Peacemakers Needed

In the April 2023 General Conference, President Russell M. Nelson gave a talk called “Peacemakers Needed.”  He taught: “As disciples of Jesus Christ, we are to be examples of how to interact with others. … True disciples of Jesus Christ are peacemakers.” In May 2022, President Dallin H. Oaks and Elder Clark G. Gilbert delivered an address together entitled “Stand Fast with Love in Proclaiming Truth.” In this devotional, President Oaks provided five ways to help peacemakers proclaim truth in love. Utilizing these two key addresses, along with others, this workshop is intended to help students develop the mindsets and skills needed to become peacemakers.

Encouraging Personal Study

Before class, consider sending students links to the key talks for the workshop, or the files for the talks in verse form attached to this lesson:

·         Russell M. Nelson, “Peacemakers Needed,” Liahona, May 2023, 98–101

·         Dallin H. Oaks and Clark G. Gilbert, “Stand Fast with Love in Proclaiming Truth,” Ensign College Devotional, May 17, 2022 (available on Gospel Library)

Teacher Tip

Due to the nature of this workshop, students may discuss sensitive and emotionally charged issues Do your best to refrain from sharing personal opinions about these issues. Working carefully with students, strive to amplify together the teachings and tone of living prophets.

The Challenge

If you haven’t previously, provide students with a copy of President Russell M. Nelson’s April 2023 General Conference message titled “Peacemakers Needed,” or have them open the talk on Gospel Library. Consider sharing the following statement by President Nelson and discuss the accompanying question:

“Civility and decency seem to have disappeared during this era of polarization and passionate disagreements.

“Vulgarity, faultfinding, and evil speaking of others are all too common. Too many pundits, politicians, entertainers, and other influencers throw insults constantly. I am greatly concerned that so many people seem to believe that it is completely acceptable to condemn, malign, and vilify anyone who does not agree with them” (“Peacemakers Needed,” 98).

·         How have you seen the challenges described by President Nelson impacting our society? (List students’ responses on the board so you can refer to them later in the learning activity.)

Explain that the purpose of this activity is to identify and define the challenges and problems associated with division and contention in our personal lives and society, and then to draw upon prophetic teachings to help them become better peacemakers.

Consider organizing the students into small groups or partnerships. Have them study the following statement and scriptures, and discuss the question below:

“Anger never persuades. Hostility builds no one. Contention never leads to inspired solutions. Regrettably, we sometimes see contentious behavior even within our own ranks. We hear of those who belittle their spouses and children, of those who use angry outbursts to control others, and of those who punish family members with the ‘silent treatment.’ We hear of youth and children who bully and of employees who defame their colleagues.

“My dear brothers and sisters, this should not be” (“Peacemakers Needed,” 98).

2 Nephi 28:20; Mosiah 4:14; 18:21; 3 Nephi 11:29–30.

·         Why do you think Satan wants to stir up anger and division?

·         How do you see the impact of anger and contention in the world today? How do you see it in your own actions or perspectives?

·         Why do you think it can be difficult to not become angry or contentious in certain situations?

After sufficient time, invite a few students to share what they discussed. You may want to highlight challenges from the board that relate to the personal struggles students share about being peacemaking in their own lives.

Invite students to write down a challenge they currently face that makes being a peacemaker difficult. Give them sufficient time to reflect and write about why this is a challenge.

Teacher Tip

It is not always appropriate for students to share things that are too personal. When students are given time to record something personal, it may be helpful to tell them beforehand that they will not be sharing what they wrote. This may allow them to write more freely about how they feel.

Becoming peacemakers in a contentious world

Invite students to read the following statements from President Nelson, looking for truths about being a peacemaker:

“The Savior’s message is clear: His true disciples build, lift, encourage, persuade, and inspire—no matter how difficult the situation. True disciples of Jesus Christ are peacemakers. …

“Brothers and sisters, we can literally change the world—one person and one interaction at a time. How? By modeling how to manage honest differences of opinion with mutual respect and dignified dialogue” (“Peacemakers Needed,” 99, 100).

·         What truths do you learn about being a peacemaker from President Nelson? (Examples of truths students could identify include: a peacemaker builds, lifts, encourages, persuades, and inspires others; a peacemaker manages honest differences of opinions with respect and dignified dialogue.)

Invite students to ponder for a few minutes an effective peacemaker they know who does the things President Nelson outlined. Then invite students to share their example with a partner.

After sufficient time, invite students to ponder and record their answers to the following question:

·         In what ways are you feeling inspired to be more of a peacemaker?

ACT Like Christ framework

If you haven’t previously, hand out a copy of the devotional address by President Dallin H. Oaks and Elder Clark G. Gilbert titled “Stand Fast with Love in Proclaiming Truth.” Alternatively, you could have students find the talk on Gospel Library (Adults > Young Adults > Worldwide Devotionals > 2022 Devotionals > May 17, 2022).

Explain that this devotional address provides a five-point framework for the principles and tools of being a peacemaker that students will practice and apply throughout this workshop.

To introduce the framework, consider displaying the following:

1.   Avoid contentious settings

2.   Love others, find Common ground, even when we disagree

3.   Hold to Truth even in our outreach to others

4.   Be a Light to the world

5.   Stay anchored in Christ

Point out that the bolded and underlined letters in the five steps can remind us of the phrase, “act like Christ.” Consider writing “ACT Like Christ” on the board above the five steps.

If time permits, you could divide students into small groups or partnerships and have them search portions of “Peacemakers Needed” and “Stand Fast with Love in Proclaiming Truth.” Invite them to look for examples or teachings that fit into each point in the framework. They could label their copies of the talks with the number from the framework that corresponds to the example they found. (For example, in the third paragraph of “Peacemakers Needed,” President Nelson said, “I promised myself that … I would never lose control of my emotions. I also vowed that day never to throw anything in anger—whether it be scalpels or words.” This could be an example of point 1: “Avoid overly contentious settings.”)

After sufficient time, have students share what parts of the talks they felt went with each point of the framework. Invite students to add additional numbers to their copies if they hear something from other students that they like.

Provide the following questions based on each point of the framework and invite students to pick one or two to discuss in their groups or partnership.

1.   What is the difference between engaging in necessary conversations where there might be conflict, and avoiding contentious settings?

2.   What does loving others when we disagree with them look like?

3.   What can be difficult about reaching out to others while holding to truth?

4.   How could you be a light in your individual sphere of influence?

5.   How does obedience to the principles of the gospel of Jesus Christ prepare us to be peacemakers?

Help students make a plan

Display the following statement from President Nelson and invite students to record their thoughts in their journal.

“Today I invite you to examine your discipleship within the context of the way you treat others. I bless you to make any adjustments that may be needed so that your behavior is ennobling, respectful, and representative of a true follower of Jesus Christ” (“Peacemakers Needed,” 101).

Invite students to consider what they have learned and felt today that they could apply to their lives. Remind them of the list they created earlier of challenges impacting society. Encourage them to write down a specific goal or action they could take in the next week to be peacemakers in addressing one of those challenges.

Testify that through the grace of Jesus Christ, each of us will become better peacemakers as we seek to implement the teachings and principles taught by living prophets.

Avoid Contention and Find Common Ground

This session focuses on the importance of relationship building and finding ways to love and appreciate others that are different, without having to depart from gospel teachings and commitments. The principles of avoiding contentious situations and finding common ground will be discussed and practiced. A toolkit will be given to help learners relate to, respect, and cooperate with others who think and feel differently than they do.

Encouraging Personal Study

Before class, consider sending students links to the key talks for this week’s session, in addition to “Peacemakers Needed” and “Stand Fast with Love in Proclaiming Truth”:

·         Dallin H. Oaks and Kristen M. Oaks, “Stand for Truth,” Worldwide Devotional for Young Adults, May 21, 2023, Gospel Library

·         Tamara W. Runia, “Seeing God’s Family through the Overview Lens,” Liahona, Nov. 2023, 62–64

Review and Share

Consider opening class by inviting students to turn to a neighbor and share their answers to some or all the following questions:

·         What inspired you from the previous lesson to be more of a peacemaker?

·         What challenges did you face as you tried to accomplish the goals you set for yourself?

·         In what ways did you find success?

After sufficient time, invite class members to help you write a list of principles and actions on the board that they found useful in their efforts to be peacemakers.

Begin this workshop session by displaying the five-point ACT Like Christ framework below. (If you didn’t introduce this framework in Lesson 1, explain that it comes from an address by President Dallin H. Oaks and Elder Clark G. Gilbert titled “Stand Fast with Love in Proclaiming Truth.” Explain that this workshop session will focus on the first two principles listed below:

1. Avoid contentious settings 

2. Love others, find Common ground, even when we disagree 

3. Hold to Truth even in our outreach to others 

4. Be a Light to the world  

5. Stay anchored in Christ

Avoiding Contention and Finding Common Ground

You could introduce these two principles by sharing the following explanation from President Oaks:

“I have a number of things I would like to urge you to do. The first is avoid overly contentious settings. I encourage you to refrain from participating in the contentious communications that are so common today. Social media can generate conflicts. It can expand the audience and the speed of dissemination. It often fosters careless charges, false representations, and ugly innuendos that intensify the distance between different parties and their communications.

“I’m not criticizing differences in policies. These need to be debated publicly. What I’m urging our members to do is to stand clear from the current atmosphere of hate and personal meanness in communications. …

“Second suggestion: Love others; find common ground, even when we disagree.

“After avoiding contentious settings, we should reach out positively to express our concern and love for those with whom we disagree. We should seek to find common ground on which to stand with those who might otherwise consider us their enemies. Followers of Christ should be examples of civility. We should remember the Savior’s teachings: ‘By this shall all men know that ye are my disciples, if ye have love one to another’ [John 13:35]” (““Stand Fast with Love in Proclaiming Truth,” Gospel Library).

·         What difference do you think it can make to apply the two suggestions made by President Oaks in your interactions with others?

To help students think of situations where they could apply these principles, display the following scenarios or provide them as a handout. Divide students into pairs and allow them to choose one of the scenarios to discuss. Invite students to take turns practicing avoiding contention and finding common ground in their responses to the scenario they choose.

Note: Feel free to adapt the scenarios to better reflect actual situations your students may face where they live.

Scenario 1: Over the past few weeks, you’ve gotten to know Julia, a classmate you often sit next to in one of your classes. While talking after class one afternoon, Julia shares with you that her Baptist faith is a significant part of her identity. You had several friends in high school that were Baptists, but you don’t know a lot about the faith. You want to be supportive of Julia, but you aren’t sure where to start. What do you do next? 

Scenario 2: At a social event, you get into a conversation with an acquaintance about politics. After noting your feelings on a particular issue, the acquaintance says, “You are completely wrong on that. I can’t believe you actually think that nonsense is true.” How do you respond? 

Scenario 3: You moved into a new dorm with a new roommate, Sam. As you settled in, you put up one of your favorite belongings – a large, colorful painting that reads, “There is but one God.” It was painted by your grandmother and given to you as a child. Within a couple days of having moved in, Sam shares that your painting makes him uncomfortable. He shares that, as a Hindu, he doesn’t appreciate having to look at a message every day that seems to imply that his beliefs are wrong. What do you do next?

After each participant practices responding to the scenario, invite students to assess together their responses with the following questions:

·         What potential challenges to avoiding contention and finding common ground did you see as you tried to respond?

·         Where did you feel you were most successful?

·         Where do you think you were less successful?

Explain that when we face situations like those presented in the scenarios, it is important to avoid contention and find common ground.

Invite students to read the following statements and look for principles that could help with the scenarios students discussed:

“Differences of opinion are part of life. I work every day with dedicated servants of the Lord who do not always see an issue the same way. They know I want to hear their ideas and honest feelings about everything we discuss—especially sensitive issues.

“My two noble counselors, President Dallin H. Oaks and President Henry B. Eyring, are exemplary in the way they express their feelings—especially when they may differ. They do so with pure love for each other. Neither suggests that he knows best and therefore must rigorously defend his position. Neither evidences the need to compete with the other. Because each is filled with charity, ‘the pure love of Christ,’ our deliberations can be guided by the Spirit of the Lord. How I love and honor these two great men!

“Brothers and sisters, the pure love of Christ is the answer to the contention that ails us today. Charity propels us “to bear one another’s burdens” rather than heap burdens upon each other. The pure love of Christ allows us “to stand as witnesses of God at all times and in all things”—especially in tense situations. Charity allows us to demonstrate how men and women of Christ speak and act—especially when under fire” (Russell M. Nelson, “Peacemakers Needed,” 100, 101).

“Before we interact with a loved one, can we ask ourselves the question ‘Is what I’m about to do or say helpful or hurtful?’ Our words are one of our superpowers, and family members are like human blackboards, standing in front of us saying, ‘Write what you think of me!’ These messages, whether intentional or unintentional, should be hopeful and encouraging.

“Our job is not to teach someone who’s going through a rough patch that they are bad or disappointing. On rare occasions we may feel prompted to correct, but most often let’s tell our loved ones in spoken and unspoken ways the messages they long to hear: ‘Our family feels whole and complete because you are in it.’ ‘You will be loved for the rest of your life—no matter what’” (Tamara W. Runia, “Seeing Gods Family Through the Overview Lens,” Liahona, Nov. 2023, 67).

·             What counsel did you find particularly helpful? Why?

·         How can we create non-contentious environments in a tense situation?

·         How do you think we can know when it’s time to remain quiet?

Explain that avoiding contentious situations does not mean that we disengage from necessary hard conversations. Also explain that finding common ground with another does not mean we have to agree about everything.

Invite students to find examples from the scriptures, particularly from the Savior’s mortal ministry, where these principles of peacemaking may be seen. After sufficient time invite students to share with their partner, or with the class.

Relate, Respect, Cooperate

Explain to the students that we will now be introduced to a model[1] that will help us practice more fully being peacemakers in our scenarios from earlier. Consider showing the video “Lesson 2 Module 2C” (3:51) from the Interfaith America YouTube channel . Have students look for the components of bonded social capital and bridged social capital, and how this could help us be peacemakers. After watching ask the following questions:

·         When have you experienced bonded social capital? How has that blessed you?

·         Where have you experienced bridged social capital? How has that been different than bonded social capital?

·         How might you form a bridge between your community and others which think and act differently? 

[1] This model from Interfaith America is an example of a peacemaking framework that can be helpful (see https://www.interfaithamerica.org/resources/interfaith-americas-pluralism-framework/). Other frameworks that incorporate similar principles might also be used.

Hold to Truth

Elder Clark G. Gilbert taught: “You can look to the example of Jesus Christ in His patterns of standing fast with love. Take the case of the Samaritan woman at the well or the calling of the publican as one of Christ’s disciples. He knew their shortcomings and their weaknesses. Importantly, they knew their shortcomings and their weaknesses. Nevertheless, He treated them with love while He taught them truth” (“Stand Fast with Love in Proclaiming Truth”). In this session students will practice the third skill from the ACT like Christ framework: “Hold to Truth.”

Encouraging Personal Study

Before class, consider sending students a link to the following talk:

·         Dallin H. Oaks and Kristen M. Oaks, “Stand for Truth,” Worldwide Devotional for Young Adults, May 21, 2023.

Review and share

Review the students’ experiences with the previous sessions with questions like the following:

·         What have you felt inspired to do to be a peacemaker by finding common ground with those to whom you might disagree?

·         What have you found helpful with the Relate-Respect-Cooperate model?

·         What other insights or experiences have you had since our last session around peacemaking?

Display the ACT Like Christ framework that has been discussed in previous class sessions. You could also ask students to see if they can name the principles that you have already discussed before you display them. Explain that this session will focus on the third principle.

1.       Avoid contentious settings  

2.       Love others, find Common ground, even when we disagree  

3.       Hold to Truth even in our outreach to others  

4.       Be a Light to the world   

5.       Stay anchored in Christ 

Hold to truth

To introduce this principle, discuss the following statement by President Dallin H. Oaks:

“We should … hold to truth, even in our outreach to others. Loving those with different views and avoiding contention are both examples of civility. And they do not mean we should refrain from participating in discussions, debates, and even taking positions against what we believe to be wrong or inadvisable.

“For example, our voices should be heard on the importance of religion and religious freedom for all citizens—believers and nonbelievers alike. We can do this if we avoid contentious settings and speak in the context of respect with those with whom we disagree. (“Stand Fast with Love in Proclaiming Truth,” Gospel Library).

·         What do you think it means to “hold to truth, even in our outreach to others?”

·         Why do you think it is important that we strive to follow this principle?

Consider dividing students into small groups or partnerships and having them read the scriptures below. As they read, invite them to think about their answers to the accompanying questions.

John 5:39; John 14:6; Alma 32:27; Doctrine and Covenants 50:19–20; 93:24–25

·         What is truth?

·         What can help us understand truth when the truth might seem unclear?

Practice

Share the following scenario presented by President Dallin H. Oaks. You could also watch the video of President Oaks sharing this scenario in “Stand For Truth” (time code 19:34 to 21:26).

“I just received a valuable letter from a 16-year-old girl who lives in a state where we have few members. I will call her Amy. Her letter is important because she expresses feelings that are common in young people all across the Church. …

“Amy: ‘I feel like I sometimes get inconsistent and confusing messages from the Church. In my day-to-day life, I see members of The Church of Jesus Christ of Latter-day Saints on social media act as if they aren’t part of this gospel. … I feel like I am the only young woman in my ward who sees the things I see wrong with the world. … I truly don’t understand why so many youth in our church don’t see any problem with people changing their gender every other day, dating people who are the same sex or identify as no gender. …

“’At ward or stake youth activities, I am asked my pronouns, or at school I am asked to dance with a girl who thinks she is a boy. I know we are supposed to love everyone and show them respect, and I always do. I [just] feel that there is a line being crossed. … I wish we heard more talk from Church leaders about this problem.’

“President Oaks: This is a letter from a young woman who is about the age of the high school seniors in this audience. Why does her letter strike me so profoundly? She wants to do what is right, but she feels surrounded by values and behaviors she feels to be wrong, and she just doesn’t know what to do about it. She wants to stand for truth but doesn’t know how to do it with love.” (“Stand for Truth,” Gospel Library)

Remind students that “being a peacemaker does not require us to agree with the ideas or beliefs of others” (Russell M. Nelson, “Peacemakers Needed,” Liahona, May 2023, note 18). However, as disciples of Jesus Christ, we strive to treat all people how the Savior would, while holding to the truth we know.

Give students a few minutes to find truths that would be important to “hold to” in relation to the scenario presented by President Oaks. You might suggest that they study “The Family: A Proclamation to the World,” or the statements found on the handout found at the end of the lesson.

After sufficient time, divide the students into small groups. Invite them to share truths they found with their group and explain why they feel it would be important to “hold to” those truths in a situation like the one presented by President Oaks.

You could also discuss the following question together as a class:

·         What principles have you learned about being a peacemaker that could help Amy stand for truth and do it with Christlike love? (Students could refer to notes they have taken from previous class sessions.)

You might consider inviting students to consider experiences they have already had with striving to be a peacemaker while also holding to the truths they know. Consider asking a few willing students to share about their experiences.

Following this discussion, review the scenario presented by President Oaks once again and give students time to prepare and record how they might respond to Amy in a way they think would help her to hold to truth as she experiences the challenges she faces. You might invite a few students who are willing, to share what they wrote with the class.

 Help students make a plan

Invite students to consider what they have learned and felt today that they could apply to their lives. Encourage them to write down a specific goal or action they could take in the next week to be peacemakers.

Handout

“Loving God and showing our love for God by keeping His commandments is the first great commandment. And of course, it is easier for us to judge ourselves and others on whether we are obeying the law. However, it is also vital for each of us to keep the second commandment, which is ‘like unto it’ [Matthew 22:39], to love our neighbors the way Jesus loves us. …

“If you, a family member, or a friend is struggling with … issues of confusion of identity, I urge you to apply both the law of the gospel and the love and mercy of our Savior and Redeemer, who will help and guide you if you patiently walk in His paths” (Dallin H. Oaks, “Stand for Truth,” Gospel Library)

“As near as I can tell, Christ never once withheld His love from anyone, but He also never once said to anyone, ‘Because I love you, you are exempt from keeping my commandments. We are tasked with trying to strike that same sensitive, demanding balance in our lives.” (Jeffery R. Holland, “The Second Half of the Second Century,” BYU Annual University Conference, Aug. 23, 2021, newsroom,ChurchofJesusChrist.org).

“Putting the first commandment first does not diminish or limit our ability to keep the second commandment. To the contrary, it amplifies and strengthens it. . . Our love of God elevates our ability to love others more fully and perfectly because we in essence partner with God in the care of His children.” (D. Todd Christofferson, “The First Commandment First, ” BYU Speeches, Mar. 22, 2022, speeches.byu.edu).

 “Like Lehi, … you don’t chase after your loved ones who feel lost. ‘You stay where you are and call them. You go to the tree, stay at the tree, keep eating the fruit and, with a smile on your face, continue to beckon to those you love and show by example that eating the fruit is a happy thing!”’ (Tamara Runia, “Seeing God’s Family through the Overview Lens,” Liahona, Nov. 2023, 67).

Be a Light to the World

This session focuses on the balance between being an example and light to the world, and building relationships with others despite differences we might have. Participants will practice the fourth skill from the ACT like Christ framework: “Be a Light to the World.”

Encouraging Personal Study

Before class, consider sending students a link to the following talk:

·         Ulisses Soares, “The Architecture of a Pluralistic Society,” March 23, 2022, newsroom.ChurchofJesusChrist.org.

Review and share

Review the students’ experiences with the previous sessions with questions like the following:

·         What have you felt inspired to do to be a peacemaker and hold to truth?

·         What do you still have questions about?

·         What other insights or experiences have about peacemaking since our last class session?

Display the ACT Like Christ framework that has been discussed in previous class sessions. Or you could ask students to see if they can name the principles that you have already discussed before you display them. Explain that the first part of this class will focus on the fourth principle: “Be a light to the world.”

1.       Avoid contentious settings

2.       Love others, find Common ground, even when we disagree

3.       Hold to Truth even in our outreach to others

4.       Be a Light to the world

5.       Stay anchored in Christ 

Be a light to the world

Display the following statements by Presidents Russell M. Nelson and Dallin H. Oaks. Then discuss the accompanying questions:

“The Savior’s message is clear: His true disciples build, lift, encourage, persuade, and inspire—no matter how difficult the situation. True disciples of Jesus Christ are peacemakers. …

“Let us as a people become a true light on the hill—a light that ‘cannot be hid.’ Let us show that there is a peaceful, respectful way to resolve complex issues and an enlightened way to work out disagreements. As you demonstrate the charity that true followers of Jesus Christ manifest, the Lord will magnify your efforts beyond your loftiest imagination” (Peacemakers Needed,” Liahona, May 2023, 99, 101).

“Be a light to the world. Show the world what you can do that is good as a disciple of Jesus Christ.”

(“Stand for Truth,” Gospel Library)

·         What is the relationship between being a light to the world and being a peacemaker?

·         What examples from the Savior’s life illustrate His ability to love, encourage, and lift others in difficult situations?

·         What can help us feel more love for others with whom we disagree?

Explain that part of being a light to the world involves treating those with whom we have differences with respect and compassion. To help students consider this concept, share the following statements, along with the video titled “Holy Envy Explained by Krister Stendahl” (3:18), which can be found at https://byui.mediaspace.kaltura.com/media/t/1_klkatk3o. 

“No single group has a monopoly on the wise, beautiful, and just things of the world. We can all learn from everyone else. Our experiences have gaps that need to be bridged, and our perspectives have blind spots that need to be filled. We find meaning in human connection when we climb out of ourselves and discover the dignity of others, even if we disagree. Underneath our flaws, suspicions, and prejudices exists a common bedrock of dignity” (Ulisses Soares, “The Architecture of a Pluralistic Society,” March 23, 2022, newsroom.ChurchofJesusChrist.org).

“God is using more than one people for the accomplishment of his great and marvelous work. The Latter-day Saints cannot do it all. It is too vast, too arduous, for any one people” (Orson F. Whitney, Conference Report, April 1928, p. 59).

·         What thoughts, impressions, or questions did you have as you read or heard those statements?

·         What did you find in these statements that could help you become more like Jesus Christ, and to be a light to the world?

Invite students to think about people they know with whom they have differences (politically, religiously, socially, etc.). Have the students write down some of the values they share with these people and/or admirable qualities see in them.

·         Why might some people struggle to get along with people who are different than them?

You could use the following analogy to help students better recognize how emotions can get in the way of building relationships across differences.

A traveler sets out on a journey, perched atop a massive elephant. Holding the reins, the traveler believes he is in control. At first, the elephant seems to follow the traveler’s chosen path, but then it catches sight of something enticing—a lush grove of trees, a familiar scent, a deep instinct pulling it in another direction. The traveler tugs at the reins, attempting to control the beast, but the elephant is too strong and determined. Despite the traveler’s best efforts, the elephant veers off course, following its own instincts. 

Jonathan Haidt, an American social psychologist, has used this analogy to describe the human mind. Haidt says that the traveler represents reason, logic, and conscious thought. The elephant represents our emotions, instincts, and gut reactions.

To truly guide the elephant, the rider must learn to work with it, understanding its needs and motivations rather than simply trying to force it in another direction.

Consider asking:

·         How do you think this analogy relates to our interactions with others? (If needed, point out that it can take effort and heavenly help to act with reason and logic rather than with emotion and instinct in our interactions with others.)

·         What can help us gain control over our emotions when we find ourselves in potentially contentious situations?

To further develop your discussion of the previous question, consider listing the following headings on the board:

• Strategies for controlling my emotions

• Strategies for helping others to remain in control over their emotions.

You could then have students share ideas to include under both headings and write their responses on the board.

As needed, you might add the following ideas as you discuss strategies for controlling emotions:

·         Take a deep breath

·         Silently and slowly count to 10

·         Pray for help and strength

·         Imagine looking down on the interaction from above

·         Apply ACT Like Christ principles.

You could add ideas like the following as you discuss strategies for helping others remain in control over their emotions:

·         Listen carefully and repeat back what you hear them saying

·         Name the feelings they seem to be having. (Example: “This seems to make you really angry.”)

·         Name what seems important to them based on what you’re hearing. (Example: “It seems really important to you that the people in your life act with integrity.”)

Elements of Peacebuilding

Explain that one way we can be peacemakers is by bringing people from different traditions together through peacebuilding activities. You could show the video “Lesson 7 Module 7C” (6:06) from the Interfaith America YouTube Channel to help students learn more about peacebuilding activities.

If it would be helpful, you could also display the following guidelines for peacebuilding activities that are described in this video:

·         The activity is welcoming to a wide range of people.

·         The activity does not invite divisive arguments.

·         The activity takes into account attendees’ dietary and observance needs.  (For example, do participants need a prayer space? Are there things some participants don’t eat or drink?).

·         Participants can clearly connect their faith or non-religious identity to the activity.

·         There are opportunities for participants to share how the activity connects to their faith or non-religious identity.

You could give students an opportunity to practice creating peacebuilding activities by distributing the handout at the end of the lesson. Students could choose one or more of the scenarios and work with a partner to complete it.

Help students make a plan

Display the following statement from President Russell M. Nelson and invite students to record their thoughts in their personal notes.

“The increasing darkness that accompanies tribulation makes the light of Jesus Christ shine ever brighter. Just think of the good each of us can do during this time of global upheaval. Your love of and faith in the Savior may very well be the catalyst for someone to discover the Restoration of the fulness of the gospel of Jesus Christ” (“Hear Him,” Ensign or Liahona, May 2020, 88).

Invite students to consider what they have learned and felt today about being a light to the world through following the example and teachings of Jesus Christ. Encourage them to write down a specific goal or action they could take in the next week to be peacemakers.

Testify that through the grace of Jesus Christ, each of us can become better peacemakers as we hold to truth and seek to implement the teachings and principles taught by living prophets.

Creating Peacebuilding Activities

Choose at least one of the following scenarios and design a peacebuilding activity for people in your community. Be ready to share:

1.   A description of your peacebuilding activity.

2.   Your invitation strategy.

3.   How you plan to make this event fun.

Scenario 1: 

Your Goal: Help participants better appreciate one another’s religious beliefs and traditions. 

Your Audience: Students on a college campus

Scenario 2:

Your Goal: Build relationships among students of various religious identities.

Your Audience: Young adults in your community

Scenario 3:

Your Goal: Celebrate and bring awareness to a religious holiday.

Your Audience: Students and employees on a college campus

Scenario 4:

Your Goal: Help participants understand how to deal with potentially contentious situations on campus.

Your Campus Audience: Students on a college campus

Stay Anchored in Christ

In this session participants will discuss how to stay anchored to Christ while also reaching out with love to others. They will also reflect on their experiences with the workshop.

Encouraging Personal Study

Before class, consider sending students a link to the following talk:

·         Neil L. Andersen, “Following Jesus: Being a Peacemaker,” Liahona, May 2022, 17–20

Review and share

Review the students’ experiences with the previous sessions with questions like the following:

·         What have you tried to do this week to be a peacemaker and a light to the world?

·         What do you still have questions about?

·         What other insights or experiences have you had since our last session around peacemaking?

Display the ACT Like Christ framework that has been discussed in previous class sessions. Or you could ask students to see if they can name the principles that you have already discussed before you display them. Explain that the first part of this class will focus on the fifth principle: “Stay anchored in Christ.”

1.       Avoid contentious settings  

2.       Love others, find Common ground, even when we disagree  

3.       Hold to Truth even in our outreach to others  

4.       Be a Light to the world   

5.       Stay anchored in Christ 

Staying anchored in Christ 

To introduce this principle, discuss the following statement by President Dallin H. Oaks:

“In these critical times of your lives, you need to anchor your life in the Savior. …

“This means that you find time to set yourself apart from the world. President Nelson has suggested this can be done through regular temple attendance, reading the scriptures, and staying anchored to our covenants, such as keeping the Sabbath day holy. These practices will help us focus our thoughts on the Savior and what He has done for us by His Atonement, which gives us the assurance of immortality and the opportunity for eternal life. In this way, we will have the defense promised in modern revelation, where we are told, ‘[Take] the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked’ [Ephesians 6:16]” (“Stand Fast with Love in Proclaiming Truth,” Gospel Library)

·         What do you think is the relationship between staying anchored in Jesus Christ and being a peacemaker?

·         What can make it difficult to stay anchored to Christ when we find ourselves in potentially contentious situations?

Discuss the following statement by President Dallin H. Oaks:

 “The gospel has many teachings about keeping the commandments while living among people with different beliefs and practices” (“Loving Others and Living with Differences,” Ensign or Liahona, Nov. 2014, 25).

·         What are some examples of gospel teachings you can think of that can help us live peacefully with those who are different than us? (If students need help, you could suggest that they study some of the following scriptures: Matthew 5:25, 43–44; John 13:34–35; 3 Nephi 11:29–30.)

·         What has helped you be a peacemaker while living in a world full of people of with different values, worldviews, and belief systems?

You could list students’ responses to the previous questions on the board. You might also consider consolidating the list into a few key principles with the students. As needed, you could add the following principles to the list created by the students:

1.       Respect and help protect others’ beliefs and belief systems (be your brothers’ and sisters’ keeper – see Genesis 4:9; Philippians 2:4).

2.       Build deep relationships (“Love thy neighbor” – see Leviticus 19:18; Matthew 22:36–39).

3.       Seek unity, while holding fast to gospel truth with love (“If ye are not one ye are not mine” – see Doctrine and Covenants 38:27).

Display the following statement by Elder Neil L. Andersen and invite students to think about how we can emulate the Savior as we engage with others.

“Each time I read John chapter 13, I am reminded of the Savior’s perfect example as a peacemaker. Jesus lovingly washed the feet of the Apostles. Then, we read, “he was troubled in spirit” as He thought about one He loved preparing to betray Him. I have tried to imagine the thoughts and feelings of the Savior as Judas left. Interestingly, at that sobering moment, Jesus spoke no more about His “troubling” feelings or about betrayal. Rather, He spoke to His Apostles about love, His words cascading through the centuries:

‘A new commandment I give unto you, That ye love one another; as I have loved you. …

‘By this shall all men know that ye are my disciples, if ye have love one to another.’

May we love Him and love one another. May we be peacemakers, that we may be called the ‘children of God.’” (“Following Jesus: Being a Peacemaker,” Liahona, May 2022, 20).

Consider inviting students to discuss the following questions with a partner or small group:

·         What are examples of situations we might face that require extra effort to be a peacemaker?

·         What do you think it might look like to stay anchored to Christ in these situations?

Workshop reflection

Give students time to reflect on what they have learned and felt during this workshop. To begin, you could review key teachings from the workshop. One way you could do this is by asking students to find and share statements from the messages that were studied during the course that they felt were particularly meaningful and important. As needed, you could share the following statements as part of this review:

“As disciples of Jesus Christ, we are to be examples of how to interact with others—especially when we have differences of opinion. One of the easiest ways to identify a true follower of Jesus Christ is how compassionately that person treats other people.

The Savior made this clear in His sermons to followers in both hemispheres. “Blessed are the peacemakers,” He said [Matthew 5:9]. “Whosoever shall smite thee on thy right cheek, turn to him the other also” [Matthew 5:39]. And then, of course, He gave the admonition that challenges each of us: “Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you” [Matthew 5:44].

Before His death, the Savior commanded His Twelve Apostles to love one another as He had loved them. And then He added, “By this shall all men know that ye are my disciples, if ye have love one to another” [John 13:35]. (Russell M. Nelson, “Peacemakers Needed,” Liahona, May 2023, 99).

“I urge you to apply both the law of the gospel and the love and mercy of our Savior and Redeemer, who will help and guide you if you patiently walk in His paths.” (Dallin H. Oaks, “Stand for Truth,” Worldwide Devotional for Young Adults, May 21, 2023, Gospel Library).

After reviewing key teachings from the course, consider displaying the following questions. Invite student to record their responses in their personal notes:

·         What have you learned about being a peacemaker that you want to remember?

·         What efforts have you already made that have made a difference?

·         What do you plan on doing differently because of what you have learned or felt in this course?

Give students an opportunity to share some of their responses, either in small groups or as part of a class discussion.

Conclude by sharing your testimony of peacemaking. Encourage students to continue their journey of becoming peacemakers like Jesus Christ.