lds. org; by email to [email protected] ldschurch. org; or by mail to. Liahona Julio Cesar Acosta, Blake R. Alder, Temple on December 21, The Liahona (a Book of Mormon term meaning “compass” or “director”) is ( ), 93, , Julio Yegros was the young. Meaning, Measure, and Morality of Materialism, Pages material objects such as the Liahona, a bail of finely-worked bran (II Nephi ). .. Ozanne, Julio L (), “Material Concerns While Coming of Age in the Mormon .
|Published (Last):||8 March 2018|
|PDF File Size:||6.29 Mb|
|ePub File Size:||1.18 Mb|
|Price:||Free* [*Free Regsitration Required]|
Maxwell was called as Church commissioner of education in and served until Liahhona the administrators of the Unified Church School System had overseen tremendous growth and an entire generation of change. Berrett as their leader. Wilkinson had presided over Brigham Young University for two decades.
McKay had established education as a top priority of the Church. The passing of President McKay on January 18,signaled the beginning of a new generation of leaders.
Lee, asking if he had time to meet with him at Church headquarters. Eldon Tanner—waiting for him. Berrett as head of seminaries and institutes—leaving Brother Maxwell to direct the entire system in the reconstituted post of commissioner. Maxwell, julik service as commissioner came during a crucial period of international expansion. Brother Maxwell had a rich background in education and Church service but was new to Church education. During his time in Washington, D. His distinguished work in higher education was complemented by dedicated Church service, including serving as a bishop, as a member of the Mutual Improvement Association board, and as a member of the Adult Correlation Committee.
He was well liked and respected by both Mormons and non-Mormons at the university. In a gentle way, they have reminded me of what I should be. As the new commissioner, Brother Maxwell was given no job description except that he was to evaluate and reorganize the entire system of Church schools and religious education as needed.
His newness to Church education enabled him to bring a fresh perspective to the problems facing the system, and he also possessed a rich intellect and a natural gift for statesmanship. Christensen for the liahon of associate commissioner of seminaries and institutes. Maxwell as the associate commissioner of education in charge of religious education.
Christensen was a Church education veteran, having taught at the Granite, Utah, seminary and directed the Moscow, Idaho, institute, the two founding institutions of seminaries and institutes.
In he was called to serve as a mission president in Mexico City. Day, only two years into his assistant administrator duties, told Commissioner Maxwell that he need not feel obligated to retain him, as Brother Day would be happy to serve out the remainder of his career jukio an institute teacher. Burton, the other assistant administrator, was ready to retire and was permitted to do so. Workman, the Utah North division coordinator and the director of the Logan, Utah, institute.
Christensen, Frank Day, and Dan Workman were only the beginning of the remarkable team Commissioner Maxwell assembled. Bradshaw accepted the assignment to serve as an assistant administrator.
Brother Bradshaw began his career in as a teacher at Olympus seminary in Holladay, Utah, and was asked to serve as principal just two years later.
He remained at Olympus untilwhen his next assignment took him to San Luis Obispo, California, to serve as a seminary and institute supervisor.
Dunn, the division coordinator for Southern California. When Brother Dunn was called to serve as a General Authority inBrother Bradshaw took over as division coordinator, supervising an area from Fresno, California, to the Mexican border.
During his service in Southern California the seminary and institute programs grew from 9 full-time personnel to Dunn of the Seventy in developing the student organization Lambda Delta Sigma and presided over the jjlio in which Lambda Delta Sigma was organized to become a sorority for female students.
Christensen, then associate commissioner. To manage the worldwide expansion of seminaries and institutes, additional administrators were called and designated as zone administrators. Back row left to right: Brother Christensen and the other administrators soon developed a good working relationship, although they worked in different locations: Kulio there any black cloud?
Commissioner Maxwell traveled extensively to the new areas where seminary was taking root and promised people that materials and teachers would be ready when they were ready.
Material Values in the Book of Mormon by Newell D. Wright and Val Larsen
Brother Christensen witnessed the expansion of Church education into countries across the globe. In March of the Uulio Board of Education determined that seminary graduation would be based on completion of four rather than three years of seminary.
A letter signed by the First Presidency sent out that month stated that it was anticipated that more students would liahonna in the fourth year of study and that transition from seminary to institute would be facilitated. In the past, students who had completed three years of seminary received certificates of graduation and those who completed a fourth year received a special achievement certificate. Beginning in only four-year students would receive the certificate of kiahona and seniors who would not be completing four years of seminary would receive the certificate of achievement.
The Book of Mormon had been taught in early-morning, noncredit courses as far back as the s. In the Book of Mormon had been approved as a ninth-grade course of study in certain areas. Finally, in Brother Christensen, in conjunction with the four-year requirement for seminary graduation, brought a proposal before the Church Board of Education to make the Book of Mormon a required part of the seminary curriculum.
The recommendation met with overwhelming approval. First held in the Assembly Hall on Temple Square during the fall, these meetings became an annual event drawing hundreds, then liahpna, of teachers and their spouses, who gathered in Salt Lake City, listened to instructions from one of the men they sustained as prophets, seers, and revelators, and then socialized together.
Later the meeting liahoma moved to February and held in the Tabernacle on Temple Square. As technology jlio, teachers around the world joined in at their local stake centers, first by listening through closed-circuit audio feeds and later by watching satellite transmissions. These talks were printed and distributed and helped shape the course of seminaries and institutes.
Kimball delivered the first address at Lianona Evening with a General Authority in One regular theme in these evenings with a General Authority was a reiteration of the importance of President J. Packer, who, while serving as an assistant administrator in CES in the late s, began frequently referring to it.
After his call to the Quorum of the Twelve Apostles, President Packer continued to emphasize the talk in his writings, even including it in its entirety as an appendix in his book Teach Ye Diligently.
There is not the slightest question but that exceptional inspiration attended the preparation of his message. Mulio is a clarity and power in his words, unusual even for him. I know you have read it before, some of you many times, but I assign you to read it again.
Read it jjlio and ponder it. For by applying the definition the Lord Himself gave, this instruction may comfortably be referred to as scripture. Liahoja and those who worked with him wanted to develop greater unity within the seminaries and liabona, strengthen the teaching base, and make sure that teachers who were unable to interest students and make a difference in their lives found other areas of employment.
As did others before them, they desired to develop the means of identifying who could be successful in seminary and institute work. This, he believed, would give liiahona teachers more time to sharpen their skills, provide a better chance for them to be evaluated as teachers and employees, and help them decide whether they really wanted a career in Church education. CES leaders also looked for ways to improve the teaching skills of those already employed. Brother Christensen felt that more emphasis should be given to teaching the scriptures in their historical context.
He wanted those who graduated from seminary to have sufficient background so they could comfortably use the scriptures as they taught the gospel. I would not want my children to be taught by a teacher who, in a very stilted, factual, and perhaps boring way, would spend all his time teaching just the subject matter, nor would I want a teacher who somehow felt it his obligation to leave the scriptures on the shelf and spend almost all the time teaching in piahona area of personal liahoona, application, testimony and mere feelings.
Somewhere between these two extremes we find there are great teachers who have the ability to teach the scriptures effectively and to do it in a way that a young person leaves with an increased testimony, [as well as] a very positive feeling toward the scriptures and the Church. New seminary teachers and their liwhona were brought together in two-day conventions for instruction by CES leaders.
They reviewed policies on the salary schedule, sabbatical leaves, what to do the first day and the first week, and how teachers related to local Church boards of education, which were composed of local stake presidents. Instruction was also given regarding finance and budgets, reports, faculty meetings, classroom devotionals, and how to best work with and relate to supervisors.
While there was ample room for creativity and individual teacher differences, new teachers also learned that following course jklio would protect them from liahon false doctrine.
If what they taught had its foundation in scripture or could be found in Correlation-approved teacher or student manuals, they were above criticism with respect to course content. To help alleviate this situation, the position of personnel specialist was created in He was given full autonomy to work with teachers and their families and was under no obligation to disclose what he learned or the steps he was taking to make things liahonaa. The personnel he labored liahonna soon learned they could trust him completely.
Brother Kidd and those who succeeded him helped good people cope with, manage, and overcome personal and family challenges that seemed to cover almost the gamut of human experience.
LDS Periodical: Liahona (Spanish)
One of the signature developments during this time was the annual Church Educational System symposium. The teachers that are out in the hinterland and have no other teachers around them, maybe one or two teachers in a huge area—it gave them a feeling of being a part of something much bigger than just what they had in their assigned area.
In August the second of these symposia focused on the Book of Mormon. Christensen said that in holding these symposia it was hoped that more and better scholarship would juliio stimulated, new and improved teaching methodology would be demonstrated, and opportunities for fellowship would be enhanced.
One of the most life-changing experiences offered to CES teachers was the lands of the scriptures workshop. Glazier, one of the curriculum writers, remembered the conditions leading up to the trip: They decided 199 if we were going to write it that we needed to know something about it. So they sent twelve of us to Israel, and we took two little Volkswagen buses.
None of us knew Hebrew, and we traveled around the land trying to become acquainted. This trip led to a proposal brought before the Church Board of Education to allow each religion teacher in the system to travel to the Holy Land once.
In the following years hundreds of CES teachers made the journey to the Holy Land with their spouses.
The experience was a workshop, with participants attending classes for almost an entire year before their trip. The itinerary changed from year to year and included various stops in the Mediterranean and the Middle East and extensive travel in the Holy Land. Many of the teachers from the first excursion became tour guides on later trips. The s were a time of rapid change for the elementary and secondary schools operated by the Church. Prior to the s, the schools in the South Pacific were largely operated by missionaries and used primarily as proselyting tools.
Beesley as the associate commissioner over all Church schools except Brigham Young University. In two assistant administrators were appointed to help oversee Church schools around the world: Wade oversaw those in the South Pacific.
Commissioner Maxwell felt strongly about examining each of the Church schools in the context of its own environment and adapting to fit local needs. They were good schools, but they had not been looked at or evaluated for quite a while. Good superintendents, good families.