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− | Certain pupils have been assigned to each of God's teachers, and they will | + | Certain [[pupils]] have been assigned to each of [[God's teachers]], and they will |
− | begin to look for him as soon as he has answered the Call. They were | + | begin to look for him as soon as he has answered [[the Call]]. They were |
− | chosen for him because the form of the universal curriculum that he will | + | chosen for him because the form of the [[universal]] [[curriculum]] that he will |
− | teach is best for them in view of their level of understanding. His pupils | + | teach is best for them in view of their level of [[understanding]]. His pupils |
| have been waiting for him, for his coming is certain. Again, it is only a | | have been waiting for him, for his coming is certain. Again, it is only a |
− | matter of time. Once he has chosen to fulfill his role, they are ready to fulfill | + | matter of [[time]]. Once he has chosen to fulfill his role, they are ready to fulfill |
− | theirs. Time waits on his choice, but not on whom he will serve. When he is | + | theirs. Time waits on his [[choice]], but not on whom he will serve. When he is |
− | ready to learn, the opportunities to teach will be provided for him. | + | ready to learn, the [[opportunities]] to teach will be provided for him. |
| | | |
− | In order to understand the teaching-learning plan of salvation, it is necessary | + | In order to [[understand]] the [[teaching]]-[[learning]] plan of [[salvation]], it is [[necessary]] |
− | to grasp the concept of time that the course sets forth. Atonement corrects | + | to grasp the [[concept]] of time that [[ACIM|the course]] sets forth. [[Atonement]] corrects |
− | illusions, not truth. Therefore, it corrects what never was. Further, the plan | + | [[illusions]], not [[truth]]. Therefore, it corrects what never was. Further, the plan |
− | for this correction was established and completed simultaneously, for the | + | for this correction was established and completed [[simultaneously]], for the |
− | Will of God is entirely apart from time. So is all reality, being of Him. The | + | [[Will of God]] is entirely apart from time. So is all [[reality]], being of Him. The |
− | instant the idea of separation entered the mind of God's Son, in that same | + | instant the idea of [[separation]] entered [[the mind]] of God's Son, in that same |
| instant was God's Answer given. In time this happened very long ago. In | | instant was God's Answer given. In time this happened very long ago. In |
− | reality it never happened at all. | + | [[reality]] it never happened at all. |
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− | The world of time is the world of illusion. What happened long ago seems | + | The world of time is the world of [[illusion]]. What happened long ago seems |
− | to be happening now. Choices made long since appear to be open; yet to be | + | to be happening now. [[Choices]] made long since appear to be open; yet to be |
− | made. What has been learned and understood and long ago passed by is | + | made. What has been learned and [[understood]] and long ago passed by is |
− | looked upon as a new thought, a fresh idea, a different approach. Because | + | looked upon as a new [[thought]], a fresh idea, a different approach. Because |
− | your will is free you can accept what has already happened at any time you | + | your will is [[free]] you can [[accept]] what has already happened at any time you |
− | choose, and only then will you realize that it was always there. As the | + | choose, and only then will you [[realize]] that it was always there. As [[ACIM|the |
− | course emphasizes, you are not free to choose the curriculum, or even the | + | course]] emphasizes, you are not free to choose the [[curriculum]], or even the |
− | form in which you will learn it. You are free, however, to decide when you | + | [[form]] in which you will learn it. You are free, however, to [[decide]] when you |
| want to learn it. And as you accept it, it is already learned. | | want to learn it. And as you accept it, it is already learned. |
| | | |
− | Time really, then, goes backward to an instant so ancient that it is beyond | + | [[Time]] really, then, goes backward to an instant so [[ancient]] that it is beyond |
− | all memory, and past even the possibility of remembering. Yet because it is | + | all [[memory]], and past even the possibility of remembering. Yet because it is |
| an instant that is relived again and again and still again, it seems to be now. | | an instant that is relived again and again and still again, it seems to be now. |
− | And thus it is that pupil and teacher seem to come together in the present, | + | And thus it is that [[pupil]] and [[teacher]] seem to come together in the present, |
| finding each other as if they had not met before. The pupil comes at the | | finding each other as if they had not met before. The pupil comes at the |
− | right time to the right place. This is inevitable, because he made the right | + | right time to the right place. This is [[inevitable]], because he made the right |
− | choice in that ancient instant which he now relives. So has the teacher, too, | + | choice in that ancient [[instant]] which he now relives. So has the teacher, too, |
− | made an inevitable choice out of an ancient past. God's Will in everything | + | made an inevitable choice out of an ancient past. [[God's Will]] in [[everything]] |
− | but seems to take time in the working-out. What could delay the power of | + | but seems to take time in the working-out. What could [[delay]] the [[power]] of |
− | eternity? | + | [[eternity]]? |
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− | When pupil and teacher come together, a teaching-learning situation begins. | + | When pupil and teacher come [[together]], a teaching-learning situation begins. |
− | For the teacher is not really the one who does the teaching. God's Teacher | + | For the teacher is not really the one who does the teaching. [[God's Teacher]] |
− | speaks to any two who join together for learning purposes. The relationship | + | speaks to any [[two]] who join [[together]] for [[learning]] [[purposes]]. The [[relationship]] |
− | is holy because of that purpose, and God has promised to send His Spirit | + | is [[holy]] because of that [[purpose]], and God has [[promised]] to send His Spirit |
− | into any holy relationship. In the teaching-learning situation, each one | + | into any [[holy relationship]]. In the teaching-learning situation, each one |
| learns that giving and receiving are the same. The demarcations they have | | learns that giving and receiving are the same. The demarcations they have |
− | drawn between their roles, their minds, their bodies, their needs, their | + | drawn between their roles, their [[minds]], their bodies, their needs, their |
− | interests, and all the differences they thought separated them from one | + | interests, and all the [[differences]] they thought separated them from one |
| another, fade and grow dim and disappear. Those who would learn the same | | another, fade and grow dim and disappear. Those who would learn the same |
− | course share one interest and one goal. And thus he who was the learner | + | [[course]] share one interest and one [[goal]]. And thus he who was the learner |
− | becomes a teacher of God himself, for he has made the one decision that | + | [[becomes]] a [[teacher of God]] himself, for he has made the one [[decision]] that |
| gave his teacher to him. He has seen in another person the same interests as | | gave his teacher to him. He has seen in another person the same interests as |
| his own. | | his own. |
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| [[Category:Manual for Teachers]] | | [[Category:Manual for Teachers]] |
| + | [[Category: Learning]] |