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Prof. Marcus Martins, Ph.D.

Marcus H. Martins, Ph.D.
Professor Emeritus & Former Dean of Religious Ed., BYU-Hawaii (2000-2023)
Former Professor, Ricks College (1997-2000)
Former Adjunct Lecturer, BYU (1994-1996)

Phone: (808) 778-3077  (8am-5pm) 
E-mail: martinsm@byuh.edu

 Office Hours:
Any day, by appointment


My Testimony

Between 1984-86 I retranslated the Book of Mormon from the 1981 English edition into Portuguese.
I read every word in that book and I can testify that no man could have invented it.
The book is true; I have no doubts.  It was written by ancient prophets and translated by a modern prophet of God.

The clarity and consistency of the doctrines and teachings contained in the Book of Mormon
never cease to fill me with valuable instruction on how to be a true disciple of Jesus Christ in daily life.

But above all, I have a testimony by the power of the Holy Ghost
that the Book of Mormon is indeed another testament of Jesus Christ--of his divinity, of his resurrection,
and of his love and ever-present interest for people in all nations.

Click Here to See the Course Schedule & Reading Assignments



Course Purpose

Considering the learning outcomes listed above, will use the Book of Mormon, the other scriptures, and the teachings of latter-day prophets to: (1) increase our knowledge of God, the Father, his son Jesus Christ, and the Holy Ghost; (2) increase our knowledge of the basic principles and doctrines of the gospel of Jesus Christ, giving special emphasis to the centrality of the Atonement of Jesus Christ; (3) increase our ability to find answers to life's questions and trials in the word of the Lord; (4) increase our knowledge of the principles necessary to magnify present or future callings in carrying out the threefold mission of the Church.

Teaching Philosophy

When I look at my students I see not only who they are today but also who they may--and in most cases very likely will--become in the future. I envision parents, grandparents, missionaries, leaders in communities, governments, and in the Church.

Whatever the central subject-matter of my classes, I always focus on the ways to apply the doctrines and principles contained in the scriptures to achieve two goals:

  • Provide immediate answers to issues relevant to my students' present experience--e.g. relationship with roommates, full-time missions, temple ordinances, dating, and marriage.
  • Give my students a sample of gospel-based answers to the main problems they are likely to be asked in the present and in the near future by investigators, fellow Church members, and neighbors--problems such as: financial difficulties, different forms of addiction, domestic problems, divorce, and different manifestations of spiritual apathy.
    •


Required Materials

  • The Book of Mormon: Another Testament of Jesus Christ - We will also use other scriptures, particularly the Doctrine & Covenants
  • Electronic device with Internet access
  • You and your brain, equipped with "a sound understanding" (Alma 17:2)

Class Format
I do not lecture--in the traditional sense of the word--very often. Instead, most of my classes are typically dialogue-driven; more like a group conversation, or like a Q&A (question-and-answer) session.

Therefore, it is essential that you read and think about the assigned materials before coming to class, so you will have good questions to ask me, or insights and experiences related to the readings to share with the class.  Our discussions should focus on ways to apply the information in the lessons to analyze real-life situations or issues and propose solutions (currently feasible or not) to them.

Speaking of questions, we often hear the old cliché "That question is not important to our salvation", with which I agree when applied to regular Church meetings. But in a university class, questions are important to our education. Therefore, if you want to learn something gospel-related that will be important--either to your salvation or to your education--I'll teach you, always based on official doctrine or church policy, and also on my own research.

In my opinion, at the end of the day the relevant factors are:

  • 1) Was the discussion academically stimulating at a college level?
  • 2) Were my explanations accurate, intelligent, and defensible from a doctrinal standpoint?
  • 3) Did those explanations bring you to a higher level of understanding of the doctrines of the restored gospel, and inspire you to study and learn more?
  • And above all: (4) Did you eventually feel by the power of the Holy Ghost that what you learned is true? (This last factor is outside of a teacher's control, and in some cases it may take some time to happen).
    •

This way we may accomplish the Apostle Peter's counsel that we "... be ready always to give an answer to every man that asketh you a reason of the hope that is in you" (1 Peter 3:15)
Assignments & Grading Policy
Contrary to popular (and false) belief, I consider that an excellent final grade should be the result of excellent performance both in exams and in the classroom. An "A" should not be given simply because someone is "nice" (whatever that means) or has a testimony of the gospel. That high grade should be reserved for those who read all the assignments, attend class regularly, participate in classroom discussion frequently, and study for the exams diligently.  This is the breakdown of the total points possible in this class:

Midterm Exercise
Reflection Paper
Final Exercise
Class Participation

Total Points

150 points
150 points
200 points
100 points  (Attendance, Comments)

600 points
The final grades will be assigned according to the following scale:
A    585-600 B-   525-539 D+  460-474
A-   570-584 C+  505-524 D   445-459
B+   555-569 C    490-504 D-  430-444
B     540-554 C-  475-489 F   001-429

                      Final grades will not be determined by percentages shown on the Learning Suite system. But you will be able to estimate your final grade by observing this grading scale.

Weekly Attendance and Online Quizzes

Attendance and participation in the classroom are required, according to current university policies.

The weekly quizzes are meant to help you prepare for both the midterm and final exams.

These quizzes will contain the Questions for Review from the reading assignments' pages. Don't worry about your score in each quiz. They will not count towards your final grade in this class. But your score in each quiz will tell you how well you are preparing for the exams. That should give you a very good chance to obtain excellent scores in both exams--unless you don't want to.

Unlike the two exams, the weekly quizzes will be open-book, open-notes, but "closed neighbor".  You are bound by your honor to answer those questions without the assistance of others--except in cases of officially recognized physical disabilities, in which a reasonable accommodation will have to be approved by the teacher in advance.

Exams

There will be one midterm and one comprehensive final exam, both administered through the Learning Suite system.  You will need an electronic device (laptop computer, tablet, or mobile phone) with Internet access.  A study guide for each exam is incorporated in the reading assignments' web pages (click on "Course Schedule" hyperlink above).  Study guides will not be handed out in class.  In the event of exams taken late due to non-extenuating circumstances (see "House Rules" below), a penalty of 15 points may be imposed.  Extenuating circumstances that could waive this penalty should be reported immediately.

For more information about the official university schedule for final exams, go to https://policy.byu.edu/view/final-examination-policy

Reflection Paper

Choose one of the doctrines we discussed from the Book of Mormon and develop a few personal impressions about it. Discuss how it influenced your life during this semester. Alternatively, you may start with a topic of your choice--something very relevant to you at this time--and then discuss how the doctrines we discussed in this Book of Mormon class help you better understand that topic of your choice.

Feel free to consult with me on how to develop this response paper. I am your "number 1" resource. Chat with me via Zoom, e-mail, call me on the phone, etc.  But please, avoid "half-baked," simplistic, childish, "fluffy" nonsense.  Make sure you read my handout "A Few Ideas for Outstanding Academic Papers"

The paper should be no longer than 3 pages (double-spaced, using a 12-point font, and 1 inch margins).

The paper is due on Friday, June 13

New: Papers submitted late without a reasonable explanation may be penalized with a 10-point loss per work day.

Upload the paper to the Learning Suite system.  Use formats ".doc" or ".docx" (Microsoft Word), or ".pdf" (Adobe Acrobat).

Once again, read my handout "A Few Ideas for Outstanding Academic Papers"

A Word about AI (Artificial Intelligence) Text Generators


Montage - human brain and electronic communicationAs a former systems analyst in the IT industry (decades ago), and now as a social scientist I have seen that demonizing a technology or art form as a whole--rather than just the improper use of a technology or art form--only makes leaders and naysayers look foolish as time goes by. For example, television, the internet, jazz, IVF-in vitro fertilization, rock-and-roll … all have been at one time or another been decried as "the devil’s tool" by neo-Luddites.

Since I refuse to act like a 21st century Luddite, here is how I would envision a proper use of AI (Artificial Intelligence) text generators in academia:

•    Idea Generators - students occasionally may face “writer’s block” when starting to write a paper, especially papers in classes not closely related to the students’ majors. But even beyond that, an AI text generator could provide students and even seasoned scholars with potentially mind-blowing associations of ideas that might lead to some of the most creative writings of their careers. I could envision people going beyond the traditional "I'm-writing-about-repentance-because-I-want-to-understand-more-about-it". Like I wrote in a post on social media in early 2023, “Go Beyond” sameness and obviousness.

•    Paper rough drafts – An AI text generator could provide students with a first rough draft that could serve as a springboard for a final draft with more of the students’ thoughts and conclusions. However, students would then have to submit both the first and the final drafts, so I can evaluate how much of the paper was generated by AI and how much was by “SI” (student intelligence).

So far, no technology can surpass human intelligence, creativity and much less human feeling and "spirit". Some of the best academic writing happens when all these elements combine to produce quality essays, papers, articles and book manuscripts that have the potential to change lives--including the writers' own lives.

If anyone is interested in my views regarding sciences and technology, check two of my lectures:

Poster for Dr. Martins' Lecture "Traversing the Breach between Science and Religion" (2024) Traversing the Breach between Science and Religion (2024)
 PDF    HTML

The Third Century of an Intelligent Religion (2020)
 PDF     HTML		 Poster for Dr. Martins' Lecture "The Third Century of an Intelligent Religion" (2020)

Additional Class Information

Official Communications

Class announcements will be made via official BYU e-mail.  You are responsible to check your "inbox" regularly.  E-mail messages sent to university addresses are considered official notification of course policies and procedures.
House Rules

I like to use BYU's Honor Code to our advantage. This Honor Code is based on mutual trust. That implies a commitment to be "... honest, true, chaste, benevolent, virtuous ..." (The 13th Article of Faith). In practice, that requires us to give credit to others' ideas, to speak the truth and accept full responsibility for our actions--or for the lack of them. That commitment also requires us to respect and to develop love for each other as children of the Most High and heirs of eternal kingdoms, independent of our differences in ideas, beliefs, gender, race, or national origin.

As a consequence of the commitment to accept full responsibility for our actions, there will be no make-up exams, and no assignments for extra credit. The exercises (or exams, if you prefer) will not be given on dates different than the ones mentioned here, except in cases of extenuating circumstances.

Extenuating circumstances do not include the following: forgetfulness, early travel arrangements, homesickness, your best friend's wedding, a mid-semester family vacation, the death of your family's dog, a great surfing day, the discovery of your eternal companion, assignments for other classes, pizza parties, and other similarly unholy and impure excuses.

Cases of conflicting final exam schedules, serious infirmities, or other truly extenuating circumstances, should be reported immediately and not postponed until the day before an exam. If you are planning to get married within the next 2 months, please, schedule your ceremony for a non-conflicting date. (This request does not apply to births, of course ...)

Classroom Etiquette

I believe that the university's dress and grooming standards reflect the standard that any educated and civil person should adopt anywhere in the world.  As a professor as well as a Church high priest I adhere to that standard and expect all my students to do the same.

Since our classes are held in a dedicated building, we must display  proper reverence and demeanor. Falling asleep--occasionally--is forgivable, but chatting during lectures is not.

To avoid distractions to you and others, while in class, please silence your phones and other electronic devices--and do not take calls or messages while in class. 

If you are expecting an emergency call, it might be better for you to miss class and take care of the emergency.  Just be sure to send me an e-mail explaining the nature of that emergency.  By the way, talking to an old friend, or to your sweetheart in Bangkok, Beijing, or Boston does not constitute an "emergency"--unless he/she is about to undergo brain surgery.

Laptops and Smartphones in Class

For those among you who are "techno buffs": you are welcome to download the readings to your laptop or access them online in class.

Feel free to share online your ideas, opinions, questions, or short accounts of non-confidential experiences in response to any of the assigned readings or to an idea shared during classroom discussion.  In fact, you are welcome to include your social media friends in our discussions--but your interactions must be about the topics being discussed in class, not unrelated matters. I count on you to honor this requirement!

You are welcome to share with the class the comments and questions your online friends may send you.  All such communications must be intelligent, respectful of others, and real contributions to our education.

Other than the interaction described above, be sure that during class you will use your computer or cell phone to explore that day's reading assignment, not for mindless social networking, e-mail, games, or work for other classes.

I will not constantly monitor what you do with your electronic devices in class, but if I catch you indulging in stuff unrelated to class, well ... "Houston, we'll have a problem ..."

 Participation
Class participation will be judged on both the amount and the quality of your questions, comments and contributions to the progress of your peers. The breakdown for those 100 precious points is the following: 
  • Attendance     up to 50 points

    • A lot of money and resources are spent in your maintenance in college. So, the least one can do is to attend classes and try to gain the most from them. Occasionally, circumstances may lead you to miss one class period.      Absences due to illness (with a doctor's note), job interview, field trip in another class, or due to university performance groups, will be waived, but you need to inform me immediately.  In all other cases there will be a penalty of minus 15 points for each absence.

If you need to leave class early, please let me know at the beginning of class.  But if you leave class less than 25 minutes after the roll call, or if you sneak out, you will be considered absent on that day, and will lose 15 points.  Arriving in class more than 15 minutes late--without a reasonable explanation--will also be considered an absence.
 

  • Comments in Class      up to 50 points

    • Our objective with this exercise is to learn from insights shared in class as we study the doctrines of gospel of Jesus Christ and apply them to our lives.

    These "comments" may take the form of ideas, opinions, questions, or short accounts of experiences, and they can be made in class or electronically via e-mail to me.

    Our class periods should be seen as opportunities for mutual enlightenment. I encourage and expect many exchanges of ideas and gospel-based life experiences.

    If you consider yourself shy, I recommend that you put your shyness in a box and mail it to the bottom of the Atlantic Ocean (the Pacific isn't far enough). While in college, take advantage of the resources available to you and "re-engineer" yourself, thus becoming an active participant in a society. Semester-long silence will be rewarded with 0 (zero) points.

    Frequent "parallel conversations" (i.e. chatting with classmates often about matters unrelated to the class) may be penalized with a 5-point discount.


What If English Is Not Your Native Language?

No problem.  You are welcome to pray in class in your own language ... provided that there is someone available to translate your words into English--for the benefit of all those present.  Take a look at the Apostle Paul's words on the subject:

"For if I pray in an unknown tongue, my spirit prayeth, but my understanding is unfruitful.  ... [When] thou shalt bless with the spirit, how shall he that occupieth the room ... say Amen at thy giving of thanks, seeing he understandeth not what thou sayest?"  (1 Corinthians 14:14, 16)


What If You Belong to Another Faith?

No problem at all.  I am a convert to the Church of Jesus Christ of Latter-day Saints, and I respect whatever religious background you come from.

I will never be my intention to offend you or hurt your feelings.  I will teach you according to my beliefs in the hope that if you do not accept the restored gospel, at least you will understand the core beliefs of the Latter-day Saints, and help dispel many of the myths and misconceptions about those beliefs.  We still would like you to be a good friend of the Church.


Official University Policies

BYU Religious Education Policies

For full list of official policies please visit: https://religion.byu.edu/policies
 

Honor Code


Please call the Honor Code Office at (801) 422-2847 if you have questions about current dress, grooming and other standards.

For full statement, please visit: https://religion.byu.edu/policies
 BYU Religious Education Statement
on Belonging and Inclusion

The full realization of each student’s divine potential is our central focus (BYU Mission Statement). Also see BYU’s Statement on Belonging at https://belong.byu.edu/

For full statement, please visit: https://religion.byu.edu/policies

 Disabilities & Special Circumstances

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities.

A disability is a physical or mental impairment that substantially limits one or more major life activities. Whether an impairment is substantially limiting depends on its nature and severity, its duration or expected duration, and its permanent or expected permanent or long-term impact. Examples include vision or hearing impairments, physical disabilities, chronic illnesses, emotional disorders (e.g., depression, anxiety), learning disorders, and attention disorders (e.g., ADHD).

If you have a disability which impairs your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC, 1-801-422-2767, or https://uac.byu.edu/services-offered to request a reasonable accommodation. The UAC can also assess students for learning, attention, and emotional concerns. If you feel you have been unlawfully discriminated against on the basis of disability, please contact the Equal Employment Office at 1-801-422-5895, D-285 ASB for help.

Service animals are allowed in the classroom. Generally, animals that are strictly for emotional support or comfort are not allowed in the classroom. Questions may be directed to the University Accessibility Center (2170 WSC, 1-801-422-2767).


  Mental Health Resources
Mental health concerns and stressful life events can affect students’ academic performance and quality of life.

BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035, caps.byu.edu) provides individual, couples, and group counseling, as well as stress management services. These services are confidential and are provided by the university at no cost for full-time students.

For general information please visit https://caps.byu.edu/
For more immediate concerns please visit http://help.byu.edu

Preventing & Responding to Sexual Harassment
The health and well-being of students is of paramount importance at Brigham Young University.  If you or someone you know has experienced sexual harassment (including sexual violence), there are many resources available for assistance. 

[...]

Incidents of sexual harassment should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692 or 1085 WSC.  Reports may also be submitted online at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day).

For full statement, please visit: https://religion.byu.edu/policies

Please visit: https://religion.byu.edu/policies
for official statements regarding:

Academic Honesty

Classroom Disruption

Inappropriate Use of Course Materials

Online Evaluations

Plagiarism

Copyright © 2016-2025 - Marcus H. Martins