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Ephesians

Introduction and Timeline

Paul wanted the Saints to understand the greatness of God’s power and to attain the fulness of the blessings that God had in store for them (see Ephesians 1:15–19; 3:16–19). He helped Church members understand that in the premortal world they had been foreordained to accept the gospel and to “be holy” (see Ephesians 1:4–6, 11–12). Paul taught that through Christ’s grace, Gentile converts were “no more strangers and foreigners” but Saints in “the household of God” (Ephesians 2:19). In Ephesians, Paul described some of the great purposes for the organization of the Church: apostles, prophets, and others who serve in the Church help perfect the Saints, strengthen the Saints’ faith in Jesus Christ, and bring unity to the Church (see Ephesians 4:11–12). Paul taught that following the example of the Savior can bring unity and harmony to our relationships with family members and others. In Ephesians 6:11, Paul exhorted his readers to be more diligent and obedient, counseling them to “put on the whole armour of God.”

Chapter Overviews

Ephesians 1

Saints were foreordained to receive the gospel before the foundation of the world. In the dispensation of the fulness of times, God will gather together in one all things in Christ. Saints are sealed by the Holy Spirit of Promise and know God and Jesus Christ through revelation. Jesus Christ sits at the right hand of God the Father and is the head of the Church.

Ephesians 2

Sinners can be saved by God’s grace. Through the blood of Christ Jesus, both Jews and Gentiles can become fellow citizens in the household of God. The Church is built upon the foundation of apostles and prophets, with Jesus Christ as the Chief Cornerstone.

Ephesians 3

Paul preached about Jesus Christ and taught that through Him, Gentiles can be “fellowheirs” with Israel and partakers of God’s promises. Paul’s ministry was to help Gentiles receive Jesus Christ. Paul desired that the Saints be strengthened by the Spirit and rooted and grounded in Christ’s love, which surpasses worldly knowledge.

Ephesians 4

There is one Lord, one faith, and one baptism. Apostles, prophets, and others serve in the Church for the perfection of the Saints, the edification of the Church, and the unity of faith among the Saints. Paul exhorted Saints to put off the old man and instead put on the new man, who is created in righteousness and holiness.

Ephesians 5

Paul admonished the Saints to avoid unclean practices and have no fellowship with works of darkness. To help bring about unity in the Church, Paul counseled the Saints regarding their congregational worship and family relationships. He counseled husbands and wives to love and respect one another, looking to the Savior as their example.

Ephesians 6

Paul counseled children and parents, slaves and masters about how to treat each other. Saints should put on the whole armor of God. Paul desired that grace be given to all who love the Lord Jesus Christ.

Suggestions for Teaching

Ephesians 1–3

The Gospel Helps All of God’s Children Become Saints

To prepare students to learn from Paul’s Epistle to the Ephesians, ask them how they might respond if they found themselves in the following situation:

On the second day of a math class, the teacher passes out final grades for the class. When students ask why they are getting grades before they have done any work, the teacher responds: “I went ahead and looked at each of your school transcripts. I determined your grades based upon what I thought you deserve, rather than on what you might earn during the semester. For some of you, I can tell just by looking at you what kind of a student you are, so why should I have you go through the hassle of actually earning a grade?”

Then ask:

• How would you feel if your grade in a class was determined before you did any work?

• How would you feel if your status in eternity was determined before you ever came to earth?

Encourage students to consider this situation as they study Ephesians 1. Have a student read Ephesians 1:3–5 aloud. Point out the phrases “chosen us in him before the foundation of the world” (verse 4) and “having predestinated us” (verse 5). Ask students to look at verse 5, footnote a, which clarifies that the Greek word translated as “predestinated” could also be translated as “foreordained.” You might use the following quotation to help students understand the concept of foreordination.

“In the premortal spirit world, God appointed certain spirits to fulfill specific missions during their mortal lives. This is called foreordination. Foreordination does not guarantee that individuals will receive certain callings or responsibilities. Such opportunities come in this life as a result of the righteous exercise of agency” (True to the Faith: A Gospel Reference [2004], 69).

You might also share the following quotation from Elder Bruce R. McConkie (1915–85) of the Quorum of the Twelve Apostles to help students understand that predestination, as used in the world today, can be interpreted as a false doctrine:

“Predestination is the false doctrine that from all eternity God has ordered whatever comes to pass, having especial and particular reference to the salvation or damnation of souls. Some souls, according to this false concept, are irrevocably chosen for salvation, others for damnation; and there is said to be nothing any individual can do to escape his predestined inheritance in heaven or hell as the case may be” (Mormon Doctrine, 2nd ed. [1966], 588).

Then ask:

• What is meant in Ephesians 1:4 by the phrase “before the foundation of the world”? (In the premortal world.)

Point out that in the premortal world, certain spirits were chosen by God to receive the gospel on earth (see Alma 13:2–3).

• According to Paul’s teaching in Ephesians 1:4, what else were Church members chosen to do?

As students share their ideas, help them understand: In the premortal world, Saints were foreordained to receive the gospel and to be holy. To emphasize this doctrine, consider writing it on the board.

You might point out to students that this foreordination does not mean that members of the Church are better than others. However, Church members should seek to live up to their foreordained opportunities and blessings, which are conditioned upon their faith and righteousness. If students have questions about the phrase “predestinated us unto the adoption of children by Jesus Christ to himself” (Ephesians 1:5), refer them to the student manual commentary for Ephesians 1:4–5, 11.

Have students mark the word “saints” in Ephesians 1:1. Tell students that “the word saint is a translation of a Greek word also rendered ‘holy,’ the fundamental idea being that of consecration or separation for a sacred purpose” (Bible Dictionary, “Saint”). The word saint can therefore mean “holy one” or one who has set his or her life apart from the world. The word appears more in Ephesians than in any of Paul’s other epistles, appearing in each chapter of Ephesians.

Summarize the remainder of Ephesians 1 by pointing out that Paul taught the new converts in Ephesus what the Lord offers to help them become true Saints. Point out to students key phrases indicating the blessings the Lord offers, such as “redemption through [Christ’s] blood” (verse 7), the “riches of his grace” (verse 7), knowledge of “the dispensation of fulness of times” (verses 9–10), the Holy Ghost and gifts of the Spirit as “the earnest of [their] inheritance” (verse 14), the “spirit of wisdom and revelation” (verse 17), the enlightening of “the eyes of [their] understanding” (verse 18), and “the exceeding greatness of his power” toward them (verse 19). Tell students that the Lord also offers all of these blessings to us to help us become Saints.

Note to teacher: As you consider the needs of the students, you might use the supplemental teaching ideas found at the end of the lesson to teach additional truths from Ephesians 1.

Have students search Ephesians 2:1–3 for phrases Paul used to describe the Gentile converts before they joined the Church. Invite students to share with the class what they discovered. As they respond, list the phrases on the board. Then ask students to look at Ephesians 2:12 and identify phrases that describe what it is like to be without Jesus Christ in our lives. Students may identify phrases such as “being aliens,” “strangers from the covenants of promise,” “having no hope,” and “without God in the world.” Add these phrases to the list on the board. To help students personalize these verses, ask them to consider the following question silently:

• Have you ever felt that one or more of the terms on the board described your life? (Do not ask students to verbally respond or explain.)

Mention to students that later in Ephesians 2, Paul taught the Gentile converts that they were no longer “strangers” (Ephesians 2:19). Then ask:

• Who might feel like a stranger or an outsider in the modern Church? (Possible answers: Those investigating the Church, converts, those who are trying to return to Church activity after being away for various reasons, those who are not prominent or well-known, or those who have recently moved into a new ward or branch.)

Refer students to the picture of the Jerusalem temple located in the student manual commentary for Ephesians 2:12–14, 18–19. Have a student read the first paragraph of this commentary. Explain that prior to Peter’s vision recorded in Acts 10, when the Lord revealed that the gospel should be taken to the Gentiles, there was a very real spiritual separation between Jews and Gentiles, symbolized by the wall of partition. Jews were allowed to join the Church and receive its blessings, but Gentiles were not. Similarly, only Jews—who were heirs of the covenants God made with Abraham either by birth or conversion—had access to the more sacred areas of the temple. Gentiles, who had not made covenants with the Lord, had no access to these sacred areas and in many ways were treated as strangers and outsiders.

Give students a moment to study Ephesians 2:13–15, 18–19, looking for how Paul used the image of this wall of partition to teach an important truth. To help students understand these verses, consider asking:

• What does it mean to be a fellow citizen or to belong to someone’s household?

• What do these verses teach about those who might feel like strangers or outsiders? (You might summarize student responses by writing the following doctrine on the board: Because of the Savior’s Atonement, all God’s children can become Saints in the household of God.)

• What blessings come to individuals who feel that they are “fellowcitizens with the saints” and that they belong to “the household of God”? (Possible answers: The term “fellowcitizens” suggests that the individuals enjoy all the rights and privileges of belonging to the Church. The phrase “of the household of God” suggests they are under God’s care and protection.)

You can help students feel the importance of these concepts by asking the following:

• What experiences have you had that helped you feel that you are a fellow citizen “with the saints” or that you belong to “the household of God”?

• What are some actions we could take to help others feel this way?

Read Ephesians 2:20–21 to your students, and then draw on the board a simple diagram of a cornerstone connecting two walls. Then ask:

• How does this image of Jesus Christ as the cornerstone help explain how Church members can become “fitly framed together”? (You might refer students to the student manual commentary for Ephesians 2:20–21.)

Summarize Ephesians 3 by explaining that Paul continued to teach about the transformation that Gentile converts would experience through the Savior’s Atonement. Then have a student read Ephesians 3:6 aloud. Ask:

• What does it mean to be “fellowheirs”?

• How might this truth bring joy and comfort to someone who has recently joined the Church?

Testify that when we are baptized and live worthily, there is no more “wall” between us and the Lord; we have full access to the Lord’s blessings and belong to “the household of God.” All members can become united, “fitly framed together” like unto “an holy temple in the Lord.” All of this is made possible because of the Atonement of Jesus Christ, who is the Chief Cornerstone. (See Ephesians 2:14, 19–21.)

Ephesians 2:20; 4:1–16

Paul’s Teachings on the Responsibilities of Church Leaders

Tell students that up to this point we have discussed Paul’s teachings about how Church members can become united through the Atonement of Jesus Christ. Paul also taught the Ephesian Saints how apostles and prophets help to unify Church members. Have students read Ephesians 2:20, and then ask:

• What does a foundation do for a building?

• In what ways are apostles and prophets the foundation of the Church? (Like the foundation of a building, apostles and prophets provide stability and steadiness to the Church.)

Have a student read Ephesians 4:11. (Some students will benefit from the definitions of evangelists and pastors in the student manual commentary for Ephesians 4:11.) Then give students a few minutes to study Ephesians 4:12–16 and make a list of what apostles, prophets, and others who serve in the Church help to accomplish in the Church. After sufficient time, consider asking questions like the following:

• According to your list, what do these leaders and members help to accomplish in the Church? Of the items on your list, which is the most meaningful to you? Please explain why. (Possible answers: Apostles, prophets, and others who serve in the Church help to perfect the Saints, edify the Saints, bring a unity of the faith, and teach about the Son of God. They see that we are not tossed to and fro by teachings of the world, that we are not deceived, and that the members of the entire Church or the local Church unit are “fitly joined together”—meaning that each member does his or her part in unity with other members.)

• What does it mean to grow “unto the measure of the stature of the fulness of Christ”? (To gradually become more like Christ; Christ is the “measure” or standard for our lives.)

• How do apostles, prophets, and other Church leaders help us avoid being “tossed to and fro, and carried about with every wind of doctrine”?

Help students identify a doctrine taught in these verses by asking:

• According to verse 13, how long will we need to have the Church organization? (After the students share their answers, write on the board: The Lord has called apostles, prophets, and other Church leaders to help perfect the Saints and bring unity to the Church.)

• How have you seen general or local Church leaders bring greater unity to the Church in general or to your ward or branch?

• Has there been a time when a Church leader has strengthened you? How did this Church leader help you?

Note to teacher: Much of the material found in Ephesians 4:17–5:20 has already been covered in earlier epistles of Paul. Summarize these verses for your students. If you feel your students need further instruction on these principles, consider using the supplemental teaching idea for Ephesians 4:17–5:20 found at the end of the lesson.

Ephesians 5:22–33; 6:1–10

Paul’s Teachings on Family Relationships

Remind students that Paul was writing to newly baptized members of the Church. Throughout much of Ephesians, Paul focused on teaching principles about our relationships in order to help his readers become a unified community of Saints. Have a student read aloud Ephesians 4:17; 5:1–2 while the class follows along, and then ask:

• What phrases in these verses express Paul’s desires for the Ephesian Saints?

Call attention to Paul’s teaching, “Walk in love, as Christ also hath loved us” (Ephesians 5:2). Explain that in Ephesians 5–6, Paul offered counsel about how to apply this teaching in our relationships with others. Divide your class into four groups. Assign each group to study one of the following scripture passages and identify the principle Paul wanted his readers to follow in their households: Ephesians 5:22–27; Ephesians 5:28–33; Ephesians 6:1–4; Ephesians 6:5–9.

Identifying Principles

One fundamental of gospel instruction is to assist students to identify and understand gospel principles. You can help students discover gospel principles by having them look for answers to questions such as, “What did the writer intend for us to learn?” or, “What are some of the fundamental truths taught in this scripture passage?”

You might write the following on the board to guide students as they study:

Look for principles that can strengthen our relationships with family members and with others.

Group 1: Ephesians 5:22–27

Group 2: Ephesians 5:28–33

Group 3: Ephesians 6:1–4

Group 4: Ephesians 6:5–9

After a number of students have shared with the class the principles they found, ask students to notice key phrases in the following verses: wives are to submit to their husbands “as unto the Lord” (5:22); husbands are to love their wives “as Christ also loved the church, and gave himself for it” (5:25); children should obey their parents “in the Lord” (6:1); parents should raise their children “in the nurture and admonition of the Lord” (6:4); servants should serve their masters “as unto Christ” (6:5) and “as to the Lord” (6:7); and masters are to deal with their servants while remembering that their “Master also is in heaven” (6:9). Then ask:

• What do these references to the Savior suggest that Paul wanted all Saints to consider as they interact with family members and others? (Paul wanted the Saints to consider their relationship with the Savior as their guide for their interactions with all other people; if needed, see the student manual commentary for Ephesians 5:21–6:9.)

• What did Paul suggest would happen in our personal relationships if we were to look to the Savior as our guide? (Likely answers should include something like this principle: When we use our relationship with Jesus Christ as a guide, we invite greater unity and harmony into our relationships with others.)

• Think back to the imagery of Jesus Christ as the “chief corner stone” of the Church (Ephesians 2:20). What might happen in a family if family members were to think of Jesus as the “chief corner stone” of their family?

• How might a husband and father follow Jesus Christ’s example in the way he fills his role in his family?

• How might Paul’s counsel to servants and masters be appropriately likened to modern employees and employers?

• How might parents correct a child if the parents’ main goal is to bring up their children “in the nurture and admonition of the Lord”?

• How has someone in your life used Jesus Christ as a guide in his or her relationship with you? How did this person follow Jesus Christ? How were you blessed because this person did so?

Ephesians 6:11–17

Put On the Whole Armor of God

Have a student read aloud Ephesians 4:22–24. Point out Paul’s instruction to “put off … the old man” and “put away” old ways, and then to “put on the new man.” (You might invite students to mark these phrases in their scriptures.) Tell students that Paul later used the same verb translated as “put on” when he taught the Saints to “put on the whole armour of God” (Ephesians 6:11). In each of these instances, Paul wanted members of the Church to “put on” or “clothe themselves with” saintly behavior.

Have a student read aloud Ephesians 6:11–12. Ask:

• What is meant by the “wiles of the devil”? (“Wiles” refers to tricks or stratagems that are meant to deceive or to ensnare.)

• What are some conditions in the world today that seem to fit the description in verse 12?

Give students a moment to read Ephesians 6:13 and to ponder the importance of the words whole and all.

• Why is it important to put on the “whole armour of God” and not just parts of it? (Student responses will likely include: We do not want to leave areas of our lives unprotected. If we put on the whole armor of God, we will find spiritual protection against evil. You may want to write this bold principle on the board for clarity and emphasis.)

Place the following chart on the board before class begins or provide a copy as a handout for each student:

Putting On the “Whole Armour of God”

Ephesians 6:13–17	Armor	What the armor represents	Part of the body protected	What the body part may represent
Verse  14	Belt that is girt (tied) around loins	Truth	Loins	Our chastity or moral purity
Verse  14	Breastplate
Verse 15	Boots or shoes
Verse 16	Shield
Verse 17	Helmet
Verse 17	Sword

Model how to complete the chart by reading Ephesians 6:14 together and showing students how you came up with the answers: truth, loins, and chastity or moral purity. Give students a few minutes to study Ephesians 6:13–17 and look for answers to fill in the rest of the chart.

After a few minutes, ask students how they filled in the rest of the chart. A completed chart might look like the following:

Putting On the “Whole Armour of God”

Ephesians 6:13–17	Armor	What the armor represents	Part of the body protected	What the body part may represent
Verse 14	Belt that is girt (tied) around loins	Truth	Loins	Our chastity or moral purity
Verse 14	Breastplate	Righteousness, uprightness with God	Heart	Our affections, emotions, loyalty
Verse 15	Boots or shoes	Preparation of the gospel of peace	Feet	Our course in life, actions, places we go
Verse 16	Shield	Faith	Entire body	Our whole soul
Verse 17	Helmet	Salvation	Head	Our thoughts, intellect
Verse 17	Sword	The Spirit, which is the word of God	Entire body	Our whole soul

Remind students that Paul’s description of the armor that Roman soldiers took into battle was meant to represent spiritual truths about our battle with Satan and his followers. To deepen students’ understanding of the armor of God, ask some of the following questions:

• Consider the aspects of our lives described in the far-right column of the chart. As you think about our ongoing battle with Satan, why would you want to protect these aspects of your life?

• Consider the spiritual protection provided by the armor of God (under “What the armor represents”). How do each of these pieces of spiritual armor protect us against the wiles of the devil?

• What circumstances have you faced when the whole armor of God has protected you spiritually?

Consider asking students to ponder the following: Which of these pieces of spiritual armor do you think you have learned to use best? Which is your weakest piece of armor? How could you strengthen each of these pieces of spiritual armor in your life?

Conclude by sharing your testimony of truths taught in the lesson today.

Supplemental Teaching Ideas

Ephesians 1:9–10. The Dispensation of the Fulness of Times

Ask students what they know about gospel dispensations. After several students have responded, invite a student to read aloud Ephesians 1:9–10 while the class follows along looking for what gospel dispensation is mentioned. After students have identified “the dispensation of the fulness of times,” ask them what Paul taught would take place during this dispensation and help them understand this doctrine: During the dispensation of the fulness of times, all things will be gathered together in Jesus Christ. Consider using the student manual commentary for Ephesians 1:9–11 and drawing a diagram like the following to illustrate that all keys, powers, and knowledge from past dispensations will be restored in the dispensation of the fulness of times:

You might also draw an arrow coming down from the top of the board to the words “Dispensation of the fulness of times: Joseph Smith” to illustrate that there are things to be revealed in the last dispensation that have not been revealed previously (see D&C 121:26–32; 124:41). Ask students: How does this diagram help you to understand the importance of the dispensation in which we live?

Ephesians 1:13–14; 4:30. Sealed by the Holy Spirit of Promise

If soft clay is available to you, consider showing some to the students. Take a hard object of some sort—a ring if possible—and press the object into the clay to make an impression. Explain that in his epistle to the Ephesians, Paul used the word “sealed.” A seal referred to a bit of clay or soft wax that was stamped with an impression using a signet ring or other carved item. This seal was affixed to a document to verify its ownership and authenticity. A seal could also refer to the mark placed on sheep or cattle by their owner. In either case, the seal verified the authenticity of the owner’s legal claim on what he owned.

Give students a few moments to study Ephesians 1:13–14; 4:30 and identify what Paul said the Saints can be sealed with (the “holy Spirit of promise” or the “holy Spirit of God”). Tell students that another name for the Holy Ghost is the Holy Spirit of Promise. Ask:

• What does it mean for us to be sealed by the Holy Spirit of Promise? (One idea is that the companionship of the Holy Spirit enjoyed by followers of Jesus Christ is God’s sign or “seal,” verifying that He claims them as His own.)

To help students understand another meaning of what it means to be sealed by the Holy Spirit of Promise, give them a few minutes to study the following scriptures together with a partner: Doctrine and Covenants 76:51–54; 132:7; and the student manual commentary for Ephesians 1:13; 4:30. After a few minutes, have student partners discuss the following:

• Why should we want the Holy Ghost to seal the gospel ordinances we receive?

Students should understand: The Holy Spirit of Promise seals, or validates, the saving ordinances we receive and gives us personal assurance of our redemption.

Ephesians 4:17–5:20. Putting Off the “Old Man” and Putting On the “New Man”

Consider having half of your students study Ephesians 4:17–32 and the other half study Ephesians 5:1–20. As they study, have students find scriptural truths that can help individuals better reach their potential as Saints. After sufficient time, invite students to explain what they found and how the teachings could help people become better Saints. Help students see one truth we learn from these verses: Becoming a Saint requires both discontinuing sinful practices and developing Christlike attributes. Help students apply one or more of Paul’s teachings in their lives by asking them to write an answer to the following:

• Which of Paul’s teachings could you apply in order to improve an area of your life?

You might then give students a minute or two to write what they can do in the coming week to follow Paul’s counsel.