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Liberation Theology
has infiltrated the home school movement:
 
What every Home schooling parent should know about the current
humanization of home schooling.

by

Dean Gotcher

To mingle the wisdom of men, i.e. vain philosophy (the liberation of the will of man), with the inculcating of truth into the children is to present a message of confusion and will thus leaven the loaf.  A little leaven leavens the whole loaf.  The very act, known as praxis, will liberate the child from righteous thinking, i.e. thinking according to God's will, and lead to the praxis of self-justification and the focus upon human relationships based upon "what can I get out of this situation or relationship for me."

The dialectic focus is to not only to 'change' how the child feels, thinks, and acts toward parental authority but how the parent's perceive their roll as parents as well.  As the Marxist, Theodor Adorno put it "Social environmental forces must be used to change the parents behavior toward the child."  (Theodor Adorno, The Authoritarian Personality; a book written to justify the annihilation of the patriarchal home through the use of dialogue and consensus.)

"Once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching the authoritarian family is moribund, regardless of whatever countermeasures may be taken." Warren Bennis  The Temporary Society

When ministers and educators change from preaching and teaching to dialogue, then truth is supplanted with men's opinions.  It can be a subtle change to begin with, but any change in this direction produces a predetermined outcome, that of leaning upon human reasoning to understand and present spiritual truths.  This is foolishness and leads to the destruction of the purpose of most Christian families in the home school movement—inculcating truth to the next generation upon a biblically based patriarchal paradigm.

 These social environmental forces are being put upon home school families today, advocated by popular speakers at Home School Conventions.

The following excerpts are from S. M. Davis's article on Help For Rebels Over Age 18  and serves as an example and a concern about how easily (subtly) Biblical Counseling is infiltrated with humanistic reasoning and rhetoric, in theory and in practice (comments are added within brackets; ( ) and [ ]).

While Davis might appear to be directing the parent to seek God's leading in what to says, he is in actuality built upon philosophy and psychology, using the tools of social-psychology to build human relationships, as well as promoting the purchase of his tapes and videos $.  His counsel is built upon dialectical thinkers such as Hegel and Kurt Lewin.  Hegel emphasized the use of the positive and not the negative, what is called "the negation of the negation," the "negative," the preaching and teaching of truth not to be questioned (accepted by faith) and obeyed replaced with the "positive," opinions dialogued to consensus, where tolerance replaces patience.  God is patient, wanting all to repent, but he is not tolerant of sin, i.e. not "indifferent" to or unresponsive to what man thinks or does).  Hegel wrote: "When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation have come to him."  G. F. W. Hegel, (in one of the casual notes preserved at Widener). Kurt Lewin defined the traditional home as consisting of two things, unquestioned parental authority (acceptance of their commands as being "categorical imperatives," unquestionable and universal) and the threat of punishment for disobedience (engendering the conscience, i.e. "the negative valance"), then proceeded to show how to destroy the traditional family through dialogue and the consensus process (getting the child's own "feelings" and "thoughts," i.e. his own opinion on the issue out through the use of dialogue―there is no Father's authority in dialogue), the key components of social-psychology. "The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult. If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." Kurt Lewin; A Dynamic Theory of Personality, 1935  See also how change agents do it.  Both these statements are "ground zero" for humanistic thought.

Foolishness is bound in the heart of a child; but the rod of correction shall drive it far from him. Proverbs 22:15
Withhold not correction from the child: for if thou beatest him with the rod, he shall not die. Thou shalt beat him with the rod, and shalt deliver his soul from hell. Proverbs 23:13, 14

S. M. Davis writes: "... if there is a rebellious young adult problem it can be traced back to a parenting problem. You must FIRST deal with the parent problem BEFORE you can deal with the rebel problem [so much for the Lord's work in the heart of the child or young adult].... if you are dealing with a rebellious adult it may be because the Parenting has been Dictatorial Parenting. (then S. M. Davis suggested that you buy one of his videos. $) The key is having your child's heart and keeping it into and through adulthood. That means listening to them and having communication at the highest level. You should no more treat a 20 year old like a 12 year old than you would treat a 10 year old like an infant [God treats us all as children, He loves us but does not trust us whether 3, 33, or 93]. The fact that the relationship is rocky can indicate that you need to change your approach to the situation. The question you want to ask yourself when you are dealing with a rebellious young adult is: What I am asking them to do/not do, is it Biblical or is it just a preference that I have? No longer can you make the statement "Because I say so. That's why!" If you have failed to pass on your convictions to your child it may be because you might have made that statement one too many times and possibly didn't stop to explain "why" you might not approve of something. Be careful NOT to make statements with them [preach and teach as God instructs] but instead try asking questions [dialogue to keep the flesh alive]. Look at the life of Jesus. The Scribes and Pharisee's kept trying to corner or catch Jesus in a lie or they would falsely accuse him of something. How did he respond? Most of the time, He would respond to them by asking a question [he did it not to dialogue with them to find common ground with them, but to condemn them]."   This response by Davis is so evil.

"... if there is a rebellious young adult problem it can be traced back to a parenting problem", ammunition is quickly given here for the rebellious young adult to use against his parents.  If a man does not "rule" his home well he should not be in an elder in the church, "For if a man know not how to rule his own house, how shall he take care of the church of God?" 1 Timothy 3:5. "It's not my fault, it is the environment's fault, the environment I was raised in." is a liberal platform for self and social 'justification,' a patriarchal environment is always attacked by those who think this way, an attack upon parental authority by "enlightened" "Christians," who's agenda it is to negate the God given right of parents to give commands to their children (to be obeyed without question, in the Lord).  Yes, dad and mom are not perfect, but the office is. Mess with the office, as Davis does here, and you mess with the next generations ability to praxis a patriarchal paradigm, a Biblical way of thinking.  If Dad is wrong before God, he is wrong before God, but the office is given to him by God, there is nothing wrong with the office.  If dad commands you to do that which is contrary to God's will, then your conscience is free to disobey his command (God's commands superseding his), suffer you may, but you never step out from under a patriarchal paradigm (through the use of dialogue―you dialogue what you don't know, you preach and teach what you know, we are to be knower's, according to God' word).  If he asks you to do a preference of his, obey him, in the Lord.  The Lords bride is given him by the Father, even the day of the wedding is declared by the Father.] 

You must FIRST deal with the parent problem BEFORE you can deal with the rebel problem.... if you are dealing with a rebellious adult it may be because the Parenting has been Dictatorial Parenting. [It is always assumed that the rebel problem is the result of the parent, this is the theme of liberation theology, only done for political reasons, the negation of a patriarchal paradigm, thus aiming at the home environment, the idea being change the environment and you change the person while God changes the person which changes the environment―like what he did with the woman at the well.] (then S. M. Davis then suggested that you buy one of his videos. $) [My question is, was Eli's rebellious sons, Hophni and Phinehas, due to his dictatorial parenting or to his lack of discipline. The prophet says it was the latter. 1 Samuel 1. It would have been better for him if he had done what God said to do with rebellious children in his day, thankfully for many, not practiced today.] The key is having your child's heart and keeping it into and through adulthood. [The key is not the child's heart, that is deceitful and wicked, it is the child's obedience to authority, under the Lord, where their heart is changed by the Lord and he is trusting in the Lord, desiring to serve the Lord in all things, they are not leaning to their own understanding (how they feel and what they thing) which psychology and sociology is built upon.]  That means listening to them and having communication at the highest level. [Mature minds of accountability before the Lord can communicate through the commands of God, as Jesus obeyed his fathers commands.  If this is not the starting point than all we are seeking here is humanistic relationships.] You should no more treat a 20 year old like a 12 year old than you would treat a 10 year old like an infant. [All are under authority and must respect it, honoring their parents position of authority under God, even as David did under Saul, not killing Saul, who was wrong, even when he had a chance.  Some 20 year olds, I could say 40 year olds, think and behave like 12 year old, both need correction, in love, sometimes tough love.]  The fact that the relationship is rocky can indicate that you need to change your approach to the situation. [Wow!!! Jesus said the opposite, that he came not to bring peace (social, that is, "socialist" harmony) but came with a sword (the word of God) to divide even the home yet you would not lose brother, etc. without gaining brother, etc.  In no way does a parent who IS obeying and serving the Lord change what God is instructing him to do in the face of a rebellious adult.] The question you want to ask yourself when you are dealing with a rebellious young adult is: What I am asking them to do/not do, is it Biblical or is it just a preference that I have? [Going before the Lord for direction "Lord what would you have me do here," in the light of his word is key here, and not leaning upon your own understanding, as Davis is doing.  This is the same approach for a 12 year old, a 20 year old, etc.  The rebellious adult by his very nature may be showing rebellion towards a parents preference, but in actuality he is also being rebellious against God, if he refuses to accept correction and direction which is Godly, which is the nature of a rebellious child. We fight not flesh and blood.] No longer can you make the statement "Because I say so. That's why!" If you have failed to pass on your convictions to your child it may be because you might have made that statement one too many times and possibly didn't stop to explain "why" you might not approve of something. [Godly parents want their children to become servants of God, not just stewards of their convictions.  Thus the why is constantly being presenting in God's word and in agreement with God's word through the work of the Holy Spirit.  Davis goes to human reasoning and not the word itself for direction, at least it is not shown in his approach.  The why, by the way, many no longer be "because I say so," but "because God says so."] (then S. M. Davis again suggested you buy one of his videos $)  Be careful NOT to make statements [preach and teach like Jesus] with them but instead try asking questions. (note that dialogue negates right-wrong thinking while preaching and teaching i.e. inculcating with chastening does produce right-wrong thinking,  The answers are in the questions.  If you ask "feel" and "think" questions you get I "feel" and I "think" answers i.e. opinions, which frees man from conviction, contrition, and repentance (preaching and teaching, when it is hated by a person reveals their unrepentant, hard heart, their not being humble before God).  God's people are destroyed for lack of knowledge of His Word, instead being full of their own opinions.).  Look at the life of Jesus. The Scribes and Pharisee's kept trying to corner or catch Jesus in a lie or they would falsely accuse him of something. How did he respond? Most of the time, He would respond to them by asking a question. [he was judging them with the question, condemning them, not dialoguing with them to a point of agreement, to create harmony, to find common ground between himself and them.]

S. M. Davis writes: "Parents of a rebellious adult that is living in sin, may feel (then S. M. Davis again suggests you buy one of his videos $) the need to tell the young adult what he or she is doing is wrong every time they see them or talk to them. Whatever you do. DO NOT DO THAT!!!!  More than likely, you have had negative contact with them constantly. Just about every time you have talked with them there may have been some form of negative communication? You want to begin reversing that! On a daily basis have some form of POSITIVE CONTACT ! (NO NEGATIVITY AT ALL!)"

Parents of a rebellious adult that is living in sin, may feel [feelings are not reliable, but God's directing is.  If he leads you in inculcating, which means to keep repeating until it is internalized, then keep inculcating as he leads.] (then S. M. Davis again suggests you buy one of his videos $) the need to tell the young adult what he or she is doing is wrong every time they see them or talk to them. Whatever you do. DO NOT DO THAT!!!! [It always amazes me how quickly religious men usurp the work of the Holy Spirit with their psychological absolutes.  His counseling is not leading anyone toward seeking and walking in that which is spiritual but rather in that which is based upon human understanding and reasoning.] .More than likely, you have had negative contact with them constantly. Just about every time you have talked with them there may have been some form of negative communication? You want to begin reversing that! On a daily basis have some form of POSITIVE CONTACT ! (NO NEGATIVITY AT ALL!)  [Note again Hegel's statement above, "negative" being parental authority or God's authority, "positive" being finding common ground with "human nature." Chastening applies to all ages.  After a certain age, the warning of chastening from God himself becomes important. "Children, obey your parents in the Lord: for this is right. Honour thy father and mother; (which is the first commandment with promise;) That it may be well with thee, and thou mayest live long on the earth. And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and admonition of the Lord."  Ephesians 6:1-4  I am sure some kings of Israel resented certain prophets because they always spoke evil of the kings agenda, prophets who spoke from a  patriarchal paradigm of a "Because I said so" nature, as a man of God, speaking God's "Because I say so." While love is positive in God's eyes, it can be seen as negative in the life of the one in rebellion, especially when the preaching of the truth is seen as a barrier to their carnal desires (God chastens those He loves). The word admonish and rebuke comes to mind. The Marxist, Freudian, social-psychologist Carl Rogers put it this way, being positive that is, focusing upon relationships, and not negative, focusing upon right and wrong: "'Now that we know how positive reinforcement works [dialogue with "feelings," and "thought's," a heresiarchal paradigm of 'change,' of revolution], and why negative doesn't' [preaching and teaching the truth and chastening when truth is rejected, a patriarchal paradigm of revelation] ... 'we can be more deliberate and hence more successful in our cultural design.  We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free.  They are doing what they want to do, not what they are forced to do.  That's the source of the tremendous power of positive reinforcement―there's no restrain and no revolt.  By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished.  The curious thing is that in that case the question of freedom never arises."  Carl Rogers  On Becoming a Person  (underlined were italics in original) S. M. Davis has more in common with dialectical thinking, in line with a socialist mindset than with patriarchal thinking in line with the scriptures, where we are to inculcate, admonish, reprove, correct, rebuke, and chasten, yet do it in Love.]

Liberation Theology is the replacing of the patriarchal paradigm (don't go around the father as the head of the home, the father who loves his family, and protects it from evil) with the praxis of the heresiarchal paradigm (circumvent the father authority to help the children better relate with themselves and the world, and then bring the father into participation, known in psychology as patricide and incest and known in sociology as "change" through finding common ground, through the incorporation of the matriarchal paradigm [focusing upon relationship building, and not focusing upon what is right before God as the key to overcoming differences, changing the spiritual problem into a social one, delivering the soul from God, as Davis is doing, though, in denial, he would deny it].  It is the replacement of the practice of obedience to the father with the practice of circumventing (and thus the annihilation of) parental authority through finding what we all have in common, through dialogue that is the basis of dialectic 'reasoning.'  The dialectic ideology is: if parental commands are "irrational" and therefore "irrelevant" in the light of 'changing' times (feeling based times) then it is no longer an act of disobedience to disobey parental authority.  Thus behave contrary to parental commands become accepted as a way of life (necessary if the child is to come to know himself in his own "human nature"― called "humanism").

The negation (circumvention) of the Father's will is accomplished by making the child's will the center of attention in the home.  By focusing upon the "felt" needs of the child, by community (religious included) concerns about the child's "social" health, the patriarchal paradigm is thwarted by a parent-community, private-public partnership (partnership is based upon what we have in common i.e.  what we have in common with our own nature and the nature of all in the public is our flesh, our desire for approval from others, while with God there is no common between man and God but rather contrast as he is from above and we are from below, he is spirit and we are flesh, his is holy and righteous and we are wicked, etc. Any common we might have is the ability to evaluate but the contrast is he evaluates from his word which is spiritual and we evaluate from our sensuous needs and sense perception which is flesh, which ties us to the way of the world. With God the paradigm of praxis is patriarchal—top-down, with fallen man the paradigm of praxis is heresiarchal—the circumvention of top-down).  When you make the desires of the child, their "heart of hearts," their pleasures (the flesh), the center of attention in the mind of the parents and the community i.e. a process called "democratic ethics," the father's God given responsibility, to rule over the home (patriarchal), becomes not only irrelevant, but detrimental to social harmony.  In this way the patriarchal paradigm is effectively negated for the sake of "worldly" peace, displaced by the praxis of a heresiarchal paradigm (worldly thinking).

"Let no man deceive himself.  If any man among you seemeth to be wise in this world, let him become a fool, that he may be wise.  For the wisdom of this world is foolishness with God.  For it is written, He taketh the wise in their own craftiness. And again, The Lord knoweth the thoughts of the wise, that they are vain. Therefore let no man glory in men."  1 Corinthians 3:18-21

The "negation" of the praxis of obedience (for the sake of parental blessing) with the "purpose" of a dialogical  praxis of antithesis (disobedience of parental commands for the sake of initiating or maintain extrinsic relationships) is only possible by the praxis of synthesis, the circumvention of right and wrong thinking (where to obey or disobey is not the question.  The question is, is the parent's, or God's commands relevant, do they make sense in the given situation).  By making what we have in common, with others, more important than what we have in contrast (as determined by God or parental authority), we circumvent disobedience in our mind, rationalizing their commands as immaterial.  In this way "can to" (permissiveness, liberalism) supplants "can not" (restraint, top-down order) when the "is" and the "ought," the parent office and the child's desires, facts and feelings, the cognitive and the affective domains, the capitalists and the socialists, God and man are united in consensus (a praxis of illusion) i.e. community unity supplants the traditional family, along with its restraints upon what Freud called "polymorphously perverse behavior" (Freud did not believe children were "polymorphously perverse," he defined how parents, particularly the father, identified improper behavior by their children, Freud believed and advocated through psychology that all children are sexually active, that their "polymorphously perverse behavior" was their true identity, the child within, seeking expression and actualization with their world around them: the worlds Eros, calling the child's Eros to join with it in play). When parents and children unite through dialogue, "formal logical law of contradiction," i.e. "right and wrong" thinking, is supplanted with "informal theoretical laws of commonality,"—changeable opinions or theories liberate man from ridged beliefs of "right and wrong." A black and white is supplanted with a world of gray (or color).  Capitulation (it is the duty of parents to train up their children) is supplanted with equality ("It takes a village or a community to raise a child"—to actually raise the parents) and partnership in a private-public partnership, capitalist-socialist partnership is actualized.  Capitulation is "bringing into captivity every thought to the obedience of Christ;"  2 Corinthians 10:5 which is a patriarchal paradigm. "What would my parents say?" is replaced with "What does it mean to me?" making "What would the group think?" possible.  "But my God shall supply all your need according to his riches in glory by Christ Jesus." (Philippians 4:19) and "For with God nothing shall be impossible." Luke 1:37 is supplanted with "Behold, the people is one, and they have all one language; and this they begin to do: and now nothing will be restrained from them, which they have imagined to do." (Genesis 11:6)

"Professing themselves to be wise, they became fools," Romans 1:22

We have now moved away from the praxis of evaluating ourselves and the world around us from God's word, what God says (a patriarchal paradigm) i.e. the praxis of self restraint—the praxis of obedience to God, obedience to parents, etc. despite the evidence provided by the environment (temptations)—what the "village" says, what the world says—and have moved into the praxis of evaluating God's word from our perception of the what the world (the environment) around us is telling us, what the world says, what our "feels" are telling us i.e. the praxis of self actualization—the praxis of self-group justified disobedience to God, to parents, etc. because of the evidence provided by the environment, thus making God's commands, and parents commands (in the "light" of the times) irrelevant (if their commands do not line up with what our senses are telling us then their commands are "nonsense"—baloney, twaddle, claptrap, drivel, gobbledygook, gibberish, hot air, noise, babble, jabber, etc.).  In this way, Objective Truth is treated as immaterial (irrational) in the "illumination" of the material (rational) world of the laws of the flesh i.e. Theory ("I think," uncertainty) is treated as "truth" and Truth ("I know," certainty) is treated as theory, belief (what you know by hearing; "faith cometh by hearing, and hearing by the world of God." Romans 10:17) is treated as an opinion and all opinions (how you "feel" and you "think") are treated with respect, as if they were truth (opinions deliver us from judgment, which comes from truth.  In some insane way we think that by "justifying" truth as situational and not eternally established we won't be judged. "Then said the chief priests of the Jews to Pilate, Write not, The King of the Jews; but that he said, I am King of the Jews." John 19:21). When material is treated as spiritual, and Spiritual is treated as material, then that which is evil is treated as though it were good and that which is good is treated as though it were evil. "Woe unto them that call evil good, and good evil; that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter!"  Isaiah 5:20

Fundamental change means paradigm change.

Change from "Win-Lose" to "Win-win" which means "right and wrong" (heaven-hell) is replaced with ambiguity (tolerance of ambiguity).  "Right" is you giving up your soul to the world cause and "wrong" is not joining in the cause for "right." Then we can have "heaven" on earth (hell on earth is caused by those who resist the cause of heaven on earth).  Evaluation of the situation, where right and wrong is based upon our life experience, has replaced obedience to God's commands, where our life experiences are judged by God's right and wrong.

We have moved our praxis from "Because God commanded it." (Creator directed praxis) to the praxis of "Because the situation justifies it." (Creation i.e. environment "driven" praxis) From being led to being driven (environment driven, hormone driven, dopamine driven, flesh driven). From finding our purpose in God (meditating upon the originator's words), led by his spirit, to finding our "purpose" (reflection upon our own origins) in the current situation, in the creation, driven by our desires to find identity within the environment i.e. within the group, within the community, within society.  This is the difference between the praxis of Jesus in the wilderness and the praxis of the woman in the Garden in Eden. One praxis espouses obedience through the praxis of repentance, the other praxis opposes obedience through the praxis of dialogue, overthrowing the existing order (commands from above) by willfully living out our own feelings and thoughts in the "light" of the environment at hand, liberating ourselves from the Status Quo, liberating ourselves from "Jesus Christ the same yesterday, and to day, and for ever." Hebrews 13:8  "Every good gift and every perfect gift is from above, and cometh down from the Father of lights, with whom is no variableness, neither shadow of turning."  James 1:17).  Instead we have turning to the praxis of "practical discourse"—the praxis of change.

Self-environment justified disobedience* makes disobedience irrelevant, that is until God or the parent shows up.
*situation ethics, see Genesis 3:1-6

Any way you put it, it is the praxis of the children of disobedience, i.e. the Proletariat, liberating themselves from the parent of Right and Wrong (liberated from absolutes, objective truth),  ("For which things' sake the wrath of God cometh on the children of disobedience." Colossians 3:6) conspiring (through the use of the consensus procedure, making decisions upon common feelings through collective though, circumventing top-down organization: As stated by Ervine Laszlo out of Princeton, founder and mover of the environmental movement (greening) which oppresses us today, "Bypassing the traditional channels of top-down decision making, our objective centers upon .... transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps..."  Ervin Laszlo  A Strategy for the Future: The Systems Approach to World Order.) to overthrow the praxis of the children of obedience, i.e. the Bourgeoisie, those who subject themselves to the authority of the parent who insists upon Right and Wrong. It is, through trickery (played out upon the guillotine of change, "being on the cutting edge" whose power lies in the rapid collective momentum of the masses, known today as "speedy trust," i.e. the tyranny of the masses is an unstable mass of people moving in the same direction, like an avalanche, a true precursor of approaching change, an approaching ruthlessness upon those who desire to hold their ground, who refuse to change), the decapitate of the Patriarchal paradigm by a Heresiarchal paradigm. (Upwards of 75% of the citizens guillotined in the French Revolution were eventually found to be innocent of the charges heralded against them, see what practicing theory, "We think," can do.) On the road of equality there is no room for those who believe in absolute right and wrong, for those who praxis discrimination: good vs. evil, above vs. below, light vs. dark, heaven vs. hell, etc. (the true issue is not a race, economic, or social issue, it is a sin issue).

Either you believe in the system (in other words you are "certified"—you believe there is only one road, a broad road with room for all, for all except for those who believe in two roads, those who walk only on the straight and narrow road i.e. classified by those on the broad road as intolerant, as authoritarians, as potential fascists) or you will not be eligible to buy or sell in the "village" (live in the certified zone).  "Due to authoritarian system and ideologically narrow prescriptions of society, people have not gone through, not experienced for example the era of psychoanalysis, missing is the experience of plurality [having more than two choices, negating the two choices of right and wrong ], but there is the experience, that someone is out there who can decide and knows that is right, what is wrong, what is forbidden (religion...). What follows is under-developed  reflective capacity and weak capacity for long-term projective view."  Ene - Silvia Sarv  Teacher education in a postmodern society: an Estonian perspective  For people to change from a fixed paradigm into a change paradigm (third force psychology), where personal opinions, which conflict with the established way of doing business, can be practiced within a diverse group (social setting), they must be coerced (manipulated) into willful participation.  Facts and feelings can not be united (opinions or theories practiced—experienced) without the willful ("What can I get out of this situation, environment, person, group, etc. for me i.e. dopamine liberation?") participation (praxis) of all participants. Known as participation hypothesis "people will be more committed to goals that they articulate and establish themselves ... participation builds a new social identity.  Reflexive practice must take theory seriously and that good theory must find strong support in practice." Marc Howard Ross ACTION EVALUATION IN THE THEORY AND PRACTICE OF CONFLICT RESOLUTION  Interestingly Ross indentifies social change projects as "schemas, which is used to interpret what the new information means and its consequences for action" ibid. "Feedback loops" are key to the sustaining the process of change, once begun i.e. all those poles and surveys you fill out exposing your "felt" needs—your hearts desires.  Wow, where a person could take you if they had that information. Pedophiles, pimps, and such know that praxis well. "Postmodernity ... describes a world where people have to make their way without fixed referents and traditional anchoring points. It is a world of rapid change, of bewildering instability..." Usher, Edwards

"…The ideas of the Enlightenment taught man that he could trust his own reason as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation nor that authority of the church in order to know good and evil."  Stephen Eric Bronner Of Critical Theory and Its Theorists

"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

This all applies to the home school families since the society we live in has changed from the traditional way of thinking (where there is absolute right and wrong, a patriarchal paradigm, where you were expected to listen to your parents, the teacher, and respect your elders and authority) into an unstable postmodern society with a transformational way of thinking (where there is no absolute right or wrong, a heresiarchal paradigm of change, a paradigm only reachable through a matriarchal paradigm which is based upon the senses—built upon mans ever changing feelings, man who desires acceptance and finds his identity from the environment around him).  Thus, not only do the parents no longer find support for the traditional upbringing of their children, their children are being encouraged to join in the overthrow of the traditional home (with its top-down way of doing business)—through their contact with "enlightened" home schooled children and their "enlightened" Christian parents, attending "enlighten" (apostate) churches, reading "enlightened" Christian books, and attending "enlightened" home school conventions with their "enlightened" Christians speakers.

"Honour thy father and mother; (which is the first commandment with promise;) That it may be well with thee, and thou mayest live long on the earth."  Ephesians 6:2, 3

Dad may not be perfect, but his office "Is." To trample upon (mock, ridicule, undermine, etc.) that office is to destroy the soul of of the next generation. "... seeing thou hast forgotten the law of thy God, I will also forget thy children."  Hosea 4:6b  When children learn to obey their fathers commands, which make no sense to them at the time, they are learning the same way with which God leads those who are his, daily depending upon his leading for the directing of their steps. For example: when the father tells his son he can not play with someone with whom he played with yesterday, without explaining why, and expects the son to obey without a fuss. 

"Once the earthly family [the father who demands obedience and chastens the disobedient] is discovered to be the secret of the heavenly family,
the former must be destroyed in theory and practice [children's feelings liberated, allowed to act out (to role-play), to praxis (practice) critical feelings and thoughts towards authority, theory]." Thesis #4 on Feuerbach by Karl Marx

Isn't it amazing, that those who hate God recognize the importance of the role of the father, a God created office, while Christians don't. It makes it easier to destroy the true believer (the soul who puts his trust in his heavenly father and allows no man to come between them, not even the "village") which is their intent. The praxis of patricide is in essence "the withering away of the state,"  the withering away of the Godhead.

Things are not as they appear.
"And in them is fulfilled the prophecy of Esaias, which saith, By hearing ye shall hear, and shall not understand; and seeing ye shall see, and shall not perceive: For this people's heart is waxed gross, and their ears are dull of hearing, and their eyes they have closed; lest at any time they should see with their eyes, and hear with their ears, and should understand with their heart, and should be converted, and I should heal them."  Matthew 13:14, 15

Believing despite the evidence—a patriarchal praxis.

"During the period of innovation, an environment is invisible. The present is always invisible because the whole field of attention is so saturated with it. It becomes visible only when is has been superseded by a new environment."  Behavior Science in Teacher Education Program (BSTEP) Federal Education Grant, Dec. 1969

BSTEP is a benchmark Federal Grant for all Federally funded Educational Grants.  While this procedure above was used by the Federal Government (the NEA) for the purpose of public school takeover, as well as private schools (through the accreditation process), it is now being used to undermine and take over the home school movement, usurping the role of the parents in training up their children (all personnel in "Child Protection Services" are trained to think this way). The moment you put community in the home, displacing the father as the head of the home, the traditional family with its top-down system is negated.  The act of invading the home (circumventing the authority of the father) to help the child, which may "seem right" in a particular case  (But let there be no change by usurpation; for though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed.  Farewell Address by George Washington, Sept. 19, 1796.), but once it is done you won't know what hit you ("it would be difficult to reverse the process once begun."  Warren Bennis The Temporary Society).  If you do find out what hit you it will be to late i.e. like "letting the camels nose in the tent ...." try undoing the damage which has been done to your child (try getting them to listen to you again with respect and honor), if you get them back see what damage they will do to the rest of the home, "a little leaven leavens the whole lump." Galatians 5:9 

"Confronted with the rigidity of the adult ... , one turns naturally to the question of whether the prospects for healthy personality structure would not be greater if the proper influences were brought to bear earlier in the individuals life, and since the earlier the influence the more profound it will be, attention becomes focused upon child training." "According to the present theory, the effects of environmental forces in molding the personality are, in general, the more profound the earlier in the life history of the individual they are brought."   Theodor Adorno The Authoritarian Personality

In other words, during the time of solving a problem (in an effort to realize your hearts desire i.e. the "affective domain," your "felt" needs—dopamine emancipation), the method which is used for overcoming a barrier to your dreams, a method which seems justifiable at the time, will become the means (the justification) for overcoming barriers to your dreams for the rest of your life—it will become a theology of liberation.  When at first the barrier to your desires was the fear of punishment or pain, which was exercised by the parent, exercised for the sake of teaching you right from wrong, in the end the liberation from the barrier to your hearts desires becomes punishment or pain exercised by the community upon the parent's office of authority (for the sake of the liberation of their desires)—it is not an attack upon the parent (the father) per se it is an attack upon the office of authority he insists upon occupying (Jesus spoke with authority and has called us to do the same, to occupy, to stand, in him i.e. to endure to the end, to endure the wrath of the world system, because you stand in his authority, in his obedience to his fathers will, which the world hates).  When at first, the justification for your position (the cognitive domain or truth given to you from above, truth believed, memorized and practiced, truth beyond your personal feelings and thoughts, beyond your comprehension at first) was the command of the parent (the parents desires known as objective truth, above your feelings and thoughts, expressed by you as "Because my parents said so" when questioned by others), in the end, the justification for your position (the affective domain, your desires known as subjective truth including your feelings and thoughts; expressed as "Because I say so" and the "village" agrees),  will justify the removal of your parent's authority and their office of commands to be obeyed.

When hate is disguised as love, then love becomes classified as hate.
When we "discover" what we have in common with mankind (and with God) and classified it as love, then anything which contrast between mankind, which divides mankind, is classified as hate.

When you replace the work of the Holy Spirit (the focus is love for and obedience toward the Father and his law, the byproduct, the fruit, being the love of others) with the love for mankind (the focus is love for others), even in Christ's name, hate towards that which divides mankind (God and his word which is contrast "I have not come to send peace but a sword" Matthew 10:34  "God is the anthropological source of alienation" Bronner) becomes disguised by love for mankind (finding what we have in common with others, which is our desire to be recognized, loved, and accepted) and God's love (God chastens those he loves because his spirit will not find concord or agreement with our flesh, thus the awareness of contrast: He is from above, we are from below, Heaven-Hell, light-dark, good-evil, yea-nay, sheep-goats, that which divides) is regarded as hate.  Hate towards God's law, disguised by ones love for humanity, turns love for God's law into hate towards humanity.

The key to the change in paradigms (ways of thinking from above to below) was the inclusion of the community in the resolution of the parent-child conflict, the community on the side of the child's desires. It is not that children's desires can not be fulfilled, it is at what cost to the office of authority of the parents, set by God and subject to God's commands, are they acquired.  Get rid of the office of authority of the parent and you in essence get rid of the office of authority of God (according to the perception of man i.e. no God to fear, since he is an all embracing, all loving, all forgiving God, results in no fear of judgment for disobedience toward him; "Think not that I am come to destroy the law, or the prophets: I am not come to destroy, but to fulfil. For verily I say unto you, Till heaven and earth pass, one jot or one tittle shall in no wise pass from the law, till all be fulfilled. Whosoever therefore shall break one of these least commandments, and shall teach men so, he shall be called the least in the kingdom of heaven: but whosoever shall do and teach them, the same shall be called great in the kingdom of heaven. For I say unto you, That except your righteousness shall exceed the righteousness of the scribes and Pharisees, ye shall in no case enter into the kingdom of heaven." Matthew 5:17-19).  When at first the environment (human desire) was under the control of God's authority, in the end the environment (human desire) becomes the authority (turning the house of God into a den of thieves). The change in environments or paradigms is hard to understand, particularly the results of environment or paradigm change.  Not until the change has taken place will the means to the end (the method used to acquire your desires) become apparent, but at that time it may be to late to get the camel out of the tent, to get the leaven out of the loaf of bread.

"Jesus answered them, Verily, verily, I say unto you, Whosoever committeth sin is the servant of sin." John 8:34

Some very popular home school conference speakers are presenting messages of Liberation Theology, turning the home school movement upside down (Liberation Theology turns theology from liberation from the flesh into a liberation of the flesh, it turns theology from the judgment upon man in hell, who lives according to the will of the flesh, whose only hope for salvation is in the blood of Christ and obedience to his fathers will—thus a focus upon individual/personal obedience toward authority—into a theology of emancipation from authority. Liberation theology makes theology a social and a political praxis, turning Jesus' death on the cross—a praxis of obedience to his father's commands, something we failed in doing, for the purpose of redeeming us from his fathers wrath against our sin of disobedience—into a praxis of defiance against authority, a praxis of non-cooperation with the establishment, a praxis of civil disobedience, for the "purpose" of initiating and sustaining "social justice"—Jesus is on the side of the poor, but not in the way of civil disobedience "For ye have the poor with you always, and whensoever ye will ye may do them good: but me ye have not always." Mark 14:7, and not exclusive of the gospel being preached to them "The Spirit of the Lord is upon me, because he hath anointed me to preach the gospel to the poor" Luke 14:8, for their souls sake).  By focusing upon the feelings of the children and not upon obedience to the office of the father under God, the authority of the father under God, they are turning home school families against their own.  This is expediting the annihilation of the patriarchal family—Marx's praxis (explained below).  This action (praxis) is subtle and requires some explanation, particularly regarding education, the father's duty in instituting it, and the effort being made to undo his God mandated responsibility—to "rule," "in the Lord."

"And no marvel; for Satan himself is transformed into an angel of light. Therefore it is no great thing if his ministers also be transformed as the ministers of righteousness; whose end shall be according to their works."  2 Corinthians 11:14, 15

The "affective" domain

To understand what is happening to the home school it is important to understand what happened to the public (and private) schools when they incorporated the "affective domain" (identified by Benjamin Bloom himself as "Pandora's box" Taxonomy of Educational Objectives Book 2: Affective Domain p. 91 Pandora's box (jar) is the heart of man. "For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies:"  Matthew 15:19  The "affective domain" was under the control of parental chastening until educators liberated it in the "open" classroom) into their educational curriculum. When feelings (the "affective" domain) become the basis of determining "right and wrong"—focusing on our senses, our "felt" needs in the "here-and-now," when those feelings contain our earthly desires and/or our human fears, it is next to impossible to detect the change in our system of thought which is being engineered (facilitated).  This system change from "right and wrong" to situational ethics is called by some a paradigm "shift." Actually it is a paradigm change—a paradigm change just like Adam and Eve experienced (praxised) in the Garden in Eden—Genesis 3:1-6.  The change is from a paradigm built upon a rock (God's word) onto a paradigm built upon shifting sands (men's opinions).

Specifically, personal desires (and the behaviors which are produced in an attempt to fulfil them—for example: bad behavior i.e. manifestation of natural inclinations not approved of by parents), along with the fear of rejection by others also seeking to attain those same desires (say in a group meeting, a facilitated meeting, be it in a classroom, in a town hall meeting, in a business meeting, in a fellowship meeting, etc.)—have such strong control in our lives that we can easily "shift" from a "closed system" of right and wrong to an "open system" of relativism.  This so called "shift" (from a system—a way of thinking—established upon obedience, with self restraint as its foundation i.e. built upon faith—a patriarchal paradigm), to a system established upon questioning authority, "question everything," with permissiveness as its foundation i.e. built upon "honest" doubt (trickery)—a heresiarchal paradigm), can have such an affect upon us that we can be changed without being aware of the change taking place and the consequence the change will have upon ourselves and others.

"We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." Carl Rogers, as quoted in People Shapers, by Vance Packard, Bantam Books, 1977, reprint 1979.

"We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We can predict, from the way individuals perceive the movement of a spot of light in a dark room, whether they tend to be prejudiced or unprejudiced." "We know how to influence the buying behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine."  "…our potential ability to influence or control the behavior of groups. If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow."  Carl Rogers On becoming a person

Bloom's Taxonomies: Taxonomies for change.
The development of class consciousness, "I have my rights!"

All certified teachers (Christian teachers included), and all accredited schools (Christian schools included) are certified/accredited only after they have learned how to apply Bloom's methods in the classroom.  These books are designed to assist in the development of curriculum (paradigm development— development of the way the next generation will think, developing a paradigm the next generation will use to identify, classify, and solve life's problems) which negates the patriarchal paradigm of obedience to parents (and God) by making the practice (praxis) of the evaluation of the environment the basis of discovering truth.  This is a heresiarchal paradigm based upon uncertainty (theory or opinions) and change (acted out or practiced in therapy {praxis}—what Rogers called "Therapy for 'normal's.'"). Their "purpose" for the development and the application of these so called taxonomies ("unproven at the time and may be un-provable" Bloom) is to humanize the soul of teachers, students, parents, etc. by applying scientific methods on man, methods which are properly used on material things such as rocks, plants, and animals but when used on man produce a materialistic, humanistic outcome—an outcome based upon the flesh of man (his "felt" needs) and the material world (the environment) he lives in.

When the God appointed duty of the parent, the duty to direct the child's ever changing desires through the use of force or the threat of removal of relationship when necessary, is negated by the community, the traditional family is moribund—the "affective domain" of the child (the desire of the child to relate with and find identity within the environment, based upon his own "felt" needs) can then be employed in the annihilate of the patriarchal home.

By changing the environment of learning, from a top-down system (a patriarchal paradigm) to a partnership system (a heresiarchal paradigm), where human relationship predominates, where the child's ever changing desires to relate with and find identity within the "here-and-now" is liberated from parental restraint, the environment negates the praxis of the patriarchal paradigm, where love for approval is changed from being under the control of parents to where all participants, students, teachers, parents, etc. i.e. the community, is discovered, analyzed, and then manipulated into a  predetermined outcome, through the consensus of change, a predetermined outcome of a process of perpetual change i.e. "continuous improvement," "sustainable development," etc.  The environment supporting change puts pressure upon the traditional participants to change their behavior, due to the pressure of social rejection.   If they refuse to accept the "special opportunity" provided i.e. the freedom to change, resulting in an outcome of the practice of change when they participate in the "special opportunity," they will be labeled by the community as the cause of dissention.  In this way the praxis of obedience to God and parents is negated in favor of the praxis of questioning the praxis of obedience to God and parents—the liberation from a theology of absolutes into a theology of human relationship with its diverse lifestyles.

"… to develop attitudes and values toward learning which are not shared by the parents" results in "conflict and tension between parents and children" which produces conflict between those who participate and those "who are not participating in the special opportunities." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p.  83

These Taxonomies (Taxonomy of Educational Objectives Book 1: Cognitive Domain; Taxonomy of Educational Objective Book 2: Affective Domain) were skillfully designed so as to prevent the average person from knowing their real objective (they are written in the language of social-psychologists).  They were organized in such as way as to assist in the communication amongst "professionals,"  (certified teachers, the "professional managerial class," psychiatrist managed, facilitated, classrooms, etc. around the world) upon a universal attack upon faith in God and his word—Marx's "opiate" i.e. Marx's opiate being the Father consciousness ("What would my parents say?") in praxis, evaluating personal deeds (praxis) and others behavior based upon the father's commands (what he will say to you and do to you if you go against his will).

The method of taxonomising or classifying behavior (developing class consciousness, a key element of Marxism—being able to classify 1. who is father obedience based, who has an "Authoritarian Personality" {seen as set in their ways, religious, where the fathers office is treated as sacred and to be honored; know historically as the Bourgeoisie}, 2. who just "does their own thing" {seen as rebellious against the father's will, but not as yet organized for social ends, i.e. brain as of yet not washed of respect for or fear of the father and his commands, still reflected in the vestige of the conscience, causing confusion in an environment of change, resulting in a reaction of violence or avoidance, resulting in an "Escape from Freedom" if "professional" assistance is not provided "Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others." Bloom, Book 2 p. 166 fn1.}, and 3. who thinks properly {rationalizes, theorizes and the acts "reasonable," does not just think about change but does it, practices or acts out his theory i.e. adaptable to change for the sake of social or community "good," revolutionary, known historically as the Proletariat}) requires the development of a controlled laboratory type setting (a facilitated meeting, lead by a person or persons skilled in initiating and sustaining an environment conducive to making change easy i.e. not bound by rules and restraints against "life styles"—"less is more," where less rules means more lifestyles can be incorporated in the outcome), utilizing social issues or environmental crisis (used to refocus participants from object truth above the common human praxis i.e. "shifts" the mind from the father and his command, "there-and-then" or cause and effect to the "here-and-now," feelings based moment), pressuring participants (a diverse grouping of people which must be willing to incorporate the deviant in the problem solving process if catastrophe is to be averted) to set aside belief (to either "rationally" explain their belief to everyone's comprehension—an act which in itself destroys faith, the moment you dialogue a belief, it becomes an opinion and you lose your "religious foundation"— or suspend your faith for the moment {become more human and the less inhuman, "The 'more divine', in other words, the more inhuman, something is, the less we shall be able to admire it." Fredrick Engels}) in an effort to initiate and sustain group (social) cohesiveness—the initiation and sustaining of communism i.e. uniting upon the common "good" by negating that which is not common to all men, and thus not attainable for all men (thus the negation of all truth above human praxis, where upon all truth is truth which can be known i.e. experienced in the moment by all—known as consensus).

In this way, traditional thinking children, teachers, parents, etc., are easily classified, based upon their reaction to the facilitation environment—classified according to their willingness in participate in or their resistance toward participation in the "special event, " in the "special opportunity," in the "moment," as they are being softened up i.e. prepared for change by becoming aware of their "freedom" to participate in the praxis of heresy, freedom to question authority, to question what "is" and what "is not." Science, when applied to human behavior, particularly in a social setting, will always classify man as materialistic (that which science can identify) and thus identify that which in the person is not human (what science can not identify as common to all mankind and thus is not protected under the banner of "human rights").  Once the latter is detected, the only option is to assist the person in the removal of all that which is not "good" for his own health and the health of the community, by helping him to overcome his "shortcomings" i.e. his belief in a God of absolutes: "Thou shalt have no other gods before me." Exodus 20:3 "for there is none other name under heaven given among men, whereby we must be saved." Acts 4:12 that name being "Jesus Christ of Nazareth" vs. 10, through his willful participation in re-education, where "truth" is learned, this time in a "healthy environment" of group approval. It should be concerning to know that former Gov. Bush of Texas mandated this form of education for all the children of the State of Texas (TEKS: Texas Essential Knowledge & Skills, where for example Kindergarten children learn to evaluate, compare and contrast, their home experiences with that of others "compare family customs and traditions" which may sound harmless but in the "right" environment is deleterious to the traditional home structure i.e. don't be deceived by the usage of "patriotic" language in the program, rat poison contains only 2% or less poison in the formula, the rest of the bait is harmless, yet the consequences are deadly. In this case the poison is the process being used in the classroom.).

"The Christian religion has been deeply affected by the process of Enlightenment and the conquest of the scientific spirit." Theodor Adorno The Authoritarian Personality

"Some tolerant people are fighters. . . they are intolerant of intolerance." "Only when life is free from intolerable threats [chastening], can one be at ease with all sorts and conditions of men." Gordon Allport  The Nature of Prejudice

Under the pressure of a facilitated meeting, striving for consensus (group cohesiveness built upon the pre-determined outcome of developing intolerance toward rigid belief i.e. a worldly outcome), over social issues (heightening anxiety is produced if change does not take place to avert a crisis), in a diverse group (deviancy must be incorporated into the outcome, putting aside differences for the cause, putting aside "Because God, parent, etc. said so." to resolve the crises thus making the outcome a social cause, "Because the community said so." a consensus built on the doctrine of permissiveness), the traditional minded student will either remain silent, to prevent exposure to hostile reaction toward his belief (fearful of an attack upon who and what he believes in) or fight against the temptation to compromise his belief, by raising his voice, by verbally or possibly physically striking out against those who pressure him to "change" his position (refuse to move off of his thesis i.e. refuse to put down "the shield of faith" for group approval, or as a last resort leave the classroom, etc.  He will then be classified as anti-social or asocial. We can not use anger or violence to defend our faith, our faith defends us, "Put on the whole armour of God and stand."

The only option available to the child against such a hostile environment towards his belief is either to be a witness of his faith (get martyred) or to join in the groups questioning of his belief, becoming like them, "open minded" i.e. enlightened.  In this way, only opinions which stand the test (the pressure) of the present time become the basis of communication in the resolution of personal and social issues.  Thus, as Gramsci wrote:  "Truth is a moment in correct praxis."  In this "special opportunity," what is discerned by child and adult (that "something is wrong") but not understood in the moment, is that their way of thinking, their paradigm of "right and wrong," of absolutes, is under attack.  A war to the death is being waged, a war against the patriarchal paradigm, a paradigm which is based upon faith, with Bloom's goal (as was Marx's) its annihilation. You can not keep your faith in God, and do his will, and praxis the dialectical process—praxis Liberation Theology.  For that matter you can not give your word to "defend" any document or position "against all enemies foreign and domestic" and practice this way of thinking. This praxis is treasonous to all documents which restrain earthly government from having total control over men's souls.  This process would not be as successful as it is without the work of the transformational Marxists, Kurt Lewin and his work on "group dynamics," "unfreezing, moving, and refreezing" people from individualism to socialism, and "force field analysis."

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show."  "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."  "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil."  "The individual accepts the new system of values and beliefs by accepting belongingness to a group."  "A feeling of complete freedom and a heightened group identification are frequently more important at a particular stage of re-education than learning not to break specific rules."  Kenneth Benne Human Relations in Curriculum Change (HRCC), 1950; Chapter 3 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

What has changed in the person participating in the process is the fear of judgment from authority above (out of contact or not in harmony with) the environment (the world) is moved to fear of judgment from the environment (the world).  What change in the individual during the group meeting is carried out into the persons social life.  He no longer fears God (above) but rather man (below).

"Hand in hand with the destruction of the old social interactions must go the establishment (or liberation) of new social interactions." HRCC

The moment you use a scientific process, a process which is properly used on rocks, plants, and animals, on man, you materialize him.  You evaluate him in the "light" of the material world.  Any analysis you make concerning his behavior will be based upon what he has in common with the environment.  In essence he can not be considered healthy, or desirable, until he abdicates his office of restraint against "the call of the world," overcomes any acquired forces of restraint which war against his own feelings and desires, feelings and desires which draw him towards the world, that is until he sees the "light," becomes enlightened and frees himself, with help from others further along than him, from the authoritarian environment which prevented him from scientifically "discovering" his own identity, an identity no longer shaped by those "out of touch" with the world (and its lusts), but now shaped by those seeking harmony with it.

"It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable."  "Only those educational programs which can be specified in terms of intended student behaviors [what the student wanted to do] can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." Benjamin S. Bloom Taxonomy of Education Objectives Book 1 Cognitive Domain 1956

    "The affective domain is, in retrospect, a virtual ‘Pandora's Box.'" "We are not entirely sure that opening our ‘box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." "It is in this ‘box' that the most influential controls are to be found."  "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people"
    "In the more traditional society [closed society] a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy."
    "This is not to suggest that education in an open society [transformational society] does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹" "¹Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others.  Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950"
    "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear."
    "The learning environment must give major emphasis to the … opportunities to practice the behavior." "… grade students with respect to their interests, attitude, or character development." "One's beliefs, attitudes, values , and personality characteristics are more likely to be regarded as private matters, except in the most extreme instances already noted." "My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world."  "Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society."
    "Education opens up possibilities for free choice and individual decisions." "Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision." "Indoctrination is regarded as an attempt to persuade and coerce the individual to accept a particular viewpoint or belief, to act in a particular manner, and to profess a particular value and way of life." "Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." "Perhaps a reopening of the entire question would help us to see more clearly the boundaries between education and indoctrination, and the simple dichotomy expressed above between cognitive and affective behavior would no longer seem as real as the rather glib separation of the two suggests."
    "… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." "As this communication process develops, it is likely that the ‘folklure' …can be replaces by a somewhat more precise understanding of how affective behaviors develop, how and when they can be modified, and what the school can and cannot do to develop them in particular forms."
    "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …"  David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain 1964  All emphasis added except underlined words were italics in original.

Most American's have been educated under the influence of Bloom's Taxonomies (Marxist-Freudian training manuals), including most "Christians."  These tools of patricide—liberation from a patriarchal paradigm, who tells us what to believe but also how we must feel regarding our belief—have also had their effect upon speakers at home school conventions, in the form of psychology and sociology i.e. social psychology. (influence: "an emanation of occult power held to derive from stars." Merriam-Webster's Dictionary)

 "For God hath not given us the spirit of fear; but of power, and of love, and of a sound mind."  2 Timothy 1:7

This internal fear of rejection by others—"If I join them I can have what it is I desire, if I oppose them I will lose what it is I desire."—can only be overcome if we have an established praxis of "right and wrong" i.e. when our "affective" domain (our feeling for approval from others based upon what we can get out of the relationship with the other person or group) is under the control of our "cognitive" domain (our knowledge of what is right and what is wrong).  For this to happen, for us to keep our original belief, we must be willing to be in opposition to our own internal desires to be accepted by others and the same desires expressed by others (pressure from others not to lose your relationship with them i.e. what they can gain in having relationship with you) to be accepted by us, to receive our love—camaraderie. 

In other words, our established principles of right and wrong (taught to us from someone higher than us, stored in the "cognitive" domain i.e. again, our "affective" domain, our "felt" needs are under control of the conscience) will have to be stronger than our personal desires and the desire for approval by others. For the "evaluation" to "synthesis" to become a part of our lives (see chart above) our valuing can not be on things above, but upon things which we have in common below, of this world, as Bloom's books teach.  God has not given us this fear of rejection by others, of things of this world, but rather power, not over others, but over ourselves (self-control), love for others, not manipulating others to have them "love" us, i.e. self-esteem comes from the desire and reception of group esteem and is not of God, and a clear mind, only possible when we know what is right and what is wrong according to his will (not a mind of confusion and uncertainty filled with methods of trickery and deception—the pride of life called self-actualization). 

"Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby."  Hebrews 12: 11

These are the same actions taken by of a Godly home schooling parent with their child, getting their child to practice self control (sometimes requiring chastening of the child's flesh externally, by the parent, until the child learns to take control over his self internally, by the conscience.  It is here that the psychomotor domain becomes so important, without control of the flesh internalized through external direction—"it is not in man that walketh to direct his steps." Jeremiah 10:23b—the flesh, with its "affective" desires will control the child's life and all mental activates will be used to manipulate others into a fleshy outcome—making it possible to move the child into accepting a common "felt" needs unity with the world, comm-unity through consensus).  Without self control, having power over one's own self, the child (or adult) can not love others apart from a heart of manipulation (for his own fleshly selfish gain, "What can I get out of this relationship for me."), and thus knowing what is right and what is wrong thinking and behavior, having a clear mind, will not be possible. Yet these actions can not become truly a part of the child's life without humbling himself before God, dying to himself, repenting of his sin, receiving Christ into his heart, and making him lord of his life, living and walking in his Spirit, knowing from whom and at what cost his praxis is built upon.

"For ye are bought with a price: therefore glorify God in your body, and in your spirit, which are God's." 1 Corinthians 6:20 "And being found in fashion as a man, he humbled himself, and became obedient unto death, even the death of the cross. Wherefore God also hath highly exalted him, and given him a name which is above every name:  That at the name of Jesus every knee should bow, of things in heaven, and things in earth, and things under the earth;  And that every tongue should confess that Jesus Christ is Lord, to the glory of God the Father."  Philippians 2:8-11 In Christ he must die to himself daily knowing what following Christ means—daily obedience, even to death, of self and flesh, to his Heavenly father. "Now this I say, brethren, that flesh and blood cannot inherit the kingdom of God; neither doth corruption inherit incorruption." 1 Corinthians 15:50  In Christ, in his praxis alone (obedience to his heavenly father even to death) are we "reconciled." "For if, when we were enemies, we were reconciled to God by the death of his Son, much more, being reconciled, we shall be saved by his life." Romans 5:10  "And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it.  For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away?  For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26 "Know ye not, that so many of us as were baptized into Jesus Christ were baptized into his death?  Therefore we are buried with him by baptism into death: that like as Christ was raised up from the dead by the glory of the Father, even so we also should walk in newness of life." Romans 6:3, 4  "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16  "For to be carnally minded is death; but to be spiritually minded is life and peace." Romans 8:6  The byproduct of faith then is works of obedience to the fathers will, both temporally and spiritually.  While works can not save (works can be done for "What can I get out of this for me?"—"leaning to your own understanding." Proverbs 3:5—In this way (not trusting "in the Lord with all your heart" Proverbs 3:5) works are hypocritical, two faced, deceitful), faith without works reveals the lack or absence of faith in the father and fathers commands.  "And the scripture was fulfilled which saith, Abraham believed God, and it was imputed unto him for righteousness: and he was called the Friend of God. Ye see then how that by works a man is justified, and not by faith only." James 2:23, 24  While our earthly fathers can not save us, the pattern of the office (obedience) prepares us to understand the pattern of our heavenly father (obedience), who sent his son who can save us, whose praxis is obedience.  What we can not do in the flesh we can do in the Spirit—obey in faith, "Just because my father said so." i.e. "It is written...." Luke 4:1-14 (Note Luke 4:10. Even Satan used the phrase "It is written ...", in his attempt to entrap Jesus, therefore be discerning of who is using scripture and for what end.)  In the flesh we rebel against obedience when we have nothing to gain from it.

"Be careful [anxious] for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God.  And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ." Philippians 4:6, 7

Anxiety is due to our focus upon things of this world, what we have to gain or lose based upon our action, our praxis, with others.  Our relationship with God, through Christ Jesus, "setting our mind on things above." based upon prayer "with thanksgiving," for what it is we need from him, is a top-down relationship, a patriarchal paradigm.  It is our desire for a vertical relationship, when it is at the forefront of our thoughts and passion, which draws us to the things of this world, what we have to gain (or lose) in keeping (or losing) our relationship with it. "If thou doest well, shalt thou not be accepted? and if thou doest not well, sin lieth at the door. And unto thee shall be his desire, and thou shalt rule over him." Genesis 4:7  By our attending to the things of this world, what we can gain in having relationship with it—our "desire" for worldly pleasure, and thus approval by others becoming foremost in our mind, our worldly desires controlling our "affective" domain—we are easily move into the same praxis of Cane, the annihilation of the person  or persons who does things right, i.e. lives according to a "do right, not wrong" patriarchal paradigm.

"For our rejoicing is this, the testimony of our conscience, that in simplicity and godly sincerity, not with fleshly wisdom, but by the grace of God, we have had our conversation in the world, and more abundantly to you–ward." "To whom ye forgive any thing, I forgive also: for if I forgave any thing, to whom I forgave it, for your sakes forgave I it in the person of Christ; Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 1:12, 2:10,11

Satan's first step in gaining a foothold in our lives is to get us to think about ourselves, "What about me?," what we can gain from our relationship with the things of this world. When our worth is based upon human approval, based upon what we can gain from relationship with others (true even for the altruist), we will do anything for the god of human approval—humanism, the haters of the righteous—we will become an aletheiaphobe, paranoid of those with the truth, haters of those with the truth.  You can always tell when you are talking to a liberal, when you bring them to truth they accuse you of being argumentative.  They do not have the peace of God, "which passeth all understanding," and therefore can only place their hope in man (and the wisdom of this world) for the hope of "peace" in and of this world, based upon the organization of the "affective" domain on the flesh and its desire to unite with the things of this world, built upon the foundation of pleasure (lust).  This is as true for children as it is for leaders of nations.

"But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death." James 1:14, 15

The conscience is seared when "right" and "wrong" is guided by the "affective" domain, i.e. the approval of man, and his ever changing desires, relatives' "right" and "wrong." The conscience ties us to the fathers commands, a feeling of guilt when we disobey or contemplate disobeying his established commands, now part of us, while the superego incorporates our internal struggle with the fathers commands in the light of the current setting and desires, i.e. when we are drawn to something in the environment which conflicts with the fathers commands. The change in education has moved us from the development of the conscience, to the development of the superego.   Education is putting the community (finding our identity in our own human nature and its focus upon human relationship, belonging—longing to be or have identity—found within the changing environment) in the place of the father's will (finding our identity, above our human nature, through obedience to higher authority, belonging found within the established environment of "right" and "wrong" above our "felt" needs of the moment).  "Bondage," of our flesh's "felt" needs (due to God's or parent's commands), is overcome by the "influence" of others (Dictionary: demonic spirits from the stars) with similar "felt" needs, bonding, fining consensus in the moment. Thus the conscience is superseded by the superego due to environmental changes. The patriarchal environment develops the conscience, the heresiarchal environment develops the superego. The former paradigm knows life is about two road, one right and the other wrong, one from above and the other from below, the later simply sees only one road on which some dwell in the past and others hope in the future.

"What we call ‘conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the super-ego ‘unites in itself the influences of the present and of the past.'" Norman O. Brown LIFE AGAINST DEATH

"Freud's concept of superego definition, … that the child internalizes the father figure to form the superegos as a way of resolving the pressures of exigencies of the family." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 31

"The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values." "The power‑relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." T. W. Adorno, The Authoritarian Personality

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family 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

"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 superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience. Superego development is conceived as the incorporation of the moral standards of society.  Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 39

Blooms taxonomies are instruments used to sear the conscience (destroy the traditional home with its praxis of the use of chastening i.e. the same praxis as God) by focusing upon the development of the superego in the next generation (develop "village" control—"It takes a Godly parent 'village' to raise a child."—social control by the use of group rejection and group approval, i.e. avoid pain, group rejection, and approach pleasure, group hug). These works are the result of social-engineers, Marxist ideologists, foreigners who came to America in the 30's, propagating a synthesized Marx-Freud praxis, men such as Theodor Adorno and Erick Fromm. (source: Bloom  Book 2: Affective Domain pg. 166)  These were two of many Marxists who synthesized the sociology of Karl Marx with the psychology of Sigmund Freud i.e. known as "Transformational Marxism" or social-psychology.

". . . a tendency to transmit mainly a set of conventional rules and customs, may be considered as interfering with the development of a clear-cut personal identity in the growing child." Theodor Adorno  The Authoritarian Personality The author and book Bloom uses to justify his Taxonomies.

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "The most important symptom of the defeat in the fight for oneself is the guilty conscience." Erick Fromm  Escape from Freedom  The author and book Bloom uses to justify his Taxonomies.

"Freud, Hegel, and Nietzsche are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "The abolition of repression would only threaten patriarchal domination." Norman O. Brown  Life Against Death

From the late 1930s through the 1950's education was centered upon the text, a carryover from the Bible being used in education, which was accepted as certain.  This required teachers to analyze their students on their attentiveness to the precision of learning—self-control, self-discipline (the temporal domain) correlating with humbling yourself, and denying yourself (the spiritual domain).  Students who questioned the text, who voiced personal disagreement with it, were labeled as disrespectful to authority.  Such behavior was discouraged.  It was met with chastening or, if necessary, by dismissal. By the 40's this was all changing.  The focus was changing in the classroom from obedience to the standards of right and wrong, set by the parents (the influence of the home, in loco parentis), to the feelings of all the children in the classroom environment, including those students who would normally be considered as deviant in behavior—actual and potential "trouble makers." Thus the shift from the one room school house, with the focus upon facts (right-wrong), to the separation into same age groups, with the focus upon common social development (physiological needs, human relationships, common "felt" needs).

"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo."  "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." Robert Havighurst and Hilda Taba  Adolescent Character and Personality 1949

During the 1960's and early 1970's, teachers indoctrinated on Bloom's Taxonomies—echoing Adorno and Fromm's Weltanschauung (a Marxist-Freudian dialectical world view;  "for the dialectical method the central problem is to change reality.… reality with its ‘obedience to laws'." György Lukács History & Class Consciousness Class Consciousness What is Orthodox Marxism?), began replacing traditional thinking (middle-class) teachers in the classroom.  Students were encouraged to express their personal feelings (opinions) regarding the text—"How did you feel when ...?" or "What do you think when ...?" as teachers developed, with the use of Bloom's Taxonomies,  a change in curriculum (change in paradigm development) from traditional outcomes, facts and truth, to transformational outcomes, change, developed an environment conducive to a teacher-student partnership in the classroom, where both could express their feelings and thoughts, the teacher by allowing (encouraging) the students to communicate their feelings (the "special opportunity"), and the students then feeling free to express (praxis—role play) them. Remember Columbine—a dialectical Chernobyl in the school.  "Question authority"—freedom to challenge parental authority i.e. the establishment, those with a right-wrong, win-lose attitude—became the curriculum for both "teachers" (properly called facilitators), and students alike. Thereby the school system, supported by parents' tax dollars, was used to encourage and assist their children in overthrowing the patriarchal office of restraint, foundational to the traditional home and a sound and stable (moral and religious) middle-class society.

"The good life is not any fixed state. The good life is a process. The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality." "When the individual is inwardly free, he chooses as the good life this process of becoming." "The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group." "the whole emphasis is upon process, not upon end states of being … to value certain qualitative elements of the process of becoming, that we can find a pathway toward the open society."  Carl Rogers on becoming a person

As Jürgen Habermas put it, "if moral realism can no longer be defended by appealing to a creationist metaphysics then moral statements can no longer be assimilated to the truth of assertoric statements." [If morals can not be defended by the voice of God or the parent in the classroom, because not every one in the "special opportunity" can understand or relate with them, then morals can not longer be associated with commands from God or parents and are now to be determined by man (the children of Eros) alone.] "… Kant … tacitly assumes that in making moral judgments each individual can project himself into the situation of everyone else through his own imagination. But when the participants can no longer rely on a transcendental pre-understanding grounded in more or less homogeneous conditions of life and interests, [the morals of society are no longer based upon a patriarchal practice, since they must be based upon an experience common in the community, thus a patriarchal praxis is no longer a source for common unity i.e. comm-unity and must be treaded as an enemy of the common unity]…… the moral point of view can only be realized under conditions of communication that ensure that everyone tests the acceptability of a norm, implemented in a general practice, also from the perspective of his own understanding of himself and of the world ... " "... in this way the categorical imperative [the commands of God and parents, unquestionable, and as far the the child is concerned universal (applying to all children)] receives a discourse-theoretical interpretation [treated as an opinion amongst many opinions] in which its place is taken by the discourse principle (D), according to which only those norms can claim validity that could meet with the agreement of all those concerned in their capacity as participants in a practical discourse. … the collapse of its religious foundation." "With the devaluation of the epistemic authority of the God's eye view, moral commands lose their religious as well as their metaphysical foundation."  When the father's power of authority in the home is no longer revered, his commands lose their function, to control human behavior.

Whoever controls the curriculum of education controls the paradigm of the next generation.
(And "educators" insist there is no conspiracy!)

"To change the curriculum of the school means bringing about changes in people—in their desires, beliefs and attitudes, in their knowledge and skill . . . curriculum change should be seen as a type of social change, change in people. Curriculum change means a change in the established ways of life, a change in the social standards. It means a restructuring on knowledge, attitudes, and skills in a new pattern of human relations.  Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process."   An NEA and National Training Laboratory manual edited by Kenneth D. Benne,  Human Relations in Curriculum Change, 1951.  Emphasis added.

According to dialectical praxis, a person's belief  is what prevents him from having a "healthy" clarity of perception regarding the current environmental (social) conditions i.e. his mind and habits (cognitive and psycho-motor domains) are prejudiced against the conditions which "require" change—they praxis "intolerance of ambiguity" (suspicious of the "affective domain").  Therefore, according to dialectical reasoning, without a clarity of perception (without overcoming the "denial" of their suppressed desires—cataleptic proclivity), a person can not recognize and then, under proper conditions, "actualize" their "purpose" in life.  "Purpose" can only be actualized through the evaluation of oneself in the "light" of current social changes taking place in the environment, realized only by his own willingness to adapt to change.  Therefore, any act of restraint, any act which inhibits spontaneity (his own spontaneity as well as others) hinders the discovering of a person's "purpose" in the community of change.  Any such resistance to change will be seen as a danger to society, whether it be to the community, or to the "church."  Class consciousness, based upon the taxonomising or classifying of those who accept change as a part of life and those who resist change, thus makes all participants self conscious of association with those who are labeled as "fundamental religious extremist," i.e. enemies of change, and therefore enemies of the community.

In this praxis, society is programmed with the need (fear) to identify and report on those who need to be watched (be careful about)—seen as "potential fascists" (Adorno's and Fromm's view of the patriarchal family, abusers of the mental and social health of children i.e. creating potential terrorists, defenders of nationalism, isolationism, etc.—fighting against the humanistic "quest" for social-global unity, harmony, and peace).  This was the same method used to control the citizens of the Soviet Union, only not quite as deceptive. The use of overt force (against the will of the people), as used by traditional Marxists, prevented a complete willingness of all to participate in their lose of personhood for the sake of the "village." "Citizens are obliged to concern themselves with the upbringing of children, to train them for socially useful work, and to raise them as worthy members of socialist society." Soviet Constitution (former?)

"By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished.  The curious thing is that in that case the question of freedom never arises."  Carl Rogers On Becoming A Person  underline in original as italics.

With participation in the praxis of the dialectical process, the quantity of truth, the accumulation of facts to support a person's position, is superseded by the quality of relationships i.e. all participants must "temporarily" suspends their position to retain relationship—only later will they permanently remove (count as insignificant) their position, in the light of the pleasure of relationship (camaraderie, group approval by group hug, or applause—awards; stuffed toys will work as well).  Through the pushing of quantity until it fails to supply the answer to current conditions, quantity collapses under the weight of the "felt" need of resolution, and refocuses the group upon the quality of relationships, "If this problem is going to be solved, we need everyone's input, including yours."  Fixed positions are seen as an obstacle to "success." Reality is now based upon a person's adaptability to change, while illusion is identified as a person's refusal to recognize his own need for change to keep up with the ever changing environment (changing times)—he is seen as being in "denial," refusing to see his "purpose" in life, refusing to work for and therefore working against community success, lacking the democratic experience and global understanding that when the community succeeds, he succeeds, a resistor to change. Therefore change can not take place without a restructuring of the environment in such a way as to expose a persons resistance to change and then pressure, via the group, a person to refocus his perception upon the "felt" need to change—for the "felt" need of the group to survive and succeed, commonly referred to as "group think."  In this praxis a person finds his "purpose" within the the group.  Outside the group he has no identity and therefore no "purpose." This is the basis on which "Church Growth" and the "Emergent Church" function.

Whoever controls the environment controls the curriculum controls the paradigm. 
Therefore "climate control" is the issue. 

If the environment determines a person's paradigm then curriculum must be initiated and sustained which will produce and maintain the appropriate environment within which the next generations paradigm can be developed.  To change the curriculum (the procedure use to help determine what issues to attend to in the environment) means a change in the environment (an environmental change in favor of the new curriculum) which results in a change in a person's paradigm (his mind will be on things in the environment the curriculum guides him into attending to).  If the curriculum is built on human relationships then an environment must be created which focuses upon dialoguing the "felt" needs of all individuals, producing a heresiarchal paradigm in the next generation—a "scientific," materialistic, humanistic, anti-belief way of thinking, a way of thinking which can not be loyal to any established institution or contract which interferes with a persons natural inclinations and his quest for cosmic oneness (wholeness). This curriculum deliberately produces stress in whatever environment it comes into, particularly a traditional one, for the sake of producing a need for change "Groups and organizations should be helped to define and redefine those areas of life in which common values and standards are necessary and where efforts to build common out of contrasting beliefs and practices are required." Benne . If the curriculum is built on obeying higher authority, with God at the head, with self-discipline and self-control being a key component (requiring chastening when necessary), than an environment must be created in the classroom which focuses upon the learning of truths and facts, producing a patriarchal paradigm in the next generation—a religious, faith in God, belief in God way of thinking.

"Dr. Skinner says: 'We must accept the fact that some kind of control of human affairs is inevitable.  We cannot use good sense in human affairs unless someone engages in the design and construction of environmental conditions which affect the behavior of men."   "Environmental changes have always been the condition for the improvement of cultural patterns, and we can hardly use the more effective methods of science without making changes on a grander scale . . ." Carl Rogers On becoming a person

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed."...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84

In education, prior to the 50's, the emphasis was upon the cognitive domain, the teaching of truth, facts, and the development of a strong conscience (doing what is right and not doing what is wrong).  This way of thinking (a patriarchal curriculum built upon and supportive of a patriarchal paradigm—engendering a patriarchal way of thinking into the next generation) was the same way of thinking as the traditional home. (It was in fact the result of the traditional home as well as for the preservation of the traditional home, something our framing fathers recognized as essential for a free society, that the power of government was limited, i.e. giving the greatest power of government to the home.) It was expected that a person's affective domain, his personal feelings, would be held under the control of his knowledge of what is right and what is wrong, knowledge taught to him by his parents, his teachers, his minister, i.e. anyone in a position of authority.  A deductive method of reasoning was prevalent not only in the home but also in the classroom and throughout the land.

"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ."  Colossians 2:8

In the 50's, as already stated, this all changed. It was then that the "affective" domain, a person's "felt" needs, his flesh needs (individual and social)—formerly shaped by higher authority, where the child's feelings, his inclinations (his lust for pleasure), were under the control of the parent i.e. through the use of chastening if and when necessary—was seized by the "educational establishment." The parental control of the "affective" domain was actually abdicated by the fathers, who over the years had "learned" to trust government, putting his trust in "educated" man rather than putting his trust in God and his word.

"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called:"  1 Timothy 6:20

The liberal minded educated person, with a "scientific" mind, "a questioner of all things," an open minded teacher, Christians included (thinking with their feelings, using their pro-"affective" domain, pushing a pro-active agenda), were seen as "literate" while "simple" Bible believing, close minded Christians (thinking upon the commands of God, of parents,  and not thinking through their own feelings, seen as using an anti-"affective" domain, pushing a pro-cognitive domain, anti-active/pro-passive, pro-aggressive agenda), were progressively seen as illiterate. The "professionally," educated in the art-craft of social-psychology (the "oppositions of science falsely so called") have become deceived by their own wisdom and acerbic to the soul of others,  "... which some professing have erred concerning the faith." 1 Timothy 6:21a.  Simply by emphasizing the "affective" domain as an outcome in curriculum, focusing upon the child's feelings or opinions regarding his home life, and showing them how to evaluating the diversity of the community to map out their own future society, the paradigm of the next generation has turned from respecting authority to questioning authority. Today's youth (and adults), because of this "special" experience in the "scientifically" minded classroom "... lives openly and freely in relation to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness."  Carl Rogers On becoming a person.

 "for a real state and a real government only develop when a situation arises where a great number of people can no longer satisfy its needs in the accustomed way." 
Hegel Source: Carl Friedrich The Philosophy of Hegel

"‘Have you merely released the beast, the id, in man?' There is no beast in man. There is only man in man, and this we have been able to release." "I can be whatever I deeply am." "I don't know exactly who I am, but I can feel my reactions at any given moment, and they seem to work out pretty well as a basis for my behavior from moment to moment." "The innermost core of man's nature, the base of his ‘animal nature,' is positive in nature." Carl Rogers On Becoming A Person

Under the new system of education the next generation turned from a patriarchal paradigm to a heresiarchal paradigm, from "right and wrong," to "there is no absolute 'right or wrong,' i.e. the standards of life are situational.  "Post modernism" means "no standards," no "accustomed way" in doing things.  Therefore, in their mind, the situation—the environmental press—determines the morals.  Under these terms materialism flourished and humanism prevailed.  Now ambiguity and change, rather than a higher voice above man  (establishing his rules, restraining mans carnal human nature, i.e. "interfering" with his common "felt" needs), determined the course of life. A new form of government was created from within—the "New World Order" "seemed to" emerge from within the people ("grass roots movement," the Proletariat) rather than being forced upon them.  In this way the curriculum change in education was used to change the environment of the classroom, liberating the children from their parents "oppressive" office with its "repressive" commands, producing a  paradigm change within the next generation, a paradigm change in the next generation who would "willingly" participate in, if not encourage, an environmental change (a governmental change from a limited government to a "New World Order" i.e. totalitarianism) in the world outside the classroom.

"Walden Two: 'Now that we know how positive reinforcement works [dialogue to consensus], and why negative doesn't' [chastening]... 'we can be more deliberate and hence more successful in our cultural design.  We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free.  They are doing what they want to do, not what they are forced to do.  That's the source of the tremendous power of positive reinforcement―there's no restrain and no revolt.  By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished.  The curious thing is that in that case the question of freedom never arises."  Carl Rogers On Becoming A Person  underline in original as italics.

There is a way which seemeth right unto a man, but the end thereof are the ways of death. Proverbs 14:12

INNOVATION (CHANGE), WHAT DOES IT MEAN?

A dopamine, adrenalin, endorphin moment of discovery and change. The transcending of the status quo i.e. liberation from authority—liberation from the rules of the past, which restrain common "human" inclinations with which world unity is to be built upon, and liberation from the author of law, who sidetracks man from his common cause.  In this connection between man and his environment, his social setting, liberation becomes the object of his hope.  Liberation from external restraints, from repression and the repressor.  When the church or Christians climb on board this schema they speak out for and coordinate a praxis of liberation, seeing themselves as leaders to this praxis.  "And he [Jesus] spake a parable unto them, Can the blind lead the blind? shall they not both fall into the ditch?"  Luke 6:39

The intoxication of the moment blinds us to the potential dangers approaching.

"When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas." Michael Ray in Maslow on Management, written by Abraham Maslow.

"Another aspect of traditionalism is the tendency to oppose innovations or alterations of existing politic‑economic forms." Theodor Adorno The Authoritarian Personality (Marxist)

A "change agent... should know about the process of change, how it takes place and the attitudes, values and behaviors that usually act as barriers.... He should know who in his system are the 'defenders' or resisters of innovations." Ronald Havelock, A Change Agent's Guide to Innovation in Education. Federal Granted Document

"What we need to learn, it seems, are ways of gaining acceptance for a humanistic person-centered venture in a culture more devoted to rule by authority."   Carl Rogers Some Disappointments in Innovation A Pattern of Failure in his book Freedom To Learn FOR THE 80'S 

"Liberals tend to colonize all spaces they are in." Elizabeth Powers

When the schools shifted their focus from local parental control of the curriculum (in loco parentis) to a "professional" control of the curriculum by "educators" trained in the art craft of psychology and sociology (this applies to home schooling as well), the family as a unit is weakened.   Transformational Marxists, i.e. social-psychologists,  utilizing education for a paradigm "shift", established an educational system based upon an inductive method of reasoning, (the individual's social "well being" is recognized in the light of the "villages well being," and then his "felt" needs are "actualized" by identifying the "village" in the individual and then helping the individual find his purpose in the "village," i.e. purpose driven—"one for all, and all for one"—based upon the sensuous aspect of human nature—consensus—with the use of a person's desire for human identity, based upon approval from the group).  Self esteem comes from group esteem.  As Karl Marx so clearly stated his belief "It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities… only in a socialist society." Karl Marx "Only within a social context individual man is able to realize his own potential as a rational being." Karl Marx Critique of Hegel's 'Philosophy of Right' 

Relative: "What about your child's social life?"
Parent:   "That is a problem.  But we are trying to keep them away from as many people as possible."

A socialist, anti-biblical, attitude is revealed in the statement "What about your child's social life?" A statement many home schooling parents hear from relatives and neighbors when they find out that they are home schooling their children.  With this "shift" in values from the knowing of the difference between "right and wrong" to values based upon a "tolerance of ambiguity," the traditional home found itself outside the approval and support of not only education but the community as well ("Christian community" included).  "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  Community Policing  The meaning of "Community" in Community Policing   The traditional family was now under direct attack from the "village-global" establishment—"Think global, act local."  Control was now in the hands of those who believed "all spaces," including the traditional home, was theirs, especially the traditional home's children—pedophilia: Freud believed all children were sexually active, that all the senses, touch, taste, sight, smell, sound, were involved in the greatest of pleasures, sexual relationship, and that the act leading to procreation, unless desired, was an act of castration, interfering with social identity built on sexual pleasure, Eros, common to not only men with women, but men with men, women with women, adults with children, mankind with animals, etc. Psychology can not escape this homosexual, pedophilia, bestiality foundation, despite some naive "professionals" trying to do so in a futile effort to rescue their conscience from the deviancy of their profession.  "In no other case does Eros so plainly betray the core of his being, his aim of making one out of many; but when he has achieved it in the proverbial way through the love of two human beings, he is not willing to go further."  Freud Civilization and Its Discontents  When church leaders and their followers base unity upon "social life" (the experience of community) rather than upon doctrine, psychology, sociology, and the Marxist version of history have become the "peacemakers" of Christian thought.  A moral impulse of neo-Marxism now leads "Christians" in a moral crusade to take action against misery in the world (social alienation) with a new interpretation of the biblical message.  These "saints" of humanity are now using a scientific approach (dialectical) in their evangelical plan for world salvation.  What was once a message for the salvation of the soul of a man is now a message for the salvation of  mankind, of "people groups."  A top-down plan of salvation has now been replaced with a relationship (partnership) plan of salvation. The dialectical history of humanity, in its struggle for liberation, now takes the place of God.  In this new plan of salvation, Eros calls man to look to the horizon for his hope rather than to the heavens above, in this way he never looses consciousness of the world around him and his commonality with it.  Class consciousness thus redeems the "saved" from an above-below, oppressor-oppressed, good-evil paradigm into an awareness of his own identity, common with all of humanity. "No matter the issue, we can overcome it. Together."  To say "no" to such a call will expose one as irrational, as unreasonable—"not one of us." As a result, home schooling parents and their children finds themselves Ausländerin (outsiders, strangers, aliens) in their own land, not to be trusted or supported with the upbringing of children.

 "Kurt Lewin emphasized that the child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group."  Wilbur Brookover A Sociology of Education (1955)  pp. 329-330

"Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." Kenneth D. Benne,  Human Relations in Curriculum Change

As James Coleman, advisor to the liberals on the Supreme Court,  put it:  "Parents are ‘out of touch with the times,' and unable to understand, much less inculcate, the standards of a social order that has changed since they were young." "The family has little to offer the child in the way of training for his place in the community." James Coleman, The Adolescent Society: the Social Life of the Teenager and its Impact on Education. 1961  The Marxist James Coleman earned his Doctorate from Columbia University under the supervision the Marxist professor Paul Lazarsfeld (a "transformational" Marxist of the "Frankfurt School" fame, many of whom Bloom used to develop his Taxonomy of Educational Objective Books).

"In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives [the child's "felt" needs, dopamine emancipation] through challenging the student's fixed beliefs and getting them to discuss issues." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 54

The question is: "Who gave those student's their 'fixed beliefs?'" and "Who gave 'teachers' the right to help students to 'challenge' them?"  It is certain the parents—who gave their children those "fixed beliefs," did not give teachers the "right" to foster in their children the "right" to "challenge" them. By introducing into the minds of the children the "right" to question their parent's rules and laws, education reform would produce a strong reaction from the parents toward their children, as children carried their newly found "right" back into the home.  The stern reaction by the parents, to impress upon their rebellious children the authority structure of the home, would then "justify" to the children that "traditional parental authority" is in actuality "totalitarianism."  The arrogance of teachers and administrators, washed of respect for the patriarchal home and trained in the methods of destruction of patriarchal authority (this is the true definition and intent of brainwashing), is reflected in Kenneth Benne's statement: "If the school does not claim the authority to distinguish between science and religion, it loses control of the curriculum and surrenders it to the will of the electorate." Society as Educator in an Age of Transition, Ed. Kenneth Benne, Eighty-sixth Year of the National Society for the Study of Education, Chicago Press. Ill. 1987, p. 259  In other words "If the humanists can not initiate and sustain their control over the school system (the cultivator of paradigms, reshaping the curriculum to humanize the next generation), the citizens of the community (under control of a patriarchal paradigm, a religious paradigm of antithesis; 'good-evil,' 'right-wrong,' etc.), will maintain control of the curriculum and continue to pattern the next generation upon belief—faith in a higher authority than man."  As Karl Marx wrote: "The only practically possible emancipation [from belief, from the patriarchal paradigm and from God] is the unique theory which holds that man is the supreme being for man." Karl Marx  Critique of Hegel's Philosophy of Right.  Translated by Joseph O'Malley  As the famous humanist, and neo-Marxist Carl Rogers, stated it:

"Life, at its best, is a flowing, changing process in which nothing is fixed." "The more that the client [student] perceives the therapist [educator] as empathic, as having an unconditional regard for him, the more the client will move away from a static, fixed way of functioning, and the more he will move toward a fluid, changing way of functioning." "Consciousness, instead of being the watchman over a dangerous and unpredictable lot of impulses, becomes the comfortable inhabitant of a society of impulses and feelings and thoughts." "Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." Carl Rogers On Becoming a Person

"The good life is not any fixed state. The good life is a process. The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality." "When the individual is inwardly free, he chooses as the good life this process of becoming." "The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group." "the whole emphasis is upon process, not upon end states of being … to value certain qualitative elements of the process of becoming, that we can find a pathway toward the open society." ibid

"a change in the curriculum is a change in the people" Kenneth Benne

"For, whatever else it may include, a change in the curriculum is a change in the people concerned—in teachers, in students, in parents and other laymen,. in administrators. The people concerned must come to understand and accept the different pattern of schooling. This means change in their knowledge pertinent to the school and its programs and purposes. Typically, people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new. This means change in their values with respect to education. Moreover, the people concerned must do some things differently from the way in which they did them before the change. This means changes in their skills. And, most difficult to predict and control, are changes in the relationships among personnel which changes in the program typically require. A changed way of working for the teacher in the classroom, for example, means changed expectations on the part of the teacher with respect to the students and their behavior as well as changed expectations on the part of the students with respect to the teacher and his behavior. If the change is a sizable one, new reciprocal relations between teachers and parents, students and parents, teachers and supervisors will also have to be worked out. This means changes in the relations of people."  Kenneth D. Benne,  Human Relations in Curriculum Change

By the synthesis of the cognitive domain and the affective domain, by letting the child's personal feelings, outside of  parental control (feelings conflicting with parental standards but in harmony with others in the group with similar feelings of resentment toward parental authority), shape the curriculum,  a change in the course of education took place.  No longer was the traditional home, with its father figure at the top, to be treated as a system to be admired and respected.  Now the "felt" needs of society (freedom from the "establishment," with its restraints and limitations) became the paradigm (the way of thinking) for all "educated" citizens of the future.  "Freedom, as Fromm argued in Escape from Freedom meant ‘freedom to,' not merely ‘freedom from.'"  Martin Jay  The Dialectical Imagination

"It is Satan, the god of all dissension, who stirs up daily new sects, and last of all, which of all others I should not have foreseen or once suspected, he has raised up a sect such as teaches that man should not be terrified by the law but be gently exalted by the grace of Christ." Martin Luther

When the focus shifted from the patriarchal paradigm (doing the father's will or else) through the matriarchal paradigm (doing what makes everyone feel good, what we all have in common—affective domain), it eventually resulted in the desired outcome of socialist "educators," a heresiarchal paradigm (the justification of social "felt" needs—synthesis of the cognitive and the affective domain, the head and the heart—superseding the traditional home with the purpose "what is good for the village, the globe, and the environment is good for everyone."  Any family today which does not accept this "good for the environment," "good for the community," green peace praxis is look upon with suspicion.  There is a fear gripping this nation as has not been experienced before, not fear of an invading foreign power, but fear of ones neighbor, as in Nazi Germany, turning the socially "unfit" into the authorities—the unelected powers such as the Department of Human Services and its sub departments—under the unconstitutional "protection" of anonymity.  Their children are assumed to be victims of oppression and all efforts will be made to emancipate them; "We will leave no child behind."  and "All children are at risk."  Where this paradigm is "actualized," the traditional family is moribund, in other words, the father figure has already been beheaded.  Bloom's Taxonomies are teaching all participants, from the grade schools to the graduate schools, through "special opportunities," how to identify the socially "unfit," the protractors of historical "neurosis."

  "The pattern of history exhibits a dialectic of neurosis. The core of the neurosis of individuals lay in the ‘memory-traces of the experiences of former generations.'" "Adult sexuality, restricted by rules, to maintain family and society, is a clear instance of repression; and therefore leads to neurosis." "Human consciousness can be liberated from the parental (Oedipal) complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God."  Norman O. Brown  Life Against Death  [Life Against Death—The children's desires (Life) against parental restraints (Death).]

"My work on motivations come from the clinic, from a study of neurotic people. This carry-over from the study of neurosis to the study of labor in factories is legitimate. The main support of this theory has come mostly from psychotherapists like Rogers and Fromm. Work is not about paying the rent anymore--it is about self-fulfillment. The United States is changing into a managerial society. The evidence upon which Theory X management is based [patriarchal, top-down, private business ownership] is practically nil. In our democratic society, any enterprise--any individual--has its obligations to the whole.  Any company that restricts its goals purely to its own profits, its own production, and its own sales is getting a kind of a free ride from me and other taxpayers. Tax credits would be given to the company  [and church] that helps to improve the whole society, and helps to improve democracy by helping to create democratic individuals. [The] goal is simply to build group companies [and churches] where people can self-actualize." Abraham Maslow Maslow on Management Information in brackets added.

By the "educator" connecting with a student's affective domain (via. teacher-student partnerships)—the students "felt" needs being articulated apart from parental restraint—the "teacher" (facilitator) is able to create an "experiential chasm" where the next generation can learn how to live outside the patriarchal paradigm ("outside the box") through the praxis of  role-playing.  Thus the next generation, no longer emotionally controlled by the fear of parental authority (the dread of punishment for doing what the parent calls wrong, i.e. As God stated "You will die." yet what the child feels is "not" wrong, as Satan stated "You will not die."), is free to "question authority." They are no longer respectful if cognizant of the praxis (practice) of parental control (the formal-logical law of contradiction) within the home and the community.

"What The Authoritarian Personality was really studying was the character type of a totalitarian rather than an authoritarian society ─ fostered by a familial crisis in which traditional parental authority was under fire." Theodor Adorno The Authoritarian Personality

As contemporary education took over the role of traditional education (the role of traditional education being the extension of the traditional home, not the usurpation of it for the sake of some planed global agenda) the character of America as a culture changed.  For those who engineered this planned change, the fear of a backlash or counterattack was foremost on the mind.  It was imperative then that all communication take place in the "professional" language of social-psychology (the purpose for "Bloom's Taxonomies" and works like it), foreign in its nature to the general public, especially the traditional family minded citizen (the patriarchal paradigm).  What was apparent, according to social-engineers, was the failure of socializing Germany on a globalized dialectical paradigm.  It had "escaped" from its "freedom" by turning to what it thought was an authoritarian form of government (respectful of the traditional home), which had in fact deformed into a totalitarian form of government, fascism (national dialectical materialism instead of global), a brutal top-down form of government.  Knowing the impact the traditional parental authority would have regarding social change, while "under fire," it was essential that "this time" their response be carefully monitored, controlled, neutralized (behind closed doors i.e. the language of social-psychology), and then annihilated through the use of legislatively created departments, concerned with the general public "health," physical, mental, and particularly social.  The public schools and most of the "Christian" schools have come under the control of social-engineers (transformational Marxists, who I call user friendly Marxists, communists with a smile—It is brutal on the resistors to the paradigm change only as they you are being anesthetized from the mind of the general public, like babies being aborted, or the elderly being given morpheme, i.e. Jim Jones tainted cyanide, as long as the general public thinks death is painless to them—death by consensus—it is the "best" solution, but then it become the "ultimate solution"). Through the accrediting procedure and those who were brought up under its influence, the home school movement, which managed to escape control at first, it is now being actively hunted down through the use of its own home school conference speakers, trained in social-psychology, and its own educational material (much home school material is going over onto Bloom's dialectical curriculum development, a contra-patriarchal system of education).

Through the praxis of heart grabbing, affective laden, (environmentally stimulating, dopamine driven) techniques, (emphasis upon human relationship and environmental stories and illustrations, eliciting children's feelings and thoughts beyond parental parameters) home schooled youth are being liberated from their traditional home praxis as easily as the youth who attend the public and private schools.  Through the use of selected scripture (extrapolated, scriptures taken out of context), mingled with human affective illustrations (half-truths—emphasis upon the hearts desires with little or no emphasis upon obedience to God or parent) some home school conference speakers are presenting a theology of "liberation" from the patriarchal paradigm.  Since the environment liberates dopamine, according to dialectical "reasoning," it is now up the the student to become conscious of his own nature and natures affect upon him and liberate himself from parentally restraints. Parents who have stood the test, who have faithful trained up their children "in the nurture and admonition of the Lord" (Ephesians 6:4) are experiencing grief over their children's rejection of them, their teaching, and their office. It is for those parents, who are witnessing this betrayal to the cause by their "own" I write the following article.

Where have all the father's gone?

"This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God; Having a form of godliness, but denying the power thereof: from such turn away." 2 Timothy 3:1-5

Somewhere along the way the father has become feminized, even homo-nized, if he is still around.  "‘It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same." Herbert Marcuse quoting Sigmund Freud in Eros and Civilization, 1955.   Paraphrased, this means: "'It makes no difference if the father is gone from the home or is still around as long as his attitude of "Obey me or else ..." or "Because I said so." is irrelevant, is negated, is circumvented.  In this way the dread of chastening is silenced—achieved through the praxis of dialoguing to consensus.

"Come now, and let us reason together [rebuke, reprove, to be chastened], saith the LORD: though your sins be as scarlet, they shall be as white as snow; though they be red like crimson, they shall be as wool. If ye be willing and obedient, ye shall eat the good of the land:  But if ye refuse and rebel, ye shall be devoured with the sword: for the mouth of the LORD hath spoken it."  Isaiah 1:18-20

You can not dialogue (dialogue is between equals) and be chastened (not to be equal) at the same time. Instead of obeying a higher authority (focusing upon objective truth i.e. utilizing deductive reasoning), our culture is now dialoguing to a common cause (focusing upon subjective truth i.e. utilizing inductive reasoning—humanism-materialism), through the art craft of facilitation—making human relationship, where temporal "feelings," "and "And when the woman saw ..." Genesis 3:6 (from that which is from below, from the earth) the purpose in life, and rejecting "every word that proceedeth out of the mouth of God" Matthew 4:4 (from that which is from above, from heaven).  This so called shift in reasoning, is used to help us in determining the "desired" outcome of human behavior in all areas of life, not according to God's will but according to man's desires.  (For an understanding of inductive reasoning utilized by liberals, Karl Marx lived and breathed it, to do away with deductive reasoning see the three articles on Deductive-Inductive Reasoning, part 1, part 2, and part 3.)

"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world. And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16, 17

"For I delight in the law of God after the inward man: But I see another law in my members, warring against the law of my mind, and bringing me into captivity to the law of sin which is in my members. O wretched man that I am! who shall deliver me from the body of this death? I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 1:25

This replacement of the patriarchal paradigm (husband/father rule) with a heresiarchal paradigm ("the right of the child") is called by some a "culture war."  This is a culture war where a culture of the flesh, a culture which is based upon self esteem-group esteem (the superego) is waging war against a culture which restrains the flesh, a culture which is based upon self control, self discipline (the conscience)   i.e. lovers of pleasure (seeking consensus), lovers of the creation (environmentalism, using inductive reasoning to determine proper behavior), "consumer driven," questioning/disobedient/disrespectful to authority (a heresiarchal paradigm)  seek to annihilate  lovers of God, lovers of the creator ("setting the mind on things above," using deductive reasoning to determine proper behavior), "producer driven," honoring/obedient/respectful to authority (a patriarchal paradigm).

For though we walk in the flesh, we do not war after the flesh: (For the weapons of our warfare are not carnal, but mighty through God to the pulling down of strong holds;) Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ; And having in a readiness to revenge all disobedience, when your obedience is fulfilled. 2 Corinthians 10:3-6

Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate affection, evil concupiscence, and covetousness, which is idolatry: For which things' sake the wrath of God cometh on the children of disobedience: In the which ye also walked some time, when ye lived in them. Colossians 3:5-7

For they that are after the flesh do mind the things of the flesh; but they that are after the Spirit the things of the Spirit. For to be carnally minded is death; but to be spiritually minded is life and peace. Because the carnal mind is enmity against God: for it is not subject to the law of God, neither indeed can be. So then they that are in the flesh cannot please God. But ye are not in the flesh, but in the Spirit, if so be that the Spirit of God dwell in you. Now if any man have not the Spirit of Christ, he is none of his. And if Christ be in you, the body is dead because of sin; but the Spirit is life because of righteousness. Romans 8:5-10

How the child feels and what he thinks (his opinion, his desires, and his will, guided by the "law of the flesh"), is now controlling the curriculum—establishing the paradigm.  When the parent embraces the child's paradigm, the child's paradigm becomes the parent's paradigm (a heresiarchal paradigm—a paradigm where the child's ever changing "felt" needs have a hold over the day, a paradigm of frustration to the parent who tries to control it, and a paradigm of oppression to the parent who must submit to it, as dictated by the dialectically minded—brain washed of patriarchal father—community).  The dialectical praxis requires two pillars, change and conflict.  The first pillar, the piller of change recognizes and associates with a world of change, learns how to identify, neutralize, marginalize and remove (if necessary) all who might be resistant to change—internally resistant to change, via the conscience (seen as a vestigial organ causing death to one's own personal inclinations and alienation from others "people groups") and externally, via ideals and traditions held by parents (reification—to regard something which is intangible as tangible).  The second pillar of the dialectical praxis is the necessity of conflict with which to perpetuate change. Some quotations by the famous Abraham Maslow, noted for his "hierarchy of 'felt' [carnal] needs," will help explain where our common "felt" needs are taking us.

"A patriarchal culture is an argument against the higher possibilities of human nature, of social actualization"  Abraham H. Maslow Maslow on Management

"To identify with more and more of the world, moving toward the ultimate of mysticism, a fusion with the world, or peak experience, cosmic consciousness, etc."  Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 42

"So it looks as if nudism is the first step toward ultimate free-animality-humanness.  It's the easiest to take.  Must encourage it." 
"Yet nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations. Must move in the direction of the Reichian orgasm."
"This movement can be dignified and Apollonian & can avoid pornography & neurosis & ugliness. I must put as much of this as is possible & usable in my education book, & more & more in succeeding writings."
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa."  The Journals of A.H. Maslow, Volumes I and II. Ed. Lowry R.J. (1979)

Instead of an emphasis upon a patriarchal curriculum producing a patriarchal paradigm (the father's will  determining the home praxis), the focus is now upon a heresiarchal curriculum producing a heresiarchal paradigm (the home environment, its praxis based upon how the children "feel" and what they "think," uniting with "the child within" us). Belonging (finding a persons identity i.e. "purpose") is no longer based upon submission to the voice above us, but is now based upon the voice of agreement amongst us. 

"Children, in their heart of hearts, long to have a deep meaningful, loving relationship with their parents." 
Norm Wakefield  The Curse Of The Standard Bearers: When Idolatry Masquerades As Love

"The only way to get along in the environment [relate with the world around me]"
"I'm getting out of here [getting out from under my parents control]."
Richard Wheeler in his sermon "Flying the coop"

When the focus in the home is upon the children's "heart of hearts," (the "affective" domain) the "imagination of the heart" rules the home and confusion and chaos controls the day (until the parents either restore order or abdicate their God given office for their children's "love"—in an effort to achieve village "respect"). While the child should desire the parent's love and approval, and receive it, the child must also learn to obey the parents' commands. Many home schooled children are turning from their upbringing through teachings on "liberation."  Some leave home, basing their decision to disobey their parents, with statements like "putting no man between them and God," or being tired of being "micro managed," etc. only to end up eating, drinking, dressing, and living like the world once they are out from under their parents covering. The "counsel" by other home school "Christians" (enlightened Christians) seems to be the basic support for many such decisions.

"My son, despise not the chastening of the LORD; neither be weary of his correction: For whom the LORD loveth he correcteth; even as a father the son in whom he delighteth."  Proverbs 3:4

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth.
If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby."  Hebrews 12: 5-11

Much to do about nothing.

What does it matter if a person counts, categorizes, organizes, and then brags about his chair being better then anybodies else's .... on the Titanic.  "For what shall it profit a man, if he shall gain the whole world, and lose his own soul?" Mark 8:36 Yet the focus in home schooling youth today is "shifting" to one of self-justification based upon what they can get out of the relationship they have with the world of enlightened Christians around them, Christians living outside the praxis of doing right and not doing wrong.  Life easily becomes one of comparing positions of importance, the basis of self-worth, by comparing what others have in privileges and material positions and what you do not have, what you "ought" to have and might be able to have, given the opportunity. 

Outside the father's protection the charlatans wait.

When you let the environment around you, the world you live in, dictate the standards of your self-worth, you sell your soul to its desired outcome, peace (happiness and pleasure) at all cost. (Read the article on Dopamine)  You become nothing more than cannon fodder, used up for someone else's purpose and then thrown away, your life only worth what the world can get out of it.  Outside the father's protection the charlatans wait.  Why should you be concerned about how others feel about you, and what others think about you, when on the day of judgment it does not matter how they feel and what they think about you.  It's God's word, from above, his will, from above, his way, from above, and his love, from above, and not the world's word, from below, its will, from below, its way, from below, and its love, from below which will matter on the day of judgment.

"The value of a thought is measured by its distance from the continuity of the familiar. It is objectively devalued as this distance is reduced." Stephen Bronner  Of Critical Theory and Its Theorists

 It is easy to look out the window (of the home of fleshly restraint) and lust for the things on the outside.  The world is calling you out to join it in its "fun," promising life, but only able to deliver death.  The greater the pressure from authority, not to join in the worlds fun, the greater the resentment toward authority develops.  The more the object of your heart continues to be worldly "fun," the nearer revolution looms. The scriptures warn us "Lay not up for yourselves treasures upon the earth, where moth and rust consume, and where thieves break through and steal: but lay up for yourselves treasures in heaven, where neither moth nor rust doth consume, and where thieves do not break through nor steal: for where thy treasure is, there will thy heart be also." Matthew 6:19-21 Yet Maslow believed "The more 'is' something becomes [the more the parent demands obedience], the more 'ought' it becomes [the more the child wants his way], the louder it 'calls for' particular action [the more the child looks for ways to escape obedience, i.e. justify disobedience]."  Abraham Maslow  The Farther Reaches Of Human Nature  In other words, the more insistent the parent is on keeping things the way they are, the more the child resents the parents, the greater the probability the child will reject the parents position of "either-or" and strike out on his own, to think for himself (even "In the name of Jesus"). Every time the home school child associates with an enlightened Christian, the more the seeds of rebellion swell. Thus their worth is increased the further they move away from obedience to your parents commands and their worth is lessoned the closer they stay under their parents commands.  It is important that the parents commands be under God's direction, for the Godly child to endure the temptation of "flight," not from the parents "control," but from faith in God, from God's control.

"The parents have left and we can take over and do what we want."

It is observed by humanists that within the person's revolutionary outcome the praxis of the parents tend to have residual control i.e. the child's model of thought is still the parent's position of control over the environment—their example of how to do things.  For revolution to be successful, this perception of the use of control for personal gain must also be washed from the child's brain as he is joining himself to the worldly system. The child joins his soul with the world, thinking it will give him power, when in the end it just takes his soul. "Acceptance. Here the fusion comes not so much from an improvement of actuality, the is, but from a scaling down of the ought, from a redefining of expectations so that they come closer and closer to actuality and therefore to attainability." ibid.  In other words, the child's independence once given birth (the child now separated from the law giver of restraint) must be changed in such a way that the child does not carry within himself a patriarchal praxis, i.e. the parents voice.  This internal voice must be washed from the child's ought's, for the sake of the independence of others, i.e. to be accepted by the world, the worlds paradigm or way of thinking must replace the patriarchal paradigm—its doing right and not doing wrong way of thinking, keeping the conscience, the residue of neurosis, in tack.  This praxis is known as the "negation of negation," i.e. the death of the patriarchal paradigm or patricide.  The beast can rule only under such conditions.

"Could there be, indeed, any conservative response to leftwing aggression that the Left would not condemn as hate, excepting immediate unconditional surrender? The answer is no: since anything less than surrender would amount to resistance, and resistance to the Left, according to the leftist dialectic, is simply another manifestation of hate. (This, of course, is not logic; it is ideological. That is to say, it is extralogic. As such, it is unanswerable.)" Chilton Williamson Jr. What's Wrong With The World

Humanism justifies its quest for world peace and harmony, based upon the feeling of hate experienced by every child while he is undergoing chastening from a parent, where the child's human desires (those feelings which are the catalyst for exploration and discovery within the world or environment around them) are brought under submission and control to the parent's will (what Freud called castration).  Thus pain and rejection, as far as the child sees it, separates him from parental love—rationalized by social-psychologists as the cause of "alienation and reification," i.e. seen as the foundation of prejudice and the cause of neurosis.

"... for that the LORD heareth your murmurings which ye murmur against him: and what are we? your murmurings are not against us, but against the LORD."  Exodus 16:8b

"... memory of gratification is at the origin of all thinking, and the impulse to recapture past gratification is the hidden driven power behind the process of thought." (Herbart Marcuse Eros and Civilization).

The individual may have ‘secret' thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for here may lie the individual's potential." Theodor Adorno The Authoritarian Personality 

The truth is, through chastening, the heart of the child is turned not only toward the parent as an object of love (as long as he does not praxis murmuring, sulking, setting his mind on his "ought's"), but also towards the praxis (practice) of obedience to the parents' commands, accepting the praxis of  bringing his own flesh under submission to his will to praxis the parent's will, to do that which is right in their eyes, now his eyes—the praxis of self-control, self-discipline, bringing the psycho-motor domain under control of objective truth and not controlled by the "affective" domain (the domain Bloom admittedly called "Pandora's Box," a box (jar) full of evils, which once opened can not be closed, or if closed is done so only to prevent hope from escaping). Although dad and mom are not perfect, "chastening us after their own pleasure;" the office they serve in is perfect. God chastens us "for our profit, that we might be partakers of his holiness." For the parent to abdicate his role as director in the child's life ("O LORD, I know that the way of man is not in himself: it is not in man that walketh to direct his steps." Jeremiah 10:23b), for the parent to abdicate teaching his child what is right and what is wrong (teaching him to get control over his flesh), for the sake of  keeping the child's "heart of heart" (the "love" of the child), is to  praxis humanism—where the affections of man's heart set the standard for proper behavior, where mankind and his nature becomes the standard for living, where the learning of obedience and self denial are seen as barriers to human relationship.  Humanism is letting the experiences of this life determine what is right and what is wrong in the moment (the foundation of dialectical materialism or as transformational Marxists call it historical materialism).  Again, the child wants the parents love, and should receive it.  But the child must also learn to control himself, gain control over his fleshly love of the world, honoring his parents and learning to obey their commands, "in the Lord."

"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately.  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."  "In a democratic society a patriarchal culture should make us depressed instead of glad; it is an argument against the higher possibilities of human nature, of self actualization."  Abraham Maslow Maslow on Management 1998

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

"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

When the parent abdicates his duty to chasten his child (when the child is wrong or disobedient), an abdication usually done for either the purpose of receiving the child's "love," and/or due to the dereliction of duty on the part of the parent—out of their own selfishness or narcissistic attitude, the parent is living like the world—the parent is missing the true meaning of God's word concerning his own heart and the heart of his child: "The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9 19 "For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies:"  Matthew 15:19  21 "For from within, out of the heart of men, proceed evil thoughts, adulteries, fornications, murders, Thefts, covetousness, wickedness, deceit, lasciviousness, an evil eye, blasphemy, pride, foolishness: All these evil things come from within, and defile the man." Mark 7:21-23

Have you ever seen the anger in a child's eyes when they can not have their way?  If they could kill you (if they were strong enough), they would.  Russian solders faced this hate. When they entered Berlin, only the young boys were left, of the once mighty German Army (in strength that is, not morals), and they showed no conscience, no mercy in their violence toward their enemy.  They were ruthless, as the Khmer Rouge were in Cambodia (whose average age was 15).

 But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death. James 1:14, 15.

"In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes." "The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic." Carl Rogers in his book on becoming a person: A Therapist View of Psychotherapy

"The costly fashion of the neurotic" is the experience of the traditional home, with its patriarchal paradigm, where the father sets "rules" and determines for the child what is "right" behavior and what is "wrong" behavior and what is "right" thought and what is "wrong" thought, interfering with the child's natural inclinations, his potential, his possibilities, his desires, his imagination, his vision, his identity with the the world, his commonality with humanity. As Fromm put it  "Every neurosis is an example of dynamic adaptation; it is essentially an adaptation to such external conditions as are in themselves irrational and, generally speaking, unfavorable to the growth of the child." Erich Fromm, Escape from Freedom  Norman O. Brown identified what he called "the doctrine of the universal neurosis of mankind," quoting Freud, as lying in the "'memory-traces of the experiences of former generations.'"  Thus, according to Brown, because of the control the traditional family has upon society, "The pattern of history exhibits a dialectic of neurosis." The commands of parents, embraced by the next generation, due to their fear of judgment, God like judgment, produces reification (laws not in touch with nature, human nature that is).  It is important to understand the significance of this kind of thinking since reification is politically tied to the checks and balances placed upon government, to limit its power upon the family. 

By classifying history, under the control of traditional family, as a "dialectic of neurosis," the legislative, executive and judicial branches can be united through the networking of departments (Department of public health and safely, Department of Education, etc. formed to overcome the "dialectic neurosis of history," by stopping the praxis of making law which justify the dominate of the environment for private interest (parents over children, teachers over students, man over nature) with the "environmentalist" plan of "protecting" it (children, students, nature) from the private sectored.  ("In our democratic society, any enterprise--any individual--has its obligations to the whole." "Tax credits would be given to the company that helps to improve the whole society, and helps to improve the democracy by helping to create democratic individuals." "The best way to destroy democratic society would be by way of industrial authoritarianism, which is anti-democratic in the deepest sense."  Abraham Maslow, Maslow on Management.)  In this way, departments orchestrating consensus are able to negation a top-down form of government (a top-down form of government with the greatest freedoms to the family), able to circumvent a constitutional republic, and thereby able to negate any protection for the patriarchal home.  The commands of parents, embraced by the next generation, due to their fear of judgment, God like judgment also block the next generation from easily changing with the changing times, their conscience distorting their perception of society, the changing world, producing divisions (nationalism) and alienation, hindering themselves and others from  keeping up with "reality." 

The trickery of this way of thinking is achieved by putting everyone on the same path, thus negating two paths—antithesis, i.e. the broad vs. the narrow path.  Contrast (broad and narrow) is negated by common (we are all on the same road, "We are all in this together."), antithesis is negated by synthesis, thus those on the narrow path are simply  uneducated, irrational, looking back to the "good old days," intolerant of others" etc. due to their loyalty to "voices of the past," now an "alien will."  As Paul Tillich, a neo-Marxist Theologian who taught at Harvard University put it:  "... it would be better to let the giver of arbitrary laws to destroy us physically than to accept the psychological destruction that would accompany submission to an alien will."  Leonard F. Wheat Paul Tillich's Dialectical Humanism  If this is not enough, when you read of "holding untamed forces," i.e. "incest, murder, and other crimes," "in a wholesome and constructive manner," it should send chills down your back.  This kind of thinking infiltrates most of our government agencies, for example: "The community of interest generated by crime, disorder and fear of crime becomes the goal to allow community policing officer an entree into the geographic community." Trojanowicz, The meaning of "Community" in Community Policing   Thus it is not so much the stopping of crime against individual citizens which becomes the issue it is the utilization of crime for the purpose of developing social unity, of developing a "community of interest."  In this dialectical way of thinking (a heresiarchal paradigm) it was the tree of knowledge of good and evil which brought Adam and Eve together, with the environment, freeing them from the restraints against their common interests, their natural inclinations.

" . . . there is an intrinsic connection between social organization and neurosis. The bondage of all cultures to their cultural heritage is a neurotic construction. The ability to promise involves the loss of the natural animal forgetfulness of the past, which is the precondition for healthy living in the present. Through the ability to promise, the future is bound to the past.  Psychoanalysis must treat religion as a neurosis." Norman O. Brown  Life against Death

"The new guilt complex appears to be historically connected with the rise of patriarchal religion (for the Western development the Hebrews are decisive)." "The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "We must return to Freud and say that incest guilt [the child feeling guilty for his "natural" inclinations (his sinful nature), accepting and honoring his father's system of restraint as right or good and his own human nature as wrong or evil—As the Apostle Paul wrote: "For I know that in me (that is, in my flesh,) dwelleth no good thing:" Romans 7:18  his flesh, seeking harmony with nature, is identified as evil by God's law, without which "sin would not exist."] created the familial organization." 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  In other words the guilty conscience, formed from the commands of the parent or God, ties a person to an object above his own nature and above the world he is naturally being drawn towards, detaching him from "reality."  For those who think this way (humanists) life is from below, and death is from above. Death is the conscience inhibiting life with the universe.  Norman O. Brown in his book Life Against Death details the agenda of psychology (Sigmund Freud's pathway).  In liberating man (and his craving for dopamine, as long as it is done in a group) from the control of the patriarchal family, and thus from a patriarchal God, it is imperative that he be allowed to experience, apart from the threat of the parent, the voice of restraint, life for himself.  This is the role of counseling.  The liberating of man from objectification frees him not only from the commands of parents and God but also frees him to pursue  life's pleasure, according to psychology, this is sexual activity.  In Life Against Death (as in Herbert Marcuse's' book Eros and Civilization), the history or pathway of civilization is the pursuit of sex (the pleasure principle), which, according to Freud's thinking, is the only pathway available to mankind to morality. "Sexual instinct seeks union with objects in the world. Eros is fundamentally a desire for union with objects in the world. Eros is the foundation of morality." Norman O. Brown  Life Against Death

"Infants are absorbed in their own bodies; they are in love with themselves. What the child knows consciously and the adult unconsciously, is that we are nothing but body. Life is of the body and only life creates value; all values are bodily values. The true life of the body is also the life of the id. In the id, says Freud, there is nothing corresponding to the act of negation. The key to the nature of dialectical thinking may lie in psychoanalysis, more specifically in Freud's psychoanalysis of negation. There is first the theorem that ‘there is nothing in the id which can be compared to negation,' and that the law of contradiction does not hold in the id. The dream does not seem to recognize the word ‘no.' There is an important connection between being ‘dialectical' and dreaming."  ibid

"Infants know no guide except the pleasure-principle. Infants have a richer sexual life than adults. Infantile sexuality is the pursuit of pleasure obtained through the activity of any and all organs of the human body. While adult sexuality serves the socially useful purpose of breeding children, it is for the individual in some sense an end in itself as a source of pleasure – according to Freud, the highest pleasure. Children have not acquired that sense of shame which, according to the Biblical story, expelled mankind from Paradise, and which, presumably, would be discarded if Paradise were regained."  ibid

"Children are polymorphously perverse. . . . by the standards of normal adult sexuality. Normal adult sexuality, judged by the standard of infantile sexuality, is an unnatural restriction of the erotic potentialities of the human body. Freud takes with absolute seriousness the proposition of Jesus: ‘Except ye become as little children, ye can in no wise enter the kingdom of heaven.' Psychoanalysis declares the fundamental bisexual character of human nature;"  ibid

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle. The foundation on which the man of the future will be built is already there, in the repressed unconscious; the foundation has to be recovered. The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." ibid

"Sexual instinct seeks union with objects in the world. Eros is fundamentally a desire for union with objects in the world. Eros is the foundation of morality. Human perfection consists in an expansion of the self until it enjoys the world as it enjoys itself.

Self-perfection of the human individual is fulfilled in union with the world in pleasure. Freud's later writings attribute to the ego a basic tendency to ‘reconcile,' ‘synthesize,' ‘unify' the dualism and conflicts [above-below contrast] with which the human being is beset." ibid

The truth is: Life is from above, coming down from heaven, and death is from below. "He must increase, but I must decrease. He that cometh from above is above all: he that is of the earth is earthly, and speaketh of the earth: he that cometh from heaven is above all." John 330, 31: " And he said unto them, Ye are from beneath; I am from above: ye are of this world; I am not of this world. I said therefore unto you, that ye shall die in your sins: for if ye believe not that I am he, ye shall die in your sins."  John 8:23, 24 "Do not err, my beloved brethren. Every good gift and every perfect gift is from above, and cometh down from the Father of lights, with whom is no variableness, neither shadow of turning." James 1:16, 17  For "Christian" humanists (an oxymoron) and Satanists alike, life is both above and below i.e. pantheism, Gnosticism, cabalism, hermeticism, as their saying goes "As above, so below,"  where life is an "is-ought" union, with its rejection of any above creation (Godly, parental) restraint—where secular and sacred become one, making secular, sacred and sacred, secular.  As the Frankfurt School Marxist, Jürgen Habermas stated in one of his last speeches (accepting the Peace Prize of the German Publishers and Booksellers Association Paulskirche, Frankfurt, 14 October 2001), the religious "must translate their religious convictions into a secular language before their arguments have the prospect of being accepted by a majority." But by doing so they will "lose their religious foundation."

"Doubt is the starting point of modern philosophy. Rational doubts have been solved by rational answers. The irrational doubt has not disappeared and cannot disappear as long as man has not progressed from negative freedom [parental control] to positive freedom ["village control"].  Man is free from all ties binding him to spiritual authorities, but this very freedom leaves him alone and anxious, overwhelms him with a feeling of his own individual insignificance and powerlessness." Erik Fromm ibid

"Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic."  "The bondage of all cultures to their cultural heritage is a neurotic construction." "Dreams and neurotic symptoms, with their fixations on perversions and obscenities, demonstrate the refusal of the unconscious essence of our being to acquiesce in the dualism of flesh and spirit, higher and lower." (Norman O. Brown)

In other words it is within human nature to negate contrast ("higher and lower," as in Marx "Haves" and "Have not's," above and below) by replacing it with the essence of our being, "bodily pleasure," desires (synchronization) which we all have in common—Immanuel Kant's Critique of Pure Reason where he defines: hope is found in happiness, happiness is found in pleasure, pleasure is experienced in the mind, and the mind is shaped by the experiences of life i.e. from the immediate environment, therefore our hope is temporal, materialistic, aesthetic i.e. the aesthetic dimension.  It is therefore this aesthetic dimension, this desire for pleasure, which we all have in common, which is the hope of mankind, where peace is to be found.

"... the aesthetic dimension and the corresponding feeling of pleasure ... is the center of the mind  ....  linking the ‘lower' faculties of sensuousness, (Sinnlichkeit) to morality ... – the two poles of human existence"  "In the aesthetic imagination, sensuousness generates universally valid principles for an objective order. The two main categories defining this order are 'purposiveness without purpose' — i.e. beauty,  'lawfulness without law' — i.e. freedom.  'Zweckmässigkeit ohne Zweck; Gesetzmässigkeit ohne Gesetz'" "Whatever the object may be (thing or flower, animal or man), it is represented and judged not in terms of its usefulness, not according to any purpose it may possible serve, and also not in view of it ‘internal' finality and completeness." Herbart Marcuse Eros and Civilization.

In other words the object is simply experienced for the pleasure it provides, freeing us from any laws of restraint, freeing us from promises of the past which have to be kept, freeing us the pressure of time."... on the basis of Kant's theory, the aesthetic function becomes ... the philosophy of culture ... a non-repressive civilization, in which reason is sensuous and sensuousness rational"   According to Schiller "the possibility of a new reality principle."  ibid.  This is the foundation of the New World Order (an "order" freed from the patriarchal paradigm, any voice from above), with theory (or illusion) guiding the way. "... the realm of aesthetics is essentially ‘unrealistic'" ibid. "The abolition of religion, as the illusory happiness of men, is a demand for their real happiness. The call to abandon their illusions about their condition is a call to abandon a condition which requires illusions [obedience towards higher authority]." Karl Marx MEGA I/1/1 It is ironic that the dialectical praxis considers any one who continues to depend upon and insist upon laws which have become obsolete (along with the law giver), due to changes in the environment, as being delusional, and thus to be written off or mocked.

The dialectical praxis focuses upon interpersonal relationship (finding what we all have in common, the desire for belonging, love {Eros}) which requires the interpenetration of opposites (A + -A = A) with the outcome being the uniting of opposites via the setting aside of opposites, those ideals which divide—community is finding what we have in common and uniting upon it (Comm-unit-ism).  Once actualized, any obstacle (barrier) to social unity is seen as hateful. From then on, common (human nature, our desire for pleasure) is what unites and contrast (above-below, right-wrong, good-evil, etc.,  resulting in the pain of alienation) is what divides.

"Self-perfection of the human individual is fulfilled in union with the world in pleasure. Eros is fundamentally a desire for union with objects in the world. Eros is the foundation of morality." "In man, infantile sexuality is repressed and never outgrown;" "Normal adult sexuality, judged by the standard of infantile sexuality, is an unnatural restriction of the erotic potentialities of the human body."  "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." " Psychoanalysis declares the fundamental bisexual character of human nature;"  "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." (Norman O. Brown)

"Freud noted that … patricide and incest … are part of man's deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy.

Through the cunning praxis of social-psychology, a praxis of incest and heresy has now gained control of the home school movement and patricide is now the name of the game. 

"As for my people, children are their oppressors, and women rule over them. O my people, they which lead thee cause thee to err, and destroy the way of thy paths." Isaiah 3:12

"thy desire shall be to thy husband, and he shall rule over thee." Genesis 3:16

1 Peter 2:11-25
    "Dearly beloved, I beseech you as strangers and pilgrims, abstain from fleshly lusts, which war against the soul; Having your conversation honest among the Gentiles: that, whereas they speak against you as evildoers, they may by your good works, which they shall behold, glorify God in the day of visitation.
    Submit yourselves to every ordinance of man for the Lord's sake: whether it be to the king, as supreme; Or unto governors, as unto them that are sent by him for the punishment of evildoers, and for the praise of them that do well.      For so is the will of God, that with well doing ye may put to silence the ignorance of foolish men: As free, and not using your liberty for a cloke of maliciousness, but as the servants of God.
    Honour all men. Love the brotherhood. Fear God. Honour the king.
    Servants, be subject to your masters with all fear; not only to the good and gentle, but also to the froward. For this is thankworthy, if a man for conscience toward God endure grief, suffering wrongfully.  For what glory is it, if, when ye be buffeted for your faults, ye shall take it patiently? but if, when ye do well, and suffer for it, ye take it patiently, this is acceptable with God.
    For even hereunto were ye called: because Christ also suffered for us, leaving us an example, that ye should follow his steps: Who did no sin, neither was guile found in his mouth: Who, when he was reviled, reviled not again; when he suffered, he threatened not; but committed himself to him that judgeth righteously: Who his own self bare our sins in his own body on the tree, that we, being dead to sins, should live unto righteousness: by whose stripes ye were healed.
    For ye were as sheep going astray; but are now returned unto the Shepherd and Bishop of your souls."
1 Peter 3:1-17
    "Likewise, ye wives, be in subjection to your own husbands; that, if any obey not the word, they also may without the word be won by the conversation of the wives; While they behold your chaste conversation coupled with fear. Whose adorning let it not be that outward adorning of plaiting the hair, and of wearing of gold, or of putting on of apparel; But let it be the hidden man of the heart, in that which is not corruptible, even the ornament of a meek and quiet spirit, which is in the sight of God of great price. For after this manner in the old time the holy women also, who trusted in God, adorned themselves, being in subjection unto their own husbands: Even as Sara obeyed Abraham, calling him lord: whose daughters ye are, as long as ye do well, and are not afraid with any amazement.
    Likewise, ye husbands, dwell with them according to knowledge, giving honour unto the wife, as unto the weaker vessel, and as being heirs together of the grace of life; that your prayers be not hindered.
    Finally, be ye all of one mind, having compassion one of another, love as brethren, be pitiful, be courteous: Not rendering evil for evil, or railing for railing: but contrariwise blessing; knowing that ye are thereunto called, that ye should inherit a blessing. For he that will love life, and see good days, let him refrain his tongue from evil, and his lips that they speak no guile: Let him eschew evil, and do good; let him seek peace, and ensue it.
    For the eyes of the Lord are over the righteous, and his ears are open unto their prayers: but the face of the Lord is against them that do evil. And who is he that will harm you, if ye be followers of that which is good?  But and if ye suffer for righteousness' sake, happy are ye: and be not afraid of their terror, neither be troubled; But sanctify the Lord God in your hearts: and be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear:
    Having a good conscience; that, whereas they speak evil of you, as of evildoers, they may be ashamed that falsely accuse your good conversation in Christ. For it is better, if the will of God be so, that ye suffer for well doing, than for evil doing."

Yea, and all that will live godly in Christ Jesus shall suffer persecution. 2 Titus 3:12

The desire of the heart of the wife (the woman) has "shifted" to herself and to her children (focus upon relationship, based upon feelings), instead of toward her husband  i.e. a "paradigm shift" or actually a paradigm of "shiftiness"—of change based upon dialogue, a change as in shifting sands, based upon the ever changingness of human "felt" needs of the child—for the flesh is ever seeking oneness with the world, with which it identifies for the sake of pleasure.  When we lean upon our own understanding this is the outcome, oneness with the cosmos.  Cover it with scriptures, it is still the same outcome.  Peace as the world gives, through human passion and reasoning (justification) can never know or comprehend the peace which God gives to those who obey him.  "Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto you." John 14:26 

Dialoguing Categorical Imperatives is the praxis of patricide.

"When the dialectical method destroys the fiction of the immortality of the categories [when dialogue destroys God's Law over man, parents law over child, etc.] it also destroys their reified character [it destroys the patriarchal paradigm, it destroys the office of the father, it destroys the conscience.] and clears the way to a knowledge of reality [a heresiarchal paradigm, at one with the world.] György Lukács History & Class Consciousness What is Orthodox Marxism? 1919 [brackets added]

Where we are going with all of this.
When we determine what is right and what is wrong based upon feelings (spontaneity, impulses, desires, and dreams), our own, our children, our neighbors, etc., not that feelings can not be taken into consideration under certain conditions at certain times, we abandon all hope in eternal righteousness.

"A logical connection emerges with the anthropological perspective of the young Marx wherein ‘the eye becomes the human eye, the ear the human ear.'" Erich Fromm, Marx's Concept of Man, New York, 1961, p. 133

"An act of violence is any situation in which some men prevent others from the process of inquiry [i.e. thus God did an act of violence when he preventing Adam and Eve from "discovering 'truth'" in the Garden in Eden] ...any attempt to prevent human freedom is an 'act of violence.' Any system which deliberately tries to discourage critical consciousness [i.e. any system which discourages the praxis of "questioning authority" and their commands (the authority of parents and God)] is guilty of oppressive violence. Any school which does not foster students' capacity for critical inquiry [children's 'rights' to question the office of the parent i.e. through the praxis of dialoging categorical imperatives] is guilty of violent oppression." (Freire, P.1970. Pedagogy of the Oppressed. p.74) Source

This dialectical paradigm, mandating the dialogue of categorical imperatives, makes God the greatest oppressor of all, "the anthropological source of alienation" (Bronner) with all who believe upon him and his word as conspirators (fundamental religious extremists) against world peace and its praxis of the process of individual-social liberation from prejudice (pre set truth).  Liberation theology (Church Growth, Emerging Church), though "bathed" in scripture (extrapolated—scriptures carefully selected for affect, filtered through and then mingled with human feelings and thoughts), emancipates all participants from the voice of authority of the heavenly Father, thus justifying the annihilation of "earthly fathers" i.e. God fearing (in the true meaning of the word, God honoring, God obeying) private property owners, small business owners, didactic teachers, believers, leaders and representatives with their "non-influencability private convictions in joint deliberations," etc.

"Emancipation lies in fantasy and the language of experience irreducible to linguistic rules: mimesis.  Marcuse thus could write that ‘the realm of freedom lies beyond mimesis" Stephen Erik Bronner Of Critical Theory and its Theorists

"Universal Reconciliation relies on a reason that is before reason-mimesis or ‘impulse.'" Jürgen Habermas The Theory of Communicative Action 

"Impulse, the primary fact, back of which, psychically we cannot go." John Dewey, "Social Psychology," Psychological Review, I (July, 1894), p. 404

Every certified teacher must praxis Bloom's Taxonomies, humanistic tools for curriculum development, on how to unfetter impulse in the classroom.  This includes all certified Christian teachers and accredited Christian Schools as well. Those who praxis his paradigm must learn techniques of "... challenging the students' fixed belief." Benjamin Bloom Taxonomy of Educational Objectives Book II: Affective Domain, p. 55  The teacher is evaluated upon his or her "ability to attain affective objectives," ibid, through their ability to liberate the child's id (their impulse, their spontaneity) from the restraining control of their conscience (the parent within), i.e. the fear of judgment from a voice higher than their human nature, their natural inclinations—the result of a traditional home setting with its top-down praxis. "Much stress is laid on the creation of an atmosphere of freedom and spontaneity—voluntary attendance, informality of meetings, freedom of expression in voicing grievances, emotional security, and avoidance of pressure." (Kenneth Benne  Human Relations in Curriculum Change) "Getting them to discuss issues." (Bloom), issues concerning their experiences of oppression experienced in the traditional home.  Experiences of dissatisfaction which can now be utilized to unite the next generation upon a common cause, that of overthrowing the older generation with its restraints upon human nature. The issues of freedom from oppression, freedom from alienation, freedom from repression, freedom from the effects of the patriarchal paradigm, can then become the issues to be discussed not only in the classroom but also in the marketplace, in the streets, in the churches, in the government, in the workplace, and in the home.

"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." Karl Marx Critique of Hegel's Philosophy of Right

The tie between Bloom and Karl Marx are real.  Most of my earlier articles explain the connection between Marx's "religion as an opiate" and Bloom's work in removing that opiate.  The opiate  is the honoring of the father figure.  A "drug free zone" is a "patriarchal free zone" (the traditional family structure, incorrectly correlated with "potential fascism," washed out of the lives of the children through the "experiential chasm" provided by the discursive classroom).  The "teacher-student partnership" has accomplished a "drug free zone."  The "parent-child partnership" will accomplish the same in the home.  Finally, we can have a "drug free," a patriarchal free, a Bourgeoisie free world.  "Where have all the fathers gone, circumvented every one, when will we ever learn, when will we ever learn."

 "With the devaluation of the epistemic authority of the God's eye view, moral commands lose their religious as well as their metaphysical foundation." Jürgen Habermas  Communicative Ethics The inclusion of the Other. Studies in Political Theory. 1998

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"That we henceforth be no more children, tossed to and fro, and carried about with every wind of doctrine, by the sleight of men, and cunning craftiness, whereby they lie in wait to deceive;"  Ephesians 4:14

We all have issues, especially with those who want us to do things their way.  It is not hard to get both young and old walking down this broad pathway.  What makes it so easy is that our human nature, our carnal paradigm, is founded upon the flesh.  This nature, which we all have in common, is the source of confusion, in the fusion of the spirit, that which is above, the voice of God or the parent, and the flesh, that which is below, the voice of self desires.  When the sacred and the secular, that which is above (patriarchal) is redefined by that which is below (matriarchal—desire for unity), in technical terms, the "Is" (parent, as "I am the parent and you are not") is united with the "ought" (the child, as "I ought to be able to do what I want") heresy and anarchy, the "negation of negation," prevails (a heresiarchal paradigm where we all "can," i.e. where we must role-play being human—remember Sodom and Gomorrah—without laws or "can not's," which suppress our human nature, where we must be free to praxis our human sexuality i.e. pornography, adultery,  homosexuality, pedophilia, bestiality.  Abraham Maslow believed they could avoid this. He was delusionary, under the influence of his own "self-actualization." What a fool!).

Why patricide?:
The dark side of human nature.
Viewing the world through the eyes of rebellious children i.e. using a neo-Marxist lens to inspect your home.
What better way than to use your own children on you. And if you should resist, they will tell on you.

"The proletariat [the adolescent, the child] only perfects itself by annihilating and transcending itself, by creating the classless society [patricide: when the patriarchal God/parents paradigm has been annihilated] through the successful conclusion of its own class struggle [When the "government" focuses upon the children and aids them in their rebellion, it liberates them from parental authority]. The struggle for this society, in which the dictatorship of the proletariat is merely a phase, is not just a battle waged against an external enemy, the bourgeoisie [the traditional, patriarchal parent]. It is equally the struggle of the proletariat against itself, against the devastating and degrading effects of the capitalist system [still "blindly" obeying orders, manifesting a guilty conscience, engendered by the traditional home] upon its class consciousness. The proletariat will only have won the real victory when it has overcome these effects within itself [when it no longer has an internal voice blocking common human "felt" needs, when it has a seared conscience]." György Lukács History & Class Consciousness Class Consciousness March, 1920 [emphasis and comments added]

"... consciousness must develop a dialectical contradiction between its immediate interests and its long-term objectives, …Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," "Marx sees … consciousness as ‘practical critical activity' with the task of ‘changing the world'."  György Lukács History & Class Consciousness Class Consciousness March, 1920  [It is not enough to get rid of your own traditional, patriarchal parents, you must get rid of all the traditional, patriarchal parents in the world.]

"The philosophers have interpreted the world in different ways, the objective is to change it." Karl Marx Feuerbach Thesis #11  Theory is not enough, we must put it into praxis. In this way the changing environment, by lining up with or rejecting the theory, will reveal whether the theory is relevant (rational, human, socially useful) or not. [Where reconciliation with the Creator (on his terms) is replaced with reconciliation with the creation (on its terms: perpetual patricide, perpetual incest ("If it feels good, just do it."). Where reconciliation with that which is above, "And all things are of God, who hath reconciled us to himself by Jesus Christ, and hath given to us the ministry of reconciliation; To wit, that God was in Christ, reconciling the world unto himself, not imputing their trespasses unto them; and hath committed unto us the word of reconciliation." 2 Corinthians 5:18, 19, is replaced with reconciliation with that which is below, "Universal Reconciliation - where reconciliation includes the interaction of human beings with nature, with animals, plants, and minerals." J. Habermas The Theory of Communicative Action.]

"Philosophy is a free and not self-seeking activity, … This activity contains the essential element of a negation, because to produce is also to destroy; … as Mind passes on from its natural form, it also proceeds from its exact code of morals and the robustness of life to reflection and conception. The result of this is that it lays hold of and troubles this real, substantial kind of existence, this morality and faith, and thus the period of destruction commences." "It may be said that Philosophy first commences when a race for the most part has left its concrete life, when separation and change of class have begun, and the people approach toward their fall; when a gulf has arisen between inward strivings and external reality, and the old forms of Religion, &c., are no longer satisfying; when Mind manifests indifference to its living existence or rests unsatisfied therein, and moral life becomes dissolved." "Then it is that Mind takes refuge in the clear space of thought to create for itself a kingdom of thought in opposition to the world of actuality, and Philosophy is the reconciliation following upon the destruction of that real world which thought has begun."  (Hegel's Lectures on the History of Philosophy Introduction B. Relation of Philosophy to Other Departments of Knowledge.)

"The whole system of Marxism stands and falls with the principle that revolution [overthrow of the traditional parent by means of the liberation of the senses—in an open ended, non-directed praxis] is the product of a point of view in which the category of totality [group think—what mankind has in common, his common "felt" needs] is dominant." Georg Lukács, History and Class Consciousness The Marxism of Rosa Luxemburg 1923

"A more powerful enemy, the bourgeoisie [the traditional home], whose resistance … and whose power lies, ... in the force of habit, in the strength of small-scale production [family run business]. Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism [a patriarchal paradigm: either-or, "Do it my way or else."] and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." Vladimir Lenin Left-Wing Communism: an Infantile Disorder; An Essential Condition of the Bolsheviks' Success, May 12, 1920

Those who praxis "change for change sake" through the art craft of dialogue are now overwhelming those who praxis obedience toward (and the honoring of) the father and his will, a paradigm, according to God, in which the father must rule, the desire of the heart of the wife must be toward her husband, and children must obey their parents, in the Lord i.e. a patriarchal paradigm where chastening teaches the child to bring his flesh under control to laws higher than his flesh, requiring him to learn self-control and self-discipline, teaching him there is right and there is wrong, there is good and there is evil, there is light and there is dark, there is a heaven and there is a hell, there is God and there is the Devil.

Limited government and the patriarchal home go hand in hand.
(Something our framing fathers got right.)
Limited government liberates the traditional home.
Doing away with the traditional home, brings limited government to an end.
Doing away with limited government, brings the traditional home to an end.
(Something those who practice tyranny understand and are doing.) 

Where we are going (or have already arrived).  The legislative, executive, and judiciary branches of government were separated in the National level, the State level, the County level, and the township level of government, so that the father, the patriarch of the home, could be the developer of the conscience.  When the government consolidates all these departments under the banner of "human rights," it negates the patriarchal family and, for the time, refuses to acknowledge a patriarchal God. When departments, non-elected people, are created by elected officials for the purpose of overseeing public needs, elected officials come under the control of these departments with their non-elected people.  When this happens, where all branches of government are connected through the networking of departments, we are not longer under a constitutional republic, we no longer have a representative form of government, but instead are under a politburo form of government where political, economic, social consensus negate limited government.  Who would have thought it would happen in America, the land of the "free."

"... which the consciousness of the proletariat has striven to create ever since its inception. The workers' council [consensus meetings] spells the political and economic defeat of reification [control by established standards of the home]. In the period following the dictatorship it will eliminate the bourgeois separation of the legislature, administration and judiciary [eliminate a constitutional republic and its limited government—greatest power to the family]."  György Lukács History & Class Consciousness Class Consciousness March, 1920  (emphasis added)

Where we came from.

"It is important, likewise, that the habits of thinking in a free country should inspire caution, in those entrusted with its administration, to confine themselves within their respective constitutional spheres, avoiding in the exercise of the powers of one department to encroach upon another.  The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism.  A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position.  The necessity of reciprocal checks in the exercise of political power, by dividing and distributing it into different depositories, and constituting each the guardian of the public weal against invasions by the others, has been evidenced by experiments ancient and modern;  some of them in our country and under our own eyes.  To preserve them must be as necessary as to institute them. If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates.  But let there be no change by usurpation; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed.  The precedent must always greatly overbalance in permanent evil any partial or transient benefit which the use can at any time yield." George Washington  Farewell Speech

Evaluating to sustain the dopamine.

"Perverse disputings of men of corrupt minds, and destitute of the truth, supposing that gain is godliness: from such withdraw thyself."  1 Timothy 6:5

"The love of power, and the proneness to abuse it, which predominates in the human heart" comes from the desire of fallen man to control the world around him in an effort to initiate and sustain the environment which emancipates dopamine.  It is not so much the things in the world the person seeks to gain and keep control over, it is the pleasures the things in the world stimulate he seeks to gain and keep control over. Without dopamine emancipation, which the environment stimulates, the environment is of little or no value to the person who seeks after pleasure—seeks after the "pleasure principle."  In this way, when the environment does not provide the proper stimulation for dopamine emancipation, the person reverts to creating an internal environment within his mind which stimulates dopamine emancipation i.e. via his imagination.  Through the imagination of a person's heart, his heart's desires, and the ability to reason to the justification of it, any power he attains he will used to that end.

Anyone who uses an office of authority for themselves is a tyrant.  Therefore, it is not necessarily the office of authority for which a tyrant seeks after, it is the opportunity it provides him to control of the environment which stimulates the emancipation of dopamine, which his flesh wants.  In the position of power, he is able to use the office for his personal gain.  Even for the "religious," it can be used for personal gain, "supposing that gain is godliness."  Thus any information which comes over his desk is superficially used to keep his "respect," in the eyes of those he serves, by providing services of some kind to those who put their trust in him, thereby keeping him in office—if he provides opportunities of dopamine emancipation for them, create an environment which supplies their "fix," they will keep him in office and supply him his fix.  Therefore he will constantly use "his office," the power thereof, to keep those under his authority in a position of continually supplying his dopamine emancipation, his fix (even the pleasure which comes from the respect of men), by supplying their continual supply of dopamine emancipation ("If you make me happy. I'll make you happy. And then you'll make me happy. And then I'll make you happy." etc.—dopamine emancipation forever).  This is government by consensus.  As long as everybody who can participate in power, the process can keep the house of cards going.  But once crisis comes and the one or several in authority have no ability to resolve it, their power is in jeopardy.  They will then use their power of office to get rid of those who seek to remove them from "their office"—using the power of office to remove obstacles to their daily fix.  Whether a capitalist leader, a communist leader, or church leader, the "purpose" will be the same.  As long as you feed the people their dopamine emancipation—facilitate change where all can participate—they will keep your daily supply coming.

Since King George III had delegated power over the colonies (power which was his jurisdiction), to another authority (the British businessmen), to keep favor with them for his "good pleasure."  And since they were abusing the colonies for their personal gain, for their good pleasure, the colonists rightfully called King George III a tyrant, since he was using his office or title for himself, seeking favor from tyrants where were oppressing the colonies.  Instead of serving and protecting the people and punishing the wicked, under God, he had joined with the wicked for his own gain.  Although George Washington, who knew King George, saw him as basically an honorable man in most affairs, the abuse of his office for personal gain, qualified him as a tyrant.  Whenever rightful leadership, be it Legislative, Executive, or Judicial use the power of their office for their own personal gain (emancipation of dopamine), be it immediate or later (via promises to supply personal pleasure after office, promises made by those he tyrannically gives power to, power to abuse the citizens while in office, i.e. he is in cahoots with the brotherhood), they all practice tyranny.

When governments create and sustain departments which usurp power over the citizens, departments with their own executive, legislative, and judicial departments, they practice tyranny.  The departments will use feedback loops and other tools of their trade to keep the citizens forever in a state of slavery, in bondage under the control the government of tyranny. "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." Carl Rogers, as quoted in People Shapers, by Vance Packard. "By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished. The curious thing is that in that case the question of freedom never arises." Carl Rogers On Becoming A Person underline in original as italics.  In this way all tyrants sustain their habits of abuse over the citizens through force, physical and psychological.  The citizens will follow the tyrant as long as they trust the promises of dopamine emancipation those in government make or they accept the crumbs of dopamine emancipation the "government" gives (through increased taxation).  Whenever government "gives," someone goes into debt.  Not only, out of fear of the "government" cutting off their supply of "pleasure," do the citizens "put up" with tyranny, but also the power of taxation becomes the power to destroy the citizen's ability to sustain themselves while removing the men of abuse from office.

The "legal" profession has been successful in supporting this agenda of tyranny, bleeding the citizens of their funds and representation while the citizens fight tyranny the courts initiated and sustained.  Remember, the French Revolution was instigated and run by lawyers.  Fascism and Communism could not have advanced their cause without their use. "All us lawyers are trained in semantics, which makes us all liars. It is how skilled you are in semantics which determines how successful you will be." "If your client is loosing on principle, talk him out of principle." John Whitehead  Statements he made in a law class he taught on the Constitution and the courts abuse of it, which I attended, at Oral Roberts University.  Liars, instead of lawyers, as one Senator I know calls them i.e. "professional liars."

When duly elected officials farm out their powers to departments which network between all branches of government (an act of treason) they create a form of government known as a politburo. These departments which deliberately use social crises to (1) bring a diverse group of people together,  to (2) manipulate the representatives (if present) and the citizens through the action of dialoguing collectively to consensus, i.e. effectively circumventing the representative form of government and parliamentary procedures,such a Roberts rules of order, effectively neutralizing the duly elected representatives role in office and therefore their constituents voice in government, to make all discussion (3) over social issues, i.e. effectively neutralizing evaluating the issues at hand through the beliefs and standards of the constituents, those who voted the representative into office to protect their beliefs and standards (to keep the power of government limited, i.e. the representative would not support any law which would infringe upon his constituents beliefs), (4) in a facilitated meeting i.e. the use of a person or persons trained in "group dynamics," "force field analysis," "unfreezing, moving and refreezing," steps used by communists in brainwashing a person's individual rights (the praxis of patricide) , replacing inalienable rights (given by God) with human rights (given by carnal man—incest), effectively moving the person from thinking upon the praxis of turning to higher authority for direction (authority above the gratification of dopamine emancipation—"it is not in man that walketh to direct his steps." Jeremiah 10:23) to the recognition of and acceptance of the power of the collective, under the control of socialist leadership, are soviets.  Pain is now any thought or action which takes a person outside of the group.  Pleasure can only be known and practiced within the group or through ones approval with the group, if it be only in the mind as "group think."  The Politburo is a form of government where duly elected officials use departments (soviets which assist in the "elimination of the bourgeois separation of the legislature, administration and judiciary" Lenin quoted above) to keep all citizens under the socialists control.

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy.  And my impression is anyway that this is the direction in which they are going now."  Abraham Maslow  The Journals of A.H. Maslow by Lowry

By replacing a limited form of government (government with is checks and balances, in national, state, county, city, and township affairs, the family, particularly the father, had the greatest power over the raising of the next generation) with an unlimited form of government (described above), the conscience and the fear of God is automatically left out of the loop in setting policy in all branches of government, from the home to the national (and thus global).  Instead of the elected official evaluating social conditions through a family system (a closed system of right and wrong, a patriarchal system which restrains dopamine emancipation and chastens for the lust there of) he now evaluates the family through a social system (an open system of relativism, of situational ethics, a heresiarchal system which encourages dopamine emancipation and punishes for the repression of or antisocial control of over).  He now uses his power to determine a person's worth, be they an unborn or born child, an adolescent, an adult, or an elderly person based upon the availability of dopamine emancipation they provide for society and therefore to themselves—this is the tyranny of the masses.

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continum, in a hierarchical-integration of prepotency & pospotency."  Abraham Maslow  The Journals of A.H. Maslow by Lowry

When a person or a group of people control the environment for personal pleasure (for dopamine emancipation), and disobey or circumvent the restraint of God, all governments, be it individual (control over self) or collective (control over others), become tyrannical.  All authority is of God, both secular and sacred, both civic and religious.  One office, under God, is for the preservation of the body of the individual and the family, and the society which proceeds there from, the other office, under God,  is for the salvation of the soul.  As Satan, an angel who once served under God, who served in a department of service to God, sought to gain power for himself (over God's creation) outside of serving under God's will (determined to serve his own will), so leaders throughout the ages have likewise done whether they were put into office by the people or took it by force. Our current leadership, serving in an office to serve the citizens, are now under the control of departments, socialist departments which control not only government but citizens as well.  Whoever controls the information by which your elected officials make decision, controls the perception which your elected officials use to make decisions, controls your elected officials.  Through increasing tax dollars and mandatory volunteerism, citizens are manipulate into serving a government which increasingly eats into their inalienable rights.  Whether by selfish wants or out of fear, citizens are becoming slaves to the system, slaves of the flesh. "What is going to happen to me if I don't go along?" has replaced a people of principle, where right is right and wrong is wrong.

In this way tyrannically government, a government of sin, rules and is able to control the minds of their slaves of the praxis of sin.  By creating a people of sin, they are able to rule over their kingdom of sin.  By facilitated meetings which are "open ended," and "non-directed" (known as "therapy for normal's," Rogerian psychology used to "draw out" a persons sensuous "needs"), the same method Satan used on the woman in the Garden in Eden (the sensuous "need" to touch the tree),  and by the freedom to look upon things formerly forbidden (known as tolerance of ambiguity, sense perception) a person is able to, free of conscience, praxis in the lust of the flesh, the lust of the eyes and the pride of life (Maslow's hierarchy of "felt" needs; collectively learned though sensuous experience—"just do it"), no longer needing direction from above but now able to evaluate what is "good" for oneself, directing ones own paths in harmony with the village, eating collectively from the tree of the knowledge of good and of evil.

"So it looks as if nudism is the first step toward ultimate fee-animality-humanness. It's the easiest to take. Must encourage it. Yet nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations. Must move in the direction of the Reichian orgasm. I certainly enjoy nudism as at Esalen & have no trouble with it.  And I certainly think sex is wonderful, even sacred.  And I approve in principle of the advancement of knowledge & experimentation with anything."  Abraham Maslow  The Journals of A.H. Maslow by Lowry

As Adam and Eve turned away from God's will to their own, by yielding themselves to another source for their needs, chasing instead after their own "felt" needs (evaluating the environment for dopamine emancipation), so have all men since. By filtering all things through the mind of our heart's desire we can not see the truth of God's word, our true governor, nor hear his directions for our steps.  We instead tread gay-ly down the pathway of dopamine emancipation, the broad pathway of "seems to be," to the death which lays at its end. But for Christ Jesus we can not be delivered from this body of death.  This understanding of the wickedness of man and the need for God's directing, which made this nation the greatest in the world, has now been washed from the mind of leaders and the people, if it exists it is only mingled with enlightened minds at best (actually the worst thing of all), and replaced it with "if we build it, it will come," (world peace that is).  A world peace built upon the lust of the flesh, the lust of the eyes, and the pride of life, that which is common to the whole world.  Dopamine emancipation, which is common to all the world, is now the platform man has chosen, a platform from which he thinks he can unite all mankind, a kingdom apart from the will of God, providing the right environmental conditions are initiated and sustained. For that environment to be developed unhealthy elements must be removed, unhealthy elements who stand in the way of dopamine emancipation for all.

"Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first--it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.' The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood."  Abraham Maslow  The Journals of A.H. Maslow by Lowry

Don't concern yourself about the amount of lies, destruction, and death it will take to get there.  Social-psychologists, assisting government ,can help make your death, if necessary, a happy one, if not for you, at least for the group. (I write facetiously.)  We have arrived here because we decided we could evaluate the environment which stimulates dopamine emancipation through our own reasoning, "leaning to our own understanding," in an effort to find direction for our lives. Our very system of education has assisted us in doing so (Bloom's Taxonomies: to synthesize we must negate the parents restraint and participate in sin, we must eat again from the tree of the knowledge of good and evil). We have rejected God and his will that we evaluate the environment through him, "Trusting in the Lord with all our heart," which keeps us from dopamine emancipation addiction.  We are a nation now drunk with the blood of those who we deemed as interfering with our love of pleasure, those who we feel and think are in the way of our daily fix of dopamine emancipation.  Just because you don't see it, does not mean that it is not so.  We, like Satan, have fallen in love with ourselves, and the pleasures of this life. Such is the way of those who seek to evaluate their lives from their own wants and will, be it individual or collective.  We must again evaluate our lives from God's will. "For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

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If you refuse to serve God in your God given office and rule under his command i.e. you "reject knowledge," he will not acknowledge you as one of his, and worst of all, he will not recognize your children.

"My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children."  Hosea 4:6

In the land of Diaprax there can be no actualized praxis of a patriarchal family in the community, both secular and sacred.  The patriarchal family must be identified as an "unwanted intrusion."  It carries into the life of the children and the life of the community a resistance to human pleasure, it interferes with "happiness." In the land of Diaprax all praxis in the community must be sanitized of initiating and sustaining (reinforcing) a patriarchal paradigm.

In essence the father figure must become "negated" in the mind of the individual and "negated" in the activities of the community he lives within. In the land of Diaprax there is no memory of a traditional father figure to go back to—to long for i.e. there is no "going back to basics."  If there is any memories to be brought up, they are only memories of an oppressive father figure, with which to hate i.e. the source of individualism and alienation. This is the foundation upon which the "hate crime" is built. See Human Relations in Curriculum Change. In truth, there is no going back to anything, there is simply getting back onto the right road, the right path, the right way.

The personal conscience and the role of the family in developing it.

"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  Community Policing  The meaning of "Community" in Community Policing

Justification for the negation of the personal conscience and the family is based upon its lack of support from the village—in support of a soviet system and a police state i.e. neighborhood watch, in the interest of the children.

"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."  ibid.

The father figure must also be "negated" in the activities and the perception of the community.  Only incidents of "abuse" (actual and illusionary), perpetrated by a father figure, is now made mention of in the media.  This is done in an effort to initiate and sustain contempt for a patriarchal paradigm.  Where once perversity (deviant behavior) was experienced in the individual and in the community with shock and held in contempt. Now, chastening a child for his disobedience toward established standards and the demand for "blind" obedience to a father figure is experienced in the individual and the community with shock and held in contempt.  The so called shift has been from the conscience (law above man, Lex Rex) to the superego (man above law, Rex Lex).

"What we call ‘conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the super-ego ‘unites in itself the influences of the present and of the past.'" Norman O. Brown LIFE AGAINST DEATH

"The methodology of planned change which is consistent with democratic ideology must elevate informed and experimental collective judgment over unchecked private judgment. A methodology of training for participation in planned change must emphasize the development of skills necessary for creating common public judgments out of the disciplined conflict of 'private' points of view. It must develop persons who see non-influenceability of private conviction in joint deliberations as a vice rather than a virtue. It is in this sense that democratic planning for change must be anti-individualistic." Kenneth Benne  Human Relations in Curriculum Change

"Common public judgments" must triumph over "'private' points of view." This must be done for the sake of "equality of opportunity."  "For equality of opportunity to be a reality, the family as a unit must be weakened." (James Coleman The Adolescent Society. A book of major importance for contemporary education and even in our courts, explaining how to build the "New Age" upon the youth, negating the older generation and their rules.)  The basis for such ideology is the feeling of hate experienced by the rebellious child toward rules which interfere with his desire for approval on his terms i.e. such as Cane had towards God, who did not let him love him his way (with the flesh). Since he could not take his hate of rejection out on God, since God was "to big," he took it out on Abel, the brother who obeyed God and received God's approval, having done it God's way.  This is the sum of psychology, sociology, communism, socialism, humanism, environmentalism, etc.  Government, Education, Work, and Religion has embraced this shifty paradigm—a paradigm of half-truths, turning the truth into a lie and a lie into the truth.  By shifting the praxis from the community respecting the authority of the father to the praxis of the community focusing on the family (like a smart bomb honing in on a laser beam), the father is circumvented and the family comes under the control of (attach by) the community.

"The major implication . . . was the transformation of the family's role in the process of socialization."  Martin Jay The Dialectical Imagination

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Human Relations in Curriculum Change, 1951.  [Once the family focuses upon the will of the community, and ends its focus upon the will of the father, the family embraces the community for its identity, effectively negating its patriarchal paradigm.]

"The person must be helped to reexamine many cherished assumptions about himself and his relations to others." "The familiar must be made strange; many common props, social conventions, status symbols, and ordinary procedural rules are eliminated ..., and the individual's values and beliefs about himself are challenged." " Irvin Yalom  Theory and Practice and Group Psychotherapy

Cognitive Dissonance "The lack of harmony between what one does and what one believes." " The pressure to change either one's behavior or ones belief." Introduction to Psychology Ernest R. Hilgard, Richard C. Atkinson, Harcourt, Brace & World, Inc, New York, 1967 p. 302. 

"To question the value or activities of the group, would be to thrust himself into a state of dissonance.  Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority.... 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." "By shifting the group's attention from ‘then-and-there' [the family] to ‘here-and-now' [the group] material, he performs a service to the group … focusing the group upon itself.  Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself.  Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking.  Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse.  " Irvin Yalom

"… few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance." ibid

"The theme underlying much of the research is that once you can identify a community [even a Bible study group, one in which you are willing to "suspend" your position on God's word to keep a good running relationship with others] you have discovered the primary unit of society above the level of the individual and the family that can be mobilized to take concerted action to bring about positive social change."  Trojanowicz, The meaning of "Community" in Community Policing.  Quotation from COPS Community Oriented Policing Services US Department of Justice by Trojanowicz [brackets added]  "Positive social change" means the patriarchal pattern of control, a top-down hierarchy (experienced as negative i.e. seen as judgmental by "tolerant" people), is limited in power and influence, if not negated, and replaced with a partnership, a dialogue based, social control paradigm, through the use of a facilitator (social mediator).  A person's focus upon a ridged "right or wrong" becomes corrupted for the sake of social (and self) approval.

"Changing a group atmosphere from autocracy [patriarchal-God says, Dad says] toward democracy [global-We say] through a democratic leadership [facilitator], therefore, means that the autocratic [patriarchal-based upon doing right, not doing wrong, according to the fathers will] followers must shift toward a genuine acceptance of the role of democratic [global-based upon considering other persons "felt" needs, discovered through discourse] followers.  The experiments show that this shift in roles cannot be accomplished by a "hands off" policy [therefore it is not natural]. To apply the principle of "individualistic freedom" merely leads to chaos. Sometimes people must rather forcefully be made to see what democratic [global] responsibility toward the group as a whole means. It is true that people cannot be trained for democracy [global] by autocratic [patriarchal] methods. But it is equally true that to be able to change a group atmosphere toward democracy [globalism] the democratic leader [facilitator] has to be in power and has to use his power for active re-education [brain washing; washing the brain of respect and honour of (fear of judgment from) the patriarchal paradigm]. The more the group members become converted to democracy [globalism] and learn to play the roles of democracy [globalism] as followers or leaders, the more can the power of the democratic leader [facilitator] shift to other ends than converting the group members. Hitler himself has obviously followed very carefully such a procedure [fascism is dialectical nationalism based upon race i.e. Darwinian based nationalism based upon race change for good, not environmentalism, based upon international change for good]. The democratic reversal of this procedure [globalism is dialectical materialism/historical materialism based upon all citizens using the dialectical though process to resolve conflicts i.e. Darwinian based globalism], although different in many respects, will have to be as thorough and as solidly based on group organization. Kenneth Benne  Human Relations in Curriculum Change

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"Prior to therapy the person is prone to ask himself  ‘What would my parents want me to do?' During the process of therapy the individual comes to ask himself ‘What does it mean to me?'" Carl Rogers On Becoming a Person

"Stopping the internal dialogue ['What would my parents want me to do?'] is, however, the key to the sorcerers' world." Carlos Castenada Tales of Power, 1974; Richard Bandler, Patterns of the hypnotic techniques of Milton H. Erickson, Vol 1. 1975

All of psychology, sociology, philosophy, etc. (so-called Christian included) is about changing the father-son relationship.  What may appear as academics is simply the battle between the father who controls the resources, giving orders to his son regarding his access to them and his behavior regarding their use and the son who wants control over the recourses (for his own desires) but must, begrudgingly, carry out the father's will, his father's commands, if he hopes to obtain any of them for his own use.  Jesus gives us the patriarchal praxis, overcoming sin—our rebellion against the father's will—children of disobedience, making us all children of his wrath. For liberals, the father-son relationship, when the son must obey the father's will, is, due to scriptural ignorance, seen as a fascist pattern (strong nationalism) when applied to government.

"Acceptance of religion mainly as an expression of submission to a clear pattern of parental authority is a condition favorable to ... pseudopatriotism; ‘we' are the best people and the best country in the world, and we should either keep out of world affairs altogether (isolationism) or we should participate ‑‑ but without losing our full sovereignty, power, and economic advantage (imperialism). Theodor Adorno  The Authoritarian Personality

Gordon Allport's book, The Nature of Prejudice, used by Benjamin Bloom to support his Taxonomies, bears witness to the socialist agenda from which contemporary education is based.  Some statements from Allport's book follow:

"Prejudice tends to be a personality trait."  "We note that this form of the California Ethnocentrism Scale [Theodor Adorno. The Authoritarian Personality] has four subscales, 1.  Jews, 2. Negroes, 3. Other minorities, and 4. Patriotism."

 "'Patriotism' as tested by these particular items obviously does not refer to loyalty to the American creed.  It has rather a flavor of ‘isolationism'"  "The California research found further, as we might now expect, a tendency for these ‘safety-islanders' to be vigorously loyal to their churches, sororities, families, and other in-groups." "All who live outside the ethnocentric circle of safety are viewed with suspicion." "The same restrictiveness is seen in correlations between ethnocentrism and social and political ‘conservatism—pseudoconservative' or selective traditionalists.'" [This is the group which will be watched and labeled rapidly as having terrorists tendencies.  Those who were honored at the founding of this nation are now to be marked as enemies of the community at its death.]

"Tolerant children, it seems, are likely to come from homes with a permissive atmosphere."  "Early training is an important agent in slanting a child toward tolerance."  "Tolerance [is] the result of several forces pressing in the same direction.  The greater the number of forces that press in this one direction (temperament, family atmosphere, specific parental teaching, diversified experience, school and community influences), the more tolerant the developed personality will be." "Character-conditioned tolerance is set in a positive worldview."

"Some tolerant people are fighters. . . they are intolerant of intolerance."  "Sometimes they form a group (e.g., Committee on Racial Equality) to test restaurants, hotels, and public conveyances, to see whether discrimination is practiced." "They make themselves into spies to study and eventually expose agitators and intolerant profascist organizations." "Whether the tolerant person is militant or pacifistic, he is very likely to be liberal in his political views."

"Prejudiced individuals are more often conservatives."  "The fact that liberalism and radicalism both correlate positively with ethnic tolerance places a strong weapon in the hands of bigots (who are likely to be political conservatives)."  "Tolerant people are more accurate in their judgments of personality." "Perhaps the best single phrase is that suggested by Else Frenkel-Brunswick, ‘tolerance for ambiguity [a phrase used by homosexuals to identify their behavior].'"  "There is a tolerant pattern, not merely a tolerant attitude."  "A pattern is a synthesis or ‘total style.'"  [brackets added]

While our earthly father is not perfect, the office God gave him is. If he uses the office for himself, instead of for God (and as a byproduct, for those he serves—his family, his country—under God), he is a tyrant—using the office for his own selfish, carnal, purpose. This is true for the leader of the home, the workplace, government, and the church and is why the patriarch must instill in his son, self-control and self-disciple, not self-esteem (which can only come from group esteem—esteem is social in nature, based upon the respect of men i.e. God is not a respecter of persons and declares that that which is highly esteemed among men as an abomination ''And he said unto them, 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). The father, in his God given office, must praxis self-control under God as he teaches his son self-control under him and God.  He must not negate the importance of the office. He must simply praxis a paradigm of self-control under God (as Jesus did), while serving in the office. No man or community must come between the father and his home under these conditions.  To do so violates the limited power of government as established under the Constitution.  It has been a pattern of contempt (hate) for the traditional family which our Highest Court has practiced over the past 50 years, overreached its constitutional limitations, legislating law against the father's role in the family, to rule his home as God leads.

"Once the earthly family is discovered to be the secret of the heavenly family,
the former must be destroyed in theory and practice."
Thesis #4 on Feuerbach by Karl Marx

Once the secular patriarchal paradigm (earthly father figure) is discovered to be the secret of the sacred patriarchal paradigm (heavenly father figure) the patriarchal paradigm (the earthly father figure) "must be annihilated," both in theory and in practice. In other words by annihilating the one, the traditional family system with its top-down structure, you annihilate the other—the heavenly family system with its top-down structure.  The traditional Marxist simply shot the patriarchal figure, which weakened if  not destroyed the infrastructure of communities and nations.  The transformational Marxists don't shoot the father and those who honour him, they just get the father figure into partnership with the family and the community (through dialogue), and he will abdicate (annihilate) his God given office himself.

"And if ye call on the Father, who without respect of persons judgeth according to every man's work, pass the time of your sojourning here in fear: Forasmuch as ye know that ye were not redeemed with corruptible things, as silver and gold, from your vain conversation received by tradition from your fathers; But with the precious blood of Christ, as of a lamb without blemish and without spot: Who verily was foreordained before the foundation of the world, but was manifest in these last times for you, Who by him do believe in God, that raised him up from the dead, and gave him glory; that your faith and hope might be in God. Seeing ye have purified your souls in obeying the truth through the Spirit unto unfeigned love of the brethren, see that ye love one another with a pure heart fervently: Being born again, not of corruptible seed, but of incorruptible, by the word of God, which liveth and abideth for ever."  1 Peter 1:17-23

God drove Adam and Eve out of the Garden, putting a "standard bearer" at its entrance, he did not set up facilitated meetings of "group think" with the hope that, through the art craft of mediation, Adam and Eve and their descendants could "get back into" the "good life" and live forever in world peace and harmony.  Jesus did not present a message based upon  the meeting of minds through dialogue—dialoguing to a consensus (finding common agreement based upon the senses of the flesh).

"In the process of history man gives birth to himself.  He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish:  that man would become like God himself."  Erick Fromm  You Shall Be As Gods p. 123

From Satan, to the last human being standing in this age, the praxis of man has been rebellion toward a patriarchal praxis.  Call it adolescence or the proletariat it is all the same.  The traditional home with its patriarchal paradigm is the closest environment to the praxis of Jesus in the temporal world.  This is why Satan wants to negate it by replace it with the "village" home—Jesus did not negate the father's law, he fulfilled it, accomplishing in himself what we could not accomplish, total obedience to the father, thereby redeeming us from the judgment we were due, for our disobedience to the father's will.

"And Jesus said unto her, Neither do I condemn thee: go, and sin no more." John 8:11

"Jesus said unto him, Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment.  And the second is like unto it, Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets."  Matthew 22:37-40

"And, behold, one came and said unto him, Good Master, what good thing shall I do, that I may have eternal life?  And he said unto him, Why callest thou me good? there is none good but one, that is, God: but if thou wilt enter into life, keep the commandments. He saith unto him, Which? Jesus said, Thou shalt do no murder, Thou shalt not commit adultery, Thou shalt not steal, Thou shalt not bear false witness,  Honour thy father and thy mother: and, Thou shalt love thy neighbour as thyself."  Matthew 19:16-19

"For this, Thou shalt not commit adultery, Thou shalt not kill, Thou shalt not steal, Thou shalt not bear false witness, Thou shalt not covet; and if there be any other commandment, it is briefly comprehended in this saying, namely, Thou shalt love thy neighbour as thyself."  Romans 13:9

Jesus did not negate the law, resisting the father's will.  He did not rescue us from the law or our responsibility of obedience to the father's will. He changes our heart toward the law and the father's will. Instead of the law written in stone, the father seen as a tyrant according to our human nature and its inclinations, it is now written in our heart. Liberty is now found in the law (Liberty of the flesh is found apart from the law, liberty in the Spirit is in agreement with the law).  The law which once was hated by our flesh—our mind set on things below, is loved by our mind, now set on things above. Romans 7

"Think not that I am come to send peace on earth: I came not to send peace, but a sword.  For I am come to set a man at variance against his father, and the daughter against her mother, and the daughter in law against her mother in law. And a man's foes shall be they of his own household.  He that loveth father or mother more than me is not worthy of me: and he that loveth son or daughter more than me is not worthy of me.  And he that taketh not his cross, and followeth after me, is not worthy of me.  He that findeth his life shall lose it: and he that loseth his life for my sake shall find it."  Matthew 10:34-39

Jesus said he would divide the father from the son, the mother from the daughter, etc. but he did not say he would divide us from the patriarchal paradigm.  He came to bring us into right relationship with our heavenly father, keeping the patriarchal paradigm in place, replacing the flesh, from below, with the Spirit, from above. According to our human desires i.e. the laws of the flesh, the quest for change  is the annihilate of this patriarchal praxis, the annihilation of the patriarchal paradigm.  Something Jesus never practiced, nor advocated.

    "Whosoever believeth that Jesus is the Christ is born of God: and every one that loveth him that begat loveth him also that is begotten of him. By this we know that we love the children of God, when we love God, and keep his commandments. For this is the love of God, that we keep his commandments: and his commandments are not grievous. For whatsoever is born of God overcometh the world: and this is the victory that overcometh the world, even our faith. Who is he that overcometh the world, but he that believeth that Jesus is the Son of God?
    This is he that came by water and blood, even Jesus Christ; not by water only, but by water and blood. And it is the Spirit that beareth witness, because the Spirit is truth. For there are three that bear record in heaven, the Father, the Word, and the Holy Ghost: and these three are one. And there are three that bear witness in earth, the Spirit, and the water, and the blood: and these three agree in one. If we receive the witness of men, the witness of God is greater: for this is the witness of God which he hath testified of his Son."  1 John 5:1-9

The Father's will, manifested and fulfilled in Jesus (by his obedience to his heavenly father's will), is now manifested in us, who believe upon Christ and walk in his Spirit.   "(For the life was manifested, and we have seen it, and bear witness, and shew unto you that eternal life, which was with the Father, and was manifested unto us;)"  1 John 1:2  "But I have greater witness than that of John: for the works which the Father hath given me to finish, the same works that I do, bear witness of me, that the Father hath sent me."  John 5:36

Using affective objectives (""felt" needs—social needs) to force dialogue between the parents and their children—incest.

"In the traditional society each child is at the mercy of his parents.  The ‘natural processes' by which they socialize him makes him a replica of them."  James Coleman The Adolescent Society

Speakers at home school conventions, who are using affective laden, humanistic stories, to advance their agenda of human relationship building (social engineering) between parents and their children (and therefore the community), are simply using affective objectives to force dialogue between the parents and their children, in areas of parental "categorical imperatives," to destroy the patriarchal foundation of the traditional home.  "Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken."  Warren Bennis The Temporary Society

The home school movement is being negated by the negation of chastening—patricide.

"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult. If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." Kurt Lewin; A Dynamic Theory of Personality, 1935

The fear of punishment, at the hand of the parent, helps in keeping the child from doing evil i.e. from being worldly—like the "village".  If, in the mind of the child, the parent's commands or God's commands (and therefore power—author and authority correlate) is called into question, the fear of punishment, for doing what the parent or God calls evil, "disappears."  By simply encouraging the child to discuss his feelings in regard to his parent's commands results in patricide—an overthrow of parental authority.

Simply put, to recognize the one, negates the other.

"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

Chastening directly correlates to the teaching that there is absolute truth, that there is right and and that there is wrong.  To remove chastening directly affects a person's perception of right and wrong i.e. "What is truth?"  Since, according to dialectical thinking, there is no absolute right or wrong, the parents as well as God's commands (and therefore office, system, paradigm) are perceived as "out of date" (irrelevant) and therefore hateful.  Thus anyone who insists upon their commands being "crammed down someone else's throat," even if it is their own children, must be treated with contempt—"negation of negation."   Simply put, to recognize the one, negates the other.  "We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and all places." Benjamin S. Bloom (ed.) Taxonomy of Educational Objectives Book 1:  Cognitive Domain,  1956, p. 32.  "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." Karl Marx

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

Now it is the home-school movement (begun with an emphasis upon the patriarchal paradigm i.e. the use of chastening) which is facing the spirit of "educated-enlightened" adolescents (young and old) who hold chastening in contempt.  Many of its "leaders" (trained in psychology and the art craft of socialization—both founded upon wholeness, i.e. the concern of "sexual growth" of children) have surrendered to the diaprax standard, and are bringing the home school movement into the fold of those in the land of Diaprax.

 The child's supposed "natural" (according to Freud) connection to the world around him is to homosexuality—the focus upon the child's "sexual" development by ministries, in the hopes of cutting off a homosexual praxis, actually develops the next generation upon a homosexual praxis.  Something psychologists, "Christian" included, can not recognize and repent of without negating their profession. By focusing upon the child's human nature, in an effort to initiate and sustain a father-child relationship, instead of identify his nature as wicked, all of it, not one bit of it is justifiable, we focus upon our common desires with our children desires and deceptively build our relationship upon the same diabolical paradigm which justifies homosexuality—human intercourse, touch, taste, sight, smell, sound, without procreation. "And said, Verily I say unto you, Except ye be converted, and become as little children, ye shall not enter into the kingdom of heaven. Whosoever therefore shall humble himself as this little child, the same is greatest in the kingdom of heaven." Matthew 18:3, 4  "It does not matter how far down the road you have gone, it matters which road you are on."

The formula used to "justify" the "negation" of parental authority.

The Dialectical Process is the Circumvention of Parental Authority.

    "By ‘dialectical' I mean an activity of consciousness struggling to circumvent the limitations imposed by the formal-logical law of contradiction."
    "Formal logic and the law of contradiction are the rules whereby the mind submits to operate under general conditions of repression."
    "Capitulation enforced by parental authority under the threat of loss of parental love . . . can be accomplished only by repression."
Norman O. Brown  Life Against Death.

if the DP^{(Dialectical Process)} = the C^{(Circumventing: the negation)} of R & W^{(Right and Wrong or formal-logical law of contradiction)}
and if R & W = R^(Repression)
and if PA^{(Parental Authority)} = R
then the DP = the C of PA
^{(then the Dialectical Process equals the Circumventing of Parental Authority)}

If the dialectical process (DP) is the circumvention (C) of  formal-logical law of contradiction (R & W - RIGHT & WRONG)
and if the formal -logical law of contradiction (R & W) produces repression (R)
and if parental authority (PA) produces repression (R)
then the dialectical process (DP) is the circumvention (C) of parental authority (PA).
 

    "Freud, Hegel, and Nietzsche are, like Marx, compelled to postulate external domination and its assertion by force [parental authority] in order to explain repression."
    "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination."
    "The abolition of repression would only threaten patriarchal domination."
    "Our repressed desires are the desires we had, unrepressed, in childhood; and they are sexual desires."
    "Therefore the question confronting mankind is the abolition of repression – in traditional Christian language, the resurrection of the body."
    "Adult sexuality restricted by rules leads to neurosis."
    "Normal adult sexuality, judged by the standard of infantile sexuality, is an unnatural restriction of the erotic potentialities of the human body."
    "Sexual instinct seeks union with objects in the world."
    "Psychoanalysis declares the fundamental bisexual character of human nature;"
ibid.

For Christian leaders to do this process, expecting others to follow them, is a praxis of deceit, they have become wolves in sheep skin. It would be expected many "Christian psychologists" or Christians who have embraced psychology (claiming they can pick the good out of the bad, that there is "more right than wrong" i.e. dialectical reasoning) would deny this clarification of their profession, but deception is what it is, deception. You can not separate the homosexual agenda from psychology, nor psychology from the homosexual agenda.  Just because you claim to be a Christian does not change the diabolical system you are using.

The process is not successful until no one can escape, thus all must participate, even home schooling parents i.e. "We will leave no child (family) behind." "All children (families) are at risk." In this social line of reason, it does not take a village to raise the children, it takes the village to raise the parents. "Using social environmental forces to change the parents behavior toward their children."  (Adorno, a Marxist professor who taught at Berkley, CA, whose book The Authoritarian Personality serves as the basis for Bloom's Taxonomies, the source for curriculum development in secular and "Christian" schools today.)

"The individual is emancipated in the social group."  Norman O. Brown  Life Against Death: The Psychoanalytical Meaning of History

"One of the most fascinating aspects of group therapy is that everyone is born again, born again in the group."  Irvin Yalom The Theory and Practice of Group Psychotherapy

It is just a matter of time before those who home school will be divided amongst themselves on how to raise children  i.e. "To chasten"—biblical: Hebrews 12, declaring a paradigm of "good vs. evil," "right vs. wrong", "or not to chasten"—Bloom's Taxonomies i.e. social-psychology, declaring a paradigm of "there is no right or wrong answer to this question," so lets talk about it (dialogue), "How do you feel?"  "What do you think?"  "That is the question."  The home school movement must be facilitated into the "negation of negation,"—the negation of the father's commands, the negation of the praxis of being a "standard bearer," if the home school family is to become a part of the world community.

"If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:7-11

An attack (from within) is now being made upon those who home school, upon those families who praxis the patriarchal paradigm of chastening, parents who are standard bearers for the next generation, training them up, teaching them didactically, teaching them the difference between right and wrong—which is a paradigm of contrast—which at some time requires chastening. The focus is upon "sensuous experience."  What Karl Marx defined as the combination of "sensuous perception," what the surrounding environment offers as a solution to our "sensuous needs,"  Abraham Maslow's "felt" needs hierarchy.

"In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives [the flesh nature of man, "sensuous experience"] through challenging the student's fixed beliefs and getting them to discuss issues." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 54

A popular home school conference speaker, Norm Wakefield, advocates that human relationship become the basis of family relationship.  In one of his speeches, The Curse Of The Standard Bearers: When Idolatry Masquerades As Love, [what a title, The curse of the father's standards which act as a barrier or blocker to the father-son relationship:  When the father's will, which the son must obey if he is to be seen as loving his father, becomes the criterion for love.] Wakefield shares a story he learned from a secular newsman.  (Turning to fables instead of God's word.)  It is a story about a father who had a key made for a tool chest he had build to keep his disobedient son from taking and misplacing his tools.  He decided to make two keys instead of one: one key would be for himself and the other key for his disobedient son.  This was done so he could keep their relationship intact. Patriarch (obedience) moving to Matriarchal (relationship) moving to Heresiarchal (sons who grow up void of obedience, lacking self-control and self-discipline, but full of self-esteem).  It is not the freedom of our children which should concern us, it is their liberty, only attainable under God's law, along with his grace and his mercy.

"A stranger, even if his name were God, who imposes commands upon us must be resisted, he must be killed because nobody can stand him." Paul Tillich source: Leonard F. Wheat Paul Tillich's Dialectical Humanism 1970

Norm Wakefield, along with Josh McDowell explain their "Christian humanist" (dialectical  "Christian") quest for family-social peace the same way  G. F. W. Hegel explained his dialectical quest for "world peace" (see following quotation).  "Christian humanism" is not of God, for "what concord [harmony] hath Christ with Belial?"  2 Corinthians 6:15.  For those who know philosophy (vain philosophy), it is the same "Is-ought" quest sought by humanists down through the ages.  All these men build upon the same platform, the dialectical process, the "Is-ought" quest, which Karl Marx and Sigmund Freud built their ideal for world peace and individual-social "purpose," for Marx, the negation of alienation and reification, for Freud the negation of the "neurosis of civilization," for both patricide—the annihilation of a top down patriarchal paradigm which they saw as the source for the "oppressed-oppressor" experience i.e. the "It's not my fault, its my parents fault," Adam and Eve syndrome.  To blame environmental conditions (man or beast) for ones problems is to secularize that which is spiritual (obedience to God; "bringing into captivity every thought to the obedience of Christ." 2 Corinthians 10).  In the end we are not accountable for what happens to us, but we are accountable for how we respond.

"When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation have come to him."  G. F. W. Hegel, in one of the casual notes preserved at Widener.

No one can keep their faith in God and practice the dialectical process.  Norm and Josh reveal their diabolical foundation by writing "Our children are not strengthened when we point out what they've done wrong, but when we commend them for what they've done right." (Josh McDowell and Norm Wakefield  Chapter 10 Nurturing Christian Values,  The Dad Difference: Creating an environment for your child's sexual wholeness, p. 124).  This statement may tug at our "heart strings," but for the discerning, this deceptive ploy of the "affective domain," this trickery, is revealed by lining it up with Hegel's humanistic dictum (quoted above).  This is the broad path the humanist desire all to walk upon, adults and children alike.  Cover it with Buddha, or extrapolated (cut and pasted, rearranged) verses from the Bible, it still ends up being that which is of the world.   No man can serve two masters:  for either he will hate the one, and love the other. . .Ye cannot serve God and mammon.  (Matthew 6:24)  "Christians" indoctrinated in the cunning artcraft of social-psychology (the praxis of Genesis 3:1-6) may quote Matthew 6:24, but be forewarned, they don't expect you to praxis it (pin them down and they will opt out of scriptural authority in favor of intellectual understanding, turning to the "scientific method" which the Apostle Paul warned us to "avoid," lest we lose our faith, 1 Timothy 6:20).  Their quoting verses from the scriptures just helps you get on board their "fun" ship bound for the land of humanism.  "It is not a matter of how far down the path you've gone, it is a matter of which path you're on." The "seemeth to be right" path is just that.

In another affective (lets be positive and not negative) based story Wakefield suggests the parents concede to their rebellious son's demands, since the "believing" son is creating "conflict" in the home, to keep their reputation as good home school parents with others.  Tactfully he calls the parent's "responsibility and expectations" a barrier to the son's spiritual growth—in this way the patriarchal paradigm is perceived as "Satan's scheme."  "Living by rules and standards cannot build relationships based on God's love and grace."  (Wakefield)  The son should show his love for God by his obedience to his parents (Jesus when 12, stated "I must be about my Fathers business" Luke 2:49, yet Jesus obeyed his parent's when told to go home with them), the son does not show his love for God by his rebellion against his parents office (if they are in sin in the office he can reject participation in their sin and might suffer for that, but he can not reject the office through usurpation as Satan did "I will be like the most high." Isaiah 14:14 in defiance to God and his office).  Wakefield writes that the father's "making decisions and dictating the lifestyle of his believing son ... hinders his son's spiritual life."  (yet Jesus, who stated "Yet call no man your Father upon earth, for one is your Father which is in heaven." Matthew 23:9 and "And another of his disciples said unto him, Lord, suffer me first to go and bury my father.  But Jesus said unto him, Follow me; and let the dead bury their dead." Matthew 8:21, 22  Jesus did not speak against the responsibility of the son to learn from his father, as Paul declares "And, ye fathers, provoke not your children to wrath: but bring them up in the nurture [Greek paideia: chastening, commands, and reproof; correcting mistakes and curbing passions] and admonition [by discourse to teach to recognize goodness and hating evil] of the Lord" Ephesians 6:4).

"Grace be with you, mercy, and peace, from God the Father, and from the Lord Jesus Christ, the Son of the Father, in truth and love." 2 John 1:3

Wakefield believes a "father's role should decrease" as the son grows in his walk with the lord. The father's role, his office, should never decrease.  His responsibility, to reprove, correct, and instruct in righteousness (presenting sound doctrine), according to the scriptures (2 Timothy 3:16) must always be the same. The father can not live his children's lives for them.  But he is to guide and direct them as one in authority under God, until they marry ("For this cause shall a man leave his father and mother, and shall be joined unto his wife, and they two shall be one flesh." Ephesians 5:31). It is his responsibility, his duty, to live a Godly life before them and continue to exhort them in doing the same (2 Timothy 4:2).  For the father to compromise his responsibility to rule the home, before God, for the sake of relationship with his children i.e. to keep his children's "heart of hearts," is to set that which is temporal (what we all have in common below, the desire for approval) as equal with that which is spiritual (that which divides that which is below from that which is above, good and evil defined not from our feelings and thoughts but by God's commands).

What Wakefield presents is confusion: through the use of ambiguity he mingles the temporal and the spiritual i.e. the moving of a person's praxis from a life build upon the conscience (God/the parent determines what is right and what is wrong), through confusion (concern about keeping relationships), to consensus (justify relationships; human relationships shape what is right and what is wrong). The is the "heart of hearts" of Liberation Theology.  This is the method used by Dialectical Christians.  What he states is that the father's "sins of control, rejection, slander, and shame" (dialectical definition of sin: "sin is the alienation of man from man" i.e. there are no rights for "resident aliens" in a dialectical world) hinders the son from "following the Holy Spirit," who "sets people free to find themselves through a relationship with Jesus Christ."  We are not to drive our children to wrath but we are to inculcate them.  These attributes, as stated by Wakefield could also be descriptive of Jesus and his heavenly father, who tell others what to do, rejected others, called some wolves, vipers, reprobate, etc. and exposed others as ignorant of the truth, to their shame.  How Jesus treated the disciples could be labeled as harsh, unbraiding them at times.  Jesus never "softened" up the truth for the sake of relationship with any of his disciples "eat my flesh and drink my blood .... are you going to leave also."  His whole life was preaching and teaching, if you could not handle it you did not stick around.  Those who came to him, who wanting an "intellectual" or a mushy, feely feely gospel (void of conviction and death and humbleness and repentance and child like faith) he did not have patience toward.  He lived and died and lives for eternity in the praxis of obedience to his heavenly father, a praxis he calls all who follow him to live and die and to live eternally in.  Not once does the "role" of his father "decrease."  Jesus lived and died and lives a life of "Apart from my father I can do nothing." and calls us to do the same.

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "Man is free from all ties binding him to spiritual authorities, but this very freedom leaves him alone and anxious, overwhelms him with a feeling of his own individual insignificance and powerlessness."   [Fromm believed that man could] "not take the last logical step, to give up 'God' and to establish a concept of man as a being who is alone in the world, but who can feel at home in it if he achieves union with his fellow man and with nature." Erick Fromm Escape from Freedom

According to men like Wakefield, sin is now social ("sins of control, rejection, slander, and shame") .  Sin is now tied to man creating barriers to human relationships.  Sounds like the Marxist-Freudian Theologian of Harvard, Paul Tillich: "Sin is the estrangement of man from man." Leonard Wheat Paul Tillich's Dialectical Humanism  No man can stop another man from "following the Holy Spirit." No man, including my father, can come between me and God (unless God will it). My earthly father may be wrong in what he says and does but I must obey him as long as his commands and actions do not counter God's commands.  David did not kill Saul, he honored the God given office Saul served in, despising Saul's acts of rebellion against God.  I'm my heavenly daddies boy, I run to him when others come to take me away from him (including my father, if that be the case).  It is a man's personal decision ("Choose today who you will serve") to walk in the spirit or in the flesh. We are to follow Christ, which requires self-denial and social rejection (picking up your cross means human relationship just got severed—somebody no longer likes you for what you said and/or did).  Christ was obedient to His Heavenly Father, even to death, and has called us to do the same.  Fathers should provide a home where that office is known by the children, under God, and children should learn to honour that office, under God.  You can talk about the father-child relationship all you want, but to leave out the importance of the office (top-down office) is the annihilation of the office.  The humanistic idea, espoused by men like Norm Wakefield, of fathers being critiqued by their wives and children, concerning their "role" as a father figure (critical theory i.e. Marxism  "Every form of objectification [Father above, children below] ... results in alienation. Transcending alienation involves transcending objectification." Bronner Of Critical Theory), turns the fathers head to the things below (human feelings) and away from things above (God's directing).

"Tillich's elusiveness reflects a calculated effort to remain esoteric. He keeps his deepest meanings hidden from all but a few who are prepared to receive it." "By redefining terms, Tillich cultivates a 'double-speak' designed to convey opposing messages to different groups. He refuses to define terms to which he obviously attaches definite meanings." "One reason Tillich is unwilling to openly disavow religion is that he must be accepted as a theologian in order to formulate and gain acceptance of an imaginative Grand Synthesis of theology and philosophy." Leonard Wheat Paul Tillich's Dialectical Humanism

Statement about the Holy Spirit setting "people free to find themselves" (Wakefield) is typical Liberation Theology rhetoric, the use of ambiguity—double speak ("What did he mean by that statement?" It can mean different things to different people) which creates confusion.

"Behold, what manner of love the Father hath bestowed upon us, that we should be called the sons of God: therefore the world knoweth us not, because it knew him not."  1 John 3:1

"But when the fulness of the time was come, God sent forth his Son, made of a woman, made under the law, To redeem them that were under the law, that we might receive the adoption of sons. And because ye are sons, God hath sent forth the Spirit of his Son into your hearts, crying, Abba, Father. Wherefore thou art no more a servant, but a son; and if a son, then an heir of God through Christ." Galatians 4:4-7

My relationship with Christ is patriarchal, joint heirs yes but equals no.  He is the creator and I am the created, he is the redeemer, I am the redeemed, that will always be.  Jesus was sent by His Father to redeem me from His Father's wrath upon my sin.  Jesus' righteousness is imputed to me, there is no righteousness in me apart from him.  Jesus returned to the Father, my hope of eternal life, so His Father could send the Holy Spirit who fulfills the praxis of the Father's law in me. "Elect according to the foreknowledge of God the Father, through sanctification of the Spirit, unto obedience and sprinkling of the blood of Jesus Christ: Grace unto you, and peace, be multiplied." 1 Peter 1:2  In the end it is all about our Heavenly Father. Both, His obedient Son, and His Holy Spirit, who teaches and assists me in doing the Father's will, do the Father's will.  It is all patriarchal in praxis.  Not once does God step outside a patriarchal paradigm.  From Genesis to Revelation that paradigm is what it is all about.  Dialectical "Christians" can not comprehend that praxis.

"Humanism asserts that the test of human conduct must be found in human experience; concern for man replaces concern about pleasing God. Humanism elevates man to the rank of God. Tillich's message is that God is man, mankind, humanity. Tillichian salvation is a symbol, a symbol for becoming ultimately concerned about humanity [the relationship between fathers and their children, etc.]―salvation in an "eternal" present. The answer to man's predicament lies in the realization by individual man, that all men are essentially one and that the one is God. This self-realization is a "return" to union: potential becomes actual.  One reason Tillich is unwilling to openly disavow religion is that he must be accepted as a theologian in order to formulate and gain acceptance of an imaginative Grand Synthesis of theology and philosophy. Tillich is actually directing an apologetic humanistic message to a Christian audience." Leonard Wheat Paul Tillich's Dialectical Humanism

An art craft of mingling the spiritual with the temporal has always been the hallmark of Liberation Theology.  Again, we are not to "find ourselves," focus upon our feelings, our senses, but rather to deny ourselves ("If any man will come after me, let him deny himself, and take up his cross daily, and follow me." Luke 9:23) and humble ourselves ("Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time:" 1Peter 5:6), and I must decrease, not my earthly father decrease (that would be patricide), and Christ must increase ("He must increase, but I must decrease." John 3:30). When I decrease and Jesus increases the patriarchal paradigm is always left in place. If my father must decrease and Christ must increase his office is negated—known as "negation of negation." If my father is in sin and asks me to sin with him, then I must oppose his request (not his office) and face his punishment (suffer at his hands, his office gives him power to use) if it comes.  Fathers are to have their home in order, for that to come about they must be in order themselves. Jesus told us that we must "call no man your father upon the earth: for one is your Father, which is in heaven."  (Matthew 23:9)  To the son who wished to go home and bury his father, Jesus responded "Follow me; and let the dead bury their dead."  (Matthew 8:28) and in Luke 9:60 is added "but go thou and preach the kingdom of God."  This is not the message presented by Liberation Theologians speaking at home school conventions.

"And these are they which are sown among thorns; such as hear the word, And the cares of this world, and the deceitfulness of riches, and the lusts of other things entering in, choke the word, and it becometh unfruitful."  Mark 4:18, 19

These messengers of the humanized "word" of God, these wolves in sheep skin keep the flesh, the affective domain, intact, thereby "choking the word of God." Where God says "Flesh and blood shall not inherit the kingdom of God." and Jesus said "My kingdom is not of this world,"  they focus upon the things of man—human relationship—making man's "felt" needs the cornerstone, and thereby making God's kingdom of this world.  Instead of serving God in His kingdom, they create a god who will serve in their kingdom.  Thus they have turned revelation into revolution, they have humanized the word of God.  In this way, a paradigm of heresy is advanced, where man can feel better about himself and be less offensive to others. "Unto you therefore which believe he is precious: but unto them which be disobedient, the stone which the builders disallowed, the same is made the head of the corner, And a stone of stumbling, and a rock of offence, even to them which stumble at the word, being disobedient: whereunto also they were appointed."  1 Peter 2: 7, 8  This paradigm, which is offended by the pure word of God, redefines it, cutting and pasting it (because they say "man will choke" on it if preached as is), focus upon human relationship building, thereby making the word of God fit for human consumption, "choking it." Those who promote this evil paradigm are not of God.

"Ministers" today are dialoguing the word of God, turning it into an opinion (making it none offensive to the flesh, sin is mentioned, verses on sin are quoted but only in passing, as covering all bases), rather than preaching and teaching it, proclaiming it as revealed, patriarchal—from above—"It does not matter how you feel, or what you think."  Your opinion does not count.  Your opinion will not count on the day of judgment, in the "there-and-then," why would it count in the "here-and-now," except for the approval of men.  The moment ministers "humanize" the word of God, mingling Gods word with the hearts desires of men, they are treating God's word as a private interpretation i.e. an opinion—from below. To know it is to proclaim it, to feel and think it ("How do you feel about this verse?"  "What do you think God is saying?") is to dialogue it.  The former is spiritual, is certain, as "I know because dad said so," (Jesus response in the temptations "It is written ..." or "Dad says ..."), the latter is temporal, is uncertain, as "I think it means, etc."

Imbedded in Wakefield's praxis is the "negation" of a patriarchal paradigm, of the father's command, the "negation of negation" (the "negation" of God and his commands which divide man from the world; the "negation" of that praxis which causes human alienation) veiled as an agenda of "love," built upon "dynamics in relationship" (Wakefield), human feelings for one another, impulsive "what can I get out of this relationship for me," leading to the justification of compromise based upon what feelings we have toward one another, what we all have in common, rather than that justification which is from above, "Because God said so."  Interestingly, "ministers" who praxis the dialogue to synthesis (focusing upon what we have in common, the desire for love and acceptance), require you to pay for their material if you want to review it.  In this form of "Christian love" it is really all about the "love of money" which equates to the "love of pleasure."  God is not against pleasure or money.  It is just that we are not to love and serve money and pleasure (and the pride which comes with them—the admiration of persons), letting them control our lives.  We are to learn to control them under God directing.  When Godly parents chasten their children, in the Lord, they are teaching them the same message God wants to teaching them, there is one above them who loves them, who wants them to have life and not death.

In the end, it is not the village's money or pleasure, for "the earth is the Lords and the fullness thereof," for "all authority is from God."  When we move away from this truth, when we reject this truth, we end up using a God-given office of authority, firstly and foremost an office of authority over ourselves, for ourselves.  In that case we are wrong.  We are taking that which is not ours to take. What the father of the family must keep in mind is his duty to God, in the office God has given him.  It is all top down.  He is simply a standard bearer under God, who sets out the standard, leading his family in the way—the patriarchal way.  It is that way which Satan, and all that is of the world, like Cane, as rebellious children, wish to "annihilate."

"What has to be eliminated is the disgusting moralizing which thwarts natural morality and then points to the criminal impulses, which it itself has brought into being." "Sexually awakened women, affirmed and recognized as such, would mean the complete collapse of the authoritarian ideology." "the right of the woman to her own body." "The termination of pregnancy is at variance with the meaning of the family, whose task it precisely the education of the coming generation – apart from the fact that the termination of pregnancy would mean the final destruction of the large family." "The preservation of the already existing large families is a matter of social feeling; . . the large family is preserved because national morality and national culture find their strongest support in it."  Wilhelm Reich THE MASS PSYCHOLOGY OF FASCISM

After all, Marx said, the "traditional family," (the father who sets the standards for the family's access and use of money—money seen as the means to happiness and pleasure to the worldly minded where the control of money, apart from the father, is the means to worldly hope) where the patriarchal paradigm (concern about what dad says, the "negative valence") must be "annihilated," both in theory and in practice. i.e. in the thoughts of the individuals (theory—"thinking with feelings" i.e. opinions freely shared without judgment) and the norm of the community (the praxis of the environment)—dialectic i.e. thinking with one's sensuous, temporal feelings ("sensuous needs")—focusing (through "sense perception") upon what we all have in common, our human nature, our desire for belongingness, our desire for acceptance by our selves and by those around us, with feelings based upon the lust of the flesh (touch, taste, sight, smell, sound).

"It is important that the therapist attempt to screen out patients who will become marked deviants, deviants because of their interpersonal behavior in the group sessions and not because of a deviant life style or past history." "There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established." "the deviant … correlates very highly with negative outcome: a member deemed by the others … to be ‘out' of the group has virtually no chance of benefiting from the group and a strong chance of suffering harm." "The successful leader … reinforces each member's activity … escort the deviant back into the group, and he discourages the development of scapegoating and judgmentalism." "One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial." "Communication toward a deviant is very great initially and then drops off sharply as the group rejects the deviant. Eventually, the group will extrude the deviant. They may smile at one another when he speaks or behaves irrelevantly; they will mascot him, they will ignore him rather than invest the necessary time to understand his interventions."  Irvin Yalom  Theory and Practice and Group Psychotherapy

"Submission to authority, desire for a strong leader, subservience of the individual to the state, and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account."  Theodor Adorno  The Authoritarian Personality

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"The fear of man bringeth a snare: but whoso putteth his trust in the Lord shall be safe."
Proverbs 29:25

In this process, as espoused by "enlightened" Christians today, deviancy can now become the norm.  With home schooling families participation, social harmony and world peace can be reachable.  If the families don't participate at least they can keep quiet so other's feelings aren't hurt.  If you hurt other people's feelings—wake up the beast, the "social animal"—they will notice you and come after you. Somehow you think that by your silence this evil will go away, at least you hope it won't notice you and your family.  Be forewarned, you are noticed.  You must not fear man, but you must "fear the LORD."  "My son, forget not my law; but let thine heart keep my commandments: For length of days, and long life, and peace, shall they add to thee. Let not mercy and truth forsake thee: bind them about thy neck; write them upon the table of thine heart: So shalt thou find favour and good understanding in the sight of God and man. Trust in the LORD with all thine heart; and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths. Be not wise in thine own eyes: fear the LORD, and depart from evil." Proverbs 3:1-7   "O taste and see that the Lord is good: blessed is the man that trusteth in him." Psalms 34:8  "It is better to trust in the Lord than to put confidence in man." Psalms 118:8  "Thus saith the LORD; Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5

The "tyranny of the masses" is interested in the home schooling movement.
Is the home schooling movement interested in the "tyranny of the masses?"

"No class of civil society can play this role [emancipators of society] unless it arouses in itself and in the masses a moment of enthusiasm, a moment in which it associates, fuses, and identifies itself with society in general, and is felt and recognized to be society's general representative, a moment in which its demands and rights are truly those of society itself, of which it is the social head and heart." Karl Marx Critique of Hegel's Philosophy of Right  In this statement Karl Marx perfectly describes consensus.

My question is.  If you know what is right (God chastens those who are his and calls those who refuse chastisement bastards i.e. not his) why would you keep silent, unless you already have sold your soul to the village i.e. you want the approval of men, you are living under the fear of men?  In essence you are home schooling for the wrong reason, for "social approval."

"For this cause I bow my knees unto the Father of our Lord Jesus Christ, Of whom the whole family in heaven and earth is named,"  Ephesians 3:14, 15

Some youth are leaving the home school family in rebellion against the patriarchal paradigm because "Christians" are teaching them "to question authority."  The voice of rebellion  against the "establishment" in the 60's has now become the accepted norm of the "Christian" community today, known as Liberation Theology, the "Christian humanist" praxis of the dialectical paradigm—evaluating ourselves from the environment (from the world around us, that which we all have in common) instead of from God's Word—creating an image of ourselves according to human nature instead of putting on Christ, and enduring social rejection i.e. "Your not one of us."  When human relationship becomes the standard, then the Godly "standard bearer" must be annihilated in theory and in practice.  Spiritual truth must be treated as an opinion, and human opinions must be treated with respect, as truth.  With spiritual truth in place all man can do is repent, with opinion in place all man can do is change—changingness.  "Christian" opinions (cognitive-affective synthesis) keeps the flesh in place, Godly repentance (cognitive faith, obedience) puts it to death. "For if ye live after the flesh, ye shall die: but if ye through the Spirit do mortify the deeds of the body, ye shall live." Romans 8:13

"Professing themselves to be wise, they became fools, and changed the glory of the uncorruptible God into an image made like to corruptible man, and to birds, and fourfooted beasts, and creeping things.  Wherefore God also gave them up to uncleanness through the lusts of their own hearts, to dishonour their own bodies between themselves:  who changed the truth of God into a lie, and worshipped and served the creature more than the Creator, who is blessed forever.  Amen." Romans 1:18-25

The only way to defeat the effects of diaprax (the dialectical process and praxis; theory and practice), to stop its control over you, is to "Trust in the Lord with all your heart and lean not unto your own understanding.  In all your ways to acknowledge him and he will direct your paths." Proverbs 3:5, 6   God has not called you to change the world.  He has called you to repentance before him.  Then, and only then, will the world be changed.

© Institution for Authority Research, Dean Gotcher 2008-2015