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| Each of us is likely to have a different description and emphasis as to the | | Each of us is likely to have a different description and emphasis as to the |
| nature of this world-wide Teaching Mission. In general, it is an avenue of | | nature of this world-wide Teaching Mission. In general, it is an avenue of |
− | personal religious experience. Individuals, in their private devotions, | + | personal religious [[experience]]. [[Individual]]s, in their private devotions, |
| may experience contact with supermortal guides, or "teachers." We believe | | may experience contact with supermortal guides, or "teachers." We believe |
| that there are a host of intelligent, loving, celestial, agencies | | that there are a host of intelligent, loving, celestial, agencies |
| ministering to our world. One such group of celestial beings who work | | ministering to our world. One such group of celestial beings who work |
| together for humanity's spiritual progress call themselves teachers of the | | together for humanity's spiritual progress call themselves teachers of the |
− | "Teaching Mission" or the "Correcting Time." The Correcting Time is said | + | "Teaching Mission" or the "[[Correcting Time]]." The Correcting Time is said |
− | to encompass roughly the next millennium of human history, a time of | + | to encompass roughly the next millennium of [[human]] [[history]], a time of |
| correcting the consequences of certain calamities and deprivations of the | | correcting the consequences of certain calamities and deprivations of the |
− | past, and a time of fostering an era of heightened spiritual progress in | + | past, and a time of fostering an era of heightened [[spiritual]] progress in |
− | the future--the era of "light and life" on Earth. | + | the future--the era of "[[light and life]]" on Earth. |
| | | |
| ===Who are the teachers?=== | | ===Who are the teachers?=== |
| | | |
| Many contemporary people are discovering contact with spiritual guides. | | Many contemporary people are discovering contact with spiritual guides. |
− | The tremendous upsurgence in reported contact with angels and other | + | The tremendous upsurge in reported contact with [[angel]]s and other |
− | heavenly beings is indicative of new openings for communion with angelic | + | heavenly beings is indicative of new openings for [[communion]] with angelic |
| types of ministry to our world. The particular contacts from on High whom | | types of ministry to our world. The particular contacts from on High whom |
− | we call "teachers" are non-material spiritual beings, friends from heaven. | + | we call "teachers" are non-material spiritual [[being]]s, friends from heaven. |
− | They are advanced enough in their own spiritual growth and cosmic evolution | + | They are advanced enough in their own spiritual growth and [[cosmic]] [[evolution]] |
| to be a lofty inspiration to us; and yet, they remain greatly empathetic | | to be a lofty inspiration to us; and yet, they remain greatly empathetic |
− | and supportive of our personal struggles with soul growth. These teachers | + | and supportive of our [[personal]] struggles with [[soul]] growth. These teachers |
− | present and amplify the revelations and truths discussed in The Urantia | + | present and amplify the revelations and truths discussed in [[Urantia Text|The Urantia |
− | Book. This book teaches that each and every human mortal is a potentially | + | Book]]. This book teaches that each and every human mortal is a potentially |
− | immortal faith-son or faith-daughter of God. We are each an honored member | + | immortal [[faith]]-son or faith-daughter of God. We are each an honored member |
| of a well-nigh limitless cosmic family. We are spiritual brothers and | | of a well-nigh limitless cosmic family. We are spiritual brothers and |
− | sisters held in the infinite love of one Divine Cosmic Parent, Mother and | + | sisters held in the [[infinite]] love of one Divine Cosmic Parent, Mother and |
| Father combined. | | Father combined. |
| | | |
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| | | |
| We who participate on the human side of the Teaching Mission are ordinary | | We who participate on the human side of the Teaching Mission are ordinary |
− | human beings who simply aspire to bring more of truth, beauty, and goodness | + | human beings who simply aspire to bring more of [[truth]], [[beauty]], and [[goodness]] |
| into our world. We hail from diverse walks of life and various locations | | into our world. We hail from diverse walks of life and various locations |
| in and out of the continental USA. We vary widely in our backgrounds and | | in and out of the continental USA. We vary widely in our backgrounds and |
− | cultural, political, and philosophical views; but, we are united in our | + | [[culture|cultural]], [[politics|political]], and [[philosophy|philosophical]] views; but, we are united in our |
| spiritual quest for more of God's love and more opportunities to share this | | spiritual quest for more of God's love and more opportunities to share this |
| love and friendship with our fellows. Many of us attend informal groups | | love and friendship with our fellows. Many of us attend informal groups |
− | where teacher communications are shared and discussed. | + | where teacher [[communication]]s are shared and discussed. |
| | | |
| ===Who is able to make contact with celestial teachers?=== | | ===Who is able to make contact with celestial teachers?=== |
| | | |
| Anyone. Any adult or child who sincerely desires teacher contact will have | | Anyone. Any adult or child who sincerely desires teacher contact will have |
− | that opportunity, regardless of race or gender, educational background, | + | that opportunity, regardless of [[race]] or [[gender]], educational background, |
− | social or economic status, national origin, or religious beliefs. We are | + | social or economic status, national origin, or religious [[belief]]s. We are |
| told that if every one of the over five billion inhabitants of our planet | | told that if every one of the over five billion inhabitants of our planet |
| sought a personal teacher, one would certainly be provided for each seeker. | | sought a personal teacher, one would certainly be provided for each seeker. |
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| ===How do I receive the gift of a personal teacher?=== | | ===How do I receive the gift of a personal teacher?=== |
| | | |
− | This is a very intimate matter between you and your Deity. In your | + | This is a very intimate matter between you and your [[Deity]]. In your |
− | personal prayer time or meditation, simply ask your heavenly Father-Mother | + | personal prayer time or [[meditation]], simply ask your heavenly Father-Mother |
| for a personal teacher, and trust that even though you may not readily | | for a personal teacher, and trust that even though you may not readily |
− | sense a teacher's presence, one will surely be there for you. Many of us | + | sense a teacher's [[presence]], one will surely be there for you. Many of us |
| suffer, consciously or unconsciously, from a sense of perceived shame and | | suffer, consciously or unconsciously, from a sense of perceived shame and |
− | unworthiness. In truth, there is no mortal on Earth who is unworthy of the | + | unworthiness. In [[truth]], there is no mortal on Earth who is unworthy of |
− | Divine Affection. Our teachers view us with great respect and see it as an
| + | divine affection. Our teachers view us with great respect and see it as an |
| honor to work with us. Some of us have to swallow hard to accept the | | honor to work with us. Some of us have to swallow hard to accept the |
− | enormity of this gift and not fear this loving contact. Time and daily | + | enormity of this gift and not fear this loving contact. [[Time]] and daily |
− | "stillness practice," a term used by the teachers to refer to quiet | + | "[[meditation|stillness]] practice," a term used by the teachers to refer to quiet |
| meditation, provide the reconciliation between how we tend to value | | meditation, provide the reconciliation between how we tend to value |
− | ourselves, and how the teachers value us, and hope we will eventually value | + | ourselves, and how the teachers [[value]] us, and hope we will eventually value |
| ourselves also. | | ourselves also. |
| | | |
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| paramount purpose of the teachers is to aid us in getting in touch with the | | paramount purpose of the teachers is to aid us in getting in touch with the |
| Spark of Deity within each person, the "still small voice of God" that | | Spark of Deity within each person, the "still small voice of God" that |
− | indwells the human heart-mind. Teachers are also heavenly friends who love | + | indwells the human heart-[[mind]]. Teachers are also heavenly friends who love |
| us dearly and often accompany us on our life adventures. They encourage us | | us dearly and often accompany us on our life adventures. They encourage us |
| and inspire us. They remind us of spiritual truths we cherish; they help | | and inspire us. They remind us of spiritual truths we cherish; they help |
| keep us spiritually focused. Teachers offer faith reassurances of the | | keep us spiritually focused. Teachers offer faith reassurances of the |
− | unswerving love of our divine Parent for each individual, regardless of his | + | unswerving love of our divine Parent for each [[individual]], regardless of his |
| or her worldly status. Teachers elevate and accelerate our hopes for a | | or her worldly status. Teachers elevate and accelerate our hopes for a |
− | better world and augment God-consciousness among all peoples. | + | better world and augment [[God-consciousness]] among all peoples. |
| | | |
| ===What teachers do not do.=== | | ===What teachers do not do.=== |
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| conclusions: | | conclusions: |
| | | |
− | 1. Teachers DO NOT violate human free-will. They never violate the | + | 1. Teachers '''do not''' violate human free-will. They never violate the |
| sanctity of our minds, our souls, our earthly opportunities, or our life | | sanctity of our minds, our souls, our earthly opportunities, or our life |
| choices. Their action in relation to any human is always subject to that | | choices. Their action in relation to any human is always subject to that |
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| | | |
| 3. Teachers are not in the business of miracle-working, empirical proofs, | | 3. Teachers are not in the business of miracle-working, empirical proofs, |
− | power-brokering, sparking fads, encouraging extraordinary sensory | + | [[power]]-brokering, sparking fads, encouraging extraordinary sensory |
| experiences, dictating how we should live, shaming us, or otherwise acting | | experiences, dictating how we should live, shaming us, or otherwise acting |
| or communicating in a manner that would in any way deprive any human being | | or communicating in a manner that would in any way deprive any human being |
− | of the step-by-step faith adventure each of us must freely choose to climb | + | of the step-by-step [[faith]] adventure each of us must freely choose to climb |
| the mountains of spiritual attainment. | | the mountains of spiritual attainment. |
| | | |
− | 4. Teachers are not intermediaries to God. We do not pray to our teachers | + | 4. Teachers are not intermediaries to [[God]]. We do not pray to our teachers |
− | nor do we worship them. They are not our rulers or overlords. They do not | + | nor do we [[worship]] them. They are not our rulers or overlords. They do not |
| judge us. They help us to avoid many distractions from our goals of wisely | | judge us. They help us to avoid many distractions from our goals of wisely |
| loving and selflessly serving. They keep us on track to pursue stillness | | loving and selflessly serving. They keep us on track to pursue stillness |
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| | | |
| :a) Does the communication come with respect for my free-will dignity? | | :a) Does the communication come with respect for my free-will dignity? |
− | :b) Is it compatible with the teachings of The Urantia Book? | + | :b) Is it compatible with the teachings of [[Urantia Text|The Urantia Book]]? |
| :c) Will heeding a message result in my bearing "spiritual fruit"? | | :c) Will heeding a message result in my bearing "spiritual fruit"? |
| :d) Does the transmission come with God's love? | | :d) Does the transmission come with God's love? |
− | :e) Does it have the ring of Truth? | + | :e) Does it have the ring of [[truth]]? |
| | | |
| ===How do teachers communicate with humans?=== | | ===How do teachers communicate with humans?=== |
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| and utterly respectful manner. The teachers' respect for our free-will | | and utterly respectful manner. The teachers' respect for our free-will |
| dignity is awe-inspiring. Since we do not really know the mechanism of | | dignity is awe-inspiring. Since we do not really know the mechanism of |
− | communication, we can hypothesize a kind of celestial internet of minds. | + | communication, we can hypothesize a kind of [[celestial]] internet of minds. |
− | Imagine our World Wide Web carried to the utmost limits of virtual | + | Imagine our [[World Wide Web]] carried to the utmost limits of virtual |
− | advancement and refinement on a universal and cosmic scale. Teachers seem | + | advancement and refinement on a universal and [[cosmic]] scale. Teachers seem |
− | to be able to project their presences and communications from nearby or | + | to be able to project their [[presence]]s and [[communication]]s from nearby or |
| over astronomic distances without delay or glitches. They know when we do | | over astronomic distances without delay or glitches. They know when we do |
| and do not desire contact. | | and do not desire contact. |
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| Certain constitutionally-favored individuals may, by luck of the draw, have | | Certain constitutionally-favored individuals may, by luck of the draw, have |
| a natural capacity to discern and communicate teacher messages. Typically, | | a natural capacity to discern and communicate teacher messages. Typically, |
− | a human transmitter (T/R) speaks the teacher's message more or less | + | a human transmitter ([[T/R]]) speaks the teacher's message more or less |
| concurrently with its reception in the transmitter's mind. There are many | | concurrently with its reception in the transmitter's mind. There are many |
| ways a transmitter might receive a message--as words, concepts, images, | | ways a transmitter might receive a message--as words, concepts, images, |
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| teachers are no doubt able to communicate more directly or unequivocally, | | teachers are no doubt able to communicate more directly or unequivocally, |
| they prefer to employ the ever-so-flawed human conduit, a partnership in | | they prefer to employ the ever-so-flawed human conduit, a partnership in |
− | communication and faith. This leaves the understanding, interpretation, | + | [[communication]] and [[faith]]. This leaves the understanding, interpretation, |
| and veracity of any transmission entirely up to the faith discernment of | | and veracity of any transmission entirely up to the faith discernment of |
− | each human involved. It is the responsibility of each person to decide if | + | each [[human]] involved. It is the responsibility of each person to decide if |
− | a communication resonates with the spirit of truth in one's own heart. | + | a communication resonates with the [[Spirit of Truth|spirit of truth]] in one's own heart. |
| Teachers may even allow themselves to be misquoted by a fallible T/R rather | | Teachers may even allow themselves to be misquoted by a fallible T/R rather |
| than interfere with the vital faith-grasp each of us must acquire in our | | than interfere with the vital faith-grasp each of us must acquire in our |
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| physical, emotional, mental, and spiritual selves. They tell us that God's | | physical, emotional, mental, and spiritual selves. They tell us that God's |
| spiritual healing energy is available to anyone sincerely searching and | | spiritual healing energy is available to anyone sincerely searching and |
− | receptive. To limit the modalities (e.g., touch, music, nature, | + | receptive. To limit the modalities (e.g., touch, [[music]], nature, |
| substances, visualizations, etc.) of this healing would be presumptuous. | | substances, visualizations, etc.) of this healing would be presumptuous. |
| Again, it is up to the individual's discernment on a very personal level. | | Again, it is up to the individual's discernment on a very personal level. |
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| ===What of caution and skepticism?=== | | ===What of caution and skepticism?=== |
| | | |
− | We generally regard respectful skepticism as a healthy approach to becoming | + | We generally regard respectful [[skepticism]] as a healthy approach to becoming |
| familiar with the Teaching Mission. We aspire to unity, not uniformity. | | familiar with the Teaching Mission. We aspire to unity, not uniformity. |
| We do not all think alike. Each of us may hold a different, even opposite, | | We do not all think alike. Each of us may hold a different, even opposite, |
| opinion regarding this Mission in the whole or in any particular. | | opinion regarding this Mission in the whole or in any particular. |
− | Experiential religion means that truth is individually and personally | + | Experiential [[religion]] means that [[truth]] is individually and personally |
| discovered via a process of inner-seeking. Many of us have surmounted | | discovered via a process of inner-seeking. Many of us have surmounted |
| hills of doubt and continue to climb out of valleys of uncertainty and | | hills of doubt and continue to climb out of valleys of uncertainty and |