Mormonism provides numerous opportunities for us to teach each other. But, as we know, many times our Sunday classes fall short of being wonderful, too often failing to convey new or important insights, and hardly ever yielding transformative classroom experiences. How can we change this? How can we as teachers or class members move us into more enriching territory?
A second issue arises for teachers and class members whose faith journeys have led them to more complex views of LDS history, theology, or culture than is typically presented in the lesson manuals or anticipated by others in their various replies to questions asked during the class session. How can we who fit within this category, with integrity, teach within the church? How can we signal our willingness to engage the lesson manual materials while still seeking to reach a bit higher or offer perspectives that might lead to new thinking or deeper examination? How can we negotiate the expectations we sense from many to deliver the "safe" or the "usual" material with our own sense of being called to try for more?
This two-part episode tackles these issues and more, and features two wonderful and experienced and thoughtful teachers within Mormonism, Kristine Haglund and Stephen Carter, along with Mormon Matters host Dan Wotherspoon. What are their best ideas for structuring classroom experiences? For preparing ourselves to teach within the church or share from the seats? For overcoming the fear of possibly falling flat on our face and/or being released for overreaching and offering challenging perspectives that those in leadership feel are a bit too much? What are some of the ways they have negotiated these hurdles in their own gospel lives? What great classroom experiences do they point to as highlights and approaches that might inspire all of us to work to be more effective gospel teachers?