Introduction
What an amazing experience it is to stand before you. While I would never have asked for this opportunity, I am grateful to President Clark and this magnificent university for the experience I've had in learning from the spirit as I prepared this talk. I can testify assuredly that at least one person will walk out of this great hall today a better person for having been here--that person is certainly me!
I love Brigham Young University Idaho and the heritage that dwells here of Ricks College. In the course of my own academic adventures I have attended a few universities. I can recall lessons I learned at each but in all truth, no subsequent educational experience impacted my life more than the time I spent here at Ricks College.
As I've reflected on my years of study on this campus, or at least a smaller version of this campus, I think I've come to understand some principles about education and my own journey in the path of learning that might be instructive.
I was blessed to sit in the classrooms of some truly outstanding teachers at Ricks College. Most have since retired but there are a few who still haunt these hallowed hallways.
I came home from my mission tremendously enthused about learning. Medicine had long been my goal and now it was the time to start building the foundation of an academic career. I'm grateful for liberal arts requirements that exposed me to more than science classes. I came to understand that the spirit will confirm the truthfulness of Dickens as well as Faraday. So it was that I came to sit in a literary criticism class taught by Professor Larry Thompson. The spirit that I had begun to identify in my life as a missionary now seemed to intensify dramatically in these classrooms. Brother Thompson would teach and it seemed like my whole being was awash in knowledge. These were profound moments for me. I had that same experience in many disparate courses, day after day, semester after semester.
These moments of brilliant illumination came in flashes at the hand of so many great teachers here. I honor them all--they were more than teachers. They were mentors. They imparted a body of knowledge but more importantly they imparted enthusiasm for learning and confidence in the spirit. I still remember Doctor Lyle Lowder, a professor of anatomy, stopping in the middle of a lecture on the nephron, and bearing a short but obviously profound testimony about God's hand in the creation. "Isn't it amazing" he said, "that God knows the basis of all physical laws and could create the complexity of the human body?" Then he added with a wry smile, "But man's mind is pretty good--we've figured this much out!"
I suggest that Mentoring is a divine relationship and as a grateful receiver of inspired mentoring I would like to testify to you of the blessings of mentored learning. We will all be mentored and in turn mentor others. I think there are some great examples of this relationship from which we can learn how to appreciate the process of sharing understanding and most importantly, pointing each other toward the greatest mentor to have walked the earth, even Jesus Christ.
I have learned from many teachers in my life but have been influenced deeply by a smaller circle of outstanding brothers and sisters. Whereas the passing of knowledge is the hallmark of a student-teacher relationship, I think the mentor imbues much more than knowledge to the protégé. The lecturer stands in front of the student--the Mentor stands next to the student. A mentor teaches, yes, but also shares a vision and guides.
There is a spark of relationship, a kind of continuing conversation that sometimes lasts a semester and sometimes lasts the length of a hallway. Many times, it is a life-long relationship that flourishes. It is a walk together, the master leading at first and then walking together, learning and sharing knowledge and excitement for life.
A Mentor Teaches
I want to share some examples of mentoring, some of which come from my own life. I hope that you'll see the universal application of these examples. Whether you study music or math, there are individuals who will influence you and in turn the student will become the mentor. I hope you'll also be able to appreciate those in your life who have influenced you. In the course of preparing this talk, I've reflected on so many people, too many to list, who had profound effects on me.
Let me start with a historical example. William Osler has long been a hero to me.
He is famous in the world of medical education. He is credited with establishing a method of teaching and learning medicine which stands today. At the beginning of his career in the mid 1800's, medical students could conceivably graduate from school without having touched a patient, assisted a surgery or observed the delivery of a baby. He advocated a change in the style of education from the classroom method that now occupies the first 2 years of medical school to ward-based, hospital-based education of the last 2 years and in post graduate years. It harkens to the role of apprenticeships. Osler brought medical education, at least in the United States, to the bedside of the patient. This is a great example of the "Case Study" you all know well. He didn't discount the value of lectures and "learning in the amphitheater." But he realized that the conversational nature of bedside teaching was supreme. He taught by questioning, commendation and correction.
Thus Osler's pattern is carried out in teaching hospitals around the world. True to this form, in the early morning every day, the group--medical students, interns, residents, and the attending physician--gather round the patient's bed to discuss the patient, the disease, the exam, and the treatments. One student said of Osler's teaching style:
Ward visits were an unusual combination of informality and dignity. Students and patients were quickly put at ease by Dr. Osler. His criticisms of students and their work were incisive and unforgettable, but never hard or unkindly; they inspired respect and affection, never fear.[1]
A biographer said of him:
Osler's approach to education was not only to produce technically competent physicians but extended to their personal lives in an effort to make reliable, caring physicians of high character and standards.[2]
There's that image of mentor and student on a path.
I've stood at the bedside with many great teachers of medicine. I was commended by a few and corrected by many. I was deeply influenced during a family medicine rotation many years ago. He was quite possibly the smartest physician I have met. He loved to teach in those few moments between and during patient visits. When we would walk to lunch, during our brief break, he would say something like, "Mike, what should I teach you about today? I think I'll tell you about acid-base balance." He proceeded to explain more about the physiology of acid-base regulation in the body than I had learned--or at least understood--the previous year. And this was all on our walk to the lunch counter. Years later I have forgotten the information but not the impression of his concern for me or his bright teaching.
A Mentor Shares a Vision
I have this image of mentor and student, walking a road side by side. The conversation continues past many landscapes, not only the classroom, but in their homes, occupations, and church callings. This pattern of being inspired by a mentor is oft repeated in today's media.
I tell my teenage sons that anyone can make a block buster movie franchise. The formula is simple: outcast boy finds out that he has special powers; he meets an old guru or mentor, who then trains the boy in an effort to defeat some great evil. I suppose there is an archetype here, for it is found in many, many movies and books: this is Star Wars, Percy Jackson, Merlin and Arthur, Kung Fu Panda. The list goes on and on.
Think for a moment about Luke Skywalker or even the whole Jedi Order. There is always a pairing of master and learner--the padawan. The master's role is to teach, help the padawan gain a vision of his future and abilities, and to guide him toward that vision.
Now I should caution you about depending on Hollywood for our archetypes: they may try to convince you that there are times when we must overthrow our mentor.
I want to suggest that you don't have to be a washed up wizard or Jedi knight in order to assume the role of mentor. You may be a classmate, a friend, a visiting teacher or home teacher.
That sharing of a vision comes by conversation but also by example. Think of the times in your life when you have been deeply influenced to change. I would suspect that there is someone who stood there beside you, giving encouragement and pointing the way, mentoring you. In Luke 22:32 we read: "When thou are converted, strengthen thy brethren."
The motivation that comes from mentor-student interaction is informed by the spirit. It is the medium of the conversation or teaching. All truth is known by the same mechanism: through the Holy Ghost. And as I learned here at BYU Idaho, there is truth in gospel learning but also truth in physics, the performing arts, and even medicine, if you pick the right research study or internet site. Let's look at another example of a mentor and how the student gained a vision, realized through influence of the Holy Ghost.As a glorified, resurrected being, Moroni came to Joseph Smith.
There may be as many as 20 recorded visits of Moroni to Joseph as he learned line upon line. On his first visit, he introduced himself and gave some remarkable prophecy about Joseph Smith:
He called me by name, and said unto me that he was a messenger sent from the presence of God to me, and that his name was Moroni; that God had a work for me to do.[3]
It is interesting that Moroni returns and repeats his advice and recitation of scripture three times that night and again the next day when Joseph stumbles while crossing a fence. It's reassuring, isn't it, that even Joseph Smith needed to have lessons reiterated a few times.
In subsequent years Joseph had other interviews with Moroni, opportunities to learn from a spiritual mentor:
Accordingly, as I had been commanded, I went at the end of each year, and at each time I found the same messenger there, and received instruction and intelligence from him at each of our interviews, respecting what the Lord was going to do, and how and in what manner his kingdom was to be conducted in the last days.[4]
It's apparent, isn't it, that in matters of spiritual growth and gaining a vision, the passage of time has a maturing influence. Moroni, the mentor, was there each year to give more information and advice. Then Joseph would spend the following months working things out through the guidance of the Spirit. Whether we are the student or the mentor, it's important to realize and acknowledge who the real teacher is. We may be brilliant in our capacity to present information. But the spirit "will manifest the truth of it unto you. And by the power of the Holy Ghost ye may know the truth of all things."[5] Right now, I'm blessed to serve as the president of a stake of Zion, the Rexburg Idaho Married Student 3rd Stake. And I can testify to you that getting me to my current level of spiritual competence took many years of work by some wonderfully inspired mentors, by my wife, and by the influence of the spirit. In church callings, in particular, I have been mentored by faithful teachers and leaders. The goodness of men with whom I served as a counselor is a striking example in my mind. Our stake leadership and my counselors continue to add depth to my understanding of the Gospel. Think of the structure of the church. We are a mentoring-centric kingdom. Young women leaders, scout leaders, missionary companionships, presidencies all exemplify the influence of inspired mentoring.
And if any man among you be strong in the Spirit, let him take with him him that is weak, that he may be edified in all meekness, that he may become strong also...Behold, this is the way that mine apostles, in ancient days, built up my church unto me.[6]
When I was a teacher and priest in the Aaronic priesthood, I was blessed to be assigned to home teach with a wonderful high priest named Reed Squires. Reed was a humble and very faithful home teacher and, amazingly, made me feel like he enjoyed going with me. As we drove to do our visits, he would ask about what was happening in my life. I can't imagine that he would have been all that interested in some kid from the ward but he made me feel like a companion. He would ask my opinion about what to teach and how we might help people. And best of all was his example. We were assigned to visit a gentleman who really didn't want to see us on his doorstep. With the TV blaring and cigarette in hand, he would barely acknowledge us as we came into his home. But Reed would gently ask about this man's life and whether there was something we could do for him.
I recently attended a priesthood Preview meeting with our 11 year old son Lincoln. As the leaders stood to explain what receiving the priesthood and serving in the office means, I thought about this same pattern. He will be blessed, as his brothers Alden and Christian have been, to learn from a grand succession of mentors in the young men's organization.
Laura, our oldest, enters the MTC tomorrow. I have to admit I'm a nervous father. But I can testify that she will embark on a great spiritual adventure. She'll be mentored by mission leaders and companions who seek to enlighten her soul.
As the spirit testifies of the truth of God's word, amazing changes come into the life of both mentor and student. Alma explained how the spirit brings about change:
Behold, he changed their hearts; yea, he awakened them out of a deep sleep, and they awoke unto God. Behold, they were in the midst of darkness; nevertheless, their souls were illuminated by the light of the everlasting word.[7]
I have felt that illumination by the Spirit. It's what brings understanding but also inspires me to be a better person, to better follow the Savior.
These mentoring interactions occur on many levels. I realize that in the course of higher education, it's sometimes hard for a teacher to have very personal impact on each student. But in each life, in each classroom and dorm room, the spirit can accomplish the work of mentoring by testifying of truth more personally and touching than any human contact.
A Mentoring Guide
As in all aspects and descriptors of his life, our Savior Jesus Christ gives the perfect example of a mentor. It is enlightening to examine how the Savior taught and influenced his disciples.
I'd like to recommend three methods of mentoring that Elder Neal A. Maxwell taught are evidenced by the Savior: Questioning, Commending, and Correcting. The Savior said, "What manner of men ought ye to be? Verily I say unto you, even as I am"[8] I've mentioned that mentoring is an on-going conversation--a sort of sharing of knowledge that occurs while walking toward some goal. Remember the image of mentor and protégé along the road. How does the mentor gauge the level of understanding of the student without probing questions?
Our Savior used questions as a powerful means of teaching. Remember what he asked Peter. He said "Simon Peter, ... lovest thou me?"[9] This use of a question, not once but three times, is both a searching for Peter's understanding and a beautiful means of giving Peter a commission for action toward his fellow-men.
Think of some other masterful questions Jesus asked and contemplate how these questions make you feel, consider what the great mentor is trying to teach us:
To the one grateful healed leper He asked "Where are the other nine?"[10]
To the woman caught in adultery, He asked "Where are those thine accusers?"[11]
To his disciples: "Whom do men say that I the Son of Man am?" "Whom say ye I am?"[12]
And: "Who is the greatest in the kingdom of heaven?"[13]
Students ask questions of the mentor to gain understanding. Mentors ask questions of the student to gain understanding as well, but it's to improve the insight of the student. The Savior was masterful in using questions to teach.
I believe that women have the instinctual advantage in asking questions. They are skilled at tuning to the frequency needed and they also understand the subtleties better than I do. I know that when my wife asks, "So did anything happen today?" she's not asking to look at my calendar but trying to get me to shed my insular cocoon and converse.
Commending
Jesus also mentored by commending. Think of His praise of Hyrum Smith, "Blessed is my servant Hyrum Smith; for I, the Lord, love him because of the integrity of his heart, and because he loveth that which is right before me."[14] And you'll remember that the brother of Jared endured three hours involving divine correction. Yet as we read later in Ether, the Lord gave him a superlative commendation: "Never has man come before me with such exceeding faith"[15]
Realize that commending may mean praise which I think is important in measured amounts for students but it also means to endorse a certain path.
Here, in Heinrich Hoffman's painting, we see Christ entreating the rich young ruler to "sell whatsoever thou hast, and give to the poor, and thou shalt have treasure in heaven: and come, take up the cross, and follow me."[16] You notice that his hands gesture toward a different path, toward these people who appear to need help, but they don't seem to command. Those are not the hands of a dictator wielding unrighteous dominion. He is entreating this potential student. I love how the scripture records, "Then Jesus beholding him loved him"
All we know of the outcome of this student is that, "he was sad at that saying, and went away grieved"[17] It does happen that students don't follow the path exemplified by concerned mentors.
Correcting
In all my studies of mentoring, nothing strikes me as more critical to the relationship than the ability of a mentor to correct with positive outcomes.
Whether in my experience teaching medicine or in the course of serving in the church, I find correcting error particularly challenging. Correcting with abrasion, with too much indignation or inflammation, may cause the student to doubt our devotion or themselves. The failure to correct, however, may precede the failure of the student. How can we allow our friends to continue with false assumptions simply because we are too timid to cross the line of correction? A sign post is all that is needed to point the way to Rexburg, leaving the traveler to decide what road to travel, but a mentor will not only point the way, but will intervene when the traveler is going the wrong way.
Elder Maxwell said:
By its very nature, mentoring is an exercise filled with hope. It is instructive and inspirational, for instance, for us to know that the original Twelve, once chided for being unable to wait a mere hour, will one day stand at Jesus' right hand at the day of [His] coming...[18]
I have felt the sting of correction; more often than I care to list! From my mentors, correction was given in an effort to help, to push me toward more knowledge or better behavior. Corrections that come with the flavor of humiliation or to bolster that persons sense of importance simply adds to the weight of my guilt.
As Osler's student said, so should it be said of our corrections, "they inspired respect and affection."
In matters pertaining to the administration of the priesthood, the Lord instructed that power or influence can only be maintained:...by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned; By kindness, and pure knowledge, which shall greatly enlarge the soul without hypocrisy, and without guile--Reproving betimes with sharpness, when moved upon by the Holy Ghost; and then showing forth afterwards an increase of love toward him whom thou hast reproved.[19]
Sometimes as students we are unaccustomed to being corrected with sharpness. The prevailing ideology is that everyone's effort is acceptable and that corrections must be very gentle, that praise is the only method for effecting good behavior. Mentors have done the most good for me when they cared enough to tell me I was wrong, when they reproved me with guidance and then showed forth an increase in love.
Paul taught in Hebrews, "For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons."[20]
Correction can be difficult for both student and mentor but if we follow the pattern given to us in the scriptures, there can be a harmony of understanding and spurring of real spiritual growth.
Conclusion
Mentors will come in many phases of your life. You will do well to respect anyone who offers a hand of fellowship by accepting their teaching by testimony, their commendation with humility, their correction with obedience. Remember this is a walk along a path for you and the mentor. For a time, you will follow behind him or her, then you will enjoy the years of walking side by side, continuing the great conversation.
And you will be a mentor. This will be an experience borne of love for your fellow man. You will graciously impart your knowledge and enthusiasm in a spirit of love and desire for their welfare.
If we remember the Great Mentor, even Jesus Christ, we will act as directed by the spirit. He sacrificed all that he might put perfection within our reach, that we all might rise and that faith will bring us home to our Loving Heavenly Father. I leave you my testimony of his love for me and you. We are so blessed to stand within the confines of His kingdom here on earth and bask in the light of His Gospel. I say this in the holy name of Jesus Christ, amen.
Notes
[1] Christian HA. Recollections of an Undergraduate Medical Student at Johns Hopkins. Arch Int Med 1949; 84:77-83
[2] Silverman ME. The Quotable Osler, xxvii
[3] JS History 33
[4] JS History 54
[5] Moroni 10:4-5
[6] Doctrine and Covenants 84:106
[7] Alma 5:7
[8] 3 Ne. 27:27
[9] John 21:15
[10] Luke 17:17
[11] John 8:10
[12] Matt 16:13-15
[13] Matt 18:1
[14] Doctrine and Covenants 124:15
[15] Ether 3:9
[16] Mark 10:12
[17] Mark 10:22
[18] D&C 29:12
[19] Doctrine and Covenants 121:41-44
[20] Hebrews 12:6-7