The Erb Report - LDS Edition

Sunday Songs

2011-10-23T18:14:00.000-04:00

Read Elder LeGrand R. Curtis, Jr.'s October 2011 General Conference talk, "Redemption," as part of my study today. He ends his talk with another hymn that's a favorite of mine (although an arrangement of the tune is usually the one stuck in my head): "Savior, Redeemer of My Soul."

Savior, Redeemer of my soul,
Whose mighty hand hath made me whole,
Whose wondrous pow’r hath raised me up
And filled with sweet my bitter cup!
What tongue my gratitude can tell,
O gracious God of Israel.

Never can I repay thee, Lord,
But I can love thee. Thy pure word,
Hath it not been my one delight,
My joy by day, my dream by night?
Then let my lips proclaim it still,
And all my life reflect thy will.

(Orson F. Whitney, Hymns, no. 112)

There is something powerful in the opening message about being made whole through the Savior. Note that the poem/hymn doesn't refer to any specific instance of healing. Hopefully it evokes in your mind your own personal experiences: where the pain of sin, or sickness, or heartache was swallowed up.

Although at times the bitter cup that crossed my lips lasted longer than I thought it might (or in frequent selfish moments, should), there is nothing that compares with the arrival of the "sweet." Oh that my cup might always be full of this ... but I suppose that would frustrate the whole taste-the-bitter-to-know-the-sweet part of the Plan.

The second/last stanza really drives home our inability to repay the Savior for His gift. Since I'm already on my soapbox, I'd just point out that often, I feel, when singing hymns at church we do not get their full meaning because the flow of the music does not match the punctuation or separate the thoughts provided in the words.

(For example, in this hymn, think of how the second verse is sung -- combining the thoughts of "but I can love thee" and "thy pure word.")

All that is to say is -- re-read the hymn and note the final punctuations -- and reflect on the message it shares. Perhaps something new will come to your mind, or you gain a deeper understanding of the sentiment expressed by Elder Whitney. I hope that my own will always be similar.

Sunday Songs

2011-08-21T16:00:00.000-04:00

Listened to Peace Like a River after church as part of my Sunday playlist. One of the songs that always touches me is "Come, Let Us Anew." The final verse says:

Oh, that each in the day of His coming may say,

'I have fought my way through; I have finished the work thou didst give me to do.'

Oh, that each from his Lord may receive the glad word:

'Well and faithfully done;

'Enter into my joy and sit down on my throne;
'Enter into my joy and sit down on my throne.'

The music swells in this last verse, then fades as the choir repeats the last phrase: "Oh, that each from his Lord may receive the glad word: 'Well and faithfully done; Enter into my joy and sit down on my throne."

There's just something about the music and the lyrics that moves me; I find myself humming it for hours.

Acts 5:38-39

2011-07-08T19:50:00.001-04:00

And now I [Gamaliel] say unto you [ye men of Israel], "Refrain from these men, and let them alone: for if this counsel or this work be of men, it will come to nought; But if it be of God, ye cannot overthrow it; be careful, therfore, lest ~~haply [perhaps]~~ ye be found even to fight against God.

[explanatory]
emphasis added
JST addition
~~JST removal~~

An Apostle's Easter Thoughts on Christ

2009-04-12T10:28:00.005-04:00

Resource: Presidents of the Church

2009-04-05T14:01:00.003-04:00

Thanks to @BrotherBrigham for bringing my attention to this resource on LDS.org.

It contains Basic Facts, Significant Events, Testimony, Quotes, and Images and Multimedia for the Presidents of the Church, all organized in one place. I think the signature images are really cool.

This is a great site to turn to if you want to more about the Presidents of the Church.

Some thoughts on the Language of Prayer

2009-04-04T18:25:00.006-04:00

Noticed an interesting theme among some of the #ldsconf tweets that pertained to the discussion surrounding the usage of thee, thou, thy, and thine.

One person commented: "I would've hoped that a well-educated man like Elder Nelson would know that "thou" is, in fact, the familiar, not formal pronoun. I don't think he was suggesting it was a commandment. I agree with you, but it helps some people to use those words."

Another person wrote: "Disagree with the use of archaisms in prayer. Jesus didn't use them, and I don't feel the need to either. Sad that people confuse archaisms with sacredness. 'Thee' 'thy' 'thine' simply meant 'you' and 'your' in KJV times."

Now, I have to admit that although I was listening, I wasn't trying to remember every phrase uttered word-for-word. I cannot recall whether or not Elder Nelson said that "thou" was a formal pronoun. However, I believe both of these comments miss the point of the direction to use [what is now considered a formal pronoun, right? Wouldn't your friends think you were being formal or pretentious if you used those pronouns today?] "thou" when addressing God in prayer.

I imagine the leaders of the Church who counsel us to use these pronouns understand the history behind their usage. In fact, Elder Dallin H. Oaks wrote back in 1993:

The special language of prayer that Latter-day Saints use in English has sometimes been explained by reference to the history of the English language. It has been suggested that thee, thou, thy, and thine are simply holdovers from forms of address once used to signify respect for persons of higher rank. But more careful scholarship shows that the words we now use in the language of prayer were once commonly used by persons of rank in addressing persons of inferior position. These same English words were also used in communications between persons in an intimate relationship. There are many instances where usages of English words have changed over the centuries. But the history of English usage is not the point.

Scholarship can contradict mortal explanations, but it cannot rescind divine commands or inspired counsel. In our day the English words thee, thou, thy, and thine are suitable for the language of prayer, not because of how they were used anciently but because they are currently obsolete in common English discourse. Being unused in everyday communications, they are now available as a distinctive form of address in English, appropriate to symbolize respect, closeness, and reverence for the one being addressed.
(emphasis added)

I personally don't see his instructions as an attempt to equate "archaisms with sacredness." But more on instructions regarding the language of prayer shortly.

Again, it was noted: "Since Jesus didn't use them, I don't feel the need to either." I'm not sure if anyone has specifically asked the Savior which words He used and didn't use. And, if someone had, I would imagine that the Prophets and Apostles would be able to shed some light on the subject. I think this attitude towards the direction of prayer-specific language overlooks the blessing of continuing revelation. When Jesus instituted the Sacrament, He used wine. Today, we are instructed to use water. Understanding that Jesus used wine, would you therefore feel unsettled and disinclined to participate in the Sacrament because water is used?

Likewise, modern revelation has provided instruction relating to the language of prayer. While one may be inclined to continue to "not feel the need" to use the pronouns "thee," "thou," "thy," and "thine" in prayer, a study of the words of Church leaders can lead one to understand that such pronoun use is continually suggested, yea, even strongly admonished:

[U]se the sacred language of prayer. We should always address Deity by using the sacred pronouns thou, thee, thy, and thine. The late President Stephen L. Richards gave us this wise counsel:

“We have discovered … a lack of proper teaching with reference to prayer. I know that I myself have been shocked out in the mission field as I have heard missionaries called on for prayer who seem to have had no experience or training whatever in the use of the language of prayer. …

“I think, my brethren, that in the quorums and in the classes, you would do well, as in the homes also, to teach the language of prayer—‘Thee and Thou,’ rather than ‘you.’ It always seems disappointing to me to have our Father in Heaven, our Lord, addressed as ‘you.’ It is surprising how much we see of this. … I think you might make note of it, and avail yourselves of any opportunities that may come in order to teach the sacred and reverential language of prayer.” (In Conference Report, Oct. 1951, p. 175.)

Let us teach our children to use the language of prayer.
(From Elder L. Tom Perry, 1983, emphasis added)

Speaking of teaching our children the language of prayer, Elder Oaks continued his message on prayer with the following counsel:

Modern revelation commands parents to “teach their children to pray.” (D&C 68:28.) This requires parents to learn and pray with the special language of prayer. We learn our native language simply by listening to those who speak it. This is also true of the language with which we address our Heavenly Father. The language of prayer is easier and sweeter to learn than any other tongue. We should give our children the privilege of learning this language by listening to their parents use it in the various prayers offered daily in our homes.

And,

We should also remember that our position on special prayer language in English is based on modern revelations and the teachings and examples of modern prophets. [...]

However, we should be considerate of those who have not yet learned, or who have not yet become comfortable with the "language of prayer." While not using the proper pronouns should not get one "banned" from, or mocked in, public prayer, we should both remember that we each are at different parts of the journey along the Gospel path, and that our leaders teach us the ideal that we should strive for. Elder Oaks continues:

We are especially anxious that our position on special language in prayers in English not cause some to be reluctant to pray in our Church meetings or in other settings where their prayers are heard. We have particular concern for converts and others who have not yet had experience in using these words.

I am sure that our Heavenly Father, who loves all of his children, hears and answers all prayers, however phrased. If he is offended in connection with prayers, it is likely to be by their absence, not their phraseology.

When one of our daughters was about three years old, she did something that always delighted her parents. When we called her name, she would usually answer by saying, “Here me is.” This childish reply was among the sweetest things her parents heard. But when she was grown, we expected her to use appropriate language when she spoke, and of course she did. As the Apostle Paul said, “When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things.” (1 Cor. 13:11.)

The same is true of prayer. Our earliest efforts will be heard with joy by our Heavenly Father, however they are phrased. They will be heard in the same way by loving members of our church. But as we gain experience as members of The Church of Jesus Christ of Latter-day Saints, we need to become more mature in all of our efforts, including our prayers.

With all the informality and abbreviations creeping into our everyday language (how many of you can understand, or have used, the following: ur a qt pi; ttyl; we went to his house b/c ur rents were in da way), and all the new words and phrases joining common usage (Googling, Twittering, surfing the Net, etc.), should it really be that difficult to learn and to master a few more words and their usage so that we might be able to speak in the language of prayer?

I'll end this post with the following, again from Elder Oaks:

Men and women who wish to show respect will take the time to learn the special language of prayer. Persons spend many hours mastering communication skills in other mediums, such as poetry or prose, vocal or instrumental music, and even the language of access to computers. My brothers and sisters, the manner of addressing our Heavenly Father in prayer is at least as important as these.

RB: Ceremonial Clothing and Temple Worship

2009-03-24T17:32:00.003-04:00

I discovered this article through a Twitter friend and thought I'd share it here. I provided a few excerpts below, but you should go see the post on its original site.

The Lord has always used clothing as an avenue for teaching symbolism. As early as in the book of Genesis we learn that the “garment” or coat of skin was a symbol of that which would cover. Unlike the fig leaves, or fake covering, the coat of skin taught of the sacrificial covering, pointing to Jesus Christ and the Atonement as the full covering of nakedness, or sin.
[...]
The changing of clothing is symbolic of the progression one must make to enter into the presence of the Lord. It represents ones willingness to leave this world behind and seek for that of a better one. It is a beautiful way to learn about the application of the Atonement and the ability one has to “change”. It can be seen as easy as a simple “change of clothes.”

The prophets have declared that "all things which have been given of God from the beginning of the world, unto man, are the typifying of him" and that "all things are created and made to bear record of [Christ]"--both temporal and spiritual.

Thus we see how, in many different ways, clothing can remind us of the Savior and help us better understand principles of the Gospel.

Why We Have Temples

2009-03-13T18:23:00.001-04:00

Harvard Vid Goes Viral

2009-03-11T22:24:00.003-04:00

Another digression from teaching:

In case you haven't already seen it, check out this video of a student, Rachel Esplin, who was interviewed at school as part of a forum on faith.

Have you seen it? What do you think?

Day of Faith: Personal Quests for a Purpose - 3. Rachel Esplin from Harvard Hillel on Vimeo.

And some notes about its spread to [LDS and other] Internet users inan article from Boston.com

A message from The Newsroom

2009-03-09T18:49:00.004-04:00

I digress from my typical thoughts on teaching to bring you this public service post, courtesy of The Newsroom.

Many of you may be aware of the upcoming HBO episode that--despite previous claims to make no ties between the non-Mormon figures and The Church of Jesus Christ of Latter-day Saints--continues to blur the line between television fantasy and real-world reality. While recognizing the right of others to enjoy the freedom of speech, I am saddened by the insensitivities shown by those who propagate such "appallingly bad" portrayals. I think it shows disrespect to members of The Church of Jesus Christ of Latter-day Saints; disrespect that has--in my knowledge--no contemporary parallel.

Do throngs march on the Vatican when the Pope issues edicts regarding the sanctity of life? Do they storm the gates during the concave and seek to expose the workings of the leadership selection and process? Do they gather Papal robes and vestments and strew them in the streets?

Do non-Muslims insist that they have the right to visit Mecca? Do they send hidden cameras inside to record a visit on false pretenses and share it with the world?

My list is brief and imperfect, but perhaps it will start you on your own train of thought.

As I choose to worship "how, where, and what I may," I also reserve to others the same. I also, however, expect to participate in religious devotion that I find sacred, and hope that others will honor my convictions. In an About.com article about Mecca, the author(s) wrote the following:

Mecca and Madinah are cities of great importance in Islamic tradition -- centers of pilgrimage and prayer, sacred places where Muslims are free from the distractions of daily life. [...] Restricting access to Mecca and Madinah is intended to provide a place of peace and refuge for Muslim believers and preserve the sanctity of the holy cities. At this time, millions of Muslims visit the cities each year, and additional tourist traffic would simply add to the congestion and detract from the spirituality of the pilgrimage visit.

I can understand this desire to be free of the distractions of daily life and the need--especially in the turmoil in which we often find ourselves today--to have a place of peace and refuge to go to to find solace. The temple to me is such a place.

SALT LAKE CITY 9 March 2009 Like other large faith groups, The Church of Jesus Christ of Latter-day Saints sometimes finds itself on the receiving end of attention from Hollywood or Broadway, television series or books, and the news media. Sometimes depictions of the Church and its people are quite accurate. Sometimes the images are false or play to stereotypes. Occasionally, they are in appallingly bad taste.

As Catholics, Jews and Muslims have known for centuries, such attention is inevitable once an institution or faith group reaches a size or prominence sufficient to attract notice. Yet Latter-day Saints – sometimes known as Mormons - still wonder whether and how they should respond when news or entertainment media insensitively trivialize or misrepresent sacred beliefs or practices.

Church members are about to face that question again. Before the first season of the HBO series Big Love aired more than two years ago, the show’s creators and HBO executives assured the Church that the series wouldn’t be about Mormons. However, Internet references to Big Love indicate that more and more Mormon themes are now being woven into the show and that the characters are often unsympathetic figures who come across as narrow and self-righteous. And according to TV Guide, it now seems the show’s writers are to depict what they understand to be sacred temple ceremonies.

Certainly Church members are offended when their most sacred practices are misrepresented or presented without context or understanding. Last week some Church members began e-mail chains calling for cancellations of subscriptions to AOL, which, like HBO, is owned by Time Warner. Certainly such a boycott by hundreds of thousands of computer-savvy Latter-day Saints could have an economic impact on the company. Individual Latter-day Saints have the right to take such actions if they choose.

The Church of Jesus Christ of Latter-day Saints as an institution does not call for boycotts. Such a step would simply generate the kind of controversy that the media loves and in the end would increase audiences for the series. As Elder M. Russell Ballard and Elder Robert D. Hales of the Council of the Twelve Apostles have both said recently, when expressing themselves in the public arena, Latter-day Saints should conduct themselves with dignity and thoughtfulness.

Not only is this the model that Jesus Christ taught and demonstrated in his own life, but it also reflects the reality of the strength and maturity of Church members today. As someone recently said, “This isn’t 1830, and there aren’t just six of us anymore.” In other words, with a global membership of thirteen and a half million there is no need to feel defensive when the Church is moving forward so rapidly. The Church’s strength is in its faithful members in 170-plus countries, and there is no evidence that extreme misrepresentations in the media that appeal only to a narrow audience have any long-term negative effect on the Church.

Examples:
During the Mitt Romney election campaign for the presidency of the United States, commentator Lawrence O’Donnell hurled abuse at the Church in a television moment that became known among many Church members as “the O’Donnell rant.” Today, his statements are remembered only as a testament to intolerance and ignorance. They had no effect on the Church that can be measured.

When the comedy writers for South Park produced a gross portrayal of Church history, individual Church members no doubt felt uncomfortable. But once again it inflicted no perceptible or lasting damage to a church that is growing by at least a quarter of a million new members every year.

When an independent film company produced a grossly distorted version of the Mountain Meadows Massacre two years ago, the Church ignored it. Perhaps partly as a result of that refusal to engender the controversy that the producers hoped for, the movie flopped at the box office and lost millions.

In recent months, some gay activists have barraged the media with accusations about “hateful” attitudes of Latter-day Saints in supporting Proposition 8 in California, which maintained the traditional definition of marriage. They even organized a protest march around the Salt Lake Temple. Again, the Church has refused to be goaded into a Mormons versus gays battle and has simply stated its position in tones that are reasonable and respectful. Meanwhile, missionary work and Church members in California remain as robust and vibrant as ever, and support for the Church has come from many unexpected quarters — including some former critics and other churches.

Now comes another series of Big Love, and despite earlier assurances from HBO it once again blurs the distinctions between The Church of Jesus Christ of Latter-day Saints and the show’s fictional non-Mormon characters and their practices. Such things say much more about the insensitivities of writers, producers and TV executives than they say about Latter-day Saints.

If the Church allowed critics and opponents to choose the ground on which its battles are fought, it would risk being distracted from the focus and mission it has pursued successfully for nearly 180 years. Instead, the Church itself will determine its own course as it continues to preach the restored gospel of Jesus Christ throughout the world.

[emphases added]

Witnesses at all times

2009-03-01T11:29:00.005-05:00

When the Savior visited the New World, he called twelve disciples. Them he taught with, and separately from, the multitude that had gathered to hear His words.

In the morning of the day following the Savior's first day of ministry spent among the Nephites, these twelve provide an example to all who have been called to be teachers. Elder Jeffrey R. Holland writes:

It is interesting that the twelve disciples did not have to be commanded to teach but accepted that responsibility instinctively because of their commission to be witnesses of Christ at all times and in all places. What they taught, not surprisingly, were the same lessons they had been taught the day before, "nothing varying from the words which Jesus had spoken." In the spirit of the counsel the Savior had left the night before, the twelve disciples commanded the multitude to kneel and pray to the Father in the name of Jesus, "and they did pray for that which they most desired; and they desired that the Holy Ghost should be given unto them."
(Christ and The New Covenant, Salt Lake City, UT: Deseret Book, 1997, 277-78.)

One of the things Gospel teachers need to remember is that they are to teach the words of Christ - as He taught them, and as his prophets have taught them and recorded them in scripture. Gospel instruction of any kind--seminary, Sunday school, primary, Priesthood or Relief Society, etc.--should follow this same pattern. Teach the doctrines as they are found in the scriptures, the basis for each course of study, and ponder how to use the doctrines and principles that are mentioned in the lesson manuals to bless and edify the class. As an instructor of mine reminded us during CES training, "Stick to the [gospel] trunk; avoid the branches."

Another thing that should be noted is that these disciples realized how important the Holy Ghost was for them as well as their students. They desired, and prayed for, the presence of the Holy Ghost so that the gospel truths could be taught with authority and could be carried unto the hearts of those who heard them.

Lastly, I'll suggest the Elder Holland's mention of the "why" these disciples chose to teach the words of Christ to the multitude don't apply only to those called and commissioned as disciples or apostles - but to all of us who have entered into a covenant with the Lord through baptism. Remember the words of Alma at the Waters of Mormon to those who were desirous to come into the fold of God, explaining the covenant into which they would enter through the ordinance of baptism:

...and to stand as witnesses of God at all times and in all things, and in all places that ye may be in, even until death, ...

As disciples of Christ and members of His Church, we have covenanted to be His witness. One way we can do this is by being a witness to others of who He is by emulating His gospel teaching and sharing with others what he taught.

If...Then...What?

2008-04-07T13:28:00.000-04:00

Closing the Gap Between Information and Understanding.

In this round of teacher development, we discussed the all-important -- and often most difficult -- question of determining what to teach.

Elder Holland gave us some insights into the minds and hearts of our students -- and helps answer the question, "What should I teach?" -- when he said:

"This is what our members really want when they gather in a meeting or come into a classroom anyway. Most people don't come to church looking merely for a few new gospel facts or to see old friends, though all of that is important. They come seeking a spiritual experience. They want peace. They want their faith fortified and their hope renewed. They want, in short, to be nourished by the good word of God, to be strengthened by the powers of heaven. ... Are we really nurturing our youth and our new members in a way that will sustain them when the stresses of life appear? Or are we giving them a kind of theological Twinkie--Spiritually empty calories? President John Taylor once called such teaching 'fried froth,' the kind of thing you could eat all day and yet finish feeling totally unsatisfied. During a severe winter several years ago, President Boyd K. Packer noted that a goodly number of deer had died of starvation while their stomachs were full of hay. In an honest effort to assist, agencies had supplied the superficial when the substantial was what had been needed. Regrettably, they had fed the deer, but they had not nourished them."
(Jeffrey R. Holland, "A Teacher Come From God," Ensign, May 1998, 26)

In order to make a difference in the lives of our students, we must teach those things that will have a powerful, lasting influence on the lives of our students. We discussed -- and the prophetic quotes confirmed -- that teaching true doctrines and principles will have the greatest impact on our students.

Four quotes were shared relating to this theme:

"True doctrine, understood, changes attitudes and behavior. The study of the doctrines of the gospel will improve behavior quicker than a study of behavior will improve behavior. Preoccupation with unworthy behavior can lead to unworthy behavior. That is why we stress so forcefully the study of the doctrines of the gospel."
(Boyd K. Packer, Conference Report, Oct 1986, 20)

"Teachers who are commanded to teacher 'the principles of [the] gospel' and the 'doctrine of the kingdom' should generally forgo teaching specific rules or applications. For example, they would not teach any rules for determining what is a full tithing, and they would not provide a list of dos and don'ts for keeping the Sabbath day holy. Once a teacher has taught the doctrine and the associated principles from the scriptures and the living prophets, such specific applications or rules are generally the responsibility of individuals and families.

"Well-taught doctrines and principles have a more powerful influence on behavior than rules. When we teach gospel doctrine and principles, we can qualify for the witness and guidance of the Spirit to reinforce our teacher, and we enlist the faith of our students in seeking the guidance of that same Spirit in applying those teachings in their personal lives."
(Dallin H. Oaks, "Gospel Teaching," Ensign, Nov 1999, 78)

"The words principle and doctrine, for me, are describing some truth that has such importance that it is necessary to eternal life. ... I wouldn't spend a lot of time, by the way, trying to distinguish between a principle and a doctrine. I've heard conversations of that kind that weren't very fruitful. ... I've noticed that President Hinckley often uses the word truth. I would think that to identify those eternal truths that we've talked about would be very valuable."
(Henry B. Eyring, CES Satellite Broadcast, Aug 2003)

"As you seek spiritual knowledge, search for principles. Carefully separate them from the detail used to explain them. Principles are concentrated truth packaged for application to a wide variety of circumstances. It is worth great effort to organize the truth we gather into simple statements of truth."
(Richard G. Scott, Ensign, Nov 1993, 86)

In both meetings, we concluded that the counsel to avoid teaching specific applications applied to Primary, as well as to Gospel Doctrine; to Young Men as well as to Young Women; to Relief Society as well as to Elders Quorum and High Priest Group. Teaching lists of prescribed or forbidden behavior will not have the kind of lasting effect upon the students that teachers should so desire -- and may often be incorrect or misleading, and do not allow students and families to exercise agency to determine how to live true principles of the gospel.

Sister McQuivey related a story from the recent General Young Womens broadcast, where a group of young women were taught the doctrine associated with dressing modestly, and then challenged to create their own rules to determine whether or not a bathing suit was appropriate (a question from the young women which sparked the lesson). Instead of giving a list of guidelines, the leaders wisely chose to teach true doctrine and then allow the young women to study it further, speak with their parents, and prayerfully determine their own patterns of conduct. What greater lessons they learned through this process--lessons that could have never been learned through a leader-proscribed list.

The challenge, then, as several of the quotes have pointed out, is to be able to recognize what a principle is--extracting it from the details surrounding its storied circumstances--and then teach the principle so clearly so as to not be misunderstood.

Both President Eyring and Elder Scott, above, gave some useful definitions for principles and doctrines. Below is an excerpt from the Eternal Marriage Student Manual, which sheds additional light upon this subject:

"Gospel principles include doctrine, commandments, ordinances, and precepts. In this manual, however, the term principle, refers to a gospel truth that gives us counsel and guidance for conduct. ...

"Principles can often be divided into two main parts: if and then. ... Principles are not always taught or written in the if-then format. ...

"Because principles are presented in many ways, extracting them may require much labor and meditation. All principles are conditioned on our faithfulness and are eternal, consistent, and true.

"Correct principles are universal--they are true in all situations in all cultures in all times. All the gospel principles that were true for Adam will still be true in the Millennium.

"Principles are general and abstract--they do not refer to specifics. Principles relate to the 'big picture.' For example, the many do's and don'ts in the Word of Wisdom are not the principle. The principle is if we keep our bodies pure, then we will be healthy and receptive to the Spirit. ...

"A principle is an enduring truth, a law a rule you can adopt to guide you in making decisions. Principles help us apply the gospel to everyday living and give us a light to illuminate the path before us in this ever-darkening world."
(Eternal Marriage Student Manual, Preface, ix-x)

In the scriptures, some principles are clearly stated in the if-then format. For example, all through First and Second Nephi (especially), we hear the repeated refrain:

"Inasmuch as ye keep my commandments, ye shall be blessed and prosper in the land."

In other words, If I keep the commandments, then I will be blessed and prosper in the land.

A principle can also be reversed, placing the desired blessing or promise first, and the required action second. For example, the principle above can be restated as, "If I want to be blessed and prosper in the land, then I will keep the commandments." True principles can be expressed in either order.

Another scriptural indicator that a principle is nearby is the phrase "and thus we see." Having just abridged a history or a prophetic message, Mormon extracts a principle for us, and sets out his "calling card." Whenever you see "thus we see," look for the principle that Mormon is drawing our attention to--his words helping us separate the principle from the details for the story.

In our meeting, partners were asked to turn to 2 Nephi 2:27, to read the verse aloud together, and then to write the principle from the verse on their notecard. Although with personal linguistic variations, the group agreed that a principle from this verse related to agency and choosing the Savior.

However, remembering Elder Scott's definition that principles "are concentrated truth packaged for application," it is not enough to simply tell the class, "The doctrine in this verse is moral agency."

Teaching and identifying principles involves not only the separation of the principle from the details of the story in which it is packaged, but requires the re-packaging of the principle in a way that clearly, concisely, and unequivocally presents the eternal truth to the student.

Here is an example of stating, or packaging, the principle from 2 Nephi 2:27:

If you want to be truly free, then you must choose to follow Christ.

[[I wish to note here that there is a power that comes when we can use the words of the scriptures when we state the principle. Some words may need to be changed, based on our audience. For example, we would probably not use the phrase "great Mediator of all men" from this verse in 2 Nephi when teaching a class in junior primary. Instead, we would substitute the name of Christ, which the class is familiar with. If we're not careful, we may incorrectly put together an if-then statement that sounds good, but may not be supported by the lesson material or scripture block. Using the words of the scriptures helps us avoid this potential pitfall, and brings the added benefit of the spiritual power that comes when the words of the scriptures are read.]]

It's "inverse" is:

If you choose to follow Christ, then you will be free."

The principle can also be phrased:

Thus we see that those who choose to follow Christ are made free through Him.

This verse, like others in scripture, includes a "negative" statement of the principle:

If you choose to follow Satan, then you will be captive and miserable like him.

OR, If you want to be miserable and captive, then you should choose to follow Satan.

OR, Thus we see that those who follow Satan wind up miserable and captive.

Relating back to the previous lesson, the challenge was given to construct an application question that could be used to generate discussion and invite revelation in the class, relating to the principle(s) from 2 Nephi 2:27. How would you ask it?

Here are two suggestions:

What can you do today to choose to follow Christ?
When have you felt that you were free for choosing to follow Christ?

Again, notice what these questions do. They do not invite a list of responses (like the oft-mentioned "seminary answers"); rather, they invite the student to receive revelation by (1) thinking of a personal application that he or she can make based on their new or strengthened understanding of the principle or (2) thinking of a previous, personal experience where they have already lived the principle. The power of this second question is that it will return the feelings of the experience, and reaffirm the testimony of that principle. The power of both questions is that the question is efficacious even if no one responds aloud. By giving the students an opportunity for personal reflection, you are giving the Spirit a chance to teach them what they need to know. Everyone who chooses to think about your question will be blessed and edified, and you will have been a successful conduit for the Spirit in class that day. Additionally, other students may be blessed by hearing the words of others whom you may call upon to share. Remember that among the gifts of the Spirit is the gift to "believe on [the] words" of those who have the gift of knowledge.

Stories and maxims, like chapters in the scriptures, may include nuggets of eternal truth that we may extract by skimming off the dross of detail and focusing what the story is teaching.

For example, the story of Nephi obtaining the brass plates is full of details and side-paths that could be traversed, leading one away from the principle if not careful. A discussion of the merits of taking a life through divine command will not be fruitful. The principle in this story is not that God can command someone to break a commandment. Rather, the whole saga of obtaining the plates again and again reaffirms this simple truth which Nephi himself stated earlier in his record:

If God commands me to do something, then He will prepare a way for me to accomplish it.

Is this not the pervading principle throughout all of Nephi's writing? Flee into the wilderness -- the Lord gives traveling aid (liahona), directs them, and enables them to eat their meat raw to avoid having their cooking fires noticed. Return and get the plates -- Laban is given opportunity to exercise agency, as well as the brothers, who use available resources in an attempt to purchase the plates. The Lord delivers Laban, Zoram trusts Nephi and leaves the city with him. Return and get wives -- Ishmael had enough daughters for everyone--including Zoram!--and his family was willing (hearts prepared?) to leave their riches behind and join the prophet Lehi. Travel to the promised land -- instructions on how to build a ship, winds to blow them there. Keep a record -- Lehi could read and write, and he taught his children to do the same. The lessons of literacy continued, so that a record would continue to be had amongst them. ... And the list could go on and on with stories and details...but the unduring truth remains:

If the Lord commands, Then He will prepare a way.

How comforting to see that in the lives of others. How reassuring to know that we, as we have been taught, can apply this principle to our lives. What have we been commanded to do? Does the task seem to arduous? Do obstacles block your way? Rest assured that, like He did for Nephi, the Lord will prepare a way for you to keep that commandment. We will be required to act as Nephi did. We may not find our obstacle lying drunk upon the ground, nor may we need to take the initiative to molten tools of ore and seek directions on how to build a ship, but we too will be required to act in faith, to seek the Lord, and to wait for His hand to be revealed--in whatever form our situation may require.

Remembering that "true doctrine, understood, changes attitudes and behavior," let us learn to identify and then teach those principles and doctrines so clearly that we may not be misunderstood. Our teaching will be magnified and our students more richly blessed if we will but teach well those doctrines and principles and qualify for the reinforcing witness of the Spirit.

A Thought on Teaching #2

2008-02-25T12:05:00.000-05:00

Friends,

I apologize for the brief intermission; I hope to return to sending these thoughts out more regularly. As the year begins, I'd like to welcome Brother Dan Bryce as a new Youth Sunday School teacher, and thank Brother Andrus Madsen for his service among the youth. His passion for the gospel, ability to connect with the youth, and unique insights will be missed. We look forward to

For those of you who were in class on the 6th, we had a great combined class and kicked off this year's study of the Book of Mormon. The room was full, nigh to overflowing, and everyone participated. We discussed the purpose of our Sunday School class and talked about how as teachers and students we could achieve our purpose. The discussion focused on Doctrine & Covenants 88:122, and our youth taught us about the connection between these repeated words in the verse: All, One, and Edify.

Class members shared how they would describe the Book of Mormon to a friend or neighbor, and then discussed what some of our prophets have said about the Book. We talked about how the Book of Mormon is the keystone of our religion, and heard people share their experiences having questions answered by the Book of Mormon and of their feelings about the Book of Mormon. In the end, we spoke of and shared spiritual witnesses about the Book of Mormon and its power, and felt of that same power as class members were able to share testimony.

If you were there, I hope that you noticed not just what was taught, but how it was taught. The previous Thought on Teaching offered this challenge:

Challenge: As you plan your next lesson, consider what you are going to teach, but think spend more time considering how you are going to teach it. Select a few principles from your scriptures block and then think, "What can I do to help my class have an experience?" rather than, "How can I get through all of this material?"
Remember, less can be far more if it provides opportunity for the Spirit of God to speak to the spirit of man. Gospel growth comes through experiences of the Spirit.

Along with thinking about how you could do this, I hope that you're watching others to see how they do it. On the 6th, you might have noticed the different ways that class members were able to share their thoughts--with their neighbors, in groups, and to the class. You might have noticed the preparation given before a question was asked, and how the questions led from explaining a concept to testifying of a gospel truth. Above all, I hope you noticed the feeling that came as class members spoke and were "edified together."

The Ensign this month has several great articles about teaching and teachers. Please study Brian Gudmundson's article on page 26 about " Questions, the Heart of Learning and Teaching" This is a great article about the art of asking questions, and combines scriptural and prophetic insights, along with practical application. This is something that can be kept close at hand; it will prove a useful tool for your lesson preparation.

The Challenge for this Thought on Teaching is this:

Challenge: After studying "Questions, the Heart of Learning and Teaching," evaluate your own teaching--do you ask questions during your lesson? Is there a category that most of your questions fit into? Then, while you're preparing your next lesson, plan out questions ahead of time for each of the categories that Bro. Gudmundson talks about. After class, you can evaluate how your new types of questions worked. It may take some time to learn how to ask the questions, but you will find that questions--adequately prefaced and cleary asked--will open the door to better participation and will invite the Spirit as students ponder your questions and then express their feelings and convictions.

Remember, great teachers ask questions that invite inspiration. We can learn to become great teachers by being aware of the questions we ask and by making those small changes that will make poor questions good, and good questions great.

Best,
Jeremy

A Thought on Teaching #1

2008-02-25T12:00:00.000-05:00

All,

Thank you so much for all that you do in preparing for and teaching your lessons so diligently each week. I hope that you can identify those things that work well in your classes and continue to use them. Please know that I am here for you as a resource for anything you might need for your class. I understand the importance of teaching the principles and doctrines found in our Sunday School lessons, and I know that the power to change lives is real as we teach by the Spirit. I wish that I could spend more time with each of you, discussing the principles of the lesson, thinking of ways to present those principles, and discussing ways to involve the members of your class! The more we think about our lessons and how we teach, the more we can improve and truly make Sunday School a great experience for those that attend.

In keeping with the scriptural pattern of giving “line upon line” (see Isa. 28:10, 13; 2 Ne. 28:30; D&C 98:12; D&C 128:21), I hope to regularly be able to share with you some of my thoughts about teaching through these “Thoughts on Teaching” emails. Please feel free to “reply all” and share with the group what you think or how you’ve tried to implement the principles shared, or to just let me know if there’s a particular principle or skill you think I should write about.

May we all learn and improve together as we strive to “teach diligently.”

Best,

Jeremy

A Thought on Teaching, No. 1

Repeated words and phrases in the Scriptures, among other things, can serve to emphasize a principle. President Henry B. Eyring taught, “When the words of prophets seem repetitive, that should rivet our attention and fill our hearts with gratitude” (“Finding Safety in Counsel,” Ensign, May 1997, 24). Identifying and pondering these scriptural repetitions has helped me to understand better what the prophets have taught.

One such phrase occurs early in the Gospel of John: come and see (see John 1:39. 46). As two disciples begin to follow Jesus, He asks them, “What seek ye?” Their response, “Master, where dwellest thou?” was met with the Savior’s invitation, “Come and see.” Later, Jesus finds Philip, who in turn seeks out Nathanael. To Nathanael’s concerned inquiry, “Can there any good thing come out of Nazareth?” Philip replies, “Come and see.”

Later, Jesus uses a similar phrase as he teaches among the Nephites. While challenging his disciples to “hold up [their] light,” He—as if answering the question that his disciples should ask about holding up their light—explains to them what that means. “Behold, I am the light which ye shall hold up—that which ye have seen me do” (3 Nephi 18:24). And what had He done? He had “prayed unto the Father,” and had “commanded that [we] should come unto [Him], that [we] might feel and see; even so shall [we] do unto the world” (3 Nephi 18:24-25).

Again, we see the call to come unto the Savior. But what was different in the invitation to the Nephites? He not only invited them to come and see, but also to feel. He bid them to learn with an invitation to participate, to experience.

In Daniel K. Judd’s recent General Conference talk about teaching, he related the following quote from Elder Holland: “Most people don’t come to church looking merely for a few new gospel facts or to see old friends, though all of that is important. They come seeking a spiritual experience. They want peace. They want their faith fortified and their hope renewed. They want, in short, to be nourished by the good word of God, to be strengthened by the powers of heaven. Those of us who are called upon to speak or teach or lead have an obligation to help provide that, as best we possibly can” (Jeffrey R. Holland, “A Teacher Come from God,” Ensign, May 1998, 26; quoted in Daniel K. Judd, “Nourished by the Good Word of God,” Ensign, Nov. 2007, 93, emphasis added).

I know that our classrooms can be such a place, where our members are nourished with grain and not with straw, and where truths of the Gospel are experienced, not just related or discussed. It is through the individuals’ experience with the Spirit that testimonies are strengthened and the flame of faith is fanned brighter.

Challenge: As you plan your next lesson, consider what you are going to teach, but then spend more time considering how you are going to teach it. Select a few principles from your scriptures block and then think, “What can I do to help my class have an experience?” rather than, “How can I get through all of this material?”

Remember, less can be far more if it provides opportunity for the Spirit of God to speak to the spirit of man. Gospel growth comes through experiences of the Spirit.

Suggested reading:
Daniel K. Judd, “Nourished by the Good Word of God,” Ensign, November 2007, 93

Edification Through Participation

2008-02-25T11:12:00.000-05:00

In our first round of teacher development, we discussed the purpose of a Sunday School (or YM/YW/EQ/HP/RS/Primary) class, and came up with several ideas:

Edification
Feel inspired (ie, have questions answered, learn new things, feel motivated to be better)
Gain spiritual strength for the week
Develop friendships and unity

We talked about some paradigm shifts that might be necessary to make this happen. "As a teacher,

I teach students, not lessons.
I should think about their needs while I prepare my lesson, not just what interests me. It's not about me.
I should never feel like I need to "get through" a lesson.
I realize I have more information in my lesson than I could ever cover in the 40 minutes that I have. I feel comfortable with my lesson preparation, and can let the students take up time in the class and invite the Spirit through discussion. If I am just moving "through" points on my outline, I am probably presenting gospel "facts" and not taking time to bring a "feeling level" into the classroom by exploring the gospel principles.
I need to help the students personalize and internalize gospel principles.
I can do this by asking questions that require a response with a personal pronoun, and by inviting students to share experiences from their lives.

Edification (and its corresponding feelings of the Spirit and desires for improvement and drawing closer to Christ) should be the overarching goal of our classes, not merely imparting gospel facts. Our students should leave the classroom having felt and recognized the Spirit, having testified of gospel truths, and feeling personal inspiration on how they should act on the gospel principle taught that day.

A pattern for edification is found in Doctrine and Covenants 88:122. Look for the repeated word or words:

Appoint among yourselves a teacher, and let not all be spokesmen at once; but let one speak at a time and let all listen unto his sayings, that when all have spoken that all may be edified of all, and that every man may have an equal privilege.

All and one (in various forms, a, the, one) appear multiple times in this verse. Who is the one? Is it always the same person? Who are the all? What then is the relationship between the one, the all, and edification?

"According to this verse, learning is enhanced and class members are edified when they have the opportunity to participate, and one of the best ways teachers can help class members participate is by asking questions that encourage students to think, feel, and share. ...

"How much should students participate in class? A teacher who takes up most of the class time speaking is likely talking too much. In many lessons, student participation can [and should] fill about half of the lesson time."**

By involving the students in the lesson, you begin to focus on them and their needs. Their participation brings about a learning experience, which will stay with them longer than a presentation that does not involve them. Since we as teachers may readily agree that we don't have the corner on the insight-market, allowing students to participate opens up the class to new insights, new experiences, and more "witnesses."

Edification in the gospel classroom comes through participation. Our lessons will be greatly enhanced by planning participation opportunities and our students' lives will be blessed.

Welcome!

2008-02-25T09:46:00.000-05:00

Welcome to the Weston 2nd Ward Sunday School blog! Here you'll find teaching helps and resources, and summaries from the lessons taught in the teacher development course.

Do you have some questions about a lesson you're teaching or about a teacher development meeting? Do you have some thoughts or insights you'd like to share? Feel free to post them in the comments area, or to start a new thread (instructions will be sent individually).

Thanks, and happy teaching!