Jason T. Rogers has been a member of The Church Of Jesus Christ of Latter-Day Saints for over 30 years. He served a full-time mission in Minnesota and has served in various callings from greeter, primary teacher, and clerk. In 2014-2015 Jason backpacked around the world with the desire to better understand the human experience. He is a visionary dedicated to connecting people and building creative communities. He is the founder of Gateway Gears Marketing and has over a decade of experience in the film industry as a Producer at COMV Productions. Jason’s global adventures and diverse experiences have enriched his understanding of human connections, as detailed in his book, “Social: The Power of Relationships.” He currently lives in Salt Lake County with his wife and two kids.
Enter Jason…
When I was in college, I struggled to grasp some concepts in an accounting class. I found myself asking a simple but important question: How do I learn? Like, really—what is the learning process? Is my learning process different from others?
People often say there are different learning styles. Some people learn by doing, some by listening, and others by reading or writing. This idea comes from a theory called VARK—which stands for Visual, Auditory, Reading/Writing, and Kinesthetic.
The Science of Learning
While the science behind learning styles is still debated, many educators agree that recognizing a student’s preferences can support better engagement. As Dr. John Hattie, a leading education researcher, puts it:
“When learning is visible, students know what to do, how to do it, and where to go next.”
That clarity can come from matching learning methods to student needs.
Still, I realized that learning styles weren’t the full answer I was looking for. So, I started reading books on neuroscience, game theory, and anything I could get my hands on that explored the learning process.
True Learning
One day, I was reading in the Book of Mormon, 1 Nephi chapter 11. What I found was a perfect example of how teaching and learning actually work. That’s when I realized I was asking the wrong question. Instead of “How do I learn?” I started asking:
- What kind of teaching leads to true learning?
- What kind of teaching aligns with how the brain and spirit grow?
Desire to Learn
In 1 Nephi 11, the vision begins with a simple question. The Spirit asks Nephi,
“Behold, what desirest thou?” Nephi responds, “I desire to behold the things which my father saw.”
That moment stuck with me. The Spirit, though He already knew the answer, still asked Nephi what he desired. As teachers, we need to do the same.
We need to ask our students what they care about, what they want to understand, and what they’re ready for. When a student’s desire is in the right place, real learning can take root. Students need to know we see them, we hear them, and we care about what’s in their hearts. That’s not always easy when you have a full classroom—but even small moments of connection can open big doors.
Empowered to Keep Learning
Next, the Spirit asks a clarifying question:
“Believest thou that thy father saw the tree of which he hath spoken?”
He’s checking in—trying to understand where Nephi is on his own journey. What does he already believe? What is his foundation? Because if Nephi didn’t trust what he had already learned, anything new would rest on shaky ground.
Students need that same kind of grounding. They need to feel confident in what they already know—and in their ability to grow from there.
Nephi responds with conviction:
“Yea, thou knowest that I believe all the words of my father.”
And the Spirit affirms him:
“Blessed art thou, Nephi, because thou believest… thou shalt behold the things which thou hast desired.”
That validation matters. The Spirit honors Nephi’s desire and praises him for what he already believes. He helps Nephi feel safe, ready, and empowered to keep learning.
You’re Safe to Learn Here
When a student feels heard and validated, their brain is filled with connection, safety, and a natural openness to learning. In that moment, key chemicals like oxytocin, dopamine, and serotonin start to flow—shaping how the student feels, thinks, and engages.
Oxytocin builds trust and connection. Dopamine boosts motivation and attention. Serotonin supports calm, balanced emotions. These aren’t just background processes—they’re the brain’s way of saying, “You’re safe here. You belong. You can grow.”
As Dr. Bruce Perry explains,
“The most powerful buffer in times of stress and distress is the presence of a safe, caring adult.”
That presence doesn’t just comfort the heart—it literally calms the nervous system. It lowers cortisol, the stress hormone that blocks thinking and memory. When students feel emotionally safe, their brains aren’t stuck in survival mode. They’re free to explore, ask questions, and take healthy risks. A caring relationship isn’t extra—it’s the foundation of learning.
Knowing What to Expect
Let’s go back to the story. In verse 7, the Spirit lays out a clear plan:
“After thou hast beheld the tree… thou shalt also behold a man descending out of heaven… and thou shalt bear record that it is the Son of God.”
This moment is like a teacher outlining the lesson for the day. When students know what to expect, they follow along better. It gives them structure, direction, and something to be excited about.
The Learning Power of Stories
The Spirit then shows Nephi a vision—a powerful teaching tool. It’s not a lecture or a list of facts. It’s a story, filled with imagery, emotion, and meaning.
“I looked and beheld a tree… and the beauty thereof was far beyond… exceeding of all beauty.”
Our brains are wired to remember stories more than anything else. When we wrap knowledge in story, it sticks. If you know the timeline of the Book of Mormon, Nephi wrote this account years later—but it still feels fresh, like it happened just yesterday. That’s what good teaching does. It stays with you.
The story also created more questions and desires in Nephi—and the Spirit could see it. Maybe He even planned it that way.
“And he said unto me: What desirest thou?”
Full circle.
Back to the core of learning: desire.
I now know, as the student, it’s my responsibility to have the desire to learn. I need to cultivate the desire and stay curious, or I will not see the knowledge God is eager to share with me.
Awakening
I invite you to dive in a little deeper in this chapter of 1 Nephi 11 and see what other fascinating insights you discover as you seek to learn more about our Father’s plan.
As teachers, our mission is to inspire that desire—to ask the right questions, to see our students where they are, and to give them space to grow. When we teach with the Spirit, we don’t just transfer information—we awaken something deeper in ourselves and others.
