Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2005. / Includes bibliographical references (p. 46-47).

Project (M.A.)--Brigham Young University. Dept. of Linguistics and English Language, 2005. / Includes bibliographical references (p. 41-42).

Thesis (M.A.)--B.Y.U. Dept. of Church History and Philosophy. / Electronic thesis. Also available in print ed.

Thesis (M.A.)--B.Y.U. Dept. of Church History and Philosophy.

A striking characteristic of Brigham Young's theology was his inclusion of a cosmology in his teachings. In his speeches as President of the Church of Jesus Christ of Latter-day Saints, Young juxtaposed cosmological pronouncements with practical advice. Young regularly opined on such topics as the eternal nature of matter and light and the interaction of gods and humans with these substances. Dovetailed to his cosmic musings was down-to-earth advice on raising children, avoiding the evils of the gold rush, and controlling one's temper. This paper argues that Young's mingling of the abstruse with the mundane functioned as a theodicy for the nineteenth-century Mormons. In order to justify an omnipotent God's allowance of Mormon suffering and persecution, Young framed God and the human experience within a cosmology. He taught that humans exist with the express purpose of accumulating light and truth. This accumulation would continue after death throughout eternity. Young taught that an ineluctable factor in this progression was suffering and for this reason, Young condoned God's allowance of Mormon hardship. By weaving these cosmological teachings with his pragmatic counsel, Young taught the Latter-day Saints to view their daily lives--full of struggles, pain, and fear--within a cosmological framework. Young believed that such a mindset would bolster the faith of the benighted Mormons.

Education today is in process; it is changing and developing toward a more efficient and effective way of accomplishing an adjusted and an informed citizenry in .Ane rica. Dogma of the past yields slowly to the new. Tradition, apathy and inertia on the part of patrons and educators alike coupled with higher costs of better methods form a discouragingly slow team at times. In the field of education as with McCormick's reaper, it is not enough to have a better method or a more efficient tool. The consumer must be sold on the idea. He must be educated to the new, and as the child learns by participating, so the parent must participate to understand the problems of the modern school.

Before Brigham Young College was founded in 1877, a variety of schools existed in Utah. The Mormons at first, and later the Protestants and Catholics made significant contributions to education in the territory. Education has always played an important role in the philosophy of the Mormon church. In the early days of church history, the Mormons founded schools in the places they settled. This policy continued when they settled in Utah.

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2006. / Includes bibliographical references (p. 77-79).

Thesis (M.A.)--Brigham Young University. Dept. of Communications. / Includes bibliographical references (leaves 69-72).

Thesis (M.A.)--Brigham Young University. Dept. of Communications. / Electronic thesis. Includes bibliographical references (leaves 69-72). Also available in print ed.