Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more ➡
Download
Standard view
Full view
of .
Add note
Save to My Library
Sync to mobile
Look up keyword or section
Like this
6Activity
×

Table Of Contents

0 of .
Results for:
No results containing your search query
P. 1
WBC I for Translators [1]

WBC I for Translators [1]

Ratings: (0)|Views: 5,734|Likes:
Published by juncal Yaniz

More info:

Published by: juncal Yaniz on Sep 22, 2009
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, DOC, TXT or read online from Scribd
See More
See less

12/21/2012

pdf

text

original

 
u
THE INTRODUCTION TO THE WORKBOOK
The Workbook’s introduction is something everyone doing theWorkbook should definitely read thoughtfully. In my opinion we could profit from reading it over once a month or so as we do the Workbook to remind ourselves of its basic instructions.The first paragraph explains the interrelationship of the Text andthe Workbook.
 Both
are essential for anyone doing the Course.According to the first sentence, without the “theoretical foundation”of the Text, the exercises of the Workbook are “meaningless.” Weshould all pay careful attention to the Text; it is “necessary” to do soif we want the benefits of the Workbook exercises. Does that meanthat one should study the Text before doing the Workbook? Notnecessarily. The Manual discusses the order in which the volumesshould be used, and says it differs from person to person. Some, itsays, “might do better to begin with the workbook” (M-29.1:6). It isevident from this introduction, however, that if one begins with theWorkbook, the Text should follow, or perhaps be read along with theWorkbook.On the other hand, studying the Text without doing the Workbook is equally useless because “it is doing the exercises that will make thegoal of the course possible” (1:2; all references in this discussion will be from the Workbook’s introduction, unless otherwise indicated). Tosimply study the theoretical foundation without practical applicationresults in little more than empty head knowledge. You may understandintellectually what the goal is, but you will not be able to attain itwithout the exercises. In Chapter 30 of the Text, the Course puts forththis same idea. It says there:The goal is clear, but now you need specific methods for attaining it. The speed by which it can be reacheddepends on this one thing alone; your willingness to practice every step. Each one will help a little, every timeit is attempted. And together will these steps lead youfrom dreams of judgment to forgiving dreams and out of  pain and fear.(T-30.In.1:2–5)The “one thing alone” that determines how fast we reach the goalis our “willingness to practice every step.” In terms of doing theWorkbook I think this can be aptly applied to how willing we are to practice the daily exercises
as instructed 
. If the lesson calls for four or five repetitions during the day, how willing are we to actually do
t
 
u
that? Each time we remember to practice it may not seem as if muchis happening, but every time helps a little. It is all the little, repeatedtimes of practice that, when added together, will lead us out of our dream of judgment. The Workbook does not promise to change usovernight; rather, it says that if we are willing to practice every step of the exercises, each such attempt will, little by little, purify our mindsof the ego’s darkness.The purpose of the Workbook is “to train your mind to think alongthe lines the text sets forth” (1:4). The word
train
calls to mind thingslike piano practice, sports exercises and drills, and even militarytraining. It definitely carries with it the idea of manifold repetitions, of disciplined effort, of pushing beyond the envelope of our presentabilities. When you train in a gym or health club the whole ideainvolves pushing past the limits you now have and learning to dothings you cannot now do. Yet at the same time it also carries with itthe idea that what is being developed is something latent, the callingout of an undeveloped potential, and not the addition of somethingheretofore entirely lacking.What is being trained is our minds. The separation is nothing morethan a mistaken mindset, andall mistakes must be corrected at the level on which theyoccur. Only the mind is capable of error.(T-2.IV.2:3–4)Correction belongs at the thought level.(T-2.V.1:7)The purpose of the workbook is to train your mind in asystematic way to a different perception of everyone andeverything in the world.(4:1)So this is a very thorough mind training, intended to affect the wayyou perceive literally
everything 
. That we are learning a “different” perception clearly implies that our existing perception is mistaken. Notice some of the very simple “rules” for doing the Workbook:1. “Do not undertake to do more than one set of exercises a day”(2:6).2. The exercises are to be practiced with “great specificity” (6:1)(one of those words I never used until I began studying theCourse!). This means that we are to pay great attention todetails, and to applying the general ideas of the lessonsspecifically to many different things in our lives. The purpose
t
 
u
is to help us generalize the ideas and to see that they apply to“everyone and everything in the world” (4:1).3. Do not deliberately exclude anything from the application of the ideas (6:3).Having 365 lessons, one for each day of the year, implies that weshould do the lessons in order. (There is nothing wrong with doingsome out of order at random times, but in following the training program, they should be done in order.) As you move through thelessons, it becomes obvious that the later lessons build quite squarelyon earlier ones; doing them in order is the most effective way,therefore, to learn.Some people wonder about doing one lesson per day. They wonder if, perhaps, they should repeat a lesson if they feel they did not “get”it, or did not do the practice correctly. The wisdom of many studentswho have worked with the book can be summed up like this: Don’t“guilt yourself” about the lessons. In general, there is no need torepeat. Later lessons will repeat the same concepts in many cases. If you want to repeat a lesson because you found it beneficial, by allmeans do so. If you are repeating because you are trying to do it perfectly, you may be subconsciously resisting moving on to the nextlesson, which will free you. It is usually better to forgive yourself andmove on.We are asked to remember that “the overall aim of the exercises isto increase your ability to extend the ideas you will be practicing toinclude everything” (7:1). I’d like to linger a little on those words“exercises” and “practicing.” We are not just
reading 
these ideas.“Doing the Workbook” is not just reading the lessons. It is
 practicing 
the lessons. Each lesson gives “specific procedures by which the ideafor today is to be applied” (3:3). Your following those procedures iswhat is meant by practicing, and practicing is “doing the Workbook.”How much chemistry would you learn if all you did was read the labmanual but never performed the experiments?If we do the exercises, the results are guaranteed:This [extension of the ideas] will require no effort onyour part. The exercises themselves meet the conditionsnecessary for this kind of transfer.(7:2–3)Our part is to do the exercises; the extension of the benefitsderived from exercise will happen automatically, without additionaleffort on our part. You may practice with certain specific things or 
t

Activity (6)

You've already reviewed this. Edit your review.
1 hundred reads
1 thousand reads
hiromikwkm liked this
hiromikwkm liked this
naifmohmed liked this

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->