Benjamin Bloom and his Taxonomies
("modernized" by Marzano and Webb)
compared to Karl Marx
By adding the "affective domain" to the child's classroom experience, the child's "feelings" (and therefore his "thoughts," i.e., opinion) of the 'moment' determined the value or worth of the father's/Father's commands, rules, facts, and truth, negating the father's/Father's authority in the child's feelings, thoughts, and actions, as well as in his relationship with others (questioning, challenging, disregarding, defying, attacking the father/Father and his/His authority). Bloom admitted the "affective domain" was like "Pandora's box," a box full of evils, which once opened could not be closed, causing conflict and tension in the home. "The affective domain [the child's carnal desires of the 'moment'] is, in retrospect, a virtual 'Pandora's Box.'" "There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
Weltanschauung1" - "1Cf. Erich Fromm, T. W. Adorno"
Bloom admitted that his worldview ("weltanschauung") was that of two Transformational Marxist, i.e., Erich Fromm and Theodor Adorno, who were dedicated to 'liberating' children, and therefore society, from parental authority.
Erick Fromm wrote: "Personal relations between men have this character of alienation. Hegel and Marx have laid the foundations for the understanding of the problem of alienation." "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." "Both the sadistic and the masochistic trends are caused by the inability of the isolated individual to stand alone and his need for a symbiotic relationship [some external authority over him] to overcome this aloneness." [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." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." (Erick Fromm, Escape from Freedom) "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: A radical interpretation of the old testament and its tradition)
"In Escape from Freedom, Fromm offered the sado-masochistic character as the core of the authoritarian personality." "The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality 'revolutionary' had changed to the 'democratic.'" (Martin Jay, The Dialectical Imagination)
Theodor Adorno wrote: "An attitude of complete submissiveness toward 'supernatural forces' and a readiness to accept the essential incomprehensibility of ‘many important things' strongly suggest the persistence in the individual of infantile attitudes toward the parents, that is to say, of authoritarian submission in a very pure form." "Authoritarian submission was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "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." (Theodor Adorno, The Authoritarian Personality)
George Hegel wrote: "The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such." (George Hegel, System of Ethical Life)
Karl Marx wrote: "Once the earthly family is discovered to be the secret of the holy family, the former must itself be annihilated [vernichtet] theoretically and practically." (Karl Marx, Theses On Feuerbach #4)
Sigmund Freud wrote: "'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." (Sigmund Freud as quoted in Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
Benjamin Bloom wrote: "What we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." "The affective domain [the carnal desires of the child's heart which the parent's restrain with their commands and rules] is, in retrospect, a virtual 'Pandora's Box' [a mythological box which was full of evils, which, once opened, could not be closed]." "There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) Both Cognitive Domain and Affective Domain are designed to negate the father's/Father's "top-down" authority system (Hebrews 12:5-11) in the students, feelings, thoughts, and actions, and in their relationship with one another, leading them to question, challenge, disregard, and/or defy their parents authority when they get home. "Bloom's Taxonomies" are all about negating the father's/Father's "top-down" authority system in the feelings, thoughts, and actions, and in the relationship children have with one another, teaching children how to use "higher order thinking skills" to 'liberate' themselves from parental authority.
Proceed directly to the section on Bloom's Taxonomies (or read the next 34 pages on Kuhn, Maslow, and others who he built us education system upon, before you get there):
A Psalm of Asaph. Truly God is good to Israel, even to such as are of a clean heart. But as for me, my feet were almost gone; my steps had well nigh slipped. For I was envious at the foolish, when I saw the prosperity of the wicked. For there are no bands in their death: but their strength is firm. They are not in trouble as other men; neither are they plagued like other men. Therefore pride compasseth them about as a chain; violence covereth them as a garment. Their eyes stand out with fatness: they have more than heart could wish. They are corrupt, and speak wickedly concerning oppression: they speak loftily. They set their mouth against the heavens, and their tongue walketh through the earth.
Therefore his people return hither: and waters of a full cup are wrung out to them. And they say, How doth God know? and is there knowledge in the most High? Behold, these are the ungodly, who prosper in the world; they increase in riches. Verily I have cleansed my heart in vain, and washed my hands in innocence. For all the day long have I been plagued, and chastened every morning. If I say, I will speak thus; behold, I should offend against the generation of thy children.
When I thought to know this, it was too painful for me; Until I went into the sanctuary of God; then understood I their end. Surely thou didst set them in slippery places: thou castedst them down into destruction. How are they brought into desolation, as in a moment! they are utterly consumed with terrors. As a dream when one awaketh; so, O Lord, when thou awakest, thou shalt despise their image. Thus my heart was grieved, and I was pricked in my reins. So foolish was I, and ignorant: I was as a beast before thee.
Nevertheless I am continually with thee: thou hast holden me by my right hand. Thou shalt guide me with thy counsel, and afterward receive me to glory. Whom have I in heaven but thee? and there is none upon earth that I desire beside thee. My flesh and my heart faileth: but God is the strength of my heart, and my portion for ever. For, lo, they that are far from thee shall perish: thou hast destroyed all them that go a whoring from thee. But it is good for me to draw near to God: I have put my trust in the Lord GOD, that I may declare all thy works.
1 Timothy 1:1-20
Paul, an apostle of Jesus Christ by the commandment of God our Saviour, and Lord Jesus Christ, which is our hope; Unto Timothy, my own son in the faith: Grace, mercy, and peace, from God our Father and Jesus Christ our Lord. As I besought thee to abide still at Ephesus, when I went into Macedonia, that thou mightest charge some that they teach no other doctrine, Neither give heed to fables and endless genealogies, which minister questions, rather than godly edifying which is in faith: so do.
Now the end of the commandment is charity out of a pure heart, and of a good conscience, and of faith unfeigned: From which some having swerved have turned aside unto vain jangling; Desiring to be teachers of the law; understanding neither what they say, nor whereof they affirm. But we know that the law is good, if a man use it lawfully; Knowing this, that the law is not made for a righteous man, but for the lawless and disobedient, for the ungodly and for sinners, for unholy and profane, for murderers of fathers and murderers of mothers, for manslayers, For whoremongers, for them that defile themselves with mankind, for menstealers, for liars, for perjured persons, and if there be any other thing that is contrary to sound doctrine; According to the glorious gospel of the blessed God, which was committed to my trust.
And I thank Christ Jesus our Lord, who hath enabled me, for that he counted me faithful, putting me into the ministry; Who was before a blasphemer, and a persecutor, and injurious: but I obtained mercy, because I did it ignorantly in unbelief. And the grace of our Lord was exceeding abundant with faith and love which is in Christ Jesus.
This is a faithful saying, and worthy of all acceptation, that Christ Jesus came into the world to save sinners; of whom I am chief. Howbeit for this cause I obtained mercy, that in me first Jesus Christ might show forth all longsuffering, for a pattern to them which should hereafter believe on him to life everlasting. Now unto the King eternal, immortal, invisible, the only wise God, be honour and glory for ever and ever. Amen.
This charge I commit unto thee, son Timothy, according to the prophecies which went before on thee, that thou by them mightest war a good warfare; Holding faith, and a good conscience; which some having put away concerning faith have made shipwreck: Of whom is Hymenaeus and Alexander; whom I have delivered unto Satan, that they may learn not to blaspheme.
Take heed unto thyself, and unto the doctrine; continue in them: for in doing this thou shalt both save thyself, and them that hear thee. 1 Timothy 4:16
But the younger widows refuse: for when they have begun to wax wanton against Christ, they will marry; Having damnation, because they have cast off their first faith. 1 Timothy 5:11, 12
I will therefore that the younger women marry, bear children, guide the house, give none occasion to the adversary to speak reproachfully. For some are already turned aside after Satan. 1 Timothy 5:14, 15
But they that will be rich fall into temptation and a snare, and into many foolish and hurtful lusts, which drown men in destruction and perdition. For the love of money is the root of all evil: which while some coveted after, they have erred from the faith, and pierced themselves through with many sorrows. But thou, O man of God, flee these things; and follow after righteousness, godliness, faith, love, patience, meekness. 1 Timothy 6:9-11
1 Timothy 3:1-13
This is a true saying, If a man desire the office of a bishop, he desireth a good work. A bishop then must be blameless, the husband of one wife, vigilant, sober, of good behaviour, given to hospitality, apt to teach; Not given to wine, no striker, not greedy of filthy lucre; but patient, not a brawler, not covetous; One that ruleth well his own house, having his children in subjection with all gravity; (For if a man know not how to rule his own house, how shall he take care of the church of God?) Not a novice, lest being lifted up with pride he fall into the condemnation of the devil. Moreover he must have a good report of them which are without; lest he fall into reproach and the snare of the devil.
Likewise must the deacons be grave, not double-tongued, not given to much wine, not greedy of filthy lucre; Holding the mystery of the faith in a pure conscience. And let these also first be proved; then let them use the office of a deacon, being found blameless. Even so must their wives be grave, not slanderers, sober, faithful in all things. Let the deacons be the husbands of one wife, ruling their children and their own houses well. For they that have used the office of a deacon well purchase to themselves a good degree, and great boldness in the faith which is in Christ Jesus.
The heart is deceitful above all things, and desperately wicked: who can know it? Jeremiah 17:9
Where are the preachers?
Kuhn, Thomas S. The Structure of Scientific Revolutions.
Transformational Marxists posing as theologians.
ABRAHAM MASLOW & Freud.
THE FAILURE OF THE HUMAN POTENTIAL MOVEMENT.
The heart is deceitful above all things, and desperately wicked: who can know it? Jeremiah 17:9 We are never deceived because someone lies to us. We are deceived because we trust them or have something to gain from the relationship. 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 We are drawn away from the truth by our own natural inclination to relate with the things of this world―lust. 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 scriptures from Genesis to Revelation deal with this "quality" of man and his fallen nature. While the world wants to incorporate this "quality" for the cause of "world peace," God expressly has called us to deny it. And he [Jesus Christ] 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 It is through gaining access of the desires of a person's heart ("covetousness") that he is able to be seduced, deceived (through "doublespeak"), and manipulated (made into "human resource" to be "bought and sold," i.e. "merchandised"). "And through covetousness shall they with feigned words [deceitful words] make merchandise of you;" 2 Peter 2:22
The "quality" of the world is found in the word used so often today, the word "like." As in "Like, can I, like, come to, like, come to your, like, house, like, this afternoon, like." This is not the noun or adjective form of "like" which is used throughout the Word of God to express sameness, or resemblance, So likewise, whosoever he be of you that forsaketh not all that he hath, he cannot be my disciple. Luke 14:33 The word "like" is being used, in its verb or adverb (informal) construct, to express the desires of ones heart, "to feel attraction toward or take pleasure in" (Merriam-Webster Dictionary) someone or something.
We can not defend our faith, our faith defends us. Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked. Ephesians 6:16 It is impossible to please God without faith. Our effort to please Him would be based upon our heart's desires, what we like, what we want. Ye ask, and receive not, because ye ask amiss, that ye may consume it upon your lusts. James 4:3 Our faith protects us from our hearts desires, from those thing which we like, from those we like and have something to gain from the relationship. But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him. By faith Noah, being warned of God of things not seen as yet, moved with fear, prepared an ark to the saving of his house; by the which he condemned the world, and became heir of the righteousness which is by faith. By faith Abraham, when he was called to go out into a place which he should after receive for an inheritance, obeyed; and he went out, not knowing whither he went. Hebrews 11:6-8 And faith comes by hearing of the word of God. So then faith cometh by hearing, and hearing by the word of God. Romans 10:17 Faith comes not by human wisdom (discourse) and is not an intellectual process but comes by believing upon the preached word of God. For the preaching of the cross is to them that perish foolishness; but unto us which are saved it is the power of God. For it is written, I will destroy the wisdom of the wise, and will bring to nothing the understanding of the prudent. Where is the wise? where is the scribe? where is the disputer of this world? hath not God made foolish the wisdom of this world? For after that in the wisdom of God the world by wisdom knew not God, it pleased God by the foolishness of preaching to save them that believe. For the Jews require a sign, and the Greeks seek after wisdom: But we preach Christ crucified, unto the Jews a stumblingblock, and unto the Greeks foolishness; But unto them which are called, both Jews and Greeks, Christ the power of God, and the wisdom of God. Because the foolishness of God is wiser than men; and the weakness of God is stronger than men. For ye see your calling, brethren, how that not many wise men after the flesh, not many mighty, not many noble, are called: But God hath chosen the foolish things of the world to confound the wise; and God hath chosen the weak things of the world to confound the things which are mighty; And base things of the world, and things which are despised, hath God chosen, yea, and things which are not, to bring to nought things that are: That no flesh should glory in his presence. 1 Corinthians 1:19-29 For whosoever shall call upon the name of the Lord shall be saved. How then shall they call on him in whom they have not believed? and how shall they believe in him of whom they have not heard? and how shall they hear without a preacher? And how shall they preach, except they be sent? as it is written, How beautiful are the feet of them that preach the gospel of peace, and bring glad tidings of good things! Romans 10:13-15
Where are the preachers?
And shall not God avenge his own elect, which cry day and night unto him, though he bear long with them? I tell you that he will avenge them speedily. Nevertheless when the Son of man cometh, shall he find faith on the earth? \
And he spake this parable unto certain which trusted in themselves that they were righteous, and despised others: Two men went up into the temple to pray; the one a Pharisee, and the other a publican. The Pharisee stood and prayed thus with himself, God, I thank thee, that I am not as other men are, extortioners, unjust, adulterers, or even as this publican. I fast twice in the week, I give tithes of all that I possess. And the publican, standing afar off, would not lift up so much as his eyes unto heaven, but smote upon his breast, saying, God be merciful to me a sinner. I tell you, this man went down to his house justified rather than the other: for every one that exalteth himself shall be abased; and he that humbleth himself shall be exalted.
And they brought unto him also infants, that he would touch them: but when his disciples saw it, they rebuked them. But Jesus called them unto him, and said, Suffer little children to come unto me, and forbid them not: for of such is the kingdom of God. Verily I say unto you, Whosoever shall not receive the kingdom of God as a little child shall in no wise enter therein.
And a certain ruler asked him, saying, Good Master, what shall I do to inherit eternal life? And Jesus said unto him, Why callest thou me good? none is good, save one, that is, God. Thou knowest the commandments, Do not commit adultery, Do not kill, Do not steal, Do not bear false witness, Honour thy father and thy mother. And he said, All these have I kept from my youth up. Now when Jesus heard these things, he said unto him, Yet lackest thou one thing: sell all that thou hast, and distribute unto the poor, and thou shalt have treasure in heaven: and come, follow me. And when he heard this, he was very sorrowful: for he was very rich. And when Jesus saw that he was very sorrowful, he said, How hardly shall they that have riches enter into the kingdom of God! For it is easier for a camel to go through a needle's eye, than for a rich man to enter into the kingdom of God. And they that heard it said, Who then can be saved? And he said, The things which are impossible with men are possible with God.
Then Peter said, Lo, we have left all, and followed thee. And he said unto them, Verily I say unto you, There is no man that hath left house, or parents, or brethren, or wife, or children, for the kingdom of God's sake, Who shall not receive manifold more in this present time, and in the world to come life everlasting. Luke 18:7-30
Bypass Bloom's sources and go directly to Bloom's Taxonomies compared to Marxism.
Karl Marx Critique of Hegel's 'Philosophy of Right'
Transformational Marxists posing as theologians often teach classes on the similarity of Christianity and Communism/Socialism. By the use of inductive reasoning they are able to deceive many young Christians, turning them into Marxists. For a clear understanding of their lies the following comparison of paradigms used by God and by Lucifer; by Jesus Christ and by Karl Marx (and those who follow and think like him) will suffice.
For I have not spoken of myself; but the Father who sent me, he gave me commandment what I should say, and what I should speak. John 12:49
And call no man your father upon the earth: for one is your father, which is in heaven. Matthew 23:9
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
Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my father which is in heaven. Matthew 7:21
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
If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? Hebrews 12:7
But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Hebrews 12:8
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? Hebrews 12:9
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
"Once the earthly family is discovered to be the secret of the heavenly family, the former must be destroyed (annihilated), in theory and in practice." Karl Marx, Feuerbach Thesis #4
"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." Erich Fromm You shall be as gods
"The authoritarian family becomes the factory in which the state's structure and ideology are molded." Wilhelm Reich THE MASS PSYCHOLOGY OF FASCISM
"Using social environmental forces to change the parent's behavior toward the child." T. W. Adorno, The Authoritarian Personality
"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." Abraham Maslow, Maslow on Management
"The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." Abraham Maslow, Maslow on Management
"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 may 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
"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." T. W. Adorno, The Authoritarian Personality
"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 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
"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." Dr. Robert Trojanowicz The meaning of "Community" in Community Policing
"The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." Dr. Robert Trojanowicz The meaning of "Community" in Community Policing
"The most important symptom of the defeat in the fight for oneself is the guilty conscience." Erich Fromm Escape from Freedom
"Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood." James Coleman The Adolescent Society
"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
"It is a function of the ego to make peace with conscience, to create a larger synthesis within which conscience, emotional impulses, and self operate in relative harmony. When this synthesis is not achieved, the superego has somewhat the role of a foreign body within the personality, and it exhibits those rigid, automatic, and unstable aspects discussed above." T. W. Adorno, The Authoritarian Personality
"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
"We want to sweep away everything that claims to be supernatural and superhuman. For that reason we have once and for all declared war on religion. Our liberation from the present Christian state of the world and the liberation of the world from it are ultimately our sole occupation; Our Christian opponents are guilty of immorality when they make the world and man dependent on the grace of a God. We lay claim to the meaning of history; but we see in history not the revelation of 'God' but of man and only of man. The 'more divine', in other words, the more inhuman, something is, the less we shall be able to admire it. The more 'godly' they are, the more inhuman, the more bestial." Frederick Engels The Condition of England A review of Past and Present, by Thomas Carlyle, London, 1843 Deutsch-Französische
"Religion is the sigh of the oppressed creature, the sentiment of a heartless world, and the soul of soulless conditions. It is the opium of the people." Karl Marx MEGA I/1/1
"The critique of religion ends in the doctrine that man is the supreme being for man;" Karl Marx Critique of Hegel's 'Philosophy of Right'
"But there is no other salvation for him, he cannot regain his humanity, his substance, other than by thoroughly overcoming all religious ideas and returning firmly and honestly, not to 'God', but to himself. But this consummate humanity, this overcoming of the religious dualism can only be apprehended in its full historical significance by … philosophy. " Frederick Engels The Condition of England
"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." Hegel's Lectures on the History of Philosophy Introduction B.Relation of Philosophy to Other Departments
"... 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 receives a discourse-theoretical interpretation 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. Jürgen Habermas 1998 Communicative Ethics The inclusion of the Other. Studies in Political Theory.
"Freud speaks of religion as a ‘substitute-gratification' – the Freudian analogue to the Marxian formula, ‘opiate of the people.'" Norman O. Brown LIFE AGAINST DEATH
"Psychoanalysis must treat religion as a neurosis." Norman O. Brown LIFE AGAINST DEATH
"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
"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 1998 Communicative Ethics The inclusion of the Other. Studies in Political Theory.
"The eye becomes the human eye, the ear the human ear." Karl Marx
"Humanism asserts that the test of human conduct must be found in human experience; . . . concern for man replaces concern about pleasing God." Leonard F. Wheat Paul Tillich's Dialectical Humanism Unmasking the God above God.
"The fact that moral practice is no longer tied to the individual's expectation of salvation and an exemplary conduct of life through the person of a redemptive God and the divine plan for salvation has two unwelcome consequences. On the one hand, moral knowledge becomes detached from moral motivation, and on the other, the concept of morally right action becomes differentiated from the conception of a good or godly life.…uncoupling morality from questions of the good life leads to a motivational deficit. Because there is no profane substitute for the hope of personal salvation, we lose the strongest motive for obeying moral commands." Habermas 1998 Communicative Ethics
"With the loss of its foundation in the religious promise of salvation, the meaning of normative obligation also changes. The differentiation between strict duties and less binding values, between what is morally right and what is ethically worth striving for, already sharpens moral validity into a normativity to which impartial judgment alone is adequate. The shift in perspective from God to human beings has a further consequence." Habermas 1998 Communicative Ethics
"'Validity' now signifies that moral norms could win the agreement of all concerned, on the condition that they jointly examine in practical discourse whether a corresponding practice is in the equal interest of all." Habermas 1998 Communicative Ethics
Discourse ethics defends a morality of equal respect and solidaristic responsibility for everybody. … through a rational reconstruction of the contents of a moral tradition whose religious foundations have been undermined. Habermas 1998 Communicative Ethics
"If the discourse-theoretical interpretation of the categorical imperative remained bound to the tradition in which it originates, this genealogy would represent an obstacle to the goal of demonstrating the cognitive content of moral judgments as such." Habermas 1998 Communicative Ethics
"The old fixed values of right and wrong must give way to a new maturity that implied qualities of adaptability and compromise." Harry S. Sullivan The Fusion of Psychology and Social Science
"In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives 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
And Satan said ... and Eve said ... and the serpent said ... and Eve saw .... Genesis 3:1-6
"The Christian religion has been deeply affected by the process of Enlightenment and the conquest of the scientific spirit." T. W. Adorno, The Authoritarian Personality
"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
"…philosophy as struggle with error and superstition is also and always enlightenment." "Everything that is not reducible to number becomes illusion for the Enlightenment." Stephen Eric Bronner Of Critical Theory
"A more powerful enemy, the bourgeoisie, whose resistance … and whose power lies, not only in the strength of international capital, the strength and durability of their international connections, but also in the force of habit, in the strength of small-scale production. Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism 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
"... capitalism and the bourgeois environment … disappears very slowly even after the overthrow of the bourgeoisie, since the peasantry constantly regenerates the bourgeoisie) give rise to what is essentially the same bourgeois careerism, national chauvinism, petty-bourgeois vulgarity, etc. —merely varying insignificantly in form—in positively every sphere of activity and life." Vladimir Lenin Left-Wing Communism: an Infantile Disorder; An Essential Condition of the Bolsheviks' Success, May 12, 1920
"… until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, … in every field of social activity, in all cultural and political spheres without exception." Vladimir Lenin Left-Wing Communism: an Infantile Disorder; An Essential Condition of the Bolsheviks' Success, May 12, 1920
"We must learn how to master every sphere of work and activity without exception, to overcome all difficulties and eradicate all bourgeois habits, customs and traditions everywhere." Vladimir Lenin Left-Wing Communism: an Infantile Disorder; An Essential Condition of the Bolsheviks' Success, May 12, 1920
"they should attack"
"In fact, after a lecture at Sacred Heart in 1962, Abraham Maslow noted in a diary entry that the talk had been 'successful,' and that
'They shouldn't applaud me. They should attack me. If they were fully aware of what I was doing, they would attack.'" The Journals of A. H. Maslow, p. 157; Nuns and Midshipmen by Dr. Gerald L. Atkinson 4 July 2001; The Frankfurt School: Conspiracy to corrupt, By Timothy Matthews, Issue: March 2009, http://catholicinsight.com
Abraham Maslow along with Carl Rogers contributed more to the immorality of this nation than any other figures in American history. The following are some quotations by Maslow.
(a short audio of Abraham Maslow)
The Journals of A.H. Maslow, Volumes I and II.
Lowry R.J. (1979) (ed)
Monterey: Brooks/Cole Publishing Company
"For Marx, man's being & consciousness are determined by the structure of his society."
"For Freud, society only influences his being by greater or lesser repression of his innate biology."
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa."
"How can we teach everyone to have the "scientific" or empirical attitude about everything."
". . . I've decided to get into the World Federalists, become pro-UN, & the like."
Teaching Negroes, Mexicans, Indians, etc., how to achieve manly self-respect includes, teaching revolt .... If I were a Negro, I'd move on every front that would help toward higher-need gratifications, including both threat of violence and legal reform, job training, education, school improvement, etc. p. 810
"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."
". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved."
"This is a realistic combination of the Marxian version & the humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)"
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, material conditions are prepotent over spiritual ones, & SA [Self-Actualized] potentials, religious, laws philosophy, ideology, are in fact all by-products of basic social & economic conditions, while cutting out the dogmatic Marxian a priori crap. 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.
"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 new Zeitgeist is value-full (value-directed, value-vectorial), human-need & metaneed centered (or based), moving toward basic-need gratification & metaneed metagratification--that is, toward full-humanness, SA, psychological health, full-functioning human fulfillment, i.e., toward human perfection as the limit & as the direction."
"It revolves around a new image of man, a new conception or definition, containing both the Freudian-style depts & a higher nature, higher possibilities, which can be actualized under the proper life-history and social milieu & conative history."
"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."
". . . Apolonizing the gratification & expressions . . ."
". . . these values are intrapsychic & intraspecies values."
". . . isomorphic evolution."
". . . fuse & become one--in the mystic fusion, or in the 'good death.'"
"Don't be a Freudian--be a Freud."
"The entry into Freud cannot avoid being a plunge into a strange world and a strange language--a world of sick men, ....It is a shattering experience for anyone seriously committed to the Western traditions of morality and rationality to take a steadfast, unflinching look at what Freud has to say. To experience Freud is to partake a second time of the forbidden fruit; and this book cannot without sinning communicate that experience to the reader." "Our real choice is between holy and unholy madness: open your eyes and look around you--madness is in the saddle anyhow." "It is possible to be mad and to be unblest, but it is not possible to get the blessing without the madness; it is not possible to get the illuminations without the derangement," "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." [Norman O. Brown about his book Life Against Death]
"But Brown believed that the payoff was worth the price of sin--namely, that alienation would be overcome, and the return of the repressed completed, rendering problems of sin permanently moot. Life Against Death established Brown, along with his colleague and friend Herbert Marcuse, and later Charles Reich, as an intellectual leader of the New Left …. a Marxist mode of Freudian analysis. Brown's push to resurrect the human body with all its erotic urges freely expressed, resonated with the members of the Human Potential Movement and the undergrads they were influencing in the 60's." Mike Connor
Source: Apocalypse Now A new book about radical UCSC philosopher Norman O. Brown sheds light on the Freudian scholar of the Dionysian apocalypse. By Mike Connor. From the March 23-30, 2005 issue of Metro Santa Cruz
"I can purify Freud. But I don't think it to be anti-Freudian. It is epi-Freudian."
". . . I carry the traditions of Judiasm more than they do, with the ethical, prophetic, messianic & utopian emphasis, which is really all that's good about it. They really are antispiritual."
"How to condense the Socratic notion."
"Clearly the world's problems could be quickly solved by intelligence."
"Evil is now the basic problem."
"(How to teach people to love excellent? Alphas? Genius? Aggridants? This too goes with Value seminar.)"
"I guess I could say that most people think people are evil. My way rather is to think they are stupid. That's more fundamental, because the evil comes from ignorance, which comes from stupidity (which comes from not being experimental, empirical, 'scientific' enough). My cure for the evil behavior is ultimately more knowledge. (There really is no other cure.)"
"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. Yet the folkways―or a deep reserve & caution or go-slow attitude―are very deep in me."
Excerpts from Geoffrey Hill's article on THE FAILURE OF THE HUMAN POTENTIAL MOVEMENT
If you choose to read the whole article use the link above.
Since this is a large web site it will take some time to load the article, be patient.
THE FAILURE OF THE HUMAN POTENTIAL MOVEMENT:
FROM SELF-ACTUALIZATION TO EXPERIENTIALISM
by Geoffrey Hill
(c) 1998 by Geoffrey Hill
[Note of importance: Hill is sympathetic to the dialectical process. His information is entered here to make you aware of the forces at work for the New World Order.]
I've led two workshops at Esalen Institute, the center of the Human Potential Movement.... With all the experiments with mind alteration, mind expansion, spiritual questing and social change, the sad reality is, only a very small minority of the boom generation have actually realized authentic human potentiality. The majority of the generation, even those who experimented heavily with alternative realities, have seriously compromised their quest and have settled for rather mediocre lifestyles of bourgeois comfort. If potentiality has been attained, it has been found far more in personal career and financial rewards than in the invisible, altruistic, or higher-state side of the equation of which Abraham Maslow spoke.
One of the grand successes of the Human Potential Movement has been that it has attracted a very loyal following of dedicated boomers forever attached to feel-good experiences. There is no doubt that the movement has been immensely successful in perpetuating a mass addiction to experiences of feeling good.
So, we know the movement is largely populated by baby boomers. But it was started by, and initially led by persons of previous generations.
―It should be mentioned at this point, that the Human Potential Movement, which is practically synonymous with Humanistic Psychology, is a major school of thought. Humanistic Psychology is, as Abraham Maslow liked to call it, Third Force Psychology, the first being Psychoanalysis, and the second being Behaviorism.
Of course, Humanistic Psychology did not begin with Abraham Maslow, Carl Rogers, Rollo May, Frederick Pearls or Esalen Institute. It's roots are in humanism, which go back thousands of years, with many variants, as seen in the ideas of Socrates, St. Thomas Aquinas and other defenders of human dignity. There have always been rebels against humanly degrading establishments. The most significant Western rebirthing of humanism was the artistic and intellectual flowering during the Renaissance and Enlightenment. The Oration on the Dignity of Man, by Giovanni Pico Della Mirandola, of 1487, was a bold attempt to proclaim human potentiality as a breath of fresh air after 1000 years of repressive Augustinian thought.
I started talking about the Humanist Manifesto of 1933, which was actually a precursive statement of faith for the HPM.But ironically, Third Force Psychology has created its own technology, it's own mechanism of operation, found largely in gestalt, encounter, experientialism and body work. In fact, one of the founding fathers, Abraham Maslow, suggested that the movement is a science:
― Besides philosophical antecedents to the HPM, there have also been numerous experiments with alternative learning centers. Aldous Huxley attempted such a venture called Trabuco College in the 1940s. But the idea was no doubt ahead of its time, and it did not have much success.
― In 1951, Frederick Perls published Gestalt Therapy: Excitement and Growth in the Human Personality, which influenced therapists and forward thinkers rather widely and profoundly. Both Aldous Huxley and Alan Watts recommended the book heartily. Some of the major ideas of this book became foundational tenets of the HPM. For example, he said, "The relationship of past and present must continuously be re-examined in the present." Actually, Thus, the emphasis on the here and now, which was also a major tenet of Humanism, eventually became a major part of the HPM.
― In 1954, Aldous Huxley published The Doors of Perception, which was a seminal work in the literature of alternative consciousness, further preparing the road for the movement which was about to be born. Coincidentally, L. Ron Hubbard founded the Church of American Science (later called the Church of Scientology) in the same year.
― In 1960 Aldous Huxley began lecturing on "human potentialities", actually helping usher in the new psychological faith which was gaining more momentum by that time.
― In 1961 the Journal of Humanistic Psychology was first published, as an organ for the brand new American Association for Humanistic Psychology. By this time, the movement had already officially begun, and had already attracted an enthusiastic following.
― Just in time to capture and propagate some of the ideas which were then brewing, Michael Murphy and Richard Price founded Esalen Institute in 1962, which was dedicated, as their current catalogue states, "to the exploration of unrealized human capacities."
― In that same year, Abraham Maslow published Toward a Psychology of Being, which laid an impressive theoretical foundation for the new movement. He was no doubt one of the most significant thinkers of the school of thought which he helped found.
― While the first Humanist Manifesto of 1933 might not be recognized by many as a significant influence on the HPM, the second Humanist Manifesto, of 1973, was a more overt parallel vision of what was simultaneously happening within the burgeoning HPM.
― The problem with psychology in general, not just Humanistic Psychology, is that it has always thought of itself as a science. And while there is a certain legitimacy to experimental psychology, the practical application of psychology has generally been far from scientific in its approach. Nonetheless, the various modes of therapy have certainly been a technology of the mind. And the ironies here go in two directions. Firstly, Humanistic Psychology reacts against the mechanistic mindset of Behaviorism, and tries to establish itself as a more humane approach to psychology. Then, it attempts to set itself up as a science itself. Then, its "science" degenerates into a technology of emotions, of experientialism, of whining and irrelevant encounter confrontation with inappropriate emotional outbursts, all in the name of human potentiality.
- ― And to others of good will, who want to help make a better world, I recommend strongly that they consider science - humanistic science - as a way of doing this, a very good and necessary way, perhaps even the best way of all. (Maslow, v)
The problem with the movement's various forms of therapeutic process is that the participants are rarely, if ever, told that immaturity is not a healthy trait. Instead, participants are encouraged to express themselves in extremely immature ways to their own detriment. They don't grow beyond their sickness. Instead of being ushered into the world of maturity, into a world of responsible, accountable, adult communication, they are conditioned to remain forever in extremely regressive and socially retarded modes of existence. It's like creating an atmosphere of a therapeutic playpen where groups of grownups are encouraged to remain in negative, destructive forms of play. If play has any therapeutic value, it is not in playing out immaturity, it is in practicing the principles of maturity.
― The infantile mode of operation among those addicted to experientialism is practically the same as that exhibited by drug addicts. Those who have used even a seemingly mild drug like hemp, daily, for years, almost always manifest serious emotional retardation. Their psychological growth is severely hindered by their addiction. They exhibit severe forms of selfishness, immaturity, and other infantile modes of interpersonal relating. The ones I've known whine and throw tantrums when they don't get their way, showing extreme forms of emotional regression and retardation.
― Many persons addicted to intense emotional experiences, likewise, exhibit exactly these same tendencies. This brings up questions about whether experiential institutions like Esalen attract addictive personalities, or whether such institutions foster addiction to experiences. I suspect both happen. I'm convinced that when an atmosphere is created which puts an extreme emphasis on experience over understanding, that atmosphere will inevitably create and encourage infantile selfishness.
The sad thing about our reverence for movements and institutions is that we exalt their importance far beyond what they deserve, for various reasons, including the fame and popularity of the movement, the air of sacredness surrounding the faith, and a fear of alienation should we question the authority of the faith.
― Furthermore, once a movement becomes an institution, fear prevents questioning. Rarely will a true believer question his faith, for fear of excommunication.
― What's strange about the HPM is that one of the tenets of faith is questioning authority, but one would never question the authority which demands that authority be questioned. The problem is not questioning authority. If that were truly a trait of the HPM, the membership would see through the fraud of the system. The problem is that what passes as questioning authority is not a legitimate act of rebellion or resistance. The style of questioning authority endemic to the HPM consists mainly of whining and bitching to parental figures for no logical reason other than to express one's own infantile wishes, and to throw mud in the faces of the maligned parents.
― What's strange about the HPM is that one of the tenets of faith is questioning authority, but one would never question the authority which demands that authority be questioned. The problem is not questioning authority. If that were truly a trait of the HPM, the membership would see through the fraud of the system. The problem is that what passes as questioning authority is not a legitimate act of rebellion or resistance. The style of questioning authority endemic to the HPM consists mainly of whining and bitching to parental figures for no logical reason other than to express one's own infantile wishes, and to throw mud in the faces of the maligned parents.
― The rebellion against leaders in encounter groups doesn't usually accomplish anything significant other than perpetuating an atmosphere of antagonism and immaturity. Thus, not only is the movement itself stuck in the sixties of the encounter movement, but the participants also get stuck in their own maturational retardation. Confrontation becomes a promiscuous barrage of insult to the nearest, undeserving targets of undisciplined infantilism. Rather than confronting the introjected harsh parents within one's own soul, the HPM whiner falls into the sadistic trap of lashing out his vitriol to random recipients of abuse. The victims of this abuse too often tolerate the "encounter" or reward the infantilism through praise of "self expression". It works like a dysfunctional family, perpetually acting out their anger and pathology onto one another, never growing beyond their pathological needs to insult and inflict pain.
― The participants never seem to realize that if there were any meaningful messages within the movement, they were meant largely for a time and place which needed them at the time. For example, the sixties generation needed to hear the message that authority should be questioned. Many never learned, however, that random, promiscuous insulting of authority figures doesn't accomplish anything other than regressing and retarding the practitioners into the past.
― Like its predecessors, Humanistic Psychology offered some good ideas at an age when humanity needed dignity. But its vision and methods of operation are severely limited to a narrow philosophy of humanity. To expect that the faith will guide humanity beyond its initial experiments with experientialism is unrealistic. And to expect that it will have much to offer beyond a generation of feeling-seeking boomers is also unrealistic.
― In spite of the fact that most persons consider themselves intelligent, the reality of most social groups is that the majority is almost always allergic to the most intelligent thought. Those who are the most threatened by it, influence others to act against it. This is the history of the crowd in relation to legitimate thinkers. Once the crowd is converted to the ideology of anti-thought, there is a pernicious and wide-spread evangelism toward groupthought, which, besides the fact that it is the disease of conformity, is also the disease of the most common thought, to which the majority are obliged to conform.
CONFLICT BETWEEN MASLOW AND― If there was a battle over the direction of the movement, it centered around the conflict between two men: Abraham Maslow and Frederick (Fritz) Perls. Both men had spent considerable time at Esalen, and both were severely at odds with each other. Maslow was the prophet of the intellect, standing as a perpetual reminder that the movement must not veer from it's philosophical moorings. He tried to encourage more reading, research and writing about the psychology of the movement. Perls, on the other hand, derided intellectualism. He was fond of saying, "Lose your mind and come to your senses". And he was the perfect example of that philosophy put into practice. He chastised workshop participants viciously if they didn't follow his directions to focus on their emotional and bodily wants in the here and now. He lived an aggressively sexual, predatory lifestyle on the Esalen grounds, seemingly having an obsessional need to proposition young women and to touch their genitals.
PEARLS, BRAINS VS. EMOTIONS
― While Maslow encouraged people to think, Perls forced them to feel. It was a war between the mind and emotions. While Maslow stood firm as a proponent of rational thought, Perls slithered through the grounds looking for his next sexual conquest. There have certainly been many who have come through the movement on an intellectual quest, but since this was primarily a movement of the boomer generation, where altered states of consciousness prevailed over intellectual growth, the forces of Perls, the emotions and the body won the war over the soul.
― What remains is the ghost of Fritz Perls lingering naked around the grounds of Esalen, haunting the atmosphere with the perpetual sixties-style reminder that experience is the key to nirvana.
OVEREMPHASIS ON THE ANIMAL NATURE― Since Perls won the battle of the emotions over intellect, of matter over mind, of body over brain, it set a precedent for the entire movement to put far greater emphasis on the animal nature over the higher nature. And since there was such a strong emphasis on the body and emotions, our earthy nature is also the part of us which should solve problems, according to the practical application of the philosophy.
― This is exactly why participants in encounter groups are encouraged to rely heavily on their emotions and body to confront others in the group, as well as persons in their lives outside the group.
― I've seen groups which endlessly encourage participants to beat a chair tirelessly with a bataka, yelling, screaming and cussing vicariously at their parents or other abusers, as if the louder the screams and the more poisonous the invectives cursed, the more liberation is to be had in the process.
― I've been in groups whose prominent message is that redemption is found through the body. Through various methods of play-acting, participants are forced to act out their problems through violence. The message is loud and clear: if you have been oppressed, abused, mistreated, misunderstood, or robbed of your dignity, the answer is to get revenge in the same way which you were abused.
― In the minds of some of these participants, especially those who have cultivated their higher natures, that is, their minds and spirits, healing through violence is repulsive to them. And if such a participant in such a circle dares to resist the directive of revenge, if he dares to talk about the problem, to protest the bodily method of therapy, or to avoid confrontation through violence, he is scolded that he is in his head, that he is thinking or talking too much, that he needs to stand up, be a man, and fight the battle through vicious anger through the body. When the majority of the group have conformed to the animal instincts canonized by the movement, the voices of protesters are effectively quashed, with physical restraints, ostracism, and ridicule.
"So it looks as if nudism is the first step toward ultimate fee-animality-humanness. It's the easiest to take. Must encourage it. Only trouble is, I feel uneasy allying myself with nuts, fringe people, borderline characters, e.g. as in this number of ANKH; the tipoff―there are only young, shapely, & beautiful bodies."
"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."
Maslow on Management
Abraham H. Maslow
John Wiley & Sons, Inc, 1998
"... the industrial situation may serve as the new laboratory for the study of the psycho-dynamics." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. vii
"Science can be the religion of the nonreligious." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. x
"Abe gave to all of us the democratization of the soul." Warren Bennis Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. xiii
"Insofar as my own effort is concerned, it has always been an attempt to wed science with humanistic goals--to improve individual people and the society as a whole." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 4
"One is always in the process of becoming." Ann Robinson regarding Maslow, Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 6
"Salvation Is a By-Product of Self-Actualizing Work and Self-Actualizing Duty." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 9
"Seeking for personal salvation is anyway the wrong road to salvation. The only path was the Ikiru path―salvation via hard work & total commitment to doing well the job fate or personal task destiny called you to―an important job that 'called for ' doing." The Journals of A.H. Maslow, Volumes I and II. Lowry R.J. (1979) (ed)
"Synergy can be defined as the resolution [synthesis] of the dichotomy between selfishness and unselfishness (altruism)." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 22
"Enlightened economics must assume as a prerequisite synergic institutions set up in such a way that what benefits one benefits all." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 23
"In self-actualizing people, the work they do might be better be called 'mission,' 'calling,' 'duty,' 'vocation,' in the priest's sense." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 38
"Meaningful work comes very close to the religious quest in the humanistic sense." Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 39
ENLIGHTENED PROCESS PERSON
He has stress-tolerance.
He knows creative insecurity.
He can endure anxiety.
Meaningful work comes very close to the religious quest in the humanistic sense. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 39
We must ultimately assume at the highest theoretical levels of enlightenment management theory, a preference or a tendency Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 42
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
Enlightened management depends on all sorts of preconditions in order to make itself possible. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 53
It is necessary to accentuate the negative, perhaps even before accentuating the positive. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p53
SCARCITY OF FOOD
CESSATION (or threat) OF PREPOTENT BASIC NEED GOODS
ANTISYNERGIC ORGANIZATION OR LAWS
ANYTHING THAT INCREASES FEAR OR ANXIETY
LOSS OR SEPARATION OF ANY KIND FOR THE PERSON
CHANGE OF ANY KIND FOR PEOPLE PRONE TO ANXIETY OR TO FEAR
BAD COMMUNICATION OF ANY KIND
DENIAL IN THE SENSE OF DENIAL OF TRUTH
DISHONESTY, UNTRUTH, LYING, VULGARIZATION OF THE TRUTH, CONFUSION OF THE LINES BETWEEN TRUTH AND FALSEHOOD
LOSS OF ANY OF THE BASIC NEED GRATIFICATION IN THE WORLD, e.g. freedom, self-esteem, status, respect, love objects, being loved, belonging, safety, physiological needs, values systems, truth, beauty, etc.
What forces could change the dynamic balance toward regression instead of toward growth? Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 45
Enlightened conditions may produce in some people, a regressive effect, that is to say, a bad effect. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 54
A certain proportion of the population cannot take responsibility well [and] are frightened by freedom, which tends to throw them into anxiety. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 54
People will sometimes show their lack of resources in an unstructured situation. [resulting in apathy, laxity, inertia, mistrust, anxiety, depression, etc.] Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 54
What this means for organization theorists is in moving over to the newer style of management, they should assume that a certain proportion will not respond well to good conditions. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 54
Where you try to move over from a strictly authoritarian managerial style to a more participative style [lifting rigid restrictions of authority] chaos, hostility, destructiveness [may result]. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 54
''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
One of the necessary foundations for self esteem is (esteem) respect and applause from other people. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 56
A feeling of dignity--controlling one's own life, and being one's own boss. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 57
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. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 66
Neurosis can be seen either as a sign of sin and evil or can be seen as growth and self-actualization. Hostility shows that [one] wants to grow. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 66
Theory Y is a kind of pilot experiment . . . The data which justify this experiment are definitely not final data, not clearly convincing beyond a shadow of a doubt. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 67
We don't know the answers to the question: What proportion of the population is irreversibly authoritarian? Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 67
Theory X and Theory Y were based upon Abraham Maslow's hierarchy of needs theory [and] are not management styles but are assumptions which play a large role in the development of management styles. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 69
Authoritarianism is alive and well in the 1990's Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 69
These are articles of faith rather than articles of final knowledge. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
We will know that our knowledge of the authoritarian character structure is truly scientific when an average authoritarian character will be able to read the information on the subject and the regard his own authoritarian character as undesirable or sick or pathological and will go about trying to get rid of it. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
A good deal of the evidence upon which Douglas McGregor [Theory X] bases his conclusions comes from my researches and my papers on motivations. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
My work on motivations come from the clinic, from a study of neurotic people. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
This carry-over from the study of neurosis to the study of labor in factories is legitimate. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
The main support of this theory has come mostly from psychotherapists like Rogers and Fromm. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 71
Work is not about paying the rent anymore--it is about self-fulfillment. The United States is changing into a managerial society. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 72
The evidence upon which Theory X management is based is practically nil. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 73
In our democratic society, any enterprise--any individual--has its obligations to the whole. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 74
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. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 75
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. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 75
"[The] goal is simply to build group companies where people can self-actualize." George McCown Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 76
"[Business] and the not-for-profits have a much greater role to play in shaping the good society than any institution I can think of." George McCown Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 79
The best way to destroy democratic society would be by way of industrial authoritarianism, which is anti-democratic in the deepest sense. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 82
It has been the tendency of our military, with their authoritarian view of life, to be on the side of dictators rather than people's revolutionary movements throughout the world. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 84
I would stress to the military the huge number of man-hours [which] could be used for education, for social service, for psychotherapeutic and growth-fostering activities of all sorts in order to make better citizens. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 84
Progressive education had better be revived and resuscitated because progressive education was much like the participative management policy. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 85
The goals of democratic education can be nothing else but development toward psychological health. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 86
Education must be eupsychian [Theory Y management] or else it is not democratic. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 86
Enlightenment management and humanistic supervision can be a brotherhood situation. Partnership [common interest] is the same as synergy. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 86, 87
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. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 92
I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 92
Human evil is an acquired or reactive kind of response to bad treatment of the individual. At least this is what the Third Force psychologists generally agree upon. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 104
The problem for the accountants is to work out some way of putting on the balance sheet the amount of synergy in the organization, the amount of time and money and effort that has been invested in getting groups to work together. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 247
The more enlightened the religious institutions get, that is to say, the more liberal they get, the greater will be the advantage for an enterprise run in an enlightened way. Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 293
"This voice which really isn't you but tells you the way the world works is a direct attack on creativity. We have to work to remove it." Michael Ray Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 223
"Maslow stated that creativity comes from ambiguity, uncertainty, living in the moment, lack of predictability--these qualities caused creativity to flow." Jackie McGrath Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p 223
"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 Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p225
Concerning Bloom's Taxonomies
A précis of 'Bloom's' Taxonomy
The following is a work in progress. I will be adding to it as time permits. Every teacher (certified) has to study and apply Bloom's Taxonomies in the classroom. These works follow the very same process Lucifer used to deceive Eve in the Garden of Eden. They are build upon the dialectical process. I call Bloom's Taxonomies Secularized Satanism, Intellectualized Witchcraft. That is what they are.
Taxonomy of Educational Objectives Book 1 Cognitive Domain and Taxonomy of Educational Objectives Book 2 Affective Domain are more commonly referred to as Bloom's Taxonomies, despite David R. Krathwohl being the leading editor of Book 2. Despite the rot that John Dewey and his progressive religion has brought to education these book have had more to do with the erosion of morals and ethics in America than any other books. Couched in the language of "academia" they are actually the work of Transformational Marxists, using the language of social-psychology, i.e. psychotherapy (Marx and Freud, both dialectic in mind) to communicate to their agents an agenda to destroy the sovereignty of this nation for a dream of a one world order.
The bottom line of these works is to remove the protestant work ethic and true Christian belief and action from the face of the world. For most readers this already sounds like a conspiracy agenda. They are right. But to refuse to understand a plot against this nation would either mean you do not care what happens to you and your loved ones or you would rather stay ignorant, with the hope that the ignorant win. "Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 2:11
"His watchmen are blind: they are all ignorant, they are all dumb dogs, they cannot bark; sleeping, lying down, loving to slumber. Yea, they are greedy dogs which can never have enough, and they are shepherds that cannot understand: they all look to their own way, every one for his gain, from his quarter." Isaiah 56:10-11
"Knowing this first, that there shall come in the last days scoffers, walking after their own lusts, And saying, Where is the promise of his coming? for since the fathers fell asleep, all things continue as they were from the beginning of the creation. For this they willingly are ignorant of, that by the word of God the heavens were of old, and the earth standing out of the water and in the water: Whereby the world that then was, being overflowed with water, perished: But the heavens and the earth, which are now, by the same word are kept in store, reserved unto fire against the day of judgment and perdition of ungodly men." 2 Peter 3:3-7 (hyperlink added)
Every certified facilitator―educator in this nation, Christian "teachers" as well, are trained to use the system of Bloom's Taxonomies. That system is recognized in some fields as "General Systems Theory." Whatever it is called it is the same paradigm which was used in the Garden in Eden by Eve to justify defiance toward God and His Word. The "affective objectives" Bloom mentions above is the "ought's" of fallen, rebellious mankind, the imagination of mans heart out of which all the evils of his fallen nature manifest themselves; "Out of the heart of man proceed" what I call the shopping list of iniquities. The heart of man, unrestrained, is Pandora's Box, a box (in ancient Greek it was known as a jar) full of evils. Once it is opened it can not be closed. Hope also comes out of the Box, but instead of being placed in He who is above the world, it is place in man himself. According to Immanuel Kant: hope is in happiness, happiness is in pleasure, pleasure is in the mind, the mind is drawn towards "dopamine emancipation," "dopamine emancipation" is stimulated by the environment, thus hope materializes all of mankind, placing his hope only in the world, in the carnal nature of man, i.e. in "human nature" only. To achieve the liberating of these forces within the creation the restraints and the standards, "the student's fixed beliefs" (imposed upon them by their parents) must be "challenged" wherein the student will feel free to discuss and justify them. This is exactly the same system or procedure Satan used on Eve in the Garden.
Following the sequence, spectrum, or continuum of Bloom's Taxonomies, the thesis of the dialectic process would be found in the knowledge and comprehension levels or stages of the taxonomy, the antithesis in the application and analysis levels and the synthesis in the synthesis and evaluation levels. Relating to the traditional home environment the knowledge level would be the father instructing the child "not to go out," the comprehension would be the "or else" tone of the father's voice, thus keeping the child subject to the father's authority. The child's feelings would affect the next two levels, challenging the father's commands, rules, facts, or truth when they counter or conflict with them. Thus the application could be the child deciding, for example, to go out and the analysis would be the child learning how important knowing is as the father takes him to the "wood shed" for correction, returning him to the honoring and obeying of the father's authority, making the father's authority the thesis and the child's feelings the antithesis, with not synthesis being possible. But when Blooms adds the next two levels, the synthesis and the evaluation levels, he transcends (negates) the father's authority, 'justifying' to the child that his feelings (his perception of the world) is the foundation (ground of being) from which he is to determine right and wrong, not the father's commands, rules, facts, and truth. From then on the child would evaluate himself, others, his father, and the world from his perception, i.e. from his feelings of the 'moment,' instead of from the father's established commands, rules, facts, and truth, thinking and acting according to sight and not faith, materializing himself and the world in the process. While in "higher order thinking skills" it is essential to set aside (question) prior established facts or truth (to discover new ones), nature, which has established laws, will tell you whether your theory or opinion is right or wrong. By applying this same process to the child's nature, education automatically makes right and wrong subject to the child's feelings and the situations of the 'moment,' relativizing all thought and action from then on, i.e. 'liberating' the child from the father's authority.
That system is manifested in Karl Marx's statement "Once the earthy family is discovered to be the secret of the heavenly family , the former must be destroyed in theory and in practice." Feuerbach Thesis #4 In other words, once the traditional family, which demands obedience and chastens those who disobey them and their commands, is discovered to be the same system whereby God is able to communicate to the next generation, where He likewise demands obedience and chastens those who disobey him and his commands, the traditional family, according to Karl Marx, must be destroyed/annihilated both in the way people think and in the way they behave―a paradigm shift must take place. The traditional family must be seen by society as an agency which generates abnormal behavior. Culture will not tolerate the initiation or sustaining of such behavior and will put pressure upon any agency or institution which promotes or follows such teaching style―culture war.
"Using social environmental forces to change the parent's behavior toward the child."
T. W. Adorno, The Authoritarian Personality, 1950, p. 6
Again, once the traditional family is comprehended as using the same system of thinking (paradigm) as God's―demanding obedience and chastening those who disobey, the traditional family, which also demands obedience from their children and chasten those who disobey, must be categorized (taxonomized) as a major source of abnormal behavior. The next generation must learn how to "rationally" justify to themselves that traditional parental behavior is harmful to the health of the individual, the community, and society and must learn how to unite with others (the community) in creating a climate which will assist in the eradication of such behavior.
"Educators and others in the role of change agents must have a method of social engineering relevant to
initiating and controlling the change process."
Re-education aims to change the system of values and beliefs of an individual or a group."
Kenneth Benne Human Relations in Curriculum Change
"Concerning the changing of circumstances by men, the educator must himself be educated."
Karl Marx Thesis on Feuerbach # 3
"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior."
"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."
"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."
"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."
Bloom's Taxonomies, Cognitive and Affective
Bloom and his cohorts deliberately set out to re-educate (brainwash) educators and students with the hope of destroying the traditional American home and its system of indoctrination, training up the child, inculcation, etc. His bibliography reads like a who's who of social engineers with only one set purpose, the destruction of the patriarchal paradigm, a paradigm which made this one of the greatest nation on the face of the earth.
Bloom's Taxonomy broken down.
Know, Comprehend, Application, Analysis, Synthesis, Evaluation when used on rocks, plants, and animals is a true scientific method. The laws of nature will reveal whether your theory is right (a pre-set law, established by God, which you by a truly scientific method have discovered) or wrong (just a theory). But when this method is used on man (Bloom's Taxonomies are a "taxonomy of psychology" Cognitive Domain: Book 1 p.6), it can only define man as material i.e. the laws of the flesh becomes the basis of all his behavior. In Bloom's own words he admits to his agenda of confusion, for the sake of humanism. "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." Cognitive Domain: Book 1 p. 5 "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." Affective Domain: Book 2 p. 11
Knowing and Comprehending, in a patriarchal paradigm (thesis, obedience, truth known by revelation), means being taught a truth or fact, given a command, and then questioned to see if you understand (comprehend) that if you get it right or obey it you will be rewarded and if you get it wrong or disobey it you will not be rewarded but instead you will be punished. Therefore paying attention to an authority figure, memorization of their words and obedience to their instructions, becomes the proper way to behave. "In the more traditional 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." Affective Domain: Book 2 p. 166 In Bloom's taxonomy a 'right vs. wrong' way of thinking i.e. a patriarchal paradigm, is known as lower order thinking skill and is held in derision through test questions and cartons he uses as examples.
Application and Analysis in a patriarchal paradigm reflects an act of disobedience (antithesis, rebellion) which requires chastening, meaning one has to experience for themselves what is right or wrong and even though authority may bring them back to what authority sees as right behavior, the person in disobedience can now feel for themselves what is "right or wrong" (truth becomes fused with feelings, i.e. truth becomes fused with personal-social "felt" needs—life becomes confusing, one is caught between seeking both objective truth [cognitive truth given by an author above human nature] and subjective "truth" [affective truth known only through human nature] at the same time), obedience is no longer based upon faith in the author of truth (producing a "peaceful fruit of righteousness" Hebrews 12) but rather "obedience" is now based upon the fear of punishment (dread). One does what they are told to do externally, but, internally—according to their personal desires and to their own perception—they are no longer in agreement with authority, i.e. doubt prevails. John Dewey called this human nature of rebellion toward Patriarchal authority "honest doubt." Rebellion (the language of "ought," as in "I ought to be able to do it my way," becomes the language of the mind) now becomes the praxis of life. On matters of what is right and what is wrong, one can now "think for themselves," yet must still, grudgingly, obey authority to maintain continued support and sustenance. According to Bloom, academics infused with feelings can help the student achieve "Freedom from excessive tension and from pressures to adopt a particular viewpoint." "His efforts need not conform to the views of authority." Cognitive Domain: Book 1 p. 173
Synthesis and Evaluation, the last two steps of Blooms Taxonomy, can only be attained through the praxis of rebellion against a patriarchal paradigm—rebellion against the authority of the parent, as in, was the rebellion right or wrong according to one's own heart desires and the "felt" needs of others i.e. the "village." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." ibid p. 54 To synthesis with one's feelings means to "scientifically" discover that which we all have in common, our sinful human nature (vanity), our common "felt" needs, and then actualize, i.e. create unity and peace (happiness and pleasure) upon these common "felt" needs—all that is in the world—"the lust of the flesh, the lust of the eyes, and the pride of life."
Revolution, the overthrow of a patriarchal paradigm, becomes the agenda for all with Bloom's special training. "… to develop attitudes and values toward learning which are not shared by the parents … [producing] conflict and tension between parents and children … [between those who are and those] who are not participating in the special opportunities." ibid p. 83 Human nature becomes the standard of all things worthy of admiration. Purpose must always be based upon what all mankind have in common, our collective "felt" (material) needs.
Evaluation is based upon the knowledge and ability one has to shape an environment, be it classroom, a bible study, or a legislative chamber, where the mapping (taxonimizing) of all persons present can be made for the sake of moving everyone from a patriarchal paradigm to a heresiarchal paradigm. "Using social environmental forces to change the parent's behavior toward the child." Theodor Adorno The Authoritarian Personality referenced in the Affective Domain: Book 2 p. 166 These were the same steps used by Satan to help Adam and Eve become world class citizens. To better understand Satan's scheme and its connection to Bloom's Taxonomies read Genesis 3:1-6.
(the following center and right columns will be added to over time.)
BLOOM'S TAXONOMY―BOOK 1 COGNITIVE DOMAIN
QUOTATIONS FROM BOOK 1
|"To Ralph W. Tyler, whose ideas on evaluation have been a constant source of stimulation to his colleagues in examining, and whose energy and patience have never failed us."||Ralph Tyler headed up portions of the Rand Corporations Delphi Project, a project to wash from those who participated any loyalty to America as a sovereign nation. He was advisor to six U.S. Presidents, pushing a soviet, politburo system form of government into our schools.||Having studied both Tyler and the soviet system I make such statement knowing those who think they are in "the know" will question them and mock me. It is to be expected. I doubt anything would open their eyes, certainly not anyone who proclaims that absolute truth exists. What is interesting is those who are most defensive of this agenda are "Christian" or "conservative educators. They have the most to repent of "if they are wrong," so they work the hardest to justify their selling out, besides it feels so good to be accepted "professionally" (accredited).|
|"The behaviors in the cognitive domain are largely characterized by a rather high degree of consciousness on the part of the individual exhibiting the behavior." p. 19|
|"… a psychological classification system." p. 6|
|"The idea for this classification system was formed at an informal meeting of college examiners attending the 1948 American Psychological Association Convention in Boston." p. 4|
|"A somewhat more formal presentation was made in a symposium at the American Psychological Association meetings in Chicago in 1951." p. 8|
|"Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy." p. 17|
|"…consistent with relevant and accepted psychological principles and theories." p. 6|
|"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." p. 5|
|"It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals ... observe(able) and discrib(able) therefore classifi(able)." p. 5|
|"The major purpose in constructing a taxonomy of educational objectives is to facilitate communication." p. 10|
|"By educational objectives, we mean explicit formulations of the ways in which students are expected to be changed by the educative process . . . change in their thinking, their feelings, and their actions." p. 26|
|"We are not attempting to classify the particular subject matter or content." p. 12|
|"Only those educational programs which can be specified in terms of intended student behaviors can be classified." p. 15|
|". . . the taxonomy must be organized from simple to complex classes of behavior." p. 15|
|"It is to be hoped that the taxonomy's analysis of problem solving methods will facilitate the exploration of new methods of teaching for high-level problem solving and assist in evaluating these methods." p. 43|
|"The objectives to be finally included should be related to the school's view of the ‘good life for the individual in the good society.'" p. 26|
|"It is recognized that unless the individual can do his own problem solving he cannot maintain his integrity as an independent personality." p. 41|
|"Closely allied to this concept of maturity and integrity is the concept of the individual as member of a democracy." p. 41|
|"Individuals in a democracy are responsible for the conduct of a democratic political system as well as a democratic way of life." p. 41|
|"Knowledge is of little value if it cannot be utilized in new situations or in a form very different from that in which it was originally encountered." p. 29|
|"To a large extent knowledge, as taught in American schools, depends upon some external authority; some expert or group of experts is the arbiter of knowledge." p. 31|
|"...knowledge is always partial and relative rather than inclusive and fixed." p. 32|
|"But, as has been pointed out before, 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 places." p. 32|
|"... with the increase of knowledge of information there is a development of one's acquaintance with reality." p. 32|
|"... the more useful way of organizing a field… in a philosophical sense, correspond[ing] to ‘reality.'" p. 32|
|"…to help him develop intellectual abilities and skills which will enable him to adapt knowledge to the new situation." p. 41|
|"Knowledge as defined here . . . the remembering, either by recognition or recall, of ideas, material, or phenomena." p. 62|
|". . . remembering in the other categories is only one part of a much more complex process of relating, judging, and reorganizing." p. 62|
|1.10 KNOWLEDGE OF SPECIFICS
1.11 Knowledge of Terminology
1.12 Knowledge of Specific Facts
1.20 KNOWLEDGE OF WAYS AND MEANS OF DEALING WITH SPECIFICS
1.21 Knowledge of Conventions
1.22 Knowledge of Trends and Sequences
1.23 Knowledge of Classifications and Categories
1.24 Knowledge of Criteria
1.25 Knowledge of Methodology
1.30 KNOWLEDGE OF THE UNIVERSALS AND ABSTRACTIONS IN A FIELD
1.31 Knowledge of Principles and Generalizations
1.32 Knowledge of Theories and Structures
|"We are using the term ‘comprehension' to include those objectives, behaviors, or responses which represent an understanding of the literal message contained in a communication." p. 78|
|"... the emphasis is on the grasp of the meaning and intent of the material." p. 114|
|2.10 Translation from one level of abstraction to another
Translation from symbolic form to another form, or vice versa
"Sometimes an extended part of a communication may need to be translated into briefer, or even more abstract, terms or symbols, to facilitate thinking."
"interpretation – synonymous with analysis and has characteristics in common with evaluation."
"an extrapolation can only be an inference which has some degree of probability – certainty with respect to extrapolation is rare."
|Application "… to apply something requires ‘comprehension' of the method, theory, principle or abstraction applied. . . . Will use it correctly." "…transfer of training." p. 120|
|Application "... the emphasis is on remembering and bringing to bear upon given material the appropriate generalizations of principles." p. 144|
|3.00 "Situation must be new too the student or containing new elements as compared to the situation in which the abstraction was learned."|
|Analysis "... the emphasis is on the breakdown of the material into its constituent parts and detection of the relationships of the parts and of the way they are organized." p. 144|
|4.10 Analysis of Elements
4.20 Analysis of Relationships
4.30 Analysis of Organizational Principles
|Synthesis "Putting together of elements and parts so as to form a whole." "… the combining of elements in such a way as to constitute a pattern or structure not clearly there before." p. 162||This is the means to "negate" the patriarchal paradigm and its limiting of human nature, the means of "negating the negation." Common human "felt" needs, what which is reprobate before God, unite all in the negation of Godly restraint. Human nature replaces that which is spiritual||
"For what the law could not do, in that it was weak through the flesh, God sending his own Son in the likeness of sinful flesh, and for sin, condemned sin in the flesh: That the righteousness of the law might be fulfilled in us, who walk not after the flesh, but after the Spirit. 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." Romans 8:3-5
|"Philosophical . . . Emphasize personal expression as against passive participation, and independence of thought and action as against dependence." p. 166|
|"Democratic societies thrives best when its citizens are able to arrive at their own decisions rather than when someone in authority does the thinking for them." p. 166||If, according to democratic ethics, proper human behavior can only be affected by a proper social environment (social climate), and social environment control is the means of control by communists, then proper human behavior can only be affected by communists (just another word for "village-ism"). Laws of the flesh—"the law of sin," then replace any Law over the flesh—"the law of God." "So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7: 25||"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." Romans 7: 22-25|
|"We can not survive unless we develop and draw upon the creative potentialities of the entire population." p. 166||This is the propaganda speech of all socialist, Marxists, Leftists. "We can not do it without you!" actually means if you don't give us what is yours by inheritance we will not be able to control your life.|
|"the interrelation of outcomes -- multi-objective efficiency . . . the Eight-Year Study of the Progressive Education Association." p. 167|
|5.10 Production of unique communication
"not rigorously predetermined . . . flows from the person . . . determines it worth."
5.20 Production of a plan, or proposed set of operations
5.30 Derivation of a set of abstract relations
"educational psychology – categorizing teacher-pupil interaction during classroom discussions."
|Is the patriarchal paradigm, i.e. obedience to the authority of the parent—fear of God, washed from the brain of the child. A teacher-pupil partnership instantly actualizes a washing from the brain any awe of the office of the parent. Is the patriarchal paradigm dead in the life of the student both in the classroom and in the community. Does the child of the parent no longer see themselve as under their parents authority in the home.|
|"Freedom from excessive tension and from pressures to adopt a particular viewpoint." "His efforts need not conform to the views of authority." p. 173||Disobedient children have excessive tension, dread, as apposed to obedient children. Blooms objective is to draw the "ought," mans human nature against Godly restraint, Godly authority, out of everyone in the classroom, teacher included. This produces cognitive dissonance (tension) where ones belief is in conflict with ones carnal human nature. By this means they are able to unite all in the classroom upon common, carnal human nature, and turn all against the source of their former belief.||"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|
|"Freedom to determine his own purposes." p. 173|
|"Too much control and too detailed instructions, seem to stifle productivity." p. 173|
|"Synthesis tasks require far more time than an hour or two. . . . Days and weeks instead of hours . . . . To represent the student's ability." p. 173|
|"…require a high degree of stimulation, mood, fluency …" p. 174|
|"Such conditions tend to make performance rather variable if not downright unstable." p.174|
|"Skills and abilities may thus be rather unstable and unpredictable." p. 174|
|"…reveals language usage, attitudes toward issues, feelings about the self . . . ." pp. 174-175|
|"Clinical psychologists have long been interested in a means of studying personality"|
|"…must be an argument."|
|"Think of some time in your life when you were up against a difficulty, something that stood in your way and had to be overcome. Make up a story around this difficulty and tell it to the class." p. 178|
|Evaluation "... the making of judgments about the value of ideas, works, situations, methods, material, etc." "The judgments may be either quantitative or qualitative." p. 185|
|"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." p. 185||tree to be desired|
|"…one major purpose of education is to broaden the foundation on which judgments are based." p. 185||tree was a broader foundation|
|"…consideration of the ends to be served and the appropriateness of specific means for achieving these ends." p. 186|
|6.10 Judgments in terms of internal evidence
"logical accuracy, consistency, internal criteria." "the presence of particular internal flaws."
6.20 Judgments in terms of external criteria
"Are the means a good solution to the desired end." "Judgments of appropriate-inappropriate, good-bad, … means-ends relationships."
BLOOM'S TAXONOMY- BOOK 2 AFFECTIVE DOMAIN
QUOTATIONS FROM BOOK 2
|"The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience." p. 39|
|"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." p. 39|
|"In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." p. 54|
|"The affective domain is, in retrospect, a virtual ‘Pandora's Box." p. 91|
|"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." p. 91|
|"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" p. 91|
|"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." p. 166|
|"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 does not attempt to develop personal and social values." "It does indeed." p. 166|
|"But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1" p. 166|
|"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." p. 166|
|"1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950" p. 166|
|"In 1948 a group of psychologists interested in achievement testing met at an American Psychological Association Convention in Boston." p. 3|
|"… securing a common terminology for describing and referring to the human behavioral characteristics we were attempting to appraise in our different school and college settings." p. 3|
|"… the types of human reaction or response to the content, subject matter, problems, or areas of human experience . . . defined in terms of thoughts, feelings, and actions." p. 3|
|"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." p. 11|
|"The learning environment must give major emphasis to the … opportunities to practice the behavior." pp. 11-12|
|"… grade students with respect to their interests, attitude, or character development." p. 17|
|"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." p. 18|
|"My attitudes toward God, home and family are private concerns." p. 18|
|"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." p. 18|
|"Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society." p. 18|
|"Education opens up possibilities for free choice and individual decisions." p. 18|
|"Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision." p. 18|
|"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." p. 18|
|"Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." p. 18|
|"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." p. 18|
|"Perhaps one of the most dramatic events highlighting the need for progress in the affective domain was the publication of Jacob's Changing Values in College (1957)." p. 20||
".. there still persists am implicit belief that if cognitive objectives are developed, there will be a corresponding development of appropriate affective behaviors. Research summarized by Jacob (1957) raised serious questions about the tenability of this assumption. The evidence suggests that affective behaviors develop when appropriate learning experiences are provided for students much the same as cognitive behaviors develop from appropriate learning experiences." (Phillip Jacob, Changing Values in College)
|"…teachers … yeald[ing] control over objectives to the examiners will . . . enable students to grow in ways specified by the objectives." "… places educational direction (and control) in the hands of a small number of instrument makers." p. 22|
|"… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." p. 23|
|"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." p. 23|
|"… 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 …" p. 26|
© Institution for Authority Research Dean Gotcher 2006-2017