Category: Features
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NT Sunday School Lesson 22: Matthew 25
Verses 1-13: The Parable of the Ten Virgins How does the parable relate to that given in Matthew 24:45-51? We know little about marriage ceremonies in Palestine during Jesus’ day. Indeed, we can assume that the customs varied from one place to another in Palestine, making it even more difficult to recover them. Most of…
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NT Sunday School Lesson 21: Matthew 24 (JST)
It is sometimes helpful to have the Joseph Smith revision (JST) and the King James translation side-by-side, so I have put both versions of chapter 24 together in a PDF file for those who would like to use it. Traditional Christianity finds this chapter ambiguous: in some ways it seems to refer to the destruction…
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Faith, Philosophy, Scripture: Breathing
One last post about Jim Faulconer’s Faith, Philosophy, Scripture (Maxwell Institute, 2010). The final chapter is entitled “Breathing” and is a meditation on Romans 8.
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NT Sunday School Lesson 20: Matthew 21-23; John 12:1-8
Matthew 21 Verses 1-7: The end of verse 3 could also be translated “and straightway he will return them.” Verse 5 puts two scriptures together, Isaiah 62:11 and Zechariah 9:9 (as they appear in the Greek rather than the Hebrew version of the Old Testament). What does “daughter of Sion” mean? Why is it important…
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Faith, Philosophy, Scripture: Reading Zion
Zion is the world ajar. Zion is the world set on a double hinge. God gives a push, the door goes swinging, and the world opens wide.
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NT Sunday School Lesson 19 (JF): Luke 18:1-8, 35-43; 19:1-10; John 11
Luke 18 Verses 1-8: The chapter division here (an artificial division not in the original text) makes us not see the connection between the end of Luke 17 and the beginning of 18. Might Luke have any particular prayers in mind in verse 1? How about the desire mentioned in Luke 17:22? In verse 1,…
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NT Sunday School Lesson 16: John 9-10
Chapter 9 Verse 1: Chapter 8 ends with the phrase “passed by” and chapter 9 begins with those words. Did the events of chapters 9-10 happen as Jesus was leaving the temple precincts, or did they occur later? (See verse 14 for a clue.) Why is it important that the man has been blind since…
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Sunday Afternoon Session
President Eyring conducted the last session of this April 2011 General Conference. Speakers included Elder Scott, Elder Christofferson, Carl B. Pratt, Lynn G. Robbins, Benjamin De Hoyos, C. Scott Grow, and Elder Holland. Readers are invited to leave a comment with their overall reaction to Conference and their sense of the general themes stressed by…
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Reflections on the Priesthood Session
President Eyring conducted the Saturday evening Priesthood session, which offered talks by Elder Andersen, Steven E. Snow, Larry M. Gibson, President Uchtdorf, President Eyring, and President Monson. My notes below are basically summaries of the talks, but include rather loose paraphrases and a bit of commentary, so I have titled the post “Reflections on the Priesthood Session.” It was…
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Saturday Morning Session
President Uchtdorf conducted the Saturday morning session, featuring talks by Elder Perry, Sister Jean A. Stevens, Walter F. Gonzalez, Kent. F. Richards, Elder Cook, and President Eyring, with brief remarks by President Monson. Direct quotations (based on my notes) are given in quotes; all other text represents my summary of the remarks given. Parenthetical comments…
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NT Sunday School Lesson 14: Matthew 18; Luke 10
Matthew 18 Verses 1-4: Why do the disciples ask the question that they pose in verse 1? What does it suggest about their understanding of Jesus’ message? What do you make of the fact that they are arguing about who shall be first so shortly after Jesus has talked about his coming death (Matthew 17:22)?…
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Faith, Philosophy, Scripture: True Believer
It’s unlikely that I believe the right things about God, Jesus, the gospel, or the Church. It’s even less likely that I could express my beliefs in a coherent and justifiable way. I used to think that, because my ideas were clever, I was at least closer to being right than most. This I took as…
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NT Sunday School Lesson 13: Matthew 15:21-17:13
There are a number of stories in this reading, and they appear not to be given to us in a haphazard way. There is a natural progression from one to the other: (1) Jesus heals the Canaanite woman’s daughter (Matthew 15:21-28). (2) He heals many and multitudes come to him (Matthew 15: 29-31). (3) He…
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NT Sunday School Lesson 12: John 5-6; Mark 6:30-44; Matthew:14:22-33
As is almost always the case, there is far more here than we can cover in one lesson. These materials will focus on John 5, but I will also include some questions on John 6. John 5 Some have suggested that the gospel of John is partially constructed around seven wondrous works or miracles. (I…
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NT Sunday School Lesson 11: Matthew 13
A reminder that I post regularly for those who are new to these notes: These are study notes for the lesson material, not notes for creating lessons. I assume that a person would use these over several days, perhaps a week, of study. Of course someone studying the lessons will also be able to create…
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Faith, Philosophy, Scripture: Secular Mormons
The irony of religious fundamentalism is that it is a profoundly modern and profoundly secular phenomenon. This is perhaps especially true of the scriptural literalism that often accompanies it. The result is that many of the most conservative Mormons are, in point of fact, also the most secular. Few Mormons are more secular than Joseph…
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Peace
Sometimes unintentional mistakes lead to interesting lines of thought. A few weeks ago I misheard a speaker in an LDS meeting. The speaker was quoting John 14:27, and either because of the speaker’s mispronunciation or my imperfect hearing, I heard the word “live” instead of the word “leave.” This lead me to think about what…
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NT Sunday School Lesson 10 (JF) : Matthew 11:28-30; 12:1-13; Luke 7:36-50; 13:10-17
Matthew 11 Verse 28: What does it mean to come to Christ? Has he already told us how we can do that in readings from some of the previous lessons? The word translated “labor” means “wearying labor.” The phrase “heavy laden” translates a Greek word that means “weighed down.” What wearying, taxing work does Christ…
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NT Sunday School Lesson 9: Matthew 6-7
As is usually the case, there is a lot of material to cover in this lesson, but the material in these chapters is so important that it would be a shame to focus on only part of it. So I will focus on the Lord’s prayer (Matthew 6:5-15), but I will also provide notes for…
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Faith, Philosophy, Scripture: The Call
It is a commonplace in Zen that three things are necessary for liberation. If you want to wake up from the slumber of self-absorption, if you want to live your life outside the suffocating confines of that mason jar that is your own head, you need (1) great faith, (2) great doubt, and (3) great…
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NT Sunday School Lesson 8: Matthew 5
The lesson this week picks out the first part of a longer sermon. Matthew 5-7 give us Jesus’ Sermon on the Mount. Even if preparing for only the Sunday School lesson, it is probably best to read the entire sermon to see the context of this part. At the time of Jesus there seems to…
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NT Sunday School Lesson 7: Mark 1-2; 4:35-41; 5; Luke 7:1-17
For purposes of this lesson, I take Luke 7:1-17 to be a supplement to the miracle stories we read in the material from Mark. So I will make my notes and questions on Mark, assuming that reading and thinking about Luke will be appropriate to them. As usual, I offer the reminder that these are…
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Faith, Philosophy, Scripture: Pagan Faith
Mormons are metaphysical heretics, backward pagans, country bumpkins, who claim that the world, rather than being one, is fundamentally many. We’re metaphysical pluralists and so break with the creeds. Unity is a product, not a starting point. God the Son is not God the Father and (moreover!) all intelligences are uncreated and co-eternal with God. As a…
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NT Sunday School Lesson 6: Luke 4:14-32; 5; 6:12-16; Matthew 10
Before we look at some individual verses from this lesson, consider the overall structure of Luke’s narrative and think about how Luke’s story of the calling of the Twelve compares to Matthew’s. I have put in bold the parts that the lesson focuses on, but I have outlined all four chapters so that you can…
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NT Sunday School Lesson 5: John 3-4
There is a tremendous amount of material in this lesson, more than I can deal with in a few pages. So I have shortened my study questions by focusing on John 3:1-10. Verse 1: The name “Nicodemus” means “conqueror,” and it was a common name. We know little about Nicodemus. We know that he was…
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NT Sunday School Lesson 4: Matthew 3-4; John 1:35-51
Matthew 3 Verses 1-2: What function did the herald of a king serve in ancient times? Why did kings need heralds? Is John the herald of a king? Why does this King need a herald? Compare John’s message to Jesus’s message in Matthew 4:17. Why do you think Matthew uses almost exactly the same words…
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Faith, Philosophy, Scripture: Memory
Say someone asks if you know the time. You say yes and then look at your watch. Did you really know the time? Say someone asks you how to get downtown to the museum. You say yes. They ask you to write down directions. You can’t, but you offer to drive them there instead. If you…
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Times and Seasons’ 2010 Mormon of the Year: Elizabeth Smart
Times and Seasons has selected Elizabeth Smart as Mormon of the Year for 2010. Elizabeth Smart has been in the public eye this year in the United States and around the world as the chief witness in the trial of Brian David Mitchell, who abducted her in 2002. And her testimony gave her significant influence,…
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NT Sunday School Lesson 3: Luke 2; Matthew 2
Matthew 2 Verse 1: Who were the wise men? The phrase “wise men” is a somewhat odd translation of the Greek word magoi, “astrologers.” It is because of this word that sometimes we refer to the wise men as “magi.” We get the word “magician” from magoi. “The east” may refer to Mesopotamia, the center…
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Faith, Philosophy, Scripture: A Typology of Readers
In the introduction to his Faith, Philosophy, Scripture (Neal A Maxwell Institute, 2010), Jim Faulconer gives us a kind of typology of religious subjects. Imagining the different kinds of responses he might get to the difficulty of his philosophically inclined essays, he picks out four basic types. I. Typology 1. Those who enjoy a kind of childish naivete.…