Receptivity: the art of offering and listening
regarding the receptivity of the hearer in teaching the Cause
Editorial introduction
The cupbearer does not lift the cup until someone is thirsty. Bahá’u’lláh makes that small courtesy the first rule of sharing faith: speech waits on a hearing, and the gems of inner meaning are given only where a quest is already under way. Teaching, so understood, begins as listening. ‘Abdu’l-Bahá describes changing His whole manner of speaking in the West because the proofs that moved an Eastern audience would not have been heard at all, and He tells of a boy who sent a learned skeptic away to find seeing eyes,. Food too rich for a child causes rejection; a physician diagnoses before prescribing; the time for some truths has not yet come. Confucius likewise lifts one corner of a subject and waits for the learner to find the other three [1]. And yet readiness is not ours to judge, every door should be open, and a friendship that never becomes shared belief is still a friendship. The questions that remain lead on to the differences in human capacity, to the universal capacity for recognising truth that underlies them, and to the methods of teaching.
Selected passages
Until you find thirst, bestow not the Kawthar of divine knowledge; until you observe the quest, grant not the gems of inner meanings.
It is good to be a spreader of the Teachings of God in childhood. I was a teacher in this Cause at the age of this child (eight or nine years). This reminds me of a story.
There was a man, highly educated, but not a Bahai. I, but a child, was to make of him a believer. The brother of this man brought him to me. I stayed with him, to teach him. He said, "I am not convinced, I am not satisfied."
I answered, "If water were offered to a thirsty one, he would drink and be satisfied. He would take the glass. But you are not thirsty. Were you thirsty, then you too would be satisfied. A man with seeing eyes sees. I can speak of the sun to every seeing one, and say it is a sign of the day; but a blind person would not be convinced because he cannot see the sun. If I say to a man with good hearing, listen to the beautiful music, he would then listen and be made happy thereby. But if you play the most beautiful music in the presence of a deaf man, he would hear nothing. Now go and receive seeing eyes and hearing ears, then I will speak further with you on this subject."
He went; but later he returned. Then he understood and became a good Bahai. This happened when I was very young.
During this journey through Europe and America, whatever was spoken was in consideration of the capacity, inclination, and attitude of the inhabitants and nations, even to the point that teaching was according to their taste and temperament. It was observed that if proofs and arguments were presented according to the principles of teaching in the East, and if truths and meanings were discussed, it would have absolutely no effect on the listeners. Therefore, the manner and method of teaching was changed. The presentation became focused on issues, teachings, and the foundation of the Cause of God, for the listeners would grasp the meaning and understand, whereas if it were not done in this way, they would not listen at all. … One must consider the capacity of the hearers and speak accordingly. As Rumi says:"To his little child the father speaks in baby-talk,Though his mind may comprehend the geometry of the world."
Due to severe upheavals, souls have acquired an extraordinary receptivity - when these upheavals are forgotten, this receptivity will not remain.
Again he said:- "Some souls are like unto dry wood, others are like unto wet wood and there are others who are like unto the stones."
How many meanings are there that words cannot contain! How many of them have no expression and have been given neither statement nor allusion! And how many of them cannot be uttered because their time hath not come, as it hath been said: "Not all that is known can be disclosed, nor is the time ripe for all that can be disclosed, nor are the people capable of hearing all for which the time is ripe." And there are those whose mention dependeth upon knowledge of the Dawning-Places wherein We have expounded the sciences and revealed what was hidden.
And He said: "Blessed is he who giveth the people to drink from the sea of the utterance of the All-Merciful without speaking a word that would cause rejection and objection." Indeed, forbearance is most beloved. Any soul who shows the slightest acceptance will later comprehend most matters himself, but if at first a word is expressed that is beyond his capacity, he will not bear it and will arise in opposition.
Second, that it is most clear that speech is measured according to the capacity of minds. That Epistle was written because certain of the kindred of the Primal Point---may the spirit of all else save Him be sacrificed unto Him---were in doubt concerning some matters, and had not yet passed from the Furqan unto the Bayan. Therefore, for the people of the Furqan, proofs were adduced from Qur'anic verses, lest they be troubled, for they had not yet believed in the Bayan so that mention might be made to them of the wondrous verses of the Bayan.
If a soul calls the people to the Kingdom of God according to the Principles of Baha'u'llah, there will be many listeners. First, one may teach by deeds, then speak the word. First, one must become thirsty, then the salubrious water may be offered. No matter how delicious the water is, one who is not thirsty will not enjoy it. Therefore, make ye an effort, so that the people may become thirsty; then enable them to quaff from this divine Chalice.
Further quotations · supplied wording and references
It is unjust for the speaker to utter that which is beyond the capacity of his listeners to comprehend.
It was He, our beloved 'Abdu'l-Baha, our true and shining Exemplar, who with infinite tact and patience, whether in His public utterances or in private converse, adapted the presentation of the fundamentals of the Cause to the varying capacities and the spiritual receptiveness of His hearers. He never hesitated, however, to tear the veil asunder and reveal to the spiritually ripened those challenging verities that set forth in its true light the relationship of this Supreme Revelation with the Dispensations of the past.
Shoghi Effendi feels that he can lay down no rule as to when one should introduce the names of the Bab, Baha'u'llah and 'Abdu'l-Baha in one's teaching. Much depends on the temperament and aptitude both of the teacher and the one taught.... We must look to the example of the Master and follow our "Inner Light", adapting our message as best we can to the capacity and "ripeness" of the one we are seeking to teach....
Every inquirer has to be approached from his own angle. Those who are essentially of the mystic type should first be given those teachings of the Cause which emphasize the nature and value of spiritual realities; while those who are practically minded and of a positive type are naturally more ready and inclined to accept the social aspect of the Teachings. But of course, gradually the entire Message, in all its aspects and with the full implications it entails, should be explained to the newcomer. For to be a believer means to accept the Cause in its wholeness, and not to adhere to some of its teachings.
Let him consider the degree of his hearer's receptivity, and decide for himself the suitability of either the direct or indirect method of teaching, whereby he can impress upon the seeker the vital importance of the Divine Message, and persuade him to throw in his lot with those who have already embraced it.
It behooveth the wayfarer to guard this knowledge deposited in the receptacles of enlightened hearts by God the creator of mankind, to protect it as his eyes, and to conceal it in his breast. Were he to reveal one letter of these secrets other than to those who are worthy, he shall have perpetuated three serious crimes. The first is betrayal inasmuch as he hath betrayed God by exposing His mysteries to those unsuited to hear them. The second is injustice inasmuch as he conferred this station upon one who doth not deserve it, and weighed him down with an unbearable load he cannot carry. … The third is murder because he misled this wretched one and killed him by killing his faith, inasmuch as he was unable to comprehend this divine knowledge, his feet slipped from whence he had progressed in the Cause of his Origin and Return.
The Cause needs more Baha'i scholars, people who not only are devoted to it and believe in it and are anxious to tell others about it, but also who have a deep grasp of the teachings and their significance, and who can correlate its beliefs with the current thoughts and problems of the people of the world. The Cause has a remedy for all the world's ills. The reason why more people don't accept it is because the Baha'is are not always capable of presenting it to them in a way that meets the immediate needs of their minds.
It seems what we need now is a more profound and co-ordinated Baha'i scholarship in order to attract such men as you are contacting. The world has -- at least the thinking world -- caught up by now with all the great and universal principles enunciated by Baha'u'llah over 70 years ago, and so of course it does not sound "new" to them. But we know that the deeper teachings, the capacity of His projected World Order to re-create society, are new and dynamic. It is these we must learn to present intelligently and enticingly to such men!
It is in intellectual circles such as this that the believers should endeavour to teach, confident that no matter how limited their capacity may be, yet their efforts are continually guided and reinforced from on High. This spirit of confident hope, of cheerful courage, and of undaunted enthusiasm in itself, irrespective of any tangible results which it may procure, can alone ensure the ultimate success of our teaching efforts.
There is no doubt that the poorer classes should be taught the Cause and given every opportunity to embrace it. More especially in order to demonstrate to people our cardinal lack of prejudice, class prejudice as much as any other kind of prejudice. However, he feels that the great point is to confirm people of true capacity and ability--from whatever social stratum they may be--because the Cause needs now, and will ever-increasingly need, souls of great ability who can bring it before the public at large, administer its ever-growing affairs, and contribute to its advancement in every field.
The sore athirst are many but the cup-bearers are few. The seekers abound but the teachers are scarce, especially those teachers who associate with people of rank and eminence, who observe wisdom, and who, on every matter, speak with such eloquence as to influence and inspire the heart and soul of the listener.
...there is another category of diversity which must be built up and without which the Cause will not be able adequately to meet the challenges being thrust upon it. Its membership, regardless of ethnic variety, needs now to embrace increasing numbers of people of capacity, including persons of accomplishment and prominence in the various fields of human endeavor. Enrolling significant numbers of such persons is an indispensable aspect of teaching the masses, an aspect which cannot any longer be neglected and which must be consciously and deliberately incorporated into our teaching work, so as to broaden its base and accelerate the process of entry by troops.
The human resources of the Cause are being augmented in two ways. People of capacity are being moved to embrace the Faith, reinforcing the ranks of those who are already serving.... In the year ahead these two complementary processes -- attracting people of capacity and increasing our own abilities -- must be further advanced, stimulating individual action and the harmonious development of a wide range of activities for the promotion of the Faith.
As the Baha'i community grows, it will acquire experts in numerous fields--both by Baha'is becoming experts and by experts becoming Baha'is. As these experts bring their knowledge and skill to the service of the community and, even more, as they transform their various disciplines by bringing to bear upon them the light of the Divine Teachings, problem after problem now disrupting society will be answered.
The process of integrating these experts into Baha'i communities as well-grounded believers and tapping their potential as promoters and supporters of the Cause will require patient and loving guidance by Baha'i institutions. A great challenge will be to avoid undue disruption of this process of integration by abandoning such persons to the insensitive attitudes still present in communities not yet broadly diverse or accustomed to dealing with all ranks of society.
The excellent work you are doing in the teaching field, he appreciates very deeply and wishes you to persevere and go on teaching people of importance. Even if they are not always good prospects as far as being converted to the Faith goes, it is very necessary that they should hear of it and be made friendly towards it.
Let him refrain, at the outset, from insisting on such laws and observances as might impose too severe a strain on the seeker's newly awakened faith, and endeavor to nurse him, patiently, tactfully, and yet determinedly, into full maturity, and aid him to proclaim his unqualified acceptance of whatever has been ordained by Baha'u'llah. Let him, as soon as that stage has been attained, introduce him to the body of his fellow-believers, and seek, through constant fellowship and active participation in the local activities of his community, to enable him to contribute his share to the enrichment of its life, the furtherance of its tasks, the consolidations of its interests, and the coordination of its activities with those of its sister communities.
Those who declare themselves as Baha'is should become enchanted with the beauty of the teachings, and touched by the love of Baha'u'llah. The declarants need not know all the proofs, history, laws, and principles of the Faith, but in the process of declaring themselves they must, in addition to catching the spark of faith, become basically informed about the Central Figures of the Faith, as well as the existence of laws they must follow and an administration they must obey.
When enrolling new believers, we must be wise and gentle, and not place so many obstacles in their way that they feel it impossible to accept the Faith. On the other hand, once accorded membership in the community of the followers of Baha'u'llah, it must be brought home to them that they are expected to live up to His teachings, and to show forth the signs of a noble character in conformity with His laws. This can often be done gradually, after the new believer is enrolled.
He feels you should, in teaching, certainly not start with such a difficult point as abstinence from wine; but when the person wishes to join the Faith he must be told....
In teaching people, when they begin to seriously study the Faith there is no objection to impressing upon them that this message involves great spiritual responsibility, and should not be either accepted or cast aside lightly. But we must be very gentle, tactful and patient, and not administer shocks to people.
The people of the world are submerged in an atmosphere which is the very antithesis, morally, of the Baha'i atmosphere; we must teach them. If we are too strict in the beginning most -- not all -- types will be rebuffed and veer away from what they might otherwise be led to accept. On the other hand, we don't want Baha'is who do not seriously try to live up to the teachings -- we must therefore use great tact and challenge strong souls and lead weak souls.
As you interest different ones in the Faith, you must be very cautious, and gradually lead them into the Light of Divine Guidance, especially the practices of Baha'i living. Thus you should not be dogmatic about any of the secondary practices of the Faith....
The believers ought to give the Message even to those who do not seem to be ready for it, because they can never judge the real extent to which the Word of God can influence the hearts and minds of the people, even those who appear to lack any power of receptivity to the Teachings.
No doubt the majority are not yet able to see its true significance, but they must not be deprived, through our failure in obligation, of the opportunity of hearing of it. And there are many precious souls who are seeking for it and ready to embrace it.
...make a special point of praying ardently not only for success in general, but that God may send to you the souls that are ready. There are such souls in every city...
He suggests that you pray daily to Baha'u'llah to let you meet a soul receptive to His Message. The power of prayer is very great, and attracts Divine confirmations.
The beloved Guardian has stressed over and over again, that to effectively teach the Faith, the individual must study deeply, the Divine Word, imbibe Its life-giving waters, and feast upon Its glorious teachings. He should then meditate on the import of the Word, and finding its spiritual depths, pray for guidance and assistance. But most important, after prayer is action. After one has prayed and meditated, he must arise, relying fully on the guidance and confirmation of Baha'u'llah, to teach His Faith.
We should never insist on teaching those who are not really ready for the Cause. If a man is not hungry you cannot make him eat. Among the Theosophists there are, no doubt, many receptive souls, but those who are satisfied should be just associated with in a friendly way, but let alone.
Continue exploring
- differences in human capacity
- methods of teaching the Cause
- scarcity of receptive souls
Consider whether an apparent shortage of receptive people may also reveal a shortage of attentive cupbearers.
- universal human capacity for spiritual recognition
For thought and discussion
Questions to carry forward
- What might attentive listening reveal that a prepared explanation alone would miss?
- How can a speaker adapt language and timing while remaining honest about the full implications of a belief?
- What does the Analects contribute to understanding the learner’s own active role?
- How should the warning against judging readiness be held together with the instruction not to insist on teaching someone who is uninterested?
- What would a community need to learn in order to welcome people of varied backgrounds and abilities without class prejudice?
- How might friendship retain its value when a religious conversation does not lead to shared belief?