Tuesday, October 15, 2013

Teaching/Learning - Words used in A Course in Miracles


A Course in Miracles emphasizes that teaching and learning are the same thing; and what you teach demonstrates what you believe about yourself.
The role of teaching and learning is actually reversed in the thinking of the world. ... It seems as if the teacher and the learner are separated, the teacher giving something to the learner rather than to himself. … to teach is to learn, so that teacher and learner are the same. … teaching is a constant process; it goes on every moment of the day, and continues into sleeping thoughts as well.   To teach is to demonstrate. There are only two thought systems, and you demonstrate that you believe one or the other is true … The question is not whether you will teach, for in that there is no choice. The purpose of the course might be said to provide you with a means of choosing what you want to teach on the basis of what you want to learn. You cannot give to someone else, but only to yourself, and this you learn through teaching.                                            M-in.1:1-3,5,6,7/2:1,2,4-6.
Since you cannot not teach, your salvation lies in teaching the exact opposite of everything the ego believes. … An idea that you share you must have. It awakens in your mind through the conviction of teaching it. Everything you teach you are learning. Teach only love, and learn that love is yours and you are love.               T-6.III.4:1,6-9.  
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.        M-3.4:1. 
Teaching is done in many ways, above all by example. Teaching should be healing, because it is the sharing of ideas and the recognition that to share ideas is to strengthen them. I [Jesuscannot forget my need to teach what I have learned, which arose in me because I learned it. I call upon you to teach what you have learned, because by so doing you can depend on it.             T-5.IV.5:1-4.

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