Stefanie's analysis of "Zeal Without Knowledge"

Professor Kerry Spencer
WRTG 150H
11 November 2011
Zeal Without Knowledge: Gospel Education

Hugh Nibley has said, “Our search for knowledge should be ceaseless”. In the article “Zeal Without Knowledge” Nibley seeks to remind us -and if need be, teach us- that the gospel cannot only be taught and pursued with zeal and energy, but with deep study and the acquirement of knowledge. He urges the idea that every member of the Church of Jesus Christ of Latter-day Saints should seek to gain more knowledge about the true doctrines and precepts of the gospel. Throughout the article, Nibley reinforces this argument and inspires his member audience to take a more scholarly approach to their spiritual education by forming logical arguments using literary tools such as relatable metaphors, thought provoking questions, and valuable quotations.

The first instance in which Nibley uses a metaphor to strengthen his argument is in describing zeal as “the engine that drives the whole vehicle” (210) of the church. However, he continues by saying that without “clutch, throttle, breaks and steering wheel,” (210)- in other words without control over zeal- there can be disastrous consequences. This metaphor proves to be very convincing since every reader understands the importance of these parts for the safe use of a vehicle. They can then relate this to the gospel. Suddenly Nibley’s point seems quite logical and even irrefutable. Zeal may give us momentum, but we need as much knowledge as possible to give us control and to steer us in the proper direction.

A second instance in which Nibley uses metaphors to strengthen his argument is when saying “there is no place for the cram course or the quickie where the gospel is concerned” (211). Through this metaphor, Nibley reminds his member audience of the level of vigour it takes to obtain any kind of worthwhile knowledge. He reminds his readers that just like any other learning, gospel learning is challenging and takes serious study, reflection and time to understand. It is very likely that the reader has an experience or an understanding of the disadvantages of cramming before an exam. Logically, they see that if secular learning takes effort and time, then surely the gospel, in all of its importance, must require an even higher level of study and time commitment for full understanding.

The second literary tool used by Nibley in convincing his audience is that of using thought provoking questions. He uses questions such as “what good is the power, […] without real intelligence and solid knowledge?” (210) to allow his audience to open their mind to a new, enlightened perspective. He then follows up each question with an explanation that answers the questions in the reader’s mind. This method is powerful in showing the reader just how logical Nibley’s position is.

Lastly, Nibley references both contemporary and historical authorities throughout this article by quoting previous lectures, talks and other sources pertaining to this issue. He uses the words of Karl Popper, N.S Sutherland, Joseph Smith Jr. and many others throughout his paper. This gives the reader the sense that Nibley’s ideas are not his alone but that he is echoing what we should already logically know.
Perhaps the greatest influences are the many quotes from the Prophet Joseph Smith himself. Since Nibley’s article is directed to those belonging to the Church of Jesus Christ of Latter-day Saints, he is aware of how influential the words of prophets are in persuading the saints to change. This helps him to carry his message and argument deep into the heart of the individual reader.

It is through the use of these three methods- namely, the use of metaphors, questions, and quotations- that Nibley finds a way to enter into his reader’s minds and therein convince them of the authenticity of his message. By appealing to his readers’ inner logic, he is capable of inspiring them to take a different approach to their individual gospel education. He effectively convinces those who read ‘Zeal Without Knowledge” to reexamine their lives for the purpose of determining whether they have sufficiently obtaining knowledge, so as to not be misled by zeal.

Works Cited
Nibley, Hugh. Readings for Intensive Writers. . 5th. Provo: BYU Academic Publishing, 2007. Print.