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− | The surface traits of God's teachers are not at all alike. They do not look | + | The surface [[traits]] of [[God's teachers]] are not at all alike. They do not look |
| alike to the body's eyes, they come from vastly different backgrounds, their | | alike to the body's eyes, they come from vastly different backgrounds, their |
− | experiences of the world vary greatly, and their superficial "personalities" | + | [[experiences]] of the world vary greatly, and their superficial "[[personalities]]" |
| are quite distinct. Nor, at the beginning stages of their functioning as | | are quite distinct. Nor, at the beginning stages of their functioning as |
| teachers of God, have they as yet acquired the deeper characteristics that | | teachers of God, have they as yet acquired the deeper characteristics that |
− | will establish them as what they are. God gives special gifts to His teachers, | + | will establish them as what they are. God gives special [[gifts]] to His teachers, |
− | because they have a special role in His plan for Atonement. Their | + | because they have a special role in His plan for [[Atonement]]. Their |
| specialness is, of course, only temporary; set in time as a means of leading | | specialness is, of course, only temporary; set in time as a means of leading |
− | out of time. These special gifts, born in the holy relationship toward which | + | out of time. These special gifts, born in the [[holy relationship]] toward which |
− | the teaching-learning situation is geared, become characteristic of all | + | the teaching-learning situation is geared, [[become]] characteristic of all |
| teachers of God who have advanced in their own learning. In this respect | | teachers of God who have advanced in their own learning. In this respect |
| they are all alike. | | they are all alike. |
| | | |
− | All differences among the Sons of God are temporary. Nevertheless, in time | + | All differences among the [[Sons of God]] are temporary. Nevertheless, in time |
| it can be said that the advanced teachers of God have the following | | it can be said that the advanced teachers of God have the following |
| characteristics: | | characteristics: |
| | | |
− | <center>'''Trust'''</center>
| + | ==[[Trust]]== |
| | | |
− | This is the foundation on which their ability to fulfill their function rests. | + | This is the [[foundation]] on which their [[ability]] to fulfill their [[function]] rests. |
− | Perception is the result of learning. In fact, perception ''is'' learning, | + | [[Perception]] is the result of learning. In fact, perception ''is'' learning, |
− | because cause and effect are never separated. The teachers of God have | + | because [[cause and effect]] are never separated. The teachers of God have |
− | trust in the world, because they have learned it is not governed by the laws | + | trust in the world, because they have learned it is not governed by the [[laws]] |
| the world made up. It is governed by a power that is ''in'' them but not <of> | | the world made up. It is governed by a power that is ''in'' them but not <of> |
| them. It is this power that keeps all things safe. It is through this power that | | them. It is this power that keeps all things safe. It is through this power that |
− | the teachers of God look on a forgiven world. | + | the teachers of God look on a [[forgiven]] world. |
| | | |
− | When this power has once been experienced, it is impossible to trust one's | + | When this power has once been [[experienced]], it is impossible to [[trust]] one's |
| own petty strength again. Who would attempt to fly with the tiny wings of a | | own petty strength again. Who would attempt to fly with the tiny wings of a |
| sparrow when the mighty power of an eagle has been given him? And who | | sparrow when the mighty power of an eagle has been given him? And who |
− | would place his faith in the shabby offerings of the ego when the gifts of | + | would place his [[faith]] in the shabby offerings of the [[ego]] when the [[gifts of |
− | God are laid before him? What is it that induces them to make the shift? | + | God]] are laid before him? What is it that induces them to make the shift? |
| | | |
| First, they must go through what might be called "a period of undoing." | | First, they must go through what might be called "a period of undoing." |
− | This need not be painful, but it usually is so experienced. It seems as if | + | This need not be [[painful]], but it usually is so [[experienced]]. It seems as if |
− | things are being taken away, and it is rarely understood initially that their | + | things are being taken away, and it is rarely [[understood]] initially that their |
− | lack of value is merely being recognized. How can lack of value be | + | lack of [[value]] is merely being recognized. How can lack of value be |
− | perceived unless the perceiver is in a position where he must see things in a | + | [[perceived]] unless the perceiver is in a position where he must see things in a |
| different light? He is not yet at a point at which he can make the shift | | different light? He is not yet at a point at which he can make the shift |
− | entirely internally. And so the plan will sometimes call for changes in what | + | entirely internally. And so the plan will sometimes call for [[changes]] in what |
| seem to be external circumstances. These changes are always helpful. When | | seem to be external circumstances. These changes are always helpful. When |
− | the teacher of God has learned that much, he goes on to the second stage. | + | the [[teacher of God]] has learned that much, he goes on to the second stage. |
| | | |
| Next, the teacher of God must go through "a period of sorting out." This is | | Next, the teacher of God must go through "a period of sorting out." This is |
− | always somewhat difficult because, having learned that the changes in his | + | always somewhat [[difficult]] because, having learned that the [[changes]] in his |
− | life are always helpful, he must now decide all things on the basis of | + | life are always helpful, he must now [[decide]] all things on the basis of |
| whether they increase the helpfulness or hamper it. He will find that many, | | whether they increase the helpfulness or hamper it. He will find that many, |
− | if not most of the things he valued before will merely hinder his ability to | + | if not most of the things he valued before will merely hinder his [[ability]] to |
| transfer what he has learned to new situations as they arise. Because he has | | transfer what he has learned to new situations as they arise. Because he has |
− | valued what is really valueless, he will not generalize the lesson for fear of | + | valued what is really valueless, he will not generalize the lesson for [[fear]] of |
− | loss and sacrifice. It takes great learning to understand that all things, | + | loss and [[sacrifice]]. It takes great learning to understand that [[all things]], |
− | events, encounters and circumstances are helpful. It is only to the extent to | + | [[events]], encounters and circumstances are helpful. It is only to the extent to |
− | which they are helpful that any degree of reality should be accorded them in | + | which they are helpful that any [[degree]] of [[reality]] should be accorded them in |
− | this world of illusion. The word "value" can apply to nothing else. | + | this world of [[illusion]]. The word "value" can apply to nothing else. |
| | | |
− | The third stage through which the teacher of God must go can be called "a | + | The third stage through which the [[teacher of God]] must go can be called "a |
− | period of relinquishment." If this is interpreted as giving up the desirable, it | + | period of relinquishment." If this is [[interpreted]] as giving up the desirable, it |
− | will engender enormous conflict. Few teachers of God escape this distress | + | will engender enormous [[conflict]]. Few teachers of God [[escape]] this distress |
| entirely. There is, however, no point in sorting out the valuable from the | | entirely. There is, however, no point in sorting out the valuable from the |
| valueless unless the next obvious step is taken. Therefore, the period of | | valueless unless the next obvious step is taken. Therefore, the period of |
| overlap is apt to be one in which the teacher of God feels called upon to | | overlap is apt to be one in which the teacher of God feels called upon to |
− | sacrifice his own best interests on behalf of truth. He has not realized as yet | + | [[sacrifice]] his own best interests on behalf of [[truth]]. He has not realized as yet |
| how wholly impossible such a demand would be. He can learn this only as | | how wholly impossible such a demand would be. He can learn this only as |
− | he actually does give up the valueless. Through this, he learns that where he | + | he actually does give up the valueless. Through this, he [[learns]] that where he |
− | anticipated grief, he finds a happy lightheartedness instead; where he | + | [[anticipated]] [[grief]], he finds a [[happy]] lightheartedness instead; where he |
| thought something was asked of him, he finds a gift bestowed on him. | | thought something was asked of him, he finds a gift bestowed on him. |
| | | |
− | Now comes "a period of settling down." This is a quiet time, in which the | + | Now comes "a period of settling down." This is a [[quiet]] time, in which the |
− | teacher of God rests a while in reasonable peace. Now he consolidates his | + | [[teacher of God]] rests a while in reasonable peace. Now he [[consolidates]] his |
− | learning. Now he begins to see the transfer value of what he has learned. Its | + | [[learning]]. Now he begins to see the transfer [[value]] of what he has learned. Its |
− | potential is literally staggering, and the teacher of God is now at the point in | + | [[potential]] is literally staggering, and the teacher of God is now at the point in |
− | his progress at which he sees in it his whole way out. "Give up what you do | + | his [[progress]] at which he sees in it his whole way out. "Give up what you do |
− | not want, and keep what you do." How simple is the obvious! And how | + | not want, and keep what you do." How [[simple]] is the obvious! And how |
| easy to do! The teacher of God needs this period of respite. He has not yet | | easy to do! The teacher of God needs this period of respite. He has not yet |
− | come as far as he thinks. Yet when he is ready to go on, he goes with | + | come as far as he [[thinks]]. Yet when he is ready to go on, he goes with |
− | mighty companions beside him. Now he rests a while, and gathers them | + | mighty [[companions]] beside him. Now he [[rests]] a while, and gathers them |
− | before going on. He will not go on from here alone. | + | before going on. He will not go on from here [[alone]]. |
| | | |
| The next stage is indeed "a period of unsettling." Now must the teacher of | | The next stage is indeed "a period of unsettling." Now must the teacher of |
− | God understand that he did not really know what was valuable and what | + | God [[understand]] that he did not really know what was valuable and what |
| was valueless. All that he really learned so far was that he did not want the | | was valueless. All that he really learned so far was that he did not want the |
| valueless, and that he did want the valuable. Yet his own sorting out was | | valueless, and that he did want the valuable. Yet his own sorting out was |
− | meaningless in teaching him the difference. The idea of sacrifice, so central | + | meaningless in teaching him the [[difference]]. The idea of [[sacrifice]], so central |
− | to his own thought system, had made it impossible for him to judge. He | + | to his own thought system, had made it impossible for him to [[judge]]. He |
| thought he learned willingness, but now he sees that he does not know what | | thought he learned willingness, but now he sees that he does not know what |
− | the willingness is for. And now he must attain a state that may remain | + | the willingness is for. And now he must [[attain]] a state that may remain |
| impossible to reach for a long, long time. He must learn to lay all judgment | | impossible to reach for a long, long time. He must learn to lay all judgment |
| aside, and ask only what he really wants in every circumstance. Were not | | aside, and ask only what he really wants in every circumstance. Were not |
− | each step in this direction so heavily reinforced, it would be hard indeed! | + | each [[step]] in this direction so heavily reinforced, it would be hard indeed! |
| | | |
− | And finally, there is "a period of achievement." It is here that learning is | + | And finally, there is "a period of [[achievement]]." It is here that [[learning]] is |
− | consolidated. Now what was seen as merely shadows before become solid | + | [[consolidated]]. Now what was seen as merely [[shadows]] before become solid |
− | gains, to be counted on in all "emergencies" as well as tranquil times. | + | gains, to be counted on in all "[[emergencies]]" as well as tranquil times. |
− | Indeed, the tranquility is their result; the outcome of honest learning, | + | Indeed, the tranquility is their result; the outcome of [[honest]] learning, |
| consistency of thought and full transfer. This is the stage of real peace, for | | consistency of thought and full transfer. This is the stage of real peace, for |
− | here is Heaven's state fully reflected. From here, the way to Heaven is open | + | here is Heaven's state fully reflected. From here, the way to [[Heaven]] is open |
− | and easy. In fact, it is here. Who would "go" anywhere, if peace of mind is | + | and easy. In [[fact]], it is here. Who would "go" anywhere, if [[peace]] of mind is |
− | already complete? And who would seek to change tranquility for something | + | already complete? And who would seek to [[change]] tranquility for something |
| more desirable? What could be more desirable than this? | | more desirable? What could be more desirable than this? |
| | | |
− | <center>'''Honesty'''</center>
| + | ==[[Honesty]]== |
| | | |
− | All other traits of God's teachers rest on trust. Once that has been achieved, | + | All other traits of [[God's teachers]] rest on trust. Once that has been [[achieved]], |
− | the others cannot fail to follow. Only the trusting can afford honesty, for | + | the others cannot fail to follow. Only the trusting can afford [[honesty]], for |
− | only they can see its value. Honesty does not apply only to what you say. | + | only they can see its [[value]]. Honesty does not apply only to what you say. |
− | The term actually means consistency. There is nothing you say that | + | The term actually means [[consistency]]. There is nothing you say that |
− | contradicts what you think or do; no thought opposes any other thought; no | + | [[contradicts]] what you think or do; no thought opposes any other thought; no |
− | act belies your word; and no word lacks agreement with another. Such are | + | [[act]] belies your [[word]]; and no word lacks [[agreement]] with another. Such are |
− | the truly honest. At no level are they in conflict with themselves. Therefore | + | the truly honest. At no level are they in [[conflict]] with themselves. Therefore |
| it is impossible for them to be in conflict with anyone or anything. | | it is impossible for them to be in conflict with anyone or anything. |
| | | |
− | The peace of mind which the advanced teachers of God experience is | + | The [[peace]] of [[mind]] which the advanced teachers of God [[experience]] is |
− | largely due to their perfect honesty. It is only the wish to deceive that makes | + | largely due to their [[perfect]] honesty. It is only the wish to [[deceive]] that makes |
− | for war. No one at one with himself can even conceive of conflict. Conflict | + | for [[war]]. No one at one with himself can even [[conceive]] of [[conflict]]. Conflict |
− | is the inevitable result of self-deception, and self-deception is dishonesty. | + | is the [[inevitable]] result of [[self]]-[[deception]], and self-deception is dishonesty. |
− | There is no challenge to a teacher of God. Challenge implies doubt, and the | + | There is no [[challenge]] to a teacher of God. Challenge implies [[doubt]], and the |
− | trust on which God's teachers rest secure makes doubt impossible. | + | [[trust]] on which God's teachers rest secure makes doubt impossible. |
− | Therefore they can only succeed. In this, as in all things, they are honest. | + | Therefore they can only succeed. In this, as in [[all things]], they are honest. |
− | They can only succeed, because they never do their will alone. They choose | + | They can only succeed, because they never do their will [[alone]]. They choose |
− | for all mankind; for all the world and all things in it; for the unchanging and | + | for all [[mankind]]; for all the world and all things in it; for the unchanging and |
− | unchangeable beyond appearances; and for the Son of God and his Creator. | + | unchangeable beyond appearances; and for the Son of God and his [[Creator]]. |
− | How could they not succeed? They choose in perfect honesty, sure of their | + | How could they not succeed? They [[choose]] in perfect honesty, sure of their |
| choice as of themselves. | | choice as of themselves. |
| | | |
− | <center>'''Tolerance'''</center>
| + | ==[[Tolerance]]== |
− | | + | [[God's teachers]] do not [[judge]]. To judge is to be dishonest, for to judge is to |
− | God's teachers do not judge. To judge is to be dishonest, for to judge is to | + | assume a position you do not have. Judgment without self-[[deception]] is |
− | assume a position you do not have. Judgment without self-deception is | |
| impossible. Judgment implies that you have been deceived in your brothers. | | impossible. Judgment implies that you have been deceived in your brothers. |
| How, then, could you not have been deceived in yourself? Judgment implies | | How, then, could you not have been deceived in yourself? Judgment implies |
− | a lack of trust, and trust remains the bedrock of the teacher of God's whole | + | a lack of [[trust]], and trust remains the bedrock of the teacher of God's whole |
− | thought system. Let this be lost, and all his learning goes. Without judgment | + | [[thought]] system. Let this be lost, and all his [[learning]] goes. Without judgment |
− | are all things equally acceptable, for who could judge otherwise? Without | + | are all things equally [[acceptable]], for who could judge otherwise? Without |
| judgment are all men brothers, for who is there who stands apart? Judgment | | judgment are all men brothers, for who is there who stands apart? Judgment |
− | destroys honesty and shatters trust. No teacher of God can judge and hope | + | destroys [[honesty]] and shatters [[trust]]. No teacher of God can judge and [[hope]] |
| to learn. | | to learn. |
| | | |
− | Gentleness | + | ==[[Gentleness]]== |
− | Harm is impossible for God's teachers. They can neither harm nor be | + | |
− | harmed. Harm is the outcome of judgment. It is the dishonest act that | + | [[Harm]] is impossible for [[God's teachers]]. They can neither harm nor be |
− | follows a dishonest thought. It is a verdict of guilt upon a brother, and | + | harmed. Harm is the outcome of [[judgment]]. It is the dishonest act that |
− | therefore on oneself. It is the end of peace and the denial of learning. It | + | follows a dishonest [[thought]]. It is a [[verdict]] of [[guilt]] upon a brother, and |
− | demonstrates the absence of God's curriculum, and its replacement by | + | therefore on oneself. It is the end of peace and the [[denial]] of learning. It |
− | insanity. No teacher of God but must learn,--and fairly early in his training,-- | + | demonstrates the [[absence]] of God's curriculum, and its replacement by |
− | that harmfulness completely obliterates his function from his awareness. It | + | [[insanity]]. No teacher of God but must [[learn]],--and fairly early in his [[training]],-- |
− | will make him confused, fearful, angry and suspicious. It will make the | + | that harmfulness completely obliterates his [[function]] from his awareness. It |
− | Holy Spirit's lessons impossible to learn. Nor can God's Teacher be heard at | + | will make him [[confused]], fearful, [[angry]] and suspicious. It will make the |
− | all, except by those who realize that harm can actually achieve nothing. No | + | [[Holy Spirit]]'s lessons impossible to learn. Nor can God's Teacher be heard at |
| + | all, except by those who realize that harm can actually [[achieve]] nothing. No |
| gain can come of it. | | gain can come of it. |
| | | |
− | Therefore, God's teachers are wholly gentle. They need the strength of | + | Therefore, God's teachers are wholly [[gentle]]. They need the [[strength]] of |
− | gentleness, for it is in this that the function of salvation becomes easy. To | + | gentleness, for it is in this that the [[function]] of [[salvation]] becomes easy. To |
| those who would do harm, it is impossible. To those to whom harm has no | | those who would do harm, it is impossible. To those to whom harm has no |
− | meaning, it is merely natural. What choice but this has meaning to the sane? | + | [[meaning]], it is merely [[natural]]. What choice but this has [[meaning]] to the sane? |
− | Who chooses hell when he perceives a way to Heaven? And who would | + | Who chooses hell when he [[perceives]] a way to [[Heaven]]? And who would |
− | choose the weakness that must come from harm in place of the unfailing, all- | + | choose the [[weakness]] that must come from harm in place of the unfailing, all- |
− | encompassing and limitless strength of gentleness? The might of God's | + | [[encompassing]] and limitless strength of gentleness? The might of [[God's |
− | teachers lies in their gentleness, for they have understood their evil thoughts | + | teachers]] lies in their gentleness, for they have [[understood]] their [[evil]] thoughts |
| came neither from God's Son nor his Creator. Thus did they join their | | came neither from God's Son nor his Creator. Thus did they join their |
| thoughts with Him Who is their Source. And so their will, which always | | thoughts with Him Who is their Source. And so their will, which always |
− | was His Own, is free to be itself. | + | was His Own, is [[free]] to be itself. |
| | | |
− | <center>'''Joy'''</center>
| + | ==[[Joy]]== |
| | | |
− | Joy is the inevitable result of gentleness. Gentleness means that fear is now | + | Joy is the [[inevitable]] result of [[gentleness]]. Gentleness means that [[fear]] is now |
− | impossible, and what could come to interfere with joy? The open hands of | + | impossible, and what could come to [[interfere]] with joy? The open hands of |
− | gentleness are always filled. The gentle have no pain. They cannot suffer. | + | gentleness are always filled. The gentle have no [[pain]]. They cannot suffer. |
| Why would they not be joyous? They are sure they are beloved and must be | | Why would they not be joyous? They are sure they are beloved and must be |
− | safe. Joy goes with gentleness as surely as grief attends attack. God's | + | [[safe]]. Joy goes with gentleness as surely as grief attends [[attack]]. God's |
− | teachers trust in Him. And they are sure His Teacher goes before them, | + | teachers [[trust]] in Him. And they are sure His Teacher goes before them, |
| making sure no harm can come to them. They hold His gifts and follow in | | making sure no harm can come to them. They hold His gifts and follow in |
− | His way, because God's Voice directs them in all things. Joy is their song of | + | His way, because [[Ta|God's Voice]] directs them in all things. Joy is their [[song]] of |
− | thanks. And Christ looks down on them in thanks as well. His need of them | + | thanks. And [[Christ]] looks down on them in thanks as well. His need of them |
− | is just as great as theirs of Him. How joyous it is to share the purpose of | + | is just as great as theirs of Him. How joyous it is to [[share]] the [[purpose]] of |
− | salvation! | + | [[salvation]]! |
| | | |
− | <center>'''Defenselessness'''</center>
| + | ==[[Defenselessness]]== |
| | | |
− | God's teachers have learned how to be simple. They have no dreams that | + | [[God's teachers]] have learned how to be [[simple]]. They have no dreams that |
− | need defense against the truth. They do not try to make themselves. Their | + | need [[defense]] against the [[truth]]. They do not try to make themselves. Their |
− | joy comes from their understanding Who created them. And does what God | + | [[joy]] comes from their understanding Who created them. And does what God |
− | created need defense? No one can become an advanced teacher of God until | + | created need defense? No one can [[become]] an advanced teacher of God until |
− | he fully understands that defenses are but foolish guardians of mad | + | he fully understands that defenses are but [[foolish]] guardians of mad |
− | illusions. The more grotesque the dream, the fiercer and more powerful its | + | [[illusions]]. The more [[grotesque]] the [[dream]], the fiercer and more powerful its |
− | defenses seem to be. Yet when the teacher of God finally agrees to look past | + | defenses seem to be. Yet when the teacher of God finally [[agrees]] to look past |
| them, he finds that nothing was there. Slowly at first he lets himself be | | them, he finds that nothing was there. Slowly at first he lets himself be |
− | undeceived. But he learns faster as his trust increases. It is not danger that | + | undeceived. But he learns faster as his [[trust]] increases. It is not [[danger]] that |
− | comes when defenses are laid down. It is safety. It is peace. It is joy. And it | + | comes when defenses are laid down. It is [[safety]]. It is [[peace]]. It is joy. And it |
| is God. | | is God. |
| | | |
− | <center>'''Generosity'''</center>
| + | ==[[Generosity]]== |
| | | |
− | The term generosity has special meaning to the teacher of God. It is not the | + | The term [[generosity]] has special [[meaning]] to the [[teacher of God]]. It is not the |
− | usual meaning of the word; in fact, it is a meaning that must be learned and | + | usual [[meaning]] of the word; in fact, it is a meaning that must be learned and |
− | learned very carefully. Like all the other attributes of God's teachers this | + | learned very carefully. Like all the other [[attributes]] of God's teachers this |
− | one rests ultimately on trust, for without trust no one can be generous in the | + | one rests ultimately on [[trust]], for without trust no one can be generous in the |
| true sense. To the world, generosity means "giving away" in the sense of | | true sense. To the world, generosity means "giving away" in the sense of |
| "giving up." To the teachers of God, it means giving away in order to keep. | | "giving up." To the teachers of God, it means giving away in order to keep. |
− | This has been emphasized throughout the text and the workbook, but it is | + | This has been emphasized throughout [http://nordan.daynal.org/wiki/index.php?title=A_Course_in_Miracles_-_Contents#The_Text the text] and [http://nordan.daynal.org/wiki/index.php?title=A_Course_in_Miracles_-_Contents#Workbook_Part_I the workbook], but it is |
− | perhaps more alien to the thinking of the world than many other ideas in our | + | perhaps more [[alien]] to the thinking of the world than many other ideas in our |
− | curriculum. Its greater strangeness lies merely in the obviousness of its | + | [[curriculum]]. Its greater strangeness lies merely in the obviousness of its |
− | reversal of the world's thinking. In the clearest way possible, and at the | + | [[reversal]] of the world's thinking. In the clearest way possible, and at the |
| simplest of levels, the word means the exact opposite to the teachers of God | | simplest of levels, the word means the exact opposite to the teachers of God |
| and to the world. | | and to the world. |
| | | |
− | The teacher of God is generous out of Self interest. This does not refer, | + | The teacher of God is [[generous]] out of [[Self]] interest. This does not refer, |
− | however, to the self of which the world speaks. The teacher of God does not | + | however, to the self of which the world speaks. The [[teacher of God]] does not |
− | want anything he cannot give away, because he realizes it would be | + | want anything he cannot give away, because he [[realizes]] it would be |
− | valueless to him by definition. What would he want it <for>? He could only | + | valueless to him by [[definition]]. What would he want it <for>? He could only |
| lose because of it. He could not gain. Therefore he does not seek what only | | lose because of it. He could not gain. Therefore he does not seek what only |
| he could keep, because that is a guarantee of loss. He does not want to | | he could keep, because that is a guarantee of loss. He does not want to |
− | suffer. Why should he ensure himself pain? But he does want to keep for | + | suffer. Why should he ensure himself [[pain]]? But he does want to keep for |
− | himself all things that are of God, and therefore for His Son. These are the | + | himself all things that are of [[God]], and therefore for His Son. These are the |
| things that belong to him. These he can give away in true generosity, | | things that belong to him. These he can give away in true generosity, |
− | protecting them forever for himself. | + | [[protecting]] them forever for himself. |
| | | |
− | <center>'''Patience'''</center>
| + | ==[[Patience]]== |
| | | |
| Those who are certain of the outcome can afford to wait, and wait without | | Those who are certain of the outcome can afford to wait, and wait without |
− | anxiety. Patience is natural to the teacher of God. All he sees is certain | + | [[anxiety]]. [[Patience]] is natural to the [[teacher of God]]. All he sees is certain |
− | outcome, at a time perhaps unknown to him as yet, but not in doubt. The | + | outcome, at a [[time]] perhaps unknown to him as yet, but not in [[doubt]]. The |
− | time will be as right as is the answer. And this is true for everything that | + | time will be as right as is the answer. And this is true for [[everything]] that |
− | happens now or in the future. The past as well held no mistakes; nothing | + | happens now or in the [[future]]. The [[past]] as well held no mistakes; nothing |
| that did not serve to benefit the world, as well as him to whom it seemed to | | that did not serve to benefit the world, as well as him to whom it seemed to |
| happen. Perhaps it was not understood at the time. Even so, the teacher of | | happen. Perhaps it was not understood at the time. Even so, the teacher of |
− | God is willing to reconsider all his past decisions, if they are causing pain to | + | God is willing to reconsider all his past [[decisions]], if they are causing pain to |
− | anyone. Patience is natural to those who trust. Sure of the ultimate | + | anyone. Patience is natural to those who [[trust]]. Sure of the [[ultimate]] |
− | interpretation of all things in time, no outcome already seen or yet to come | + | [[interpretation]] of [[all things]] in [[time]], no outcome already seen or yet to come |
− | can cause them fear. | + | can cause them [[fear]]. |
| | | |
− | <center>'''Faithfulness'''</center>
| + | ==[[Faithfulness]]== |
| | | |
− | The extent of the teacher of God's faithfulness is the measure of his | + | The extent of the [[teacher of God]]'s [[faithfulness]] is the measure of his |
− | advancement in the curriculum. Does he still select some aspects of his life | + | advancement in the [[curriculum]]. Does he still select some aspects of his [[life]] |
− | to bring to his learning, while keeping others apart? If so, his advancement | + | to bring to his [[learning]], while keeping others apart? If so, his advancement |
| is limited, and his trust not yet firmly established. Faithfulness is the teacher | | is limited, and his trust not yet firmly established. Faithfulness is the teacher |
− | of God's trust in the Word of God to set all things right; not some, but all. | + | of God's trust in the [[Word of God]] to set all things right; not some, but all. |
− | Generally, his faithfulness begins by resting on just some problems, | + | Generally, his faithfulness begins by resting on just some [[problems]], |
− | remaining carefully limited for a time. To give up all problems to one | + | remaining carefully [[limited]] for a time. To give up all problems to one |
− | Answer is to reverse the thinking of the world entirely. And that alone is | + | [[Answer]] is to reverse the thinking of the world entirely. And that alone is |
| faithfulness. Nothing but that really deserves the name. Yet each degree, | | faithfulness. Nothing but that really deserves the name. Yet each degree, |
− | however small, is worth achieving. Readiness, as the text notes, is not | + | however small, is worth achieving. Readiness, as [http://nordan.daynal.org/wiki/index.php?title=A_Course_in_Miracles_-_Contents#The_Text the text] notes, is not |
| mastery. | | mastery. |
| | | |
− | True faithfulness, however, does not deviate. Being consistent, it is wholly | + | True [[faithfulness]], however, does not deviate. Being [[consistent]], it is wholly |
− | honest. Being unswerving, it is full of trust. Being based on fearlessness, it | + | honest. Being unswerving, it is full of [[trust]]. Being based on fearlessness, it |
− | is gentle. Being certain, it is joyous. And being confident, it is tolerant. | + | is [[gentle]]. Being certain, it is [[joyous]]. And being [[confident]], it is [[tolerant]]. |
− | Faithfulness, then, combines in itself the other attributes of God's teachers. | + | Faithfulness, then, combines in itself the other [[attributes]] of God's teachers. |
− | It implies acceptance of the Word of God and His definition of His Son. It is | + | It implies [[acceptance]] of the Word of God and His definition of His Son. It is |
| to Them that faithfulness in the true sense is always directed. Toward Them | | to Them that faithfulness in the true sense is always directed. Toward Them |
− | it looks, seeking until it finds. Defenselessness attends it naturally, and joy | + | it looks, seeking until it finds. [[Defenselessness]] attends it naturally, and [[joy]] |
− | is its condition. And having found, it rests in quiet certainty on that alone to | + | is its condition. And having found, it rests in [[quiet]] certainty on that alone to |
| which all faithfulness is due. | | which all faithfulness is due. |
| | | |
− | <center>'''Open-Mindedness'''</center>
| + | ==[[Receptivity|Open-Mindedness]]== |
| | | |
− | The centrality of open-mindedness, perhaps the last of the attributes the | + | The centrality of open-mindedness, perhaps the last of the [[attributes]] the |
− | teacher of God acquires, is easily understood when its relation to | + | [[teacher of God]] acquires, is easily [[understood]] when its relation to |
− | forgiveness is recognized. Open-mindedness comes with lack of judgment. | + | [[forgiveness]] is recognized. Open-mindedness comes with lack of [[judgment]]. |
− | As judgment shuts the mind against God's Teacher, so open-mindedness | + | As judgment shuts [[the mind]] against God's Teacher, so open-mindedness |
− | invites Him to come in. As condemnation judges the Son of God as evil, so | + | invites Him to come in. As [[condemnation]] [[judges]] the Son of God as [[evil]], so |
− | open-mindedness permits him to be judged by the Voice for God on His | + | open-mindedness permits him to be judged by the [[Ta|Voice for God]] on His |
− | behalf. As the projection of guilt upon him would send him to hell, so open- | + | behalf. As the [[projection]] of [[guilt]] upon him would send him to hell, so open- |
− | mindedness lets Christ's image be extended to him. Only the open-minded | + | mindedness lets [[Christ]]'s image be extended to him. Only the open-minded |
− | can be at peace, for they alone see reason for it. | + | can be at [[peace]], for they alone see reason for it. |
| | | |
− | How do the open-minded forgive? They have let go all things that would | + | How do the open-minded [[forgive]]? They have let go [[all things]] that would |
− | prevent forgiveness. They have in truth abandoned the world, and let it be | + | prevent [[forgiveness]]. They have in [[truth]] [[abandoned]] the world, and let it be |
− | restored to them in newness and in joy so glorious they could never have | + | restored to them in newness and in [[joy]] so [[glorious]] they could never have |
− | conceived of such a change. Nothing is now as it was formerly. Nothing but | + | conceived of such a [[change]]. Nothing is now as it was formerly. Nothing but |
| sparkles now which seemed so dull and lifeless before. And above all are all | | sparkles now which seemed so dull and lifeless before. And above all are all |
− | things welcoming, for threat is gone. No clouds remain to hide the face of | + | things welcoming, for threat is gone. No [[clouds]] remain to hide the face of |
− | Christ. Now is the goal achieved. Forgiveness is the final goal of the | + | Christ. Now is the [[goal]] achieved. Forgiveness is the final goal of the |
− | curriculum. It paves the way for what goes far beyond all learning. The | + | [[curriculum]]. It paves the way for what goes far beyond all [[learning]]. The |
− | curriculum makes no effort to exceed its legitimate goal. Forgiveness is its | + | curriculum makes no effort to exceed its legitimate [[goal]]. Forgiveness is its |
− | single aim, at which all learning ultimately converges. It is indeed enough. | + | single aim, at which all learning ultimately [[converges]]. It is indeed enough. |
− | You may have noticed that the list of attributes of God's teachers does not | + | You may have noticed that the list of attributes of [[God's teachers]] does not |
− | include things that are the Son of God's inheritance. Terms like love, | + | include things that are the Son of God's [[inheritance]]. Terms like [[love]], |
− | sinlessness, perfection, knowledge and eternal truth do not appear in this | + | [[sinlessness]], [[perfection]], [[knowledge]] and eternal [[truth]] do not appear in this |
| context. They would be most inappropriate here. What God has given is so | | context. They would be most inappropriate here. What God has given is so |
− | far beyond our curriculum that learning but disappears in its presence. Yet | + | far beyond our curriculum that learning but disappears in its [[presence]]. Yet |
− | while its presence is obscured, the focus properly belongs on the | + | while its presence is obscured, the [[focus]] properly belongs on the |
− | curriculum. It is the function of God's teachers to bring true learning to the | + | curriculum. It is the [[function]] of God's teachers to bring true learning to the |
| world. Properly speaking it is unlearning that they bring, for that is "true | | world. Properly speaking it is unlearning that they bring, for that is "true |
| learning" in the world. It is given to the teachers of God to bring the glad | | learning" in the world. It is given to the teachers of God to bring the glad |
| tidings of complete forgiveness to the world. Blessed indeed are they, for | | tidings of complete forgiveness to the world. Blessed indeed are they, for |
− | they are the bringers of salvation. | + | they are the bringers of [[salvation]]. |
| | | |
| [[Category:Manual for Teachers]] | | [[Category:Manual for Teachers]] |
| + | [[Category: Character]] |
| + | [[Category: Teachers]] |