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The Institution for Authority Research 

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When children negate the Father's authority in their feelings, thoughts, and actions of the 'moment,' they bring upon themselves the Father's wrath in the end.

Researching our education system, in the light of God's Word, I learning more about George Hegel, Karl Marx, Sigmund Freud than all the European philosophy classes I took, i.e. that their agenda was to 'liberate' children from parental authority (from the father's authority), which they correlated with 'liberating' man from Godly restraint (from the Father's authority). Their way of thinking, i.e. dialectic 'reasoning' has now taken over the world (the "community"), wanting you to join with it, 'justifying' its unrighteous and abominable ways.  I leave it up to you to identify where dialectic 'reasoning' is influencing you or has taken control over your life.

As crazy as it may sound, your education has always been about the Father's authority—either subordinate to it or 'liberated' from it.  It is about the garden experience, where the master facilitator of 'change' "helped" two children reject the Father's authority over their lives. Establishing life upon their "self interest" they engendered estrangement from the Father and death instead.  It is also about the gospel, where the only begotten Son of God, Jesus Christ, accepting the Father's authority over His life, i.e. humbling and denying himself, doing His Father's will in all things, 'redeemed' man from His Father's wrath, 'reconciling' him to His Father instead.  Dialectic 'reasoning' (synthesis) is man, through the expertise (cunning) of facilitator's of 'change,' "rationally" 'liberating' his feelings, thoughts, actions, and relationship with the world from the Father's restraint.  Synthesis, i.e. finding what the father and the children have in common and building relationship upon it negates the father-children or thesis-antithesis conflict of the father's authority over or above the children.  In this way man is able to negate the Father's authority over his life.  By comparing himself with himself he is able to "reconcile" himself to his flesh and the world, thereby 'justifying' himself.  'Esteeming' his carnal thoughts and actions he is able to "redeem" himself from the Father's authority, 'creating' a "new" world order of and for himself Only.  'Liberated' from the Father's authority all man has left is a world of abomination.  As the obedient Son of God defined us in our use of dialectic 'reasoning': "Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God."  Luke 16:15

After earning a teaching degree based upon the use of "Bloom's/Marzano's/ Webb's Taxonomies" (the dialectic process) in the classroom, i.e. the basis of Common Core, using the affective domain, i.e. the students "feelings" or "self interest" of the 'moment' to "facilitate" the 'changing' of their values, "helping" them 'liberate' their "feelings," values, or "self interests" from parental restraint, i.e. from "prejudice," establishing their "feelings," "thoughts," "actions," and "relationship" with others over and therefore against parental authority, neutralizing, marginalizing, and either converting or removing any who resisted 'change' thereby making them subject to the 'changing' situations of the 'moment,' thus making them seducible, deceivable, and therefore, like natural resource, manipulatable by facilitators of 'change'—which I had to repent of; then attending seminary (which was based upon the same process, i.e. basing 'truth' upon men's opinions rather than the Word of God itself); then taking years of classes on European history (while raising my family and running my construction company); then spending five years reading over six hundred social-psychology books (with the Holy Spirit bringing to my remembrance, in the midst of my research, God's Word, exposing the process for what it is, i.e. the negation of God's authority from the hearts and souls of men by negating the father's authority in the hearts of the children); then teaching in a University, and now, having spent the past eighteen years traveling across America speaking on (exposing) our education system and its agenda of 'liberating' children from the father's authority, thereby 'liberating' man from Godly/the Father's restraint, it all boils down to this:

The purpose of life is either (according to God) honoring the father's authority, restraining the child's nature or (according to facilitators of 'change') honoring the child's nature, negating the father's authority.  According to Hegel, Marx, and Freud man must honor his own nature ("human nature") if he is to negate the Father's (God's) authority in his life.  Thus, instead of "the earth is the Lord's, and the fulness thereof." (1 Corinthians 10:26) with man having "dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth." (Genesis 1:26),  "the fruits of the earth belong to us all, and the earth itself to nobody." (Jean-Jacques Rousseau, Discourse on Inequality). 

Dialectic 'reasoning' negates private family, property, and business, under the father, along with inalienable rights, under God, i.e. the "old" world order (where the father has authority over his children, as God, i.e. the Father has authority over man, engendering individualism, under the father and/or under God/the Father), replacing it with public-private partnership and "humanist" rights, i.e. the "new" world order (where the children are 'liberated' from the father's authority, thereby 'liberating' man from the Father's authority, i.e. 'liberating' "human nature," i.e. man's "self interest" from Godly restraint, engendering common-ism, i.e. socialism-globalism-environmentalism, with the student becoming accountable to "the group" and the citizen becoming accountable to the "community" Only, "tolerating" deviancy (abomination) along the way.  While the father's/Father's authority reprimands 'compromise,' "community" necessitates it.  What you "tolerate" (when you are silent when confronted with what you know is wrong, for the sake of initiating or sustaining "self interest") becomes the "norm"—when you are silent in the midst of unrighteousness, i.e. not reproving, correcting, or rebuking it, unrighteousness becomes the "norm."  The right of religious freedom is the right to preach and teach righteousness in the public domain.  "Tolerance" negates that right, negating freedom of speech in the process.


Institution for Authority Research  Dean Gotcher 1997-2014