A Course in Miracles Workbook for Students Introduction

This introduction outlines the purpose, methodology, and expectations of the workbook. The document is designed to be an educational resource aimed at training the mind and shifting perception towards a different viewpoint.

The first paragraph emphasizes the necessity of a theoretical foundation provided by the course’s text to make the exercises meaningful. This implies that the workbook is intended to complement a more comprehensive or theoretical course of study, not to be used in isolation. The focus is on doing the exercises as the key to achieving the course’s goals. It establishes the purpose of the workbook as training the mind to align with the principles put forth in the course text.

The second paragraph outlines the structure of the workbook, indicating that it is designed to be completed over the course of a year with one set of exercises to be completed daily. This provides a clear and manageable timeline for the user, reinforcing the idea that consistency and dedication are required. The simplicity and accessibility of the exercises are emphasized, suggesting that the workbook can be used in a variety of contexts and does not require extensive preparation.

e third paragraph explains the two main sections of the workbook: the undoing of current perceptions and the acquisition of true perception. This implies a transformative process where old viewpoints are dismantled and new perspectives are adopted. Each day's exercises are centered around one main idea, suggesting a focused and systematic approach to the training.

The fourth paragraph reveals the ultimate goal of the workbook: to systematically train the mind towards a different perception of everyone and everything. This suggests a broad and universal application aimed at holistic perception changes, rather than specific scenarios or issues.

The workbook intends to help users generalize the lessons to all people and situations. The fifth paragraph introduces the concept of transfer of training in true perception, which does not operate as typical worldly training. This could suggest the spiritual or transcendent nature of the course. The idea of total transferability is emphasized, suggesting that the lessons learned from one situation should apply to all situations.

The sixth paragraph lists the general rules to be observed: specificity in practice and universal applicability. This highlights the importance of detail-oriented application and avoiding selective applicability. The notion that true perception has no limits reinforces the holistic approach of the workbook.

The seventh paragraph states the overall goal of the exercises: to enhance the user’s ability to apply the ideas universally. The stress on effortless transfer indicates that the exercises themselves have been designed to meet the necessary conditions for such an expansion of understanding.

The eighth paragraph acknowledges that some ideas in the workbook might seem challenging or startling. It emphasizes the importance of application rather than acceptance or agreement. This suggests an experiential learning approach where understanding and acceptance emerge from usage, not from intellectual agreement.

The ninth paragraph re-emphasizes the need for application over belief. Even resistance to ideas doesn’t diminish their efficacy. The user is encouraged not to make exceptions in the application of the ideas, regardless of their reactions to them.

Overall, the workbook for students is aimed at systematic training of the mind to alter perceptions, emphasizing the experiential application of ideas over passive acceptance. It promotes a holistic approach to learning where concepts are not selectively applicable but extendable to all scenarios and subjects.

With its structured, simple, and flexible design, the workbook encourages self-guided exploration over the course of a year. The introduction suggests an educational journey that is transformative, challenging, and ultimately enlightening.