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From Nordan Symposia
Jump to navigationJump to searchACIM Manual for Teachers - Section 17 (view source)
Revision as of 14:46, 8 October 2015
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This is a crucial question both for teacher and pupil. If this issue is
This is a crucial [[question]] both for [[teacher]] and [[pupil]]. If this issue is
mishandled, the teacher of God has hurt himself and has also attacked his
mishandled, the [[teacher of God]] has hurt himself and has also [[attacked]] his
pupil. This strengthens fear, and makes the magic seem quite real to both of
pupil. This strengthens [[fear]], and makes the [[magic]] seem quite real to both of
them. How to deal with magic thus becomes a major lesson for the teacher
them. How to deal with magic thus [[becomes]] a major lesson for the teacher
of God to master. His first responsibility in this is not to attack it. If a magic
of God to master. His first [[responsibility]] in this is not to attack it. If a magic
thought arouses anger in any form, God's teacher can be sure that he is
thought arouses [[anger]] in any form, God's teacher can be sure that he is
strengthening his own belief in sin and has condemned himself. He can be
strengthening his own [[belief]] in [[sin]] and has [[condemned]] himself. He can be
sure as well that he has asked for depression, pain, fear and disaster to come
sure as well that he has asked for depression, [[pain]], fear and [[disaster]] to come
to him. Let him remember, then, it is not this that he would teach, because it
to him. Let him remember, then, it is not this that he would teach, because it
is not this that he would learn.
is not this that he would learn.
There is, however, a temptation to respond to magic in a way that reinforces
There is, however, a [[temptation]] to respond to [[magic]] in a way that reinforces
it. Nor is this always obvious. It can, in fact, be easily concealed beneath a
it. Nor is this always obvious. It can, in fact, be easily concealed beneath a
wish to help. It is this double wish that makes the help of little value, and
wish to help. It is this double wish that makes the help of little [[value]], and
must lead to undesired outcomes. Nor should it be forgotten that the
must lead to undesired outcomes. Nor should it be forgotten that the
outcome that results will always come to teacher and to pupil alike. How
outcome that results will always come to [[teacher]] and to [[pupil]] alike. How
many times has it been emphasized that you give but to yourself? And
many times has it been emphasized that you give but to yourself? And
where could this be better shown than in the kinds of help the teacher of
where could this be better shown than in the kinds of help the teacher of
God gives to those who need his aid? Here is his gift most clearly given
God gives to those who need his aid? Here is his gift most clearly given
him. For he will give only what he has chosen for himself. And in this gift
him. For he will give only what he has chosen for himself. And in this gift
is his judgment upon the holy Son of God.
is his [[judgment]] upon the holy Son of God.
It is easiest to let error be corrected where it is most apparent, and errors can
It is easiest to let [[error]] be [[corrected]] where it is most apparent, and errors can
be recognized by their results. A lesson truly taught can lead to nothing but
be recognized by their results. A lesson truly taught can lead to nothing but
release for teacher and pupil, who have shared in one intent. Attack can
release for teacher and pupil, who have [[shared]] in one intent. [[Attack]] can
enter only if perception of separate goals has entered. And this must indeed
enter only if [[perception]] of [[separate]] [[goals]] has entered. And this must indeed
have been the case if the result is anything but joy. The single aim of the
have been the case if the result is anything but [[joy]]. The single aim of the
teacher turns the divided goal of the pupil into one direction, with the call
teacher turns the divided goal of the pupil into one [[direction]], with the call
for help becoming his one appeal. This then is easily responded to with just
for help becoming his one [[appeal]]. This then is easily responded to with just
one answer, and this answer will enter the teacher's mind unfailingly. From
one answer, and this answer will enter the teacher's mind unfailingly. From
there it shines into his pupil's mind, making it one with his.
there it shines into his pupil's [[mind]], making it one with his.
Perhaps it will be helpful to remember that no one can be angry at a fact. It
Perhaps it will be helpful to remember that no one can be [[angry]] at a [[fact]]. It
is always an interpretation that gives rise to negative emotions, regardless of
is always an [[interpretation]] that gives rise to [[negative]] [[emotions]], regardless of
their seeming justification by what <appears> as facts. Regardless, too, of
their seeming justification by what <appears> as facts. Regardless, too, of
the intensity of the anger that is aroused. It may be merely slight irritation,
the [[intensity]] of the anger that is aroused. It may be merely slight [[irritation]],
perhaps too mild to be even clearly recognized. Or it may also take the form
perhaps too mild to be even clearly recognized. Or it may also take the form
of intense rage, accompanied by thoughts of violence, fantasied or
of intense [[rage]], accompanied by thoughts of [[violence]], fantasied or
apparently acted out. It does not matter. All of these reactions are the same.
apparently acted out. It does not matter. All of these reactions are the same.
They obscure the truth, and this can never be a matter of degree. Either truth
They obscure the [[truth]], and this can never be a matter of degree. Either truth
is apparent, or it is not. It cannot be partially recognized. Who is unaware of
is apparent, or it is not. It cannot be partially recognized. Who is unaware of
truth must look upon illusions.
truth must look upon [[illusions]].
Anger in response to perceived magic thoughts is a basic cause of fear.
Anger in response to perceived magic thoughts is a basic cause of fear.
