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 accident," two students who happen 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 man 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.
"Father, You promised You would never fail to answer any call Your Son might make to You. It does not matter where he is, what seems to be his problem, nor what he believes he has become. He is Your Son, and You will answer him. The miracle reflects Your Love, and thus it answers him. Your Name replaces every thought of sin, and who is sinless cannot suffer pain. Your Name gives answer to Your Son, because to call Your Name is but to call his own."
A theoretical foundation such as the Text is necessary as a background to make these exercises meaningful. Yet it is the exercises which will make the goal possible. An untrained mind can accomplish nothing. It is the purpose of these exercises to train the mind to think along the lines which the course sets forth.
The exercises are very simple. They do not require more than a few minutes, and it does not matter where or when you do them. They need no preparation. They are numbered, running from 1 to 365. The training period is one year. Do not undertake more than one exercise a day.
The purpose of these exercises is to train the mind to a different perception of everything in the world. The Workbook is divided into two sections, the first dealing with the undoing of what you see now, and the second with the restoration of sight. It is recommended that each exercise be repeated several times a day, preferably in a different place each time, and if possible in every situation in which you spend any long period of time. The purpose is to train the mind to generalize the lessons, so that you will understand that each of them is as applicable to one situation as it is to another.
Unless specified to the contrary, the exercise should be practiced with the eyes open, since the aim is to learn how to see. The only rule that should be followed throughout is to practice the exercises with great specificity. Each one applies to every situation in which you find yourself, and to everything you see in it. Each day's exercises are planned around one central idea, the exercises themselves consisting of applying that idea to as many specifics as possible. Be sure that you do not decide that there are some things you see to which the idea for the day is inapplicable. The aim of the exercises will always be to increase the application of the idea to everything. This will not require effort. Only be sure that you make no exceptions in applying the idea.
Some of the ideas you will find hard to believe, and others will seem quite startling. It does not matter. You are merely asked to apply them to what you see. You are not asked to judge them, nor even to believe them. You are asked only to use them. It is their use which will give them meaning to you, and show you they are true. Remember only this; you need not believe them, you need not accept them, and you need not welcome them. Some of them you may actively resist. None of this will matter, nor decrease their efficacy. But allow yourself to make no exceptions in applying the ideas the exercises contain. Whatever your reactions to the ideas may be, use them. Nothing more than this is required.
Fear is deception. It attests that you have seen yourself as you could never be, and therefore look upon a world which is impossible. Not one thing in this world is true. It does not matter what the form in which it may appear. It witnesses but to your own illusions of yourself. Let us not be deceived today. We are the Son of God. There is no fear in us, for we are each a part of Love Itself.
"How foolish are our fears! Would You allow Your Son to suffer? Give us faith today to recognize Your Son and set him free. Let us forgive him in Your Name, that we may understand his holiness, and feel the love for him that is Your own as well."
"I did not understand what made me free, nor what my freedom is, nor where to look to find it. Father, I have searched in vain until I heard Your Voice directing me. Now I would guide myself no more. For I have neither made nor understood the way to find my freedom. But I trust in You. You Who endowed me with my freedom as Your holy Son will not be lost to me. Your Voice directs me. And the way to You is opening and clear to me at last. Father, my freedom is in You alone. Father, it is my will that I return."
Today we answer for the world, which will be freed along with us. How glad are we to find our freedom through the certain way our Father has established. And how sure is all the world's salvation, when we learn our freedom can be found in God alone.
185) "I want the peace of God."
The peace of God is everything I want.
The peace of God is my one goal; the aim
of all my living here, the end I seek,
my purpose and my function and my life
while I abide where I am not at home.
Those whom you PERCEIVE as opponents are PART of your peace, which YOU are giving up by attacking them. How can you have what YOU give up? You SHARE to have, but you do NOT give it up yourselves. When you GIVE UP peace, you are EXCLUDING yourself FROM it. This is a condition which is so ALIEN to the Kingdom that you CANNOT understand the state which prevails WITHIN it.
Your past learning MUST have taught you the wrong things, simply because it has not made you happy. On this basis alone, its value should be questioned. If learning aims at CHANGE, and that is ALWAYS its purpose, are you satisfied with the changes YOURS has brought you? Dissatisfaction with the learning outcome MUST be a sign of learning failure, because it means that you did NOT get what you WANT.
The curriculum of the Atonement IS the opposite of the curriculum you have established for yourselves, but SO IS ITS OUTCOME. If the outcome of yours has made you unhappy, and if you WANT a different outcome, a change in the curriculum is obviously necessary.
The first change that MUST be introduced is a change in DIRECTION. A meaningful curriculum CANNOT be inconsistent. If it is planned by two teachers, each believing in diametrically opposed ideas, it CANNOT be integrated. If it is carried out by these two teachers simultaneously, EACH ONE MERELY INTERFERES WITH THE OTHER. This leads to fluctuation, but NOT to change. The volatile HAVE no direction. They cannot choose one, because they CANNOT relinquish the others EVEN IF THE OTHERS DO NOT EXIST. Their conflicted curriculum teaches them that ALL directions exist, and gives them no RATIONALE for choice.
The total senselessness of such a curriculum must be fully recognized before a real change in direction becomes possible. You CANNOT learn simultaneously from two teachers who are in TOTAL DISAGREEMENT ABOUT EVERYTHING. Their joint curriculum presents an IMPOSSIBLE learning task. They are teaching you ENTIRELY different things in ENTIRELY different ways, which WOULD be possible except for the crucial fact that both are teaching you about YOURSELF. Your REALITY is unaffected by both. But if you LISTEN to both, your mind will split on WHAT YOUR REALITY IS.
193) "All things are lessons God would have me learn."
A lesson is a miracle which God
offers to me, in place of thoughts I made
that hurt me. What I learn of Him becomes
the way I am set free. And so I choose
to learn His lessons, and forget my own.
The ultimate purpose of projection, as the ego uses it, is ALWAYS to get rid of guilt. But, characteristically, it attempts to get rid of it FROM ITS VIEWPOINT ONLY. For much as the ego wants to RETAIN guilt, YOU find it intolerable. For guilt stands in the way of your remembering God, Whose pull is so strong that YOU cannot resist it. On this issue, then, the deepest split of all occurs, for if you are to RETAIN guilt, as the ego insists, YOU CANNOT BE YOU. Only by persuading you that IT is you, could the ego possibly induce you to PROJECT guilt, and thereby keep it in your mind.
But consider how strange a solution the ego's arrangement is. You PROJECT guilt to get rid of it, but you actually merely CONCEAL it. You DO experience guilt FEELINGS, but you have NO IDEA OF WHY. On the contrary, you associate them with a weird assortment of EGO ideals, which the ego claims you have failed. But you have no idea that you are failing the Son of God, by seeing HIM as guilty. Believing you are no longer YOU, you do not realize that you are failing YOURSELF.
The idea for today is obviously a continuation and extension of the preceding one. This time, however, specific mind-searching periods are necessary in addition to applying the idea to particular situations as they arise. Five practice periods are urged, allowing a full minute for each.
In the practice periods, begin by repeating the idea to yourself. Then close your eyes and search your mind carefully for situations past, present or anticipated, which arouse anger in you. The anger may take the form of any reaction ranging from mild irritation to rage. The degree of the emotion you experience does not matter. You will become increasingly aware that a slight twinge of annoyance is nothing but a veil drawn over intense fury.
Try, therefore, not to let the "little" thoughts of anger escape you in the practice periods. Remember that you do not really recognize what really arouses anger in you, and nothing that you believe in this connection means anything. You will probably be tempted to dwell more on some situations than on others, on the fallacious grounds that they are more "obvious." This is not so. It is merely an example of the belief that some forms of attack are more justified than others.
As you search your mind for all the forms in which attack thoughts present themselves, hold each one in mind and tell yourself;
"I am determined to see ____ (name of person) differently."
"I am determined to see ____ (specify the situation) differently."
Try to be as specific as possible. You may, for example, focus your anger on a particular attribute of a particular person, believing that the anger is limited to this aspect. If your perception of the person is suffering from this form of distortion, say:
"I am determined to see____ (specify the attribute) in____ (name of person) differently."