Adapted from another's blog: (beginningsnew)
I have been doing some work on D&C 42:12-14 and I wanted to test out
my thoughts here.
A perpetual complaint about the programs is: the manuals. They are out of date, they have problematic assumptions about the roles, they don't have much "meat" to them, etc.
Today I'm going to take a look at D&C 42:12-14 and how it relates specifically to the manuals.
D&C 42:12-14 are one of the usual places we go for the idea of "teaching by the Spirit." Verse 12 commands that we teach "the principles of my gospel, which are in the Bible and the Book of Mormon." In verse 13, this is qualified by two things: one, observe the covenants and church articles (all those duties in section 20, to be precise) and two, teach "as they shall be directed by the Spirit." Finally, verse 14 adds how to get the Spirit: "the Spirit shall be given unto you by the prayer of faith" and what to do if it doesn't come: "if ye receive not the Spirit ye shall not teach."
Now, let's apply this to teaching.
First, the heart of teaching in any classroom in the church, according to verse 12, ought to be the scriptures. In the scriptures we find the principles of the gospel, and the fulness of the gospel. Any question we have, or our students may have, will be found in there. It may take time and thought to work through those scriptures, but they are in there. Using scripture, relying on scripture, teaching the students to read their scriptures: these will accomplish our ultimate goals of learning and living the gospel.
Second, all of this is conditioned by being "directed by the Spirit." What form does this take, exactly? Understanding the Spirit is the greatest and hardest thing to learn and to teach. Looking at D&C 20:45, which quotes from Moroni 6:9, may give us a few clues, however. When Moroni talks about the elders conducting meetings according to the Spirit, he lists a few things they may be lead to do: preach, exhort, pray, supplicate, or sing. I don't think this applies just to an elder conducting a sacrament meeting in early Utah history. I think a teacher in a classroom today also has these options available: a teacher might feel impressed to exhort members to keep a commandment just discussed in the scriptures. Or, a teacher might feel impressed to allow for some silent time to pray or ponder. A teacher might play music or ask the class to sing. Any of these things could take place, even during a time set a part for "teaching."
Another possibility comes from D&C 46, which came soon after D&C 42:12-14 and tried to clarify some things. In this section we get a list of the gifts of the Spirit. Here we read that everyone has spiritual gifts, and all the gifts are given to benefit each other. Many of these gifts are not things we would experience privately, but in a group setting. Perhaps one way to be open to the Spirit is to realize that every person in the room has access to the Spirit, not just us. A student can raise her hand and share an insight that came from the Spirit just as much as we can share our own thoughts by the Spirit. Also, D&C 46 encourages us to seek after all these gifts: of knowledge, wisdom, testimony, etc.
Third, we have to wonder, what if the Spirit doesn't come? What if we pray for a spiritual gift, but we don't receive it? Does this mean we shouldn't teach? How do we make sense of that? Well, I certainly don't have the definitive answer but I have some ideas. It could be that we pray for help with our lesson outline, but the Spirit doesn't come because there is another way the Spirit wants us to spend the time in our classroom. Maybe spending time getting to know each other better or praying for someone in the class is actually where the Spirit is leading us, rather than the plan we had of opening up the scriptures and teaching a lesson. Another possibility is that we are praying for a spiritual gift or for the Spirit because we want our lesson to go well, or, we don't want to be embarrassed. D&C 46 cautioned that we can't seek after gifts as a sign, or to just to benefit ourselves (to "consume it upon their lusts" as D&C 46:9 puts it). Gifts have to be sought so that "all may be benefited." Perhaps sometimes we pray for the Spirit desperately, in hopes that the lesson won't feel like a flop. I know I've done that. It isn't in faith or in charity, but in despair and frustration. And certainly without the Spirit. I end up feeling like a said a few words, but I didn't really teach anything. Also, I think there are times where we see what we take to be a spiritual gift in another teacher (wow, his lessons are so spiritual. wow, the students really love her handouts. wow, what cool object lessons) and we try to imitate what he did rather than see what the Spirit wants us to do. When we try to force a "spiritual" lesson setting, we may be doing what D&C 46 and D&C 50 describe as following after spirits we couldn't understand. We may have had some "power" in our classroom, but it wasn't the Spirit - it was by "some other way."
So what do these three points have to do with the lesson manuals? Aren't we supposed to teach from them? And does the mere presence of lesson manuals somehow sabotage teaching by the Spirit?
First, permit me to again debunk something I've debunked before. Sticking to the "approved material" doesn't mean using the lesson outline line by line. Let me show this by looking right at the Introduction :
Please note that the manuals "suggest" teaching methods. Otherwise,
where is the Spirit? The object lesson, the stories, the handouts, these
are all ideas. But it is up to you, the teacher, to seek the Spirit to
know how it will direct you. Seek spiritual gifts. Think up ideas. But
be ready to yield to wherever it seems the Spirit is leading the lesson,
in the very moment.
So yes the manual is insufficient. Though it could be improved, would it ever be sufficient without the Spirit? Without a teacher seeking spiritual gifts? Without students who are thinking and receiving inspiration as well? The unfortunate thing is that too often, when teachers recognize that the manual is insufficient, they search the internet for supplements like cute handouts, sappy stories, or cool object lessons. Yes, these do dress things up a bit, but often only as a covering over an otherwise bland, Spirit-less lesson. (Elder Holland calls these sorts of things "spiritual twinkies.") These are not bad in themselves of course. A variety of teaching methods is great, but only as guided by the Spirit and not to make us look good (or to "entertain" the class - which is in essence the same thing). Seek first the Spirit, then all this is given to you. Then the Spirit can help you see that this group, this Sunday needs this song or that reminder. Or maybe a personal story. Or perhaps you are suddenly fascinated by how Alma discussed prayer and decide to spend the majority of the time on one chapter of scripture. Or after much prayer and thinking, you realize that nothing seems quite right, so you go into the classroom and see what surprises you. All of this is teaching by the Spirit. And I think it not only distracts us from the quality of the manual, it distracts us from ourselves. It isn't up to us to have a fantastic lesson. We point the students to the scriptures. We realize that God's work can actually happen in the classroom (and will!). God is in charge, we are just there for the ride!
A hard leap of faith. But I encourage you to try it. Trust the students. They will have a lot to say that will be inspiring. Trust the scriptures. The principles of the gospel are found there. Trust that God has a work He is after, and we are just helping him. Rather than asking God to send the Spirit to help us with our plans, let us pray that we can help God with His plans.
Oh, and one more thing: let me know how it goes. :)
Teaching By the Spirit: D&C 42:12-14 and the Manuals
A perpetual complaint about the programs is: the manuals. They are out of date, they have problematic assumptions about the roles, they don't have much "meat" to them, etc.
Today I'm going to take a look at D&C 42:12-14 and how it relates specifically to the manuals.
D&C 42:12-14 are one of the usual places we go for the idea of "teaching by the Spirit." Verse 12 commands that we teach "the principles of my gospel, which are in the Bible and the Book of Mormon." In verse 13, this is qualified by two things: one, observe the covenants and church articles (all those duties in section 20, to be precise) and two, teach "as they shall be directed by the Spirit." Finally, verse 14 adds how to get the Spirit: "the Spirit shall be given unto you by the prayer of faith" and what to do if it doesn't come: "if ye receive not the Spirit ye shall not teach."
Now, let's apply this to teaching.
First, the heart of teaching in any classroom in the church, according to verse 12, ought to be the scriptures. In the scriptures we find the principles of the gospel, and the fulness of the gospel. Any question we have, or our students may have, will be found in there. It may take time and thought to work through those scriptures, but they are in there. Using scripture, relying on scripture, teaching the students to read their scriptures: these will accomplish our ultimate goals of learning and living the gospel.
Second, all of this is conditioned by being "directed by the Spirit." What form does this take, exactly? Understanding the Spirit is the greatest and hardest thing to learn and to teach. Looking at D&C 20:45, which quotes from Moroni 6:9, may give us a few clues, however. When Moroni talks about the elders conducting meetings according to the Spirit, he lists a few things they may be lead to do: preach, exhort, pray, supplicate, or sing. I don't think this applies just to an elder conducting a sacrament meeting in early Utah history. I think a teacher in a classroom today also has these options available: a teacher might feel impressed to exhort members to keep a commandment just discussed in the scriptures. Or, a teacher might feel impressed to allow for some silent time to pray or ponder. A teacher might play music or ask the class to sing. Any of these things could take place, even during a time set a part for "teaching."
Another possibility comes from D&C 46, which came soon after D&C 42:12-14 and tried to clarify some things. In this section we get a list of the gifts of the Spirit. Here we read that everyone has spiritual gifts, and all the gifts are given to benefit each other. Many of these gifts are not things we would experience privately, but in a group setting. Perhaps one way to be open to the Spirit is to realize that every person in the room has access to the Spirit, not just us. A student can raise her hand and share an insight that came from the Spirit just as much as we can share our own thoughts by the Spirit. Also, D&C 46 encourages us to seek after all these gifts: of knowledge, wisdom, testimony, etc.
Third, we have to wonder, what if the Spirit doesn't come? What if we pray for a spiritual gift, but we don't receive it? Does this mean we shouldn't teach? How do we make sense of that? Well, I certainly don't have the definitive answer but I have some ideas. It could be that we pray for help with our lesson outline, but the Spirit doesn't come because there is another way the Spirit wants us to spend the time in our classroom. Maybe spending time getting to know each other better or praying for someone in the class is actually where the Spirit is leading us, rather than the plan we had of opening up the scriptures and teaching a lesson. Another possibility is that we are praying for a spiritual gift or for the Spirit because we want our lesson to go well, or, we don't want to be embarrassed. D&C 46 cautioned that we can't seek after gifts as a sign, or to just to benefit ourselves (to "consume it upon their lusts" as D&C 46:9 puts it). Gifts have to be sought so that "all may be benefited." Perhaps sometimes we pray for the Spirit desperately, in hopes that the lesson won't feel like a flop. I know I've done that. It isn't in faith or in charity, but in despair and frustration. And certainly without the Spirit. I end up feeling like a said a few words, but I didn't really teach anything. Also, I think there are times where we see what we take to be a spiritual gift in another teacher (wow, his lessons are so spiritual. wow, the students really love her handouts. wow, what cool object lessons) and we try to imitate what he did rather than see what the Spirit wants us to do. When we try to force a "spiritual" lesson setting, we may be doing what D&C 46 and D&C 50 describe as following after spirits we couldn't understand. We may have had some "power" in our classroom, but it wasn't the Spirit - it was by "some other way."
So what do these three points have to do with the lesson manuals? Aren't we supposed to teach from them? And does the mere presence of lesson manuals somehow sabotage teaching by the Spirit?
First, permit me to again debunk something I've debunked before. Sticking to the "approved material" doesn't mean using the lesson outline line by line. Let me show this by looking right at the Introduction :
Elder M. Russell Ballard counseled: “Teachers would be well advised to study carefully the scriptures and their manuals before reaching out for supplemental materials."Note that he didn't say, "stick to the manual" but to the scriptures (first in the list!) and the manuals. The scriptures are not extraneous material, they are the primary material.
The basic foundation for the course is the scriptures. Encourage the young women to bring their copies of the standard works to class each week.The "basic foundation" is the scriptures, not the manual. And the students should be learning right from them, every week.
Sometimes a [student] may give the correct answer in his own words without turning to the passage of scripture. When this occurs, ask additional questions to get him to read the scripture, for example, “How did Paul say it?” or “What additional insights can we gain from this passage?”
This is the real clincher for me. The instructions, in the manuals
themselves, are to point to the scriptures as much and as thoroughly as
possible. The answers are not in the teacher, not in the manual, but in
the scriptures. I love the idea of asking the students what they learned by how it was said in
the scriptures. It seems to me to encourage an open-ended
discussion-based lesson time, where the students and the teacher are
learning together.
And this encourages the teacher and the student to be open to how the Spirit might be guiding them. A student has as much access to the Spirit as we do. I hate to see answers overlooked because they don't match the ones in the manual. The students are thinking. They are intelligent. They are interesting. And the more we push them to think the more they will feel free to discuss the scriptures and to listen to any promptings they are receiving. And that's where the real truth is!
And this encourages the teacher and the student to be open to how the Spirit might be guiding them. A student has as much access to the Spirit as we do. I hate to see answers overlooked because they don't match the ones in the manual. The students are thinking. They are intelligent. They are interesting. And the more we push them to think the more they will feel free to discuss the scriptures and to listen to any promptings they are receiving. And that's where the real truth is!
Left margin notations suggest teaching methods
So yes the manual is insufficient. Though it could be improved, would it ever be sufficient without the Spirit? Without a teacher seeking spiritual gifts? Without students who are thinking and receiving inspiration as well? The unfortunate thing is that too often, when teachers recognize that the manual is insufficient, they search the internet for supplements like cute handouts, sappy stories, or cool object lessons. Yes, these do dress things up a bit, but often only as a covering over an otherwise bland, Spirit-less lesson. (Elder Holland calls these sorts of things "spiritual twinkies.") These are not bad in themselves of course. A variety of teaching methods is great, but only as guided by the Spirit and not to make us look good (or to "entertain" the class - which is in essence the same thing). Seek first the Spirit, then all this is given to you. Then the Spirit can help you see that this group, this Sunday needs this song or that reminder. Or maybe a personal story. Or perhaps you are suddenly fascinated by how Alma discussed prayer and decide to spend the majority of the time on one chapter of scripture. Or after much prayer and thinking, you realize that nothing seems quite right, so you go into the classroom and see what surprises you. All of this is teaching by the Spirit. And I think it not only distracts us from the quality of the manual, it distracts us from ourselves. It isn't up to us to have a fantastic lesson. We point the students to the scriptures. We realize that God's work can actually happen in the classroom (and will!). God is in charge, we are just there for the ride!
A hard leap of faith. But I encourage you to try it. Trust the students. They will have a lot to say that will be inspiring. Trust the scriptures. The principles of the gospel are found there. Trust that God has a work He is after, and we are just helping him. Rather than asking God to send the Spirit to help us with our plans, let us pray that we can help God with His plans.
Oh, and one more thing: let me know how it goes. :)
