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Heber13 wrote:
Unfortunately, I don’t think the HP Group teacher I have welcomes the comments like you do, Cadence. But perhaps I should test that out a little and confirm my perception?😈 I can guarantee your teacher is not like me. I am the one pushing the boundaries and the class is trying to reign me in. Whats funny is how many comments I get in the foyer how much they enjoyed the discussion. I am really convinced there is a hunger for real intellectual discussion in the church but the orthadox ones seem to want to control the conversation all the time. They want to stomp on any independant thought. The sad thing is I think they are the minority but they seem to have the power.
They are piccolos, and piccolos are shrill. There have to be multiple instruments playing to balance out one piccolo. One of the reasons I like my ward, and especially the HPG, is that there are enough other instruments who don’t mind playing their own harmonies that it’s hard for the piccolos to dominate.
Cadence, I, too, teach HP group lessons. Twice a month I teach from the GP manual, that is, I use the lesson subject and usually a few or many quotes from the manual, and then I teach what ever message I believe will inform, motivate, and/or inspire the class members, sometimes diverging far from the manual. I always introduce controversial points by using a recognized GA, scripture, or other solid documentation. In fact I usually read the quote first, and give them the source, so they can’t very well argue it. I do have one TBM class member who likes to challenge me, but I almost always have the quote I need a little later in the lesson.
Only once did he raise an issue that I didn’t have backup with me, but I as soon as I got home, I researched it, and emailed him a copy of the documentation. He responded with a simple “Thank you” and ignored the fact that he was wrong. (His challenge was whether the LDS Church has recognized that other churches receive revelation). I verbalize issues I have with many of the difficult implications I see with standard attitudes despite the fact that the class is overwhelmingly TBM. But I couch those issues in positive terms so members can see there are alternative views that can lead to positive results.
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