Simple ACIM
Original Edition
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v1.0 · Course text used under CIMS license
The Text
Contents
Opening
Introduction
Tx.In
Chapter I
Introduction to Miracles
2 sections
Chapter II
The Illusion of Separation
6 sections
Chapter III
Retraining the Mind
9 sections
Chapter IV
The Root of All Evil
9 sections
Chapter V
Healing and Wholeness
9 sections
Chapter VI
Attack and Fear
8 sections
Chapter VII
The Consistency of the Kingdom
12 sections
Chapter VIII
The Journey Back
11 sections
Chapter IX
The Correction of Error
11 sections
Chapter X
God and the Ego
8 sections
Chapter XI
God's Plan For Salvation
10 sections
1.Introduction
Tx.11.I
2.The Judgment of the Holy Spirit
Tx.11.II
3.The Mechanism of Miracles
Tx.11.III
4.The Investment in Reality
Tx.11.IV
5.Seeking and Finding
Tx.11.V
6.The Sane Curriculum
Tx.11.VI
7.The Vision of Christ
Tx.11.VII
8.The Guide For Miracles
Tx.11.VIII
9.Reality and Redemption
Tx.11.IX
10.Guiltlessness and Invulnerability
Tx.11.X
Chapter XII
The Problem of Guilt
7 sections
Chapter XIII
From Perception to Knowledge
9 sections
Chapter XIV
Bringing Illusions to Truth
7 sections
Chapter XV
The Purpose of Time
11 sections
Chapter XVI
The Forgiveness of Illusions
8 sections
Chapter XVII
Forgiveness and Healing
9 sections
Chapter XVIII
The Dream and the Reality
11 sections
Chapter XIX
Beyond the Body
8 sections
Chapter XX
The Promise of the Resurrection
9 sections
Chapter XXI
The Inner Picture
9 sections
Chapter XXII
Salvation and the Holy Relationship
7 sections
Chapter XXIII
The War Against Yourself
5 sections
Chapter XXIV
Specialness and Separation
8 sections
Chapter XXV
The Remedy
10 sections
Chapter XXVI
The Transition
11 sections
Chapter XXVII
The Body and the Dream
9 sections
Chapter XXVIII
The Undoing of Fear
8 sections
Chapter XXIX
The Awakening
10 sections
Chapter XXX
The New Beginning
9 sections
Chapter XXXI
The Simplicity of Salvation
8 sections
Back
Chapter 11 · God's Plan For Salvation
The Sane Curriculum
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43Only love is strong because it is undivided. The strong do not attack because they see no need to do so. Before the idea of attack can enter your mind, you must have perceived yourself as weak. Because you had attacked yourself and believed that the attack was effective, you behold yourself as weakened. No longer perceiving yourself and all your brothers as equal and regarding yourself as weaker, you attempt to "equalize" the situation you have made. You use attack to do so because you believe that attack was successful in weakening you.
44That is why the recognition of your own invulnerability is so important in the restoration of your sanity. For if you accept your invulnerability, you are recognizing that attack has no effect. Although you have attacked yourself, and very brutally, you will demonstrate that nothing happened. Therefore, by attacking you have not done anything. Once you realize this, there is no longer any sense in attack, for it manifestly does not work and cannot protect you. Yet the recognition of your invulnerability has more than negative value. If your attacks on yourself have failed to weaken you, you are still strong. You therefore have no need to "equalize" the situation to establish your strength.
45You will never realize the utter uselessness of attack except by recognizing that your attack on yourself had no effects. For others do react to attack if they perceive it, and if you are trying to attack them, you will be unable to avoid interpreting this as reinforcement. The only place where you can cancel out all reinforcement is in yourself. For you are always the first point of your attack, and if this has never been, it has no consequences.
46The Holy Spirit's love is your strength, for yours is divided and therefore not real. You could not trust your own love when you have attacked it. You cannot learn of perfect love with a split mind because a split mind has made itself a poor learner. You tried to make the separation eternal because you wanted to retain the characteristics of creation with your own content. Yet creation is not of you, and poor learners need special teaching. You have learning handicaps in a very literal sense.
47There are areas in your learning skills which 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 for 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.
48You do not know the meaning of love, and that is your handicap. Do not attempt to teach yourselves 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. For if they could interpret the aids correctly, they would have learned from them.
49We have said that the ego's rule is, "Seek and do not find." Translated into curricular terms, this is the same as saying, "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. For they are all for learning facilitation, which this strange curriculum goal is against. If you are trying to learn how not to learn and are using the aim of teaching to defeat itself, what can you expect but confusion? The curriculum does not make sense.
50This kind of "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 necessary minor, supplementing this major curriculum goal, is learning how not to overcome the split which made this goal believable. And you can not overcome it, for all your learning is on its behalf. Yet your will speaks against your learning, as your learning speaks against your will, and so you fight against learning and succeed, for that is your will. But you do not realize even yet that there is something you do will to learn, and that you can learn it because it is your will to do so.
51You who have tried to learn what you do not will 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 teachers. This resignation will not lead to depression. It is merely the result of an honest appraisal of what you have taught yourselves and of the learning outcomes which have resulted. Under the proper learning conditions, which you can neither provide nor understand, you will become excellent learners and teachers. But it is not so yet and will not be so until the whole learning situation as you have set it up is reversed.
52Your 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 it and 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 it is your will to learn aright, and nothing can oppose the will of God's Son. His learning is as unlimited as he is.