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− | The teachers of God have no set teaching level. Each teaching-learning | + | The [[teachers of God]] have no set [[teaching]] level. Each teaching-learning |
− | situation involves a different relationship at the beginning, although the | + | situation involves a different [[relationship]] at the beginning, although the |
− | ultimate goal is always the same; to make of the relationship a holy | + | [[ultimate]] [[goal]] is always the same; to make of the relationship a [[holy |
− | relationship, in which both can look upon the Son of God as sinless. There | + | relationship]], in which both can look upon the Son of God as sinless. There |
− | is no one from whom a teacher of God cannot learn, so there is no one | + | is no one from whom a teacher of God cannot [[learn]], so there is no one |
− | whom he cannot teach. However, from a practical point of view he cannot | + | whom he cannot teach. However, from a [[practical]] point of view he cannot |
| meet everyone, nor can everyone find him. Therefore, the plan includes | | meet everyone, nor can everyone find him. Therefore, the plan includes |
| very specific contacts to be made for each teacher of God. There are no | | very specific contacts to be made for each teacher of God. There are no |
− | accidents in salvation. Those who are to meet will meet, because together | + | [[accidents]] in [[salvation]]. Those who are to meet will meet, because together |
− | they have the potential for a holy relationship. They are ready for each other. | + | they have the [[potential]] for a holy relationship. They are ready for each other. |
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− | The simplest level of teaching appears to be quite superficial. It consists of | + | The [[simplest]] level of teaching appears to be quite [[superficial]]. It consists of |
− | what seem to be very casual encounters; a "chance" meeting of two | + | what seem to be very casual encounters; a "[[chance]]" meeting of two |
| apparent strangers in an elevator, a child who is not looking where he is | | apparent strangers in an elevator, a child who is not looking where he is |
| going running into an adult "by chance," two students "happening" to walk | | going running into an adult "by chance," two students "happening" to walk |
− | home together. These are not chance encounters. Each of them has the | + | [[home]] together. These are not chance encounters. Each of them has the |
− | potential for becoming a teaching-learning situation. Perhaps the seeming | + | [[potential]] for [[becoming]] a teaching-learning situation. Perhaps the seeming |
− | strangers in the elevator will smile to one another, perhaps the adult will not | + | [[strangers]] in the elevator will [[smile]] to one another, perhaps the adult will not |
− | scold the child for bumping into him; perhaps the students will become | + | scold the child for bumping into him; perhaps the students will [[become]] |
− | friends. Even at the level of the most casual encounter, it is possible for two | + | [[friends]]. Even at the level of the most [[casual]] encounter, it is possible for two |
| people to lose sight of separate interests, if only for a moment. That moment | | people to lose sight of separate interests, if only for a moment. That moment |
− | will be enough. Salvation has come. | + | will be enough. [[Salvation]] has come. |
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− | It is difficult to understand that levels of teaching the universal course is a | + | It is [[difficult]] to [[understand]] that levels of teaching the [[universal]] [[course]] is a |
− | concept as meaningless in reality as is time. The illusion of one permits the | + | concept as meaningless in [[reality]] as is [[time]]. The [[illusion]] of one permits the |
− | illusion of the other. In time, the teacher of God seems to begin to change | + | illusion of the other. In time, the [[teacher of God]] seems to begin to [[change]] |
− | his mind about the world with a single decision, and then learns more and | + | his [[mind]] about the world with a single [[decision]], and then learns more and |
− | more about the new direction as he teaches it. We have covered the illusion | + | more about the new direction as he teaches it. We have covered the [[illusion]] |
| of time already, but the illusion of levels of teaching seems to be something | | of time already, but the illusion of levels of teaching seems to be something |
− | different. Perhaps the best way to demonstrate that these levels cannot exist | + | different. Perhaps the best way to [[demonstrate]] that these levels cannot exist |
| is simply to say that any level of the teaching-learning situation is part of | | is simply to say that any level of the teaching-learning situation is part of |
− | God's plan for Atonement, and His plan can have no levels, being a | + | God's plan for [[Atonement]], and His plan can have no levels, being a |
− | reflection of His Will. Salvation is always ready and always there. God's | + | reflection of [[His Will]]. Salvation is always ready and always there. [[God's |
− | teachers work at different levels, but the result is always the same. | + | teachers]] work at different levels, but the result is always the same. |
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| Each teaching-learning situation is maximal in the sense that each person | | Each teaching-learning situation is maximal in the sense that each person |
− | involved will learn the most that he can from the other person at that time. | + | involved will learn the most that he can from the other [[person]] at that [[time]]. |
| In this sense, and in this sense only, we can speak of levels of teaching. | | In this sense, and in this sense only, we can speak of levels of teaching. |
| Using the term in this way, the second level of teaching is a more sustained | | Using the term in this way, the second level of teaching is a more sustained |
− | relationship, in which, for a time, two people enter into a fairly intense | + | [[relationship]], in which, for a time, two people enter into a fairly [[intense]] |
− | teaching-learning situation and then appear to separate. As with the first | + | teaching-learning situation and then appear to [[separate]]. As with the first |
− | level, these meetings are not accidental, nor is what appears to be the end of | + | level, these meetings are not [[accidental]], nor is what appears to be the end of |
− | the relationship a real end. Again, each has learned the most he can at the | + | the [[relationship]] a real end. Again, each has learned the most he can at the |
− | time. Yet all who meet will someday meet again, for it is the destiny of all | + | time. Yet all who meet will someday meet again, for it is the [[destiny]] of all |
| relationships to become holy. God is not mistaken in His Son. | | relationships to become holy. God is not mistaken in His Son. |
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| The third level of teaching occurs in relationships which, once they are | | The third level of teaching occurs in relationships which, once they are |
| formed, are lifelong. These are teaching-learning situations in which each | | formed, are lifelong. These are teaching-learning situations in which each |
− | person is given a chosen learning partner who presents him with unlimited | + | person is given a chosen [[learning]] [[partner]] who presents him with unlimited |
− | opportunities for learning. These relationships are generally few, because | + | [[opportunities]] for learning. These relationships are generally few, because |
− | their existence implies that those involved have reached a stage | + | their [[existence]] implies that those involved have reached a stage |
− | simultaneously in which the teaching-learning balance is actually perfect. | + | [[simultaneously]] in which the teaching-learning [[balance]] is actually [[perfect]]. |
− | This does not mean that they necessarily recognize this; in fact, they | + | This does not mean that they necessarily [[recognize]] this; in fact, they |
− | generally do not. They may even be quite hostile to each other for some | + | generally do not. They may even be quite [[hostile]] to each other for some |
− | time, and perhaps for life. Yet should they decide to learn it, the perfect | + | time, and perhaps for [[life]]. Yet should they decide to learn it, the perfect |
| lesson is before them and can be learned. And if they decide to learn that | | lesson is before them and can be learned. And if they decide to learn that |
− | lesson, they become the saviors of the teachers who falter and may even | + | lesson, they [[become]] the saviors of the teachers who falter and may even |
− | seem to fail. No teacher of God can fail to find the Help he needs. | + | seem to fail. No [[teacher of God]] can fail to find the Help he needs. |
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| [[Category:Manual for Teachers]] | | [[Category:Manual for Teachers]] |
| + | [[Category: Teaching]] |
| + | [[Category: Learning]] |