Author: (Page 6 of 7)

Lesson 11 - My meaningless thoughts are showing me a meaningless world.

1. This is the first idea we have had that is related to a major phase of the correction process; the reversal of the thinking of the world. ²It seems as if the world determines what you perceive. ³Today’s idea introduces the concept that your thoughts determine the world you see. ⁴Be glad indeed to practice the idea in its initial form, for in this idea is your release made sure. ⁵The key to forgiveness lies in it.

2. The practice periods for today’s idea are to be undertaken somewhat differently from the previous ones. ²Begin with your eyes closed, and repeat the idea slowly to yourself. ³Then open your eyes and look about, near and far, up and down,—anywhere. ⁴During the minute or so to be spent in using the idea merely repeat it to yourself, being sure to do so without haste, and with no sense of urgency or effort.

3. To do these exercises for maximum benefit, the eyes should move from one thing to another fairly rapidly, since they should not linger on anything in particular. ²The words, however, should be used in an unhurried, even leisurely fashion. ³The introduction to this idea, in particular, should be practiced as casually as possible. ⁴It contains the foundation for the peace, relaxation and freedom from worry that we are trying to achieve. ⁵On concluding the exercises, close your eyes and repeat the idea once more slowly to yourself.

4. Three practice periods today will probably be sufficient. ²However, if there is little or no uneasiness and an inclination to do more, as many as five may be undertaken. ³More than this is not recommended.

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This lesson comes from (A Course in Miracles). Hemelbewus presents it in Afrikaans as part of a path of inner healing and forgiveness. The translation was done with great care and dedication over several years by Henri Theron, and brings the deep spiritual teachings of the Course to Afrikaans-speaking readers.

📚 Read more about the Course: www.acim.org

Lesson 11: My meaningless thoughts are showing me a meaningless world. (ACIM, W-11)

Lesson 10 - My thoughts do not mean anything.

1. This idea applies to all the thoughts of which you are aware, or become aware in the practice periods. ²The reason the idea is applicable to all of them is that they are not your real thoughts. ³We have made this distinction before, and will do so again. ⁴You have no basis for comparison as yet. ⁵When you do, you will have no doubt that what you once believed were your thoughts did not mean anything.

2. This is the second time we have used this kind of idea. ²The form is only slightly different. ³This time the idea is introduced with “My thoughts” instead of “These thoughts,” and no link is made overtly with the things around you. ⁴The emphasis is now on the lack of reality of what you think you think.

3. Hierdie aspek van die korreksieproses het begin met die idee dat die gedagtes waarvan jy bewus is, betekenisloos is, en eerder buite jou as binne jou was; en daarna is beklemtoon dat hulle status in die verlede gelê het eerder as in die hede. ²Now we are emphasizing that the presence of these “thoughts” means that you are not thinking. ³This is merely another way of repeating our earlier statement that your mind is really a blank. ⁴To recognize this is to recognize nothingness when you think you see it. ⁵As such, it is the prerequisite for vision.

4. Close your eyes for these exercises, and introduce them by repeating the idea for today quite slowly to yourself. ²Then add:

³This idea will help to release me from all that I now believe.

⁴The exercises consist, as before, in searching your mind for all the thoughts that are available to you, without selection or judgment. ⁵Try to avoid classification of any kind. ⁶As dit jou sou help, kon jy jou trouens voorstel dat jy ’n eienaardig saamgestelde optog sien verbybeweeg wat vir jou min of geen persoonlike betekenis het nie. ⁷As each one crosses your mind, say:

⁸My thought about _________ does not mean anything.

⁹My thought about _________ does not mean anything.

5. Today’s thought can obviously serve for any thought that distresses you at any time. ²In addition, five practice periods are recommended, each involving no more than a minute or so of mind searching. ³It is not recommended that this time period be extended, and it should be reduced to half a minute or less if you experience discomfort. ⁴Remember, however, to repeat the idea slowly before applying it specifically, and also to add:

⁵This idea will help to release me from all that I now believe.

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✨ Inspired by the core message of the Course:

"Nothing real can be threatened. Nothing unreal exists. Herein lies the peace of God."

This lesson comes from (A Course in Miracles). Hemelbewus presents it in Afrikaans as part of a path of inner healing and forgiveness. The translation was done with great care and dedication over several years by Henri Theron, and brings the deep spiritual teachings of the Course to Afrikaans-speaking readers.

📚 Read more about the Course: www.acim.org

Lesson 10: My thoughts do not mean anything. (ACIM, W-10)

Lesson 9 - I see nothing as it is now.

1. This idea obviously follows from the two preceding ones. ²But while you may be able to accept it intellectually, it is unlikely that it will mean anything to you as yet. ³However, understanding is not necessary at this point. ⁴In fact, the recognition that you do not understand is a prerequisite for undoing your false ideas. ⁵These exercises are concerned with practice, not with understanding. ⁶You do not need to practice what you already understand. ⁷It would indeed be circular to aim at understanding, and assume that you have it already.

2. It is difficult for the untrained mind to believe that what it seems to picture is not there. ²This idea can be quite disturbing, and may meet with active resistance in any number of forms. ³et that does not preclude applying it. ⁴No more than that is required for these or any other exercises. ⁵Each small step will clear a little of the darkness away, and understanding will finally come to lighten every corner of the mind that has been cleared of the debris that darkens it.

3. These exercises, for which three or four practice periods are sufficient, involve looking about you and applying the idea for the day to whatever you see, remembering the need for its indiscriminate application, and the essential rule of excluding nothing. ²For example:

³I do not see this typewriter as it is now

⁴I do not see this telephone as it is now

⁵I do not see this arm as it is now.

4. Begin with things that are nearest you, and then extend the range outward:

²I do not see that coat rack as it is now.

³I do not see that door as it is now.

⁴I do not see that face as it is now.

5. It is emphasized again that while complete inclusion should not be attempted, specific exclusion must be avoided. ²Be sure you are honest with yourself in making this distinction. ³You may be tempted to obscure it.

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Lesson 9: I see nothing as it is now. (ACIM, W-9)

Lesson 8 - My mind is preoccupied with past thoughts.

1. This idea is, of course, the reason why you see only the past. ²No one really sees anything. ³He sees only his thoughts projected outward. ⁴The mind’s preoccupation with the past is the cause of the misconception about time from which your seeing suffers. ⁵Your mind cannot grasp the present, which is the only time there is. ⁶It therefore cannot understand time, and cannot, in fact, understand anything.

2. The one wholly true thought one can hold about the past is that it is not here. ²To think about it at all is therefore to think about illusions. ³Very few have realized what is actually entailed in picturing the past or in anticipating the future. ⁴The mind is actually blank when it does this, because it is not really thinking about anything.

3. The purpose of the exercises for today is to begin to train your mind to recognize when it is not really thinking at all. ²While thoughtless ideas preoccupy your mind, the truth is blocked. ³Recognizing that your mind has been merely blank, rather than believing that it is filled with real ideas, is the first step to opening the way to vision.

4. The exercises for today should be done with eyes closed. ²This is because you actually cannot see anything, and it is easier to recognize that no matter how vividly you may picture a thought, you are not seeing anything. ³With as little investment as possible, search your mind for the usual minute or so, merely noting the thoughts you find there. ⁴Name each one by the central figure or theme it contains, and pass on to the next. ⁵Introduce the practice period by saying:

⁶I seem to be thinking about _________.

5. Then name each of your thoughts specifically, for example:

²I seem to be thinking about [name of a person], about [name of an object], about [name of an emotion],

and so on, concluding at the end of the mind-searching period with:

³But my mind is preoccupied with past thoughts.

6. This can be done four or five times during the day, unless you find it irritates you. ²If you find it trying, three or four times is sufficient. ³You might find it helpful, however, to include your irritation, or any emotion that the idea for today may induce, in the mind searching itself.

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📚 Read more about the Course: www.acim.org

Lesson 8: My mind is preoccupied with past thoughts. (ACIM, W-8)

Lesson 7 - I see only the past.

1. This idea is particularly difficult to believe at first. ²Yet it is the rationale for all of the preceding ones.

³It is the reason why nothing that you see means anything.

⁴It is the reason why you have given everything you see all the meaning that it has for you.

⁵It is the reason why you do not understand anything you see.

⁶It is the reason why your thoughts do not mean anything, and why they are like the things you see.

⁷It is the reason why you are never upset for the reason you think.

⁸It is the reason why you are upset because you see something that is not there.

2. Old ideas about time are very difficult to change, because everything you believe is rooted in time, and depends on your not learning these new ideas about it. ²Yet that is precisely why you need new ideas about time. ³This first time idea is not really so strange as it may sound at first.

3. Look at a cup, for example. ²Do you see a cup, or are you merely reviewing your past experiences of picking up a cup, being thirsty, drinking from a cup, feeling the rim of a cup against your lips, having breakfast and so on? ³Are not your aesthetic reactions to the cup, too, based on past experiences? ⁴How else would you know whether or not this kind of cup will break if you drop it? ⁵What do you know about this cup except what you learned in the past? ⁶You would have no idea what this cup is, except for your past learning. ⁷Do you, then, really see it?

4. Look about you. ²This is equally true of whatever you look at. ³Acknowledge this by applying the idea for today indiscriminately to whatever catches your eye. ⁴For example:

⁵I see only the past in this pencil.

⁶I see only the past in this shoe.

⁷I see only the past in this hand.

⁸I see only the past in that body.

⁹I see only the past in that face.

5. Do not linger over any one thing in particular, but remember to omit nothing specifically. ²Glance briefly at each subject, and then move on to the next. ³Three or four practice periods, each to last a minute or so, will be enough.

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✨ Inspired by the core message of the Course:

"Nothing real can be threatened. Nothing unreal exists. Herein lies the peace of God."

This lesson comes from (A Course in Miracles). Hemelbewus presents it in Afrikaans as part of a path of inner healing and forgiveness. The translation was done with great care and dedication over several years by Henri Theron, and brings the deep spiritual teachings of the Course to Afrikaans-speaking readers.

📚 Lees meer oor die Kursus: www.acim.org

Lesson 7: I see only the past. (ACIM, W-7)

Lesson 6 - I am upset because I see something that is not there.

1. The exercises with this idea are very similar to the preceding ones. ²Again, it is necessary to name both the form of upset (anger, fear, worry, depression and so on) and the perceived source very specifically for any application of the idea. ³For example:

⁴I am angry at _________ because I see something that is not there.

⁵I am worried about _________ because I see something that is not there.

2. Today’s idea is useful for application to anything that seems to upset you, and can profitably be used throughout the day for that purpose. ²However, the three or four practice periods which are required should be preceded by a minute or so of mind searching, as before, and the application of the idea to each upsetting thought uncovered in the search.

3. Again, if you resist applying the idea to some upsetting thoughts more than to others, remind yourself of the two cautions stated in the previous lesson:

²There are no small upsets. ³Hulle is almal ewe steurend vir my innerlike vrede.

⁴And:

⁵I cannot keep this form of upset and let the others go. ⁶Vir die doel van hierdie oefeninge sal ek hulle dus almal as dieselfde beskou.

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Lesson 6: I am upset because I see something that is not there. (ACIM, W-6)

Lesson 5 - I am never upset for the reason I think.

1. This idea, like the preceding one, can be used with any person, situation or event you think is causing you pain. ²Apply it specifically to whatever you believe is the cause of your upset, using the description of the feeling in whatever term seems accurate to you. ³The upset may seem to be fear, worry, depression, anxiety, anger, hatred, jealousy or any number of forms, all of which will be perceived as different. ⁴This is not true. ⁵However, until you learn that form does not matter, each form becomes a proper subject for the exercises for the day. ⁶Applying the same idea to each of them separately is the first step in ultimately recognizing they are all the same.

2. When using the idea for today for a specific perceived cause of an upset in any form, use both the name of the form in which you see the upset, and the cause which you ascribe to it. ²For example:

³I am not angry at _________ for the reason I think.

⁴I am not afraid of _________ for the reason I think.

3. But again, this should not be substituted for practice periods in which you first search your mind for “sources” of upset in which you believe, and forms of upset which you think result.

4. In these exercises, more than in the preceding ones, you may find it hard to be indiscriminate, and to avoid giving greater weight to some subjects than to others. ²It might help to precede the exercises with the statement:

³There are no small upsets. ⁴Hulle is almal ewe steurend vir my innerlike vrede.

5. Then examine your mind for whatever is distressing you, regardless of how much or how little you think it is doing so.

6. You may also find yourself less willing to apply today’s idea to some perceived sources of upset than to others. ²If this occurs, think first of this:

³I cannot keep this form of upset and let the others go. ⁴Vir die doel van hierdie oefeninge sal ek hulle dus almal as dieselfde beskou.

7. Then search your mind for no more than a minute or so, and try to identify a number of different forms of upset that are disturbing you, regardless of the relative importance you may give them. ²Apply the idea for today to each of them, using the name of both the source of the upset as you perceive it, and of the feeling as you experience it. ³Further examples are:

⁴I am not worried about _________ for the reason I think.

⁵I am not depressed about _________ for the reason I think.

⁶Three or four times during the day is enough.

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Lesson 5: I am never upset for the reason I think. (ACIM, W-5)

Lesson 4 - These thoughts do not mean anything.

These thoughts do not mean anything.

They are like the things I see in this room

(on this street, from this window, in this place).

1. Unlike the preceding ones, these exercises do not begin with the idea for the day. ²In these practice periods, begin with noting the thoughts that are crossing your mind for about a minute. ³Then apply the idea to them. ⁴If you are already aware of unhappy thoughts, use them as subjects for the idea. ⁵Do not, however, select only the thoughts you think are “bad.” ⁶You will find, if you train yourself to look at your thoughts, that they represent such a mixture that, in a sense, none of them can be called “good” or “bad.” ⁷This is why they do not mean anything.

2. In selecting the subjects for the application of today’s idea, the usual specificity is required. ²Do not be afraid to use “good” thoughts as well as “bad.” ³None of them represents your real thoughts, which are being covered up by them. ⁴The “good” ones are but shadows of what lies beyond, and shadows make sight difficult. ⁵The “bad” ones are blocks to sight, and make seeing impossible. ⁶You do not want either.

3. This is a major exercise, and will be repeated from time to time in somewhat different form. ²The aim here is to train you in the first steps toward the goal of separating the meaningless from the meaningful. ³It is a first attempt in the long-range purpose of learning to see the meaningless as outside you, and the meaningful within. ⁴It is also the beginning of training your mind to recognize what is the same and what is different.

4. In using your thoughts for application of the idea for today, identify each thought by the central figure or event it contains; for example:

²This thought about _________ does not mean anything.

³It is like the things I see in this room

(on this street, and so on).

5. You can also use the idea for a particular thought that you recognize as harmful.

²This practice is useful, but is not a substitute for the more random procedures to be followed for the exercises. ³Do not, however, examine your mind for more than a minute or so. ⁴You are too inexperienced as yet to avoid a tendency to become pointlessly preoccupied.

6. Further, since these exercises are the first of their kind, you may find the suspension of judgment in connection with thoughts particularly difficult. ²Do not repeat these exercises more than three or four times during the day. ³We will return to them later.

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Lesson 4: These thoughts do not mean anything. They are like the things I see in this room [on this street, from this window, in the place]. (ACIM, W-4)

Lesson 3 - I do not understand anything I see in this room.

I do not understand anything I see in this room

(on this street, from this window, in this place).

1. Apply this idea in the same way as the previous ones, without making distinctions of any kind. ²Whatever you see becomes a proper subject for applying the idea. ³Be sure that you do not question the suitability of anything for application of the idea. ⁴These are not exercises in judgment. ⁵Anything is suitable if you see it. ⁶Some of the things you see may have emotionally charged meaning for you. ⁷Try to lay such feelings aside, and merely use these things exactly as you would anything else.

2. The point of the exercises is to help you clear your mind of all past associations, to see things exactly as they appear to you now, and to realize how little you really understand about them. ²It is therefore essential that you keep a perfectly open mind, unhampered by judgment, in selecting the things to which the idea for the day is to be applied. ³For this purpose one thing is like another; equally suitable and therefore equally useful.

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Lesson 3: I do not understand anything I see in this room [on this street, from this window, in this place]. (ACIM, W-3)

Lesson 2 - I have given everything I see in this room all the meaning that it has for me.

I have given everything I see in this room

(on this street, from this window, in this place)

all the meaning that it has for me.

1. The exercises with this idea are the same as those for the first one. ²Begin with the things that are near you, and apply the idea to whatever your glance rests on. ³Then increase the range outward. ⁴Turn your head so that you include whatever is on either side. ⁵If possible, turn around and apply the idea to what was behind you. ⁶Remain as indiscriminate as possible in selecting subjects for its application, do not concentrate on anything in particular, and do not attempt to include everything you see in a given area, or you will introduce strain.

2. Merely glance easily and fairly quickly around you, trying to avoid selection by size, brightness, color, material, or relative importance to you. ²Take the subjects simply as you see them. ³Try to apply the exercise with equal ease to a body or a button, a fly or a floor, an arm or an apple. ⁴The sole criterion for applying the idea to anything is merely that your eyes have lighted on it. ⁵Make no attempt to include anything particular, but be sure that nothing is specifically excluded.

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Lesson 2 – I have given everything I see in this room [on this street, from this window, in this place] all the meaning that it has for me. (ACIM, W-2)

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

✨ Inspired by the core message of the Course:

I have given everything I see in this room

✨ Inspired by the core message of the Course:

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