Junior Youth – My reflections on the first half of Unit 1 – Ruhi Book 5
Having recently started the study of Book 5 of the Ruhi institute courses*, I would like to share some of my personal reflections on what I have covered in the first half of Unit 1. The learning has been profound and a source of much personal reflection. I feel this type of learning is critical for developing communities, though please understand that these are my personal reflections and definitely do not take the place of doing the course for yourself. This is the 5th book in a series and to fully benefit it would make sense to do all the previous books. In light of my interest in working with preteens, (from here-on referred to as “junior youth”) I would like to present some of the inspiring topics we have so far covered. I hope that this may inspire you to look more thoroughly at the Ruhi courses, or at the least bring out some interesting points to study.
The first part of the book is about envisioning what we think the youth would be like after having completed our ideal program. We look at skills we would like them to have acquired. Incredibly, these skills are ones that I need to work on, and remind me of how I want to live my life. Certain skills brought up include: “the ability to reflect on the results of one’s actions”, “have an open mind and approach learning with humility”, “be passionate about the study of arts and science”, “derive joy from learning to work for the progress of humanity”, and my favourite: “recognizing contradictions between ones beliefs and actions.” Oh, man, those contradictions!
There is discussion about the importance of reaching the age of 15. This age is considered the age of maturity. Interestingly, I have been reading “Kids are worth it” by Barbara Colarosso, in it she points out that youth, at 15 have reached an age where you can no longer parent them, but you become a mentor. In the “Book 5” it asks us to consider whether, at 15, he should be able to engage in meaningful service to humanity, have the capacity to understand social progress and analyse the forces influencing his life. Granted, if this was so, then these are certainly high standards. Ones we can all strive to achieve. But isn’t it thrilling to imagine a young person faced with this incredible challenge?
*please note, book 5 for junior youth has yet to be published, but is available for study through the Baha’i community. Contact the Baha’is in your area if you want, or you can see the national website who can direct you. The Ruhi curriculum is written and promoted by the Baha’i community and is meant as a community development tool, where small groups learn through study and action.
