A Music Teacher Gains Courage for Engaging in Social Action
Yvette Galea, from Malta, is a musician working part-time in a Catholic girl’s school. A Baha’i of only two years, she serves on the Spiritual Assembly of Malta and as the cluster coordinator for growth and also hosts devotional evenings twice monthly in her home.
First of all, [in the course on Social Action and Public Discourse] I have learnt the differences between social action and public discourse, which originally were lumped together in my understanding. I have mostly warmed up to the social action parts of the course, as I feel personally I am not yet ready for public discourse, for various reasons, but mostly due to practice, which I now understand I need to sally forth even if in smaller situations like study circles, so that I can learn and gain confidence in organizing my thoughts and putting forward the right message.
The different levels of social action interested me, making me aware of what it could really mean from the simple action of teaching a child to wash her hands, to helping out in larger organizations, exerting influence by portraying the Baha’i principles.
I have a greater awareness and understanding of how the international Baha’i community is actually helping and influencing the rest of the world. I could not understand how the general world seemed to be trying to implement Baha’i principles, without actually even verbally recognizing the Baha’i religion. The absence of mention of the Baha’i Faith in the media struck me quite hard; however, I now know that Baha’is work in different, more effective ways.
However, I am more ready to portray Baha’i principles in my everyday life, in my every action, and my every word. I am open to opportunities sent my way and will endeavor to dedicate myself to service as fully as possible.
I am also aware that what little I have been trying to do in my role as a music teacher at a Catholic school is a positive action, with its own good influences, and have gained more courage to go ahead teaching Baha’i principles indirectly or without mention of the Baha’i Faith (I would otherwise lose my job) but giving the girls another perspective of their life ahead of them. In my private practice, I will continue, in the same vein but with more direct teaching about the Faith, to help my students in their journey to self-development.