Difference between revisions of "ACIM Manual for Teachers - Section 3"
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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. |
− | 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. |
− | 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. |
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. | ||
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. |
[[Category:Manual for Teachers]] | [[Category:Manual for Teachers]] | ||
+ | [[Category: Teaching]] | ||
+ | [[Category: Learning]] |
Latest revision as of 17:07, 5 October 2015
The teachers of God have no set teaching level. Each teaching-learning
situation involves a different relationship at the beginning, although the
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
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
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
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.
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 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 home together. These are not chance encounters. Each of them has the potential for becoming a teaching-learning situation. Perhaps the seeming 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 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 will be enough. Salvation has come.
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 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 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 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 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 teachers]] work at different levels, but the result is always the same.
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. 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 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 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 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.
The third level of teaching occurs in relationships which, once they are formed, are lifelong. These are teaching-learning situations in which each person is given a chosen learning partner who presents him with unlimited opportunities for learning. These relationships are generally few, because their existence implies that those involved have reached a stage simultaneously in which the teaching-learning balance is actually perfect. 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 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, 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.