The Baha'i­ International Community, convenor of the "Advocates for African Food Security: lessening the burden for women," welcomes the opportunity to once again address the 35th session of the Commission on the Status of Women. The "Advocates" was formed following a UNIFEM-initiated symposium on African women farmers held concurrently with the Special Session of the United Nations General Assembly in 1986 on the Critical Economic Situation in Africa. The Advocates' objective is to stimulate action to maintain a global focus on the critical role of women in all the activities that countries feel are necessary for achieving full food security. Membership in the Advocates has expanded from the fourteen founding organizations to over thirty. It is a unique group in that it includes NGOs (non-governmental organizations) working in cooperation with representatives of United Nations bodies, governments and intergovernmental organizations working together on an equal status basis. Activities focus on practical ways to lessen the burden of women in the areas of food, health, water, and energy in order to improve the quality of their lives generally and to free their potential to produce crops, not only for their families, but for national food security.

At the Commission's 34th session, the Advocates reported its involvement in the United Nations Conference on Popular Participation, February, 1990, at Arusha, Tanzania. We note that popular participation increasingly impacts on development in Africa. More and more people are demanding to be involved in solving their own problems. The Advocates are proud that women were active in building the momentum that started at the Conference in Arusha.

"Women's Initiatives in African Food Security: the Link between Micro Activities and Macro Policies" was the theme of the Fifth Annual Symposium of the Advocates held at UN Headquarters, 15 November, 1990. Keynote speaker, Dr. Gloria Nikoi, a former Minister of Foreign Affairs of Ghana, Chairman of the Board of Directors, Akuapem Rural Bank and Vice President of the National Association of Rural Banks of Ghana, dramatized the reality that women's initiatives in African food security are affected by both the national and international economic environment. Over 200 persons attended the symposium, listened to challenging speakers, sought more information, made suggestions for future actions and agreed that the Advocates should make a strong contribution to the final review of the United Nations Programme of Action for African Economic Recovery and Development (UNPAAERD), by urging that the impact of the role of the African woman farmer should be assessed along with other issues.

We are pleased to report that over the past year, we have continued to strengthen networking with women and NGOs in Africa. The Advocates exchanged ideas with African participants in the Women's Alternative Economic Summit, which took place at the time of the Special Session of the General Assembly on Economic Matters. Further, through the financial assistance of the Advocates and the UNPAAERD Secretariat, two distinguished African women, Dr. Gloria Nikoi and Mrs. Bisi Ogunleye, played key roles at the Advocates 5th Symposium in New York. Mrs. Ogunleye, National Coordinator, Country Women's Association of Nigeria (COWAN), dramatized the African perspective of people's initiatives as a unifying force in development. Following her presentation, Dr. Nikoi claimed membership in the Advocates and committed her support to the work on behalf of farm women.

Further, we note very warmly the historic invitation received recently from the Organization of African Unity (OAU) to participate in their symposium with the theme "African Women, Food Self-Sufficiency and Africa's Economic Recovery."

The Advocates take this opportunity to support the efforts of UNIFEM (United Nations Development Fund for Women), UNICEF (United Nations Children's Fund), The Economic Commission for Africa (ECA), and the Organization of African Unity, as well as other agencies pushing for a national and regional policy on food security. We urge the Commission on the Status of Women to promote the design of national food policies which will incorporate the contribution of African woman farmers in the various steps of the food chain. The objective, in the view of the Advocates, must be that ultimately sufficient food will be locally produced for the people of Africa.

In preparation for the End-Term Review of the UN Programme of Action for African Economic Recovery and Development (UNPAAERD) in September, 1991, the Advocates is surveying individuals and NGOs regarding progress made during UNPAAERD toward the achievement of sustainable food security for Africa. The results of the survey will be circulated to governments and NGOs to enrich the ongoing thinking on future policies for food in Africa.

The Advocates take the opportunity once again to urge the Commission:

• to support African women's perspectives in dialogues among UN agencies, governments and NGOs in the search for improved methods of popular participation in African recovery and food security;
• to ensure active participation of women in policy formulation and provide appropriate channels for information exchange in all aspects of food security, including land tenure, water, energy, environment and health;
• to encourage men to recognize and support the valuable contribution of African women farmers to food security and impress upon them that food security is the business of everyone in the community;
• to urge UN agencies, governments and NGOs to recognize and utilize grassroots knowledge and traditional methods when introducing appropriate and new technology;
• to urge governments to include the actual work done by African women farmers in statistical reporting for the GNP;
• to identify, advocate and urge the incorporation of environmentally sound policy strategies which promote sustainable development in Africa. In this respect, we take note of preparations for the second World Conference on the Environment in 1992 and urge the Commission to insure that the concerns of women farmers are taken into account;
• to identify local African organizations working with and for women farmers and support their efforts; and
• to press elected representatives and policymakers to favor those programmes that directly lessen the burdens of the African woman farmer.

Finally, we urge the Commission on the Status of Women to encourage the adoption by the United Nations of appropriate measures that will continue to address the African economic crisis beyond UNPAAERD (1986-1990).

Notes

The following organizations are founding members of the "Advocates for African Food Security: lessening the burden for women": African-American Institute; Baha'i­ International Community; Church Women United; CODEL, Inc.; Committee of NGOs on the UN Decade for Women; Institute of Cultural Affairs; International Women's Tribune Centre; Lutheran World Federation; Lutheran World Relief, Inc.; National Council of Women of the US; Oxfam-America; Save The Children Foundation; Trickle Up Program; World Council of Churches (CCIA).

Serving the Advocates in an advisory capacity are staff of the Non-Governmental Liaison Service of the United Nations; the United Nations Development Programme; the United Nations Development Fund for Women (UNIFEM); the International Research and Training Institute for the Advancement of Women; and the Organization of African Unity.

The Report submitted by Mr. Angelo Vidal d'Almeida Ribeiro to the forty-sixth session of the Human Rights Commission provides renewed reason for satisfaction with the decision of the Commission to renew his mandate as Special Rapporteur to undertake a study of circumstances inconsistent with the 1981 Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief. Together with the submissions by Mr. Theo van Boven and Mrs. Elizabeth Odio-Benito to the forty-second session of the Sub-Commission on the Prevention of Discrimination and Protection of Minorities, the Report provides a sound foundation for further action by the Commission.

As Mr. Ribeiro's reports have pointed out, religious intolerance is a complex phenomenon with a multitude of causes. Available evidence suggests the underlying one is a pervasive ignorance about the beliefs of other peoples, an ignorance which breeds suspicion and fear. Frequently, the effects of this lack of understanding have been exacerbated by historical events which have left legacies of cultural estrangement.

Whatever the etiology, the correction of such attitudes depends on society's willingness to undertake and maintain long-term programmes of re-education at several levels. Particularly important is the preventative effect that the proper education of children achieves when carried out systematically in elementary and secondary school curricula. Equally important, in another way, is the appropriate use of the public information media to achieve what the Special Rapporteur has called "a broader dissemination of the principles contained in the Declaration, 80 as to prevent the spreading ofstereotypes which might lead to lack of comprehension and tolerance" (E/CN.4/1989/44). As Mr. Ribeiro adds, UNESCO can play a particularly important role in this respect. The Baha'i­ International Community further shares the Special Rapporteur's view that interfaith dialogues at both the national and international levels can contribute significantly to such a thrust toward broad public re-education.

There is general recognition, however, that religion itself has historically played a major role in creating conditions in which religious intolerance can take root. History is replete with examples of antagonistic attitudes which have arisen not through ignorance, circumstance, or even policy, but rather because of people's sincere attachment to beliefs about the deepest questions of life, which have differed irreconcilably from those of their neighbors. This perennial feature of humanity's religious life is very much an influence in the present human rights landscape. Further, many members of the Commission and observer organizations will undoubtedly share, as the Baha'i­ International Community does, Mr. Ribeiro's view that "the intransigence of extremist elements and their demand for a literal interpretation ... is at the root of many manifestations of religious conflict in the world."

While the relevant theological questions are clearly beyond the Commission's mandate, their impact on human rights falls well within its scope. Here again, the Baha'i­ International Community believes that the principal available remedy lies in the field of re-education, not only in its effective use, but in the perspective in which programmes are undertaken.

It is a truism to point out that we are living at a period of history in which the earth has become a common homeland for a rapidly integrating human race. Whatever differences of belief may continue to divide us, the unyielding realities of contemporary history require that we learn to live together. This view must, the Baha'i­ International Community believes, form the framework of any efforts of re-education that seek to influence attitude and behavior in the field of religious tolerance.

Finally, the Baha'i­ International Community wishes to endorse in the strongest terms the view of the Special Rapporteur that "...the persistence of the problem of intolerance and discrimination in this field calls for the preparation of an international instrument dealing specifically with the elimination of this phenomenon" (E/CN.4/1989/44). Entailing, as the Special Rapporteur points out, provisions for the submission of reports and more substantial petitioning mechanisms, such a legal measure would greatly enhance the success of educational measures adopted. (E/CN.4/1989/44)

BIC Document #91-0225

Knowledge is as wings to Man's life, and a ladder for his ascent. Its acquisition is incumbent upon everyone. - Bahá'u'lláh

The ability to read has been recognized as a fundamental human right in the Baha'i­ teachings since Bahá'u'lláh proclaimed his message of universal peace and brotherhood to the peoples of the world in the late nineteenth century. Moreover, the Baha'i­ teachings suggest that girls and boys should follow the same curriculum and that "if there is not money enough in a family to educate both the girl and the boy the money must be dedicated to the girl's education, for she is the potential mother."

Accordingly, and in light of the United Nations proclamation of 1990 as International Literacy Year, the Baha'i­ International Community is pleased to take this opportunity to share with its co-members of the International Task Force on Literacy a summary of the principle literacy activities carried out during the past two years by its international office in New York and its national and local affiliates around the world.

Principal Activities

A. International Representation

The Baha'i­ International Community has actively supported the work of the International Task Force on Literacy since December 1988, coordinating representation on its behalf at the Chantilly, Mombasa, New Delhi and Paris meetings. Most recently, the Baha'i­ International Community in New York served as the chair of the Event Planning Committee which organized a ceremony/reception and seminar at United Nations Headquarters on December 10 and 11, 1990, for the conclusion of the ITFL Book Voyage Project. The Committee included members from UNESCO, the United Nations Department of Public Information (UN/DPI), the Center for Human Rights, the NGO committees on education and human rights and the Literacy Assistance Center for New York City. On behalf of the international community, the Secretary General of the United Nations, His Excellency Mr. Javier Perez de Cuellar, participated in the ceremony/reception by accepting the book of messages from learners around the world. Mr. Andri Isaksson, Director of the UNESCO New York Office, also provided a statement. The seminar, entitled "International Literacy: 1990 and Beyond," included a panel of speakers and musical entertainment, marking the conclusion of both International Literacy Year and the Book Voyage Project.

At the World Conference on Education for All in Jomtien, Thailand, the Baha'i­ International Community distributed a publication entitled "Survey of Baha'i­ Education Programs" which contains descriptions of five very different Baha'i­ educational programmes. In addition, the Baha'i­ representative presented papers on four of the round-table discussions topics. The Baha'i­ representative served as the NGO Vice-President on the Bureau of the Conference and is currently co-chairing a committee promoting an international NGO Network to support the "Framework for Action" adopted at the Jomtien Conference.

B. Country Activities

In a letter of 10 July 1989 addressed to the Baha'i­s of the World, the Universal House of Justice, the international governing body for the Baha'i­ world stated, "Moreover, further systematic attention needs to be given to the eventual elimination of illiteracy from the Baha'i­ community,..." Further to this, on 18 May 1990, the Baha'i­ International Community addressed its 151 national affiliates around the world with a letter and full report on follow-up to the "World Conference on Basic Education for All." Included in the report were suggestions as to how Baha'i­ communities could contribute to the promotion of Education for All.

To date, reports on literacy activities have been received from fifty-two (52) countries. These activities include hosting a celebration of ILY on Human Rights Day, organizing cultural events, and sponsoring national and international conferences, all to promote literacy. (Please find an alphabetical listing of some of these events, at the end of this report.)

Non-formal education activities: In Baha'i­ communities around the world, literacy and other change-inducing activities emanate primarily from the natural stirrings at the grass roots. Thus Baha'i­ pre-schools, kindergartens, tutorial schools and standard classes have been created in a great number of communities to meet local needs and concerns. Over the past two years the number of ongoing Baha'i­ educational programs world wide has increased from 573 to 697: 186 in Africa; 142 in the Americas; 331 in Asia; 12 in the Pacific; and 8 in Europe.

Full participation of women in community life is a goal for Baha'i­ communities. Equal participation, however, requires equal access to education. Therefore, Baha'i­ literacy programs are designed to encourage participation by all members of the community. Moreover, a major aim of many local literacy efforts is to empower women, both in their traditional roles as mothers and educators of children, and in their new roles as full participants in the advancement of their communities and the world.

Baha'i­ literacy programs for women in Kenya, India, Zaire, and Panama exemplify the rich variety, originality, and responsiveness of programs that spring from the grass roots. In Kenya, women's literacy rests on a series of mothers' booklets, developed by the Baha'i­s to assist women to teach health, agriculture, morals, and domestic skills to children. These booklets have been shared with Baha'i­ communities around the world and are currently being translated into 26 languages. In Panchgani, India, 30 literacy centers operated by a Baha'i­ school served 900 adults in 1984, 750 of whom were women; in 1989, the program had expanded to 100 centers in 60 villages. Since 1987, 2500 students in Zaire have completed literacy courses offered by the Baha'i­ community. The "Bayanda Project" has experienced a high rate of success with a literacy program for the Bayandas (Pygmies) of north-eastern Zaire who previously had little or no opportunity for formal education; 70% were women and girls. In Panama, the Guaymi Cultural Center assisted the Ministry of Education to create culturally sensitive literacy materials based on spiritual principles, such as the principles of unity in diversity and the equality of men and women.

Formal education activities: Formal Baha'i­ schools (primary, secondary, and tertiary) around the world have increased by 29 during the past two years and now number 62: 10 in Africa, 19 in the Americas, 30 in Asia, and 3 in the Pacific. These schools, grounded in the principle of the oneness of humankind, are open to everyone in the community.

C. Related Conferences

Over the past two years, the Association for Baha'i­ Studies, an international association dedicated to the study of the Baha'i­ Writings and their application to modern problems, has recently hosted the following conferences:

"The Role of Women in an Advancing Civilization," 24 - 27 March 1989, Adelaide, Australia.

"Harmony Between Religion and Science," 27 June 1989, Trinidad.

"Human Development and Society," 30 September - 1 October 1989, Santiago, Chile.

"Economy: Old Dogmas, New Thinking," 29 September - 1 October, 1989, Austria.

"The Environment: Humanity's Common Heritage," 13 - 16 April 1990, Perth, Australia.

"Community and Diversity," 6 - 8 April 1990, Birmingham, England.

"Fostering a Creative Development," 28 - 30 September 1990, Nairobi, Kenya.

"Models of Racial Unity," 9 - 11 November 1990, Atlanta, Georgia, USA

"Freedom," 18 - 19 November 1990, Paris, France.

Though conceived, coordinated and hosted by Baha'i­s, these conferences bring together for consultation a diversity of peoples and opinions whose aim is the promotion of knowledge and the advancement of civilization.

In conclusion, the Baha'i­ International Community anticipates a continual increase in the number and variety of education programs in Baha'i­ communities around the world and is committed to promoting education for all people.

ANNEX I

List of Activities Reported by National Affiliates

Australia: Distributed a Resource Package on how to become involved in local literacy projects to all local Baha'i­ communities.

Brazil: Seven communities in conjunction with the School of the Nations organized different activities involving children in support of ILY. One project included sponsorship by the Secretary of Education of the Federal District together with the Peace Education Programme. Additionally, a paper was presented to UNICEF entitled, "The Rural Politechnic Institute in Djalal Ehrari: Creating a New Vision for Basic Education in the Amazon."

Chad (Tchad): In conjunction with the Ministry of Education, the Baha'i­ Community sponsored a program with a guest speaker on ILY which was televised on 24 October 1989.

Cook Islands: At the request of the government of the Cook Islands, a paper was submitted as a contribution to a commission established to look into the country's education system.

Ecuador: On 16 October 1989, Radio Baha'i­ in Otavalo, Ecuador began transmitting the first, second and third courses in compensatory schooling. Representatives attended a meeting sponsored by UNESCO on Basic Education for Adults.

France: Plans are underway for a project jointly sponsored by the Baha'i­s and ACAFOM (Association for the Education of Immigrant Families ) on the outskirts of Paris.

Gambia: The Baha'i­s created the Mbayen Fula Project, designed to make use of volunteers from the United States. The volunteers do not actually teach the class but help train, encourage, and direct the efforts of village level volunteers-teachers. Additionally, a Baha'i­ literacy exhibit was created to participate in a special seminar week sponsored by the Non-Formal Education Services Unit of the Department of Education.

Hawaiian Islands: Local communities have launched two programs called "Project Read" and "Breath of Life." The Baha'i­ Community Services program is providing training for tutors for literacy classes, in collaboration with the Governor's Council on Literacy. At the 7th Annual Pacific Educational Conference entitled "The Pacific Child: In the 21st Century," a large literacy exhibit distributed numerous Baha'i­ position papers as well as the documents from the Jomtien Conference.

India: Two tribal Baha'i­s were awarded the first prize at Literacy Learners Song Competition organized in collaboration with ITFL and with the full support of UNICEF. Twenty-nine organizations participated. The Faizi Baha'i­ Institute of Indore, which conducts a vocational training project for rural and tribal women, includes a literacy program for women (see ONE Country, Vol. 2, Issue 4).

Macau: The Baha'i­s were instrumental in promoting literacy work in Macau. The ITFL representative was approached by representatives of the Baha'i­ Community thereby creating the Literacy Association of Macau. This Association, along with the BADI Foundation, created a small project preparing Chinese youth to assist with basic literacy work designed for new immigrants in need of special tutoring. Additionally, a position statement on the Baha'i­ viewpoint on literacy was drafted for distribution to the community at large.

Mexico: A Baha'i­ booth was created with an emphasis on ILY for participation at a fair sponsored by the local Chamber of Commerce, Ensanada.

The Netherlands: ILY materials received a wide distribution to local Baha'i­ Communities requesting that they support the local community programs for literacy education.

New Zealand: Participation in national conferences entitled "Valuing Education" and "ILY Conference." At the "ILY Conference" in Auckland, the Baha'i­s were invited to discuss the relationship of literacy to spiritualism, and accordingly chose the theme "Literacy and the Preservation of Spiritual Heritage."

Nicaragua: The Baha'i­s initiated a literacy project in the one Baha'i­ Community, El Trapiche, where there were illiterate Baha'i­s and urged the Baha'i­ youth to take part in the literacy project initiated by the Ministry for Adult Education.

Norway: Baha'i­ Representatives participated in a UNESCO seminar on literacy and initiated contacts with the project secretary for ILY, Mr. Leif Ellingsen.

Pakistan: The Baha'i­s on Muzaffarabad organized a literacy conference at their National Baha'i­ Centre, at which the Principal of the Neelum Public School presided. Leaders from all walks of life made presentations including statistics on the challenges facing the great amounts of people still illiterate. Attendees included women and children. Songs were sung by the children and a famous Baha'i­ poet, Mr. Mukhlis Vijdani presented an Urdu poem on literacy.

Panama: A two-day seminar on literacy was held by the Baha'i­ Community in collaboration with the Panamanian Ministry of Education in Panama City on 23-24 April 1990. The Baha'i­s were specifically asked to speak on "spiritual qualities" and on "Universal Elements Essential in Education." The Minister of Education requested that the Baha'i­s present their literacy projects to the Ministry of Education.

Puerto Rico: The Baha'i­ Community addressed letters to numerous schools, clubs, associations and local governments urging the creation of programs designed to supply free education to all.

Spain: The 1990 annual two-day conference sponsored by the Association for Baha'i­ Studies in Zaragoza focused on education. Main points covered were the role of literacy in the elimination of prejudices of all kinds, and the actual literacy situation in the world today and the requirements for the future. A wide circle of Spanish scholars was in attendance.

Transkei: A presentation of "A Practical Guide," created by UNESCO for ILY was made to the Minister of Education introducing him to the aims of the year and to the fact that the Baha'i­ Community in his country has adopted the goals prescribed.

Uganda: The Baha'i­s were invited to provide an exhibit at the national celebration for ILY, 8 September 1990 in Kamuli District. Posters, quotations on literacy and children's books were available at the booth. The Baha'i­s were specially recognized and thanked for their participation in the event by both the Chairman of Kamuli Adult Education and the District Administrator of Kamuli.

ANNEX II

Related Documents

Survey of Baha'i­ Education Programmes, Baha'i­ International Community, January 1990, New York ONE Country: Newsletter of the Baha'i­ International Community *Vol. 2, Issue 4; October-December 1990

Abstract

The present article provides a description of some of the principles that are considered by Baha'i communities in developing programmes for the prevention of drug abuse that target the individual, the family and society. The individual is helped to develop a sense of purpose, a feeling of self-esteem and respect for others, a state of maturity making it possible for him or her to evaluate circumstances objectively and to postpone immediate gratification for a future goal, a feeling of responsibility, and spiritual orientation, which can help the individual to develop positive attitudes towards himself or herself and the environment. Parents are encouraged to promote love and unity, as well as a drug-free lifestyle, so that children are provided with healthy models. The family experience is also intended to help children to cope with stress and other problems of daily life. By means of education, society at large is encouraged to adopt positive attitudes towards health and to promote activities that lead to the elimination of isolation.

Introduction

Drug and alcohol abuse has assumed epidemic proportions in various parts of the world. Health-care professionals are combating this epidemic, but the task of preventing drug abuse remains a challenge to all sectors of society. Thousands of people of all ages are subjecting themselves to the harmful influences of drugs. They do so out of curiosity. for pleasure, or in order to deal with stressful events or painful experiences.

With the advent of modern civilization, human expectations regarding security and comfort have increased. Those expectations have been complicated, however, by a rise in social stress and uncertainty. Widespread problems related to the abuse of drugs and alcohol, particularly among youth, reflect this development and indicate that many individuals are suffering from an internal crisis.

According to the Baha'i perspective ¹, the response to this internal crisis should be a systematic and realistic prevention Programme, emphasizing the importance of attitudes in dealing with problems such as drug abuse and alcoholism. Behavioral scientists agree that attitudes, more than knowledge, influence the initiation of behavior. Attitudes are learned early in life and adopted as a way of life. Acquired attitudes represent a person's values and the values guide a person's choice of behavior, such as whether to abuse drugs or to lead a drug-free life ².

Individual reality is thought rather than material ³; thus, the use of intoxicating drugs is an impediment to the progress of mind and soul and is in direct conflict with the meaning and purpose of life. In Baha'i communities special emphasis is placed on early education and family life. The home is seen as an ideal place for early drug abuse prevention.

Cohen ⁴, reflecting on the causes of the rise of drug abuse in the world today, wonders whether human society lives in one of the most critical times in history and asks whether anguish is "so pervasive that multitudes must consume increasing quantities of narcotics, stimulants, depressants (including alcohol) and the other euphoriants to survive."

According to Cohen ⁴, there have been many distressing periods in history, such as the fall of the Roman Empire, the Dark Ages and, more recently, the two world wars, but there is no clear historical evidence to suggest that drug abuse problems were then so pervasive as they are at present. Humankind, however, has never been endowed with such favorable opportunities for progress as it is today; moreover, the disaster that drives individuals to drink and to use drugs is within them rather than in the outside world. In addition Cohen feels that this internal reality, although it does not necessarily correlate with what is happening outside, may reflect the external conditions.

In this author's view, an individual's internal insecurity and doubt may be a reflection of the external chaos and confusion, which are among many factors that can contribute to the onset of drug abuse. Contemporary society is undergoing rapid change, which often gives rise to confusion, uncertainty, anxiety and stress. Old concepts and values are breaking down and new ones are emerging in their place. Coping with stress in such a period of rapid change and development is a tedious process, from which the use of alcohol and drugs becomes an attractive avenue of escape.

In Baha'i communities, the prevention of drug abuse involves cooperation between the individual, the family and society.

Individual Responsibility

From the point of view of the individual, the basic principles presented below should be taken into consideration in developing a prevention Programme.

Sense of Purpose in Life

In order to be fully committed to a moral order, an individual needs to have a sense of purpose. According to Baha'i teachings love of God ⁵ provides a concept on the basis of which the energy of a person's self-centeredness is invested in the interest and well-being of others. Serving for the good of humankind is a highly praised vehicle for putting that interest into action. The Baha'i attempt to expand humanity's vision of itself to include areas beyond the material self. Just as a traveler visits cities and countries and becomes acquainted with other cultures, the human spirit, through the experiences of this world, acquires certain characteristics and virtues as it evolves ⁶. Bitter life experiences and the tests and trials in life provide challenges to individual growth. Drug abuse provides nothing but an illusionary excursion into a fantasy world without achieving any learning or developing any insight.

Sense of Human Worth

Self-esteem and respect for human worth and dignity play an important role in people's attitudes toward themselves. One of the most common factors involved in drug abuse around the world is the loss of self-esteem ⁷.

A sense of self-esteem and dignity can be cultivated in early childhood and maintained throughout life. It has been reported that "children who have positive views of themselves tend to act in a way that brings further success: they are able to persevere, to remain committed in the face of stress and adversity. Children who do not regard themselves highly react in the opposite way" ⁸. The latter are more likely to submit themselves to the destructive effects of drug abuse.

Freedom

The true meaning of freedom has been misunderstood in society. This is particularly true for substance abusers, who believe that they have the right to do whatever they please with their minds and bodies. Ironically, it is their drug dependence that ultimately deprives them of their personal liberty ².

An individual's ability to evaluate circumstances objectively and to postpone immediate satisfaction for a future goal is an indication of maturity. Obedience to moral standards reinforces this ability to maintain self-discipline and self-control in order to fulfill personal objectives. The fundamental principle of adherence to the precepts of the prophet Bahá'u'lláh (the founder of the Baha'i faith) provides the cornerstone for the prevention of drug abuse and alcoholism in Baha'i communities around the world. According to Baha'i teachings , the consumption of alcoholic beverages, narcotic drugs, and substances not prescribed for medical purposes is forbidden. An individual's commitment to abstain from such practices is maintained by faith.

Participation in Work

An individual's relationship to the environment is dynamic and constantly changing ⁹. In Baha'i communities, each person is challenged to strive for excellence in all aspects of life, particularly in arts and sciences. Active participation in an occupation is encouraged and work in the spirit of service is considered a form of worshipping ¹. This concept provides an impetus for personal growth and creativity and releases individual potential for serving humankind. It also counteracts apathy, boredom and a feeling of uselessness which are frequently encountered among persons who abuse drugs.

Spiritual Orientation

Spiritual orientation helps people to develop positive attitudes towards themselves and their environment. As a result, they are able to find meaning in life and are in a better position to deal with stressful situations.

Role of the Family

The prevention of drug abuse by providing a healthy family environment and properly educating children is of prime importance in Baha'i communities ¹⁰. One of the responsibilities of parents is to educate their children about moral and spiritual values and about facing the harsh realities of life.

By abstaining from using alcohol and illicit drugs, parents can set an example that will strongly influence their children's attitudes towards those substances. Love and unity within a family that strives for excellent relations can become the moving force for a positive and dynamic approach towards life and its challenges; children in such families learn that the use of alcohol and illicit drugs is not acceptable and that coping with the stress of daily life is a part of human experience that is associated with personal growth and maturity.

Society

One of the most important contributing factors to drug abuse, one that requires careful consideration, is the attitude of society towards the use of alcohol and drugs. Mention should also be made of the disintegration of traditional systems of values, the breakdown of the institution of marriage and family life, and the over-dependence of individuals on political and material power as a source of security. Moreover, illicit drug trafficking and the increased availability of illicit drugs, as well as the glamorization of psychoactive substances by the mass media, have complicated the task of prevention.

Presented below are some points that, from the point of view of society should be considered in developing a prevention Programme.

It is necessary to strengthen the individual's sense of self-esteem and dignity and to educate family members on the meaning of life and its purpose. Children's education should include not only physical and intellectual education but also spiritual aspects of life. Both the spiritual and the material needs of humanity must be recognized for progress and development to take place.

The dramatic technological development and materialistic orientation of modern society have resulted in not only considerable physical and material well-being, but also a loss of spiritual awareness. Approaches to the problems of human affairs and sufferings have become mechanical and materialistic, having lost the spiritual magnanimity that is needed for personal growth and progress. As a result, individuals have lost contact with their true selves. The use of drugs is thus an attempt to re-establish that contact by chemical means and to solve problems that are essentially human and spiritual in nature. For instance, happiness is a state of mind that can be earned or realized through useful and meaningful interpersonal relationships but cannot be induced by drugs.

The rise of competition for material achievements has encouraged a race for success and a low tolerance for failure. Consequently, some of those who are emotionally insecure or unstable turn to alcohol or drugs as a refuge against the bitter reality of their competitive lifestyles. Cooperation should replace competition, and consultation and harmony should replace confrontation and isolation, thus allowing a spirit of sharing and caring to prevail.

Education should be provided to people of all ages and socio-economic backgrounds to help them adopt more positive attitudes towards physical, emotional, intellectual, spiritual and social aspects of health. Such education should cultivate a sense of purpose in life. It should encourage individuals to pursue activities in their occupations and to see that such activities contribute to their own well-being. Education should strive to encourage society to eliminate feelings of alienation and isolation, which are conducive to drug abuse.

Society should help individuals, particularly youth, to develop a sense of identity and to look for positive ways to deal with boredom and apathy. It has the responsibility of providing opportunities to stimulate and encourage creativity and useful work.

Society should help make less available drugs not intended for medical and scientific purposes. It should encourage persons who serve as role models, such as teachers, prominent celebrities, and leaders of society, to lead drug-free lives. The mass media should provide information and educational programmes for the prevention of drug abuse and alcoholism and should be discouraged from providing publicity for psychoactive substances. International cooperation aimed at limiting the cultivation, manufacture, distribution and use of drugs to medical and scientific purposes should be promoted. Current United Nations programmes to control drug abuse can only succeed if all Governments and all sectors of society firmly commit themselves to working together for this common cause.

Notes

1. Bahá'u'lláh and Abdu'l-Bahá, Baha'i World Faith (Wilmette, Illinois, Baha'i Publishing Trust, 1976).

2. A. M. Ghadirian, In Search of Nirvana: a New Perspective on Alcohol and Drug Abuse (Oxford, George Ronald, 1985).

3. Abdu'l-Bahá, The Reality of Man (Wilmette, Illinois, Baha'i Publishing Trust 1966), pp. 9-10.

4. S. Cohen, "Reflections on people and drugs," Drug Abuse and Alcoholism Newsletter. vol. 13, No. I (1984), pp. I -3.

5. Bahá'u'lláh, Gleanings from the Writings of Bahá'u'lláh (Wilmette, Illinois, Baha'i publishing Trust, 1963), p. 65.

6. Abdu'l-Bahá, Some Answered Questions (Wilmette, Illinois, Baha'i Publishing Trust, 1981), p. 200.

7. A. M. Mecca, "Primary prevention, an avenue we must pursue," Critical Concerns in the Field of Drug Abuse (New York, National Drug Abuse Conference, 1978), PP- 1-5.

8. "Prevention, the nation's health," APHA Newsletter. October 1975 (quoted by Mecca, loc. cit.).

9. D. C. Jordan, "In search of the supreme talisman," World Order, vol. 5, No. I (1970), pp. 12-20.

10. Bahá'u'lláh, Gleanings from the Writings of Bahá'u'lláh (Wilmette, Illinois, Baha'i Publishing Trust, 1966), pp. 259-260.