growth within a cluster. A proportion of the Bahá'ís within a cluster move
through the sequence of training institute courses to raise up resources for expansion and
consolidation of the community. An outcome of this is the multiplication of the core activities
within the cluster. These core activities are opened to the wider community, so that the number
of non-Bahá'ís involved in core activities grows steadily, thus increasing the community of
interest. Many of the new believers in the cluster come from these individuals, who are invited
to join study circles, thus further building resources for multiplying the core activities and
opening them to the wider community. Teaching initiatives and campaigns, both individual and
collective, drawing from the people and skills raised up by the training institute, lead to further
growth in the community of interest and the Bahá'í community itself. Thus we have a self-
sustaining cycle of growth.
D
D CLUSTER
A cluster that is not yet open to the Faith; there are no Bahá'ís living there. The Universal
House of Justice suggests that virgin territories are opened to the Faith by home front pioneers.
DECEMBER 27, 2005 MESSAGE
A message of the Universal House of Justice to the Conference of the Continental Boards
of Counsellors outlining the main features of the second Five Year Plan (2006-2011).
DEPUTY REGIONAL COORDINATOR
Deputy Regional Coordinators are appointed by the Regional Training Institute and
assigned to specific territories, usually matching those of each Auxiliary Board member. They
oversee the Area Coordinators in helping to train and support tutors and coordinating and
tracking study circles.
DEVOTIONAL GATHERINGS
One of the four core activities of the Five Year Plan. A devotional meeting is a gathering
of Bahá'ís and their "not- yet Bahá'í" families, friends, neighbors, and co-workers to pray and
meditate. It can be as small as one Baha'i and one seeker only. "Bahá'ís are encouraged to use
the revealed prayers of Bahá'u'lláh and the Báb as well as those of 'Abdul- Bahá. It is
permissible to have prayers and readings from the sacred scriptures of other religions. The form
of the programme would appear to depend in part on the setting, the occasion, and the purposes
of the gathering.' (Memorandum from the Research Department to the Universal House of
Justice, 9/19/01)
5YP A-Z Page 5 of 15
E
ENCOURAGEMENT
"When training and encouragement are effective, a culture of growth is nourished in
which the believers see their duty to teach as a natural consequence of having accepted
Bahá'u'lláh." (Universal House of Justice, 1/9/01) For growth to occur, we must encourage
each other to carry out a rapidly increasing number of core activities. Auxiliary Board members
and their assistants, as well as Local Spiritual Assemblies, must look to how they can foster
individual initiative.
ENTERPRISE, SPIRIT OF
"The rise in activity around the world testifies to the success of these courses in evoking
the spirit of enterprise required to carry out the diverse actions that growth in a cluster, at
whatever stage, demands." (Universal House of Justice, 1/17/03)
ENTRY BY TROOPS
New believers entering the Faith in large numbers.
ENTRY BY TROOPS, PROCESS OF
See PROCESS OF ENTRY BY TROOPS
EXPANSION PHASE
One of the phases of an intensive program of growth. "The expansion phase, often a
period of two weeks, demands the highest level of intensity. Its objective is to widen the circle of
those interested in the Faith, to find receptive souls and to teach them. Although this phase might
include some element of proclamation, it should not be seen as a time to hold a few events for
this purpose or to undertake a set of activities that merely convey information. Experience
suggests that the more closely teaching approaches and methods are aligned with the capacity
acquired from the study of the institute courses the more rewarding the results." (Unive rsal
House of Justice, 12/27/05)
F
FAMILY
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
FEAST
See NINETEEN- DAY F EAST.
FIFTH EPOCH
"…the Faith of Baha'u'llah now enters the fifth epoch of its Formative Age." (Universal
House of Justice, 1/16/01) The Formative Age began in 1921, with the Ascension of 'Abdu'l-
Bahá. It has been marked by a series of epochs – the fifth epoch opened at the beginning of
2001.
FIRESIDES
5YP A-Z Page 6 of 15
Warm, intimate, small gatherings where seekers feel comfortable to come and ask their
questions and get involved in a profound spiritual encounter. One of the principal means of
teaching open to every Baha'i. The Universal House of Justice notes that those seekers who
attend devotional gatherings, and parents whose children attend Bahá'í children's classes, are
often "eager to attend firesides and join study circles." (1/17/03)
FIVE YEAR P LAN
A series of four Five Year Plans was launched by the Universal House of Justice at
Ridván 2001, and it will last until Ridván 2021. Its main aim is to advance the process of entry
by troops. Its main features were outlined in the January 9, 2001 message from the Universal
House of Justice.
FRAMEWORK FOR ACTION
"The elements required for a concerted effort to infuse the diverse regions of the world
with the spirit of Bahá'u'lláh's Revelation have crystallized into a framework for action that now
needs only to be exploited.... Experience in advancing the movement of clusters from one stage
to the next is now so widespread that the methods and instruments are well understood. The
institute process must be strengthened so that a sizeable number of friends proceed through the
main sequence of courses. Intensive institute campaigns that pay adequate attention to the
practice component will be essential in this respect. The number of core activities should be
steadily multiplied, and outreach to the wider community systematically extended. Meetings of
reflection will have to be held periodically in order to monitor progress, maintain unity of
thought and mobilize the energies of the friends. And schemes for administering the growth
process should gradually be put in place, as circumstances demand." (Universal House of Justice,
12/27/05).
FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
The people with whom we come into contact most frequently, from which we cultivate a
community of interested. "It is evident, then, that a systematic approach to training has created a
way for Bahá'ís to reach out to the surrounding society, share Bahá'u'lláh's message with
friends, family, neighbours and co-workers, and expose them to the richness of His teachings.
This outward- looking orientation is one of the finest fruits of the grassroots learning taking
place. The pattern of activity that is being established in clusters around the globe constitutes a
proven means of accelerating expansion and consolidation." (Universal House of Justice,
1/17/03)
G
GRASS ROOTS PLANNING
In the Five Year Plan, planning is taking place at the grass roots. When the friends gather
at a reflection meeting, their planning is based on the human resources that are available. For
instance, a reflection meeting is unlikely to plan to hold ten study circles at once if there are only
five tutors in the cluster!
GROWTH, CULTURE OF
See CULTURE OF GROWTH
GROWTH, INTENSIVE PROGRAM OF
See INTENSIVE PROGRAM OF GROWTH
5YP A-Z Page 7 of 15
H
HOME VISITS
"Conceived as a means for exposing believers to the fundamentals of the Faith, 'home
visits' are giving rise to an array of deepening efforts, both individual and collective, in which
the friends are delving into the Writings and exploring their implications for their lives."
(Universal House of Justice, 12/27/05) They may involve studying a prayer with a person or a
family, sharing a deepening theme with them, or recounting stories of the Faith. Home visits are
an important practice element of many of the courses of the Ruhi Institute.
I
INDIVIDUAL INITIATIVE
"The role of the individual is of unique importance to the work of the Cause." (Universal
House of Justice, Ridván 1996). It is the duty of every Bahá'í to teach the Faith: "Let him not
wait for any directions, or expect any special encouragement, from the elected representatives of
his community, nor be deterred by any obstacles which his relatives, or fellow-citizens may be
inclined to place in his path, nor mind the censure of his critics or enemies." (Shoghi Effendi,
The Advent of Divine Justice). The capacity of the individual is nurtured through "a sequence of
courses that seeks to build capacity for service by concentrating on the application of the
spiritual insights gained through profound study of the Writings." (Universal House of Justice,
12/27/05)
INSTITUTE CAMPAIGNS
Institute campaigns help move groups of friends through the Sequence of courses quickly
without reducing the number of hours spent on a course. It means completing the same course
and its practices in their entirety, but in a shorter period of time, perhaps days instead of weeks or
weeks instead of months. (International Teaching Center, 11/28/04)
INSTITUTE PROCESS
See TRAINING INSTITUTE PROCESS
INSTITUTIONAL CAPACITY
The Five Year Plan is about bringing about growth; the aim is to advance the process of
entry by troops. To achieve this, institutions (like Local Spiritual Assemblies) need to show new
strengths and capacities. This is achieved more easily when the members of those institutions
have first hand experience of nurturing growthfor instance, they have completed the sequence
of courses and their practices.
INSTITUTION OF THE COUNSELLORS
This institution was brought into being by the Universal House of Justice to carry forward
the work of the Hands of the Cause of God. Nine International Counsellors are appointed to the
International Teaching Centre which is based at the World Centre. The House of Justice
appoints a Continental Board of Counsellors on each continent (the number of Counsellors on
each board varies) for five-year terms.
INTENSIVE PROGRAM OF GROWTH (IPG)
5YP A-Z Page 8 of 15
When a cluster is ready – and not before – it should establish an intensive program of
growth. The Regional Council will determine when a cluster is an A-cluster ready to initiate an
Intensive Program of Growth. It will have satisfied the propitious conditions (see P ROPITIOUS
CONDITIONS ) Typically each cycle of an IPG lasts about three months. Each cycle of activity
consists of three phases: 2 weeks for expansion, 10 weeks for consolidation, and 1 week for
reflection and planning. The first few cycles may not produce many declarations, but should
increase the number of individuals in the community of interest.
J
JANUARY 9, 2001 MESSAGE
A message of the Universal House of Justice to the Conference of the Continental Boards
of Counsellors gathered in the Holy Land at that time, outlining the main features of the Five
Year Plan.
JANUARY 17, 2003 MESSAGE
A letter written by the Universal House of Justice to the Bahá'ís of the world. "...cogent
analysis of the progress of the Bahá'í world in advancing the process of entry by troops since the
beginning of the Five Year Plan." (ITC, Building Momentum, April 2003)
JUNIOR YOUTH
Young people between the ages of 12 through 14 (pre youth)
JUNIOR YOUTH COURSES
A series of courses adopted by many training institute boards for the training of junior
youth, facilitated by trained youth animators. The courses are "Breezes of Confirmation,"
"Walking the Straight Path," and "Drawing on the Power of the Word." More books are under
development.
L
LEARNING MODE
"Learning in action is becoming the outstanding feature of the emerging mode of
operation." (Universal House of Justice, 1/17/03). At reflection meetings, the friends are
sharing experience, learning from the results of their actions, and making new plans on the basis
of what they have learned.
M
MAIN SEQUENCE
"The books of the Ruhi institute should constitute the main sequence of courses for
institutes everywhere." (Universal House of Justice, 12/28/05)
MEMORIZATION
The Ruhi Institute courses emphasize the importance of memorizing the Sacred Texts and
Writings so that we may freely impart them to friends and seekers.
5YP A-Z Page 9 of 15
MOVEMENTS, TWO ESSENTIAL
See TWO ESSENTIAL MOVEMENTS
MULTIPLICATION OF CORE ACTIVITIES
The movement of clusters towards the stage where they are ready for intensive growth is
directly linked to the multiplication of core activities. This requires an increase in the number of
trained individuals who carry out the core activities. However, "a proliferation of core activities
that does not serve the purpose of involving a growing number of seekers" should be avoided.
(Universal House of Justice to a National Assembly 8/18/05)
N
NEIGHBORS
See FRIENDS, FAMILY, NEIGHBORS, AND CO- WORKERS
NINETEEN- DAY F EAST
Monthly gathering of the Bahá'í community to pray, consult, and socializea divinely
ordained a cornerstone of Bahá'í community life. "As the spiritual foundations of the community
are fortified in this way [i.e., through 'the steady multiplication of core activities, propelled by the
training institute'], the level of collective discourse is raised, social relations among the friends
take on new meaning, and a sense of common purpose inspires their interactions. Little wonder,
then, that a study carried out by the International Teaching Centre shows that, in some fifty
advanced clusters surveyed, the quality of the Nineteen Day Feast has improved." (12/27/05)
O
OPEN TO ALL
The Universal House of Justice tells us that the core activities of the Five Year Plan must
be "open to all the inhabitants of the locality", i.e. whether they are Bahá'ís or not (Universal
House of Justice, 1/9/01). Experience has shown that when seekers know there is no pressure or
proselytizing involved, but rather a genuine desire to share the Teachings of Bahá'u'lláh, they
readily return to Bahá'í gatherings on their own.
OUTWARD- LOOKING ORIENTATION
Creating an "open to all" culture requires a concerted, courageous, and imaginative
effort. Bahá'ís are striving to expand their social circles and friendships. Reordering our lives,
including the services we render to the Faith, will allow us more time for interaction with friends,
family, neighbors, and co-workers. (Building Momentum, 4.4) "...[A] systematic approach to
training has created a way for Bahá'ís to reach out to the surrounding society, share
Bahá'u'lláh's message with friends, family, neighbours and co-workers, and expose them to the
richness of His teachings. This outward- looking orientation is one of the finest fruits of the
grassroots learning taking place" (Universal House of Justice, 1/17/03). "From among all those
they encounter – parents of neighbourhood children, peers at school, colleagues at work, casual
acquaintances – they seek out souls with whom they can share a portion of that which He has so
graciously bestowed on humanity. Increase experience enables them to adapt their presentation
to the seeker's needs, employing direct teaching methods that draw on the Writings to offer the
message in a manner both forthcoming and inviting." (Universal House of Justice, 12/27/05)
5YP A-Z Page 10 of 15
P
PORTALS
"These core activities, which at the outset were devised principally to benefit the
believers themselves, are naturally becoming portals for entry by troops. (Universal House of
Justice, Ridván 2002)
PRACTICE CAMPAIGNS
A campaign conducted for the purpose not only of increasing core activities and
community of interest, but of enhancing participants' skills in the elements of teaching
campaigns, such as working with teams and reaching out to seekers. Practice campaigns are
usually conducted in a B cluster in preparation for becoming an A cluster and launching
intensive programs of growth. "As would be expected, experience demonstrates that the more
closely the teaching efforts and approaches have been related to the capacities acquired from the
study of institute courses, the more fruitful has been the outcome. For this reason, in many
instances offering refresher courses, particularly sections of Ruhi Institute Books 2 and 6,
immediately prior to the start of the expansion phase, has proven highly beneficial." (ITC 6/8/05)
PRACTICE, RUHI
See SERVICE, ACT OF
PRIORITY CLUSTER
A cluster which shows great promise or capacity for growth. "Focus in almost every
country has now turned to stimulating the movement of its priority clusters from their current
stage of growth to the next." (Universal House of Justice, 1/17/03). This focus is intended not
only to promote growth in these clusters, but it also to help other areas to develop more quickly
as well through the lessons learned in the stronger areas.
PROCESS
"…to advance the process implies that [the] process is already in progress and that local
and national communities are at different stages of it." (Universal House of Justice, Ridván
153). The process of entry by troops is not something that will "just happen" it is a stage of
growth that the Bahá'ís can bring about through their own actions.
PROCESS OF ENTRY BY TROOPS
The process of preparing for mass enrollment and ensuring that new believers are not
only enrolled but retained as active members of the community. New believers entering the
Faith in large numbers should not happen in short, uncoordinated bursts, but through a sustained
process. As the situation is ripe, and "the stage is set," anytime we hit a nerve, the possibilities
will overwhelm us. Therefore, in advancing the process of entry by troops, the challenge is to be
selective.
It requires a means of systematically training a number of those new declarants to take on
the challenges of promoting the process of entry by troops themselvesthis is what the training
institute process is for.
PROPITIOUS CONDITIONS
5YP A-Z Page 11 of 15
A cluster's readiness for a program of intensive growth can be assessed in relation to
having attained conditions propitious for intensive growth, which includes:
§ Believers being fully involved in institutes courses, with a significant number having
completed the current sequence and who understand the pre-requisites for sustainable
growth
§ Presence of a critical mass of 40 to 50 friends who have completed the Ruhi sequence
§ Increase in the number of Bahá'ís in the cluster
§ Multiplication of core activities and their integration, providing "portals for entry by
troops"
§ Regular participation of seekers in the core activities
§ Vibrant community life
§ Well attended, vibrant, and lively cluster reflection meetings
§ Commitment to an ongoing learning process
§ A high degree of enthusiasm and a strong sense of ownership
§ Ever growing number of individual and collective teaching initiatives
§ Pronounced spirit of collaboration among the institutions
§ Increased institutional capacity. Reasonable degree of administrative capacity
(Building Momentum 2.4)
R
REFLECTION MEETING
Also known as a reflection gathering; held from time to time in A, B, and some C
clusters. "A natural vehicle for multiplying core activities has been reflection meetings. … In
such gatherings the institutions and the believers, many of whom are involved in the institute
process, study the relevant Five Year Plan documents, share experiences, and consult on the
achievements and strengths wit hin the cluster." (Building Momentum, April 2003). The friends
at reflection meetings also set short-term goals for themselves.
REFLECTION PHASE
One of the phases of an intensive program of growth. "Key to the progress of an
intensive programme of growth is the phase dedicated to reflection, in which the lessons learned
in action are articulated and incorporated into plans for the next cycle of activity. Its principal
feature is the reflection meeting-as much a time of joyous celebration as it is of serious
consultation. Careful analysis of experience, through participatory discussions rather than overly
complex and elaborate presentations, serves to maintain unity of vision, sharpen clarity of
thought and heighten enthusiasm." (Universal House of Justice 12/27/05)
REGIONAL BAHÁ 'Í COUNCIL
Elected bodies that govern the teaching affairs of the Bahá'ís of a region within a nation.
In the United State there are five Regional Councils, for the Central, Northeastern, Northwestern,
Southern, and Southwestern regions. "The main task of a Regional Bahá'í Council is to devise
and execute expansion and consolidation plans in close collaboration with the Local Spiritual
Assemblies and the believers within its area of jurisdiction." (Universal House of Justice
5/30/97).
REGIONAL COORDINATOR
5YP A-Z Page 12 of 15
Individual appointed by the Regional Training Institute to oversee the services of the
Deputy and Area Coordinators serving the institute process, often a member of the regional
training institute.
REGIONAL TRAINING INSTITUTE
See TRAINING INSTITUTE
RUHI INSTITUTE
"…in Colombia … a systematic and sustained programme of education in the Writings
was devised and soon adopted in neighbouring countries." (Universal House of Justice, Century
of Light). This program was the sequence of courses devised by the Ruhi Institute, and
subsequently adopted by the majority of national communities around the world. The House of
Justice said this was because national communities found them "most responsive to the Five
Year Plan's needs." (Universal House of Justice, Ridván 2004).
S
SECTORS
A sub-division of a cluster, usually in large metro areas. "For the most part, large urban
areas under the jurisdiction of one Local Spiritual Assembly have been designated single
clusters, these in turn being divided into sectors, so as to facilitate planning and implementation."
(Universal House of Justice, 1/17/03)
SEQUENCE OF COURSES
The Universal House of Justice stresses that each training institute must choose "a
sequence of courses which, building on one another, [will] gradually endow the students with the
knowledge, skills and qualities needed to serve the Faith with increasing effectiveness."
(Universal House of Justice, cited in ITC, Training Institutes and Systematic Growth, Feb. 2000).
So it is important that friends proceed through the courses systematically, one after another – the
skills they acquire in one course will be built upon in future courses, and it won't help to study
them out of sequence!
SERVICE, ACTS OF
For every course in the sequence devised by the Ruhi Institute, there is a specified act of
service or "practice activity." A participant is not considered to have completed the course if the
act of service has not been carried outafter all, what is the use of training that involves theory
but no practice? As an example, the act of service in Ruhi Book 1 is to visit another person and
study a prayer with them.
STORYTELLING
A practice activity, or act of service, for Ruhi Book 4, The Twin Manifestations, is to
learn to tell stories about the lives of the Báb and Bahá'u'lláh to share with friends and seekers.
STUDY CIRCLE
One of the four core activities of the Five Year Plans; a delivery system for the sequence
of courses chosen by the training institute. In essence, it consists of a group of friends, meeting
on a regular basis in a local area, with one person serving as a tutor. Everyone involved is a
collaborator, and each participant is actively involved in the process of learning – they are not
passive!
5YP A-Z Page 13 of 15
SYSTEMATIZATION
"Systematization ensures consistency of lines of action based on well- conceived plans …
it implies an orderliness of approach in all that pertains to Bahá'í service … Systematization is a
necessary mode of functioning animated by the urgency to act." (Universal House of Justice,
Ridván 155)
T
TEACHING TEAM
A small groups of friends, preferably living near one another, who band together to teach,
often as part of a teaching campaign or intensive program of growth. The team consults on
approaches for teaching, acts collectively and individually, supports each other through prayer,
and reflects together on lessons learned. "Plans being devised for this [expansion] phase
invariably involve the implementation of carefully designed teaching projects and campaigns of
home visits and firesides, often through the mobilization of teaching teams." (Universal House of
Justice, 12/27/05)
TRAINING INSTITUTE
An institution appointed by the Regional Council and the National Spiritual Assembly in
consultation with the Continental Board of Counselors. It is responsible for overseeing the
training institute process within a region and is under the supervision of the Regional Councils.
It appoints a Regional Coordinator, Deputy Regional Coordinators, and Area Coordinators, and it
selects and creates training material.
TRAINING INSTITUTE PROCESS
Training institutes "have as their goal one very practical outcome, namely, the raising up
of large numbers of believers who are trained to foster and facilitate the process of entry by
troops with efficiency and love." (Universal House of Justice, Ridván 153). In order to achieve
this, they adopt a sequence of courses which will endow students with the knowledge, skills and
qualities they need for this purpose.
TROIKA
See CORE GROUP.
TUTOR
A person who serves as a tutor of a study circle has been trained in the methods of the
Ruhi Institute, so that he or she can help every participant in the study circle to gain the
maximum benefit from the course. He or she is a collaboratorthe model is not that of a teacher
with a classroom full of students.
TUTOR REFLECTION MEETING
A gathering organized by an Area Coordinator for the tutors of an area so they can share
and analyze experiences, answer questions, and enhance skills.
TWO ESSENTIAL MOVEMENTS
5YP A-Z Page 14 of 15
"The Five Year Plan … requires concentrated and sustained attention to two essential
movements. The first is the steady flow of believers through the sequence of courses offered by
training institutes, for the purpose of developing the human resources of the Cause. The second,
which receives its impetus from the first, is the movement of geographic clusters from one stage
of growth to the next." (Universal House of Justice, 12/22/01)
W
WORLD ORDER LETTERS
Letters written by the Guardian that analyze the world situation, published in The World
Order of Bahá'u'lláh. The Universal House of Justice urged the Bahá'ís to study these letters in
its Ridván message of 2003.
Y
YOUTH
Bahá'ís of ages 15 through 20. "Multiplying [the core] activities ranks high among the
priorities of institutions everywhere, and you should not underestimate the importance of the part
Bahá'í youth must play in this mighty endeavor. Who more than the young people of our
communities can lend the collective energy needed to achieve so necessary an increase in the
level of activity?" (Universal House of Justice, to the youth forums held in the Western States,
4/10/03)
Z
ZONE
The term sometimes used by regional agencies to refer to the territory covered by an
Auxiliary Board member.
5YP A-Z Page 15 of 15
Accessed at http://teachingandprojects.com/
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