教師手冊: 誰是學生?(5)

這系列是我自己翻譯跟解析奇蹟課程的部分，翻譯我會照著我自己的理解力去翻，是屬於我個人的版本，建議大家自己直接讀原文(原文的能量跟語意都是最直接最能開通智慧的)，或是多參考一些不同版本的翻譯對照。

5. When pupil and teacher come together, a teaching-learning situation begins. ²For the teacher is not really the one who does the teaching. ³God’s Teacher speaks to any two who join together for learning purposes. ⁴The relationship is holy because of that purpose, and God has promised to send His Spirit into any holy relationship. ⁵In the teaching-learning situation, each one learns that giving and receiving are the same. ⁶The demarcations they have drawn between their roles, their minds, their bodies, their needs, their interests, and all the differences they thought separated them from one another, fade and grow dim and disappear. ⁷Those who would learn the same course share one interest and one goal. ⁸And thus he who was the learner becomes a teacher of God himself, for he has made the one decision that gave his teacher to him. ⁹He has seen in another person the same interests as his own. (ACIM, M-2.5:1-9)

【翻譯】

5. 當學生和老師相聚的時候，一個教與學的場景就開始了。²真正在教的其實並非那位老師。³只要兩個個體願意同心學習，上主之師都會向他們傳道。⁴這段關係因為這個目的而成為神聖的關係，上主已經承諾讓祂的靈進入所有神聖的關係裡。⁵在教與學的場景中，每個參與此場景的個體都會學到: 施與受是同一件事。⁶參與教學的場景的所有參與者，對於彼此對於他們扮演的角色、心靈、身體、需求、興趣等等相異之處所畫下的界線都會漸漸模糊淡化。⁷那些願意學習同一課程的分享同一利益與目標。⁸因此學習者便成了上主之師，因為他做了一個把老師送到自己身邊的決定。⁹他已看見他者跟自己的利益是同一件事。

這段我想解析都已經在前面幾段結束了，但我想分享的是我最近對於「神聖關係」與日常做些什麼才是真正在實踐奇蹟課程的教導的感想。

為了實踐奇蹟課程的教導，我改變了所有我日常決策的規則。例如我以前還是會被世俗所謂的生存系統(金錢賺錢)的限制束縛，所以我還沒辦法完全放下「交換(交易)」的概念(雖然我有時候心情好的時候可以)。我內在還是會有恐懼，恐懼我放下這樣的遊戲規則我會餓死。但我做了一個決定我要全然地分享，我相信我需要的資源都會為我準備好，而我不再需要依靠這個舊系統來維生，我完全倚賴上主的豐盛。

也因此我真正決定不再開課、開放諮詢，完全擁抱跟信任自由意志，我自由地不受義務限制地分享。(我會放免費的內容其實含金量是較高的) 我知道我在做的事情其實不是純粹在分享認知，而是透過寫作改寫接觸到我文字的人的潛意識，所以即便看不太懂我的文字的人內在的底層結構也正在鬆動。我知道我的文字有開啟他者智慧的功能，這是上主賦予我的、為了人類服務的特殊禮物。

我也慢慢在感受奇蹟課程一直在說的，事情形式本身不重要，而是是否有交給聖靈去使用它的含意。至少在這兩個月，我在決定要做甚麼時候，我發現會讓我內在失去和平的事，其實不是事情跟行為本身，而是我在做它的時候出發點不小心又向小我宣示忠誠。

同樣是天賦，當我用它來展示： 「你看，我跟你不一樣。」我就會全身不舒服，整個人狀態就怪怪的。但當我這樣用： 「你看，你跟我沒有不同。」我就會很舒暢、安定。同樣的工具，不同的目的地。前者，是長期會被反噬大起大落的能量，水能載舟亦能覆舟。後者，沒有反噬問題，因為沒有舟，只有水。

然後我整個人內在的狀態就會進入混亂，我在想應該是因為我今年真的很認真地實踐把自己的能量場清乾淨的功課，所以對於混亂的敏感度更高了。有點像是越白的牆面髒了一點就會越容易被注意到那種感覺，對於同等的混亂我以前可能忍受度是高的，現在忍受度越來越低，所以覺察力也跟著變高。

對於接觸到的人跟關係也開始練習用聖靈的眼光來看待，好讓無論是怎樣的關係都能成為神聖的關係。(當然偶爾遇到討厭鬼要自己放下反擊心態也是需要時間，還在練習中)

4. When you meet anyone, remember it is a holy encounter. ²As you see him you will see yourself. ³As you treat him you will treat yourself. ⁴As you think of him you will think of yourself. ⁵Never forget this, for in him you will find yourself or lose yourself. ⁶Whenever two Sons of God meet, they are given another chance at salvation. ⁷Do not leave anyone without giving salvation to him and receiving it yourself. ⁸For I am always there with you, in remembrance of you. (ACIM, T-8.III.4:1-8)

當你遇到任何人的時候，請記得那是一場神聖的相遇。當你看見他你看見的其實是自己。當你對待他你其實是對待你自己。你對他的想法其實是你對自己的想法。永遠不要忘記這件事: 在他之內你會找到自己或迷失自己。當兩個上主之子相遇的時候，他們便給了彼此互相救贖的機會。在給予對方跟自己救贖之前不要離開。因為我(聖靈)永遠跟你在一起，記得你真實的身分。

然後一樣，這是這節最後一段了，重新整理整節的翻譯跟內容:

2. Who Are Their Pupils?

1. 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. ²They 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. ³His pupils have been waiting for him, for his coming is certain. ⁴Again, it is only a matter of time. ⁵Once he has chosen to fulfill his role, they are ready to fulfill theirs. ⁶Time waits on his choice, but not on whom he will serve. ⁷When he is ready to learn, the opportunities to teach will be provided for him.

2. In order to understand the teaching-learning plan of salvation, it is necessary to grasp the concept of time that the course sets forth. ²Atonement corrects illusions, not truth. ³Therefore, it corrects what never was. ⁴Further, the plan for this correction was established and completed simultaneously, for the Will of God is entirely apart from time. ⁵So is all reality, being of Him. ⁶The instant the idea of separation entered the mind of God’s Son, in that same instant was God’s Answer given. ⁷In time this happened very long ago. ⁸In reality it never happened at all.

3. The world of time is the world of illusion. ²What happened long ago seems to be happening now. ³Choices made long since appear to be open; yet to be made. ⁴What has been learned and understood and long ago passed by is looked upon as a new thought, a fresh idea, a different approach. ⁵Because your will is free you can accept what has already happened at any time you choose, and only then will you realize that it was always there. ⁶As the course emphasizes, you are not free to choose the curriculum, or even the form in which you will learn it. ⁷You are free, however, to decide when you want to learn it. ⁸And as you accept it, it is already learned.

4. Time really, then, goes backward to an instant so ancient that it is beyond all memory, and past even the possibility of remembering. ²Yet because it is an instant that is relived again and again and still again, it seems to be now. ³And thus it is that pupil and teacher seem to come together in the present, finding each other as if they had not met before. ⁴The pupil comes at the right time to the right place. ⁵This is inevitable, because he made the right choice in that ancient instant which he now relives. ⁶So has the teacher, too, made an inevitable choice out of an ancient past. ⁷God’s Will in everything but seems to take time in the working-out. ⁸What could delay the power of eternity?

5. When pupil and teacher come together, a teaching-learning situation begins. ²For the teacher is not really the one who does the teaching. ³God’s Teacher speaks to any two who join together for learning purposes. ⁴The relationship is holy because of that purpose, and God has promised to send His Spirit into any holy relationship. ⁵In the teaching-learning situation, each one learns that giving and receiving are the same. ⁶The demarcations they have drawn between their roles, their minds, their bodies, their needs, their interests, and all the differences they thought separated them from one another, fade and grow dim and disappear. ⁷Those who would learn the same course share one interest and one goal. ⁸And thus he who was the learner becomes a teacher of God himself, for he has made the one decision that gave his teacher to him. ⁹He has seen in another person the same interests as his own. (ACIM, M-2.1:1–5:9)

1. 每一個上主之師都有被分配了一些學生，這些學生回應了召喚之後，會開始尋找他們的老師。²他們被指派給這位老師是因為這位老師所教授的課程形式，根據這些學生的學習次第來說是最適當的。³學生們已經等他很久了，因為老師的到來是確定的。⁴這仍然只是時間的問題而已。⁵一旦上主之師選擇了履行他的角色，他的學生也會履行他們的角色。⁶上主之師可以決定什麼時候履行這角色，但他所服務的學生是誰並非他可以決定。⁷當上主之師已經準備好學習，教學的機會便會為他展開。
   
2. 對於完成救恩的教與學計畫，課程推進之前，了解時間的概念是必要的。²救贖會導正幻象，而不是真相。³因此他會導正從來沒有存在的東西。⁴再者，這個導正的計畫在構建的當下就已經完成了，因為上主的意志是不在時間內作用的。⁵凡所有實相源自於上主。⁶當聖子的心靈產生了要與上主分離的念頭的瞬間，上主就給予了答案。⁷在時間的角度，這是遠古之前發生的事情。⁸在實相之中，分離從來沒有發生過。
   
3. 有時間的便是幻象的世界。²很久以前發生的事看起來像是還在繼續發生。³一個遠古以早就做好的決定到現在看起來還像是開放式的、還沒完成的抉擇。⁴遠古以前早就已經學會而且理解而且早就已經結束的事件，現在被你當成一個新的想法、新的概念和迥異的途徑。⁵由於你有自由意志，你隨時可以接受並且選擇那個已經發生的事，也只有在你接受並選擇它的時候你才會發現它一直都在那裏。⁶就像課程強調的，你沒有選擇哪種課程的自由，或是你會用甚麼形式學它。⁷但你有決定什麼時候去學的自由。⁸當你接受這個課程時，你就已經學會。
   
4. 在這個前提之下，時間其實是逆向流動的，它指向超越所有記憶的那一刻，甚至超越任何記憶的可能性。²問題是你一直不斷重複那個瞬間的決定，它看起來就像是現在正在發生。³因此學生跟老師才會看似好像在此時此刻聚在一起，像是從未見過面一般地找到彼此。⁴學生總是會在對的時間到對的地方。⁵這是無法避免的，因為所有人早就在遠古的那一刻做完了那個正確的選擇。⁶老師也是，已經做了那個無法避免的選擇。⁷上主的意志看起來像是需要時間才能完成。但並沒有任何東西可以延誤永恆的力量。
   
5. 當學生和老師相聚的時候，一個教與學的場景就開始了。²真正在教的其實並非那位老師。³只要兩個個體願意同心學習，上主之師都會向他們傳道。⁴這段關係因為這個目的而成為神聖的關係，上主已經承諾讓祂的靈進入所有神聖的關係裡。⁵在教與學的場景中，每個參與此場景的個體都會學到: 施與受是同一件事。⁶參與教學的場景的所有參與者，對於彼此對於他們扮演的角色、心靈、身體、需求、興趣等等相異之處所畫下的界線都會漸漸模糊淡化。⁷那些願意學習同一課程的分享同一利益與目標。⁸因此學習者便成了上主之師，因為他做了一個把老師送到自己身邊的決定。⁹他已看見他者跟自己的利益是同一件事。