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Discover everything Scribd has to offer, including books and audiobooks from major publishers. Start Free Trial Cancel anytime. Report this Document Download now Save Save New Testament Student Manual Eng For Later 0 ratings 0 found this document useful (0 votes) 160 views 929 pages New Testament Student Manual Eng Uploaded by Sheetal Iyer Description: New Testament Student Manual Eng Full description Save Save New Testament Student Manual Eng For Later 0 0 found this document useful, Mark this document as useful 0 0 found this document not useful, Mark this document as not useful Embed Share Print Download now Jump to Page You are on page 1 of 929 Search inside document Browse Books Site Directory Site Language: English Change Language English Change Language Quick navigation Home Books Audiobooks Documents, active. They’re being well-prepared for the temple and are learning to rely on the atonement of Jesus Christ. I think that’s one reason the minimum age for missionary work can be lowered.” The new manual aims to better prepare youth for a lifetime of church service. (Photo from LDS.org) While coverage of these topics — like race and the priesthood, plural marriage and the origins of the book of Abraham — is getting a lot of attention, it isn’t anything new. We didn’t have a checklist of topics that we wanted to bring up. That wasn’t our job. We didn’t bring up plural marriage; section 132 did. These topics are there only because they’re reflected in the standard works.” If difficult issues arise in the scriptures, the seminary study guides will discuss them openly. We let the Lord deal with it in the scriptures, then we comment on it. Our goal is to build faith as we go through the scriptures. As we looked at the revelations we were not afraid to allow the fullness of the revelation to come out and even acknowledge what critics say.
” That’s because the manual is for the Doctrine and Covenants and Church history, so it includes some historical topics not included in the standard works. But there are no space constraints online, and there’s more opportunity for functionality as well. The HTML version of the manual available at LDS.org has more commentary and more background information than the printed book and includes dynamic content with direct links to lesson helps. While the printed manual is 577 pages, the online version has enough information to fill 850. In light of the lower age requirement for missionary service, youth are being more prepared by improved curriculum on all fronts. It’s given me greater faith in the First Presidency to see how everything has been orchestrated. We think of ourselves as a foot — just a part of the larger body of the Church.” She was the beneficiary of the new youth curriculum. I believe she’s a better missionary than I was because she’s better prepared.” More accurate historical information that was discovered as part of the Joseph Smith Papers Project was valuable to the seminary manual writers as they studied the same time period. We’re grateful for the scholarship that they have and for their willingness to looking at the manual prior to its publication to make sure the manual and the scriptures were in harmony.” The seminary program has 391,680 students in 149 countries, so they knew they had their work cut out for them. They learned that teachers wanted the lessons to be more student-centric, which happened to be the same thing the First Presidency wanted. They also learned that the new manual needed to better accommodate the needs and resources of seminaries around the world. But when we got feedback for this edition, we knew we had to help the global audience a little better.” In the new manual, each lesson aims to help teachers and students: This method was in the old lessons; it was just trickier and a little harder to see.
In the new edition it’s more overt. I don’t know how you’d miss it.” Her work has appeared in the Ensign, Liahona and New Era magazines, as well as Utah Valley Magazine, Utah Valley BusinessQ, Utah Valley Bride and the Provo Daily Herald. She lives in Utah county with her husband and three children. She blogs at www.breannaolaveson.com. Because there is no bigger lie than inoculation. I hope it’s just the raw truth so that people can decide for themselves. This is a tremendous program and as historical fact versus fiction becomes more apparent we can more concretely and correctly develop lessons and curricula that deal with more detailed subjects. Send us the information! I skimmed through some early bits, and I’m concerned for the future faith of our LDS youth. To paraphrase Elder Ballard elsewhere, our traditional approach and “curriculum, though well-meaning, does not prepare students for today—a day when students have instant access to virtually everything about the Bible from every possible point of view.” This well-meaning overly simplified approach paves the way for the next generation’s faith crisis (please read that if you haven’t.) President Faust quoted President Hugh B. Brown that If not correct, such statements wouldn’t be in manuals approved by the First Presidency, goes the reasoning. (I have seen some volunteer seminary teachers essentially hold manuals to be inerrant.) So what happens when those things LDS have to unlearn are things that were explicitly presented to them in correlated and approved manuals. Are we contributing to future faith crises? It needs to be accessible to the high-school student as well as the new-convert Mandarin-speaking teacher. But there are ways to acknowledge and prepare people for complexity without presenting it. (I offer one example below.) At minimum, we need to avoid creating the expectation that there IS no complexity, that this simplicity is all there is to know.
http://dev.pb-adcon.de/node/17093
Do people expect further information, expansion, or nuance later? “Milk before meat” is a true principle (one I think we commonly misapply), but we do have to let people know the meat exists and actually provide it somewhere or point people to it. Manuals must create proper expectations, or they put faith at serious risk.This is certainly traditional, but it’s also much more complicated than that. As stated, the manual doesn’t even reflect the nuance of the LDS Bible Dictionary, which portrays Genesis as a Mosaic document based on pre-existing documents and with post-Mosaic editing. Turn to Genesis 1 to find out.” What does Genesis- Deuteronomy actually say about who wrote it. Here’s a link to a Jewish perspective looking at that question in depth. Don’t they settle the question of the authorship of Genesis-Deuteronomy. Again, these are complicated, but the manual makes no room for acknowledging “complicated” and that, again, is the real problem. That’s both a genre issue (which our manuals tend to ignore) and a theological one. These are topics I’ve written about extensively in places like the FAIRMormon Conference, the Maxwell Institute (paper not publicly available yet), BYU’s Sperry Symposium, and UVU’s Mormon Studies Conferenc e. As for Moses, in October I’m speaking at the J oseph Smith Papers conference at the Church History Library on the relationship between Genesis, Moses, and Abraham, and what it tells us about the nature of revelation. (See also my FAIR 2019 paper.) For example, unlike Nephi’s repetitive first-person “I Nephi,” the Bible consistently refers to Moses in the third-person, “He, Moses,” even describing his death in Deuteronomy 34. The Church is not committed either to strictly Mosaic authorship nor to other views. As the First Presidency said in 1910, it is not ultimately authorship that matters, but whether the doctrine is correct. That’s not in keeping with what we know of the JST, nor is it actually argued, just assumed.
That’s a genre issue. Prophets as mere scribes, mechanically and passively taking down the words that God dictates. I know some LDS hold to this idea, but it runs against everything we know about scripture ancient and modern. Let’s stick with modern for a moment. He regarded himself as a revelator whose understanding accumulated over time. Joseph recognized as a result of the revelatory process that the texts of his revelations were not set in stone. Rather, he felt responsible to revise and redact them to reflect his latest understanding. But that wasn’t Joseph’s understanding of revelation! That it was a revelatory process is evident from statements by the Prophet and others who were personally acquainted with the work. Sometimes he preached according to the KJV, not the JST. And usually, the Book of Mormon matches the KJV, not the JST. These are difficult things to account for, if you assume that revelation is dictated by God. Rather, he received inspiration and wrote the revelations using his own words, often couched in Victorian English. This is too simple and too rigid, and also can’t account for modern or ancient scripture. Why are we teaching Seminary this way. Why not teach explicitly that revelation is a process, that scripture is (usually) God’s word in human words ? (A simpler and fantastic version of that book is this one.) Are those expectations accurate and well-founded. Are they healthy for the long-term sustainable spiritual health of our youth and soon-to-be-missionaries? These manuals are not revealed by God nor written by Apostles under divine inspiration. These manuals invite feedback and even correction for mistakes. Moreover, President Nelson recently taught that “good inspiration is based upon good information” and I hope I am providing some of that. The Bible is an ancient book written for ancient people, and when we try to read it as modern Mormonism, we misunderstand it, to our detriment.
Are we looking at a repeat of the Seminary manual’s simplistic tradition, but now aimed at college students around the world? Be sure to give the title of the manual when you offer your comments. Please do so in a constructive way, either in detail or generally, without rancor, but expressing the experiences and needs of your family in Seminary, Institute, and Gospel Doctrine. I hope you would express a concern and hope that we bring Ancient Scripture up to the level of Church History, that we provide LDS around the world with the equivalent of Revelations in Context for the Bible. We need some collaboration or even oversight between the manual writers and reliable LDS scholars of Bible, history, ancient near east, etc. In short, we need Ancient Scripture to catch up to Church History, and this for the faith of our youth and adults. All our modern revelations presume a knowledge and base of the Bible. To quote Elder Ballard again, from a talk called “The Miracle of the Holy Bible,” We tend to love the scriptures that we spend time with. We may need to balance our study in order to love and understand all scripture. You young people especially, do not discount or devalue the Holy Bible. It is the sacred, holy record of the Lord’s life. The Bible contains hundreds of pages more than all of our other scripture combined. It is the bedrock of all Christianity. Shortchanging the Bible and ancient scripture for sake of tradition undermines our missionary program. But also, study on your own, and contribute to making your ward’s various classes better. Act within your sphere of influence. Balance your study to include the Bible in context. Good teachers and knowledgeable parents and friends can mitigate less-than-ideal manuals in adapting to local needs, and we are each commanded to study and learn out of the best books, as well as teach each other. In doing so, we fulfill our individual call to discipleship.
I don’t think that we have anything to fear from high-quality, faithful scholarship, but our current correlated materials do not prepare someone to engage with the Old Testament. It’s the later ones, where we have accumulated so many poor, traditional interpretations of the Old Testament that things get difficult. For instance, just this morning I taught a lesson on Isaiah to a class of eight-year-olds, and the manual said that Isaiah 29 is a prophecy regarding the Book of Mormon. In my lesson on Isaiah, for instance, I talked about poetry and the gap between our language and his. That seems like it would be difficult to do in such a way that translates easily into other languages. We need to do better though, for the reasons you mentioned. Priestcraft is forbidden. The fact that you are “fixing” lessons with a “few tweaks” should wake you up to the disaster we are in the middle of. We are supposed to be asking God to enlighten us and teaching our children based on that and His Holy Word, not figuring out how to tweak lessons to teach somebody else’s kids. I hope it will help shift us in the right direction as an organization. There are two kinds of criticism; the kind that seeks to build up and the kind that seeks to destroy. One is based on love, the other based on hatred. I think that your is appropriate. Some people have not been able to perceive my good intent. I’d already read the Bible multiple times and other things like Isaiah commentaries and Bible dictionaries and the entire Pseudepigrapha and Jewish folk legends before the Old Testament year and found the curriculum subpar and deathly uninteresting, so this seems like more in a grand old decades-long tradition. (Trying to remember if that was the year that the seminary teacher preached the gospel of hockey all year, or the year the seminary teacher talked about the temple ceremonies and sex with his newlywed wife.
And was that the year that all the kids were weeping over a horticulturally impossible story about a rose. And the cut-and-paste xeroxed handouts from Skousen books. The details have mercifully started to blur. I suppose I should just stipulate that the curriculum wasn’t written for everyone and move on.) It’s like they’re practically shouting that they’ve never read the Bible, or if they have, have never taken the text seriously. I guess it’s like knowing so well that there are three wise men that you can read the entire New Testament and not realize that it never says three wise men. I understand the goals of Seminaries and Institutes are different than mine, but I still find it unfortunate. Anyone who wants better information can find better books. And not just skeptical approaches, or fundamentalist approaches, but faith-filled and mind expanding and enlightening approaches. Benjamin, Kevin Barney and many others have done very good work that also points toward the best books. You are spot on. I’m disappointed that this new one follows their lead. I’ll probably write in. He then pleads for faithful individuals, like yourself, and organizations (e.g. FairMormon, Interpreter, Book of Mormon Central, etc.) to continue their vital work. He wholeheartedly acknowledges the indispensable importance of their research to enhance and enliven the official published church materials. He emphasized, “Don’t wait for the Church to take the lead on every single question or issue”. (start at 17:40; ). There’s problems with that framing and problems with the materials. Another is “how many people have access to a good local teacher who is well-informed beyond Church-approved sources”. And how do you help the first group that rejects anything not published by the Church, including the trustworthy-but-unapproved who might disagree with or extend beyond the manual. I think this group is small, but not insignificant.
Could you within the next month or so post a list of books and resources to help us in our study of the New Testament similar to those you recommended for the Old Testament? Thank you. I’ll be rewriting and updating them, probably going up in November. I haven’t yet looked through the Old Testament manual, so I cannot comment. I tend to want to teach things like, did Joseph Smith really have a sheet or blanket between him and his scribe while translating, or did Parley Pratt know Sidney Rigdon before his mission to the “lamanites” (Saints ch.10 tells the story a little differently implying they didn’t know each other, but Pratt’s autobiography states he used to be in his congregation). I love discussing things like that, especially if they are controversial (ex: Do you have to have the priesthood to give a blessing?). In one of my local seminary teacher trainings, it was mentioned we teach for conversion, not for content. I want to dig deep into details, but sometimes I need to just make the lessons relevant to the students and recognize they don’t care like I do about stuff like that. In the end, the students won’t remember 95 of the stuff I taught them, but their testimonies will hopefully be strengthened, and they’ll learn that learning the gospel can be complex and maybe one day decide to dig deeper. I do teach anything that can be controversial and used to attack the church. I don’t want my students to learn that Joseph was a polygamist, or a “treasure hunter” from non-lds sources first. They need to hear it internally first. I remember how I felt when I first learned that Emma didn’t follow the church with Brigham Young. I was an adult before I knew that. I was shocked because everything I had ever heard about Emma was very positive, and honestly I felt a little betrayed. I don’t want my students to feel like I’m sugar coating the gospel as I teach them.
I can read and study on my own, or even discuss with my family, but I would love to have an adult advanced Sunday School class, or advanced Institute class with no age limit or something. Wouldn’t that be fun.Outside of seminary or institute, where can we learn the scriptures sequentially? I just worry about what we may be leaving behind or haven’t yet provided. Notify me of new posts via email. We're working to fix the problem. We apologize for any inconvenience this may cause. Volume 3, Part Six. John Gee discusses their role as makers of records of all types and as civic administrators. As bureaucrats, they had some power over people's lives. Jesus warned his followers to be aware of their use or abuse of power. Paul used these opportunities not only to defend himself against unjust charges, but also to bear testimony of the gospel of Jesus Christ. Videos on Acts to Revelation are available at the BYU TV website in 34 episodes. This article lists resources that can help you in your study this year. When in any chapter, just click Listen in the right margin, or click Download to get your own MP3 file for listening offline. (If you want to download entire books, or the whole Bible at once, you can get a convenient.zip file at audio.lds.org ). The app also has the other manuals and videos mentioned in this article. They are also available in printed format and in the Gospel Library mobile app. It is available online in text and PDF and also in print. It has accompanying New Testament Independent Study Lessons. Learn more about the Institute Independent Study Courses. They are also available as printed books and on a DVD set. Each episode features children sharing their insights and favorite experiences from the scriptures, along with music and readings of the best stories from the scriptures. All 33 episodes are completed for the Book of Mormon. The first 4 of 41 episodes of the New Testament are completed. So check back often to see new episodes.
Please click the link in that email to complete your free subscription. If you continue to use this site we will assume that you are happy with it. Ok Privacy policy. However, I will add some things from the Old Testament Seminary Teacher Manual too, and of course, other discoveries from the commentaries I have been reading. Naturally, if you missed the January start date, you could start this anytime and be though Isaiah in just 90 days, or at least that is our goal; five or so chapters a week for the next three months. Listed here a few I found after a quick search. There I blogged for VoiceOfScouting.org, a site with more than 250,000 readers. During 42 years in the workplace, I've had many years senior level management with the BSA, professional associations, and high tech user groups. Along the way, I have also taught Gospel Doctrine Classes and been both the ward and stake Sunday School President. With that in mind, I will do my best to explore and post my discoveries about the book of Isaiah. I am not a Bible scholar; like you, I read Isaiah in the Old Testament cycle of study in LDS Gospel Doctrine Classes and again in the Book of Mormon Cycle, so this is a whole new scripture adventure for me. Is there a community we can go to to post questions or ideas that we have? Keep leaving comments and asking questions. You will find answers in our “Ask Isaiah” section. We will also work to connect you to others who are like minded When Isaiah is taught in Seminary what method of teaching best resonates with students. I am wanting the most simple version of the teaching of Isaiah and then I can build upon them as I have questions. We are not sure there is a more basic course around than this. It’s great we have access to these resources. Notify me of new posts by email. Share your study notes and help spread the knowledge of Isaiah. Page 10: solemn oath. The people had conscie Thank you, for helping us keep this platform clean.
The editors will have a look at it as soon as possible. In the 20th century, the First Presidency of the LDS Church published doctrinal statements on the origin of man and creation. In addition, individual leaders of the church have expressed a variety of personal opinions on evolution, many of which have affected the beliefs and perceptions of Latter-day Saints.The 1909 statement was a delayed response to the publication of On the Origin of Species by Charles Darwin. In the statement, the First Presidency affirmed their doctrine that Adam is the direct, divine offspring of God. In response to the 1911 Brigham Young University modernism controversy, the First Presidency issued an official statement in its 1910 Christmas message that the church members should be kind to everyone regardless of differences in opinion about evolution and that proven science is accepted by the church with joy. A private memo written in 1931 by the First Presidency to church general authorities confirmed a neutral stance on the existence of pre-Adamites.In order to address students' questions about the church's position on evolution in biology and related classes, Brigham Young University (BYU) released a library packet on evolution in 1992. Statements from church presidents are mixed with some vehemently against evolution and the theories of Charles Darwin, and some willing to admit that the circumstances of earth's creation are unknown and that evolution could explain some aspects of creation. In the 1930s, church leaders Joseph Fielding Smith, B. H. Roberts, and James E. Talmage debated about the existence of pre-Adamites, eliciting a memo from the First Presidency in 1931 claiming a neutral stance on pre-Adamites.Many of these scientists subscribe to the idea that evolution is the natural process God used to create the Earth and its inhabitants and that there are commonalities between Mormon doctrine and foundations of evolutionary biology.
Debate and questioning among members of the LDS Church continues concerning evolution, religion, and the reconciliation between the two. Although articles from publications like BYU Studies often represent neutral or pro-evolutionary stances, LDS-sponsored publications such as the Ensign tend to publish articles with anti-evolutionary views. Studies published since 2014 have found that the majority of Latter-day Saints do not believe humans evolved over time. A 2018 study in the Journal of Contemporary Religion found that very liberal or moderate members of the LDS Church were more likely to accept evolution as their education level increased, whereas very conservative members were less likely to accept evolution as their education level increased. Another 2018 study found that over time, LDS undergraduate attitudes towards evolution have changed from antagonistic to accepting. The researchers attributed this attitude change to more primary school exposure to evolution and a reduction in the number of anti-evolution statements from the First Presidency.Other church authorities and members have made statements suggesting that, in their opinion, evolution is not in opposition to scriptural doctrine.Publications helped reaffirm church doctrine; however, views on evolution were mixed.An example was provided of how the author avoided a classroom debate on evolution by stating that they knew God existed and created us.The article states that it is unclear whether the mortal bodies of man evolved through natural processes, whether Adam and Eve where transplanted to Earth from another place, or whether they were born on Earth in mortality. The article states that those questions are not fully answered in the church's current revelation and scripture.In his 1882 book Mediation and Atonement, Taylor stated that nature and creation is governed by the laws of man and organisms exist in the same form since creation, as contradicted by the ideas of evolutionists.
He continues that the Church holds I do not worry about it. Didn't worry me then.He did, however, state that were it true that Adam evolved from lower form, it only seems likely that men will continue to evolve into something higher as a part of eternal progression.Dogs have always been dogs. Monkeys have always been monkeys.Allen established seven doctrinal landmarks that are fundamental beliefs of the LDS Church, but considered that human's limited perspective and limited perception of reality means that humans may not very well understand the circumstances surrounding the creation of Adam and Eve and the existence of the Garden of Eden using only their mortal senses.Of those surveyed, 74 responded that they were confident or had faith that God created Adam and Eve in the last 10,000 years and that Adam and Eve did not evolve from other forms of life. When asked whether evolution is the best explanation for how God brought about life on Earth, 33 of Mormons were confident or had faith that this was not true. After analyzing the results Knoll suggested that 37 of Mormons completely reject God-guided evolution. Another 37 accept God-guided evolution for life on Earth, but feel that Adam and Eve were an exception and were physically created by God.This is, however, only true when accounting for political ideology as well. The study determined that among those with moderate or liberal political ideology, the probability of accepting evolution increases with increasing education level. The correlation between evolution acceptance and education level was even higher among liberals.The study revealed that there has been a recent shift of attitude towards evolution among LDS undergraduates. These attitudes have shifted from antagonistic to accepting. The researchers cited examples of more acceptance of fossil and geological records, as well as an acceptance of the old age of the earth.Retrieved 8 September 2017. Retrieved 9 September 2017. Deseret Digital Media.
Retrieved 7 July 2017. Department of English, Brigham Young University.CS1 maint: BOT: original-url status unknown ( link ) Retrieved 20 February 2017. Retrieved 20 February 2017. Examinations of the fossils, stony records of the past, tell us that complicated living things suddenly (without warning, so to speak) began to exist on the earth. Furthermore, time has not modified them enough to change their basic relationships to each other. Salt Lake City, Utah: Church of Jesus Christ of Latter-day Saints. p. 280. Retrieved 8 September 2017. Retrieved 8 September 2017. Retrieved 8 September 2017. Retrieved 8 September 2017. Retrieved October 18, 2009 from Brigham Young Academy website:. Salt Lake City, Utah: Signature Books.We have seen introduced into many school systems false ideas about the theory of man's development from lower forms of life. Chicago: University of Illinois Press.Retrieved 15 September 2017. There are those who say that revealed religion and organic evolution can be harmonized. This is both false and devilish.Do not be deceived and be lead to believe that the famous document of the First Presidency, issued in the day of President Joseph F. Smith and entitled The Origin of Man, means anything except exactly what it says.. that there was no death in the world for him or for any form of life until after the fall. Try as you may, you cannot harmonize these things with the evolutionary postulate that death has always existed and that the various forms of life have evolved from preceding forms over astronomically long periods of time. Try as you may, you cannot harmonize the theories of men with the inspired word. If death has always prevailed in the world, there was no fall of Adam that brought death to all forms of life. If Adam did not fall, there is no need for an atonement. If there was no atonement there is no salvation. If there is no salvation there is no God.