Black Spots as Latent Temporal Potential — The Pedagogy of Miracles examination

Eleven questions. Nine of eleven passes, and you can take it again as often as you like.

What does the module mean by calling a "black spot" latent temporal potential?

A permanent weakness that will need to be managed carefully for life A flaw that can be hidden from others through strong performance Apparent deficit is dormant capacity awaiting conditions A gap in ability that others will need to fill on your behalf
How is success measured in the Appreciative Temporal Potential Model, as opposed to the deficit model?

By activation of inherent potential, not elimination of a deficit By how quickly and completely the deficit is removed By favorable comparison with peers who lack the deficit By the total amount of corrective effort that is applied
How does the module extend Carol Dweck's growth mindset?

Capacity is fixed, but effort can help to hide its limits from view The capacity is already latent; your task is creating conditions Effort alone is enough to create any new capacity from nothing Mindset matters much less than the natural talent you were born with
Why does temporal reframing loosen the grip of shame, according to the module?

It convinces people that their limitations were imaginary all along Limitations become temporary states, not who you are It shifts the blame for limitations away from you onto other people It encourages people to stop thinking about their limitations at all
What is the first step of the deficit reframing practice?

Notice the automatic deficit story and its source Ask the person directly what they need to change Design new conditions for the capacity to emerge Respond at once with an appreciative question
Someone rarely speaks in groups. What might the temporal potential question reveal?

They lack confidence and need to be gently pushed to speak up more They may be building deep listening and inner authority They are not interested in the group's work and are disengaged They should be excused from group discussions for their comfort
Which response best follows Step 4 of deficit reframing?

"You really need to speak up more in our meetings." "Why is it that you are always so quiet in groups?" "Tell me about a time sharing your thoughts felt comfortable." "Try a little harder to contribute next time we meet."
According to the neuroscience the module cites, why does shame block growth?

Shame uses up the brain's limited capacity for holding memories Shame makes people too relaxed and comfortable to learn well The brain cannot be threatened and learning at once Shame affects only emotional learning, not intellectual learning
What did Maria discover about her lifelong struggle with mathematics?

She simply lacked the natural aptitude that mathematical thinking needs She had never practiced enough to build the skill properly Her teachers had chosen the wrong textbooks for her level Her anxiety was a protective response, not a deficiency
Which of these does the module list as a possible function of "not-yet-ness"?

Proving that some capacities will always remain out of reach Signalling clearly that you should abandon that area entirely Showing that other people are simply more gifted than you are Protecting you from moving too quickly into areas you were not ready for
In the appreciative self-inquiry practice, what is the first thing to do when a black spot arises?

Make a detailed plan to fix the limitation as quickly as possible Compare yourself carefully with someone who does it well Push straight through the discomfort without pausing at all Take three conscious breaths before the shame spiral begins