What is the Baha'i religion?

A. Baha'i Faith

The Baha'i Faith emerged in Iran in 1844. It claims to be a world religion, and its followers believe in a person named Mirza Hossein Ali Nuri (Baha'u'llah) as the prophet and founder of the Baha'i Faith.

Baha'is claim that Krishna was a divine leader of an earlier age, but now it is the time of Baha'u'llah.
They also claim that Hinduism has become old and corrupted and that all Hindus must believe in Baha'u'llah, whom they call Kalki Avatar.

Abdu'l Baha

Baha'u'llah passed away in 1892 A.D. After his death, his eldest son Abdu'l Baha took over the leadership of this religion. After his death in 1921, his grandson Shoghi Effendi took over the Baha'i faith. After his demise in 1957, the Baha'i Faith got divided into many sects, and chaos broke out among Baha'is worldwide.

The major sect or the mainstream Baha'is have their administrative center in Haifa, Israel. Baha'is keep travelling there to visit their holy shrines, and their administrative activities are handled and coordinated by the Universal House of Justice (UHJ) located in Haifa.

Their supreme administrative body, the Universal House of Justice is composed of 9 members, the majority of whom are Persians.

B. Ban on Baha'i Faith

The Baha'i Faith has been banned in many countries such as Egypt, Iran, Bangladesh, Korea, China, Israel (they are not allowed to teach in Israel), etc. Many of their websites have been blocked because they are accused of spreading false propaganda and misleading simple-minded good people, youth and children.

Baha'i Sects

Baha'is claim that Sanatan Dharma, although the oldest faith, is now outdated and therefore divided into numerous castes and sects, whereas the Baha'i faith is the one and only one that is united and has no sects.

The fact is that within a small span of about 170 years, the Baha'i Faith itself has been divided into more than 10 sects, all claiming to be the true Baha'is.

Check: https://www.youtube.com/watch?v=WsL93wfRlKw

Baha'i Population in India

They give false population figures about themselves in many countries, especially India. They claim that India has the largest Baha'i community in the world, numbering about 22 lakhs. However, the official Census of the Government of India (2011) records only 4,573 Baha'is.



City Montessori School (CMS)

The students confessed that they are taught Baha'i morals in their school curriculum, and teachers are encouraged and motivated to teach the sayings of Baha'u'llah and Abdul Baha, the founders of the Baha'i Faith. They teach the “Ruhi Book” in the school, which contains Baha'i religious material and chapters such as “Understanding the Baha'i Writings.”

The founders of the school, Late Mr. Jagdish Gandhi and Mrs. Bharati Gandhi, openly proclaimed themselves to be Baha'is, and their school as a Baha'i-inspired school. They organized many programmes and seminars, some of them at the international level, for the propagation of the Baha'i Faith.


This school, with more than 52,000 students, 1,050 classrooms, and 20 campuses, is the biggest school in the world, and this biggest school openly propagates the Baha'i Faith. They promote Baha'i teachings under the guise of inter-faith harmony, world unity, communal harmony, etc., instead of imparting quality education.

Read: https://www.quora.com/What-is-it-like-to-go-to-City-Montessori-School


Dr. Jagdish Gandhi (Late), Dr. Bharati Gandhi, and their daughter-in-law (an Iranian) are all Baha'is, and they were once members of the highest administrative body, i.e., the National Spiritual Assembly. They have served the Baha'i Faith with full dedication. On the other hand, they are among the biggest critics of the Sanatana Dharma.

If a school is allowed to propagate the religion of its founders or contributors, then this right should be granted to all, everywhere across the country.

On the left is Mrs. Farida Vahedi, one of the main Baha'i advisor to the School.

Baha'is of India accused of suspicious activities.


HINDUSTAN TIMES, NEW DELHI (INDIA) EDITION,

THURSDAY, 13TH JULY 2006

Deceptive and Systematic Baha'i Teachings

Hindus converting to the Baha'i religion by signing the declaration card.

• Conversion by Baha'is is a sure and short way of destroying the social and cultural fabric of this great nation. Of late, the methods used by these Baha'i organizations to deceive people have become dangerous. Nowadays, Baha'is are attempting to convert Hindus through a combination of different means. These conversion activities are carried out in Baha'i-owned schools, and non-Baha'i teachers are forced to learn these techniques called Ruhi Study Circles; otherwise, their services are terminated. Once teachers learn these techniques from NETTC (New Era Teachers Training Institute) at Panchgani, they are required to apply these conversion methods on students and parents. There is no escape for children, parents, or teachers.

• Parents send their children to these schools to learn better English, which itself is a misconception. These schools mainly implant alien or Baha'i ideas in the minds of naïve children. What parents do not realize is that their children gradually lose their family values, patriotism, and above all, their unique Hindu culture.

• It is very surprising that the Ministry of Human Resource and Education is not careful about this gross injustice to school children and still supports these Baha'i-owned schools with monetary aid in the name of education.


• In Ruhi Book 2, teachers are instructed to teach the Station of Abdu'l-Baha and to stress the Baha'i identity.

• Help the participants to learn by heart the content of 11 themes for presenting Baha'i beliefs in conversation (including the theme on the Station of Abdu'l-Baha) from Unit 3 of Book 2.

• While studying Ruhi Book 3, teachers are told to stress the Baha'i identity of students, which includes saying Baha'i prayers, using Baha'i greetings, and believing that the Bab, Baha'u'llah, and Abdu'l-Baha are their ancestors.

• Ensure that participants gain appreciation of the concept of the “Greatness of This Day”, become conscious of their purpose and Baha'i identity, and believe that the heroes of the Faith are their ancestors.

• Create opportunities for each participant to retell the stories of the lives of the Bab and Baha'u'llah several times, starting with one or two paragraphs until they can narrate the full story.

• Accompany each participant in visiting several homes of inactive believers to share the lives of the Bab and Baha'u'llah using illustrations.

• After learning the history of the Baha'i Faith, including the lives of the Bab, Baha'u'llah, and Abdu'l-Baha (Baha'i Prophets), students are expected to teach others. They are required to visit relatives, friends, and neighbours to spread Baha'i teachings. Students are forced to memorize quotations from Baha'i sacred books such as the Kitab-i-Iqan and the Kitab-i-Aqdas in order to obtain good grades in examinations.

• Help the participants to make a plan for regular visits to the homes of seekers and believers to share the history of the Faith.

• Help the participants to memorize quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

• While tutoring Ruhi Book 7, students are asked to make individual plans for teaching (propagating) the Baha'i Faith as part of their school curriculum.

• Help the participants to make their individual plans for teaching.

• Help the participants to carry out their individual plans for teaching.

• Students and teachers are also brainwashed to believe that if they face opposition from the majority community, police, or villagers, they should accept it as an act of service. This is the height of hypocrisy.

Baha’i planning given to every teacher

This article is shared by an ex-Baha'i who worked for many years with the Baha'is. After realizing that he was cheated by the Baha'is, he broke all connections with them. As a duty towards his Sanatani co-religionists, he decided to inform his fellow countrymen to be careful of this deceptive and false faith.

Innocent Hindus are being taught Baha'i prayers.

CHECKLIST FOR TUTORS FOR ACCOMPANYING THE PARTICIPANTS OF THEIR STUDY CIRCLES IN THEIR INITIAL ATTEMPTS OF SERVICE

When tutoring Book 1:

• Help each participant of the study circle to memorize the presentation on the concept of prayer given in Unit 2 of Book 1, and learn how to share these ideas with seekers and begin devotional meetings with them in a natural way;

• Help each participant learn how to study a prayer with others;

• Conduct several visits with participants to the homes of their friends, both Baha'is and non-Baha'is, to share the concept of prayer and hold devotional meetings;

• Help each participant organize a devotional meeting in his or her home and take part in it;

• Help each participant document their experiences and share their learning about devotional meetings with others and with cluster agencies;

• Encourage the participants of devotional meetings to engage in the institute process.

When tutoring Book 2:

• Help participants learn by heart the content of 6 themes for deepening in Unit 2 of Book 2;

• Help participants memorize the content of 11 themes for presenting Baha'i beliefs in conversation (including the theme on the station of Abdu'l-Baha) from Unit 3 of Book 2;

• Help participants practice sharing each theme, first in pairs and then through role-play;

• Accompany participants on several visits, first to friendly Baha'i families and then to the homes of inactive believers, to share at least the first three themes;

• Help participants prepare lists of contacts for visiting;

• Accompany participants while visiting friends, colleagues, neighbours, or relatives to share ideas from Unit 3;

• Help participants reflect on their experiences and document their learning to share with others and cluster agencies;

• Help participants adopt the method of consultation, action, and reflection.

When tutoring Book 3:

• Help participants identify the key concepts of each section and each unit of Book 3, including all 15 lessons;

• Help participants form children’s class groups in visited homes or their own neighbourhoods during the study of Book 3;

• Help participants practice conducting elements of children’s classes;

• Accompany them while conducting the first three lessons with the children;

• Help new teachers begin working with parents using recommendations from the last two sections of Unit 3 of Book 3;

• Help new teachers analyze and document their learning from each class and regularly share it with other teachers and the cluster institute coordinator.

When tutoring Book 4:

• Ensure that participants understand the concept of the “Greatness of This Day”, become conscious of their purpose and Baha'i identity, and believe that the heroes of the Faith are their ancestors;

• Help participants understand the concept of crisis and victory;

• Create opportunities for participants to retell the stories of the lives of the Bab and Baha'u'llah, starting with one or two paragraphs and gradually telling the full story;

• Accompany participants in visiting the homes of inactive believers to share the lives of the Bab and Baha'u'llah using illustrations;

• Help participants use Book 4 content to create drama presentations for cluster reflection meetings, Nineteen Day Feasts, and teaching campaigns;

• Help participants plan regular visits to the homes of seekers and believers to share the history of the Faith;

• Help participants memorize quotations from the Kitab-i-Iqan and the Kitab-i-Aqdas.

When tutoring Book 5:

• Help participants rehearse the short presentation on the junior youth programme during study circle sessions;

• Help participants form junior youth groups in their neighbourhoods and make presentations on the junior youth spiritual empowerment programme;

• Accompany participants in their first two junior youth group meetings;

• Help new animators reflect on and document their experiences and share them with other animators and cluster coordinators;

• Help new animators include arts and crafts in junior youth activities;

• Help new animators plan, conduct, analyze, and document their first acts of service;

• Help new animators establish and maintain contact with parents of junior youth;

• Support new animators in resolving difficult situations that may arise.

When tutoring Book 6:

• Help participants memorize “Anna’s Presentation” and rehearse it several times during study circle sessions;

• Help participants make their individual plans for teaching;

• Help participants carry out their individual teaching plans;

• Help participants reflect on their teaching experiences, document learning, and share it with the Cluster Growth Committee;

• Arrange a week-long collective teaching campaign after completing Book 6;

• Continue accompanying participants and ensure their participation in cluster meetings, planning processes, and expansion activities.

When tutoring Book 7:

• Help participants understand concepts from Book 1 to prepare for facilitating their first study circle;

• Help participants prepare and rehearse presentations on the Ruhi Institute course sequence;

• Help participants visit the homes of believers and seekers to form new study circles;

• Accompany participants in facilitating the first study sessions;

• Help tutors integrate arts into study circle activities;

• Help tutors document and share their early experiences;

• Help tutors motivate participants to continue to higher levels of Ruhi courses;

• Ensure tutors participate in gatherings, refresher courses, and institute campaigns.

When participants face difficulties or opposition:

• Stay with them and pray with them;

• Help them analyze the situation;

• Help them find solutions;

• Implement decisions together, relying on Divine Assistance.

A special department in CMS for training the teachers to implement Baha'i plans

The Gandhis have given a special space to the Baha'is to implement Baha'i plans.
The department is headed by a Persian Baha'i, Mr. Sohail Mohajer. Mr. Sohail Mohajer is the brother of Payman Mohajer, who is a member of the Universal House of Justice (UHJ).

Mr. Sohail Mohajer remains in direct contact with the UHJ, receives instructions from them, and then conveys these instructions to the teachers of CMS School for implementation.

The Mohajer family

The Mohajer family migrated to India from Iran. First, they tried to settle in Chandigarh, and later finally decided to settle in Lucknow. The eldest son, Payman Mohajer, after propagating for many years in Lucknow, got elected to the Universal House of Justice (UHJ). Since then, he has been staying abroad and continues to guide the Baha'is of India, especially through CMS, to spread the Baha'i Faith.

Baha'i News India, April 1996, page 7


Mrs. B. Mohajer, mother of Sohail and Payman Mohajer

My Teaching Trip to the North-East

(By Mrs. B. Mohajer, Auxiliary Board Member)

The group comprised Ramesh Chandra, Rachna Sinha, and myself.

Assam:
We were given a warm welcome by the Baha'is of Guwahati. We met many Baha'is in their homes and also had the opportunity to meet the wider community. We visited four villages and stayed for two nights in one village. In Assam, 24 people accepted the Faith.

Nagaland:
Our next stop was Dimapur. Though we had planned not to stay long, we were forced to do so because of an ongoing roadways strike. The area board member, Mr. Panda, arranged gatherings in two villages, and we visited the Baha'i community in both places. A gathering of the Baha'is of Dimapur was held at Mr. Panda’s house, where we spoke to some seekers. A few of them took declaration cards and promised to fill them later.

Manipur:
From Dimapur, we went to Imphal. A fireside meeting was arranged and attended by 35 people. The youth in Manipur are very enthusiastic about serving the Faith. I feel this is a very unique community. If suitable plans are given to the youth of Manipur, I believe this state can become the first Baha'i state in India. Three people accepted the Faith, and one Local Spiritual Assembly was also formed.

Sikkim:
In Sikkim, we met the local community and visited three Baha'i schools. We joined the Baha'is of that area in electing the Local Assembly of Pandam. The Baha'is of Sikkim are very loving and active.

Dear Mrs. B. Mohajer, will you answer these questions:

1. The North-Eastern states are restricted areas in India. How can an Iranian citizen visit these places for preaching a foreign religion?

2. You stated that in Assam, 24 people accepted the Baha'i Faith. Many seekers (non-Baha'is) were also called by the Auxiliary Board Member of that place, who took declaration cards and promised to fill them later. However, the UHJ—of which your son Mr. Payman Mohajer is now a member—advocates withdrawal of declaration cards. Is this withdrawal related to hiding Baha'i activities in India?

3. Can you give a reference where Baha'u'llah said that declaration cards should be taken from non-Baha'is during conversion, and where he said that declaration cards should be withdrawn when the situation is not favourable? Is it not true that the UHJ directs Baha'i activities in India and other countries?

4. In 1996, there were no Ruhi Books, no moral classes for children, no junior youth programme, and no JYSEP, yet many declarations (converts) were obtained for the Baha'i Faith. We understand that the establishment of Ruhi Study Circles and the four core activities came from the UHJ after 1996. Can you explain how, before 1996, the Baha'i administration and the UHJ addressed the spiritual development of children of non-Baha'is? How did the UHJ suddenly conclude that children and youth of non-Baha'is are morally weak and that it is the responsibility of Baha'is to make them spiritually strong?

5. You stated that you hope Manipur will become the first Baha'i state in India. Surely the UHJ must have plans and timelines for all states of India, and eventually for India itself. Can you elaborate further on this issue?

Dear Madam, this is a criminal betrayal of the hospitality given by the Government of India to Baha'is.

Collaboration of CMS with the NSA of the United States


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