Yet another basic theory of A Program in Wonders could be the idea that the physical world is an illusion. It posits our sensory activities are unreliable indications of reality and that true perception can only be performed through a shift in consciousness. The Class distinguishes involving the "real-world," which is a state of peace and oneness beyond the product region, and the "vanity earth," known by fear, separation, and conflict. According to ACIM, our primary purpose would be to awaken from the desire of the ego earth and come back to the recognition of our divine nature.

ACIM also presents the notion of the Sacred Nature as a guide and teacher within the individual. That spiritual existence is seen as the origin of enthusiasm and knowledge, supporting people produce choices that lead us closer to truth and from illusion. The Program shows that through our willingness to listen to the Holy Spirit's advice, we could entry a deeper knowledge of our function and the way to healing. The Workbook for Pupils in A Class in Wonders includes 365 david hoffmeister, one for every single time of the year. These instructions are designed to support pupils internalize the teachings and use them with their everyday lives. They often contain meditative and contemplative exercises, affirmations, and insights on the methods presented in the text. The objective of these everyday instructions is to change the student's notion and attitude steadily, leading them towards a situation of true forgiveness, inner peace, and spiritual awakening.

The Guide for Teachers, the third component of ACIM, is directed at those people who have embraced the concepts of the Program and feel required to talk about them with others. It offers advice on the features of a true teacher of God, focusing features such as for instance persistence, confidence, and an open heart. It acknowledges the issues and limitations one might encounter while teaching the Course and offers insights on the best way to navigate them. A Program in Wonders is not associated with any specific spiritual custom, but its teachings have resonated with persons of numerous faiths, in addition to those who consider themselves spiritual however not religious. It emphasizes particular knowledge and internal advice over dogma or rituals. While ACIM's language can be tough and its methods abstract, it has been valued for its volume to address serious questions about the nature of existence, suffering, and the human condition.

The influence of A Class in Miracles stretches beyond the patient, as it has also given rise to examine groups, workshops, and dedicated areas of students who get together to discover its teachings collectively. These organizations give a helpful atmosphere for persons to share their experiences, ask questions, and deepen their understanding of the Course. In this manner, ACIM has fostered a feeling of neighborhood and connection among its followers.