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− | The role of teaching and learning is actually reversed in the thinking of the | + | The role of [[teaching]] and [[learning]] is actually [[reversed]] in the [[thinking]] of the |
| world. The reversal is characteristic. It seems as if the teacher and the | | world. The reversal is characteristic. It seems as if the teacher and the |
− | learner are separated, the teacher giving something to the learner rather than | + | learner are [[separated]], the teacher giving something to the learner rather than |
| to himself. Further, the act of teaching is regarded as a special activity, in | | to himself. Further, the act of teaching is regarded as a special activity, in |
− | which one engages only a relatively small proportion of one's time. The | + | which one engages only a relatively small [[proportion]] of one's time. [[ACIM|The |
− | course, on the other hand, emphasizes that to teach <is> to learn, so that | + | course]], on the other hand, emphasizes that to teach ''is'' to learn, so that |
| teacher and learner are the same. It also emphasizes that teaching is a | | teacher and learner are the same. It also emphasizes that teaching is a |
− | constant process; it goes on every moment of the day, and continues into | + | constant [[process]]; it goes on every [[moment]] of the day, and continues into |
− | sleeping thoughts as well. | + | [[sleeping]] thoughts as well. |
| | | |
− | To teach is to demonstrate. There are only two thought systems, and you | + | To teach is to [[demonstrate]]. There are only two [[thought]] systems, and you |
− | demonstrate that you believe one or the other is true all the time. From your | + | demonstrate that you [[believe]] one or the other is true all the time. From your |
− | demonstration others learn, and so do you. The question is not whether you | + | demonstration others [[learn]], and so do you. The question is not whether you |
− | will teach, for in that there is no choice. The purpose of the course might be | + | will teach, for in that there is no [[choice]]. The [[purpose]] of the course might be |
| said to provide you with a means of choosing what you want to teach on the | | said to provide you with a means of choosing what you want to teach on the |
| basis of what you want to learn. You cannot give to someone else, but only | | basis of what you want to learn. You cannot give to someone else, but only |
− | to yourself, and this you learn through teaching. Teaching is but a call to | + | to yourself, and this you learn through teaching. [[Teaching]] is but a call to |
− | witnesses to attest to what you believe. It is a method of conversion. This is | + | [[witnesses]] to attest to what you [[believe]]. It is a [[method]] of [[conversion]]. This is |
− | not done by words alone. Any situation must be to you a chance to teach | + | not done by [[words]] alone. Any situation must be to you a [[chance]] to teach |
| others what you are, and what they are to you. No more than that, but also | | others what you are, and what they are to you. No more than that, but also |
| never less. | | never less. |
| | | |
− | The curriculum you set up is therefore determined exclusively by what you | + | The [[curriculum]] you set up is therefore determined exclusively by what you |
− | think you are, and what you believe the relationship of others is to you. In | + | think you are, and what you believe the [[relationship]] of others is to you. In |
− | the formal teaching situation, these questions may be totally unrelated to | + | the [[formal]] teaching situation, these questions may be totally unrelated to |
− | what you think you are teaching. Yet it is impossible not to use the content | + | what you think you are teaching. Yet it is impossible not to use the [[content]] |
| of any situation on behalf of what you really teach, and therefore really | | of any situation on behalf of what you really teach, and therefore really |
| learn. To this the verbal content of your teaching is quite irrelevant. It may | | learn. To this the verbal content of your teaching is quite irrelevant. It may |
| coincide with it, or it may not. It is the teaching underlying what you say | | coincide with it, or it may not. It is the teaching underlying what you say |
− | that teaches you. Teaching but reinforces what you believe about yourself. | + | that teaches you. [[Teaching]] but reinforces what you [[believe]] about yourself. |
− | Its fundamental purpose is to diminish self-doubt. This does not mean that | + | Its fundamental [[purpose]] is to diminish [[self]]-[[doubt]]. This does not mean that |
− | the self you are trying to protect is real. But it does mean that the self you | + | [[the self]] you are trying to [[protect]] is real. But it does mean that the self you |
| think is real is what you teach. | | think is real is what you teach. |
| | | |
− | This is inevitable. There is no escape from it. How could it be otherwise? | + | This is [[inevitable]]. There is no [[escape]] from it. How could it be otherwise? |
− | Everyone who follows the world's curriculum, and everyone here does | + | Everyone who follows the world's [[curriculum]], and everyone here does |
− | follow it until he changes his mind, teaches solely to convince himself that | + | follow it until he [[changes]] his [[mind]], teaches solely to convince himself that |
− | he is what he is not. Herein is the purpose of the world. What else, then, | + | he is what he is not. Herein is the [[purpose]] of the world. What else, then, |
| would its curriculum be? Into this hopeless and closed learning situation, | | would its curriculum be? Into this hopeless and closed learning situation, |
− | which teaches nothing but despair and death, God sends His teachers. And | + | which teaches nothing but despair and [[death]], God sends His teachers. And |
− | as they teach His lessons of joy and hope, their learning finally becomes | + | as they teach His lessons of [[joy]] and [[hope]], their learning finally [[becomes]] |
| complete. | | complete. |
| | | |
− | Except for God's teachers there would be little hope of salvation, for the | + | Except for God's teachers there would be little hope of [[salvation]], for the |
− | world of sin would seem forever real. The self-deceiving must deceive, for | + | world of [[sin]] would seem forever real. The self-deceiving must [[deceive]], for |
− | they must teach deception. And what else is hell? This is a manual for the | + | they must teach deception. And what else is [[hell]]? This is a manual for the |
− | teachers of God. They are not perfect, or they would not be here. Yet it is | + | teachers of God. They are not [[perfect]], or they would not be here. Yet it is |
− | their mission to become perfect here, and so they teach perfection over and | + | their [[mission]] to become perfect here, and so they teach perfection over and |
| over, in many, many ways, until they have learned it. And then they are | | over, in many, many ways, until they have learned it. And then they are |
− | seen no more, although their thoughts remain a source of strength and truth | + | seen no more, although their [[thoughts]] remain a source of [[strength]] and [[truth]] |
| forever. Who are they? How are they chosen? What do they do? How can | | forever. Who are they? How are they chosen? What do they do? How can |
− | they work out their own salvation and the salvation of the world? This | + | they work out their own [[salvation]] and the salvation of the world? This |
| manual attempts to answer these questions. | | manual attempts to answer these questions. |
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| [[Category:Manual for Teachers]] | | [[Category:Manual for Teachers]] |
| + | [[Category: Teaching]] |
| + | [[Category: Learning]] |