“A man is saved no faster than he gets knowledge...” (HC 4:588)
“...if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.” (D&C 130:19)
“Knowledge saves a man; and in the world of spirits no man can be exalted but by knowledge.” (HC 6:314)
In the past, I have sometimes puzzled over the meaning of these instructions, wondering whether this emphasis on knowledge might not be entirely consistent with the importance that should be placed on obedience to God. Therefore, I was delighted for an insight into this matter provided by Bruce Hafen.
“There are two very different kinds of knowledge. One involves such rational processes as gathering information and memorizing. The other kind of knowledge we might call skill development–like learning how to play the piano or swim or take a computer apart, learning to sing or dance or think. The process of becoming Christlike is more about acquiring skills than it is about learning facts and figures...” (Hafen, Faith Is Not Blind, p. 74)
“The Lord said that “whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection” (D&C 130:18). “Principle of intelligence may refer to facts, information, and the laws of the universe. But it especially refers to Christlike capacity and skills, like self-control, obedience, compassion, patience, and unselfishness.” (Hafen, p. 77)
Brother Hafen then suggests that in order to learn more about how these kinds of spiritual knowledge or intelligence may be acquired, we might use as a model the example of how skills such, as those listed above, are developed, i.e., dance, singing, piano, swimming, etc.
Here are some principles underlying such skill development:
1. Often the essence of a skill cannot be described, measured, or specified. Therefore, the skill cannot be transmitted by written instructions to be memorized by later students.
2. The best skill learning process is to imitate the performance of another who has mastered the skill–learning by example from master teacher to apprentice.
3. The whole process requires learning by practice and repetition under the master’s supervision, and may involve a long developmental period and the correction of many errors and mistakes before full skill mastery is achieved.
4. The relationship of the pupil to the master is crucial. The pupil is willing to follow the master because of trust in his way of doing things, even though the apprentice cannot fully analyze and account for its effectiveness. By watching the master and emulating his efforts, the apprentice may unconsciously pick up the rules of the art, including some that may not be explicitly known to the master himself.
Basically then, this kind of learning is a faith process. Apprentices must lose themselves in the process in order for learning to be achieved. They must first trust and try (or act). Without total immersion, the skill will elude them.
Brother Hafen summarizes this spiritual process:
“Eternal life–knowing [God and Christ]–is a quality of life, the fruit of the long-term, difficult, gradual development of the capacity to become as Christ is. When we begin to live as He does, we will begin to know Him.
The idea that exaltation results from a process of skill development may help explain why there is a veil. Faith and repentance and knowing God are processes and principles of action, understood not be only by defining them but by experiencing them. God is a great teacher, and He knows the patterns and principles we must follow–and practice–in order to develop divine capacities. He can teach us those skills, but only if we submit to His tutoring.” (Hafen, p. 77)
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