Reports on education and moral development
Small-scale classes on moral education in more than 45 localities stress the importance of common virtues like honesty, trustworthiness, and nobility of self. (October-December 2006)
WINNIPEG, MANITOBA, Canada — When city health officials make their morning rounds to pick up used syringes, the neighborhood of Lord Selkirk Park in Winnipeg's north end is often their first stop. (April-June 2006)
A graduation ceremony last month has boosted the number of computer graduates from classes offered free by the local Bahá'í community to more than 900. (October-December 2005)
Innovative and popular, Youth Can Move the World offers leadership training for young people to help them avoid alcohol and drug abuse, HIV/AIDS, and other social problems. (July-September 2005)
Bahá'í teachings about moral values and respect for other cultures and religions are appreciated by parents; classes are offered in some 300 public schools throughout the country.
The Uganda Program of Literacy for Transformation (UPLIFT) helps participants acquire the skills, knowledge, and incentive for a “lifelong self-improvement plan” — coupled with an emphasis on moral education and interreligious harmony.
Organized by the Bahá'í International Community with the support of UNICEF, a regional conference emphasizes the need for moral education, higher levels of government funding, better mechanisms for community participation, and public-private partnerships. (October-December 2003)
Authors Maria Skrebtsova and Alesia Lopatina, drawing on Bahá'í principles, develop a series of primary school workbooks that are filling a critical need for moral education in former Soviet states. (July-September 2003)
Homegrown schools, bare-bones basic and staffed by indigenous teachers, give children in the remote and underserved Ngabe-Bugle region virtually their only chance for a primary education.
SANTA CRUZ, Bolivia -- Collaborating in a United States initiative to improve reading and writing in the Americas, Nur University has embarked on a major project to train primary school teachers in Bolivia. (January-March 2003)
In Bolivia, an isolated village seeks to establish its own school system in the face of discrimination
PUKA PUKA, Chuquisaca, Bolivia - For many years, the Government-run school in this village of some 700 people on the Bolivian altiplano offered only kindergarten through third grade. Students who wanted any kind of education beyond that had to walk from 3 to 6 kilometers to one of several nearby towns.
LUCKNOW, India (BWNS) - City Montessori School, a large private school with a Bahá'í-inspired curriculum that stresses world citizenship and religious tolerance, has been awarded the 2002 UNESCO Prize for Peace Education.
Operated by Nur University, the project serves many groups, from youth to teachers to municipal leaders, drawing support from major donors and government agencies and offering a vision of community service.
LUCKNOW, India - Fresh out of college and newly married, Jagdish Gandhi knew some 42 years ago that his main goal in life was to serve humanity. And he felt educating children would be a good way to do that. The City Montessori School that he founded is now the largest private school in the world.
Less than five years after launching major new degree-granting programs in "integrated studies," the Bahá'í-inspired institution gains official recognition by the Swiss government and assembles a global student body. (July-September 2001 /OC 13.2)
Landegg's Education for Peace project seeks to break the cycle of violence in Bosnia and Herzegovina
SARAJEVO, Bosnia and Herzegovina - To understand what the faculty and administration of Landegg International University mean when they speak of "integrative studies" and "applied spirituality," there is no better example than the Education for Peace project unfolding here in this war-torn land. (July-September 2001 /OC 13.2)
IRINGA, Tanzania - Asked what makes their school different from others in this tropical East African nation, students at the Ruaha Secondary School are quick to point to a feature that usually "impacts" them quite directly: the total absence of "caning," as corporal punishment is known here. (OC12.3 / October-December 2000)