The Song of Prayer Pamphlet came along after the Course itself was published, addressing the common mistakes of most Course Students. Those mistakes, then and now, were/are about level confusion. We believe that prayer, forgiveness and healing are about bodies and what bodies do behaviorally. Jesus is consistently telling us those processes take place in the mind, not bodies… So he points out from the Course’s point of view what forgiveness and healing are, and as importantly what they are not. This video is another class in the weekly series of video conversations hosted by Lyn Corona and Tim Wise in their “Course & Coffee” series.
This audio further continues the conversation with CA Brooks and Bruce Rawles (here is the prior episode) about the development of trust – on another segment of her bi-weekly ACIM internet radio program on 12Radio . They quickly review the first two stages in the Development of Trust, which is part of the Course’s Manual for Teachers section entitled “What are the Characteristics of God’s Teachers?” … and then read and discuss the remaining four stages (quoted below):
As noted in the prior post, these stages aren’t necessarily sequential, or linear, and we usually review – a.k.a. practice, practice, practice! – these lessons in trust many, many, many times before we complete our forgiveness curriculum. Repetition is not only OK, it is a requirement for mastering the mental habit of trust.
“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 will engender enormous conflict. Few teachers of God escape this distress 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 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 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 anticipated grief, he finds a happy light-heartedness instead; where he 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 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 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 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 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 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 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 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 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 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 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!
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 gains, to be counted on in all “emergencies” as well as tranquil times. Indeed, the tranquillity is their result; the outcome of honest learning, 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 and easy. In fact, it is here. Who would “go” anywhere, if peace of mind is already complete? And who would seek to change tranquillity for something more desirable? What could be more desirable than this?”
This audio features CA Brooks and Bruce Rawles resuming their conversation (here is the prior episode) about the development of trust – on another segment of her bi-weekly ACIM internet radio program on 12Radio . They review the first few stages in the Development of Trust, which is part of the Course’s Manual for Teachers section entitled “What are the Characteristics of God’s Teachers?
Here is an example (the second stage), but these aren’t necessarily sequential, or linear, and we usually review – a.k.a. practice, practice, practice! – these lessons in trust many, many, many times before we complete our forgiveness curriculum.
“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 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, 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 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, 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 this world of illusion. The word “value” can apply to nothing else.”
In this video, Susan Dugan and Bruce Rawles talk about the tendency of our egos to see themselves as unfairly treated in order to evade the looking at the contents of the mind with forgiveness. This choice would undo both our ‘victim scripts’ and the underlying masochistic motivation to avoid looking at the faulty fearful foundation of ego in the first place. We refer to several places in ACIM’s text including Chapter 25 (The Justice of God), section IX (The Justice of Heaven), Chapter 26 (The Transition), section X (The End of Injustice), and Chapter 27 (The Healing of the Dream), section I (The Picture of Crucifixion).
“Beware of the temptation to perceive yourself unfairly treated. In this view, you seek to find an innocence that is not Theirs but yours alone, and at the cost of someone else’s guilt. Can innocence be purchased by the giving of your guilt to someone else? And is it innocence that your attack on him attempts to get? Is it not retribution for your own attack upon the Son of God you seek? Is it not safer to believe that you are innocent of this, and victimized despite your innocence? Whatever way the game of guilt is played, there must be loss. Someone must lose his innocence that someone else can take it from him, making it his own.”
In the dialogue, topics included Susan’s excellent blog post “Talking with Jeffrey Seibert, Summer 2017“, the ongoing schedule of live (Temecula, Calif.) and streamed classes from Foundation for A Course in Miracles (FACIM), and the upcoming benefit “Celebrating Inner Peace! – A Fun-raising Event at Living Miracles Monastery July 14–16, 2017” which supports the Foundation for Inner Peace (FIP). FIP and FACIM are the two ‘flagship’ organizations that have made inestimable contributions to students of ACIM worldwide for decades. We also referred to Ken Wapnick’s metaphor that we ‘missed the opening disclaimer that we were about to hear fiction’ in the context of Orson Welles original reading of the The War of the Worlds (radio drama) and so we take ego’s fearful interpretations of everything seriously.