The standard of truth seeking this process demands is far beyond the patterns of negotiation and compromise that tend to characterize the present-day discussion of human affairs. It cannot be achieved—indeed, its attainment is severely handicapped—by the culture of protest that is another widely prevailing feature of contemporary society. Debate, propaganda, the adversarial method, the entire apparatus of partisanship that have long been such familiar features of collective action are all fundamentally harmful to its purpose: that is, arriving at a consensus about the truth of a given situation and the wisest choice of action among the options open at any given moment.
What Bahá’u’lláh is calling for is a consultative process in which the individual participants strive to transcend their respective points of view, in order to function as members of a body with its own interests and goals. In such an atmosphere, characterized by both candor and courtesy, ideas belong not to the individual to whom they occur during the discussion but to the group as a whole, to take up, discard, or revise as seems to best serve the goal pursued. Consultation succeeds to the extent that all participants support the decisions arrived at, regardless of the individual opinions with which they entered the discussion. Under such circumstances an earlier decision can be readily reconsidered if experience exposes any shortcomings.
Viewed in such a light, consultation is the operating expression of justice in human affairs. So vital is it to the success of collective endeavor that it must constitute a basic feature of a viable strategy of social and economic development. Indeed, the participation of the people on whose commitment and efforts the success of such a strategy depends becomes effective only as consultation is made the organizing principle of every project. “No man can attain his true station”, is Bahá’u’lláh’s counsel, “except through his justice. No power can exist except through unity. No welfare and no well-being can be attained except through consultation.”
IV
The tasks entailed in the development of a global society call for levels of capacity far beyond anything the human race has so far been able to muster. Reaching these levels will require an enormous expansion in access to knowledge, on the part of individuals and social organizations alike. Universal education will be an indispensable contributor to this process of capacity building, but the effort will succeed only as human affairs are so reorganized as to enable both individuals and groups in every sector of society to acquire knowledge and apply it to the shaping of human affairs.
Throughout recorded history, human consciousness has depended upon two basic knowledge systems through which its potentialities have progressively been expressed: science and religion. Through these two agencies, the race’s experience has been organized, its environment interpreted, its latent powers explored, and its moral and intellectual life disciplined. They have acted as the real progenitors of civilization. With the benefit of hindsight, it is evident, moreover, that the effectiveness of this dual structure has been greatest during those periods when, each in its own sphere, religion and science were able to work in concert.
Given the almost universal respect in which science is currently held, its credentials need no elaboration. In the context of a strategy of social and economic development, the issue rather is how scientific and technological activity is to be organized. If the work involved is viewed chiefly as the preserve of established elites living in a small number of nations, it is obvious that the enormous gap which such an arrangement has already created between the world’s rich and poor will only continue to widen, with the disastrous consequences for the world’s economy already noted. Indeed, if most of humankind continue to be regarded mainly as users of products of science and technology created elsewhere, then programs ostensibly designed to serve their needs cannot properly be termed “development”.
A central challenge, therefore—and an enormous one—is the expansion of scientific and technological activity. Instruments of social and economic change so powerful must cease to be the patrimony of advantaged segments of society, and must be so organized as to permit people everywhere to participate in such activity on the basis of capacity. Apart from the creation of programs that make the required education available to all who are able to benefit from it, such reorganization will require the establishment of viable centers of learning throughout the world, institutions that will enhance the capability of the world’s peoples to participate in the generation and application of knowledge. Development strategy, while acknowledging the wide differences of individual capacity, must take as a major goal the task of making it possible for all of the earth’s inhabitants to approach on an equal basis the processes of science and technology which are their common birthright. Familiar arguments for maintaining the status quo grow daily less compelling as the accelerating revolution in communication technologies now brings information and training within reach of vast numbers of people around the globe, wherever they may be, whatever their cultural backgrounds.