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President J. Reuben Clark (right) stands with President Heber J. Grant at a train station, 1935. Wikimedia Commons.

ABSTRACT: In 1938 President J. Reuben Clark delivered his landmark address, “The Charted Course of the Church in Education,” offering foundational guidance that has been reaffirmed and expanded by modern prophets. He reminded us that the youth of the Church are “seekers after truth” who want the gospel “straight [and] undiluted.” In an age marked by unprecedented access to information, faith challenges, and rising emotional distress, religious educators must remain anchored in revealed doctrine while expanding their preparation to meet the complex needs of today’s students.

KEYWORDS: education, youth, teaching the gospel

President J. Reuben Clark’s 1938 address “The Charted Course of the Church in Education” has served as a foundational guide for the Church Educational System for almost ninety years. As a member of the First Presidency, President Clark set clear expectations for gospel-centered teaching and established a lasting charge for educators to strengthen faith.[1] No talk has had a greater or more lasting impact on Church education. Although the talk did not inaugurate the beginnings of the educational system, it has become a clear standard for how religious education should function.

As President Clark suggested, when charting a course in a boat, two reference points are essential for maintaining direction. These points create a bearing line for navigation. Storms may arise that can knock one off course. He quoted Daniel Webster, who advised that at regular intervals one must “ascertain how far the elements have driven him from his true course.”[2] Regularly checking alignment allows the navigator to correct the course if the boat drifts due to wind or currents. By adjusting the heading to correct any misalignment, the vessel can stay on course. As religious educators, are we still on course as President Clark set forth? With new storms on the horizon, are there any course corrections that need to be made?

The catalyst for President Clark’s groundbreaking remarks sprang from an effort in the 1930s to strengthen the Church’s educational programs, encouraging teachers to pursue advanced academic training. Many from the institute program and BYU’s religion department sought degrees in biblical studies to deepen their understanding of scripture. This shift led to a more secularized instruction and curriculum, particularly in courses offering school credit.[3] Some of the theories and practices that were promoted by these newly educated teachers seemed to raise more questions in the restored gospel and the divinity of Jesus Christ than build faith. President Boyd K. Packer said of that period, “Some who went never returned. And some of them who returned never came back. . . . They found their way outside of the field of teaching religion, outside of Church activity, and a few outside of the Church itself.”[4]

In 1937 President Clark had taken steps to correct the course he felt the Church’s educational program was following.[5] These reforms were later encapsulated in his 1938 remarks, reforms he hoped would steer Church education back toward safer, gospel-centered ground. He addressed concerns over any worldly philosophies or academic views that he felt undermine a burning testimony that “Jesus is the Christ and that Joseph was God’s prophet.”[6] Within days, the discourse was published in the Deseret News under the title “First Presidency Sets Standards for Church Educators,” establishing a lasting standard for future religious educators.[7] Editor James R. Clark said of the influential speech, “No document, perhaps, in recent L.D.S. Church history, and in particular in the history of ‘Mormon’ education and educational philosophy, has had wider distribution or wider discussion than this message.”[8] These groundbreaking remarks have profoundly impacted religious education over the last eighty years.

Are religious educators still on the course that President J. Reuben Clark set out? He advised that we evaluate and know “our true position” while also encouraging teachers to “change . . . bearings if they need changing.” As we learn more about religious education and the needs of the students in our classes, how should we adjust? Taking Clark’s 1938 talk as the first reference point, what are ecclesiastical leaders of religious education saying today? How do teachers navigate these waters?

Much of President Clark’s message about students and teachers is still consistently taught today, but new challenges have arisen and new storms have developed. The path is becoming increasingly treacherous. Today’s leaders have given additional guidance, warnings, and direction to overcome these obstacles.

Over the last decade, there has been no shortage of counsel and advice given to religious educators by ecclesiastical leaders. One significant talk was given by President M. Russell Ballard in 2016, entitled “The Opportunities and Responsibilities of CES Teachers in the 21st Century.”[9] Combining President Ballard’s comments with quotes by many Church leaders given over the last decade, a second reference point can be determined. Current Church leaders have given significant instruction on how to navigate the storms of life. Comparing what Church leaders have said to the youth, young adults, and religious educators over the last decade along with the comments of President Clark, we can see clearly the trajectory for the future.

President Clark’s discourse remains the doctrinal foundation of religious education, but contemporary Church leaders have expanded that course by calling religious educators to combine unwavering testimony and doctrinal purity with informed, faithful engagement in historical scholarship, intellectual preparation, and ministering to students who face intensified emotional, mental, and informational challenges in the twenty-first century.

The following will compare two topics that religious educators must understand. The first is the characteristics of the students who sit in a religious class. Beginning with President Clark’s comments and then moving on to remarks by President Ballard and other leaders over the last decade, we see a shift in how students are described and in the challenges they face. The storms of life have changed and intensified over the last eighty years, many with damaging spiritual and emotional effects. Understanding and responding to these evolving needs is crucial for a religious educator. The second will emphasize the teachers’ roles and responsibilities in the classroom. While President Clark outlined a specific and focused charge to religious educators, today the assignments have become increasingly diverse. This comparison will illustrate how the instruction concerning students’ role and identity and the responsibilities of teachers have both intensified to meet the spiritual and emotional challenges of the modern world.

Youth’s Divine Identity

President J. Reuben Clark maintained a positive view of youth and young adults. He outlined well over twenty qualities of the students who enter religious education classrooms. President Clark outlined what these youth want, wish for, hunger for, and crave. He described what our students seek, sense, know, and understand. President Clark said students of the gospel are prepared to receive gospel truths because they’re “inquirers, seekers after truth,” wanting it “straight [and] undiluted.” President Clark maintained that “the youth of the Church—your students—are in the great majority sound in thought and in spirit” and want to gain testimonies of the truth. He taught that these students want to believe in the ordinances of the gospel and understand its principles and doctrines.[10] He also asserted, “You do not have to sneak up behind [these] spiritually experienced youth and whisper religion in [their] ears; you can come right out, face-to-face, and talk with [them]. You do not need to disguise religious truths with a cloak of worldly things; you can bring these truths to [them] openly.”[11] Part of the reason for the popularity and continual use of “The Charted Course” is the optimistic perspective it has of youth and young adults. The talk gives religious educators a grander vision of those who sit in our classes.

In 2020 Elder Ulisses Soares told religious educators, “You teach some of God’s most noble spirits, who have been reserved to come to earth at this phase of history.” Intellectual Reserve, Inc.

This infectiously optimistic view of the youth and young adults has not diminished over the decades. President Russell M. Nelson reminded young people that they “are among the best the Lord has ever sent to this world.” He encouraged them by saying they “have the capacity to be smarter and wiser and have more impact on the world than any previous generation,” referring to them as God’s “finest team,” his “finest players,” and “heroes.”[12] Similarly, Elder Ulisses Soares, speaking to religious educators in 2020, taught that “you teach some of God’s most noble spirits, who have been reserved to come to earth at this phase of history.”[13] These students are not only prepared and reserved for this time, but they are also ready to learn and to make a difference. Elder Ronald A. Rasband described these students in our classes as “anxious to answer questions, hopeful to know the truths being taught, and confident in who they are.”[14] The positive perspective of our students’ identity and willingness to learn as taught by President Clark has not deviated.

Storms and Battles on the Horizon

Much of President Clark’s message focused on how we as teachers view our students. He spent little time on the dangerous world that those youth and young adults would have to face. About a year after President Clark delivered “The Charted Course” in the summer of 1938, the dark clouds of World War II began to gather. A significant storm was coming over the horizon. “The Charted Course” focuses on the teacher’s role in religious education but does not directly address the turbulent winds and challenges the youth and young adults would soon face. Over the last decade, Church leaders have consistently taught about the dangers that lurk in the waters for youth and young adults. One potential pitfall comes when navigating the waters of information and misinformation, determining and discerning truth from error and faith from doubt. Another danger arises when inner storms of mental health erode confidence and a sense of divine identity.

Elder Kim B. Clark, while serving as the Commissioner of Church Education, described the world our students live in today. He said, “Many of our young people are in countries affected by wars and rumors of wars, acts of terror, corruption, the destruction of families, political and social disruption, secularism, and the ravages of poverty, disease, and famine.” He continued, “The great war between good and evil that began in the premortal realm continues with growing intensity in the latter days. In that battle, the youth and young adults of the rising generation are not at the home front. They are on the front lines, and they will play an increasingly crucial role in the great work of the Lord.”[15] Elder Ulisses Soares reminds us of what President Boyd K. Packer used to say, that the youth of today “are growing up in enemy territory.”[16] President Clark’s comments helped prepare religious educators to equip their students for the varied storms of war, emphasizing the significant and crucial role the students play in this battle.

The battlefront our youth are primarily facing appears to stem from the flood of information that has caused an increase in the number of youth who drown in emotional and mental distress. The landscape has changed for religious education. Elder Kim B. Clark taught that “the environment is different. The difference is the internet. The internet gives the critics and enemies of the Church a loud platform.”[17] President M. Russell Ballard also described this evolving landscape. He taught, “It was only a generation ago that our young people’s access to information about our history, doctrine, and practices was basically limited to materials printed by the Church. Few students came in contact with alternative interpretations. Mostly, our young people lived a sheltered life.”[18] Students today not only have access to criticisms of the core doctrine of the gospel of Jesus Christ but are being bombarded by them. Elder Ronald A. Rasband pointed out that “some students get derailed” by what they might find on the internet.[19] Elder Clark G. Gilbert, the Commissioner of Church Education from 2021 to 2026, added, “Many of our students are facing faith challenges which cause them to question the restored gospel, the truthfulness of the Book of Mormon, and even the presence of God in their lives. Digital narratives hostile to the gospel abound.”[20] Not all these dangers stem from outside the Church. In the 2025 Religious Educators Conference, President D. Todd Christofferson taught, “We are charged to provide a faithful example and feed and strengthen them against the ‘grievous wolves’ [students] may encounter outside the Church and even within the Church.”[21] Students and educators must be ever vigilant of these dangers. In the face of these challenges, the role of the Church and religious educators becomes even more crucial. It is our responsibility to provide guidance, support, and a strong foundation of faith for our youth, helping them navigate the stormy seas of the modern world.

In President Clark’s view, the youth are “in great majority sound in thought and in spirit.” It is clear that a significant effect of the storms of today lies in the mental and emotional challenges the youth face. Speaking of these challenges, President Dallin H. Oaks, as a newly called counselor in the First Presidency, addressed young married individuals in 2018 about the challenging world we live in:

Scholars tell us that in 2014 one in five of the U.S. population between the ages of 18 to 25 had a mental illness. This reaches down to younger ages and causes overall anxieties and significant overload among mental health counselors. We are told that between 2008 and 2016, there was a 40 percent increase in college students being diagnosed or treated for depression, and a 70 percent increase in diagnosis of or treatment for anxiety. Truly these are different times for your generation.[22]

Members of the Quorum of the Twelve have urgently addressed the mental and emotional challenges facing our students. President Jeffrey R. Holland, in a speech to religious educators, highlighted the severity of the issue. Referring to an article from USA Today, he described this generation as “the loneliest subgroup we have known in society.”[23] Elder Ronald A. Rasband in 2019 warned that many youth are gripped with “fear and despair.”[24] President D. Todd Christofferson emphasized that the youth are grappling with “very real feelings of anxiety and depression and the bitter fruit that these feelings can engender—including, at the extreme, substance abuse, self-harm, and even suicide.”[25] Knowing many of our students’ struggles, President Christofferson taught religious educators, “We are not looking for [religious educators] to become counselors or mental health specialists. Rather, we provide a counterweight to factors in society that contribute to the increasing levels of anxiety and depression. We are the purveyors of hope. We are the voice of hope, the hope rooted in faith and trust in God.”[26]

The current teachings concerning the mental and emotional struggles of youth and young adults do not necessarily derail or detract from the positive view of youth and young adults in this modern era, who come to class with additional burdens that weigh them down. Teachers must be aware of these underlying challenges. Every effort should be made to help our students stay on course. President Russell M. Nelson expressed it this way: “The Lord has declared that despite today’s unprecedented challenges, those who build their foundations upon Jesus Christ, and have learned how to draw upon His power, need not succumb to the unique anxieties of this era.”[27]

As a deluge of misinformation, emotional distress, and mental health challenges swirl around our youth, many are being driven off course, losing sight of the gospel’s guiding light. Fueled by the relentless barrage of digital content, skepticism, and societal pressures, these modern storms threaten to overwhelm and lead our students into dangerous waters. In the face of these challenges, the role of religious educators as “purveyors of hope”[28] becomes even more crucial. They must stand firm at the helm, guiding their students back to the steady course. Just as Elder Christofferson reminds us, we are the “purveyors of hope,” helping them anchor their lives in the foundation of Jesus Christ. In these turbulent times, the role of religious education is not just to teach doctrine but to offer a lifeline of faith, resilience, and divine hope, ensuring that no student is lost in the storm.

A Teacher’s Commission and Added Responsibilities

What President Clark taught about teachers is still relevant today and acts as a starting point for teachers to begin their journey as religious educators. Speaking to teachers, President Clark voiced that the purpose of the “facilities and institutions” of Church education is to teach and train the students “in the principles of the gospel, embracing therein the two great elements that Jesus is the Christ and that Joseph was God’s prophet.”[29] He expressed his belief that “no amount of learning, no amount of study, and no number of scholastic degrees can take the place of this testimony.” He continued to explain that teachers must also have the moral courage to declare their testimony to the students. Each teacher must have “the courage to affirm principles, beliefs, and faith that may not always be considered as harmonizing with such knowledge, scientific or otherwise, as the teacher or his educational colleagues may believe they possess.”[30]

Over the last few years, modern leaders have not deviated from President Clark’s commission. Quoting President Jeffrey R. Holland, Elder Dale G. Renlund taught that no student “‘should be left with uncertainty about’ [their] ‘devotion to the Lord Jesus Christ, the Restoration of His Church, and the reality of living prophets and apostles.’”[31] Similarly, Elder Clark G. Gilbert has been a pillar of guidance for religious educators. In 2022 he taught, “When you think about Church education, our first question needs to be, How does this build discipleship in Jesus Christ?”[32] A year later, he followed up with an outline of a list of prophetic messages to young adults.[33] Finally, in 2024 he encouraged teachers to study each of these prophetic emphases, to know them, and to incorporate them into their teaching and their curriculum. More importantly, he invited them to integrate them into the way they respond to questions and the way they minister to the needs of their students.[34]

Moral and intellectual courage has long been the clarion call to all religious educators. Together, moral and intellectual courage mean loving truth more than approval, faith more than fear, and integrity more than ease. Religious educators need not be only skilled in building testimony but also courageous enough to defend it. President Jeffrey R. Holland demonstrated the constant nature of this call in his remarks in 2021 to those who teach at a religiously affiliated university. President Holland and President Dallin H. Oaks both quoted Elder Neal A. Maxwell, who said: “In a way LDS scholars at BYU and elsewhere are a little bit like the builders of the temple in Nauvoo, who worked with a trowel in one hand and a musket in the other. Today scholars building the temple of learning must also pause on occasion to defend the kingdom. I personally think this is one of the reasons the Lord established and maintains this university. The dual role of builder and defender is unique and ongoing. I am grateful we have scholars today who can handle, as it were, both trowels and muskets.”[35]

This charge to keep moral and intellectual courage has been consistently taught by Church leaders.[36] The teachings of President Clark serve as a foundational framework for today’s religious educators, emphasizing the importance of unwavering testimony and moral courage in the classroom. As religious educators navigate the complexities of teaching, they are reminded that their primary goals are to assist in building discipleship while standing firm in their own faith in the restored gospel of Jesus Christ.

Understand the Doctrine

In 1938 President Clark issued a strong warning against the use of secular methodologies in religious instruction, not because academic tools were inherently harmful but because, when misused, they had begun to redirect conclusions away from faith in the gospel of Jesus Christ. He observed that some teachers were adopting interpretive frameworks that displaced revealed truth with secular assumptions, leading students off course. President Clark insisted that religious educators keep the gospel’s revealed truths at the center of their instruction and resist approaches that elevated secular conclusions over spiritual authority. His caution was not a rejection of learning; it was a call to ensure that scholarly methods never supersede or replace the truths God has revealed. He cautioned religious educators, saying, “You are not to teach the philosophies of the world, ancient or modern, pagan or Christian, for this is the field of the public schools. Your sole field is the gospel, and that is boundless in its own sphere.”[37]

An inadvertent effect of President Clark’s remarks for some was a leeriness, even a distrust, of academic pursuits as a whole. Some misunderstood President Clark’s remarks. The caution to keep religious and secular approaches strongly divided has in some cases led to an abandonment of intellectual rigor.

In an age of information, religious educators are encouraged and charged to understand the doctrine of the gospel better, learn the context of its history, and be prepared to help students navigate any question or philosophy they might encounter.

The warning against worldly philosophies can still be heard among Church leaders as they speak to those who teach the gospel. Elder Ulisses Soares said, “We are to be instruments of truth and teach it with such clarity that they will not be confused with the philosophies of the world.” He continued, “More and more worldly philosophies are taking the place of the holy absolute truths of the gospel of Jesus Christ in the hearts of people.”[38] The caution to not dilute the restored gospel of Jesus Christ should still ring in the ears of the teacher.

In 2016 President M. Russell Ballard gave a groundbreaking talk to religious educators, giving new insight into the world of religious education. His comments contrast with the remarks given eighty years prior by President Clark, who drew a clear distinction between secular and spiritual learning.[39] President Ballard’s words have shed new light on the path that religious educators need to take. President Ballard describes the twenty-first-century world in which religious educators must be well versed in all aspects of Church history, doctrine, and practices. President Ballard points out:

Gone are the days when a student asked an honest question and a teacher responded, “Don’t worry about it!” Gone are the days when a student raised a sincere concern and a teacher bore his or her testimony as a response intended to avoid the issue. Gone are the days when students were protected from people who attacked the Church.[40]

Teachers must be ready to prepare their students for the challenges they will face. President Ballard encourages teachers to “help students by teaching them what it means to combine study and faith as they learn.”[41] For teachers to do this, they must master the doctrinal content and the historical context of the restored gospel of Jesus Christ. President Ballard counsels teachers, “More than at any time in our history, your students also need to be blessed by learning doctrinal or historical content and context by study and faith accompanied by pure testimony so they can experience a mature and lasting conversion to the gospel and a lifelong commitment to Jesus Christ.”[42] To accomplish this, teachers must understand the doctrine better, spending time in the “best books.” President Ballard suggests that the best books include “the scriptures, the teachings of modern prophets and apostles, and the best LDS scholarship available.”[43]

President Ballard gave a daunting list of material to be mastered. He encouraged teachers to master the Gospel Topics Essays “like . . . the back of your hand.”[44] This list of essays is now part of a growing list of doctrinal and historical essays within the Topics and Questions tab in the Gospel Library. President Ballard encouraged teachers to be familiar with The Joseph Smith Papers website () and the Church History section of the Church website (www.churchofjesuschrist.org). Being familiar with this information, teachers are better equipped to prepare their students for the onslaught of information they deal with every day. Your students can “measure whatever they hear or read later against what you have already taught them.”[45] With information so easily accessible, President Ballard invited teachers to listen to their students, encouraging them “in class or in private to ask you questions about any topic.”[46] He promises that “as you teachers pay the price to better understand our history, doctrine, and practices—better than you do now—you will be prepared to provide thoughtful, careful, and inspired answers to your students’ questions.”[47]

In the 2024 Religious Educators Conference, Elder Dale G. Renlund reminded us of what President Jeffrey R. Holland taught decades before: “When crises come in our lives . . . the philosophies of men interlaced with a few scriptures and poems just won’t do. Are we really nurturing our [students] in a way that will sustain them when the stresses of life appear? Or are we giving them a kind of theological Twinkie—spiritually empty calories?”[48] The analogy of a theological Twinkie suggests that what may seem appealing on the surface can ultimately leave students spiritually unfulfilled and ill-prepared to face life’s challenges. Teachers must be better prepared to serve doctrinally hardy offerings to students.

As religious educators, the repeated message we have received over the last decade is to become greater experts in the doctrine and history of the restored gospel. We need to be aware of the issues and how to answer questions, both big and small. Many naturally expect the Church’s religion teachers to be better informed about doctrinal and historical subjects than typical local leaders. Speaking to Seminary and Institute teachers, President Jeffrey R. Holland expressed that the “Brethren do look to you to be well-versed, well-prepared, spiritually in tune, and significantly able to address questions on these issues.”[49] The bar has continued to be raised on our understanding of the gospel. Elder Clark G. Gilbert taught, “I am not sure that we can be effective gospel teachers in today’s environment unless we are aware of the faith challenges many students face.”[50] A breadth and depth of gospel knowledge can increase a teacher’s effectiveness in meeting student needs. As Relief Society General President, Jean B. Bingham taught, “The youth and young adults of these last days need the spiritual ‘meat’ of the gospel in order to answer the difficult questions that arise and to help them withstand the pressures that may draw them away from the covenant path. They can handle it. They need it!”[51] This seems to echo President Clark’s statement that “the youth of the Church are hungry for things of the Spirit; they are eager to learn the gospel, and they want it straight, undiluted.”[52]

Despite the needs of the youth, religion teachers can’t all be experts in every aspect of Church history research. Developing informed historical expertise in every area would be overwhelming, but as Elder Bruce C. Hafen has taught, “knowing well the broad outlines and key events of Church history is valuable and even inspiring.”[53] Elder Donald L. Hallstrom pointed out the difference between a called teacher and a professional religious educator. Elder Hallstrom taught: “You called teachers may not have had quite the same scrutiny as the employed faculty, but in my experience, local leaders call the very best to teach in seminary and institute. Second, you are immersed in the doctrine of Christ, which Nephi proclaims as ‘the only and true doctrine of the Father, and of the Son, and of the Holy Ghost.’”[54]

Whatever role you play in the religious education of the youth and young adults, there is a consistent need to become more familiar with the content and context of the gospel. This statement underscores a profound truth: the pursuit of knowledge, particularly within a gospel context, is not merely an academic exercise but a spiritual imperative. By delving into scriptural texts, prophetic teachings, and the rich history of our faith, educators can foster an environment where questions are welcomed, curiosity is encouraged, and truth is actively sought. The pursuit of truth, both spiritual and intellectual, prompts us to remain open to ongoing learning and revelation. By seeking academic knowledge, educators develop critical thinking skills and an ability to convey doctrines in ways that resonate with contemporary challenges and questions. In doing so, we become more than just teachers; we become fellow seekers of truth, journeying alongside our students by fostering an environment where both faith and academic learning are valued. Latter-day Saints today are undergoing a renewed reexamination of their past, shaped by greater archival access, more rigorous historical methods, and increasing expectations for transparency, to which Church leadership has responded by affirming and encouraging serious, faithful, intellectual engagement. The Church History department has done excellent work in becoming more transparent and giving greater access to information than ever before. Challenging issues in Church history have promoted greater understanding and faith through application of academic rigor. President M. Russell Ballard encouraged this earnest seeking when he told Religious educators, “As Church education moves forward in the 21st century, each of you needs to consider any changes you should make in the way you prepare to teach, how you teach, and what you teach. . . . Mostly, our young people [a generation ago] lived a sheltered life. Our curriculum at that time, though well-meaning, did not prepare students for today—a day when students have instant access to virtually everything about the Church from every possible point of view.”[55]

While there was a tendency in earlier periods of Church history to avoid scrutinizing restored truths using secular methods, that practice is now being reevaluated. President Ballard encourages us to ask questions that will allow our faith to flourish, saying, “If necessary, we should ask those with appropriate academic training, experience, and expertise for help.” He continued, “If you have questions about [any issues addressed in the Gospel Topics essays], then please ask someone who has studied them and understands them.”[56] Elder Neil L. Andersen affirmed this approach: “Addressing honest questions is an important part of building faith, and we use both our intellect and our feelings.”[57] Elder Quentin L. Cook said, “Our commitment to education grows not out of some historical antecedent; rather, our commitment to education grows out of our doctrine.”[58]

In the current information age, the lines that once divided the secular and spiritual are fading. Speaking to teachers of the gospel, Elder Clark G. Gilbert taught, “The most profound insights happened when secular and spiritual truths were brought together in inspired and reinforcing ways. As John Donne penned, ‘Reason is our soul’s left hand, faith her right, / By these we reach divinity.’”[59] Faith and reason have the ability to complement each other in ways that quicken the heart and enlighten the mind.

Today the responsibilities of religious educators have expanded beyond merely conveying doctrinal truths or bearing testimony. While these foundational aspects remain vital, educators now face the growing challenge of addressing complex, nuanced questions posed by students who are constantly exposed to a flood of information—both uplifting and adversarial. The call to possess moral and intellectual courage, as emphasized by past and present Church leaders, has evolved to include the need for informed understanding in the historical, doctrinal, and contextual elements of the gospel. In addition to proclaiming their testimony, teachers must provide thoughtful, informed responses to students’ questions, equipping them to navigate a world increasingly filled with conflicting voices. In this era, religious educators are tasked with bridging the gap between spiritual truth and secular knowledge, ensuring that their students are both inspired in faith and prepared to defend it. The bar has been raised, and the expectation is clear: Today’s religious educators must be both builders of testimony and defenders of faith, more prepared than ever to meet the spiritual and intellectual demands of their students.

Conclusions

President J. Reuben Clark set religious educators on a trajectory for gospel instruction that was designed to lead students to learn about and to have greater faith in Jesus Christ and the Restoration. He warned teachers about teaching practices that could derail students from this objective. He described the youth as “sound in thought and in spirit.” Modern leaders have also praised the strength of the youth and young adults. However, many young people today come to class carrying additional burdens and having been influenced by the negative aspects of the world. Teachers must be aware of these underlying challenges. Every effort should be made to help our youth and young adults stay on course and assist them with the burdens they carry. President M. Russell Ballard reminisced about being in a training meeting where President Gordon B. Hinckley taught of “keeping the doctrine pure and the Church on the right course.” President Hinckley had said, “We cannot be too careful. We must watch that we do not get off [course].”[60]

The role of religious educators has significantly evolved in today’s information age. Modern religious educators are not only encouraged but also expected to deepen their understanding of gospel doctrine. They must also be well-versed in the historical context of their teachings and prepared to guide students through any questions or secular philosophies they may encounter. This comprehensive approach ensures that educators can effectively address the diverse and complex challenges their students face.

There are high standards for teachers of the gospel. Former Young Men General President Steven J. Lund said in an S&I training broadcast: “I attended a lecture recently by Arthur Brookes, the Harvard professor. And he said, ‘You know, we put too much pressure on our teachers; we ask them to change the course of human history.’ He didn’t know how true that was. Except, in your case, it’s not human history we’re worried about; it’s the eternities. So we do expect a lot of you and appreciate who you are and what you do and are insistent upon that outcome.”[61]

The role of religious educators, as outlined by President J. Reuben Clark in 1938, has remained a steady compass, guiding teachers to instill faith in Christ and uphold the doctrines of the restored gospel. However, the demands placed on these educators have grown more complex as students now face intensified spiritual and emotional challenges.

In 1938 President Clark expressed concern regarding the integration of secular methodologies that, in practice, displaced revealed doctrine and eroded faith. He observed that some teachers had begun to adopt interpretive frameworks that shifted the focus from revealed truth to secular assumptions. President Clark therefore urged CES teachers to teach the gospel as the Church understands it and to focus their teaching on the revealed gospel of Jesus Christ. His message was a call to embrace learning while ensuring that methodologies serve God’s revealed truths rather than replace them. President Ballard and other modern-day leaders affirm the value of rigorous academic preparation, including learning historical context and reading careful scholarship, while emphasizing that such tools must be used faithfully, transparently, and in harmony with doctrine. President Ballard encouraged teachers to engage with difficult questions honestly, to be informed by reputable scholarship, and to help students navigate complexity without fear, always anchoring learning in testimony and loyalty to the Church. This adjustment in direction is significant and represents a meaningful recalibration: Scholarship is welcomed, but only insofar as it supports testimony, clarifies doctrine, and strengthens faith rather than overshadowing it.

As a religious educator, one must be prepared to demonstrate with fidelity the use of academic methods to strengthen understanding and to trust in an era of information abundance. Teachers must be prepared to think deeper, study more effectively, and engage intellectually so they can teach the restored gospel better. They must be anchored in scripture, prophetic authority, and covenantal commitments while also being historically informed, methodologically responsible, and transparent about the complexities of the world. The educator is not asked to choose between faith and scholarship but to use academic tools in the service of faith rather than as its replacement. In an age of unprecedented access to information, religious educators are called to model how faithful disciples engage evidence, context, and history with humility and confidence, helping learners develop resilient, mature faith rather than fragile certainty.

Church leaders today continue to emphasize the need for doctrinal purity, moral courage, and an informed approach to teaching. The evolving landscape calls for educators to be both spiritually grounded and intellectually equipped, offering with their testimony clear, thoughtful responses to the complex questions students bring into the classroom. As educators incorporate diverse perspectives and methodologies, students are encouraged to analyze, question, and engage with their faith in a more nuanced way. This exposure fosters a deeper understanding of religious principles by challenging students to articulate and defend their beliefs against contrasting viewpoints. Instead of viewing an academic approach as a threat, it can be seen as an opportunity for students to develop critical thinking skills that enable them to navigate complex moral and ethical dilemmas, ultimately strengthening their faith through a well-rounded and informed approach to learning. Ultimately, religious educators are tasked with preparing their students for the eternities, a responsibility that requires unwavering faith, continual learning, and adaptation to the changing needs of those they teach.

Notes

[1] J. Reuben Clark Jr. served as a counselor in the First Presidency from 1933 to 1961. In 1938 the First Presidency comprised Heber J. Grant as President of the Church, J. Reuben Clark as First Counselor, and David O. McKay as Second Counselor.

[2] Daniel Webster, “Second Reply to Hayne,” speech delivered in the U.S. Senate, January 26–27, 1830; quoted in J. Reuben Clark Jr., The Charted Course of the Church in Education (The Church of Jesus Christ of Latter-day Saints, 2004), 1, https://www.churchofjesuschrist.org/bc/content/ldsorg/manual/seminary/32709_000.pdf.

[3] 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), 100.

[4] Boyd K. Packer, That All May Edified (Bookcraft, 1982), 43.

[5] J. Reuben Clark Jr., “A Pertinent Message to Youth,” Deseret News, June 19, 1937; cited in Ernest L. Wilkinson, Brigham Young University: The First One Hundred Years (Brigham Young University Press, 1975), 2:245.

[6] Clark, Charted Course of the Church, 5.

[7] “First Presidency Sets Standards for Church Educators,” Deseret News, August 13, 1938; cited in Scott C. Esplin, “Charting the Course: President Clark’s Charge to Religious Educators,” Religious Educator 7, no. 1 (2006), www.rsc.byu.edu.

[8] Esplin, “Charting the Course.”

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

[10] Clark, Charted Course of the Church, 3.

[11] Clark, Charted Course of the Church, 6, 7.

[12] Russell M. Nelson, “Hope of Israel,” worldwide youth devotional, June 3, 2018, www.churchofjesuschrist.org.

[13] Ulisses Soares, “Striving to Become,” S&I annual training broadcast, June 9, 2020, www.churchofjesuschrist.org.

[14] Ronald A. Rasband, “Jesus Christ Is the Answer,” evening with a general authority, February 8, 2019, www.churchofjesuschrist.org.

[15] Kim B. Clark, “Deep Learning and Joy in the Lord,” Religious Educator 19, no. 3 (2018): 15–23, www.rsc.byu.edu.

[16] Soares, “Striving to Become,” 9.

[17] Kim B. Clark, “Insights from the CES Commissioner,” Religious Educator 18, no. 3 (2018): 15–27, www.rsc.byu.edu.

[18] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[19] Rasband, “Jesus Christ Is the Answer.”

[20] Clark G. Gilbert, “The Gospel of Jesus Christ Is Astonishing,” S&I annual training broadcast, January 21, 2022, www.churchofjesuschrist.org.

[21] D. Todd Christofferson, “Lifelong Disciples of Jesus Christ,” Religious Educators Conference devotional, June 12, 2025, www.churchofjesuschrist.org.

[22] Dallin H. Oaks, “Young Marrieds Devotional,” address given at Santa Monica Stake Center in Los Angeles, California, August 24, 2018; cited in “What Church Leaders Are Saying About Mental Health,” Ensign, February 2020, www.churchofjesuschrist.org.

[23] Jeffrey R. Holland, “Angels and Astonishment,” S&I annual training broadcast, June 12, 2019, www.churchofjesuschrist.org.

[24] Rasband, “Jesus Christ Is the Answer.”

[25] D. Todd Christofferson, “Trust in God,” S&I annual broadcast, January 26, 2024, www.churchofjesuschrist.org.

[26] Christofferson, “Trust in God.”

[27] Russell M. Nelson, “The Temple and Your Spiritual Foundation,” Liahona, November 2021, 94.

[28] Christofferson, “Trust in God.”

[29] Clark, Charted Course of the Church, 5.

[30] Clark, Charted Course of the Church, 6, 7.

[31] Dale G. Renlund, “Creating and Conveying a Christlike Culture: More Than a Job,” Brigham Young University conference address, August 26, 2019, https://speeches.byu.edu; quoting Jeffrey R. Holland, “A Prayer for the Children,” Liahona, May 2003, www.churchofjesuschrist.org.

[32] Clark G. Gilbert et al., “Reanchoring Our Purpose to Jesus Christ,” Religious Educator 23, no. 2 (2022): 1–15, www.rsc.byu.edu.

[33] Clark G. Gilbert, “A Prophet in the Land: Current Prophetic Emphases to Young Adults,” S&I annual broadcast, January 27, 2023, www.churchofjesuschrist.org.

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

[35] Jeffrey R. Holland, “The Second Half of the Second Century of Brigham Young University,” Brigham Young University Conference address, August 23, 2021, https://speeches.byu.edu; and Dallin H. Oaks, “Challenges to the Mission of Brigham Young University,” Brigham Young University devotional, April 21, 2017, https://speeches.byu.edu; quoting Neal A. Maxwell, “Blending Research and Revelation,” remarks at the BYU President’s Leadership Council meetings, March 19, 2004.

[36] Soares, “Striving to Become.”

[37] Clark, Charted Course of the Church, 10.

[38] Soares, “Striving to Become.”

[39] Clark, Charted Course of the Church, 10–11.

[40] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[41] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[42] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[43] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[44] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[45] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[46] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[47] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[48] Dale G. Renlund, “Vital Gospel Nutrients,” June 2024 CES Religious Educators Conference, ; quoting Jeffrey R. Holland, “A Teacher Come from God,” Ensign, May 1998, 25–26.

[49] Holland, “Angels and Astonishment.”

[50] Gilbert, “Gospel of Jesus Christ Is Astonishing.”

[51] Jean B. Bingham, “Teaching Truth in the Language of Love,” S&I annual training broadcast, January 19, 2021, www.churchofjesuschrist.org.

[52] Clark, Charted Course of the Church, 3.

[53] Bruce C. Hafen, “Teaching Students to Deal with Questions and Doubts: A Perspective and a Pattern,” Religious Educator 21, no. 3 (2020): 1–23, www.rsc.byu.edu.

[54] Donald L. Hallstrom, “The Conversion of the Children of God,” S&I annual training broadcast, June 13, 2017, www.churchofjesuschrist.org.

[55] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[56] Ballard, “Opportunities and Responsibilities of CES Teachers.”

[57] Neil L. Andersen, “Faith Is Not by Chance, but by Choice,” Ensign, November 2015, www.churchofjesuschrist.org.

[58] Quentin L. Cook, “Preparing Students for Eternity,” Religious Educator 24, no. 3 (2023): 1–11, www.rsc.byu.edu.

[59] Clark G. Gilbert, “Dare to Be Different: Preserving the Distinctive Light of Religious Universities,” Brigham Young University devotional, February 8, 2022, https://speeches.byu.edu.

[60] Gordon B. Hinckley, General Authority training meeting, September 29, 1992; quoted in Ballard, “Opportunities and Responsibilities of CES Teachers.”

[61] Steven J. Lund, “Seminary, Institute, and Other Things that Work,” S&I annual broadcast, January 27, 2023, www.churchofjesuschrist.org.