Joseph Smith's Four Accounts of the First Vision

[consiglieri]

We will be discussing Joseph Smith's First Vision this coming Sunday in Gospel Doctrine class.

I plan on reviewing the four accounts Joseph Smith gave of this singular experience.

My question for the board is, "How far should I go?"

All the Best!

--Consiglieri

[cdowis]

I would only discuss the account as found in the scriptures and the SS manuals. This is not a BYU history class.

Having said that, you might mention some of the details regarding the vision itself. There are some details that are very interesting and give us a greater feel for the reality of what he saw in the vision.

[John Larsen]

I can send you my power point on the topic and you can take whatever you want from it. Most of it would fall into the "too far" category, I'm afraid.

[sethpayne]

We will be discussing Joseph Smith's First Vision this coming Sunday in Gospel Doctrine class.

I plan on reviewing the four accounts Joseph Smith gave of this singular experience.

My question for the board is, "How far should I go?"

All the Best!

--Consiglieri

*WARNING* *WARNING* *DANGER*

Stay away from the topic if you don't want to cause trouble --- I know this from personal experience as a GD teacher.

[Deborah]

Why not review the account of the different versions in the Ensign some time ago.

[zerinus]

We will be discussing Joseph Smith's First Vision this coming Sunday in Gospel Doctrine class.

I plan on reviewing the four accounts Joseph Smith gave of this singular experience.

My question for the board is, "How far should I go?"

All the Best!

--Consiglieri

Good question. Firstly, there are at least nine major accounts of the First Vision, not four. Secondly, the only really significant point about them that is worth mentioning in a Gospel Doctrine class is the great unanimity that exists between them. Although they differ in detail, the differences consist mainly in omitting or including certain details from one or another. The differences do not consist of outright contradictionsâ??contrary to what anti-Mormons like to make out. Here you will find a harmony of all the major accounts, which make it clear that the differences do not consist of contradictions, but only of the omission of detail in one or another of the accounts. That is the only thing about them that is worth mentioning in a Gospel doctrine class.

zerinus

[zerinus]

Why not review the account of the different versions in the Ensign some time ago.

Thank you. That is also a good point. That article in the Ensign can be read here.

zerinus

[consiglieri]

I would only discuss the account as found in the scriptures and the SS manuals. This is not a BYU history class.

Having said that, you might mention some of the details regarding the vision itself. There are some details that are very interesting and give us a greater feel for the reality of what he saw in the vision.

What details do you have in mind?

[Lightbearer]

We will be discussing Joseph Smith's First Vision this coming Sunday in Gospel Doctrine class.

I plan on reviewing the four accounts Joseph Smith gave of this singular experience.

My question for the board is, "How far should I go?"

All the Best!

--Consiglieri

You should go as far as the manual indicates. That is what manuals are for. If a question comes up about the various accounts then you could explain that each of those had different audiences and so different details about the vision. But I would add that the only account that is included in the scriptures is the 1838 account. You are teaching Sunday School not an apologetics class. The purpose of Sunday School is not to foster doubts or cause controversy but to inspire faith and learn those things that are needful for them to live the Gospel. The following is contained in the manual and should be used as guidelines:

Purposes of This Course

Rather than taking a sequential or section-by-section approach, the lessons in this course focus on major themes taught in the Doctrine and Covenants and Church history. They are designed to help you:

1. Teach the doctrines, ordinances, and covenants of the restored gospel, which are necessary for individuals and families to come unto Christ and inherit eternal life.

2. Teach the ongoing history of the restored Church of Jesus Christ.

3. Invite the Spirit into the class.

4. Help class members understand and love the scriptures.

5. Help class members apply gospel truths in their lives.

6. Encourage class members to teach and edify one another.

7. Help class members understand the importance of their day in the history of the Churchâ??that they have inherited a great legacy and that they can find joy in their responsibility to continue to move forward the work of the Lord.

Materials You Should Use

As you prepare and teach lessons in this course, you should use the following materials:

1. The scriptures (see â??Teach from the Scriptures,â? page ix).

2. This teacherâ??s manual (see â??How to Use This Manualâ? below).

3. Doctrine and Covenants and Church History Class Member Study Guide(35686). This booklet contains the reading assignment for each lesson and some discussion questions. As you prepare each lesson, consider how to use the material in the Study Guide. Class members will be better able to participate in discussions if they have studied the reading assignment and if you ask questions that they are prepared to answer. Encourage class members to use the Study Guide in their personal study and in family discussions.

Each class member should have a copy of the Study Guide. You should receive copies from the Sunday School presidency, the ward clerk, or the assistant ward clerk assigned to materials.

4. Our Heritage: A Brief History of The Church of Jesus Christ of Latter-day Saints (35448). This book presents an inspiring account of the history of the Church from the time of the Prophet Joseph Smith through the present day. Many accounts in this book are discussed in the lessons.

Every class member should have access to a copy of Our Heritage for personal study (at least one copy per home). Many members will already have copies. You should be able to obtain copies from the Sunday School presidency, the ward clerk, or the assistant ward clerk assigned to materials. The clerk can help order additional copies as needed.

5. The videocassettes Doctrine and Covenants and Church History Video Presentations (53912) and Teachings from the Doctrine and Covenants and Church History (53933). These videocassettes contain presentations that supplement the lessons. Suggestions for using them are found in the â??Additional Teaching Ideasâ? section of many lessons in the manual. These video presentations can enhance class membersâ?? understanding of gospel principles and Church history. However, be careful not to use them too often or as a substitute for scripture-based discussions.

For help with basic principles of gospel teaching, refer to the instructions in this introduction and to the following resources:

â??Gospel Teaching and Leadership,â? section 16 of the Church Handbook of Instructions, Book 2: Priesthood and Auxiliary Leaders (35209 or 35903)

Teaching, No Greater Call, 1999 edition (36123)

Teaching Guidebook (34595)

How to Use This Manual

This manual is a tool to help you teach the doctrines of the gospel from the scriptures and Church history. It has been written for youth and adult Gospel Doctrine classes and is to be used every four years. Additional references and commentaries should not be necessary to teach the lessons. Elder M. Russell Ballard said:

â??Teachers would be well advised to study carefully the scriptures and their manuals before reaching out for supplemental materials. Far too many teachers seem to stray from the approved curriculum materials without fully reviewing them. If teachers feel a need to use some good supplemental resources beyond the scriptures and manuals in presenting a lesson, they should first consider the use of the Church magazinesâ? (in Conference Report, Apr. 1983, 93; or Ensign, May 1983, 68).

Review each lesson at least a week in advance. When you study the reading assignment and the lesson material early, you will receive thoughts and impressions during the week that will help you teach the lesson. As you ponder the lesson during the week, pray for the Spirit to guide you. Have faith that the Lord will bless you.

Each lesson in this manual contains more information than you will probably be able to teach in one class period. Seek the Spirit of the Lord in selecting the scripture accounts, questions, and other lesson material that will best meet the needs of class members. Keep in mind the ages, interests, and backgrounds of class members.

I know this may seem to "take all the fun out of it" for some people. But the truth is Sunday School is not a place to be "entertained" or for that matter a "historical overview" of every supposed document pro or con. It is to inspire, uplift, and aide the class member in living the Gospel of Jesus Christ. By far the most important resource is the spirit of the Lord, that should be your guide along with the scriptures and the manual. Anything beyond this is akin to "looking beyond the mark" as the following:

(Jacob 4:13-14) "Behold, my brethren, he that prophesieth, let him prophesy to the understanding of men; for the Spirit speaketh the truth and lieth not. Wherefore, it speaketh of things as they really are, and of things as they really will be; wherefore, these things are manifested unto us plainly, for the salvation of our souls. But behold, we are not witnesses alone in these things; for God also spake them unto prophets of old. But behold, the Jews were a stiffnecked people; and they despised the words of plainness, and killed the prophets, and sought for things that they could not understand. Wherefore, because of their blindness, which blindness came by looking beyond the mark, they must needs fall; for God hath taken away his plainness from them, and delivered unto them many things which they cannot understand, because they desired it. And because they desired it God hath done it, that they may stumble."

If we are not careful we may fall into this trap, instead of receiving the word of God in plainness we want to try to "humanize" it or look upon the so-called "warts" so as to bring down the prophets to a "common" level... this I believe is a mistake, it is what is plaguing not only the Church but the world in general... no more heroes no more examples of righteousness... it is a time of the "talk show" or "reality show" that is manufactured reality that lowers all humanity to the basest of common denominators. That tries to stereotype everyone with the old band wagon approach: "Everyone does it" "All men are cheats" "All women are sluts" it is the clarion cry of the cynic those that seek to destroy and tear down rather than build. Let us leave it out of Sunday School, can we not have one day for honoring the prophets and glorifying God and His Church?

[consiglieri]

*WARNING* *WARNING* *DANGER*

Stay away from the topic if you don't want to cause trouble --- I know this from personal experience as a GD teacher.

What trouble did you cause when you were the GD teacher?

I would like to know so I can hopefully avoid any such pitfalls.

[consiglieri]

You should go as far as the manual indicates.

Well, the manual indicates the use of Church magazines.

And I am currently printing off the 1985 Ensign article which sets forth all four of Joseph Smith's four accounts of the First Vision.

I think that means that I am within the guidelines of the manual in exploring them.

Having settled that question, I am still interested in the thoughts of others as to how far I should go with this.

I mean, the entire class period is devoted to this one subject.

And I think my class members are already pretty familiar with the 1838 version.

[LifeOnaPlate]

We will be discussing Joseph Smith's First Vision this coming Sunday in Gospel Doctrine class.

I plan on reviewing the four accounts Joseph Smith gave of this singular experience.

My question for the board is, "How far should I go?"

All the Best!

--Consiglieri

Above all, of course, follow the Spirit. I suggest, though, asking the class about a meaningful event from their past. If they can think of one (and maybe someone can give a specific example) ask if it means more to them in retrospect. It could be profitable to explore how events from our past take on new light as time passes. This would be a good way to introduce JS's narrative. The reason for the inclusion, aside from inoculation and other things, is to emphasize the different aspects of the experience as it applied to Joseph himself, and then to the Church as a whole, etc.

Such discussion in Church probably ought to be avoided if the purpose is intellectual congratulation, etc. I think, if discussed properly, the differences in the accounts are important and interesting.

[Brenda]

I agree with staying with doctrine. Otoh, I personally feel that this knowledge is "out there" meaning people hear about it, and sometimes open/honest discussion within a controlled setting, is helpful. Especially to those who may be struggling with much that is presented so negatively about LDS history on the internet.

As a Gos. Doctrine teacher, I've never purposely stayed away from touchy subjects, but made concerted effort to present them very carefully. Maybe you can discuss this with someone who's counsel you trust and respect. (For me, my husband fills this role.)

Also, if you do decide to discuss the different accounts, you might want to mention the differing accounts given by Paul of his miraculous conversion.

[sethpayne]

What trouble did you cause when you were the GD teacher?

I would like to know so I can hopefully avoid any such pitfalls.

Oh, nothing major. Just the complaints to the Bishop that I was citing non-manual sources etc...

The Bishop approached me and said he and others enjoyed my lessons but that a few people were uncomfortable with "outside" information being taught in class.

The last thing I wanted to do was to make class members uncomfortable.

[consiglieri]

I can send you my power point on the topic and you can take whatever you want from it. Most of it would fall into the "too far" category, I'm afraid.

I appreciate the offer, but am not really technologically set up to do a power point.

Which parts of your power point do you think would fall into the "too far" category?

I think what I am driving at is, considering that all four accounts were authored by Joseph Smith, why should anything in his accounts be considered by Mormons as "too far"?

All the Best!

--Consiglieri

[PrettyNewMommy]

I didnt realize how our teachers need to step on eggshells when it comes to quite a few subjects of church history, until you said this. This would not even be a topic of discussion if everyone since the begining of the church did not turn it into a sugarcoated gospel. If we could only just tell the whole(Even a good half?) story on the "touchy" sujects. Things happened..So what..It is still the true church..What does it matter. I would rather have the Real Deal told in church, than to read it on the internet..Which more and more people are doing now. Being so quiet about things just backfires against us. I wonder if the teaching methods will ever change..Or become more and more seemingly perfected year by year.

I respect you for being a teacher, I don't know if I could pick and choose my words so easily. Good Luck with your lesson.

[emeliza]

Consig, go with the spirit and give the information. If members don't already know this than obviously they aren't paying attention to information the Church puts out.

Pretty New Mommy~ We teach by the spirit and of spiritual things while at Church. Most of those types of stories don't do any good to get into a debate while at Church. That is what Institute and Seminary and many other Church classes offer. Sunday mornings are about learning of Christ, not how many different ways a story are told. If you think about it the New Testament does the same thing with the four gospels. None of the gospels are the same and some are rather different accounts. However when we learn of them on Sunday we rarely go into the how and why of them being so different.

[alter idem]

I appreciate the offer, but am not really technologically set up to do a power point.

Which parts of your power point do you think would fall into the "too far" category?

I think what I am driving at is, considering that all four accounts were authored by Joseph Smith, why should anything in his accounts be considered by Mormons as "too far"?

All the Best!

--Consiglieri

I'm curious what he means by "too far" also. I think it is completely appropriate to discuss the different accounts--and I think Deborah's suggestion of using the Ensign article is the best for the basis of your GD lesson. Also, Brenda's suggestion to note the differing accounts that Paul told of his conversion.

However, I've never been able to understand what the big deal is between the four accounts. Joseph just tells the story differently. I know, I don't tell a story the exact same way every time and I wouldn't expect him to either. You emphasize different things depending on your frame of mind, the point you are trying to make, as well as your audience--at least, that's my experience.

[emeliza]

However, I've never been able to understand what the big deal is between the four accounts. Joseph just tells the story differently. I know, I don't tell a story the exact same way every time and I wouldn't expect him to either. You emphasize different things depending on your frame of mind, the point you are trying to make, as well as your audience--at least, that's my experience.

Exactly. I never tell a story the same each time and often times I leave things out on purpose or on accident when retelling it.

[dblagent007]

I didnt realize how our teachers need to step on eggshells when it comes to quite a few subjects of church history, until you said this. This would not even be a topic of discussion if everyone since the begining of the church did not turn it into a sugarcoated gospel. If we could only just tell the whole(Even a good half?) story on the "touchy" sujects. Things happened..So what..It is still the true church..What does it matter. I would rather have the Real Deal told in church, than to read it on the internet..Which more and more people are doing now. Being so quiet about things just backfires against us. I wonder if the teaching methods will ever change..Or become more and more seemingly perfected year by year.

I respect you for being a teacher, I don't know if I could pick and choose my words so easily. Good Luck with your lesson.

I agree completely with this . . . and disagree almost completely with Lightbearer.

Innoculation is the best course, especially with regard to something as trivial as the different accounts of the First Vision. When some anti asks a member whether he/she has heard (in a low whisper of course since it is highly secret) that different accounts of the first vision exist, the member can say "Yeah, we talked about them in Gospel Doctrine . . . using an Ensign article." No biggie there.

[Lightbearer]

Well, the manual indicates the use of Church magazines.

And I am currently printing off the 1985 Ensign article which sets forth all four of Joseph Smith's four accounts of the First Vision.

I think that means that I am within the guidelines of the manual in exploring them.

Having settled that question, I am still interested in the thoughts of others as to how far I should go with this.

I mean, the entire class period is devoted to this one subject.

And I think my class members are already pretty familiar with the 1838 version.

Agreed, you are within the guidelines by using Ensign articles that discuss the four accounts... what do you mean by how far you should go? Where are you going with it?Are you wanting to deny the validity of the First Vision? Are you trying to harmonize them or compare them to Paul's versions of his vision? As already has been discussed the prime factor on how far would be indicated by the spirit of the Lord. What would Jesus say if He were personally present? I have never been one for teaching using the "devil's advocate" method, I believe it is destructive and fosters contention which is not the purpose of Sunday School class. How about this for a take: What does the first vision mean to you personally? What (besides the obvious theological points) can we learn from it? Why is it the foundational teaching of the restoration? What purpose does it serve being included in the official canon of scripture? Why were the other versions not included in the scriptures? Perhaps these could be some questions that may lead to an uplifting lesson that is worth the members time. Just some thoughts.

[alter idem]

Exactly. I never tell a story the same each time and often times I leave things out on purpose or on accident when retelling it.

I think also that in the investigation of crimes, etc., detectives consider it a red flag if the person tells events in the exact same way every time--they expect some differences in the telling, if the person is relating it truthfully.

[phaedrus ut]

I've known a few people that held the first vision to be a somewhat sacred calf of their faith. Then the problems with the first vision accounts were their undoing. I'd be careful.

Phaedrus

//I knew of the various accounts and problems and it never bothered me.

[Helorum]

Here are a few more resources for this topic:

Richard L. Anderson, "Joseph Smith’s Testimony of the First Vision"

http://lds.org/ldsorg/v/index.jsp?vgnextoi..._&hideNav=1

The First Vision - Multimedia

http://josephsmith.net/josephsmith/v/index...;vgnextfmt=tab3

FAIR Wiki articles on the First Vision (perceived problems)

http://en.fairmormon.org/First_Vision_accounts

[Garden Girl]

Hi consig...

I agree, GD class is too limited in time to have a wide discussion... I'd stick to the lesson, but with acknowledgment of the various versions, complementary vs contradictory, etc, similar to the four biblical gospels. Having the Ensign article is helpful. Sentinus also linked a comparison which I found helpful. Keep the Spirit and you'll know where and how to direct the lesson...

GG