who facilitate courses are to reflect on their motives and encouraged to perform their role as virtuous service. Tutoring is not a position of authority but a service to the community - an explicit factor in training of tutors, seeking to foster “beautiful behaviors” to function as "friends teaching friends". The course "applies the concept of 'being and doing' and incorporates 'action and reflection' as a key learning strategy." Priorities folded into the process of the courses and their refinement include "Projecting a systemic, global world-view"; "ensuring the right to learn and the right to know"; "nurturing the development of diversity"; "providing the competencies to make interdependence a social reality"; (and) "providing for social and cultural evolution." Any group that goes through a course would be encouraged to pursue a service project as a means of putting their learning into action Such projects typtically comprise organizing devotional meetings, developing skills in raising the quality of discourses on social concerns, and becoming a teacher of children. Community service is framed by the contexts the individuals bring to the group and their sense of purpose about it - and through several courses the suggested projects grow in complexity. Some have grown into their own local NGOs. The transcending goal is spiritual and moral empowerment to serve the society and the Faith by cultivating attributes such as a "humble posture of learning, dedication to the application of the teachings, a responsibility for one's own personal growth, and growth of the Baháʼí community." The progress of individuals in learning virtues like humility, patience and tact advanced amidst a feeling of empowerment. A kind of citizenship. The materials prepared by the Ruhi Institute focus on the Baháʼí writings by assisting participants to understand the texts on three different levels. The first level is that of basic comprehension — understanding the meanings of the words and sentences. The second level relates to the application of the texts to various real-world situations. Finally, the third level deals with the implications of the various quotations on other aspects of Baháʼí belief and action. Results The goal of a universal sense of active and observable citizenship in the Faith has remained elusive. Although membership in the religion has been growing, not everyone has actively participated in social activities. Researchers have reviewed the limitations of traditional pedagogies in the West, but some contend similar problems exist world-wide. Since 2008, various