Exposure to true doctrines/principles in a variety of disciples prepares us to find truth in everything around us. We become life-long learners who are interested in truth wherever it is found. We use our limited resources on the best books, media and other sources containing concentrated truth for our profit and learning.
We learn from and find doctrines and principles in the classics of history, science, government, literature, music, art and other disciplines so that we may gain a holistic view of ourselves, others, God and His creations.
Scriptures:
John 16:13
Doctrine and Covenants 88:78-80, 118
Doctrine and Covenants 93:53
Applications:
Some groups have divided the disciplines into 4 lenses with which to see the world - each lens can be a new color to add to your ability to see the truth in the world around you. Some groups call these lenses:
- Leadership Academy (principles of government and self-government)
- Geo-Conquest (principles of history and geography)
- Imaginative Arts (principles of imaginative literature, music and art)
- Eureka (principles of math and science)
Groups have divided these schools of thought in different ways.
Examples:
Example 1:
Some divide them weekly, spending 1 week per month viewing a doctrine or principle from each lens. For example, if the doctrine/principle of the month is "Choosing a selfless heart", a group may spend the first week (leadership academy) reading a conference talk about how one does this as well as what that looks like in a society, week 2 (history/geography) may be spent looking at a person in history that exemplified a selfless or selfish heart, week 3 (eureka) may look at the heart or at choice in the natural world and on week 4 (imaginative arts), they may read a fiction story that illustrates the consequences of a selfless heart.
Some divide them weekly, spending 1 week per month viewing a doctrine or principle from each lens. For example, if the doctrine/principle of the month is "Choosing a selfless heart", a group may spend the first week (leadership academy) reading a conference talk about how one does this as well as what that looks like in a society, week 2 (history/geography) may be spent looking at a person in history that exemplified a selfless or selfish heart, week 3 (eureka) may look at the heart or at choice in the natural world and on week 4 (imaginative arts), they may read a fiction story that illustrates the consequences of a selfless heart.
Some choose to assign one mentor to each discipline. A positive aspect of this method is that the mentor has an opportunity to delve deeply into the principles of the discipline. A negative is that it can cause disunity in looking at the principle since mentors will find different principles as they delve deep into what they are studying . It may be better not to try to have a principle of the month doing it this way, since the principles will vary weekly.
Caution: a big temptation for those doing it this way is to focus on the knowledge of the discipline and forget to look at principles at all.
Example 2:
Some choose to talk about the principle/doctrine throughout the month, being sure to include examples from different disciplines to show evidence of the principle/doctrine. They may do an art project that relates to an inspiring speech they read before class, or a guest speaker they invited to class, about the principle one week. Week 2, they may look for the a principle from that doctrine in nature and diagram it. Week 3, they may learn about a person who exemplifies the principle and do a service project in their name; and week 4, they may do a simulation about a fictional book which they have been reading in small chunks throughout the month. The disciplines are intertwined, not all may be done each month, but the youth are getting exposure to them throughout the year.
Some choose to assign a mentor to plan the core class each month and other mentors to help the youth with their skills in presenting and thinking about the principle and doctrine. For example, the group may have a "core" mentor, a "journeyman" mentor and a "master" mentor. Or several mentors in each.
Example 3:
Another way to do it, might be to divide them into projects - to spend a month or two on the civil war, for example, pulling out principles of freedom and bondage in the art, history, literature, music, scientists of that time period.
With this method there may be a tendency for mentors to think they need to cover all there is to know about the Civil War and forget to focus on the principles - which would inspire the youth to discover for themselves what it is they need from the study of the Civil War.
Example 4:
It may work well to have everyone talk about whatever they are studying at home and how it applies to the principle of the month. Readings about the principle may be assigned, the class may have an activity about the principle and then a discussion about how their individual study shows evidence of the principle
With this method there may be a tendency for mentors to think they need to cover all there is to know about the Civil War and forget to focus on the principles - which would inspire the youth to discover for themselves what it is they need from the study of the Civil War.
Example 4:
It may work well to have everyone talk about whatever they are studying at home and how it applies to the principle of the month. Readings about the principle may be assigned, the class may have an activity about the principle and then a discussion about how their individual study shows evidence of the principle
Be aware:
We hope it is clear that this principle may be applied in a variety of ways. Be aware, this is a principle that many get stuck on the "how to" in application. Be sure to study the principle and related scriptures so you can find the application that will work best for your unique group.
Further Reading:
The Great Conversation by Robert M. Hutchins
Gateway to the Great Books Introduction and Syntopical Guide
Teach the Children by Neil J. Flinders - chapters 12-14 and 18-19
Norms and Nobility by David Hicks - preface, prologue and chapter 1
We hope it is clear that this principle may be applied in a variety of ways. Be aware, this is a principle that many get stuck on the "how to" in application. Be sure to study the principle and related scriptures so you can find the application that will work best for your unique group.
Further Reading:
The Great Conversation by Robert M. Hutchins
Gateway to the Great Books Introduction and Syntopical Guide
Teach the Children by Neil J. Flinders - chapters 12-14 and 18-19
Norms and Nobility by David Hicks - preface, prologue and chapter 1
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