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1 This is a course in
mind training. All learning involves attention and study at some level. Some of the later parts of the course rest too heavily on these earlier sections not to require their study. You will also need them for preparation. Without this, you may become much too fearful when the unexpected
does occur to make constructive use of it. However, as you study these earlier sections, you will begin to see some of their implications, which will be amplified considerably later on.
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ACIM OE TEXT
CH 3 RETRAINING THE MIND
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Workbook for Students
Part I
Introduction
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1 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.
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Workbook for Students
Part I
Lesson 28
Above all else, I want
to see things differently.
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1 Today we are really giving specific application to the idea for yesterday. In these practice periods, you will be making a series of definite commitments. The question of whether you will keep them in the future is not our concern here. If you are willing at least to make them now, you have started on the way to keeping them. And we are still at the beginning.
2 You may wonder why it is important to say, for example, "Above all else I want to see this table differently." In itself it is not important at all. Yet what is by itself? And what does "in itself" mean? You see a lot of separate things about you, which really means you are not seeing at all. You either see or not. When you have seen one thing differently, you will see all things differently. The light you will see in any one of them is the same light you will see in them all.
3 When you say, "Above all else I want to see this table differently," you are making a commitment to withdraw your preconceived ideas about the table and open your mind to what it is and what it is for. You are not defining it in past terms. You are asking what it is, rather than telling it what it is. You are not binding its meaning to your tiny experience of tables, nor are you limiting its purpose to your little personal thoughts.
4 You will not question what we have already defined. And the purpose of these exercises is to ask questions and receive the answers. In saying, "Above all else I want to see this table differently," you are committing yourself to seeing. It is not an exclusive commitment. It is a commitment which applies to the table just as much as to anything else, neither more nor less.
5 You could, in fact, gain vision from just that table if you could withdraw all your own ideas from it and look upon it with a completely open mind. It has something to show you—something beautiful and clean and of infinite value, full of happiness and hope. Hidden under all your ideas about it is its real purpose, the purpose it shares with all the universe.
6 In using the table as a subject for applying the idea for today, you are therefore really asking to see the purpose of the universe. You will be making this same request of each subject which you use in the practice periods. And you are making a commitment to each of them to let their purpose be revealed to you instead of placing your own judgment upon them.
7 We will have six two minute practice periods today in which the idea for the day is stated first and then applied to whatever you see in looking about you. Not only should the subjects be chosen randomly, but each one should be accorded equal sincerity as today's idea is applied to it in an attempt to acknowledge the equal value of them all in their contribution to your seeing.
8 As usual, the applications should include the name of the subject which your eyes happen to light on, and you should rest your eyes on it while saying:
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Above all else, I want to see this ______ differently.
10 Each application should be made quite slowly and as thoughtfully as possible. There is no hurry.
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Lesson ARCHIVE
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Course in Miracles
Original Edition
TEXT
Chapter 3
Retraining the Mind
I. Introduction
par 1-3
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1 This is a course in
mind training. All learning involves attention and study at some level. Some of the later parts of the course rest too heavily on these earlier sections not to require their study. You will also need them for preparation. Without this, you may become much too fearful when the unexpected
does occur to make constructive use of it. However, as you study these earlier sections, you will begin to see some of their implications, which will be amplified considerably later on.
2 The reason a solid foundation is necessary is because of the confusion between fear and awe to which we have already referred and which so many people hold. You will remember that we said that awe is inappropriate in connection with the Sons of God because you should not experience awe in the presence of your equals. However, it was also emphasized that awe
is a proper reaction in the Presence of your Creator. I have been careful to clarify my own role in the Atonement, without either over- or understating it. I have also tried to do the same in connection with yours. I have stressed that awe is
not an appropriate reaction to me because of our inherent equality.
3 Some of the later steps in this course, however,
do involve a more direct approach to God Himself. It would be most unwise to start on these steps without careful preparation or awe will be confused with fear, and the experience will be more traumatic than beatific. Healing is of God in the end. The means are being carefully explained to you. Revelation may occasionally
reveal the end to you, but to reach it the means are needed.
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Course in Miracles
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TEXT
Chapter 3
Retraining the Mind
II. Special Principles
for Miracles Workers
par 4-11
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1.
4 The miracle abolishes the need for lower-order concerns. Since it is an out-of-pattern time interval, the ordinary considerations of time and space do not apply. When
you perform a miracle,
I will arrange both time and space to adjust to it.
2.
5 Clear distinction between what
has been created and what
is being created is essential.
All forms of correction (or healing) rest on this
fundamental correction in level perception.
3.
6 Another way of stating the above point is: Never confuse right- with wrong-mindedness. Responding to
any form of miscreation with anything
except a desire to heal (or a miracle) is an expression of this confusion.
4.
7 The miracle is always a
denial of this error and an affirmation of the truth. Only right-mindedness
can create in a way that has any real effect. Pragmatically, what has no real effect has no real existence. Its effect, then, is emptiness. Being without substantial content, it lends itself to projection in the improper sense.
5.
8 The level-adjustment power of the miracle induces the right perception for healing. Until this has occurred, healing cannot be understood. Forgiveness is an empty gesture unless it entails correction. Without this it is essentially judgmental rather than healing.
6.
9 Miraculous forgiveness is
only correction. It has
no element of judgment at all. "Father forgive them for they know not
what they do" in no way evaluates what they do. It is strictly limited to an appeal to God to heal their minds. There is no reference to the outcome of their mis-thought.
That does not matter.
7.
10 The biblical injunction, "Be of one mind" is the statement for revelation-readiness. My
own injunction, "Do this in remembrance of me" is the request for cooperation from miracle workers. It should be noted that the two statements are not in the same order of reality. The latter involves a time awareness since to remember implies recalling the past in the present. Time is under
my direction, but Timelessness belongs to God alone. In time we exist for and with each other. In Timelessness we coexist with God.
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Sarah's Reflections
Lesson 28
Above all else I want
to see things differently.
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Sarah's Commentary:
This Lesson follows up on the Lesson yesterday, but now he is asking us to make
". . . a series of definite commitments."
(W.28.1.2) Jesus is not asking us to be concerned right now as to whether we are going to keep them; only that we make them, and it is only the willingness to make them that starts us on the way to keeping them.
"The question of whether you will keep them in the future is not our concern here. If you are willing at least to make them now, you have started on the way to keeping them."
(W.28.1.3-4) He recognizes that this is just a beginning step. You may wonder, "Why would I make this commitment if I won't keep it?" Think about it. When you make a commitment, even if you don't keep it right away, it is still there, waiting for completion. It is setting an intention. We are simply asked to take this first step. Clearly, we have made a commitment to our false identity, and now, we are taking a step toward committing to seeing differently. What that does is it helps us to recognize that we have been wrong in the way we have seen everything. Now we make this commitment to open to another way of looking at the world. Jesus recognizes our resistance and is just asking us to look at our willingness to make this commitment today as a beginning step. He does not want us to feel guilty when we break the commitment that we set today. He continues to make this an invitation to us, and in no way does he want us to feel coerced.
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Love and blessings, Sarah
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Allen Watson's
Workbook Commentaries
Allen joined Robert Perry in forming the Circle of Atonement in 1993 in Sedona, Arizona where Allen led retreats and workshops and authored many books based on “A Course in Miracles.” One of his most popular books is:
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