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George Fox University

What My Faith in God Looks Like

By Dustin Junkert

• July 20, 2009

I grew up quietly and without thought. My mom was a secretary at the Baptist church, and I led the worship team senior year of high school. My youth pastor was one of my best friends. I believed in God and my parents, my friends, and the four walls of my house. All things were within reach, simple and inspiring. And I told my girlfriend I wanted to be a writer.

She told me I was very smart and of course I’d be a writer. I wrote a rhyming 12-line poem over the course of three days, a maze of abstraction. I read it over and over until I had it memorized. In high school English, I dazed off reciting my poem in my head, the poem that would soon be recited by everyone in 12th-grade English across the country, once I settled on a publisher. Soon after, I began work on my first novel, a period piece about a 17th-century Huguenot family fleeing the Inquisition.

Eager to continue my spiritual journey, I went to a private Christian college in Oregon complete with a lifestyle contract. Freshman year, I met Frank, a lifelong philosopher. He was a couple rooms down from me. He asked me all sorts of wild questions I had never thought about before, like, “Well, why do you believe that?” Everything I said that year, Frank would ask me that question. Then I started asking myself that question about every thought I had. It was a sort of game, which most of the time sounded like this:

Why shouldn’t I have sex before I marry?

Because the Bible says it’s a sin.

Because it keeps you from Him.

Why doesn’t all sex keep you from Him?

Because premarital sex does not require any commitment.

Why do you need commitment?

Because sex is special.

Why do you think that?

Because it says so in the Bible.

Why do you believe the Bible?

Because it’s God’s word.

How do you know that?

Because it says it in there.

Well, I am speaking the words of God right now, do you believe me?

Because. . . .

The game generally started with a question, cycled through my beliefs, and ended with “because. . . .” Soon it was ending in just “. . . .”

I took a class called “The Problem of Religious Diversity” that quickly had me believing that just about any belief system could be true and that no one could prove anything. It never occurred to me until then that people who believed something other than Christianity had the same reason for believing their faith as I did for believing mine.

How about that?

I ran into an old Sunday school teacher sophomore year and told him I’d been thinking that maybe it’s not true that everyone who’s not a Baptist will go to Hell. He looked me straight in the eye with saintly gravity and said: “The Bible is very clear: if you believe that, you aren’t a Christian. In fact, if we were in the 17th century right now, you’d be burned at the stake.” I, of course, knew this from all the research I’d done for my novel. But the way he said it put me in a state of fear at first, then repentance, then confusion, and lastly anger. I rebelled from the religion that contained all the smallness of my childhood. I cursed my Baptist teacher, God and the novel, and fled to Russia for a study-abroad semester sponsored by a coalition of Christian colleges.

The first person I talked to there was Dan, a student at Grace College in Michigan. He immediately asked the last question I wanted to hear: “So what’s your faith look like?” I went cold. I wanted to bleat my usual Jesus-story and be done with it, but the ice on my ribs wouldn’t let me lie. I reluctantly collapsed and told him that honestly, I didn’t know anything anymore and nothing was real. Turns out, Dan was in the same place I was.

Together we raved and doubted and yelled and trembled all semester long. We felt the black blood of Dostoevsky and descended the dark stairs of Derrida and Sartre. Some nights, we would just sit across from each other and stare, estranged by the cold of a new, uncertain world. After one of these nights of existential fog, as I got up to go, I turned to Dan and said, “The only meaningful thing left to do in this world, it seems, is to sit quietly with a friend until dark and then say goodnight.”

Then, on a snow-gray Russian day, riding a packed bus, a song came on my iPod that froze me in time. In a sense, I’m still there on that bus listening to that song with watering eyes. It was a song called “Clouds” by As Cities Burn that said: “Is your god really God? / Is my god really God? / I think our god isn’t God / If he fits inside our heads.”

With the terrifying pull of rubber bands, I expanded beyond the length of the bus, grew from the street to the sky. Then I snapped and everything came undone. I resigned entirely. God won’t fit inside our heads, and if He does, we’re missing something. And I knew all I’d been waiting for was to know that to admit doubt was not to lose faith. A few simple lines of an Indie rock song pushed me to see hope amid uncertainty.

It snowed continually my last two weeks in Russia. I met Dan one morning at a small cafe, Biblioteca, where we drank bottomless black tea and watched the snow pile up on the street. He said he had prayed the night before. I said I was ready to step back into a church.

Our last Sunday in Moscow, we attended Mass, an Orthodox church, then a mosque. Dan said we were a Protestant service away from a monotheistic grand slam. At Mass, I wrote in my journal, “God, see that I’m trying.”

It was the first time I had prayed in more than a year.

Dustin Junkert, George Fox University, class of 2009, writing/literature major

Essay on God

Students are often asked to write an essay on God in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on God

The concept of god.

God is a term used to refer to a supreme being who is believed to have created the universe. Different religions have their own interpretations of God, but most agree that God is omnipotent, omniscient, and omnipresent.

Belief in God

Belief in God varies from person to person. Some believe in a single God, while others believe in multiple gods. There are also people who do not believe in any god, known as atheists.

The Role of God

God is often seen as a guide and protector. People pray to God for help, guidance, and blessings. God also provides hope and comfort during difficult times.

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250 Words Essay on God

Understanding the concept of god.

God, an omnipotent and omnipresent entity, has been a subject of contemplation, worship, and reverence in various cultures worldwide. This divine figure is perceived differently across religions, yet universally represents a supreme power governing the universe.

God in Different Religions

In monotheistic religions like Christianity, Islam, and Judaism, God is a singular, all-powerful entity, creator of the universe. In contrast, polytheistic religions like Hinduism and ancient Greek mythology portray multiple gods, each with specific responsibilities. Buddhism, while not explicitly acknowledging a God, emphasizes enlightenment and spiritual growth, suggesting that divinity lies within oneself.

The Philosophical Perspective

From a philosophical standpoint, God often symbolizes the ultimate truth or reality. Renowned philosophers like Descartes and Kant proposed arguments for God’s existence, while others like Nietzsche questioned it. This dichotomy reflects the diverse interpretations of God in philosophical discourse.

God and Morality

God is often associated with morality, with religious scriptures providing moral guidelines. However, the Euthyphro dilemma, a philosophical conundrum, questions whether actions are moral because God commands them or if God commands them because they are moral, highlighting the complex relationship between God and morality.

In conclusion, the concept of God transcends religious, philosophical, and moral domains, symbolizing an ultimate power or truth. Despite varying interpretations, the universal human quest to understand this supreme entity underscores our inherent desire to seek answers to life’s profound questions.

500 Words Essay on God

The concept of God has been a subject of debate, fascination, and contemplation throughout human history. In the broadest sense, God is often considered as a supreme, omnipotent, omniscient, and benevolent entity, transcending the physical world and the limitations of human understanding. Yet, the understanding of God varies significantly across different cultures, religions, and philosophical systems.

In contrast, polytheistic religions, such as Hinduism, worship multiple gods, each possessing unique attributes and governing different aspects of life. Meanwhile, Buddhism does not focus on the concept of God, instead emphasizing personal spiritual development.

God in Philosophy

Philosophical discourse on God often revolves around the nature and existence of God. The ontological argument posits that God, being defined as the most perfect being, must exist. The cosmological argument, on the other hand, argues for God’s existence based on the perceived need for a first cause or an unmoved mover.

The Role of God in Modern Society

However, the role of God in society has also been a source of conflict. Religious disputes often arise from differing interpretations of God’s nature and will. Furthermore, the separation of church and state in many countries reflects ongoing debates about the role of religious beliefs in public policy.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

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What do students’ beliefs about God have to do with grades and going to college?

Assistant Professor, Fields-Rayant Chair in Contemporary Jewish Life, Tulane University

Disclosure statement

Ilana Horwitz does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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In America, the demographic circumstances of a child’s birth substantially shape academic success . Sociologists have spent decades studying how factors beyond students’ control – including the race , wealth and ZIP code of their parents – affect their educational opportunities and achievement .

But one often overlooked demographic factor is religion. The U.S. is the most devout wealthy Western democracy . Does a religious upbringing influence teens’ academic outcomes?

Over the past 30 years, sociologists and economists have conducted several studies that consistently show a positive relationship between religiosity and academic success. These studies show that more religious students earn better grades and complete more schooling than less religious peers. But researchers debate what these findings really mean , and whether the seeming effect of religiosity on students’ performance is really about religion, or a result of other underlying factors.

My latest research underscores that religion has a powerful but mixed impact. Intensely religious teens – who some researchers call “ abiders ” – are more likely than average to earn higher GPAs and complete more college education. By religious intensity, I refer to whether people see religion as very important, attend religious services at least once a week, pray at least once a day, and believe in God with absolute certainty. Theological belief on its own is not enough to influence how children behave – they also need to be part of a religious community. Adolescents who see an academic benefit both believe and belong.

On average though, abiders who have excellent grades tend to attend less selective colleges than their less religious peers with similar GPAs and from comparable socioeconomic backgrounds.

The takeaway from these findings is not meant to encourage people to become more religious or to promote religion in schools. Rather, they point to a particular set of mindsets and habits that help abiders succeed – and qualities that schools reward in their students.

Religious landscape

People of any religion can demonstrate religious intensity. But the research in my book “ God, Grades, and Graduation: Religion’s Surprising Impact on Academic Success ” centers on Christian denominations because they are the most prevalent in the U.S., with about 63% of Americans identifying as Christian. Also, surveys about religion tend to reflect a Christian-centric view , such as by emphasizing prayer and faith over other kinds of religious observance. Therefore, Christian respondents are more likely to appear as highly religious, simply based on the wording of the questions.

Based on a 2019 Pew survey and other studies , I estimate that about one-quarter of American teenagers are intensely religious. This number also accounts for people’s tendency to say they attend religious services more than they actually do .

The abider advantage

In my book, I examined whether intensely religious teens had different academic outcomes, focusing on three measures: secondary school GPA; likelihood of completing college; and college selectivity.

First, I analyzed survey data collected by the National Study of Youth and Religion , which followed 3,290 teens from 2003 to 2012. After grouping participants by religious intensity and analyzing their grades, I found that on average, abiders had about a 10 percentage-point advantage.

For example, among working-class teens, 21% of abiders reported earning A’s, compared with 9% of nonabiders. Abiders were more likely to earn better grades even after accounting for various other background factors, including race, gender, geographic region and family structure.

Then working with survey measurement expert Ben Domingue and sociologist Kathleen Mullan Harris , I used data from the National Longitudinal Study of Adolescent to Adult Health to see how more and less religious children from the same families performed. According to our analysis , more intensely religious teens earned higher GPAs in high school, on average, even compared with their own siblings.

Scholars like sociologist Christian Smith have theorized that increased religiosity deters young people from risky behaviors, connects them to more adults and provides them more leadership opportunities. However, I found that including survey measures for these aspects of teens’ lives did not fully explain why abiders were earning better GPAs.

To better understand, I went back to the National Study of Youth and Religion , or NSYR, and analyzed 10 years of interviews with over 200 teens, all of whom had been assigned individual IDs to link their survey and interview responses.

Many abiders made comments about constantly working to emulate and please God, which led them to try to be conscientious and cooperative. This aligns with previous research showing that religiousness is positively correlated with these traits.

Studies have underscored how habits like conscientiousness and cooperation are linked with academic success , in part because teachers value respect. These traits are helpful in a school system that relies on authority figures and rewards people who follow the rules .

Post-graduation plans

Next, I wanted to know more about students’ college outcomes, starting with where they enrolled. I did this by matching the NSYR data to the National Student Clearinghouse to get detailed information about how many semesters of college respondents had completed, and where.

On average, abiders were more likely to earn bachelor’s degrees than nonabiders, since success in high school sets them up for success in college – as also shown by my analyses of siblings . The bump varies by socioeconomic status, but among working-class and middle-class teens, abiders are more than 1 ½ to 2 times more likely to earn a bachelor’s degree than nonabiders.

Another dimension of academic success is the quality of the college one graduates from, which is commonly measured by selectivity. The more selective the institutions from which students graduate, the more likely they are to pursue graduate degrees and to secure high paying jobs .

On average, abiders who earned A’s graduated from slightly less selective colleges: schools whose incoming freshman class had an average SAT score of 1135, compared with 1176 at nonabiders’.

My analysis of the interview data revealed that many abiders, especially girls from middle-upper-class families, were less likely to consider selective colleges. In interviews, religious teens over and over mention life goals of parenthood, altruism and serving God – priorities that I argue make them less intent on attending as highly selective a college as they could. This aligns with previous research showing that conservative Protestant women attend colleges that less selective than other women do because they do not tend to view college’s main purpose as career advancement.

Grades without God

Being a good rule follower yields better report cards – but so can other dispositions.

My research also shows that teens who say that God does not exist earn grades that are not statistically different from abiders’ grades. Atheist teens make up a very small proportion of the NSYR sample: 3%, similar to the low rates of American adults who say they don’t believe in God.

In fact, there is a strong stigma attached to atheism . The kinds of teens who are willing to go against the grain by taking an unpopular religious view are also the kinds of teens who are curious and self-driven. NSYR interviews revealed that rather than being motivated to please God by being well behaved, atheists tend to be intrinsically motivated to pursue knowledge, think critically and be open to new experiences. These dispositions are also linked with better academic performance. And unlike abiders, atheists tend to be overrepresented in the most elite universities.

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• US education
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• Academic achievement
• Academic success
• Religion and society
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Essay Samples on God

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Conservative Judaism is one of the oldest religions in the world that has survived some structural and religious changes over thousands of years. Judaism is an ancient Jewish religion that is predominantly practised in Northern America popularly known as Marti Judaism. Conservative Judaism is based...

Cornac McCarthy's The Road: Nature of God's Presence

It is not often that an author will incorporate both evidence supporting God as well as evidence against God in one novel. This brings a sense of uncertainty about God’s presence, an important unanswered question in the world. Cormac McCarthy’s novel The Road is one...

The Controversy of Crusades: Fight for God by Self-Motivated Desire

Introduction In every generation, the struggle for power has been a controversial issue. Our generation has no escape to this. International territorial claims between Philippines and the super power China have been a concern for decades. Even in the realm Christian church faces such struggle....

Extinction of Peace and Constant Presence of Conflict

Peace and conflict have always been joined at the hip since the beginning of mankind. The first peaceful era of human beings can be traced to Adam and Eve, and their stay at the garden of Eden. However, peace cannot go on unchecked for long....

A Comparison of the Depiction of Nudity in Genesis and Praxiteles' Venus

Adam and Eve in Genesis were initially unworried about their nudity, but after they eat the fruit to gain knowledge of good and evil, they spiritually die, resulting in feeling shameful and afraid. This is represented through the image Adam and Eve, for the figures...

• Adam and Eve

The Image of God: A Base for Christian Counseling

There are hundreds of models of counseling that exist today, ranging in their understandings of hundreds of topics all the way across the spectrum. Not only that, but there are also multiple different models of Christian counseling that exist, each standing by their own unique...

Examining the Different Interpretations of 'The Image of God'

Humanity is created in the image of God. This has different meanings in different parts of the world. Where do those meanings compare and contrast? How do those different meanings alter the effect of sin on this humanity that is created in the image of...

A Literary Review of the Sinners in the Hands of an Angry God by Jonathan Edwards

Preacher Jonathan Edwards, in his sermon “Sinners in the Hands of an Angry God”, chides the people of the church and of the world, stating that they are not worthy of God’s mercy, that they will soon face his wrath if they do not change...

• Literature Review

Analyzing the Imagery and Persuasion Tactics in Sinners in the Hands of an Angry God

In the sermon “Sinners in the Hands of an Angry God” Edwards uses imagery to persuade his congregation to repent their sins so that God will not destroy them in many different ways. He uses imagery by describing into detail of the image he is...

The Gospel of Matthew: A Fulfillment of the Old Testament Prophecies

The Gospel of Matthew is the first of the synoptic gospels which was written around 50 A.D. This Gospel contains twenty-eight chapters which is comprised of narrative history, parables and sermons. The purpose of the Gospel of Matthew was to reveal Jesus as the Messiah...

• Old Testament

A Review of the Stories of the Old Testament

In the beginning God created the heavens and the earth. On the first day God created light and he separated light from darkness; God called light day, and darkness he called night. On the second day, God created the sky and seas. On the third...

The Depiction of Kingdom of God in Parables

The Kingdom of God is often visualized by many, but no one has any clue as to what it really can be depicted as unless you have been there and can come back to share. In the wheat and the weeds, the mustard seed, and...

A Study of Taoism: Gods, Holy Places, and Symbols

Taoism was created on 142 C.E., the religion is most practiced in China and is one of the major religions in China. A total of 12 million people practice the religion worldwide. For my portion of the project I will be discussing the deities and...

Who is Allah? Delving Into the Qu’ran for Answers

Who is Allah? Across monotheistic religions, it is believed that the universe has one sole creator, one God. In Islam, God is referred to as Allah. He is the highest being in the universe who expects praise and worship from the humans and jinn He...

God Is The Creator Of Everything

A good look at the book of Genesis shows how God created all things with a definite purpose in mind. Though the purpose of all things created by God were not exhausted in the book of Genesis, science has revealed so much about things which...

• Existence of God

God Knows What He's Doing, So Don't Stress

God has done the physically impossible and helped man do the physically impossible, yet to this day, we still doubt His greatness. When we look at the miracles that God has performed, one would think that your daily stresses would seem like nothing to Him....

The Conflicts Between Spirituality And Science

In this essay I will critically evaluate and discuss the conflicts between Spirituality and Science but firstly I would like to define what these two terms are. Spirituality or being spiritual is believing in supernatural power, whether you believe in the existence of God and...

• Spirituality

The Profound Journey of Human Dignity: Exploring Ethics, Abundance, and the Divine Image

This essay delves into the profound concept of human dignity, which emanates from the very essence of God Himself. The human being stands as the pinnacle of God's creation, and mistreating an individual is inherently immoral. Christian anthropology enriches our understanding of the enigmatic nature...

The Origin Of A Human

Where does human come ? Are we not born from a human? Those questions are the current thorny topics. Nowadays, the human is still a secret. No one can precisely define human beings; no one understands human beings. Humans study all that is around them...

• Creation Myth

You Are Created For A Unique Purpose

We know that every product manufactured or invented is created to fulfill a unique or some set of need. A bucket and a packer can both be made of plastic, but they are not designed in the same way. They are both uniquely designed to...

• Personal Beliefs

The Reasoning Of Why People Tend To Believe In God

Religion is a topic that is circumvented in casual conversation. Often motivated by fears of offending others, being judged, or having to engage in a long-winded philosophical discussion, many of us keep our religious beliefs private. Instead, we gravitate towards harmless conversations about weather or...

The Contribution Of Brother Andrew To Christinaity

Brother Andrew was in the military as an atheist. He was in the military for several years, and he liked it a lot. One he was shot in the ankle and left the military. He also had killed a lot of people and had a...

A Deeper Understanding Of Judaism And Its Main Beliefs

In this journal, the religion that caught my attention and wanting me to know and learn more about it is Judaism. Firstly, there must be an understanding of Judaism. This is a set of ideas and practices being thought about the world and the way...

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2. Respect Your Parents and Take Care of Your Children: Ephesians 6:1-9

3. The Divine Love: Understanding God’s Love for Humanity

4. Why Do You Believe In God

5. Apuleius’ Metamorphoses and Picture of Human Nature

6. Mission And Spirituality In Christian Faith

7. Love and Sin as a Prominent Themes in Literature

8. How Elie Wiesel’s Views on God Changed Throughout Her Memoir Night

9. A Look at the Main Tales of Tao Te Ching and Customs of Taoism

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Why my faith in god is so important to me as a college student, life is hard, but my god is present.

“Only those who dare to fail greatly can ever achieve greatly.” Robert F. Kennedy said this, and this quote is one of my favorites. I relate to it on so many levels, especially when it comes to life as a Christian college student.

People warned me ahead of time that college would be one of the hardest things I’ve ever done. The classes would be harder, the workload would be more intense, and the peer pressure would be overwhelming. I was warned that keeping my faith would be hard. Although this was all true, my trust in God has never been more real. I look around campus every day and I can't understand how people go through college without knowing God.

So I come back to Robert F. Kennedy’s quote. I have failed greatly during my time as an undergrad. I’ve made bad decisions and messed up beyond repair, so I thought. But every time I fail, my God forgives. My friends are there for me to help me get back on track. Even on my worst days, when I’m as worldly as I think I can be, my God is there to forgive. And having Him as a friend and a Savior helps me achieve my goals.

When people ask me what the most important thing in my life is as a college student, I respond by saying, “My faith in God.” I don’t say money, my major, or even my family; those are all gifts from God. But my faith is important to me for a couple reasons.

First of all, it keeps my genuinely happy. Even when I’m stressed and want to quit, I’m happy. This happiness seeps into every part of my life. I’m comfortable with who I am, what I have, and with my friends. I don’t feel the need to look to other things to fill the void. I don’t have to go out on the weekends and seek happiness from the bottom of a bottle. I can stay in with my friends and laugh and joke around and create beautiful memories. I will remember these memories and I will remember my undergraduate years. I don’t have to worry about not remembering what I did last night or if I messed up. My principles as a Christian provide genuine ways to be happy and create memories.

Second of all, I have a support system better than any other. This starts with God. I know he is walking with me every step of the way. I know I can go to Him with anything and everything and He won’t love me any less. And he has blessed me with friends that have turned into family. I live with some of these friends. Others, I can see on campus or when they visit. We are all so close and connected. I thank God every day for Him and for these amazing friends.

I can’t imagine having any of this. I can’t imagine feeling the need to step out into the world and listen to what other people tell me to do so I can be happy. I can’t imagine having my God with me every step of the way. For these reasons, my faith in God is the most important thing to me as a college student in today’s society.

My favorite Bible verse, Romans 12:2 (NKJV) says, “And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God.”

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Moana's top 10 life tips, "moana" is filled with life lessons that involve far more than finding true love as many other disney movies do., 1. it's easy to be fooled by shiny things..

Tamatoa created a liar filled with shiny things simply for the purpose of tricking fish to enter and become his food. He too experiences a lesson in how easy it is to be tricked by shiny things when Moana distracts him by covering herself in glowing algae so Maui can grab his hook.

2. Listen to your heart and follow it wherever it may take you.

Moana always felt the ocean calling her name but it wasn't until she finally listened to it that she was able to learn why it had been calling her and where it was taking her.

3. Face your fears.

Moana itself teaches this lesson in nearly every scene but I think it is best demonstrated when Moana continues to go back to confront Te Ka, the goddess of fire , with the desperate hope of being able to complete the task the ocean had given her. Maui also faces his fears in this scene as he comes back to help Moana after previously saying that he wouldn't.

4. If life knocks you down try again and again until you can stand tall.

Maui was certainly feeling defeated numerous times throughout the movie but he kept getting back up and eventually became the strongest and best demigod he has ever been.

5. The ones we love never leave us, their lessons last forever.

Grandma Tala dies, it is by her faith in Moana and the lessons she has taught her that Moana is able to finally follow the call of the ocean. Grandma Tala said she wanted to come back as a stingray, which she did just when Moana needed her most.

6. When you make a mistake, fix it.

Maui made the fatal mistake stealing the heart of Te Fiti because he thought that would make the humans happy . Instead, he ensured the destruction of the ocean and all of the islands that inhabit it. Thankfully, Moana came along to teach Maui about the error of his ways and help him to fix the damage he has caused.

7. Never be afraid of being different.

Grandma Tala tells it best; she was never afraid of what other people on the island thought of her and the ways in which she lived her life differently than the them. She simply did the things that made her happy and tried to teach others to do the same.

8. All we all really want is to be loved.

The reason why Maui took the heart of Te Fiti in the first place was because he wanted the love and approval of the humans and he felt that that was the best way for him to receive it. Maui's parents abandoned him as a child so he was always desperately searching for love because it was so absent from his life.

9. You are stronger than you think.

Before embarking on her quest, Moana knew nothing about sailing let alone working with a demigod to return the heart of Te Fiti. However, she learned that she was far more powerful than she could ever had hoped to be as she persevered through every obstacle. Although there were times when she wanted to give up, at one point she even did, she always somehow found the strength to continue working towards her goal.

10. Kindness is what brings the world to life.

Moana showing Te ka kindness and compassion is what led to Te Ka returning back to Te Fiti, the living mother island and restoring the world to it's beautiful and fruitful live.

7 Types Of Students You Will Meet In College

You wish you could be #5, but you know you're probably a #6..

There are thousands of universities around the world, and each school boasts its own traditions and slogans. Some schools pride themselves on sports , while others emphasize their research facilities. While there is a myriad of differences among each and every school, there will always these seven types of students in class.

1. The one who sits in the front row

2. the one who is always online shopping.

It doesn't matter whether it's fall, winter, spring or summer - these people are online shopping every single lecture. They usually sit a row or few in front of you, and while the professor is lecturing, instead of taking notes or even trying to act like they're listening, they just aimlessly scroll through Aritzia, Forever 21 and Zara. The only time their eyes ever leave their computer screen is when class ends, so they're basically just there for giggles.

3. The one who always falls asleep

This person comes to class every day, but somehow never stays awake for more than 20 minutes. You can sometimes hear the occasional snore from a corner of a large lecture hall, or catch their heads nodding like a pendulum near the front of the class if they're the studious type . But let's be real here: we've all been one of those students at some point.

4. The one who never pays attention

This category of students is probably the most common. Sure, they'll go to class, but all they do is surf through memes on Facebook or watch others play Fortnite. These people are in class for the attendance grade, not to learn. On occasion, they may raise their hand in class to ask a generic, vague question that has already been covered but hey, gotta get that participation grade. They're just doing everything they can to survive college, and honestly, it's a mood.

5. The one who never studies (but still aces the class)

Standing as probably the most frustrating category of people in this list, these students won't know about a midterm until two days before. The day before the exam, they'll be chilling in Malibu and partying at night. They go to class every once in a while when the class time doesn't clash with one of their many elaborate social plans, but never pay attention. Somehow, they still ace all their exams and end up with the top grade in the class.

6. The one who is always stressed

These people will start studying for a midterm at least two weeks before hand, and will be so stressed about homework and classes that they spend more time worrying about the workload than actually doing the work itself. They're in desperate need of a relaxing vacation that they're too stressed to plan, and they disappear from the outside world for weeks at a time. You can usually find them in a study room in a library, where they probably have been in for the past week.

7. The one you've never seen before

You didn't even know that they were in your class to begin with because they never show up until it's exam week. Are they too smart for the class or struggling too hard to care ? The world may never know. Maybe they're just straight chilling in their apartments being lazy, but most of time, they probably didn't even put this class on their schedules. Catch them going to Disneyland on a weekday at least once a month, which is more than the frequency that they attend class.

15 Rhyme Without Reason Greek Life Function Ideas

When you have no ideas for what to wear to this date function.

I am going to a rhyme without reason date function and I have looked at so many different rhyming words and I figured there need to be a new list of words. At these functions, there are usually at least two rockers and boxers and an umpteenth amount of dogs and frogs. I have come up with a list of creative and unique ideas for these functions.

If you like what you see, get a shopping cart going with these costumes .

1. Dime and a Mime

I think that this one would be super cute except one of the dates would have to not talk the entire function which would be extremely difficult.

2. Ramp and a Lamp

This is my personal favorite except it would be difficult to dress up like a ramp.

3. Hooters and Shooters

For this you could have one person dress up like hooter's girl and have one person wear plastic shot glasses with color glue in them.

4. Sherlock and Woodstock

For this one person could wear a cape and a Sherlock hat with a magnifying glass and the other person could dress up like the bird Woodstock or the festival.

5. Spaghetti and a Yeti

StableDiffusion

This would be the coolest idea to do. To dress up like a bowl of spaghetti and a Yeti. The only thing you would have to watch would to make sure that the Yeti didn't eat the spaghetti.

6. Whale and snail

This would be very cute. You could use a backpack or a laundry basket for the shell.

7. Ladder and Bladder

I don't know if you have seen the bladder cartoon but just imagine someone dressed up like that. Wouldn't that be so cute?

8. Rake and Snake

The snake could use the rake. This would be a very easy to dress up for.

9. Jam and Ham

You could dress up like a thing of jam or like a dollop of jam and just wear a single color.

10. Pig and a Twig

You could dress with pink and then the other person could dress with brown.

11. Banana and Nana

All you need for this one is a banana costume and old lady clothes

12. Dairy and Fairy

One person would dress up as a milk carton and the other as any kind of fairy.

13. Hibachi and Versace

I think that this is the most creative pairing that has ever been thought of. The hibachi person would definitely have to have one of those tall hats they wear.

14. Trash bag and American Flag

You could put your arms through the straps that come out of the trash bag and just wrap an American flag around yourself (as long as it doesn't touch the floor).

15. Gumball Machine and American Dream

This would be super cute if the person who was the gumball put puffballs onto their shirt and wore silver pants.

What is a rhyme without reason date function?

A rhyme without reason date function is a social gathering when partners show up wearing outfits that rhyme with each other. It opens up an opportunity for creativity. It is most popular on college campuses, though it can be extended to other parts of society as a fun way to play dress-up. It also gains additional popularity around Halloween time, given the interest in costumes and dressing up for that holiday.

What are some top ideas for a rhyme without reason?

There are so many options: A Dog and a Frog could be fun. A Ramp and a Lamp, a Whale and a Snail, a Rake and a Snake, a Trash Bag and a Flag, and Bob Ross and Dental Floss are just some ideas for a rhyme without reason date function. Using your own creativity, you could think of countless more options and if you explore the web, you'll find lists out there to provide inspiration . Rhyming without reason at the end of the day is all about having fun.

What are some sources of rhyme without reason inspiration?

For starters, TikTok has a whole collection of rhyme without reason ideas. You could browse those for quite some time and find plenty of inspiration. You might also look toward Her Campus for plenty more ideas or our handy list . There's no shortage of options around the web, but some of the best ideas may come from you. Start with the rhyming perspective and then think about what fun pairings would be for a real-life rhyme without reason costume party.

A long over due thank you note to my greatest passion.

Dearest Yoga,

You deserve a great thank you.

Never would I have thought a few years ago that I would be such a huge yoga fanatic, that I would be hitting the gym almost every day to get to class, and that I would be forming all these amazing relationships with so many incredible people who also share a love for you. You've enhanced my way of life in numerous ways that I need to thank you for.

Thank you for showing me my true strength. Not only physical strength, but more importantly mental strength. You've shown me that I am more than what others may think of me, and that I can rise above any obstacle that comes through my path.

Thank you for helping me to walk through life with grace and passion. To love what I do and love the life that I share with those around me. Before experiencing yoga, I never truly understood what it was like to be passionate about something. Now that I have, not only do I know what it's like to be passionate, but also have a willing to be passionate.

Thank you for teaching me what it is like to appreciate the small things in life. Which has only helped me more to appreciate the big things. You've shown me to not only appreciate the life around me, but also to give myself the appreciation that I deserve. And more importantly, give others the appreciation that they deserve.

Thank you for allowing me to let go. Whenever I feel as if I need a break from the world, the yoga studio is the first place I think of. As soon as I enter the studio, the outside world leaves my mind. You've allowed me an escape that I will be forever thankful for.

Thank you for turning me into a mindful person. Having mindfulness is harder than it seems, especially here in today's society. Over the past couple years, I have become more mindful to the world around me, I have been able to truly be myself and let everyone else be themselves -- all thanks to yoga.

And lastly, thank you for allowing me to breathe. As simple as it sounds, breathing is the one thing that I carry around most with me off the mat. Deep breaths are what get me through the day. Throughout tough situations, emotional battles, and stressful times, I always know to come back to my yoga, to come back to my breath.

I only hope that those around me feel the same way as I do about you, yoga. You have truly transformed my life in the best way imaginable. It is a gift and a great privilege to be able to experience the practice. Thanks to you, I have grown as a person, proved to myself the true strength I have, become more aware and have ultimately started living a better life.

You're the best,

Your Yoga-Obsessed Friend

Epic Creation Myths: Norse Origins Unveiled

What happened in the beginning, and how the heavens were set in motion..

Now, I have the everlasting joy of explaining the Norse creation myth. To be honest, it can be a bit kooky, so talking about it is always fun. The entire cosmos is included in this creation myth, not just the earth but the sun and the moon as well. This will be a short retelling, a summary of the creation myth, somewhat like I did with Hermod's ride to Hel.

The Norse cosmos began with two worlds, Niflheim and Muspellheim. These two worlds, the worlds of primordial cold and fire , were separated by a great fissure called Ginnungagap. The waters from the well Hvergelmir, at the center of Niflheim, by many rivers flowed into Ginnungagap and "when those rivers, which are called Elivagar, came so far from their source, the poisonous flow hardened like a slag of cinders running from a furnace, and became ice. ...Then layer by layer, the ice grew within Ginnungagap" (Byock 13). The northernmost regions of the gap filled with hoar frost and rime, but the southernmost were "the regions bordering on Muspell [and] were warm and bright" (Byock 13). Where the cold of Niflheim's ice and the warmth of Muspellheim's fire met in Ginnungagap the ice thawed, and "there was a quickening in these flowing drops and life sprang up" (Byock 14). From the ice came Ymir, known as Aurgelmir by the giants, the origin of all frost giants. As the wise giant Vafthruthnir says, "'down from Elivagar did venom drop, / And waxed till a giant it was; / And thence arose our giants' race, / And thus so fierce are we found'" (Bellows 76-77).

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Student Essay On Jesus Prompts Legal Battle

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The U.S. Supreme Court has rejected an appeal by a Tennessee student who argued that her junior high school English teacher unfairly discriminated against her when the teacher refused to accept a research paper she had written about the life of Jesus.

The case of Brittney Settle, who was a 9th grader in Dickson, Tenn., when the dispute arose in 1991, has been widely cited in recent months by religious conservatives as evidence of the need to amend the U.S. Constitution to provide stronger protections for religious expression in public schools. (See box below.)

The dispute began when Dana Ramsey, Settle’s English teacher at Dickson County Junior High School, assigned students a research paper on any topic they chose. The teacher, however, rejected Settle’s proposed topic, telling her that a paper on Jesus was “not an appropriate thing to do in a public school.’'

Settle’s father met with the teacher and the school principal to protest, but Ramsey said she would not let the student write about Jesus because “that would be dealing specifically with her personal redeemer.’' The teacher later gave additional reasons why the topic was inappropriate. For example, she said Settle would not benefit from the research process by writing a paper on a topic with which she was already well-acquainted. Settle wrote about Jesus anyway and received a grade of zero.

The family sued but lost in federal district court and the U.S. Court of Appeals for the 6th Circuit. The 6th Circuit’s ruling last May affirmed the broad discretion of classroom teachers over student assignments. “It is the essence of the teacher’s responsibility in the classroom to draw lines and make distinctions--in a word to encourage speech germane to the topic at hand,’' the court said. On Nov. 27, the Supreme Court declined to hear Settle’s appeal of the 6th Circuit’s ruling.

Advocates of a religious-liberty amendment to the Constitution have cited the Settle case before Congress. Michael McConnell, a University of Chicago law professor and an expert in church-state law, told the Senate Judiciary Committee in September that Ramsey’s reasons for rejecting a paper on Jesus were “uninformed, bigoted, or selectively applied.’'

“When a research paper is otherwise appropriate, as this one was, the fact that it involves religion is not a legitimate basis for exclusion,’' McConnell stated.

In her Supreme Court appeal, Settle argued that lower courts and school officials were “divided and badly confused’’ about how to handle such situations. She argued that the 6th Circuit’s ruling runs counter to the guidelines on religious expression in public schools issued in August by Secretary of Education Richard Riley. One of those guidelines states: “Students may express their beliefs about religion in the form of homework, artwork, and other written and oral assignments free of discrimination based on the religious content of their submissions.’'

The Clinton administration declined to take a position on whether the high court should accept Settle’s appeal. Testifying before the Senate Judiciary Committee in September, Assistant U.S. Attorney Walter Dellinger said the case did not present a clear-cut example of religious discrimination. “The fact that a paper is on a religious topic,’' Dellinger said, “does not exempt it from other pedagogical rules.’'

--Mark Walsh

Amendment Sought

Two members of Congress have introduced competing proposals that would amend the U.S. Constitution to provide greater protection for public school prayer and other forms of religious expression.

In November, Rep. Ernest Jim Istook Jr., R-Okla., unveiled a proposal that would guarantee the right to “student-sponsored prayer’’ in public schools. “This does not seek to take us back to an era when teachers led students in a required prayer, but for students who desire to have prayer as a normal part of their school day, it removes the artificial barriers erected years ago by the [U.S. Supreme] Court,’' the Congressman said.

Istook’s amendment states: “To secure the people’s right to acknowledge God according to the dictates of conscience: Nothing in this Constitution shall prohibit acknowledgments of the religious heritage, beliefs, or traditions of the people, or prohibit student-sponsored prayer in public schools. Neither the United States nor any state shall compose any official prayer or compel joining in prayer, or discriminate against religious expression or belief.’'

Meanwhile, Rep. Henry Hyde, R-Ill., introduced another religious-liberty amendment, but his does not specifically mention student-sponsored prayer. His measure states: “Neither the United States nor any state shall deny benefits to or otherwise discriminate against any private person or group on account of religious expression, belief, or identity; nor shall the prohibition on laws respecting an establishment of religion be construed to require such discrimination.’'

Hyde’s proposal closely resembles language backed in recent months by several conservative constitutional scholars and organizations, such as the National Association of Evangelicals and the Rutherford Institute. “We are very pleased with the language of Rep. Hyde’s amendment,’' said Greg Baylor, assistant director of the Center for Law and Religious Freedom, an advocacy arm of the Annandale, Va.-based Christian Legal Society. “It just says that government cannot discriminate against religion.’'

But Rep. Istook said Hyde’s proposal “is inadequate to address the problems the public wants to address.’' He argued that a majority of Americans want to overturn court rulings that have barred prayers at public school graduations and voluntary group prayers by students in other school situations. Hyde’s measure “is a civil rights amendment,’' Istook said. “There is nothing in there that addresses school prayer.’'

After Republicans took control of Congress in January, Rep. Istook was assigned to draft a religious-liberty amendment by Speaker of the House Newt Gingrich, R-Ga., who himself has wavered on support for amending the Constitution. Rep. Hyde is the chairman of the House Judiciary Committee, which will consider the issue. Istook and a spokesman for Rep. Hyde said the chairman intends to allow the panel to debate both proposals, but Hyde’s spokesman also said only one measure would leave the committee.

In a series of congressional hearings last year, advocates of strict church-state separation argued against amending the Constitution. They have since denounced both proposed amendments. “It would be difficult to say either one was worse than the other,’' said Elliot Mincberg, legal director for the liberal advocacy group People for the American Way. “They are both destructive of religious liberty.’'

Douglas Laycock, a professor of constitutional law at the University of Texas at Austin, said the proposed amendments would still leave open to judicial review the question of whether the government was authorizing or engaging in religious expression in a particular case. “If what they want to do is end the litigation, it’s not going to do that,’' he said.

A version of this article appeared in the February 01, 1996 edition of Teacher Magazine as Student Essay On Jesus Prompts Legal Battle

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The Great Vision of Christian Education

Ten foundational truths.

Justin Taylor Twitter @between2worlds

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When we hear about “Christian education,” we often think first about schooling that seeks to operate according to biblical principles. Perhaps we think of Christian private schools or homeschooling or Sunday School. We think of desks and homework and assignments and teachers.

These are important forms of Christian education, but these institutional forms are only the tip of the iceberg. Have you ever considered, for example, that Jesus’s Great Commission (Matthew 28:18–20) is a charter for Christian education?

Precisely because Jesus has been invested with “all authority in heaven and on earth,” he can command his followers to “go and make disciples of all nations.” We do this, Jesus tells us, by doing two things: (1) after they repent of their sins and trust in him, we baptize them in the name of the Trinity, and then (2) we teach them to observe all that he commanded us. We can do this with confidence because Christ himself will be with us always, even to the end of the age.

Christian education is as big as God and his revelation. It goes beyond parenting and teachers and classroom instruction to infuse every aspect of the Christian life. It involves not merely donning gospel-centered glasses when we study “spiritual” subjects, but being filled by the very presence of almighty God as we seek by his Spirit to interpret all of reality in light of the glory of God in the face of Jesus Christ.

If we are to practice an education that is truly Christian — in both word and deed — there are at least ten foundational presuppositions and principles that should shape our approach.

True Christian education involves loving and edifying instruction, grounded in God’s gracious revelation, mediated through the work of Christ, and applied through the ministry of the Holy Spirit, that labors to honor and glorify the triune God.

Christian education begins with the reality of God. God the Father, God the Son, and God the Holy Spirit — one God in three persons — create and sustain all things (Genesis 1:1–2; Colossians 1:16; Hebrews 1:3). It is from, through, and to the one true God that all things exist and have their being (Acts 17:28). The glorification of God’s name in Christ is the goal of the universe (Colossians 3:17; 1 Corinthians 10:31; Isaiah 43:7; 48:11).

Christian education seeks to rightly interpret and correctly convey all aspects of God’s revelation, both his self-disclosure through the created world (called “general revelation”) and his self-disclosure through the spoken and written word (“special revelation”; Romans 1:20; Hebrews 1:1–2).

Christian education, building on the Creator-creature distinction, recognizes the fundamental difference between God’s perfect knowledge of himself (called “archetypal theology”) and the limited, though sufficient, knowledge we can have of God through his revelation (“ectypal theology”; Romans 11:34; 1 Corinthians 2:16).

Christian education recognizes that the recipients of our instruction — whether believers or unbelievers — are created in the image of God, designed to resemble, reflect, and represent their Creator (through ruling over creation and relating to one another; Genesis 1:26–27).

Christian education reckons with the sobering reality of the Fall — that because of Adam’s rebellion as our covenantal head, all of us have inherited a rebellious sin nature and are legally regarded as guilty (Romans 3:10, 23; Romans 5:12, 15, 17–19), and that the creation itself is fallen and in need of liberation (Romans 8:19–22). Our disordered desires and the broken world around us affect every aspect of our thoughts, feelings, and actions, such that even after regeneration, we must still battle indwelling sin (Galatians 5:17).

Christian education is built upon the work of Christ — including, but not limited to, his substitutionary atonement and triumphant resurrection victory over sin and death — as the central hinge of history (Galatians 4:4–5; 1 Corinthians 2:2; 15:1–5). All of our instruction is founded upon this great event that makes it possible for sinners to stand by faith in the presence of a holy and righteous God through union with our prophet, priest, and king.

Christian education recognizes that to reflect the mind of Christ and to take every thought captive (2 Corinthians 10:5), we must be born again (John 3:3), putting off our old man (in Adam) and putting on the new man (in Christ), renewed in knowledge after the image of God (Colossians 3:10).

Christian education insists on the indispensable work of the Holy Spirit, who himself is a teacher (John 14:26; 1 Corinthians 2:13), who searches everything (including the depths of God) and alone comprehends the thoughts of God (1 Corinthians 2:10–11). He helps us in our weakness, intercedes for us (Romans 8:26–27), and causes us to bear good fruit (Galatians 5:22–23).

Finally, Christian education recognizes the insufficiency of merely receiving, retaining, and relaying notional knowledge (1 Corinthians 8:1; Matthew 7:21–23), but insists that our knowledge must be relational and covenantal (1 Corinthians 13:12), such that our study results in delight (Psalm 37:4; 111:2), practice (Ezra 7:10), obedience (Romans 1:5), and the further discipling and teaching of others (Matthew 9:19–20; 2 Timothy 2:2).

Christian education no longer involves physically sitting at the feet of Jesus and walking with him down the dusty roads of Galilee. But Jesus himself tells us that it is to our advantage that he goes away, so that the Helper — the Holy Spirit — can come to be with us (John 16:7).

And now, as lifelong learners in Christ, we can truly say, “Though [we] have not seen him, [we] love him. Though [we] do not now see him, [we] believe in him and rejoice with joy that is inexpressible and filled with glory” (1 Peter 1:8). That is a truly Christian education.

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Book of Genesis From Holy Bible Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Genesis from the Holy Bible gives an idea of how the Earth was created and how people who originated from Adam and Eve lived. The Holy Bible is arranged like an ordinary book where all the characters have their own personalities and can be judged by the readers according to their actions. The narrator, however, is unknown and the fact that this book is holy implies that God himself is a narrator, which excludes him from the range of characters to analyze. Thus, though Genesis abounds with a variety of characters, God, who is the most important in Genesis , is rarely discussed as a separate character having distinctive features. If God is perceived as a character in Genesis , he can be stated to possess such character features as rationality and discretion, authoritativeness, vindictiveness, and mercifulness.

What should be mentioned above all is that God is reasonable and rational judging from the order in which he created the Earth. All the steps of this procedure testify to the fact that God acted according to a carefully designed plan. Thus, “In the beginning God created the heaven and the earth” (The Holy Bible 1:1). After this, God created light and the opposition of light, the darkness. The rationality of such actions lies in further division of the Earth into firmament and water, as well as into day and night: “And God called the light Day, and the darkness he called Night” (Holy Bible 1:5). It also seems prudent that he created grass, seed, and fruit tree before creating living creatures, as well as it was no less reasonable to create living beings prior to the creation of a man for the man was blessed by God to “multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth” (The Holy Bible 1:28). Therefore, some of God’s character features in Genesis are prudence and rationality.

Divine intervention and divine selection prove further these features of God’s character emphasizing that God is an authority who rules over all creatures. Genesis shows that God’s authority is unquestionable and only he is able to intervene in people’s lives and even deprive them of these lives: “The end of all flesh comes before me; for the earth is filled with violence through them; and, behold, I will destroy them with the earth” (The Holy Bible 6:13). In this way, divine intervention may either save or destroy a person. In addition, without divine intervention Isaac would have never been born and, similarly, without God’s intervention Jacob would have never returned from Aram. The idea of divine selection further proves God’s authority for only God could select Noah as the chosen one and command him to take “every living thing of all flesh, two of every sort” and “bring into the ark, to keep them alive” (The Holy Bible 6:19). Thus, God’s authority is exhibited through his abilities to select the chosen ones and to intervene into the people’s lives.

Moreover, Genesis shows that God can be merciful, but since he is also just, he can be vengeful. God’s mercy consists in helping even in judgment: “Unto Adam also and to his wife did the LORD God make coats of skins, and clothed them” (The Holy Bible 3:21). His vindictiveness falls on those who oppose him. For instance, God set a mark upon Cain “lest any finding him should kill him” (The Holy Bible 4:15) for Cain to remain vagabond till the rest of his life. Another example of God’s being vengeful is his sending forth Adam and Eve from the Garden of Eden after their eating the forbidden fruit. Therefore, God can be merciless for he loves those he has created, but at the same time he can be vengeful for he wants people to obey his rules.

Finally, God is just and his creation the Tree of Life and the Tree of the Knowledge of Good and Evil proves this. God created the Tree of Life to once give Adam and Eve an eternal life and to make them his family. The Tree of Knowledge of Good and Evil, however, was created to give Adam and Eve a possibility of choice, as well as to test their loyalty to God and observance of his commandments. God prevented Adam and Eve that eating fruits from that tree was forbidden: “Ye shall not eat of it, neither shall ye touch it, lest ye die” (The Holy Bible 3:3). Despite this, Adam and Eve consciously broke the rules and were deservedly punished for this. They made their choice and by eating the fruit from the Tree of the Knowledge of Good and Evil they discovered what the evil was like. This is why just can be regarded as God’s character feature.

In conclusion, discussing God as a character in Genesis , it can be stated that he is reasonable and rational for he created the world according to a definite plan. Moreover, he is authoritative for he possesses the right of divine intervention and divine selection and through exercising this right he is able to save and destroy people. God is also merciful for he pities and helps those who are in need; he can be vengeful for he avenges those who disobey him. And lastly, God is just because through creating the Tree of Life and the Tree of the Knowledge of Good and Evil he gave Adam and Eve a possibility to choose and warned them about the consequences of the wrong choice. Adam and Eve made their choice and were deservedly driven forth from the Garden of Eden and turned into ordinary mortals.

Works Cited

The Holy Bible. Sydney: William Collins, Sons, & Co., 1830.

• The Parable Of The Prodigal Son (Luke 15)
• The New Testament: Philippians 2:1-11
• Ancient Hebrew Scriptures
• Network Security Tools: Brutus and Cain and Abel Overview
• Book of Genesis: Biblical Worldview
• How Jesus Is Presented in the Book of Mark and Luke: A Comparison
• Religious Hypocrisy: Issue Review
• The Flood in The Epic of Gilgamesh: The Secret Through the Story of the Flood
• Comparison of Interpretation Biblical Texts on Example of the Gospel of Mark
• Representation of Christianity to Jews
• Chicago (A-D)
• Chicago (N-B)

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Religious Educator Vol. 15 No. 1 · 2014

Helping students interact with the word of god, steven t linford.

Steven T. Linford, “Helping Students Interact with the Word of God,” Religious Educator 15, no. 1 (2014): 169–86.

Steven T. Linford ([email protected]) was the institute director of the Orem Utah University Institute of Religion when this article was published.

(We are teaching people, not just subject matter. It's better to take a few good ideas and get good discussion than to be frenzied, trying to teach every word in the manual.)

It is inspiring to read of the powerful impact that Jesus Christ had on people during his mortal ministry. As people interacted with him, they experienced life-altering outcomes. There were many people who were healed, and others who had their fear turned to faith and confidence. Some couldn’t see or understand, and the Savior gave them vision or helped to open their minds. He often left people feeling peace, comfort, and strength. His words encouraged individuals when they were distraught. He lifted those who felt isolated, those who had sinned, and those who were hurt. Jesus changed, forgave, and instructed people, and ultimately loved and helped them too. Many cried tears of joy when they were with him. Although there were those who persecuted him and sought to harm him, there were others who were completely devoted to him and followed him. Ultimately, Jesus entered the Garden of Gethsemane and felt the weight of all mankind on his soul. He bore all things for us, he atoned for us, and he helps us to become free of whatever problem, issue, or difficulty we encounter. He deeply cares for each one of us.

Although most of us don’t have the privilege to see him or to interact with him face-to-face in this life, we can experience outcomes similar to those with whom he interacted in mortality, as we interact with his words. As we think about those times in our lives when we have been instructed by the Lord’s words, and those of his servants, we too “can testify that [we] have heard [his] voice, and know [his] words” (D&C 18:36). We remember when we were burdened, and his words strengthened us. Other times his words fortified our faith and renewed our hope. His words, spoken as though he himself were there, heal, forgive, nurture, and edify us. His words help us pass through our ailments, challenges, and difficulties. Just as those of old were greatly touched through their personal interactions with Jesus Christ, we too can be touched through edifying interactions with his words today. As religious educators, it is critical to spend substantial class time in the scriptures, helping our students interact with him through his words, and be changed by him.

Over the years and through my various assignments, I have observed hundreds of lessons taught in seminary and institute classrooms. One thing I have consistently observed is that the most edifying time in class [1] is often when students are given time to interact with the scriptures in a meaningful way, discovering truth that is relevant to them, and being invited to share what they find. It is similar to what Elder Robert D. Hales described when he said, “Faith-promoting incidents occur in teaching when students take a role in teaching and testifying to their peers.” [2] Often, it appears that the Holy Ghost reveals insights, stirs feelings, and reminds students of experiences that relate to the scriptures. As students appropriately share what they are learning and feeling, the scriptures and the class come alive with spiritual energy. As one student is sharing, others will often spontaneously add their personal witness and share experiences. It is amazing to see classrooms come alive with youth who are studying the scriptures and discussing them in a marvelous way. As I observe this, I sometimes reflect on the vision shared by Henry B. Eyring in 1981, who was then serving as Commissioner of the Church Educational System. He said:

I have a hunch that four or five years from now you will see more Latter-day Saint youth in our classes pondering the scriptures, talking about them with each other, teaching each other from them, believing that they really do have the answers to the questions of their hearts. I really believe this, but it is going to take a miracle for young people to do that. It’s going to take a miracle. It hasn’t happened yet except in a few cases. It’s not the rule among our students, not yet. Therefore you are talking about a miracle. We need a miracle for us to succeed. We need a miracle, and how are we going to get it? We’ll work very hard, but there is something else; I just can’t believe the Lord would give us that miracle unless we have faith. [3]

Some thirty years later, I believe this “miracle” is no longer just happening “in a few cases,” but, as I have gone from class to class, I have seen this miracle occur many times. I have also seen that as teachers begin having these experiences with their students, they (students and teachers) desire to have them more frequently, and consistency is soon established. In one class, after a lesson where students were sharing their thoughts and feelings about the scriptures, the student saying the closing prayer thanked Heavenly Father that they could “come to seminary and be edified so that [they could] withstand the temptations of the adversary.”

We Are to Find Ways and Create Opportunities

The scriptures lead to edifying classroom experiences. When students are given opportunities to interact with the scriptures in a personal and relevant way, the Spirit often comes and teaches the students directly. In speaking of this, Chad Webb, administrator of Seminaries and Institutes, shared the following: “The Spirit will bear witness of the things we are teaching if we are true to the scriptures. And as we find ways to allow the inspired writers of the scriptures to teach and to testify to our students, there will be an increased power in our classrooms. . . . We need to create opportunities for our students to interact directly with the words of these and other wonderful people of the scriptures.” [4] Similarly, Elder Jeffrey R. Holland stated: “Please teach by the Holy Spirit. If we do not teach that way, then by scriptural definition we are teaching ‘some other way’ (D&C 50:17). And any other way ‘is not of God’ (20). Give your students a spiritual experience every way you can. ” [5]

One day as I was teaching a class at BYU for potential seminary teachers, I wanted to see how my students had personally benefitted by interacting directly with the scriptures. I wrote the following question on the board: “What do you experience when you interact with the scriptures in a meaningful way?” As my students responded, I wrote their answers on the board. After we had filled the board, I asked one of my students to continue recording their responses on paper. Here are some of their statements about interacting with the word of God:

• “It makes you want to change/ repent.”
• “The ancient prophets want us to learn from them. Similar to a father who wants his children to understand what is most important in life, the prophets want us to gain wisdom from their experiences. As we interact with the scriptures we learn from these ancient prophets about those things that will help us the most.” [6]
• “It builds desire and increases my hunger and thirst for the scriptures.”
• “The scriptures come alive. They begin to speak to us in personal ways. It is as though the power comes up from the word, or the Holy Ghost reaches up to us out of the word, and touches our minds and hearts, speaking to us personally.” [7]
• “We grow to love the scriptures and learn to rely on them to receive answers to our prayers.”
• “Sometimes I will interact with a single verse and receive insight and power. I will read it over and over again, because it is so personal and meaningful. Special meaning comes.”
• “You savor what you have seen and felt, it was shown to you, and it is just for you. It is yours.”
• “It feels like the scriptures are connecting our life to heaven.”
• “When I am hurt or confused, I find comfort in the scriptures.”
• “The scriptures help me draw nearer to Heavenly Father and Jesus Christ.”

Listening to my students talk about the vital role the scriptures play in their lives reaffirms in my mind the need to have the scriptures as the basis of each lesson I teach. We know we won’t always be with our student; therefore as we help them understand, feel, and find answers to life’s problems in the scriptures, our students will gain confidence in the word and be equipped to rely on them the rest of their lives. President Howard W. Hunter spoke to religious educators and gave the following counsel:

I strongly encourage you to use the scriptures in your teaching and to do all within your power to help the students use them and become comfortable with them. I would like our young people to have confidence in the scriptures. . . . We want the students to have confidence in the strength and truths of the scriptures, confidence that their Heavenly Father is really speaking to them through the scriptures, and confidence they can turn to the scriptures and find answers to their problems and their prayers. That is one kind of confidence I would hope you give your students, and you can give it to them if you show them daily, hourly, that you trust in the scriptures just that way. Show them that you yourself are confident that the scriptures hold the answers to many—indeed most—of life’s problems. So that when you teach, teach from the scriptures. [8]

A few years ago I read an article by James Ferrell, who is an LDS attorney-turned-author. In this article Ferrell explains how rich spiritual insights have come to him as he has meaningfully interacted with the scriptures. Years ago, Ferrell was called to be a Gospel Doctrine teacher in his ward, and this calling “forced him to confront the Old Testament,” a text he admits he was “afraid to explore.” [9] As he prepared his lessons, he would wrestle with large blocks of scripture and discovered that by asking key questions [10] while he studied, all manner of spiritual insights were unlocked. Ferrell began to see the Savior in every story. His friends recommended he write and compile these insights into a book. Ferrell has authored several best-selling books including The Peacegiver , The Holy Secret , and The Hidden Christ .

Ferrell summarized how these insights have been unlocked, saying, “For me, a study of the gospel happens best when intellect and spirit are grappling together . If I don’t engage my mind, the Spirit won’t speak. The Lord wants to have a personal conversation with us. If we are willing to dive in and have that conversation, it’s always there.” [11] Jim Ferrell has discovered principles that, when applied, can enhance our study of the scriptures both in and out of the classroom.

Based on Ferrell’s example and the experiences of others, I have learned that one way of interacting is to “grapple” with them, or have “a personal conversation” with the Lord through them. Additionally, asking key questions, staying engaged, searching for answers to problems, finding the relevancy to personal life, exerting mentally and spiritually while studying, can all help the scriptures come alive with spiritual power through meaningful scripture interaction. The scriptures also come alive as we gain needed insights and receive personal impressions, often by peace, comfort, and encouragement. New understandings are reached, and strength is gained as we make decisions in our lives. All of these blessings can be realized by our students as we “create opportunities for them to interact directly with the scriptures.”

How to Create Opportunities

One of the most effective ways I have seen teachers create opportunities for their students to interact with the scriptures is by implementing a simple pattern. First, the teacher raises an issue or asks a question about a principle or doctrine that is highly relevant to students. Next, the teacher mentions the scripture block they are about to consider as well as some background or other context. Then the teacher invites the students to search for answers in the scripture block, thus inviting the Holy Ghost into their minds and hearts. As the students search, they are looking for answers or insights that can help them or someone they know to understand and apply gospel truths. Finally, students share what they have seen and felt, providing a spiritual witness of the truths they have discovered.

Again, this simple pattern (addressed below in greater detail) is as follows:

Ask a question or raise an issue.

Clarify the context and background of the scripture you will be studying.

Invite students to search in the scripture block.

Invite students to share what they have learned or felt.

When students hear something that is relevant to their lives, their interest, attention, and engagement are heightened, and the energy and motivation in the classroom increase. It works best when, prior to class, the teacher has searched the scripture block and found the principles and doctrines that may be most important for the students. The new Gospel Teaching and Learning handbook states, “When preparing how to teach, teachers would be wise to reflect on the eternal truths contained in the scripture block and to consider how they may be useful and meaningful in the lives of the students. With this in mind, teachers will often begin the lesson with a relevant question, situation, or problem that will lead the students to search the scriptures for gospel principles and doctrines that give them guidance and direction.” [12]

I saw an example of this when a skilled teacher asked his college-age students at the beginning of a class if they had “ever waited on the Lord for certain blessings.” Almost every student acknowledged they were currently waiting on the Lord to know more about their future concerning issues such as college majors, careers, and marriage. It was evident that the students’ minds were alert and their attention was focused. The teacher had “hooked” the students into the lesson by establishing relevancy.

Clarify the Context and Background of the Scriptures You Will Be Studying

To increase understanding and reduce confusion, the teacher shares meaningful context and explains content that will help the students understand what they will be studying. Going back to the previous example, the teacher provided information about Hannah of the Old Testament, who had been hoping to have a child. The teacher further explained that Hannah’s husband, Elkanah, had another wife, Peninnah, and that Peninnah had children but Hannah had none. Furthermore, Peninnah had been unkind to Hannah and had “provoked her sore, for to make her fret, because the Lord had shut up her womb” (1 Samuel 1:6). The teacher said how difficult it must have been for Hannah to “wait on the Lord.” Again, the Gospel Teaching and Learning handbook states the following regarding context and content: “An understanding of such information as background and storyline creates a basis for discovering gospel principles and doctrines as well as providing illustration and clarification of those truths found within the scripture block.” [13]

Next the teacher encourages students to interact with the scriptures in a meaningful way that invites them to be personally taught by the Holy Ghost. A good question for teachers to consider is, “What is the inspired intent of the author?” or “What would the Lord want us to know about or learn from this particular passage, doctrine, or principle?” With the students now invested, this time turns into a collective scripture study session. Continuing with the above example, the teacher simply said, “Please study 1 Samuel 1:7–28 and think about the following question: What can you learn from Hannah that helps you as you continue to wait on the Lord?” A variation of this question could be, “What might Hannah want us to know about waiting on the Lord?”

As the students are studying the scriptures, some teachers play inspiring music. [14] During this time, teachers walk around the classroom answering questions and providing clarifications for their students. Oftentimes, students are writing in their scripture journals as they study. Interacting in this manner, one can see that students are studying with real intent, thinking of their own needs, and finding answers to their own challenges while being immersed in the word. Students are discovering inspired principles and doctrines that are meaningful and useful to them. The Holy Ghost is teaching them. It is exactly what Elder Eyring described when he said, “Years from now you will see more Latter-day Saint youth in our classes pondering the scriptures.” [15]

Next, the teacher invites students to appropriately [16] share what they have discovered from the scripture passage. During this time, students frequently share truths, and “all [are] edified of all” (D&C 88:122). Oftentimes, spontaneous participation builds as more students want to discuss what they have learned and what they feel. When peers speak by the power of the Holy Ghost, they often share powerful, relevant and inspiring thoughts that seem to greatly influence their classmates. During the class on 1 Samuel 1, I witnessed several students share powerful insights that would not only help them personally as they are “waiting on the Lord,” but would certainly also help others in the class. Inspiration seemed to flow into the classroom and edification took place. And where they are peers, their words can carry tremendous influence in the lives of the students in the class. When peers speak by the power of the Holy Ghost, they often share relevant truth for others in the class.

Other Experiences

Following are additional examples of teachers I have observed who are working to “ find ways to allow the inspired writers of the scriptures to teach and to testify” and to “ create opportunities for our students to interact directly with the words . . . of the scriptures.”

Years ago I was observing a class that had just completed their study of the Pearl of Great Price. The teacher said to his students, “Before we leave this book of scripture, I would like to give you a test.” A few of the students groaned in displeasure, but the teacher continued, “For this test I would like to give you some time to find Christ in the Pearl of Great Price.” He added, “Look for him, find him, and then be prepared to share what you have found.” What followed was something I have seen over and over in other classes—as we teach about the Savior, the students focus and the Spirit comes. All of the students began intently studying the chapters, engaged in this “test.” The teacher played an inspiring hymn, and I could soon feel the Spirit in the classroom. Again, I could sense that the students were interacting with the word of God in a manner that was edifying. Finally, after allowing sufficient time, the teacher simply asked his students, “Where did you find him?” Student after student shared their discoveries. One young woman raised her hand and said, “I found him in Moses 6:27.” I turned to Moses 6:27 as she began to read: “And he heard a voice from heaven, saying: Enoch, my son, prophesy unto this people, and say unto them—Repent, for thus saith the Lord: I am angry with this people, and my fierce anger is kindled against them.” She then paused and said, “Here he is,” and then continued reading: “for their hearts have waxed hard, and their ears are dull of hearing, and their eyes cannot see afar off.” She again said, “There he is in the end of the verse.” As I searched the words, I couldn’t see what she had found. The teacher wisely said, “Please tell us what you see.” She continued, “Do you see where it says, ‘their hearts are waxed hard’?” Then she explained, “When you light a candle, the wax becomes warm and soft. However, when you extinguish the flame, the wax quickly turns cold and hard. The light is Jesus Christ and when we are near him, our hearts are warm and soft. However, when we aren’t near Jesus Christ it doesn’t take long for our hearts to become cold and hard.” The teacher paused and allowed time for this thought to settle into our minds and hearts. It was profound.

Another young woman raised her hand and said, “I found him in Moses 4:23–24.” I turned there and began reading about the effects of the Fall: “Cursed shall be the ground for thy sake; in sorrow shalt thou eat of it all the days of thy life. Thorns also, and thistles shall it bring forth to thee.” The young woman pointed out the words thorns and thistles, and then she asked the class, “Do you think Christ knew that one day he would physically wear, in a crown of thorns, the effects of the Fall?” No one answered. The students just sat silently looking at the verse. Many other inspiring insights were shared and class ended too soon that day, but minds had been opened and hearts had been touched.

I have learned that people seem to treasure those truths they have found on their own, and we all love to share scriptural insights that we have discovered. These experiences, and the passages that prompt them, take on special meaning in our lives.

I once heard an analogy that teachers are like tour guides and students are like tourists. A good tour guide directs a bus full of people as they drive past various sites, providing appropriate context and content that will help the tourists really understand and feel the importance of the historical or natural sites they are seeing. And yet there are times when the tour guide invites everyone off the bus so they can experience a site more closely. I think most tourists wouldn’t want to see Adam-ondi-Ahman from a bus window. After hearing about the site, most tourists would want to get off the bus so they can walk around to ponder and experience it for themselves. The Gospel Teaching and Learning handbook states, “Sometimes in class, doctrines and principles will be pointed out by the teacher. Other times the teacher will guide, encourage, and allow students to discover them for themselves. Teachers should diligently help students acquire the ability to identify doctrines and principles on their own.” [17]

On another occasion I watched as a teacher asked his large afternoon class to write down in their scripture journals a personal concern—something that had been troubling them. Then he asked, “Where are you seeking peace?” He then explained the background of Doctrine and Covenants 88 and read from the heading, which states that this revelation “was designated by the Prophet as the olive leaf . . . plucked from the Tree of Paradise, the Lord’s message of peace to us.” To help students understand the scriptures better, the teacher had some words defined on the marker board (such as alms , Sabaoth , and so forth). The teacher then invited his students to read verses 1–17 and to find principles “that bring you peace.” The students began searching and writing in their study journals the truths they had found. The students were totally immersed in the word of God.

After a while, the teacher asked, “What principles of peace did you find?” One student raised his hand and then read the beginning of verse 3, in which the Lord says, “Wherefore, I now send upon you another Comforter, even upon you my friends, that it may abide in your hearts, even the Holy Spirit of promise.” He then explained how the Lord had comforted him during his parents’ divorce. Then another student raised her hand and told of how the Lord had been comforting her through her father’s kidney failure. She said that it was difficult to see him suffer, and that she was afraid he would die. The Lord was helping her through this difficult time. Next, a student shared how hard it was to move to a new school, not knowing anyone and feeling so lonely. The Lord had helped him through the adjustment. Another student said he didn’t have anything big in his life like divorce, kidney failure, or moving, but he said that even in small things, the Lord had comforted him. Yet another student pointed out that in verse 4 the Lord gives a promise of eternal life, and commented, “I think the greatest message of peace is that if we are faithful, one day we can return to our Heavenly Father.”

During the lesson the teacher skillfully weaved the historical context into the lesson, adding richness to the discussion as he asked, “Why might these teachings bring peace to the Saints in 1832? What had they been experiencing?” As students responded, he also asked, “Why is the gift of the Holy Ghost such a powerful evidence of Heavenly Father’s love for you?” As I have observed this teacher repeatedly, I have seen that he consistently helps his young students to discover insights and to share meaningful thoughts, feelings, and experiences, based on their increased ability to study the word of God.

I have also seen examples of institute teachers taking the time in class for their students to interact with the word of God. During one such lesson, the teacher invited his students to search their scriptures for their favorite reference about dealing with adversity. He said that because we all pass through adversity in life, it is important to know truths that can help us during difficult times. The institute teacher then added they would be making a scripture chain on adversity where they would link several scriptural references together. He said that they would discuss each reference to see where it might best fit in the chain. He then turned his students loose to study. I watched as the students began studying with real intent.

After a few minutes, the teacher asked them to share their scriptures and why they were important to them, there was power in the classroom. In fact, the teacher later told me that during this entire experience he kept asking himself, “Why haven’t I been doing this more?” He also mentioned that he hadn’t felt the Spirit in his class that powerfully for quite some time. At the end of class as his students were leaving, they commented on how they loved studying the scriptures “that way” and expressed gratitude for feeling the Spirit so strongly.

The institute teacher later commented: “I’m amazed that I get so distracted with my traditional teaching and forget how powerful these classes are to hungry students. I relearned to trust the scriptures more and to have more confidence in the Spirit’s power to bring those scriptures to life and light. After all my years of teaching, the Lord is patient in helping me to re-learn the power of the scriptures and the witness that the Spirit gives them.” [18] This teacher had truly given time for his students to interact with them in an edifying way.

In my own classes, I too have experienced the power that comes when students are invited to read (or watch) a general conference talk in or out of class and are prepared to share what they loved, or what was meaningful or helpful to them. Almost always this experience turns into an insightful and inspiring discussion. I have experienced this in my BYU religion classes as well as my institute classes. The Holy Ghost truly teaches our students as they interact with the words of the living prophets and the scriptures.

One challenge that institute teachers often talk about is the need to cover large blocks of scripture in a short amount of time. This may cause some teachers to shy away from allowing time for students to interact with the word and then share what they have seen or found, thinking there won’t be time for this. However, teachers usually find that as they get students more involved in this way, they will gain more from their lesson, and they better retain what they have learned. Elder Holland offered the following counsel on trying to teach too much. He stated:

May I also encourage you to avoid a temptation that faces almost every teacher in the Church; at least it has certainly been my experience. That is the temptation to cover too much material, the temptation to stuff more into the hour—or more into the students—than they can possibly hold! 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. . . . 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. [19]

Any teaching method, including student discovery, should be carefully prepared and implemented. If a method is overused it can become tedious for students. If all we did as teachers was to turn our class over to student discovery all day every day, we would be denying our students the opportunity to understand those truths we have paid the price to learn. However, if all we did was to impart our knowledge to our students, without allowing or providing them opportunities to discover truths on their own, we would deny students opportunities to find and internalize truth on their own.

I have also found that when I use a teaching idea in a perfunctory or superficial way, it doesn’t usually work very well. However, when I have humbly and prayerfully prepared and feel impressed to use a certain method or to teach specific principles, the lesson always goes better. If all we do is to superficially review a scripture block and then send our students into the passage, hoping they will come up with something, we will likely fail. However, if we have paid a personal price in the scriptures, and we feel impressed to have our students interact with the words of Christ in a certain way, the scriptures can come alive in class, and our students will be blessed.

When lessons don’t seem to go well, the problem is often found in the lack of preparation in the scriptures. When the scriptures are under-prepared, we tend to simply touch on some of the words of the scriptures, or we resort to something we have previously taught, without helping our students with what they really need. The Gospel Teaching and Learning handbook states, “The clarity and the depth of understanding . . . is often diminished or lost when only a verse or two of a scripture block is taught.” [20] Preparation, guided by the Spirit, translates into power in the classroom.

In speaking on the importance of gaining the Spirit through scripture study, Elder Bruce R. McConkie taught: “However talented men may be . . . however eloquent they may be . . . however learned they may be in worldly things, they will be denied the sweet whisperings of the Spirit that might have been theirs unless they pay the price of studying, pondering, and praying about the scriptures.” [21]

Similarly, a quote in Preach My Gospel illustrates the importance of immersing ourselves in the scriptures: “Your ability to teach with power from the scriptures comes in large measure from the time you personally spend studying them . As you daily feast upon the word, your ability to teach from the scriptures will improve. In addition, your invitations to study and ponder the scriptures will be more powerful because you are doing the same thing in your life.” [22]

Questions that Invite Students to Interact Directly with the Scriptures

Following are a few sample questions and other teaching ideas that teachers could adopt or modify, which will “allow the inspired writers of the scriptures to teach and to testify” and “create opportunities for our students to interact directly with the word.”

• As we study these verses, what do you think Moses would want us to know about receiving revelation?
• As you study these verses, what can you learn from Joseph of Egypt that would help you to overcome temptation?
• What do you think Hannah would want us to learn about this particular principle or doctrine?
• What can we learn from Hannah’s example that would help us while we are waiting on the Lord?
• If David were here, what would he say to us about battling the “Goliaths” in our lives?
• As you read this account, list the most important lessons you think you can take from Lehi’s vision.
• Put yourself in Mormon’s position and tell me what you would do.
• As you search these verses, find something that Jesus taught that would help you overcome fear.
• As you study, look for something that resonates with you, that is meaningful to you, or that would help you to be more obedient.
• Find something in these verses that helps you feel peace.
• What are the truths in this passage that will help you make righteous choices, even in the face of peer pressure?
• Find principles learned from Doctrine and Covenants 122 that will guide you as you pass through trials and adversity.
• What do you think Joseph Smith would testify to us regarding trials?
• What circumstances and situations in your lives are like the circumstances and situations in this passage of scripture? [23]
• Ask yourselves, “How am I like the characters we are studying in these scriptures?” [24]
• What do you think the Lord wants us to learn from this account?
• What can we learn about the Lord from this passage?
• What did you learn from the Lord in these verses?
• Will you look for Christ today as you study these verses?
• What lessons can you learn from this?
• What do you learn about yourself from these verses?
• How does this affect you?
• What will you take away and implement into your life as a result of what you learned?

Conclusion:

I invited a former student-teacher (now a colleague) to write what he had learned about creating opportunities for students to interact with the scriptures in a meaningful way. When he began his student teaching, we could see he had a natural ability to teach, as well as the ability to strongly connect with his students. However, he also had a tendency to “get in the way” of his students’ spiritual learning. Mostly, he was highly entertaining, and his delivery brought a great amount of attention to himself. He didn’t know it, but he was “eclipsing” the Holy Ghost. We knew he had a keen mind and a good heart, but he wasn’t doing those things that would invite the Spirit into the classroom more frequently and with more power. We had a few talks with him, and he quickly learned. Then he had an experience when he knew the Spirit was teaching his students. Here is what he wrote:

I had been wrestling with the Lord to help me understand how to get out of the way of my students’ discovery. More than anything, I desired to help them become spiritually self-sufficient enough to withstand the challenges of the last days, and the Lord kept letting me know that that meant helping them to feel the Spirit bring the power of the scriptures into their hearts and minds. It wasn’t about me as a teacher. It had been good for them to hear about my stories about the scriptures changing my life , but it would be infinitely better for them to gain their own stories about the scriptures changing their lives. I felt as if a vision had opened up before me of what the Lord wanted my class to look like. And so, on this day, I offered some guiding questions, turned on some quiet piano music, and let the students let the Spirit serve them a feast. The Spirit and the scriptures met their individual needs, and I didn’t get in the way. After a good, long drink from God’s pure wells of inspiration, they let me know that they were ready to share. And I was in the background, both literally and figuratively. The room was filled with the inimitable spirit of revelation. It flowed from their tongues as they spoke about what the Spirit had taught them, about the individual applications they had discovered, and about the personal witnesses that they had gained—that day and in that class—about God’s power in their lives. The Spirit witnessed to me that I had finally done it; I had finally gotten out of the way enough so that I was no longer their teacher. Christ, through the power of the Spirit and the scriptures, was teaching them.

It is important to provide opportunities for students to interact with the scriptures in a way that invites the Holy Ghost to instruct and to edify them. By so doing, the Holy Ghost will show students insights into the scriptures, help them recall past inspiring experiences, assist them in making connections from the scriptures to their personal lives, expand their understanding, and help to internalize truth more deeply and move understanding from the mind to the heart. Additionally, students’ faith and hope can be renewed, conversion can be deepened, and a desire to act on truth and to become more like our Savior may be increased. And most important, by pondering the Lord’s words in these ways, our students can come to know the Savior better and draw nearer to him. As noted before, although we don’t live during the time of the mortal ministry of the Lord, we can experience similar outcomes, just as the people of his day experienced as we interact in sacred ways with his holy words.

As we “find ways” and “create opportunities” for our student to interact with the word of God, they can experience all these outcomes. The miracle that Elder Eyring described can take place, and we can help our students learn and grow through Jesus Christ and his words.

[1] There are many ways to invite and experience the Holy Ghost in our classrooms. The experiences described in this paper have often been the most powerful I have observed because (a) the teacher as well as the students can receive revelation from the scriptures that can be helpful to themselves and others; (b) when those insights, feelings and witnesses are appropriately shared they are often validated by the Holy Ghost; (c) the power of peer-to-peer sharing can lead to greater relevancy in the lesson; (d) the Lord personalizes the scriptures to meet the needs of each person who studies them, resulting in thoughts and insights that are deeply personal, meaningful and edifying; (e) the power of multiple witnesses expressing feelings of inspiration about principles and doctrines; (f) students minds and hearts are often more alert, active and engaged in the learning process as they participate, which invites the Holy Ghost to instruct and to testify; (g) the Lord’s goodness and mercy in desiring that all, both young and old discover insights in the scriptures and feel the Holy Ghost; (h) valuable insights are gained from each other; (i) students are learning how to share spiritual thoughts and experiences with others—sometimes receiving a testimony of the doctrine as they share. I’m sure there are other possible explanations as well.

[2] Robert D. Hales, “Teaching by Faith,” Evening with a General Authority, February 1, 2002, 4.

[3] Henry B. Eyring, “We Need a Miracle,” unpublished address to CES area directors, April 6, 1981, 5.

[4] Chad H. Webb, “Deepening Conversion,” CES satellite broadcast, August 7, 2007; emphasis added.

[5] Jeffrey R. Holland, “Therefore What?,” address to religious educators at a symposium on the New Testament, BYU, August 8, 2000; emphasis added.

[6] This comment made me think of Mormon 9:31 which says, “Give thanks unto God that he hath made manifest unto you our imperfections, that ye may learn to be more wise than we have been.”

[7] This comment reminds me of Elder Richard G. Scott’s quote on edification. He said, “To me, the word edified means that the Lord will personalize our understanding of truth to meet our individual needs and as we strive for that guidance.” “Helping Others to Be Spiritually Led,” address to religious educators at a symposium on the Doctrine and Covenants and Church history, Brigham Young University, August 11, 1998, 11.

[8] Howard W. Hunter, “Eternal Investments,” address to CES religious educators at an Evening with President Howard W. Hunter, February 10, 1989.

[9] Trent Toone, “James Ferrell Left Law Career to Become a Bestselling Author,” Deseret News , June 24, 2010.

[10] The five questions Ferrell asks while studying the scriptures are (1) What is the context? (2) Why is this happening? (3) Is there a pattern, such as repeating words, themes, echoes and shadows? (4) How is this about the Savior? And (5) How does this apply to me?

[11] Trent Toone, “James Ferrell Left Law Career”; emphasis added.

[12] Gospel Teaching and Learning: A Handbook for Teachers and Leaders in Seminaries and Institutes, published by the Church of Jesus Christ of Latter-day Saints (Salt Lake City: Utah, 2012) 56–57.

[13] Gospel Teaching and Learning, 39.

[14] Gospel Teaching and Learning states, “Music, especially the hymns of the Church, can play a significant role in helping students feel the influence of the Holy Ghost in their gospel learning experience” (74).

[15] Henry B. Eyring, “We Need a Miracle.”

[16] Elder Richard G. Scott counseled, “We can create an appropriate environment for the Holy Ghost to instruct us. Spiritual communication cannot be forced.” “Helping Others to be Spiritually Led,” 11. Additionally, teachers can help students understand there are some things that are too sacred or personal to share. See D&C 63:64.

[17] Gospel Teaching and Learning, 27.

[18] Keith Longmore to the author, e-mail, Orem University Institute.

[19] Elder Jeffrey R. Holland, “Teaching and Learning in the Church,” worldwide leadership training meeting, February 10, 2007.

[20] Gospel Teaching and Learning, 39.

[21] Richard G. Scott, “To Learn and to Teach More Effectively,” devotional address at BYU Education Week, August 21, 2007.

[22] Preach My Gospel: A Guide to Missionary Service (Salt Lake City: The Church of Jesus Christ of Latter-day Saints, 2004), 180.

[23] This is a question from Gospel Teaching and Learning , 22.

[24] This is a question from Gospel Teaching and Learning , 22.

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Relationship Between God and Jesus

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Reports: UNC student found dead in South Africa

The body of a University of North Carolina at Chapel Hill student was found Sunday after she went missing the day before in South Africa.

Multiple news outlets in South Africa said Brook Cheuvront went missing around noon South African Standard Time on Saturday after she went for a hike to Devils Peak at Table Mountain National Park near Cape Town.

Around 2 p.m. SAST, local authorities said they found Cheuvront's body.

A spokesperson for the South African Police Service said an inquest case has been opened into Chevurvront's death.

Her father, Steve Cheuvront, asked all people to take down Facebook posts asking people for information on his daughter once authorities found her body.

"She was recovered, we are devastated. God help me and us," Steve Cheuvront said on Facebook.

According to Brook Cheuvront's Instagram page , she was in South Africa on a internship with Justice Desk Africa , an organization that work along side several groups, governments and businesses around the world to "challenge and eliminate the root causes of injustice."

The group was founded in 2013 and operates out of several countries in Africa, including South Africa, Zambia, Zimbabwe, Sierra Leone, The Gambia, Liberia, Ghana and Kenya.

Cheuvront was a recipient of the Morehead-Cain Scholarship , a merit-based scholarship program that provides a full ride to UNC. The scholarship program also includes funding for internships, independent research, and international study.

Todd Boyette, Director of the Morehead Planetarium and Science Center, said he met Cheuvront when she worked at the planetarium. He said she told him how excited she was to travel to South Africa.

"She was excited about the opportunities and the possibilities, and we had no idea, well none of us did, that we wouldn't see hear again," he said.

Before attending UNC, Cheuvront was a student at Avery County High School, where she was the captain of the school's cross country team and the valedictorian of her graduating class in 2022.