Learning and Teaching

This article is about the BYU Education Week Devotional address by Elder Jay E. Jensen, "That All May Be Edified," given on August 16, 2011.

I spent many hours in September watching this devotional, and I was distressed that I didn't have the article ready to send out well before General Conference. Then on conference Sunday afternoon I heard Elder Matthew Richardson speak and realized that he and Elder Jensen, both Seventies, are working on the same project: to bring change to the way we teach and learn the gospel in the church and in our homes. They are far from alone in this work, but their two talks stand together as witnesses that we are moving forward on the path to Zion.

Homeschoolers should be particularly interested in what is being taught, since our homes are laboratories for real learning. If we believe that the gospel emcompasses all true knowledge, including those things that we tend to call "secular," that the Holy Ghost is the true teacher, and that our church leaders are inspired, then let's go and do!

The 1998 Relief Society/Priesthood Lesson Manuals

In studying Elder Jensen's talk, I also revisited some of the events of the last decade or so. I looked through several of my Teachings of Presidents of the Church manuals to see how the instructions changed over time, particularly in regard to student preparation. I also reread the December 1997 Ensign article by Don Searle that introduced the program. The article said, "When Elder Oaks and Elder Holland received the assignment to improve the course of study for Melchizedek Priesthood and Relief Society, both had just finished rereading Discourses of Brigham Young, something each had independently felt moved to do without knowing why."

The hope was expressed in the introduction to that first manual (Brigham Young) that the book would "inspire and motivate individuals, priesthood quorums, and Relief Society classes to inquire, read, search, and then go to their Father in Heaven for a witness of the truth of these teachings." Specific encouragement for students to read the material in preparation for the class came in later volumes.

The introduction also said that "additional references and commentaries" were not necessary; the text and the noted scriptures were "sufficient for instruction." Few teachers, however, were able to use just the book. Our teacher was one of them, as I might also have been. Like most, she used the title of the lesson and little more. I loved her lessons, but I kept wondering if we were missing some great "gift" the Lord had given us that we did not yet understand.

A few years later I taught Teacher Development, before that responsibility was given to the Sunday School(which I now see as part of the plan). I encouraged the few teachers who actually came to those quarterly lessons to read the Relief Society/Priesthood manual at home with their families. One lady did so. Her husband was inactive, but she and her 12-year-old son read together. She told me with some emotion what a wonderful experience that was. She had opened the "gift."

A couple of years later I had an opportunity to attend a General Sunday School presentation. I asked one of the presenters afterward why nothing had been said about student preparation. He said they had found it to be too much for people; they wouldn't come to class if they hadn't read the lesson. Sadly, the "gift" remained largely unopened.

The most important thing I learned from my short study of the Teachings of Presidents manuals was found in the first Teachings book, the one on Brigham Young. "The fullness of the gospel, he believed, could only be taught little by little, line upon line (p. 11)."

The 2007 Worldwide Leadership Training

I also revisited the 2007 Worldwide Leadership Training, "Teaching and Learning," looking especially for a comment by Sister Wada and one by Elder Jensen that I remembered from the demonstration class Elder Holland had taught.

My biggest surprise here was how much better I now understand what Elder Holland was teaching us in 2007. Then as I heard Elder Richardson's General Conference comments about looking down the mountain to see how far we have climbed, I realized we have come a long way, little by little.

My biggest disappointment was that I had completely missed a comment by Elder Holland that should have been emblazoned on my forehead. In the opening remarks of his class he said, "we are teaching people, not subject matter." Elder Jensen made the same comment in his devotional, and so did Elder Richardson in his conference talk. Church leaders are obviously teaching concepts that we have been slow to understand!

Elder Holland's complete comment, or more of it, was:

Remember two things in this regard: first of all, we are teaching people, not subject matter per se; and second, every lesson outline that I have ever seen will inevitably have more in it than we can possibly cover in the allotted time. . . . So stop worrying about that. . . . It's better to take just a few good ideas and get good discussion — and good learning — than to be frenzied, trying to teach every word in the manual. . . . Like you, I have had to choose and select; I'm holding some material over for another day. . . An unrushed atmosphere is absolutely essential if you are to have the Spirit of the Lord present in your class. Please don't ever forget that. Too many of us rush. We rush right past the Spirit of the Lord trying to beat the clock in some absolutely unnecessary footrace.

We need to simplify. If you were a new homeschooler asking my suggestion for curriculum, I would suggest: It's October; study Columbus. In November, study Thanksgiving. In December, celebrate Christmas. But first and always, study your child.

Homeschoolers have the blessing of more time with their children in the best learning lab possible. We can test and experiment and learn how to apply the enlightened methods of teaching and learning that are being poured out upon us. We should be first in line to step up to the challenges.

Returning to Elder Holland, if you read and watch his 2007 demonstration class you will see that some class members struggle with the concepts being taught. Brother and Sister Wada understand. Sister Wada is an Oriental lady who has the lovely grace and inner beauty typical of her people, and she is doing exactly what is being asked. Yet she feels insecure about her gentle teaching methods, just like many homeschool moms. In her class children do have questions, "so many, many questions. . . Is it all right?" She is an inspiration.

Sister Naomi Wada: Sometimes children have so many, many questions, and I have prepared so many examples or experiences or visual aids, and I can't utilize all of them. I'm sometimes busy answering questions. Is it all right? I have tried to simplify the lesson, and if there is just at least one topic I can focus on and just be able to teach them, at least they feel comfortable.

Respecting and listening to children's questions might tell us what children need to learn, or what the need.

The comment by Elder Jensen that I was looking for is about 37 minutes into the class (Sister Wada's will follow, so keep going):

I have a little quote I carry in my scriptures related to that verse, and I think I have a new appreciation for it today as we've been talking about it. Elder Scott taught this in a CES training meeting: "Ensure that there is abundant participation because that use of agency by a student authorizes the Holy Ghost to instruct. It helps the student to retain your message. As students verbalize truths, they are confirmed in their souls and strengthen their personal testimonies" (Richard G. Scott, To Understand and Live Truth [address to CES religious educators, Feb. 4, 2005], 3).

In 2007 I was very struck by this comment. To me it suggests a sequence: a student questions, a student acts, and the Holy Ghost can teach. Not knowing that Elder Jensen was the Director of Church Curriculum and had spent much time with Elder Scott, I thought this was an isolated statement he just happened to hear one day. I clung to the note in his scriptures, thinking that was all there was.

I was learning, little by little and line upon line.

That All May Be Edified, Elder Jay E. Jensen

I happened to see part of this devotional on tv in August, then I had to wait with painful impatience for it to be posted on byutv.org in September.

Elder Jensen packed an amazing amount of information about learning into that 40 minutes. Now I know that the emphasis on learning is a direction in which the Church moved with great purposefulness some years ago, and I know that Elder Jensen didn't just happen to hear a remark made by Elder Scott — he has been deeply involved! I will share a few notes, but please watch the whole program.

Elder Jensen began by speaking in detail about D&C 88:122, and said:

I witness to you that the Holy Ghost is the true teacher in this work. Teaching and learning that lead to edification and heavenly confirmation are fundamental to the Father's plan and require five principles gleaned from verse 122. They are:

1. A teacher is appointed and recognized as such by the learners.
2. Teaching and discussion are governed by order and reverence.
3. What is discussed or said revolves around Divine doctrines or truths.
4. Those who are not speaking have a duty to actively listen.
5. Both teacher and listener, or the learner, participate respectfully to invite the spirit."

He noted that the words edify and edifice "come from the same root. Building an edifice that will pass the test of time requires the right plan and the right materials. Similarly, to be edified and have heavenly confirmation of your spiritual growth, a foundation has to be in place and it has to be right." He spoke of the building of the Salt Lake Temple, when cracks were discovered in the foundation and it had to be completely rebuilt.

So often we spend more time selecting curriculum for our children than we do analyzing and building -- or rebuilding -- their moral, spiritual, social, cognitive, and physical foundations. Sometimes building the foundation is the curriculum, for both children and for the parents who have to learn to teach children; not curriculum.

Elder Jensen quoted Brigham Young, "The foundation has to be right. This temple has to last into the millennium." So do our children.

He also spoke about authority in teaching, and the appointing of just men, as written in Mosiah 23:14 and 17. "Being a just person is to be guided by truth, divine doctrine, and reason or correct principle."

At home, he said, the authority to teach comes through the father. (Not the state?) Quoting from the Family Guidebook, he said:

The father presides over the family and is responsible to teach the children. The mother is an equal partner and counselor to her husband. She helps him teach their children the laws of God. If there is no father, the mother presides.

So we have two competing sources of authority. If we believe our existence and our rights come from God, as the American founding documents affirm, then we take seriously the line of authority through which our family was organized and created in the temple and are very careful who teaches our children. We are accountable to God, but He has authorized us to delegate some authority to our government, as outlined in the Constitution. However, there are those who believe that all parental authority over children comes from the state, and we see the scales tipping in their favor as our society unravels and the state controls more and more of our agency. The tension between the two is the battle for the hearts and souls, and sometimes the custody, of our children.

Returning to Elder Jensen, he said, "Everything taught in this church may be put under three headings:

1. Doctrines, The Why
2. Principles, The What
3. Applications/Commandments, The How

He said he has observed that more time and attention is devoted to Applications and Commandments, or The How, and less effort is given to the Doctrine, or the Grand Why, and the Principles, or the What. As parents and teachers, he said, we should provide students with a balance of all three. (Unfortunately he didn't explain that further, so I'm left with new questions.)

Then came the history lesson. He said that about 15 years ago a committee was formed to improve teaching in the church. The Teacher Improvement manual was rewritten. Elder Holland counseled the writers to remember the Savior's example "who was a teacher sent from God." A few years later, Elder Jensen said:

. . . at church headquarters, those responsible for this emphasis in teaching felt an important element of teaching missing: the concept of learning was relegated to the back seat of teaching. To place learning in its proper role, the Feb 2007 Worldwide Satellite Broadcast on Learning and Teaching was developed. The General Presidency of the Sunday School has since made a concerted effort to improve both learning and teaching in the church."

Yes they have! I was wildly excited when Roger Merrill was called as President of the Sunday School. I had heard and read some of his teachings, and I knew he had been the Vice President to Stephen Covey. I'd also listened to some of Dan Judd's talks and was thrilled that he was a Counselor. I was sad when they were released but thrilled again when Russell Osguthorpe was called as the new President. He had spoken at one of our LDS-HEA Conferences many years ago and I had read and loved his book. And now we have Matthew Richardson. These men all know the Grand Why, What, and How.

Elder Jensen gave us a list to help us identify our abilities as learners:

. . . in the following list I draw upon President Packer's wise counsel and add one or two of my own. Each is introduced with, I am becoming a diligent learner when . . .

When I am teachable and want to learn.
When I study, search, ponder, and liken the scriptures to myself and my circumstances.
When I ask questions and listen to both what is said by the teacher and [what is] not said verbally by others but [is said] by the Spirit to me.
When I do not resent correction or instruction.
When I stay at it and demonstrate persistence.
When I observe others, especially the example and counsel of older people.
When I pray in specifics for myself and for the teacher.
When I retire early and arise early.
When I write impressions.
When I am a punctual, reverent listener in church meetings and at home.

I can feel my soul stretching just from typing the list!

Elder Jensen discussed in detail the two kinds of meetings held in the church: formal and informal. Formal meetings include Sacrament meetings, Sunday Sessions in Stake Conference, and General Conference. Informal meetings, such as classroom instruction and councils, must include audience participation. ". . . listener participation is vital for edification to occur. At home, generally the most effective teaching is achieved when it is informal."

He pointed out that only since 1979 have the Saints been taught to have our own personal set of scriptures and become a "scripture-carrying people." He quoted the Book of Mormon for the evidence that this was needful.

Recognizing the immense work that went into the revision of the scriptures at that time, I realize that as we move along this path to Zion we aren't necessarily learning anything new; we are just reaching higher. Again, as we stop and look back down the mountain, we see that we have come a long way.

Then he said:

Edification for me is facilitated when I participate in informal instruction, having my scriptures with me as I travel through the wildernesses of life towards my promised land. Of course I must do more than carry them in my hands; I must open them and carry them in my head and my heart and in my life. All are encouraged to bring their own set of scriptures to informal instructional settings so they may open them and follow along, make comments, and share insights. In connection with that approach, parents and teachers should provide opportunities for others to participate, discuss, ask questions, and share insights and experiences. Remember, inspired questions lead to inspired participation and revelatory experiences.

When a husband and wife understand these principles and truths, they are better prepared to lead their children so that they may be edified through gospel learning. Common settings for learning and teaching are family scripture study, family home evening, and mealtime discussions. Church research shows that those settings are more successful when parents make them relaxed, inclusive, expressive, and engaging. Gospel learning that leads to edification at home is more effective when it is more like a conversation than another meeting.

This learning is not limited to Family Home Evenings however; our children are edified when we daily model correct learning, teaching, and leading. Spontaneous conversations and mealtime discussions, arrival from school, bedtime, a walk, or working together provide brief moments suited to the children's attention span that are often one-on-one and relevant with real life experiences.

Those of us who homeschool can see plainly what an opportunity for progress we have for ourselves and our children. What a gift the Lord has given us — if we will open it and not set it aside and continue teaching in old ways.

At this point we are only about half way through Elder Jensen's address, and we've skipped much! This talk is a tightly packed packet of powerful information.

Especially instructive were some visuals Elder Jensen showed to illustrate leadership styles in classroom settings, in church councils, and in the husband/wife relationship, giving credit to Elder Scott for articulating the leadership styles. I do have a talk of Elder Scott's from some years ago in which he did that; but Elder Jensen has carried it all forward beautifully. Obviously it was not just a chance remark that produced the note in his scriptures in the 2007 training; he has sat often at the feet of that beloved apostle. In fact, he tells us that he has traveled extensively with our leaders, often together with their wives. I am overwhelmed by the enormity of the blessing the Church is to us and the opportunity it gives us to become more than we now are.

Elder Jensen promised that the visuals would give teachers and leaders and parents "greater vision." They do that very well; you will love them. He even included visuals on the proper marital leadership relationship — so plain and simple yet so unknown.

Elder Jensen's presentation was seen by thousands of people at Education Week but has been viewed online by just over 2000 people. Let's tell the world and watch that number rise!

We will end with just a few more thoughts from Elder Jensen:

Let me be very clear about this: education will occur only through and by the power of the Holy Ghost. He is the true teacher in all spiritual learning and teaching.

God is the true teacher, and he does this by and through the Holy Ghost who was sent forth to teach.

I will give a caution. No wise parent, teacher, leader, or missionary would ever want to place himself or herself between the Father and the people thinking that his or her role is to edify, for their primary role is to turn people to the Lord, to allow them to act rather than be acted upon. In particular, parents will pray to be wise as they raise children to know when to answer their children and when to turn them to the Lord to obtain answers.

I can witness to Elder Scott's wise counsel when he taught, "Never, and I mean never, give a lecture or a lesson where there is no student participation. A talking head in the classroom setting is the weakest form of class instruction. . . .

Ensure that there is abundant participation because that use of agency by a student authorizes the Holy Ghost to instruct. It also helps the student retain your message. As students verbalize truths they are confirmed in their souls and strengthen their personal testimonies. (Sound familiar? It's the quote that was tucked into Elder Jensen's scriptures in 2007!)

Elder Scott's wise counsel should help teachers, leaders, and parents to avoid the pitfall of teaching lessons and not people, evidenced by either the comment or the action that "Oh, we must hurry on and cover all of the material." Those who teach in this way do not allow us to act; rather we're being acted upon.

In conclusion, edification will occur only when teachers and learners direct all their efforts in a shared responsibility to establish a climate where the converting power of the spirit is present. The atmosphere or climate must be spiritual, warm, open, and reciprocal. Leaders, teachers, and parents will be more successful as they become more Christ-like and adapt and respond to needs without being coercive or manipulative. By assignment the appointed teacher is to lead out in suggesting ways to promote learning, teaching Divine doctrine and doing all in his or her power to create an atmosphere or setting that will invite the Holy Ghost to come and do what He alone may do so that all may be edified of all.

And there in that last paragraph is the gift I couldn't see in 1998. The words have always been there, but I didn't really understand the full meaning. Now I have opened the gift and I am learning to use it. The gift is the Holy Ghost, our Teacher. The gift is that when teachers and learners, and parents and children, work dilligently to invite Him in, miracles will happen.