M-2:Who Are Their Pupils?

1. 1Certain 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. 1In 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. 1The 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. 1Time 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. 1When 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.

1. 上主为祂每一位教师指定了某些学生，只要他一答复上主的召请，学生就会找上门来。
这群学生是专为他而拣选的，只因他教导这一普世性课程的方式最能配合学生的了解程度。
他的学生一直在等待，而他也注定会出现的。
这又是迟早的问题。
老师一旦决定接下自己的角色，学生也会准备好履行自己的任务。
时间等候着老师的决定，而不是等候他所要服务的学生。
只要老师准备好虚心学习，执教的机会便于焉成熟了。
2. 若要了解“教与学”这一救恩计划，必须先熟悉本课程的时间概念。
救赎所修正的是幻相，而非真相。
因此，它只是修正一些子虚乌有的事罢了。
再者，这个修正计划早在建构之初便已完成了，因为上主的旨意完全不受时间的控制。
凡属实相之物必然如此，因它属于上主的层次。
就在分裂之念进入上主之子的心灵之际，上主已经同步给予了祂的答复。
在时间领域内，那是发生于很久以前的事。
在实相里，它从未发生过。
3. 时间领域就是幻相世界。
发生于过去许久之事，如今好似仍在继续。
远古之前所作的抉择，至今仍有选择的余地。
许久以前你学过、也了解而且早已过去的事件，如今在你眼中成了一种新想法、新观念，或是截然不同的途径。
由于你有自由意志，你随时可以决定接受过去的任何事情；唯有如此，你才会明白原来那一切始终都在那儿。
正如本课程所强调的，你没有选择课程的自由──甚至包括你该学习的方式。
然而，你有决定自己何时去学的自由。
一旦你接受了这一课程，表示你已经学到了。
4. 因此，时间其实是逆向行驶的，它一直指向远古而超乎记忆极限的那一刻，你根本无从忆起。
然而，由于你一而再、再而三地重复那一刻的决定，使它好像就发生在此刻。
为此，学生与老师才会在此时此地相逢之际，感到好似素昧平生。
学生会在适当的时刻出现于适当的地方。
这是注定的，因为他早在远古那一刻作出了正确选择，此刻只是重温旧梦罢了。
老师也一样在远古那一刻作出了这必然的选择。
上主对万物的旨意表面看来有待时间才能完成。
其实，有什么延误得了永恒的力量？
5. 学生与老师相逢之后，教与学的帷幕就拉开了。
真正在教的，并非那位老师。
任何两个人只要愿意同心协力地一起学习，上主的那位圣师必会向他们发言。
共同的学习目标圣化了他们的关系；上主承诺过，祂会派遣圣灵进入每一个神圣关系之中。
在教与学的场景下，双方都会学到“施与受原是同一回事”。
他们在彼此的角色、想法、身体、需要、兴趣，以及心目中所有的不同与对立因素之间所划的界线，开始模糊、淡化，最后消失于无形。
凡是有意学习同一课程的人，自然享有同一志趣与目标。
于是，原本身为学生的，摇身一变，成了一位上主之师，只因他所作的那个决定为自己请来了老师。
他已能在另一个人身上看到与他自己相同的意向了。
1.每一位上主之師都被指派了某些學生，而他一旦回應了那神聖的呼召，他們就會開始找尋他。
他們是為了他而揀選的，因為他要教導的這部普世課程的形式就其了解能力而言再適切不過。
他的學生一直在等他，因為他必會到來。
同樣的，那不過是時間的問題。
一旦他選擇扮演好自己的角色，他們便已準備好做一樣的事。
時間只會等待他的決定，而非他所服務的對象。
一旦他準備開始學習，上天便會賜給他教學的機會。
2.若想了解救恩的教學計劃，就必須掌握這部課程所闡釋的時間概念。
救贖修正的是幻相，而非真理。
為此之故，它修正的是未曾存在之物。
再者，這項修正計劃的建立與完成並無時間差，因為上主的旨意與時間八竿子打不著。
而一切實相既出自於祂，則亦是如此。
就在分裂之念進入聖子心靈的那一刻，上主便已給出了祂的答覆。
就時間而言，那已是久遠以前的事。
就實相而言，那則是從未發生的事。
3.時間的世界即是幻相的世界。
許久以前發生的事好似發生在現在。
許久之前做過的選擇看似仍有斟酌的餘地；仍待做出決定。
早已被學過、了解過、並穿越過的一切則被視為一新思想、新觀念，乃至一不同的途徑。
你的心願是自由的，所以你也能接納已在你選擇的任何時間點發生過的事，也只有這樣，你才會醒悟它一向存在。
誠如這部課程所強調的，你不能決定課程的內容，甚至是你學習的形式。
不過，你卻能決定什麼時候你願意學習。
而你一旦接納了它，它就已被學會。
4.為此，時間的確會倒退至一極其古老的片刻，以致超越了一切記憶，甚至讓記憶成為永無可能之事。
然而，因為那片刻被人不斷、不斷、不斷的重新經歷，以致看似就在此時此刻。
為此之故，老師與學生好似在此當下齊聚一堂、彼此尋獲，好似二者素未謀面。
學生會在對的時間、對的地點出現。
這是免不了的事，因為如今的他不過是在重歷那古老的片刻，而那時的他已做出了正確的決定。
同樣的，老師也已在遠古的過去做出了一項不可避免的選擇。
上主的旨意好似需要時間才得以開展，但那只是表面現象。
有什麼能推遲永恆的力量？
5.學生和老師一旦相遇，一個教與學的場景便於焉展開。
因為真正在教的並不是這位老師。
只要有倆人為了學習的目的聚在一塊兒，上主的聖師就會向他們發言。
這一目的即能聖化他們的關係，而上主也已保證將使自己的靈進入所有的神聖關係。
在這教與學的場景中，雙方都會學到施與受乃同一回事。
他們在角色、心靈、身體、需求、和利益層面所做的劃分，乃至他們自認可以區隔人我的所有差異，全都會消褪、轉趨黯淡，並消失殆盡。
願意學習同一課程的人便能共享同一利益、同一目標。
為此之故，往昔的學員成了上主之師，因為他所做的那一決定已把自己的老師召喚到了眼前。
他已在另個人身上看見了和自己相同的利益。