Re: What do you do to apply ACIM?

On Sat, 10 May 2008 17:52:29 -0400, "Carrie" <starchild@[EMAIL PROTECTED]
>
wrote:

>
>"Deborah" <deborah@[EMAIL PROTECTED]
> wrote in message 
>news:c4vb24t1qbdn76saob2p7d3l4q451id5si@[EMAIL PROTECTED]
>> On Sat, 10 May 2008 15:48:52 -0400, "Carrie" <starchild@[EMAIL PROTECTED]
>
>> wrote:
>>
>>>
>>>"george" <georgeculolias@[EMAIL PROTECTED]
> wrote in message
>>>news:6b5228fb-0cc8-41e0-8a93-0088ca8945e3@[EMAIL PROTECTED]
>>>>I thought the people that want to try and apply ACIM would have a few
>>>> rules or ideas on how they do it. If we share them maybe we can learn
>>>> from each other and learn faster.
>>>> My number one rule is to take complete responsibilty for myself. No
>>>> one and nothing of this world MAKES me feel or do anything. I choose
>>>> how I feel and if I don't like it, I can choose again to see things
>>>> differently.
>>>
>>>I don't think one person can tell another anything about it.
>>>I think the course says to ask for help/Guidance and trust what we get.
>>
>> It also says that the practical application is doing the Workbook.
>> You don't get to the final lesson you've just described above until
>> the end of the Workbook.
>>
>> Deborah (BC)
>
> And after you do, you know who it all applies to and not "anyone else".
It 
>doesn't matter if they do the workbook, or do it 100 times or do it right
or 
>wrong, or should do it again.

It doesn't matter to me who does what, but I'm not going to grant
anyone ToG status "within the framework of the ACIM curriculum" who
hasn't met the basic prerequisite of completing the Workbook.

> But, of course this is a discussion group and we can't do much
discussing 
>without words, which are open to any kind of interpretation and meaning
the 
>reader wants to give them.

The words in the course also have a meaning the author intended.  And
these words aren't that susceptable to interpretation:

"At the beginning, it is wise to think in terms of time. This is by no
means the ultimate criterion, but at the outset it is probably the
simplest to observe. The saving of time is an essential early emphasis
which, although it remains im****tant throughout the learning process,
becomes less and less emphasized. At the outset, we can safely say
that time devoted to starting the day right does indeed save time. How
much time should be so spent? This must depend on the teacher of God
himself. HE CANNOT CLAIM THAT TITLE UNTIL HE HAS GONE THROUGH THE
WORKBOOK, SINCE WE ARE LEARNING WITHIN THE FRAMEWORK OF OUR COURSE.
After completion of the more structured practice periods, which the
workbook contains, individual need becomes the chief consideration."
(M.16.3)

Deborah (BC)