RB: Ceremonial Clothing and Temple Worship

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

Harvard Vid Goes Viral

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

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

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?

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

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