written by Matt Giani, Baha’i and doctoral candidate in educational policy and planning at UT

It is obvious that we are faced with difficult economic times. In such circumstances governments and communities naturally search for ways to improve the social and economic conditions of society, and one of the mechanisms often discussed in this regard is that of education. Indeed, the economic growth of many nations around the world has historically been propelled by educational expansion, and greater educational attainment is strongly correlated with a range of positive socioeconomic outcomes.

But while education provides individuals and society with a number of economic benefits, we should not let current material conditions draw our attention from the many non-monetary aspects of education. As a member of the Bahá’í Faith, I firmly believe that education should first develop one’s spiritual capabilities even before it cultivates one’s academic knowledge and skills. As ‘Abdu’l-Bahá, the son of the Bahá’í Faith’s founder, stated, “Training in morals and good conduct is far more important than book learning… the child who conducts himself well, even though he be ignorant, is of benefit to others, while an ill-natured, ill-behaved child is corrupted and harmful to others, even though he be learned.” It is for this reason that the Bahá’í community places great emphasis on classes, many of which occur in individuals’ homes and neighborhoods, that inculcate virtues in children and empower pre-youth to find opportunities to serve their community.

Reducing poverty and unemployment, increasing incomes, and stimulating economic growth are all worthwhile pursuits, and education is an effective tool for promoting all of these outcomes. But let us not allow the current economic climate to result in a commodification of education and ensure that our children are just as honest, compassionate, and selfless as they are prepared to succeed in the economy.