THE CURRICULUM
KEYS – T28f/33=TEXT pages 28&29 in 1st edition – page 33 in 2nd edition. W=Workbook. M=Teachers Manual. SOP=A Song of Prayer. PPP=Psychotherapy: Purpose, Process and Practice.
This is a course in miracles. It is a required course. Only the time you take it is voluntary. Free will does not mean that you can establish the curriculum. It means only that you can elect what you want to take at a given time. The course does not aim at teaching the meaning of love, for that is beyond what can be taught. It does aim, however, at removing the blocks to the awareness of love's presence, which is your natural inheritance. The opposite of love is fear, but what is all‑encompassing can have no opposite. Intro
The curriculum of the Atonement is the opposite of the curriculum you have established for yourself, but so is its outcome. If the outcome of yours has made you unhappy, and if you want a different one, a change in the curriculum is obviously necessary. The first change to 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 other, even if it does 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 might be possible except that both are teaching you about yourself. Your reality is unaffected by both, but if you listen to both, your mind will be split about what your reality is. T129/139
There is a rationale for choice. Only one Teacher knows what your reality is. If learning to remove the obstacles to that knowledge is the purpose of the curriculum, you must learn it of Him. The ego does not know what it is trying to teach. It is trying to teach you what you are without knowing what you are. It is expert only in confusion. T129/139
The goal of the curriculum, regardless of the teacher you choose, is "Know thyself." There is nothing else to seek. Everyone is looking for himself and for the power and glory he thinks he has lost. Whenever you are with anyone, you have another opportunity to find them. Your power and glory are in him because they are yours. The ego tries to find them in yourself alone, because it does not know where to look. The Holy Spirit teaches you that if you look only at yourself you cannot find yourself, because that is not what you are. Whenever you are with a brother, you are learning what you are because you are teaching what you are. He will respond either with pain or with joy, depending on which teacher you are following. He will be imprisoned or released according to your decision, and so will you. Never forget your responsibility to him, because it is your responsibility to yourself. Give him his place in the Kingdom and you will have yours.
The Kingdom cannot be found alone, and you who are the Kingdom cannot find yourself alone. To achieve the goal of the curriculum, then, you cannot listen to the ego, whose purpose is to defeat its own goal. The ego does not know this, because it does not know anything. But you can know it, and you will know it if you are willing to look at what the ego would make of you. This is your responsibility, because once you have really looked at it you will accept the Atonement for yourself. What other choice could you make? Having made this choice you will understand why you once believed that, when you met someone else, you thought he was someone else. And every holy encounter in which you enter fully will teach you this is not so. T132f/142f
Thought cannot be made into flesh except by belief, since thought is not physical. Yet thought is communication, for which the body can be used. This is the only natural use to which it can be put. To use the body unnaturally is to lose sight of the Holy Spirit's purpose, and thus to confuse the goal of His curriculum.
There is nothing so frustrating to a learner as a curriculum he cannot learn. His sense of adequacy suffers, and he must become depressed. Being faced with an impossible learning situation is the most depressing thing in the world. In fact, it is ultimately why the world itself is depressing. The Holy Spirit's curriculum is never depressing, because it is a curriculum of joy. Whenever the reaction to learning is depression, it is because the true goal of the curriculum has been lost sight of. T141/152
To communicate is to join and to attack is to separate. How can you do both simultaneously with the same thing and not suffer? Perception of the body can be unified only by one purpose. This releases the mind from the temptation to see the body in many lights, and gives it over entirely to the One Light in Which it can be really understood. To confuse a learning device with a curriculum goal is a fundamental confusion that blocks the understanding of both. Learning must lead beyond the body to the re‑establishment of the power of the mind in it. This can be accomplished only if the mind extends to other minds, and does not arrest itself in its extension. This arrest is the cause of all illness, because only extension is the mind's function. T142/153
You are not limited by the body, and thought cannot be made flesh. Yet mind can be manifested through the body if it goes beyond it and does not interpret it as limitation. Whenever you see another as limited to or by the body, you are imposing this limit on yourself. Are you willing to accept this, when your whole purpose for learning should be to escape from limitations? To conceive of the body as a means of attack and to believe that joy could possibly result, is a clear‑cut indication of a poor learner. He has accepted a learning goal in obvious contradiction to the unified purpose of the curriculum, and one that is interfering with his ability to accept its purpose as his own.
Joy is unified purpose, and unified purpose is only God's. When yours is unified it is His. Believe you can interfere with His purpose, and you need salvation. T143/154
You have learning handicaps in a very literal sense. There are areas in your learning skills that are so impaired that you can progress only under constant, clear‑cut direction, provided by a Teacher Who can transcend your limited resources. He becomes your Resource because of yourself you cannot learn. The learning situation in which you placed yourself is impossible, and in this situation you clearly require a special Teacher and a special curriculum. Poor learners are not good choices as teachers, either for themselves or for anyone else. You would hardly turn to them to establish the curriculum by which they can escape from their limitations. If they understood what is beyond them, they would not be handicapped.
You do not know the meaning of love, and that is your handicap. Do not attempt to teach yourself what you do not understand, and do not try to set up curriculum goals where yours have clearly failed. Your learning goal has been not to learn, and this cannot lead to successful learning. You cannot transfer what you have not learned, and the impairment of the ability to generalize is a crucial learning failure. Would you ask those who have failed to learn what learning aids are for? They do not know. If they could interpret the aids correctly, they would have learned from them.
I have said that the ego's rule is, "Seek and do not find." Translated into curricular terms this means, "Try to learn but do not succeed." The result of this curriculum goal is obvious. Every legitimate teaching aid, every real instruction, and every sensible guide to learning will be misinterpreted, since they are all for facilitating the learning this strange curriculum is against. If you are trying to learn how not to learn, and the aim of your teaching is to defeat itself, what can you expect but confusion? Such a curriculum does not make sense. This attempt at "learning" has so weakened your mind that you cannot love, for the curriculum you have chosen is against love, and amounts to a course in how to attack yourself. A supplementary goal in this curriculum is learning how not to overcome the split that makes its primary aim believable. And you will not overcome the split in this curriculum, for all your learning will be on its behalf. Yet your mind speaks against your learning as your learning speaks against your mind, and so you fight against all learning and succeed, for that is what you want. But perhaps you do not realize, even yet, that there is something you want to learn, and that you can learn it because it is your choice to do so.
You who have tried to learn what you do not want should take heart, for although the curriculum you set yourself is depressing indeed, it is merely ridiculous if you look at it. Is it possible that the way to achieve a goal is not to attain it? Resign now as your own teacher. This resignation will not lead to depression. It is merely the result of an honest appraisal of what you have taught yourself, and of the learning outcomes that have resulted. Under the proper learning conditions, which you can neither provide nor understand, you will become an excellent learner and an excellent teacher. But it is not so yet, and will not be so until the whole learning situation as you have set it up is reversed.
Your learning potential, properly understood, is limitless because it will lead you to God. You can teach the way to Him and learn it, if you follow the Teacher Who knows the way to Him and understands His curriculum for learning it. The curriculum is totally unambiguous, because the goal is not divided and the means and the end are in complete accord. You need offer only undivided attention. Everything else will be given you. For you really want to learn aright, and nothing can oppose the decision of God's Son. His learning is as unlimited as he is. T210f/226f
Teachers of innocence, each in his own way, have joined together, taking their part in the unified curriculum of the Atonement. There is no unity of learning goals apart from this. There is no conflict in this curriculum, which has one aim however it is taught. Each effort made on its behalf is offered for the single purpose of release from guilt, to the eternal glory of God and His creation. And every teaching that points to this points straight to Heaven, and the peace of God. There is no pain, no trial, no fear that teaching this can fail to overcome. The power of God Himself supports this teaching, and guarantees its limitless results. T263/283
This course will lead to knowledge, but knowledge itself is still beyond the scope of our curriculum. Nor is there any need for us to try to speak of what must forever lie beyond words. We need remember only that whoever attains the real world, beyond which learning cannot go, will go beyond it, but in a different way. Where learning ends there God begins, for learning ends before Him Who is complete where He begins, and where there is no end. It is not for us to dwell on what cannot be attained. There is too much to learn. The readiness for knowledge still must be attained. T369/396
What is everything leaves room for nothing else. Yet is this magnitude beyond the scope of this curriculum. Nor is it necessary we dwell on anything that cannot be immediately grasped. T508/546
We are not inconsistent in the thoughts that we present in our curriculum. Truth must be true throughout, if it be true. It cannot contradict itself, nor be in parts uncertain and in others sure. You cannot walk the world apart from God, because you could not be without Him. He is what your life is. Where you are He is. There is one life. That life you share with Him. Nothing can be apart from Him and live. W287/294
For this review we take but one idea each day, and practice it as often as is possible. Besides the time you give morning and evening, which should not be less than fifteen minutes, and the hourly remembrances you make throughout the day, use the idea as often as you can between them. Each of these ideas alone would be sufficient for salvation, if it were learned truly. Each would be enough to give release to you and to the world from every form of bondage, and invite the memory of God to come again.
With this in mind we start our practicing, in which we carefully review the thoughts the Holy Spirit has bestowed on us in our last twenty lessons. Each contains the whole curriculum if understood, practiced, accepted, and applied to all the seeming happenings throughout the day. One is enough. But from that one, there must be no exceptions made. And so we need to use them all and let them blend as one, as each contributes to the whole we learn.
These practice sessions, like our last review, are centered round a central theme with which we start and end each lesson. It is this: “I am not a body. I am free. For I am still as God created me.” W376/386
The curriculum you set up is therefore determined exclusively by what you think you are, and what you believe the relationship of others is to you. In the formal teaching situation, these questions may be totally unrelated to what you think you are teaching. Yet it is impossible not to use the content of any situation on behalf of what you really teach, and therefore really learn. To this the verbal content of your teaching is quite irrelevant. It may coincide with it, or it may not. It is the teaching underlying what you say that teaches you. Teaching but reinforces what you believe about yourself. Its fundamental purpose is to diminish self‑doubt. This does not mean that the self you are trying to protect is real. But it does mean that the self you think is real is what you teach.
This is inevitable. There is no escape from it. How could it be otherwise? Everyone who follows the world's curriculum, and everyone here does follow it until he changes his mind, teaches solely to convince himself that he is what he is not. Herein is the purpose of the world. What else, then, would its curriculum be? Into this hopeless and closed learning situation, which teaches nothing but despair and death, God sends His teachers. And as they teach His lessons of joy and hope, their learning finally becomes complete. M1f
This is a manual for a special curriculum, intended for teachers of a special form of the universal course. There are many thousands of other forms, all with the same outcome. They merely save time. Yet it is time alone that winds on wearily, and the world is very tired now. It is old and worn and without hope. There was never a question of outcome, for what can change the Will of God? But time, with its illusions of change and death, wears out the world and all things in it. Yet time has an ending, and it is this that the teachers of God are appointed to bring about. For time is in their hands. Such was their choice, and it is given them. M3/3f
Certain pupils have been assigned to each of God's teachers, and they will begin to look for him as soon as he has answered the Call. They were chosen for him because the form of the universal curriculum that he will teach is best for them in view of their level of understanding. His pupils have been waiting for him, for his coming is certain. Again, it is only a matter of time. Once he has chosen to fulfill his role, they are ready to fulfill theirs. Time waits on his choice, but not on whom he will serve. When he is ready to learn, the opportunities to teach will be provided for him. M4/5
As the course emphasizes, you are not free to choose the curriculum, or even the form in which you will learn it. You are free, however, to decide when you want to learn it. And as you accept it, it is already learned. M4/5
Harm is impossible for God's teachers. They can neither harm nor be harmed. Harm is the outcome of judgment. It is the dishonest act that follows a dishonest thought. It is a verdict of guilt upon a brother, and therefore on oneself. It is the end of peace and the denial of learning. It demonstrates the absence of God's curriculum, and its replacement by insanity. No teacher of God but must learn, ‑ and fairly early in his training, ‑ that harmfulness completely obliterates his function from his awareness. It will make him confused, fearful, angry and suspicious. It will make the Holy Spirit's lessons impossible to learn. Nor can God's Teacher be heard at all, except by those who realize that harm can actually achieve nothing. No gain can come of it. M11/12f
The extent of the teacher of God's faithfulness is the measure of his advancement in the curriculum. Does he still select some aspects of his life to bring to his learning, while keeping others apart? If so, his advancement is limited, and his trust not yet firmly established. Faithfulness is the teacher of God's trust in the Word of God to set all things right; not some, but all. Generally, his faithfulness begins by resting on just some problems, remaining carefully limited for a time. To give up all problems to one Answer is to reverse the thinking of the world entirely. And that alone is faithfulness. Nothing but that really deserves the name. Yet each degree, however small, is worth achieving. Readiness, as the text notes, is not mastery. M14/15
Forgiveness is the final goal of the curriculum. It paves the way for what goes far beyond all learning. The curriculum makes no effort to exceed its legitimate goal. Forgiveness is its single aim, at which all learning ultimately converges. It is indeed enough.
You may have noticed that the list of attributes of God's teachers does not include things that are the Son of God's inheritance. Terms like love, sinlessness, perfection, knowledge and eternal truth do not appear in this context. They would be most inappropriate here. What God has given is so far beyond our curriculum that learning but disappears in its presence. Yet while its presence is obscured, the focus properly belongs on the curriculum. It is the function of God's teachers to bring true learning to the world. Properly speaking it is unlearning that they bring, for that is "true learning" in the world. It is given to the teachers of God to bring the glad tidings of complete forgiveness to the world. Blessed indeed are they, for they are the bringers of salvation. M15/16
The giving up of judgment, the obvious prerequisite for hearing God's Voice, is usually a fairly slow process, not because it is difficult, but because it is apt to be perceived as personally insulting. The world's training is directed toward achieving a goal in direct opposition to that of our curriculum. The world trains for reliance on one's judgment as the criterion for maturity and strength. Our curriculum trains for the relinquishment of judgment as the necessary condition of salvation. M25/26
The aim of our curriculum, unlike the goal of the world's learning, is the recognition that judgment in the usual sense is impossible. This is not an opinion but a fact. In order to judge anything rightly, one would have to be fully aware of an inconceivably wide range of things; past, present and to come. One would have to recognize in advance all the effects of his judgments on everyone and everything involved in them in any way. And one would have to be certain there is no distortion in his perception, so that his judgment would be wholly fair to everyone on whom it rests now and in the future. Who is in a position to do this? Who except in grandiose fantasies would claim this for himself? M26/27
To turn hell into Heaven is the function of God's teachers, for what they teach are lessons in which Heaven is reflected. And now sit down in true humility, and realize that all God would have you do you can do. Do not be arrogant and say you cannot learn His Own curriculum. His Word says otherwise. His Will be done. It cannot be otherwise. And be you thankful it is so. M36/37
Forgive the world, and you will understand that everything that God created cannot have an end, and nothing He did not create is real. In this one sentence is our course explained. In this one sentence is our practicing given its one direction. And in this one sentence is the Holy Spirit's whole curriculum specified exactly as it is. M50/52
No one on earth can grasp what Heaven is, or what its one Creator really means. Yet we have witnesses. It is to them that wisdom should appeal. There have been those whose learning far exceeds what we can learn. Nor would we teach the limitations we have laid on us. No one who has become a true and dedicated teacher of God forgets his brothers. Yet what he can offer them is limited by what he learns himself. Then turn to one who laid all limits by, and went beyond the farthest reach of learning. He will take you with him, for he did not go alone. And you were with him then, as you are now.
This course has come from him because his words have reached you in a language you can love and understand. Are other teachers possible, to lead the way to those who speak in different tongues and appeal to different symbols? Certainly there are. Would God leave anyone without a very present help in time of trouble; a savior who can symbolize Himself? Yet do we need a many‑faceted curriculum, not because of content differences, but because symbols must shift and change to suit the need. Jesus has come to answer yours. In him you find God's Answer. Do you, then, teach with him, for he is with you; he is always here. M56/59
It is certain, however, that the way to salvation can be found by those who believe in reincarnation and by those who do not. The idea cannot, therefore, be regarded as essential to the curriculum. There is always some risk in seeing the present in terms of the past. There is always some good in any thought which strengthens the idea that life and the body are not the same. M57/60
The resurrection is the denial of death, being the assertion of life. Thus is all the thinking of the world reversed entirely. Life is now recognized as salvation, and pain and misery of any kind perceived as hell. Love is no longer feared, but gladly welcomed. Idols have disappeared, and the remembrance of God shines unimpeded across the world. Christ's face is seen in every living thing, and nothing is held in darkness, apart from the light of forgiveness. There is no sorrow still upon the earth. The joy of Heaven has come upon it.
Here the curriculum ends. From here on, no directions are needed. Vision is wholly corrected and all mistakes undone. Attack is meaningless and peace has come. The goal of the curriculum has been achieved. Thoughts turn to Heaven and away from hell. All longings are satisfied, for what remains unanswered or incomplete? The last illusion spreads across the world, forgiving all things and replacing all attack. The whole reversal is accomplished. Nothing is left to contradict the Word of God. There is no opposition to the truth. And now the truth can come at last. How quickly will it come as it is asked to enter and envelop such a world! M65/68
The curriculum is highly individualized, and all aspects are under the Holy Spirit's particular care and guidance. Ask and He will answer. The responsibility is His, and He alone is fit to assume it. To do so is His function. To refer the questions to Him is yours. Would you want to be responsible for decisions about which you understand so little? Be glad you have a Teacher Who cannot make a mistake. His answers are always right. Would you say that of yours?
There is another advantage, ‑ and a very important one, ‑ in referring decisions to the Holy Spirit with increasing frequency. Perhaps you have not thought of this aspect, but its centrality is obvious. To follow the Holy Spirit's guidance is to let yourself be absolved of guilt. It is the essence of the Atonement. It is the core of the curriculum. The imagined usurping of functions not your own is the basis of fear. The whole world you see reflects the illusion that you have done so, making fear inevitable. To return the function to the One to Whom it belongs is thus the escape from fear. And it is this that lets the memory of love return to you. Do not, then, think that following the Holy Spirit's guidance is necessary merely because of your own inadequacies. It is the way out of hell for you. M67/70
As true religion heals, so must true psychotherapy be religious. But both have many forms, because no good teacher uses one approach to every pupil. On the contrary, he listens patiently to each one, and lets him formulate his own curriculum; not the curriculum's goal, but how he can best reach the aim it sets for him. Perhaps the teacher does not think of God as part of teaching. Perhaps the psychotherapist does not understand that healing comes from God. They can succeed where many who believe they have found God will fail.
What must the teacher do to ensure learning? What must the therapist do to bring healing about? Only one thing; the same requirement salvation asks of everyone. Each one must share one goal with someone else, and in so doing, lose all sense of separate interests. Only by doing this is it possible to transcend the narrow boundaries the ego would impose upon the self. Only by doing this can teacher and pupil, therapist and patient, you and I, accept Atonement and learn to give it as it was received. PPP6/7f
A holy therapist, an advanced teacher of God, never forgets one thing; he did not make the curriculum of salvation, nor did he establish his part in it. He understands that his part is necessary to the whole, and that through it he will recognize the whole when his part is complete. Meanwhile he must learn, and his patients are the means sent to him for his learning. What could he be but grateful for them and to them? They come bearing God. Would he refuse this Gift for a pebble, or would he close the door on the Savior of the world to let in a ghost? Let him not betray the Son of God. Who calls on him is far beyond his understanding. Yet would he not rejoice that he can answer, when only thus will he be able to hear the call and understand that it is his? PPP17f/19f
Is Psychotherapy a Profession?
Strictly speaking the answer is no. How could a separate profession be one in which everyone is engaged? And how could any limits be laid on an interaction in which everyone is both patient and therapist in every relationship in which he enters? Yet practically speaking, it can still be said that there are those who devote themselves primarily to healing of one sort or another as their chief function. And it is to them that a large number of others turn for help. That, in effect, is the practice of therapy. These are therefore "officially" helpers. They are devoted to certain kinds of needs in their professional activities, although they may be far more able teachers outside of them. These people need no special rules, of course, but they may be called upon to use special applications of the general principles of healing.
First, the professional therapist is in an excellent position to demonstrate that there is no order of difficulty in healing. For this, however, he needs special training, because the curriculum by which he became a therapist probably taught him little or nothing about the real principles of healing. In fact, it probably taught him how to make healing impossible. Most of the world's teaching follows a curriculum in judgment, with the aim of making the therapist a judge. PPP18/20