The inclusion of Life Preparation lessons to seminary curriculum is building upon a strong foundation of teaching principles established in the last decade of seminary. Courtesy of Intellectual Reserve, Inc.

Abstract: This article identifies the key direction given by S&I administration and other Church leaders during the years 2015–24 to facilitate the teaching of topical lessons. It also examines how this key direction is reflected in the Life Preparation lessons in seminary curriculum. The strategic directions during these years pertain to the fundamentals of gospel teaching and learning, doctrinal mastery, deep learning, Christ-centeredness, the alignment between the seminary schedule and Come, Follow Me, the S&I strategic story, the Teaching in the Savior’s Way manual, and the revision of the objective of S&I. All of these combined directions and efforts led to the development of a rubric that could be used not just for Scripture Course lessons but also for Life Preparation lessons to ensure that all lessons in the seminary curriculum support the objective of S&I.

Keywords: teaching the gospel, education, Come, Follow Me, youth

In January 2024, Chad H Webb, administrator of Seminaries and Institutes of Religion, announced the addition of Life Preparation lessons to the seminary curriculum. As part of this announcement, Brother Webb outlined three key reasons why seminary is uniquely positioned to provide these lessons for students:

1. Seminary teachers can address Life Preparation topics through the lens of the restored gospel of Jesus Christ.
2. Seminary teachers have a significant amount of time with the youth each week.
3. The seminary curriculum now aligns with Come, Follow Me, allowing for more class time to be spent on other material.[1]

There are a variety of different class types and programs in seminary, but typically a seminary teacher meets with students daily, Monday through Friday, for a total of about five hours every week. Additionally, the alignment of the seminary curriculum with Come, Follow Me has led to students studying many of the same topics at home, at Church, and in seminary. This alignment frees up some of students’ time in seminary to discuss other topics.

During recent years, S&I administration and Church leaders have provided valuable direction that has helped refine and prepare seminary teachers to teach these Life Preparation lessons. This article aims to identify this key direction, which facilitates teaching topical lessons, given by S&I administration and other Church leaders from 2015 to 2024 and showcase examples of how this direction is reflected in the Life Preparation lessons in seminary curriculum.

Key Direction from 2015 to 2024

Some of the recent adjustments to seminary curriculum have included changes to the Fundamentals of Gospel Teaching and Learning, the introduction of doctrinal mastery, an emphasis on deep learning, and prioritizing a Christ-centered approach. Additional direction came later when the seminary schedule aligned with Come, Follow Me, and further refinement came through research that led to the S&I strategic story, the Teaching in the Savior’s Way manual, and the revision of the Objective of Seminaries and Institutes. Each of these will be discussed in greater detail.

The Fundamentals of Gospel Teaching and Learning

Teachers used a new version of the seminary curriculum from 2013 to 2015. This curriculum followed a learning pattern first introduced in 2003 and further elaborated in the Gospel Teaching and Learning handbook in 2013. This pattern, referred to as the Fundamentals of Gospel Teaching and Learning, helped students to

1. “understand the content and context of the scripture” account they [were] studying and
2. “identify, understand, feel the truth and importance of, and apply gospel doctrines and principles.”[2]

The curriculum was designed to help students move through this pattern multiple times in a lesson. The Gospel Teaching and Learning handbook explained that when teachers lead students “through a learning process that is similar to what the teacher has experienced during lesson preparation,” students are more likely to be edified. The handbook also pointed out that repeating the process “helps to bring the gospel from [students’] heads down into their hearts.”[3]

Every question and activity was carefully chosen to ensure that the curriculum modeled the pattern teachers could follow to help the truths sink more deeply into students’ hearts. Teachers were expected to be able to pause their lesson at any time and explain how their actions accomplished one of the outcomes of the Fundamentals.[4] This was a practice that was emphasized and encouraged in observations and training meetings. Teachers regularly followed this pattern as they prepared and taught lessons. The Fundamentals of Gospel Teaching and Learning built on sequential scripture teaching, a methodology for teaching seminary that was originally introduced in 1980.[5]

Doctrinal Mastery

In February 2016, President M. Russell Ballard of the Quorum of the Twelve Apostles spoke at the annual Evening with a General Authority. He reflected on the previous hundred years of seminaries and institutes, stating, “It is a remarkable story! . . . What CES has accomplished in the last 100 years is amazing,” but he was quick to add, “I am more interested in the next 100 years and how you can help your students face the ever-changing challenges of the 21st century.”[6]

It was in this meeting that President Ballard announced a new initiative called Doctrinal Mastery. This program was implemented in seminary classrooms at the beginning of the following school year. He explained that doctrinal Mastery would give students “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.”[7]

A few months later, Chad Webb explained a few more details about how Doctrinal Mastery would be administered by teachers. He pointed out that teachers would offer students multiple opportunities to grasp the principles of acquiring spiritual knowledge, enabling the students not only to develop skills to find answers but also to approach their questions in new ways. In addition, students would be given opportunities to study the doctrine in more topical ways, which would be an important complement to the sequential study of the scriptures that students had been doing in seminary for several decades. Although doctrinal mastery had similar practices to scripture mastery, Brother Webb noted that “some scripture mastery activities that were used in the past are not consistent with the spirit and intent of doctrinal mastery.”[8] Students were encouraged to know key passages of scripture and devote time to memorizing them. When students knew key scripture passages, they could better use the doctrine of these passages to address scenarios or situations they might face.[9]

Doctrinal mastery also provided an important space in seminary classes for students to ask their questions. As students asked questions, teachers could revisit principles of acquiring spiritual knowledge to help students find answers. Helping students practice applying these principles was an important outcome of doctrinal mastery from the beginning. These practices were intended not only to help students find answers to their questions but also to influence how they approached their questions. “The condition of [a student’s heart,]” Brother Webb explained, “and the intent of their questions will have much to do with whether they are able to qualify for the help of the Holy Ghost.”[10]

Over the course of the next several years, doctrinal mastery curriculum would be revised, adjusted, and reimplemented. In August 2021, after some of these adjustments had already taken place, Brother Webb posted a video to teachers worldwide. He shared his response to a question about whether there would be an effort to innovate seminary similar to the effort at the time to innovate institute. He stated that “the best thing we can do to innovate seminary is to go back and consider the invitation that has already been extended to us to implement doctrinal mastery.” He then declared that a deepened commitment to doctrinal mastery “is the next step in improving seminary and is what the youth need us to do for them.”[11] Brother Webb’s vision for doctrinal mastery emphasized the importance of giving students repeated opportunities to practice applying the doctrine of the scriptures and the principles of acquiring spiritual knowledge. Then when a difficult “question comes to them when they are out of seminary and they are in college or work or some other experience, they’ll know how to respond.”[12]

In June 2024 Brother Webb reiterated the importance of doctrinal mastery with the introduction of Life Preparation lesson at the CES Conference in June 2024. He explained, “A few years ago, I shared that the best thing we could do to innovate seminary is to continue to implement doctrinal mastery. The more that we can incorporate doctrinal mastery in the way it was intended, the more it will bless the youth of the Church. Doctrinal mastery will invite deepened experiences of conversion, relevance, and belonging for our seminary students.”[13]

Deep Learning

You and I need to be much better than we are now. . . . We need to educate the rising generation more deeply and more powerfully than we have ever done before. —Elder Kim B. Clark. Courtesy of Intellectual Reserve, Inc.

In his first message to seminary and institute teachers as Commissioner of the Church Educational System, Elder Kim B. Clark told teachers that “whatever level of professional skill and ability we may have obtained, it will not be sufficient for the work that lies ahead. Brothers and sisters, you and I need to be much better than we are now.”[14] He continued, “We need to educate the rising generation more deeply and more powerfully than we have ever done before or than anyone has ever done before.”[15] Elder Clark then spoke about why we he felt so strongly that teachers needed to be better equipped to teach youth. He explained, “I believe the young people who will come to us will be ready for—and will want to receive—much more than we give them now. Moreover, some who come will need more because their homes have provided neither what they desire nor what they need.”[16] It was in this first address that he introduced the concept of “deep learning,” one he would address many times over the course of the next few years.

In August 2016 six months after doctrinal mastery was introduced, Elder Clark drew connections between doctrinal mastery and deep learning. He explained that “learning is deep when it increases our power to do three things: (1) to know and to understand; (2) to take effective, righteous action; and (3) to become more like our Heavenly Father and His Son, Jesus Christ.” He pointed out that “this is exactly what we teach our students in Doctrinal Mastery (and, I hope, in everything we teach). Doctrinal Mastery, therefore, is a gateway to lifelong, deep learning.”[17]

In subsequent trainings, Elder Clark outlined additional elements of deep learning that were also critical to the learning experience for students. He invited teachers to give students opportunities to engage in “active diligent study and effort” in the learning experience about whatever principle of the gospel they are studying.[18] As they do, he explained, they will “begin to see more clearly, desire more deeply, and thus understand in their hearts more completely the workings of that principle in their lives.”[19] In other words, when students use their agency to accept responsibility for their own learning, they invite the Holy Ghost to deepen their understanding of what they are learning.[20] As part of helping students to increase their ability to know and understand, Elder Clark encouraged teachers to provide opportunities for students to prepare for class and teach one another in class.[21] He emphasized how essential it is for students to connect what they were learning “to their own experience and to what they already know and understand. Personal experience,” he added, “really is the gateway to their hearts.”[22]

Christ-centeredness

In June 2018 Chad Webb declared that “the single most important way in which we can help increase faith in the rising generation is to more fully place Jesus Christ at the center of our teaching and learning.”[23] Brother Webb provided four practical approaches teachers could implement right away to more fully place Jesus Christ at the center of the learning experiences they prepared for their students. He invited teachers to do the following:

1. Focus on the titles, roles, character, and attributes of Jesus Christ.
2. Emphasize the example of Jesus Christ.
3. Look for types and shadows of Jesus Christ.
4. Bear pure testimony of Jesus Christ.[24]

Focusing on Jesus Christ in seminary was not new, but this message and the practical nature of the invitations inspired many teachers to make adjustments in their lesson preparation and presentation.

Alignment with Come, Follow Me

In October 2018 President Russell M. Nelson announced the Come, Follow Me program, which placed gospel study squarely in the home, supported by what members do at Church. President Nelson declared, “It is time for a home-centered Church, supported by what takes place inside our branch, ward, and stake buildings.”[25] A few months later, in February 2019, the Church Board of Education approved the decision to align the seminary curriculum with Come, Follow Me, ensuring they study the same book of scripture

The schedule was not entirely synced up initially, however. Seminary students began studying the same book of scripture with the rest of the Church but completed the entire course while seminary was in session. The hesitation to fully align with Come, Follow Me arose from the fact that seminary followed an approximately nine-month school calendar that was different all over the world. Aligning the curriculum would have meant that students would miss substantial portions of content from the course during the times when seminary was not in session.

When this initial alignment of the seminary course with Come, Follow Me was announced, Brother Webb explained that new curriculum would be developed. He pointed out that “while in the past seminary curriculum has been approached either by topic or by sequentially moving through the scriptures, the new approach will create a blend of topical and sequential teaching and study, . . . enhance doctrinal mastery, [and] allow for deeper learning in the classroom and at home . . . in a way that’s relevant to [students].”[26] Elder Clark also explained that the new curriculum would “give the students an opportunity to really dive deep, and really understand the doctrines of the gospel.” He further stated, “We also want them to be able to see the power that comes from weaving different books of scripture together. So while we’re studying the Book of Mormon, we can gain insight from the New Testament.”[27]

In May 2020 a pilot program that began in August 2019 was wrapping up. In this pilot study, teachers tightly aligned their curriculum with the Come, Follow Me schedule. One of the most important outcomes of this pilot program was “a significant increase in the number of students who came to class prepared to learn what the lesson was that day—a significant increase in the number of students making meaningful comments, participating meaningfully in class.”[28] Subsequently, the decision was made to completely align the seminary schedule with the Come, Follow Me schedule. It was anticipated that doing this would support home-centered gospel study as well as better prepare students for the learning experience in class. This adjustment was implemented in January 2021.[29]

The S&I Strategic Story

In the months leading up to the January 2021 broadcast, research was completed on S&I programs. The findings led to what Chad Webb would later refer to as the “S&I strategic story.” He explained that “in Seminaries and Institutes (S&I) we are doing a marvelous job of meeting the needs of many of our current students”—ones who “are actively participating and committed members of the Church”—and then added that he wanted teachers and administrators to do more to gather in those who are not as easily reached. He articulated that we could gather in more youth by “creating experiences that lead to conversion, relevance, and belonging and by making those experiences accessible to as many as possible.”[30] Brother Webb explained further that “to create these experiences we need to make some adjustments,” including moving “from talking and telling to engaging and inviting,” as well as helping students transition “from passive learners who are acted upon to active participants who are instruments of the Holy Ghost.”[31] Lessons in the new curriculum already sought to help teachers implement these practices by providing opportunities for students to ask questions, discover answers, make choices in the learning experience, and practice scripture study skills.

There were, however, other adjustments that Brother Webb requested of teachers that were not yet included in the new curriculum. Among these were moving “from telling students where to be” to “meeting them where they are” and “honoring the struggle” students may be experiencing instead of “only praising the ideal.”[32] As a result of this direction, the curriculum began including questions like “Why can it be difficult to forgive others?”[33] or “Why do you think people sometimes feel this way?”[34] There were even notes to teachers like “Some students might be afraid of sharing the gospel with others. Help students understand that it is normal to feel this way. Demonstrate empathy by relating to how they feel.”[35]

Teaching in the Savior’s Way and Revising the Objective of S&I

In March 2021 there were significant discussions about creating a new handbook for teaching that would provide a clearer target for the seminary learning experience. This handbook would be designed not just for S&I teachers and administrators but for the entire Church. These principles provided clear standards for the seminary learning experience in a new manual called Teaching in the Savior’s Way.

Shortly after the release of Teaching in the Savior’s Way, the Objective of S&I was also revised. Chad Webb later announced the revision in January 2023. The revision to the paragraph on teaching stated,

We center each learning experience on Jesus Christ and His example, attributes, and redeeming power. We help students learn the restored gospel of Jesus Christ as found in the scriptures and words of the prophets. We help students fulfill their role in learning for themselves. We strive to invite the Holy Ghost to fulfill His role in each learning experience.[36]

This revision provided a clear standard for every learning experience in seminary and a four-item rubric for seminary lessons. Each sentence reflected a rich and deep understanding shaped by years of training from S&I administration and other Church leaders. The following outline includes each sentence of the revised S&I objective with supporting teachings, developments, or resources that came between 2015 and 2024. This has become a rubric for every learning experience in seminary.

1. “We center each learning experience on Jesus Christ and His example, attributes, and redeeming power.”
   1. Chad H Webb’s talk, “We Talk of Christ, We Rejoice in Christ”
   2. Elder Clark’s encouragement, as part of deep learning, to help learners become more like our Heavenly Father and his Son, Jesus Christ
   3. Principles in Teaching in the Savior’s Way that help us focus on Jesus Christ
2. “We help students learn the restored gospel of Jesus Christ as found in the scriptures and words of the prophets.”
   1. The Fundamentals of Gospel Teaching and Learning
   2. The encouragement to have home-centered study of the gospel
   3. Principles of Christlike teaching in “Teach the Doctrine” in Teaching in the Savior’s Way
   4. The emphasis on current teachings of prophets as well as the scriptures
3. “We help students fulfill their role in learning for themselves.”
   1. Doctrinal mastery and helping students effectively approach difficult questions and circumstances
   2. Deep learning and helping students take responsibility for their learning, including
      1. Inviting students to prepare for class
      2. Increasing their power to understand doctrine and take effective righteous action
      3. Preparing them to teach each other the doctrine
   3. Making the learning experience relevant to students to help them find conversion to Jesus Christ[37]
   4. Principles listed under “Invite Diligent Learning” in Teaching in the Savior’s Way
4. “We strive to invite the Holy Ghost to fulfill His role in each learning experience.”
   1. Deep learning and teaching students the process of how to receive and recognize revelation through the Holy Ghost
   2. Principles listed under “Teach by the Spirit” in Teaching in the Savior’s Way[38]

This refined and clear rubric also provided the seminary curriculum team with clear standards as they began designing Life Preparation lessons.

Life Preparation Lessons

In October 2023 the Board of Education approved the proposal to implement Life Preparation lessons into the seminary curriculum. S&I representatives began meeting with members of other Church departments to coordinate the work. The principles and lessons learned from the previous ten years in S&I were combined with the unique expertise from other Church departments to accomplish the Objective of S&I in the Life Preparation lessons.

Fundamentals of gospel teaching and learning

Sequential scripture teaching and the Fundamentals of Gospel Teaching and Learning in tandem form a necessary base to make seminary lessons more Christ centered and learner focused. As seminary teachers address specific needs of this generation, this important foundation anchors students’ learning experiences in the word of God rather than in other sources. The Fundamentals of Gospel Teaching and Learning were incorporated into the Life Preparation lessons in a variety of ways. A few examples from the Doctrine and Covenants Seminary Teacher Manual demonstrate helping students understand the context of the scriptures (see lessons 173, 182, and 207), identify principles and statements of doctrine (see lessons 170, 177, and 194), understand principles and doctrine (see lessons 188, 191, and 194), feel the truth and importance of principles and doctrine (see lessons 188, 191, and 198), and apply gospel principles and doctrine (see lessons 195, 196, and 208).

Doctrinal Mastery

Elements of doctrinal mastery, included in the Life Preparation lessons, also contribute to learning experiences that accomplish the Objective of S&I. These elements include opportunities for students to study more topically in seminary (see lessons 178 and 201) as well as practice addressing questions they may have (see lessons 172, 178, 205, and 207). Using practice scenarios is another element of doctrinal mastery that is well represented in the Life Preparation lessons (see lessons 174, 176, 179, and 191). Scenarios are an effective way to help students see how to use the gospel to help with questions and situations that they face.

Deep learning

Principles of deep learning have been heavily incorporated into the Life Preparation lessons. Teachers will find lessons that help students increase their ability to know and understand the doctrine (see lessons 189, 195, 197, and 199), take effective righteous action (see lessons 175, 177, 193, 194, and 200), and become more like Heavenly Father and Jesus Christ (see lessons 183, 189, 203, and 206). Other important elements of deep learning have also been included. Every lesson in the teacher’s manual, including the Life Preparation lessons, includes an idea on how teachers can invite students to prepare for the learning experience. Additionally, students have opportunities to accept responsibility for their own learning (see lessons 184, 190, and 203), prepare for class and opportunities to teach one another (see lessons 182, 191, and 202), connect what they are learning to their own experiences (see lessons 181 and 196), and study the doctrine more completely by weaving books of scripture together to notice patterns and themes (see lessons 181 and 200).

Christ-centeredness

Like all the other lessons in the curriculum, the Life Preparation lessons are intended to center the learning experience on Jesus Christ no matter the lesson topic. Efforts to be Christ-centered can be found in lessons where students focus on the titles, roles, character, and attributes of Jesus Christ (see lessons 169 and 203), emphasize his example (see lessons 180, 185, and 200), and look for types and shadows of Jesus Christ (see lesson 204). Students have opportunities to reflect often on the Lord’s love and to recognize his power and mercy in their lives (see lessons 180, 185, 189, and 195). Additionally, several learning experiences in the Life Preparation lessons seek to help students come unto Jesus Christ by reflecting on the blessings he offers (see lessons 186, 195, and 205).

The S&I strategic story

The S&I strategic story is also represented in the Life Preparation lessons. In an effort to be more learner-focused, these learning experiences model a few ways a teacher can better meet students where they are (see lessons 185, 186, 189, and 197). There are also deliberate efforts to help teachers honor and acknowledge the struggles students face as they follow Jesus Christ (see lessons 176, 184, 193, and 196). Rather than focusing on relevance as an end in itself, the learning experiences seek to model relevance as a means of deepening conversion to Jesus Christ (lesson 205).

With all of these pieces in place, Life Preparation lessons were written, translated, and published in thirty-eight languages and were ready for teachers to begin using in January 2025. Each lesson was carefully written using the same rubric used for the Scripture Course lessons. Life Preparation lessons, along with all the other lessons in the curriculum, can help teachers to accomplish the Objective of S&I and deepen students’ conversion to Jesus Christ and his restored gospel.

Conclusion

The last ten years of direction from Church leaders have demanded a significant shift in the minds and hearts of seminary teachers and administrators, who have been invited to think differently, prepare lessons differently, and especially teach differently. Elder Paul V. Johnson, former commissioner of the Church Educational System, regularly spoke of the need to adjust to change. He admitted, “Making important changes is typically difficult. Sometimes the direction is clear but the execution can be very challenging.”[39] This has been the case with the introduction of Life Preparation lessons. “Miracles take hard work,” Elder Johnson explained. “The miracles we long for will take tremendous effort on our part.” He then added that “sometimes it takes time to realize the full results of our hard-fought efforts to make necessary changes. In some cases, we may not even get to witness the complete harvest of the fruits of our efforts combined with the Lord’s power. But our progress is critical, and we can and will strive to make the changes that will bless the lives of those we serve.”[40]

The adjustments to the learning experiences in seminary have not been small or insignificant. Taking broader perspective, however, can help teachers overcome challenges that accompany change. Elder Johnson concluded, “It is because we are working to achieve [the Objective of S&I] that we are open to changes in our programs. . . . Because we love young people, we are willing to work diligently, try new things, and ask for the Lord’s guidance and power in all our efforts.”[41]

With each adjustment that took place from 2015 to 2024, teachers have been able to refine the lens through which they teach the restored gospel of Jesus Christ. The Fundamentals of Gospel Teaching and Learning, doctrinal mastery, deep learning, alignment with Come, Follow Me, the S&I strategic story, Teaching in the Savior’s Way, and the revision to the S&I Objective have all significantly enhanced the ability of seminary teachers to provide learning experiences for students that better balance being Christ-centered and learner-focused with being scripture-based. No doubt there will be additional adjustments in the future that will continue to improve our efforts to deepen conversion of the youth to Jesus Christ and his gospel. Notwithstanding this reality, it is also clear that seminary has been uniquely positioned at this time to add Life Preparation lessons to the seminary curriculum and the learning experience in classrooms. In announcing the Life Preparation lessons in the seminary curriculum, Brother Webb was also quick to declare that this “is not starting over.”[42] This is in large part because of how seminary has been prepared by recent direction from the administrators and commissioners of the Church Educational System.

Elder Clark G. Gilbert declared that the introduction of Life Preparation lessons into the seminary program “is a historic development that will elevate the life preparation of youth across the Church. Grounded in Jesus Christ and anchored in the scriptures, I see young men and young women better prepared for missions, striving for their temple covenants, more emotionally resilient, more self-reliant, and better prepared for college.” He then went on to tell seminary teachers, “You are part of the critical life preparation of our youth and what they will need to become disciples of Jesus Christ in this coming season of commotion.” He expressed his hope for all teachers that they would “see the inspiration behind these lessons and recognize the role you will play in preparing your youth for the future that is ahead of them. Pray for insight and inspiration to see their future path. Seek out the conviction to inspire them to prepare.” Elder Clark explained it best when he said, “What an amazing time to be teaching seminary, and what a marvelous responsibility we all share.”[43]

Notes

[1] Chad H Webb, “Spiritual Anchor,” S&I Annual Broadcast, January 26, 2024, www.churchofjesuschrist.org.

[2] Fundamentals of Gospel Teaching and Learning, www.churchofjesuschrist.org.

[3] Gospel Teaching and Learning: A Handbook for Teachers and Leaders in Seminaries and Institues of Religion, 55, www.churchofjesuschrist.org.

[4] See Adam N. Smith, “Teaching for Conversion: A History of the Fundamentals, the Objective, and the Gospel Teaching and Learning Handbook for Seminaries and Institutes of Religion in The Church of Jesus Christ of Latter-day Saints” (EdD diss., Brigham Young University, 2015), 17.

[5] By Study and Also by Faith: One Hundred Years of Seminaries and Institutes of Religion (The Church of Jesus Christ of Latter-day Saints, 2015), 333, www.churchofjesuschrist.org. It is interesting to note that in the first item they listed in their decision, David A. Christensen (director of curriculum), Jay E. Jensen (director of seminary curriculum), and Gerald N. Lund (director of institute curriculum) explained that “‘the curriculum would be scripture driven instead of concept oriented.’ No longer would teachers teach a single concept for the entire class period. Instead, they would teach a scripture block that usually contained several concepts.” Jay Jensen, interview by John L. Fowles, June 2, 1989, in Fowles, “Study Concerning the Mission of the Week-Day Religious Educational Protram,” 294, quoted in By Study and Also by Faith. Elder Paul V. Johnson described his experience with sequential scripture teaching: “I was a young seminary teacher when sequential scripture teaching was introduced. There were some challenges figuring out how best to teach this way. It was not an automatic transition. But the results were just what was needed for the generation being taught. They became more familiar with the scriptures, and as a result they were naturally influenced more by the scriptures and developed a trust in them.” Paul V. Johnson, “A Legacy of Change in CES,” S&I annual training broadcast, January 19, 2021, www.churchofjesuschrist.org.

[6] M. Russell Ballard, “The Opportunities and Responsibilities of CES Teachers in the 21st Century,” address to CES religious educators, February 26, 2016, www.churchofjesuschrist.org.

[7] Ballard, “Opportunities and Responsibilities.”

[8] Chad H Webb, “Doctrinal Mastery,” S&I Annual Training Broadcast, June 14, 2016, www.churchofjesuschrist.org.

[9] Initially, memorization was encouraged for students to do outside of class (see Webb, “Doctrinal Mastery”). However, after a few years of doctrinal mastery, it seemed that students were better able to teach and explain the doctrine, but less able to identify and quote scripture the way they used to with scripture mastery. Beginning in January 2020, supplemental doctrinal mastery lessons were introduced that placed a greater emphasis on memorizing key phrases of scripture passages. With the supplemental doctrinal mastery curriculum, key statements of doctrine became key scripture phrases, where students were invited to memorize key phrases from the doctrinal mastery passage.

[10] Webb, “Doctrinal Mastery.”

[11] Chad H Webb, “Doctrinal Mastery Helps Students with Conversion, Relevance, Belonging,” www.churchofjesuschrist.org.

[12] Webb, “Doctrinal Mastery Helps Students.”

[13] Chad H Webb, “Reach and Impact of Seminaries and Institutes,” CES Religious Educators Conference, June 2024, www.churchofjesuschrist.org.

[14] Kim B. Clark, “Encircled About with Fire,” Seminaries and Institutes annual broadcast, August 4, 2015, www.churchofjesuschrist.org.

[15] Clark, “Encircled About with Fire.”

[16] Clark, “Encircled About with Fire.”

[17] Kim B. Clark, “Doctrinal Mastery and Deep Learning,” address to CES religious educators, February 17, 2017, www.churchofjesuschrist.org.

[18] Kim B. Clark “Learn of Me,” address to CES religious educators, January 26, 2018, www.churchofjesuschrist.org.

[19] Kim B. Clark, “Deep Learning and Joy in the Lord,” Seminaries and Institutes of Religion annual training broadcast, June 13, 2017, www.churchofjesuschrist.org.

[20] See Kim B. Clark, “Apply Your Hearts to Understanding,” Evening with a General Authority, February 8, 2019, www.churchofjesuschrist.org.

[21] Clark, “Deep Learning and Joy”; see also Clark, “Learn of Me.”

[22] Clark, “Apply Your Hearts to Understanding.”

[23] Chad H Webb, “We Talk of Christ, We Rejoice in Christ,” Seminaries and Institutes of Religion annual training broadcast, June 12, 2018, www.churchofjesuschrist.org.

[24] Webb, “We Talk of Christ, We Rejoice in Christ.”

[25] Russell M. Nelson, “Opening Remarks,” general conference talk, October 2018, www.churchofjesuschrist.org, emphasis in original.

[26] Quoted in Aubrey Eyre, “Seminaries to Align with Come, Follow Me Curriculum and Schedule in 2020,” Church News, March 22, 2019.

[27] Quoted in Aubrey Eyre, “Seminaries to Align.”

[28] Adam Smith, “Panel Discussion,” S&I annual training broadcast, January 19, 2021, www.churchofjesuschrist.org.

[29] Camille West, “Church Announces Changes for Seminary in 2021,” Church News, December 15, 2020, www.thechurchnews.com.

[30] Chad H Webb, “Panel Discussion,” S&I annual training broadcast, January 19, 2021, www.churchofjesuschrist.org.

[31] Webb, “Panel Discussion.”

[32] Webb, “Panel Discussion.”

[33] “Matthew 18:21–35,” New Testament Seminary Teacher Manual (The Church of Jesus Christ of Latter-day Saints, 2023), www.churchofjesuschrist.org.

[34] “Doctrinal Mastery: Luke 22:19–20,” New Testament Seminary Teacher Manual.

[35] “John 21:1–17,” New Testament Seminary Teacher Manual.

[36] “The Objective of Seminaries and Institutes of Religion,” January 2022, www.churchofjesuschrist.org.

[37] The emphasis on belonging could be included here. However, belonging is better addressed through training rather than in the curriculum.

[38] We could also add the directive “Love those you teach” as part of helping students perform their role, but these principles are better addressed through training rather than the curriculum.

[39] Paul V. Johnson, “A Legacy of Change in CES,” S&I annual training broadcast, January 19, 2021, www.churchofjesuschrist.org.

[40] Johnson, “Legacy of Change.”

[41] Johnson, “Legacy of Change.”

[42] Webb, “Spiritual Anchor.”

[43] Clark G. Gilbert, “Speak, Lord; for Thy Servant Heareth,” S&I annual broadcast, January 26, 2024, www.churchofjesuschrist.org