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Doctrinal Mastery: Acquiring Spiritual Knowledge
Part 1
At times we may have questions or concerns about social, historical, or doctrinal issues related to the Church. When we have such questions or concerns, acting in faith can help us to find peace, comfort, and understanding.
Suggested Learning Outcomes
In addition to other experiences students may have in this lesson, the following learning activities are intended to help them:
- Identify the purpose of doctrinal mastery.
- Explain what it means to act in faith and how to do it.
This lesson is designed to introduce students to doctrinal mastery. It is intended to be taught at the beginning of the academic school calendar.
Possible Learning Activities
Introduction to doctrinal mastery
Show the class examples of tools or devices (or pictures of them) that may be useful to them. Also, consider writing the following questions on the board for the students to see as they come in.
- What is a tool, device, or app that you have learned how to use that has really benefitted you?
- What benefits have you experienced from knowing how to use it?
If students struggle to answer, consider sharing your own examples or reminding them of some helpful apps, devices, or tools that they might be using.
Just as our lives can be benefitted by learning how to use tools to meet our physical needs, other tools can help us meet our spiritual needs.
For example, we sometimes have questions about the gospel or face circumstances in which we need direction from the Lord.
- What are some examples of spiritual questions people might have?
As students respond, list their answers on the board. Students will refer back to this list multiple times in this lesson.
If students need help, consider sharing a few examples, such as wanting to know if the Church is true, having a question about the plan of salvation, or needing direction from the Lord for a life decision.
Take a moment and ponder what you might need the Lord’s help with. Write in your journal a question or circumstance that you might need help with.
Each of the situations listed on the board require gaining more spiritual knowledge. Certain tools can help us acquire that knowledge. One tool that we will learn how to use in seminary is called doctrinal mastery.
President M. Russell Ballard of the Quorum of the Twelve Apostles made the following announcement to religious educators regarding the purpose of doctrinal mastery in 2016. Look for some of the outcomes you can experience as a result of doctrinal mastery.
[Doctrinal mastery] will focus on building and strengthening our students’ faith in Jesus Christ and fortifying them with increased ability to live and apply the gospel in their lives. Drawing on the scriptures and the words of the prophets, they will learn how to act with faith in Christ to acquire spiritual knowledge and understanding of His gospel. And they will have opportunities to learn how to apply the doctrine of Christ and gospel principles to the questions and challenges they hear and see every day among their peers and on social media. (M. Russell Ballard, “The Opportunities and Responsibilities of CES Teachers in the 21st Century,” February 2016 Evening with a General Authority)
- What are some of the outcomes President Ballard said you could experience because of doctrinal mastery?
List these outcomes on the board as students share them.
- Which one of these outcomes do you want or feel like you need the most?
- What are you willing to do (both in and out of class) to experience this result?
Study paragraphs 1–3 in the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document , looking for what we should remember when we are experiencing any of these circumstances.
- What stood out to you from these paragraphs?
- What did you learn about the role of questions in our efforts to acquire spiritual knowledge?
The following are three principles that can help us acquire spiritual knowledge:
- Act in faith.
- Examine concepts and questions with an eternal perspective.
- Seek further understanding through divinely appointed sources.
Throughout seminary you will have many opportunities to practice using these principles. In this lesson you will learn more about the first principle of acting in faith and will be given an opportunity to practice using this principle. The next doctrinal mastery lesson will focus on the other two principles.
Study paragraphs 5–7 in the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document to learn more about the principle of acting in faith.
- What are some ways that you can act in faith?
If students could benefit from seeing examples of acting with faith in Christ, consider using the teaching idea found in the Supplemental Learning Activities. Students can look at some examples of how individuals in Church history acted in faith.
Practice application
Acting in faith: examples from Church history
Consider using this activity in this lesson to help deepen students’ understanding of acting in faith and to help them identify specific actions to do so.
If students have mobile devices, help them find these accounts in Saints, Vol. 1: The Standard of Truth, which is in the Church History section of the Gospel Library app. Students could be invited to take turns reading from these accounts.
The following account from Church History illustrates how Rhoda Greene, the sister of Brigham Young, acted in faith after being introduced to the gospel in the summer 1830:
In a town two days’ journey from Fayette, Rhoda Greene found Samuel Smith, the prophet’s brother, on her doorstep. Rhoda had met Samuel earlier that year when he left a copy of the Book of Mormon at her house. Her husband, John, was a traveling preacher for another faith, and he thought the book was nonsense, but he had promised to take it with him on his circuit and collect the names of anyone interested in its message.
Rhoda invited Samuel inside and told him no one had shown any interest in the Book of Mormon so far. “You will have to take the book,” she said. “Mr. Greene does not seem to feel like buying it.”
Samuel took the Book of Mormon and was turning to leave when Rhoda mentioned that she had read it and liked it. Samuel paused. “I will give you this book,” he said, returning the copy. “The Spirit of God forbids my taking it away.”
Rhoda felt overcome with emotion as she took the book back. “Ask God to give you a testimony of the truth of the work,” Samuel said, “and you will feel a burning sensation in your breast, which is the Spirit of God.”
Later, after her husband came home, Rhoda told him about Samuel’s visit. At first John was reluctant to pray about the book, but Rhoda convinced him to trust Samuel’s promise.
“I do know that he would not tell an untruth,” she said. “I know he must be a good man if there ever was one.”
Rhoda and John prayed about the book and received a testimony of its truth. They then shared it with their family and neighbors, including Rhoda’s younger brother Brigham Young and his friend Heber Kimball. ( Saints, Vol. 1: The Standard of Truth, 1815–1846: The Story of the Church of Jesus Christ in the Latter Days (2018), 99–100)
- What did Rhoda Greene do to act in faith in Christ?
- What were the results of her decision to act in faith?
Before studying the second example, share the following background information about Elder Parley P. Pratt.
Elder Parley P. Pratt, who was a member of the Quorum of the Twelve Apostles, was a powerful missionary and witness of the restored Church. Through his missionary efforts, he helped bring the gospel to many
people, including future Church leaders Sidney Rigdon and John Taylor, as well as Mary Fielding, who would become the wife of Hyrum Smith.
But for a time in 1837, Elder Pratt experienced bitterness and a crisis of faith after the death of his wife, Thankful, and the failure of a Church-owned financial institution which resulted in significant financial losses for Elder Pratt. In the aftermath of these losses, Parley encouraged many, including John Taylor, to stop following the Prophet Joseph Smith.
The following account illustrates John Taylor’s example of acting in faith during a difficult circumstance:
Mary Fielding, who had moved to Kirtland with her brother before he left for England, was dismayed by the turmoil in Ohio. At a meeting in the temple one morning, Parley Pratt called Joseph to repentance and declared that nearly all the Church had departed from God.
Parley’s words pained Mary. The same voice that had taught her the gospel was now denouncing the prophet of God and condemning the Church. Parley’s angry letter to Joseph had circulated all over Kirtland, and Parley himself made no secret of his grievances. When John Taylor was in town, Parley had taken him aside and warned him not to follow Joseph.
“Before you left Canada, you bore a strong testimony to Joseph Smith being a prophet of God,” John had reminded him, “and you said you knew these things by revelation and the gift of the Holy Ghost.” John had then testified, “I now have the same testimony that you then rejoiced in. If the work was true six months ago, it is true today. If Joseph Smith was then a prophet, he is now a prophet.” ( Saints, Vol. 1: The Standard of Truth, 1815–1846: The Story of the Church of Jesus Christ in the Latter Days (2018), 279–
- What stands out to you about John Taylor’s response?
- What can you learn from this account about acting in faith when difficult questions arise?
Explain to the students that not long after this interaction, Elder Pratt recognized his pride and humbly asked Joseph Smith to forgive him for the wrongs he had done. Joseph quickly forgave Parley, who continued serving faithfully in the Church (see Saints, Vol. 1 , 283).
Video presentation—“Act in Faith: The Stonemason”
To help students better understand the concept of acting in faith, consider showing the video “Act in Faith: The Stonemason” (4:58), which can be found on ChurchofJesusChrist.org.
- How can the two questions at the end of paragraph 8 help us see questions and concepts differently from how the world may see them?
Since paragraphs 9–10 are applicable to the study of Church history, students may benefit from the following activity:
At times we may be tempted to incorrectly judge individuals in the past when we do not have all the facts.
- What can you do to see individuals in the past as the Savior does?
Consider inviting students to practice examining historical questions in their proper historical context using the following example.
Joseph Smith translated the Book of Mormon “by the gift and power of God” (Doctrine and Covenants 135:3), which included the use of divinely prepared instruments like the Urim and Thummim and the seer stone. Some people in our day have wrongly judged Joseph Smith because of his use of these divine instruments in translating the Book of Mormon.
- What do you know about Joseph Smith’s use of divine instruments in the translation of the Book of Mormon?
Read the following statements, looking for how understanding the culture and historical context of Joseph Smith’s day might help resolve some of the questions or concerns that people today might have.
In Joseph Smith’s day, some individuals claimed that they had a gift to “see,” or receive divine or supernatural messages, through seer stones. These beliefs came from the Bible and from European cultural traditions brought to early America by immigrants. Joseph Smith and his family accepted these beliefs, and Joseph occasionally used stones he located in the ground to help neighbors find missing objects or search for buried treasure. (“Seer Stones,” Church History Topics, ChurchofJesusChrist.org)
Some people have balked at this claim of physical instruments used in the divine translation process, but such aids to facilitate the communication of God’s power and inspiration are consistent with accounts in scripture. In addition to the Urim and Thummim, the Bible mentions other physical instruments used to access God’s power: the rod of Aaron, a brass serpent, holy anointing oils, the Ark of the Covenant, and even dirt from the ground mixed with saliva to heal the eyes of a blind man. (“Book of Mormon Translation,” Gospel Topics Essays, ChurchofJesusChrist.org)
- What benefits did you see from looking at Joseph Smith’s use of divine instruments in the proper historical context?
Remind students of the following from paragraph 10 of the Acquiring Spiritual Knowledge section of the Doctrinal Mastery Core Document :
It is important to remember that historical details do not carry the saving power of ordinances, covenants, and doctrine.
- What problems could arise if someone focused more on the way the Book of Mormon was translated than on the doctrine taught in the book?
- What doctrine and truths about the Savior and the Book of Mormon might we miss if we only focus on the historical details?
Seek further understanding through divinely appointed sources
Consider placing students in partnerships and inviting them to briefly discuss the following.
Imagine there is going to be an article written about you in the school newspaper.
- Who in the class would you want to be interviewed for the article? Why?
- How would you feel if the newspaper staff interviewed someone who doesn’t know you or who may even be unkind to you? Why?
Search paragraphs 11–12 in the Doctrinal Mastery Core Document, and look for why it is important to use divinely appointed sources. You may want to mark words or phrases that stand out to you.
- What stood out to you?
- What did you find in these paragraphs that relates to the example of the article in the school newspaper?
Select one or more of the divinely appointed sources in paragraph 11, and share why it is important to seek the Lord’s truth from these sources.
- How can the Holy Ghost help you understand the truth about things that happened in the past?
There are many other trustworthy sources that the Lord has provided to help you study Church history. These sources include the Saints volumes, the Revelations in Context series, the Gospel Topics Essays, and the Church History Topics section on ChurchofJesusChrist.org and in your Gospel Library app.
Take some time to show students how to locate these different sources. Help students become familiar with them, and encourage students to use them as they study Church history.
Consider using the following activity to practice using divinely appointed sources. Look for details that address some of the questions or concerns people might have about Joseph using instruments to assist in the translation of the Book of Mormon.
Choose one of the following sources to learn more about the use of instruments in the translation of the Book of Mormon. You may want to look for any additional information that might help address questions and concerns people may have about the translation of the Book of Mormon.
Saints, Vol. 1 —chapter 4 (pages 33–34, 38–40), chapter 5 (pages 44, 50–51), or chapter 6 (pages 55, 61–63)
Gospel Topics Essay: “Book of Mormon Translation”
Church History Topics: “Book of Mormon Translation”
After sufficient time, invite students to share what they found.
- How do you think using divinely appointed sources can help you learn from the Savior as you study Church history?
Answer the following questions in your study journal:
- What did you learn that can help you as you study Church history?
- What do you feel the Lord would have you do because of what you learned?
Supplemental Learning Activities
Book of Mormon passages that testify of Jesus Christ
Students may benefit from sharing scripture passages from the Book of Mormon that illustrate the Lord’s saving power that comes from His doctrine taught in the book. This activity could be used at the conclusion of the “Examine Concepts and Questions with an Eternal Perspective” portion of the lesson.
Although it is important to study history and to research details that can help us find answers to our questions, remember that being “distracted by less significant details at the expense of missing the unfolding miracle of the Restoration is like spending time analyzing a gift box and ignoring the wonder of the gift itself” (“Acquiring Spiritual Knowledge,” Doctrinal Mastery Core Document [2020], paragraph 10)
The gift of the Restoration is to help us come to know the Savior and become more like Him. The Book of Mormon is specially designed to help in this cause.
Find a passage in the Book of Mormon about the Savior that testifies to you of the divinity of the Book of Mormon.
Share the passage with a partner and explain how that passage testifies to you of the truthfulness of the Book of Mormon. Consider also sharing how it has helped you come closer to the Savior.
Responding to questions about Joseph Smith
The following example could be used to help students see problems that arise from not looking at issues in their proper historical context.
Elder Neil L. Andersen taught about things to remember when we respond to a sincere inquirer who is concerned about negative comments he or she has heard or read about the Prophet Joseph Smith. You may want to watch Elder Andersen’s talk “Joseph Smith” from time code 4:15 to 7:20 on ChurchofJesusChrist.org.
The translation of the Book of Mormon
The following video could be used to help students learn more about Joseph Smith’s use of divine instruments in translating the Book of Mormon.
Historian Mark Ashurst-McGee described how Joseph Smith used divine instruments in the translation of the Book of Mormon. You may want to watch the video “Seer Stones and the Translation of the Book of Mormon” (5:01) located on ChurchofJesusChrist.org.
Doctrinal Mastery: Acquiring Spiritual Knowledge
Part 3
At times we may have questions or concerns about social, historical, or doctrinal issues related to the Church. When we have such questions or concerns, we can act in faith, examine concepts and questions with an eternal perspective, and seek further understanding through divinely appointed sources.
Suggested Learning Outcomes
In addition to other experiences students may have in this lesson, the following learning activities are intended to help them:
- Review the principles of acquiring spiritual knowledge.
This lesson is designed to help students review the principles of acquiring spiritual knowledge. It is intended to be taught after students have already spent half the year studying the principles of acquiring spiritual knowledge.
Possible Learning Activities
A review of acquiring spiritual knowledge
Take a moment to ponder the following:
- On a scale of 1 to 10 (1 = not confident at all, 10 = extremely confident), how confident are you that you can faithfully respond to difficult gospel questions or concerns that come up in your life or in the lives of those you love? Why?
Consider asking if any students would like to share. Listen carefully to their answers, and look for opportunities to emphasize any principles that might be particularly helpful.
To help you with your ability to faithfully respond to difficult gospel questions or concerns, review the principles of acquiring spiritual knowledge in paragraphs 5–12 of the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document. Consider how you might explain these principles and concepts in your own words.
To engage students, consider dividing the class into three groups and assigning each group one of the three principles of acquiring spiritual knowledge. Invite students to study their assigned principle (individually, in pairs, or as a group).
After students have studied their assigned principle, read aloud brief statements from the Doctrinal Mastery Core Document paragraphs 5–12. After each statement, ask the group to stand that studied that statement. When the correct group is standing, invite someone in that group to explain why they feel it is important. Consider choosing statements to read based on the needs of your students, focusing on the concepts and principles students need most help reviewing or understanding better.
Additional review activities to use or adapt are located in the “Supplemental Learning Activities” at the end of this lesson.
Examine concepts and questions with an eternal perspective
- How did Madison’s knowledge of the plan of salvation help her with her question?
- What did she understand about Heavenly Father that helped her understand plural marriage better?
Watch the remaining few minutes of Madison’s story (“Acquiring Spiritual Knowledge: Madison’s Story,” time code 5:58–8:35). Look for how using principles of acquiring spiritual knowledge helped Madison and others.
Invite students to share what they found.
Help students reflect on how using the principles of acquiring spiritual knowledge can deepen their understanding of the gospel and bring them closer to the Savior. The following question may be useful:
- How did these principles help Madison and others come closer to the Lord?
Think of a question or concern you or someone you know may have. Seek the guidance of the Holy Ghost as you make a plan to apply what you learned today to help with the question or concern. Consider writing your plan in your study journal.
Commentary and Background Information
Doctrinal mastery
Chad Webb stated the following about what doctrinal mastery can do for young people.
Doctrinal Mastery is not intended to provide the answer to every question. Rather, it helps youth learn how to seek for truth, how to think about new information, and how to answer their own questions. (Chad H Webb. “Doctrinal Mastery” [Seminaries and Institutes of Religion Annual Training Broadcast, June 14, 2016], broadcasts.ChurchofJesusChrist.org)
President M. Russell Ballard of the Quorum of the Twelve Apostles taught the following about doctrinal mastery:
[Doctrinal Mastery] will focus on building and strengthening our students’ faith in Jesus Christ and fortifying them with increased ability to live and apply the gospel in their lives. Drawing on the scriptures and the words of the prophets, [students] will learn how to act with faith in Christ to acquire spiritual knowledge and understanding of His gospel. And they will have opportunities to learn how to apply the doctrine of Christ and gospel principles to the questions and challenges they hear and see every day among their peers and on social media. (M. Russell Ballard, “The Opportunities and Responsibilities of CES Teachers in the 21st Century” [Evening with a General Authority, Feb. 26, 2016], broadcasts.ChurchofJesusChrist.org)
Additional information about plural marriage
If students have additional questions about plural marriage in the history of the Church, consider referring them the following Gospel Topics Essays: “Plural Marriage in The Church of Jesus Christ of Latter-day Saints” and “Plural Marriage in Kirtland and Nauvoo.”
Supplemental Learning Activities
Quiz: An alternative way to review principles of acquiring spiritual knowledge
Recall what you know and have learned about principles of acquiring spiritual knowledge. Then take the quiz below, matching the correct principle with the phrase(s) that explain that principle. Correct your quiz by reading the Doctrinal Mastery Core Document paragraphs 5–12.
A. Act in faith B. Examine concepts and questions with an eternal perspective C. Seek further understanding through divinely appointed sources
- ______ “Ask questions such as ‘What do I already know about Heavenly Father, His plan, and how He deals with His children?’ and ‘What gospel teachings relate to or clarify this concept or issue?’”
- ______ “Answers to our questions and prayers often come ‘line upon line, precept upon precept’ (2 Nephi 28:30).”
- ______ “Reframe the question (see the question differently) and view ideas based on the Lord’s standard of truth rather than accepting the world’s premises or assumptions.”
- ______ “Remember that although Heavenly Father has revealed all that is necessary for our salvation, He has not yet revealed all truth.”
- ______ “Learning to recognize and avoid unreliable sources can protect us from misinformation and from those who seek to destroy faith.”
Answer Key: (1) b; (2) a; (3) b; (4) a; (5) c
Tic-Tac-Toe: An alternative way to review principles of acquiring spiritual knowledge
Provide each student with a handout similar to the one below, or invite them to create this in their study journals. Instruct students to read paragraphs 5–12 in the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document. Invite students to select three phrases from each of the three principles of acquiring spiritual knowledge that they feel are especially important to understand. Instruct students to write these nine phrases in the chart below so that each box has one phrase. When students have finished, read aloud sentences from the Doctrinal Mastery Core Document you feel are most important for your class to understand. If students recorded a phrase you read, invite them to place a checkmark or x in that box. When students have three in a row, invite them to stand and read the phrases they wrote. Ask them to explain what these phrases mean in their own words.
Act in Faith Examine Concepts and Questions with an Eternal Perspective
Seek Further Understanding through Divinely Appointed Sources
- What does this significant event help you better understand about Heavenly Father and Jesus Christ?
President Russell M. Nelson testified of what occurred because of the First Vision:
That theophany [the First Vision] initiated the Restoration of the fulness of the gospel of Jesus Christ and ushered in the dispensation of the fulness of times. (Russell M. Nelson, “Hear Him,” Ensign or Liahona , May 2020, 90)
One truth we learn from Joseph Smith—History 1:15–20 and President Nelson’s statement is that through Joseph Smith's First Vision, the Lord began the Restoration of His gospel. Consider writing this truth in your scriptures.
Important events often have multiple sources or accounts describing them. For example, the New Testament contains four accounts of the life and ministry of the Savior in the Gospels of Matthew, Mark, Luke, and John.
- Why is it beneficial to have multiple sources or accounts that describe important events such as the life and ministry of Jesus Christ?
During Joseph Smith’s lifetime, he gave at least four separate firsthand accounts of his marvelous First Vision. The account we have been studying in this lesson from Joseph Smith—History was recorded in 1838. The Prophet’s other three accounts of the First Vision were recorded in 1832, 1835, and 1842. Each of these accounts contains unique insights into Joseph’s experience.
Take a moment to show students how to find each of these accounts. Links to each of the accounts can be found in the Gospel Topics Essay entitled “First Vision Accounts.” It may be helpful to briefly introduce students to the similarities and differences between the four accounts by using the summaries found under the heading “Accounts of the First Vision” in the Gospel Topics Essay.
Practice application
Invite students to recall the principles of acquiring spiritual knowledge that they have learned about in seminary:
- Act in faith.
- Examine concepts and questions with an eternal perspective.
- Seek further understanding through divinely appointed sources.
Explain that these principles will be studied and applied in the following practice application activity.
Read or invite a student to read aloud the following scenario.
Your friend Brandon is a member of the Church who seems to have become disinterested with anything Church related. After noticing this for a few weeks, you bring it up in a private conversation with him. Brandon shares with you that he recently learned that Joseph Smith used four different firsthand accounts to describe his First Vision. He is concerned because he feels like some of the details in these accounts differ from one another. He now wonders if the First Vision happened at all. He asks, “How can I believe in Joseph Smith and the Restoration if there are different accounts of the First Vision?”
Act in faith
Read paragraphs 5–7 in the Doctrinal Mastery Core Document, looking for how Brandon might apply this principle.
- What could Brandon do in this situation to act with faith in God?
Remind students that an important part of acting in faith is to remember our past spiritual experiences with God. These experiences (when appropriately shared) can also strengthen others.
Elder Neil L. Andersen of the Quorum of the Twelve Apostles taught about the blessings that can come from remembering our past spiritual experiences:
From time to time, God powerfully and very personally assures each of us that He knows us and loves us and that He is blessing us specifically and openly. … These experiences may come at pivotal times in our lives or in what may at first seem as uneventful happenings, but they are always accompanied by an exceptionally strong spiritual confirmation of the love of God.
Remembering these spiritually defining experiences takes us to our knees, declaring as did the Prophet Joseph: “What I received was from heaven. I know it, and I know that God knows that I know it.” (Neil L. Andersen, “Spiritually Defining Memories,” Ensign or Liahona , May 2020, 19)
- What experiences have you had that have helped you feel the truthfulness of the First Vision?
- How could remembering our past spiritual experiences about the First Vision help us when we experience questions like Brandon’s?
Examine concepts and questions with an eternal perspective
An example of how we can examine this question with an eternal perspective is listed below. See the Supplemental Learning Activities for an additional idea.
Read paragraphs 8–10 in the Doctrinal Mastery Core Document, looking for how Brandon might examine his question with an eternal perspective.
- What stands out to you from these paragraphs?
One way we can examine concepts and questions with an eternal perspective is to try to see our questions how the Lord sees them. When we do this, we can reframe our question or look at it differently with a perspective of faith.
If students need more help understanding what it means to reframe our questions, study paragraph 8 of the “Acquiring Spiritual Knowledge” section in the Doctrinal Mastery Core Document.
Take a moment to try to reframe Brandon’s question and ask a different question that reflects your faithful perspective.
Brandon’s question: “How can I believe in Joseph Smith and the Restoration if there are different accounts of the First Vision?”
If students struggle to reframe this question, consider using the following question as an example of a question asked with a faithful perspective: “What else can I learn
Commentary and Background Information
The significance of the First Vision and the Restoration of the gospel
President Russell M. Nelson shared some of the blessings we can receive because of the restored gospel:
What does it mean for you that the gospel of Jesus Christ has been restored to the earth? It means that you and your family can be sealed together forever! It means that because you have been baptized by one who has authority from Jesus Christ and have been confirmed a member of His Church, you can enjoy the constant companionship of the Holy Ghost. He will guide and protect you. It means you will never be left comfortless or without access to the power of God to help you. It means that priesthood power can bless you as you receive essential ordinances and make covenants with God and keep them. What an anchor to our souls are these truths, especially during these times when the tempest is raging. (Russell M. Nelson, “Hear Him,” Ensign or Liahona, May 2020, 88)
President Gordon B. Hinckley (1910–2008) testified of the significance of the First Vision:
That sublime occasion, the First Vision, parted the curtains through which came the restoration to earth of the Church of Christ. It came out of the wilderness of darkness, out of the bleakness of ages past into the glorious dawn of a new day. ... It is [Christ’s] Church. It carries His name. It is governed by His priesthood. There is no other name under heaven by which men must be saved. Joseph Smith … became His great testator. (Gordon B. Hinckley, “My Redeemer Lives,” Ensign, Feb. 2001, 72)
Supplemental Learning Activities
Studying the different accounts of the First Vision
Take a moment to study one of the other accounts of the First Vision besides the one found in Joseph Smith— History. Look for similarities and differences between these accounts.
Help students find the different accounts of the First Vision, which are linked in the Gospel Topics Essay entitled “First Vision Accounts.” It may also be helpful to provide handouts of the various accounts for students who do not have a mobile device. Invite the students to compare and contrast the account they chose with the account found in Joseph Smith—History 1:15–20.
After sufficient time, invite the students to share what they learned from their account with the class.
Consider also asking the following questions:
- What did you learn about Heavenly Father and Jesus Christ from this activity that helps increase your testimony of the First Vision?
- What is an experience you have had with the First Vision that has given you the confidence that it is true—that it really did happen?
Examine concepts and questions with an eternal perspective
Use the following activity to help students see another way they can help Brandon examine his question with an eternal perspective.
Imagine that you had a significant spiritual experience you wanted to share with others. Consider how the details you would share might differ if you were sharing that experience in the following ways:
- In your personal journal
- In response to questions about your faith
- For a Church magazine
- For a newspaper article
- How might your account be similar and different depending on who you were sharing it with?
One way we can examine our questions about Church history with an eternal perspective is to try to see them in their proper historical context. In the case of Joseph Smith’s First Vision, it can be helpful to know that the different accounts of his First Vision were given to different audiences and had different purposes.
- How might understanding the proper historical context of the First Vision accounts (who Joseph gave them to and why) be helpful to Brandon?
