authorityresearch.com Deductive-Inductive Reasoning Part III

Deductive and Inductive Reasoning Part III:
Inductive Reasoning and Hilda Taba.
Attacking Patriarchal Education.

But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him. Hebrews 11:6

And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat. Genesis 3:6

Spies & the children of Israel

But the men that went up with him said, We be not able to go up against the people; for they are stronger than we. And they brought up an evil report of the land which they had searched unto the children of Israel, saying, The land, through which we have gone to search it, is a land that eateth up the inhabitants thereof; and all the people that we saw in it are men of a great stature. And there we saw the giants, the sons of Anak, which come of the giants: and we were in our own sight as grasshoppers, and so we were in their sight. Numbers 13:31-33

And all the congregation lifted up their voice, and cried; and the people wept that night. And all the children of Israel murmured against Moses and against Aaron: and the whole congregation said unto them, Would God that we had died in the land of Egypt! or would God we had died in this wilderness! And wherefore hath the LORD brought us unto this land, to fall by the sword, that our wives and our children should be a prey? were it not better for us to return into Egypt? And they said one to another, Let us make a captain, and let us return into Egypt. Numbers 14:1-4

UN Charter:
“It is proposed that no facts or opinion be considered by the Congress unless the facts and opinions be the established consensus of a group of collaborators." Harry Stack Sullivan, The Fusion of Psychiatry and Social Science, Norton, NY, 1964, p. 275

“We must develop persons who see non-influencability of private convictions in joint deliberations as a vice rather than a virtue.” Kenneth
Benne, Human Relations in Curriculum Change
["non-influencability of private convictions" means any person with absolutes who uses deductive reasoning―a principled person.]

"Deductive reasoning holds to a very high standard of correctness ... In a deductive argument, the truth of the premises is supposed to guarantee the truth of the conclusion; the truth of its premise guarantees the truth of its conclusion, there is no middle ground."
Garth Kemerling

"... in an inductive argument, the truth of the premises merely makes it probable that the conclusion is true." Garth Kemerling 2002.

   The inductive method. This approach also involves three steps: generating theories and hypotheses

        1. Observe the world.
        2. Search for a pattern in what is observed.
        3. Make a generalization about what is occurring."

"Because man and monkey are similar, we theorize that man evolved from the monkey."

(Don't let the facts that differentiate get in the way of common-ism, universal-ism or "Don't let the facts interfere with the perception, the illusion.")

The deductive method involves the following three steps: testing theories and hypotheses

        1. State the hypothesis (based on theory or research literature).
        2. Collect data to test the hypothesis.
        3. Make decision to accept or reject the hypothesis.

According to inductive reasoning, guilt is the consequence of the child learning to reason deductively. This prevents the child from identifying with his true nature, his universal (carnal-social) nature. Deductive reasoning must be overcome if he is to be emancipated, if he is to be free to think and live inductively, to be his "true person."

The conscience

in agreement with deductive reasoning

How those who think inductively see the role of the conscience.

“What we call ‘conscience’ perpetuates inside of us our bondage to past objects now part of ourselves: ...” Norman O. Brown Life Against Death

“The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself.” Norman O. Brown Life Against Death

“The most effective method for weakening the child’s will is to arouse his sense of guilt.” “The most important symptom of the defeat in the fight for oneself is the guilty conscience.” Erick Fromm Escape from Freedom

“Social control is most effective at the individual level. The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated.” “The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior.” Dr. Robert Trojanowicz The meaning of “Community” in Community Policing

“Unfortunately, because of the reduction of influence exerted by neighbors, the extended family and even the family, social control is now often more dependent on external control, than on internal self-control.” Dr. Robert Trojanowicz The meaning of “Community” in Community Policing

The super-ego

in agreement with inductive reasoning

Redefine the conscience so it fits the role of a super-ego i.e. a seared conscience

According to the liberal mind, deductive reasoning must be redefined in favor of a socialist outcome (as just another opinion, as a theory instead of a priori or premise) or it is faulty rationalization. Deductive reasoning must be redefined so its use will always initiate and sustain inductive reasoning. Thereafter the inductive-deductive cycle must be used in determining all "healthy" human praxis. If a prior is not replaced with theory, deductive reasoning becomes the source of reification (laws external to mans changing needs and interests). “Reification is based on rationalization.” Bronner Of Critical Theory In this case rationalization is used to define things in a rigid, established a priori way which limits natural human behavior and interferes with natural human relationship.

For I have not shunned to declare unto
you all the counsel of God. Take heed
therefore unto yourselves, and to all the
flock, over the which the Holy Ghost hath
made you overseers, to feed the church of
God, which he hath purchased with his
own blood. For I know this, that after my
departing shall grievous wolves enter in
among you, not sparing the flock.
Acts 20: 27-29

"The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards.” Abraham Maslow

For those who think dialectically, the proper use of deductive reasoning must be overcome. A facilitator must be trained on how to perform a tracheotomy on those who obstruct a consensus building meeting.

"Behold, the LORD'S hand is not shortened, that it cannot save; neither his ear heavy, that it cannot hear: But your iniquities have separated between you and your God, and your sins have hid his face from you, that he will not hear." Isaiah 59:1, 2 (also see Isaiah 1:1-31)

"Sin is the estrangement of man from man." Paul Tillich
"Salvation is a byproduct of Self-Actualization Duty." Abraham Maslow Maslow on Management 1998

Our portion is in the Lord. Apart from him all is under Lucifer's control. Diaprax is the method, the pattern, the system which Satan uses to draw man from God, so he can posses God's portion. He and the world will party, they will do the "Marxist waltz" for a season. Do not despair, for God will judge. For our Hope resides in Him and not in man and his foolishness. Man will mock, a nasty mocking, but as Jesus endured the shame of the Cross, we must abide in him, trust in him, and having done all, endure to the end. For it is only in Him that we shall escape the world's judgment.

The pleasures of this life, the "ought to be's" of our heart, are not worth having compared to the portion that lies ahead in Christ. To gain the world, to praxis the dialectical paradigm, and lose your soul is the way of a fool. Mock and ridicule, speak your double speak, enjoy your deception, but as gravity judges the one who ignores it's law, so God judges those who ignore his law and his grace and his mercy. Know this, Hell is permanent, and so is Heaven. In this life only is there a place in between. That land is simply a time to choose, but there is no lasting land of diaprax, there is no lasting land of "ought to be", there is no lasting land of consensus, there is no lasting land of "lets agree to disagree." Choose today who you will serve. As for me and my house we will serve the Lord.

Dean Gotcher

1. First make a list of items found in the visual environment―discernable items―(begin with perception, material, earthy; "and Eve saw ...").

2. Find items from the list which relate with one another and group them appropriately―(focusing on what is similar-positive-sensually agree-common, "good for food, pleasing to eyes, etc.", physical needs, aesthetic needs, etc.- example: Maslow's hierarchy of needs―this is to circumvent dualism, antithesis, "right-wrong," spirit-material. "By 'dialectical' I mean an activity of consciousness struggling to circumvent the limitations imposed by the formal-logical law of contradiction." Norman O. Brown Life Against Death―The "formal-logical law of contradiction" is the parent.)

3. Classify each group with a short characterization. (uncertain hypothesis-labeling, grouping―keep everything fluid, in opinion format―developed synthesis.)

4. Conclude by fleshing out a few general assumptions, suppositions, conclusions or theories. (Synthesis redefined as a soft thesis with a tension for future re-evaluation so the process can continue on, and on, and on, etc.―Values clarification, Situation ethics, etc.)

Note: Bloom's Taxonomies follow the same line of thought. Knowing, Comprehending, Application, Analysis, Synthesis, Evaluation. Benjamin S. Bloom, Ralph Tyler, and Hilda Taba knew and worked with each other.

To reculture society, changing it from a patriarchal to a heresiarchal paradigm, it is necessary to either force the standards of the new culture upon the older for an extended period of time, remove those of the old culture, or re-educate the old culture into the new. The first two methods would leave in place a deductive method since people were forced to participate. The latter method would be inductive in approach since it involved a willingness on the part of the participants. To a socialist the old culture would be capitalistic in nature, capitulation to higher authority being the form of thought and behavior. The patriarchal paradigm or traditional society is seen as maintaining status quo, enforcing standards and behaviors of the past upon the future generation.

The structure of relations are the key to determining which culture is in control. When a culture is willing to see itself from the eyes of the new culture, it is willing to "abdicate its power freely." This is the intent for those using inductive reasoning in education on personal-social issues. The classroom becomes the relation building environment of the new culture, detaching it from the use of deductive reasoning which helped sustain the old culture.

The way relations are developed is the basic difference between the use of inductive and deductive reasoning, between focusing on what is different (didactic, "right-wrong," "win-loose," truth over feelings, "Is/ Is Not," either/or, cause/effect etc.) and what is similar (dialectic, "there is no right or wrong answer," "positive―negating the negative," "what you can live with," "win-win," "Ought-Seems to," truth through feelings, etc.). When the focus is on student-teacher partnership the classroom changes rapidly from a capitulating environment (instructor-instructed) to a socializing environment (student-teacher partnership). Students exiting such an environment of liberation will become the "grave-diggers" of the old paradigm. All socialist material supports this revolutionary outcome.

Hilda Taba graduated from Tartu University in Communist Estonia, which implemented John Dewey's progressive education method embraced by the early Communist movement. She believed "learning should be modeled after dynamic models derived from contemporary physics." (as Bloom believed and stated in his Taxonomy of Educational Objectives: Book 1 Cognitive Domain. See Bloom and Marx. She turned true science into "so called science," applying methods which would be acceptable in the physical world on mankind. Kurt Lewin followed the same procedure by implementing electrical engineering terminology and methods into his "group dynamics," "force field analysis," "positive and negative forces fields," "unfreezing, changing, refreezing," etc. which he incorporated from MIT. (see Force Field Analysis Applied To A School)

Taba has become an icon for social engineers around the world today. Her work is used in all nations. Social engineers, interested in encourage higher order thinking by incorporating the inductive method (the scientific method) into instruction, find her work essential to the fulfillment of the task. Their agenda is to produce a radical change from the traditional system of education of indoctrination, common to cultures around the world interested in sustaining their heritage, to a globalist socialist paradigm. By shifting from the use of history textbooks to the use of social studies, indoctrination (deductive reasoning) was replace with social engineering manipulation (inductive reasoning). The agenda is to instruct the next generation in how to think inductively, not deductively in matters of individual and social relations. By doing so the standards of the past are replaced with the "speculative and creative" imaginations and dreams of the future. With this new method of thinking Godly principle are replace with democratic principles. The Patriarch paradigm is replaced with a paradigm of patricide and incest where thinking is no longer to weighting behavior by right and wrong set by higher authority but rather a right and wrong determined by a collective sensuous rational discourse (glasnost, perestroika, democratization).

The Eight-Year Study, directed by Ralph Tyler, which Taba was involved in, was an effort to evaluate how progressive education could be more effective at the college level. It was noted that youth coming out of the progressive education school systems were entering and exiting high school changed but were entering and exiting college unchanged in regard to their traditional way of thinking. Jacobs study in the following years was the justification for Bloom's Taxonomies―the incorporating of a new form of progressivism (transformational Marxism) in the grade schools and high schools as well as the College and University classrooms. The use of inductive reasoning to bring the class to the upper end of the Taxonomy, the synthesis, evaluation level of thought, was the missing link. The inductive reasoning environment, with its engaging problem solving environment, uniting feelings (affective domain―social) and thinking (cognitive domain―individual), was recognized as the connecting praxis. The key was to create an environment where the students feelings would be rationally attached to the group, to the social experience. The focus was not from the lower end of the taxonomy scale, but the upper, not from knowledge to evaluation, but rather from evaluation to knowledge. In this way perception ruled the outcome instead of set standards of the past.

“Experience is, for me, the highest authority.”
“Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience.”
Carl Rogers On becoming a person

“Physical experiences cause a change in our theories and concepts about the physical world.” “The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen.” Principles of Re-education Kurt Lewin and Paul Grabbe “Conduct, Knowledge, and Acceptance of New Values” The Journal of Social Issues, 1:3:56-65 August, 1945

“There is evidence in our data that once a change in behavior has occurred, a change in beliefs is likely to follow.” Leon Festinger

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Human Relations in Curriculum Change.

"to create an experiential chasm between parents and children"
Warren Bennis

Hilda Taba believed the educational curriculum "needed to be experiential, where children learn to solve problems and resolve conflicts together." She utilized a Marxist method for socializing individuals into a "group think" outcome. And she believed that "student understanding [social attitudes] had to be evaluated using appropriate tools and processes." This was necessary if incorrect social attitude was to be properly identified and dealt with. Thus teachers had to themselves experience for themselves dynamic education. “Concerning the changing of circumstances by men, the educator must himself be educated. The changing of circumstances and of self can only be grasped and rationally understood as revolutionary practice.” Karl Marx Thesis on Feuerbach # 3. As one of John Dewey's doctoral candidates put it, “Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process.” Kenneth Benne Human Relations in Curriculum Change 1951.

Taba earned her graduate degree at Bryn Mawr College and her doctorate "The Dynamics of Education" at Columbia University. Ralph Tyler and Benjamin Bloom implemented her communist/socialist inductive model into American classrooms. In 1938 Taba became the director of the Curriculum Laboratory at the University of Chicago and during the 40's she lead the way in intergroup education which eventually became multicultural education in the 70's and 80's.

The National Conference of Christians and Jews and the American Council on Education joined forces in 1934 on the propagation of socialist/democratic ideology, couched under the banner "responding to perceived threats to national unity,"―stemming from racism, discrimination, and anti-Semitism. Taba worked with their project in 1944 at a Harvard work shop, resulting in a yearbook for the National Council for Social Studies titled Democratic Human Relations. She headed the project from 1945, directing the Center for Intergroup Education at the University of Chicago until 1951. Interestingly the Marxist change agent book Human Relations for Curriculum Change, edited by Kenneth Benne, came out that same year, 1951, a National Training Laboratory project originally located at Bethel Maine (begun in 1947 by men like Kurt Lewin, who died that year, Kenneth Benne, Leland Bradford, Ronald Lippit), working with Tavistock from England, and the Illinois Secondary School Curriculum Program.

In 1944, the same year Taba was working at Harvard, the American Jewish Committee [Social Studies Series] in May, 1944, invited a group of American scholars to a two-day conference on religious and racial prejudices. That project resulted in Theodor Adorno's Book The Authoritarian Personality, amongst other prominent socialist books. Benjamin Bloom refers to Adorno's book as the world view he had in mind when he developed his Taxonomies for teacher training. According to these men, if prejudice, right-wrong, attitude was to be replaced with democratically principled citizens, the "ideal family situation for the child" had to be eradicated,.

“What we call ‘good teaching’ . . . challenging the students’ fixed belief."
Bloom's Taxonomy, Taxonomy of Educational Objectives Book II: Affective Domain, p. 55

What all these people and their works have in common is the implementation of inductive reasoning in the classroom for the express purpose of pulling of a revolution, a paradigm shift from a traditional-didactic-deductive-patriarchal paradigm to a transformational-dialectical-inductive-heresiarch paradigm. The secret was how to do this without loosing control of the situation. Inductive reasoning would be seen by the traditional parents as simply a class in true science, while in reality it would be used as a tool for social indoctrination. The students as well as the teacher would have to be willing, by their own choice, to participate in this procedure before it could be effective.

"From this we may conclude that social perception and freedom of choice are interrelated. Following one’s conscience is identical with following the perceived intrinsic requirements of the situation. Only if and when the new set of values is freely accepted, only if it corresponds to one’s supego, do those changes in social perception occur which, as we have seen, are a prerequisite for a change in conduct and therefore for a lasting effect of re-education. We can now formulate the dilemma which re-education has to face in this way: how can free acceptance of a new system of values be brought about if the person who is to be educated is in the nature of things, likely to be hostile to the new values and loyal to the old?" Kenneth Benne Human Relations in Curriculum Change

Finding that which is common―Common-kazies

1. Identify what is common. (Positive)

a. Brainstorm: there are no wrong answers.

b. Be open ended:

1) Everyone is encouraged to have input.

2) No put downs.

c. Be non directing:

1) The is no one right answer. No a priori

2) Don't insist on a specific outcome. The outcome must be one in which all can participate in.

To overcome "inner resistance... a procedure was followed by which a goal was chosen on which everyone could agree fully." ibid. The role of the teacher was changed from instructor to facilitator and fellow participant in the process of change, an act which directly affected the students in the class. The Emancipation Proclamation of the American Civil War did not free one slave in the North. It gave freedom to all slaves in the Southern States. In other words it made law in the area the North had no jurisdiction over. In the same way inductive reasoning sets the child free from parental restraints in the home, an area teachers had no jurisdiction over, but while the child was now free to challenge their parents authority, they were not free from having to participate in the process in the classroom environment. It was only when the parent realized the source of the crisis-child at home and "opted" their child out of the brainwashing class (washing from the brain a patriarch paradigm), that the parent could even hope to restore order in the American home. This was usually done with great contempt from the child and social pressure from the school and community. Inductive reasoning used on morals and ethics was used as a tool of war on the unsuspecting parents of America. It continues today not only in the public schools but the Christian schools as well, and is also increasingly being used in home schooling material. The concept of leadership in the child's mind from the parents "Because I said so." a priori, first cause (as God is first cause) toward the concept of leadership of common cause was the major change. Loyalty was switched from the traditional family structure to the "global" family structure.

(a) The change of a group atmosphere from autocracy ... to democracy through a democratic leader amounts to a re-education of the followers toward ‘democratic follower-ship.' Any group atmosphere can be conceived of as a pattern of role playing. Neither the autocratic nor the democratic leader can play his role without the followers being ready to play their role accordingly. Without the members of the group being able and ready to take over those responsibilities which are essential for followership in a democracy, the democratic leader will be helpless. Changing a group atmosphere from autocracy toward democracy through a democratic leadership, therefore, means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers.
(b) The experiments show that this shift in roles cannot be accomplished by a “hands off” policy. To apply the principle of “individualistic freedom” merely leads to chaos. Sometimes people must rather forcefully be made to see what democratic responsibility toward the group as a whole means. It is true that people cannot be trained for democracy by autocratic methods. But it is equally true that to be able to change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education. ibid

The more the group members become converted to democracy and learn to play the roles of democracy as followers or leaders, the more can the power of the democratic leader shift to other ends than converting the group members. ibid

Hitler himself has obviously followed very carefully such a procedure. The democratic reversal of this procedure, although different in many respects, will have to be as thorough and as solidly based on group organization. ibid.

Ervin Yalom Theory and Practice and Group Psychotherapy

"What better way to help the patient recapture the past than to allow him to reexperience and reenact ancient feelings toward parents in his current relationship to the therapist? The therapist is the living personification of all parental images. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group to explore and to employ its own resources. The group [must] feel free to confront the therapist, who must not only permit, but encourage, such confrontation. He [the patient] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient changes the past by reconstituting it."

"A group which reaches an autonomous decision based on a thorough exploration of the pertinent problems will employ all of its resources in support of its decision: Members must develop a feeling of mutual trust and respect and must come

Jesus in the Temptations: "It is written ..."	EVE	Maslow's Hierarchy of Needs	All that is of the World
"Man does not live by bread alone, but by every word that proceeds from the mouth of God."	Good for Food	Physiological needs	Lust of Flesh
"Thou shalt worship the Lord Thy God, Him only shalt thou worship."	Pleasing to the Eyes	Self esteem needs	Lust of Eyes
"Thou shalt not tempt the Lord Thy God."	Desired to Make one Wise	Self Actualization needs (Purpose driven)	Pride of Life

Paradigm Shift		SUBJECT	PARADIGM
Traditional-Didactic	Deductive	God	PATRIARCHAL PRAXIS
Transitional-Dialogic	deductive-inductive-confusion	Individual Man-God	MATRIARCHAL PRAXIS
Transformational-Dialectic	Inductive-deductive-cycle	Individual Man-Collective Mankind	HERESIARCHAL PRAXIS