Coleman worked hard to identify how a traditional-minded community seeks to protect its values.  He was instrumental in helping to identify forces of resistance by conservatives and methods on how to neutralize them.  So when his protégées (facilitators) come up to you, smiling and saying, "Trust us we are here to help you," beware, your freedom is at risk.

            "Child development experts [mental hygienists] have discovered that the most important step in producing a mentally healthy child is to select for him parents. . ." [emphasis added.  Source: Educational Measurement and Evaluation, H. H. Remmers and N. L. Gage; Harper & Brothers, NY, 1943, 1955, p. 299.  Bloom uses Remmers book as part of the foundation for his Taxonomies.]

"The revolt at home against home seems largely impulsive."  Herbert Marcuse  Eros and Civilization p. xvi

            Regarding Lewin's use of this method for social change, several words need to be explained (decoded).  Lewin's "play behavior" represents feelings, spontaneity, impulse, "I ought to be able to . . .," antithesis, affections, etc.  Benjamin Bloom builds on Lewin's definition of play behavior in his Affective Domain Taxonomy.  "Barrier behavior" represents knowledge, facts, truths, thesis, rules and standards, right and wrong set by higher authority, i.e. "can not, must not, will not, thou shalt not," cognition, etc., which restrain play behavior, and according to dialectical reasoning, must be negated in the mind of all people.  Bloom's Cognitive Domain Taxonomy was developed with Lewin's "barrier behavior" in mind.

            Neither Bloom or Lewin support the traditional definition of cognition.  They make cognition development dependent upon the affective domain (play behavior).  In this way Bloom, for example, can conclude that "truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and all places." (p. 32)  Categorical Imperatives, which are commands that are unquestionable and universal in the mind of the child, must therefore be negated.  This can only be done when ideals, absolutes, and truths are brought into dialogue, and thus ate treated as opinions or theories.  Once truths are accepted as opinions and a persons religious foundation is gone.  When play behavior is elevated as equal in importance as barrier behavior, barrier behavior (the parents commands and fear of judgment for disobedience) is thereby negated.  Once you elevate human experiential reasoning to being equal with faith, faith is destroyed.  See the Apostles Paul's warning concerning this process in 1 Timothy 6:20

            According to Lewin and Bloom, where the cognitive and affective (knowing and feelings) connect or overlap social change can be induced.  For instance we may say we believe such and such (cognitive), yet feel like doing something different (affective).  When we act (psycho-motor) on our feelings (a) which are different than our beliefs (c) we manifest what is called belief-action dichotomy.  When someone points out or we notice the difference between what we say we believe and how we behave, a state of disorganization results.  According to these men, this condition must be developed before change can take place.  In this way a person is willing to participate in his own change to avoid the pain of dissonance (alienation from ones "felt" need of acceptance by others, originally found in the parent, who provided food and shelter and love, now being found in the group).

            Lewin defines this state of disequilibrium (the existence of two conflicting controlling heads within the organism) as one being "governed by two strong goals."  The conflicting goals being identified with the past (our belief) and the present (our feelings).  This produces a weakening of the hierarchy of the cognitive or the knowing position one has with his belief, resulting in a loss of "hierarchical organization."  Simply put the person is in a state of "cognitive dissonance" since he has temporarily lost contact with his former source of authority, as he participates in an environment which does not allow a traditional structure of authority to develop.  With the loss of his former position and identity, frustration sets in.

            Frustration develops when "the cognitive-motor system loses to some degree its character of a good medium," when cognitive instability occurs (when one's "I know" becomes "I'm not sure"), or when the structure of cognitive authority (the former authority structure) is missing.  This condition, when sustained, produces regression.  In this way, facilitators (change agent) are able to seduce, deceive, and manipulate anyone caught in their web (the environment of facilitated meetings).  All across America and around the world change, through brainwashing, is taking place for the sake of social harmony and peace, for civic-social cosmic "health."

            Lewin wrote that "change in organization can be derived from the overlapping between play and barrier behavior.  To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism.  This should lead to a decrease in degree of hierarchical organization.  Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads.  It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" found in Child Behavior and Development, p. 457.)

            When one realizes how pervasive this practice is, a state of numbness can set in. It can be quite overwhelming. Our silence though will only allow the process to continue.  The answer is to not answer their questions.  To get rid of the questionnaire/questioner.  This is hard to do since parents, bosses, and legislators have already abdicated their positions of authority.  By participating in the dialogue social-engineers engender we have already empowered them in the public mind.  How to undue their power of influence over the public, via media and education, is next to impossible.  The only option left to us is not to personally participate in their dialogue, instead we must expose their cunning scheme and speak the truth in love, so others might see.

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

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

            "'Patriotism' as tested by these particular items obviously does not refer to loyalty to the American creed.  It has rather a flavor of ‘isolationism'"  "The California research found further, as we might now expect, a tendency for these ‘safety-islanders' [patriots] to be vigorously loyal to their churches, sororities, families, and other in-groups." "All who live outside the ethnocentric circle of safety are viewed with suspicion." "The same restrictiveness is seen in correlations between ethnocentrism and social and political ‘conservatism—pseudoconservative' or selective traditionalists.'"

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

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

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

            "Self-love is compatible with love of others."  "This disposition grows naturally out of the early dependent relationship of mother and child, of earth and creature."  "Affiliation is the source of all happiness."  "Only when life is free from intolerable threats, can one be at ease with all sorts and conditions of men."

Gordon Allport worked with the UN in helping develop and promote UNESCO's globalist education program.  Bloom's Taxonomies encourage and sustain this world view.

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BSTEP

(Behavioral Science Teacher Education Program)
Building upon the utilization of Bloom's Taxonomy for change.

A review of the final report of US dept. of HEW contract no.  OEC-0-9-320424-402 (010), by Michigan State University, East Lansing, Michigan, Dec. 31, 1969.

            BSTEP, a "comprehensive program" (Gestalt-perpetual culture change, performance-based, evaluation) for the restructuring of Michigan State University into a NTL, through its curriculum ("Behavioral Science paradigm") was initiated on Dec. 31, 1967.  With the use of "measurable" "laboratory-centered experiences" (developmental experiences" for the purpose of "systematizing of teacher behavior")  BSTEP would provide "alternative solutions" to traditional education ("goodness," "badness," time-based, measurement) programs (referred to as "the slum of the American educational system.")

            With the development of "a new kind of school teacher . . . engaged in teaching as clinical practice," where teachers "function as a responsible agent of social change" (ability to relate with, manipulate, and evaluate student behavior), "old value systems" would be modified and new ones developed.  Student teachers would be "sensitized" to "diversity," and "non-Western thought and values, . . . promoting an understanding of human behavior in humanistic terms."  ("How do children from upper-class, middle-class, lower-class homes behave?  What are their respective needs?"  The NTL developed program "facilitates" learning experiences with the "prescriptive" (not just descriptive) cycle of "reflecting (describing, analyzing), proposing (hypothesizing, prescribing), and doing (treating, and observing consequences)."  Faculty Orientation and In-Service Education programs would be build on BSTEP experiences.

            A "coalition among educational agencies, professional organizations, community resources, and business and industry" would be built upon the philosophical position of "adaptability to change," requiring "non-school resources" to join in partnership with educational agencies with "the most modern technology available" in "information storage and retrieval," for "tracks" of "behavioral attitudes and achievements" ("The BSTEP information retrieval system will store records on the personal characteristics of all BSTEP students"), "ERIC Clearinghouse on Teacher Education."  "Major additional resources" according to the study, would be necessary to "restructure the total curriculum."  Funded on March 1, 1968, BSTEP united with the U.S. Ofc. Of Ed. on October 31, 1968.

            "Systems analysis" was incorporated in the scheme, under contract with HEW.  The development for the design of this project was the work of the Southwest Regional Laboratory for Education Research and Development.  Workforce development is a major concern of "Systems Thinking."  The Teaching Research Laboratory at Monmouth, Oregon piloted "low cost simulated programs dealing directly with classroom management."  Bloom's Taxonomies were used to define the instructional variables involved with instructional planning, i.e. the "Professional Use of Knowledge."  They provided the evaluation tool needed for data collection on both staff and student behavior and content.

            According to the report, HEW studied "the possibilities of a social state-of-the-union" in the future based on a consumer (not producer) or service driven economy to answer the question "Can educational institutions change rapidly enough to meet the needs of a changing society?"  The Rand Corporation, the Air Force, General Electric Company, and the United Nations were but a few of the organizations which attempted to forecast the future in accordance to NTL evolving outcomes.  "Rand use[d] the ‘Delphi' method in which a wide range of experts have confrontations and arrive finally at a near-consensus."  The years 1984, 2000, and 2100 were predicted or conceived with the later year being a time when "gravity may be controlled through some modifications of gravity fields," as an example.  The future is a time when man "must effectively forge human and natural resources to serve his fellow man and help create uniqueness."

            It was projected that the "technological-scientific elite" would "strain the democratic fabric to a ripping point," that "regionalism" would "create tensions and strained public services," that "the Young in age or in attitude" would be confronted by "Older members" over social change, that the "quality of living" would produce conflicts over "values and priorities," that mass media would be used to prevent social disintegration as the American "melting pot" and separatists conflicted, that cooperations will form international groups, vast data banks on society will be in operation, that the flow of information will be such that "few individuals will be able to maintain control over their opinions," being controlled by "competing opinion molders," and that society would do a shift in values as a result of social mobility.  The solution for all these problem areas, according to the study, was the use of laboratory experiences, interdisciplinary studies, encounter experiences, seminars on futurism, "Think-tanks," conflict resolution group negotiations training, cybernetic experienced in non-school work, etc.

            BSTEP was the first major attempt to bring an entire education institution under the control of the NTL program with the agenda of bringing all educational institutions under the same program.  BSTEP was a federally funded pilot program for a global education system.

    Taxonomy of Educational Objectives Book I: Cognitive Domain and Book II: Affective Domain are THE BOOKS for teacher certification in America and around the world. They are result of the work done by the Frankfurt School, Kurt Lewin, and J. L. Moreno (all Marxists). John Dewey's Students, Kenneth Benne, Ralph Tyler, etc.  Kenneth Benne edited Human Relations In Curriculum Change, a Marxist training manual from the previously mentioned men. Bloom simply redesigned Benne's book for use in teacher training.

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The Strategy of Inductive Reasoning ― a "bottoms up" tactic. as advocated by Karl Marx.

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

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

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

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

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

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

"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)." David Krathwohl, Benjamin Bloom; Taxonomy of Educational Objectives: Book II Affective Domain 1964

Whenever re-education involves the relinquishment of standards which are contrary to the standards of society at large the feeling of
group belongingness seems to be greatly heightened if the members feel free to express openly the very sentiments which are to be dislodged through re-education." Kenneth Benne Human Relations in Curriculum Change

"What we need to learn, it seems, are ways of gaining acceptance for a humanistic person-centered venture in a culture more devoted to rule by authority." Freedom To Learn FOR THE 80'S Carl Rogers, Charles E Merrill Co, Columbus OH. 1969

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Adolescent Character and Personality

Robert Havighurst and Hilda Taba

This investigation is supported by the Lilly Endowment Incorporated. Ralph W. Tyler, Chairman The Committee on Human Development Chicago, Illinois January, 1949

CORRELATIONS BETWEEN STUDENT BELIEFS AND LIFE PROBLEMS

Although these instruments were derived from techniques developed from the Eight-Year Study, their application to the field of personal beliefs, where "right" and "wrong" is strongly emphasized, represented a new venture. [Eight-Year Study] Eugene R. Smith and R. W. Tyler Appraising and Recording Student Progress, Chap. 3. New York: Harper & Brothers, 1942

This volume and Elmtown's Youth may be viewed as companion pieces since they have been based upon research in the same community, and in part on the same boys and girls. They differ in that each volume is focused upon a different facet of adolescent life. R. J. H. H. T. August B. Hollingshead, Elmtown's Youth: The Impact of Social Classes on Adolescents, New York, John Wiley & Sons, Inc., 1949

The school must itself be changed if it is to serve more effectively in the formation of good character. It must make room for the deviant student.*  This person will be able to discriminate among values and to deviate from the moral status quo of the community, when such deviation is necessary to the realization of higher moral principles. How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation. (emphasis added)

*... deviants because of their interpersonal behavior in the group sessions and not because of a deviant life style or past history. There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established. Irvin Yalom Theory and Practice and Group Psychotherapy.

Bloom's Cognitive Taxonomy was dedicated to Ralph Tyler: ". . . adopted Ralph W. Tyler's idea of an educational objective as a change in behavior; ways of acting, thinking, and feeling, [which included] covert as well as overt states and responses."  Benjamin Bloom Forty Year Retrospect

Education for Responsible Citizenship by Frank Brown

CHAPTER 2 EDUCATIONAL OBJECTIVES AND CURRICULUM DEVELOPMENT
The content of this section has been largely drawn from Ralph W. Tyler, "Achievement Testing and Curriculum Construction," Trends in Student Personnel Work, E. G. Williamson, Ed., Minneapolis, Minn.: Univ. of Minnesota Press, 1949, pp. 391-407

Citizenship is not merely a matter of inculcating moral and social precepts. The school furnishes opportunities to discover and use facts, principles, and ideas that are more accurate, balanced, and comprehensive than what is provided in most homes, work places, or other social institutions. The school is usually an environment that represents the American social ideals more closely than the larger society.

In most schools, each student is respected as a human being without discrimination, the transactions in the classroom are guided by an attempt to be fair and dispense justice, and the class moral is a reflection of the fact that the members care about the welfare of others.

In the recent period of rapid social change, the educational roles of the home, the community, the religious institutions, and employment have been greatly changed. Generally, they have been reduced. [There is a] need to keep closely in touch with the out-of-school experiences of the students in order to focus on the real ethical situations these children confront in learning to be good citizens.

The school can encourage students* to reflect on the problem situations they encounter, to analyze these situations, to try to predict the consequences of several possible courses of action, to compare their thinking with what they actually did, and to note the consequences they experienced. [*Same system of Bloom's Taxonomies dedicated to Ralph Tyler, where the person is taxonomized according to learning paradigms, one starts with knowledge of rules and standards (patriarchal paradigm) and moves up to analysis through comprehension and application and the other starts in reverse order with evaluation (perception-heresiarchal paradigm) and moves backward to knowledge (information relevant to the situation) through synthesis, analysis, application, and comprehension.]

The school can also continue its long-accepted role of providing within its environment a democratic society closer to the ideal than the adult community has yet been able to achieve. It can provide a setting in which young people can experience concretely the meaning of our democratic ideals. It is crucially important for children to see firsthand a society that encourages and supports democratic values.

Educational philosophies in a democratic society are likely to emphasize strongly democratic values. These four values are:

The importance of every human being.
Opportunity for wide participation in social groups in society.
Encouragement of variability of life styles.
Faith in intelligence rather than authority.

"Should the school develop young people to fit into the present society as it is or does the school have a revolutionary mission to develop young people who will seek to improve the society?" Perhaps a modern school would include in its statement [that] it believes that the high ideals of a good society are not adequately realized in our present society and that through the education of young people it hopes to improve society.

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The Experimental Classroom

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

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

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

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

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

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

"In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved.  It is necessary, in other words, artificially to create an experiential chasm between parents and children―to insulate the children in order that they can more easily be indoctrinated with new ideas.  One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." Warren Bennis The Temporary Society

Laboratories of continuous change.

"Believing in the unity of theory and practice, Dewey not only wrote on the subject, but for a time participated in the ‘laboratory school' for children connected with the University of Chicago." John Dewey Education and Democracy

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

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It's all an experiment

"No hypothesis in this body of writings has been fully tested. Nor will it be tested fully until it has been used widely in thoughtful experimentation with actual social changes. The school offers an important potential laboratory for the development of a truly experimental social science. Experimentally minded school workers can develop and improve the hypotheses suggested in these readings as they put them to the test in planning and evaluating changes in the school program." Kenneth Benne Human Relations in Curriculum Change.

"Certainly the Taxonomy was unproven at the time it was developed and may well be ‘unprovable.'" Bloom's Taxonomy: A Forty Year Retrospect

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

Religion and Prejudice Correlated - both the result of deductive thinking

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

"The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values." "The prototypic 'liberal' is . . . an individual who actively seeks progressive social change, who can be militantly critical (though not necessarily totally rejective) of the present status quo," "One of the primary functions of these [matter‑of‑fact] questions was to encourage the subject to talk freely. This was attempted by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." Theodor Adorno The Authoritarian Personality

"Religion, especially the Protestant Christian tradition, has permeated our culture with the concept that man is basically sinful, and only by something approaching a miracle can his sinful nature be negated." "I have little sympathy with the rather prevalent concept that man is basically irrational, and that his impulses, if not controlled, will lead to destruction of others and self." "We know how to disintegrate a man's personality structure, dissolving his self-confidence, destroying the concept he has of himself, and making him dependent on another. … brainwashing." Carl Rogers On becoming a person

"We have said that (change agents) need a social engineering theory which provides conceptual tools for diagnosing the possibilities for change, for locating the forces which support it, and for devising change procedures for those which oppose it..."  "In the last few years there has been accumulating a small but growing body of investigations and writings in the fields of "human engineering" and "group development."  These investigations and writings... attempt to focus the resources of various social sciences, including psychology, upon the problems of inducing and controlling changes in social systems..." Ed. by Kenneth Benne Human Relations in Curriculum Change.

Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler, where he finalized his "paradigm shift" concept of "Pre- and Post-paradigm periods." "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied'  (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon ) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." Kuhn, Thomas S. The Structure of Scientific Revolutions. Chicago: University of Chicago Press, 1962. 

"The ‘third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group …" "Theroeticians—Freudian, Sullivanian, Horneyan, Rogerian —explored the application of their conceptual framework to group therapy theory and practice." "With the advent of the object relations and the interpersonal systems of conceptualizing psychopathology … have come rudimentary attempts to classify individuals according to interpersonal styles of relating." Irvin D. Yalom Theory and Practice of Group Psychotherapy

''And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16: 15

"The self-esteem—public esteem system is thus closely related to the concept of group cohesiveness. We have said that the degree of group's influence on self-esteem is a function of its cohesiveness."  Irvin D. Yalom Theory and Practice of Group Psychotherapy

"Only by bringing out the child's own ideas in dialogical and dialectical settings can the child begin to reconstruct and progressively transcend concepts." Richard Paul Critical Thinking Handbook

"What is particularly important here is that recognition of one's own individuality is the basis for recognition of the individuality of everyone, and for the democratic concept of the dignity of man." Theodor Adorno The Authoritarian Personality

"In the first phase various members of the group quickly attempt to establish their customary places in the leadership hierarchy." "Next comes a period of frustration and conflict brought about by the leader's steadfast rejection of the concept of peck order and the authoritarian atmosphere in which the concept of peck order is rooted."  "The third phase sees the development of cohesiveness among the members of the group, accompanied by a certain amount of complacency and smugness." [an unstable stage] "In the fourth phase the members retain the group-centeredness and sensitivities which characterized the third phase, but they develop also a sense of purpose and urgency which makes the group potentially an effective social instrument."  Kenneth Benne Human Relations in Curriculum Change

"All concepts that are irreducible to facts are meaningless." Bronner Of Critical Theory and it Theorists

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Pulling off a revolution―a paradigm "shift"―from deductive to inductive reasoning

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

"And yet they would not hearken unto their judges, but they went a whoring after other gods, and bowed themselves unto them: they turned quickly out of the way which their fathers walked in, obeying the commandments of the LORD; but they did not so." Judges 2:17

"If my people, which are called by my name, shall humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land." 2 Chronicles 7:14

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

2. Focus on what is common, avoid focusing on what is not common. (Negative).

a.  Group discussion is on the common cause to solve the common problem.  Since all in the group are together on one issue   "group think" can be developed in the mind of all individuals in the group.

b. Once all are focusing on the common cause then the focus is away from resistors, non-conformists, onto group process.

3. Once common is identified, opposing positions can be pulled into willful participation because they can now identify their needs or concerns in the common cause.

4. It will now make it easier to process any institution with similar needs.

Example: Christian Schools and Public School

Find what the Public and the Private Schools have in common: Concerns, needs, interests, language, styles, etc.

Approach the Christian School with the "appropriate information."

By those in leadership focusing on the needs which are in alignment with their own they will push for the incorporation of the "Christian School" material, bathed with scripture.

Only the discerning will pick up what is missing―the "inappropriate information," which the public school can not accept into its own system.

Once the "new" program is incorporated into the private school the rest of the public school material will eventually flow into the "Christian School" curriculum.

Teachers, Administrators, Businesses, Parents, etc. of the Church will pressure everyone else into being "contemporary" for the sake of the schools reputation in the community and for a better chance for the youth to complete in the job market as a witness for the Lord.

For an understanding of how the public-private school partnership has been developed the best source I have read is James Coleman's book Public and Private High Schools.  An example of how private school administrators are trained on how to do this, unknown to most private school parents, is Dr. David Hands Doctoral dissertation Teacher Certification: A Qualitative Study of Cultural Views From Public and Private School Policymakers.

  The use of inductive reasoning to change cultural paradigm is reflected in the usage of bourgeoisie-proletariat in place of teacher-student, parent-child, boss-worker, etc.  By substitution the words parent for bourgeoisie, child (or adolescent) for proletariat, and contempt toward parental authority (seeing the parent as the oppressor) for class consciousness in the following quotation (by György Lukács) it is easy to see the effect inductive reasoning has upon the child in the classroom, when used with personal and social issues. It is a powerful tool in the changing of a culture, as well as an effective tool in the removal of obstacles. While the child may have resentment toward the patriarch, he does not have the assurance necessary to challenge authority without "the party," the group, the social mind of approval.  The classroom experience provided not only the realization and the actualization of the rebellious mind it provided the collective approval and support of its expression (against the patriarchal parent) as the common cause―emancipation. Except after this experience, the group approval is not just extrinsic, it is also intrinsic.

"... the bourgeoisie [parent] fighting on its own ground will prove superior to the proletariat [child] ... it is self-evident that the bourgeoisie [parent] fighting on its own ground will be both more experienced and more expert… the superiority of the proletariat [child] must lie exclusively in its ability to see society from the centre as a coherent whole [the purpose of teaching children inductive reasoning in the classroom]. This means that it [the child] is able to act in such a way [revolution] as to change reality [reality in the new generation is not found in obedience to authority but instead in social equality]; in the class consciousness [contempt toward parental authority] of the proletariat [child] theory and practice coincide [inclination rationalized collectively] ... The proletariat [child] cannot liberate itself as a class [under parental authority] without simultaneously abolishing class society [eliminating parent-child, teacher-student, etc. hierarchy] as such. For that reason its consciousness [society inductively reasoned], the last class consciousness in the history of mankind, must both lay bare the nature of society [socialist] and achieve an increasingly inward fusion of theory and practice.
    …the bourgeoisie [parent] automatically obtains the upper hand when its opponents [the children] abandon their own position [position of equality with the parent]....destroy this unity they cut the nerve that binds proletarian theory [child reasoning] to proletarian action [child "group think" action]. They reduce theory to the ‘scientific' treatment of the symptoms ...and as for practice they are themselves reduced to being buffeted about aimlessly and uncontrollably." György Lukács History & Class Consciousness Class Consciousness March, 1920  Bloom classified this condition as either embracing a philosophy of others or as being maladjusted.  Taxonomy of Educational Objectives: Book I Cognitive Domain p. 166 fn.  [bracketed information added]

    Inductive reasoning when used in the classroom, to resolve social issues, produces a totality―a gestalt, a god's (group's) eye view of society―in the mind of the child.  It blocks from the mind of the child their parents paradigmatic view on those same personal-social issues―obedience to authority is replaced with the unction and artcraft of questioning authority. This condition destabilizes the child.  He must be re-stabilized to the group if he is to be socialized properly.

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

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The good son asks "What does it mean?" while the wicked son asks "What does it mean to you?"
[a priori vs. theory]

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

Inductive reasoning produces a mind of questioning, a critical theoretical mind. "Question authority, question everything."  Transformational Marxists and Critical Theory (Marxist Theory) became the mainstay of higher education from the 60's on in our Universities and Colleges.

"The use of ‘critical theory' [instead of Marxist Theory] as a code word, which already becomes evident in Horkheimer's early writings, enabled a certain interpretation of Marxism to enter academic discourse. Horkheimer's purpose in critical theory was to militate against: all attempts to construct a fixed system, every attempt to identify the subject with the object."  "Humanistic potential is what critical inquiry must clarify. Grounding itself within the tradition of emancipation, in theory and practice . . ." Stephen Eric Bronner Critical Theory and its Theorists

"Any theory and set of practices is dogmatic which is not based upon critical examination of its own underlying principles." John Dewey Experience and Education

"Through the sudden popularity of Herbert Marcuse in the America of the late 1960's, the Frankfurt School's Critical Theory (Kritische Theorie) [ Marxist Theory] has also had a significant influence on the New Left in this country." "Praxis and reason were the two poles of Critical Theory. " "‘A great truth wants to be criticized, not idolized,' Nietzsche." "Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx."  Martin Jay The Dialectical Imagination

"Feuerbach does not understand human activity itself as objective activity, as human sense activity, as practical activity, subjectively. He therefore does not grasp the significance of ‘revolutionary,' ‘practical-critical' activity. " Karl Marx Thesis on Feuerbach # 1

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SYLLOGISM

            To control change, the right environment must be developed and sustained by the social-psychologist.  To determine what this environment was, social-psychologists worked backwards from the desired outcome to the original environment (syllogism).

            By first defining the outcome desired, then identifying the answers which produce that outcome, then developing the questions which produce those answers, and then identifying the environment which produce those questions, social-psychologists were able to develop the "right" environment which would always produce the right questions, which would always produce the right answers for their desired right outcome. (Socratic critical thinking)

            Therefore everyone participating in the facilitated meeting would be forced into the outcome predetermined by the social scientist (facilitator).  With this method of analysis, social-psychologists like Kurt Lewin and Hilda Taba have been able to develop powerful tools with which to control individuals in a group setting.

Source: Diaprax Article Group Decision and Social Change

     In the classroom experience the teacher must be trained in how to keep the child's own liberated interests from sidetracking the overall objective of the "totality."  The role of the "teacher" is to use the fear of lose of peer approval to "herd" the class into an ever tighter circle of consciousness, to where they are coherently, collectively, experiencing the orchestrating of social harmony. The collective totality will then guide the child in right behavior, wherever he goes.  In the traditional home he will first be seen as "more independent than we were at his age" but as time progresses he will become a crisis-child in the traditional home. Revolution is afoot and re-education is its mentor.

"... consciousness must develop a dialectical contradiction between its immediate interests and its long-term objectives, …Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," "Marx sees … consciousness as ‘practical critical activity' with the task of ‘changing the world'."  György Lukács History & Class Consciousness Class Consciousness March, 1920

"The whole system of Marxism stands and falls with the principle that revolution is the product of a point of view in which the category of totality [group think] is dominant." Georg Lukács, History and Class Consciousness The Marxism of Rosa Luxemburg 1923

    The classroom experience itself, using inductive reasoning to help all students and the teacher to simultaneously solve individual and social issues, changes the students' and teacher's perception of themselves and their place in society―life-long learning. It generates a conception that the solution to life's problem and the resolution of human needs are found within the environment, and can only be found within the environment, that any one who turns to a higher authority for answers generates an act which becomes an obstacle to personal and social resolution. The obstacle in this process is not only the child in face of opposition―the parent, but the opposition―voice of the parent―within the child.

"The proletariat only perfects itself by annihilating and transcending itself, by creating the classless society [when all the patriarchal parents/God have been removed] through the successful conclusion of its own class struggle. The struggle for this society, in which the dictatorship of the proletariat is merely a phase, is not just a battle waged against an external enemy, the bourgeoisie. It is equally the struggle of the proletariat against itself, against the devastating and degrading effects of the capitalist system upon its class consciousness. The proletariat will only have won the real victory when it has overcome these effects within itself [no longer have a fear of parents/God]." György Lukács History & Class Consciousness Class Consciousness March, 1920

    The teacher as therapist must be trained in role play techniques.  Although technical to the first timer, they are quickly learned in the group setting.  With inductive reasoning as the platform, role-playing becomes the relationship building praxis.

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Role Playing Techniques

"Religion and science can be kept apart... in 'role playing.'"
"Parents have no right upon their offspring except a psychological right."
J. L. Moreno

"...we have described roleplaying as diagnostic method but it can also  be used as 'role therapy' to improve the relations between the members of a group."  "... the origins of my work go back to a primitive religion and my objectives were the setting up and promoting of a new cultural order." "Parents have no right upon their offspring except a psychological right. Literally the children belong to universality."  "I could well imagine a world of a reversed order, opposite to ours, in which ethical suicide of people after 30 or 35 as a religious technique or countering overpopulation is just as natural as birth control has become in our culture.  In that society the love of life would be carried to its extreme. 'Make space for the unborn, make space for the newborn, for everyone born, Every time a new baby is born make space for  him by taking the life of an old man or an old woman." J. L. Moreno Who Shall Survive? The Father of Role Playing.

The following analysis assumes that the task of the discussion group is to select, define and solve common problems. The roles are identified in relation to functions of facilitation and coordination of group problem-solving activities. Each member may of course enact more than one role in any given unit of participation and a wide range of roles in successive participations. Any or all of these roles may be played at times by the group 'leader' as well as by various members."  Kenneth Benne  Human Relations in Curriculum Change

GROUP TASK ROLES
Initiator-contributor	Suggests or proposes
Information seeker	Asks for clarification of information and facts
Opinion seeker	Asks for clarification values
Information giver	Offers "authoritative" facts
Opinion Giver	States belief or opinion
Elaborator	Spells out suggestions
Coordinator	Shows or clarifies relationships
Orienter	Defines position
Evaluator-critic	Subjects the group's accomplishments to some standard
Procedural technician	Expedites group movement
RECORDER	Writes down the "group memory"

GROUP BUILDING AND MAINTENANCE ROLES
Encourager	Praises, agrees with and accepts
Harmonizer	Mediates differences
Compromisers	Offers compromise as an example
Gate-keeper and expediter	Keeps communication open-facilitator
Standard setter or ego ideal	Expresses standards for the group
Follower	Spells out suggestions
OBSERVER	Keeps records of group process-body language

    The following roles are of disapproval, they are attributes of the patriarchal paradigm.  From the child's eye view the authority figure would be seen as a aggressor when he chastens the child for performing their natural carnal inclinations, a blocker when the parent prevent the child from doing what is natural and a "right", recognition seeker when the parent insists the child be silent so the parent can be heard, a self-confessor when the parent seeks the child's understanding when the parent does not have time to "relate" with the child, etc.  See Diaprax Article "A Cookbook For Humans" for a detailed breakdown of all these roles.  The are the roles which the patriarch must abdicate if the dialectical paradigm is to gain control of the individual's soul and rule the world.  These are the roles those who find themselves in an inductive reasoning environment will be pressured to drop if they hope to be participants in the new world order.

THE "INDIVIDUAL" ROLE
Aggressor	Disapproves of others' views
Blocker	Negativistic and resistant, disagreeing and opposing
Recognition-seeker	Calls attention to himself
Self-confessor	Expresses personal, non-group "feelings," "ideology"
Playboy	Makes display
Dominator	Asserts authority
Help-seeker	Calls forth "sympathy" from others, expects the "luke-warm" to come to their assistance.
Special interest-pleaser	Speaks for others (small businessmen, grass roots, housewives, etc.)

    You can see why students are learning less facts.  "Less is more" we are told.  Less teaching of facts (deductive reasoning) allows more time for socialist brainwashing (inductive reasoning). Private schools and home schooling material is not exempt from these programs.

     In the following example of inductive reasoning used in a classroom setting, you can see the effect collective discourse has upon all participants.  Any categorical imperative, a moral command which is unquestionable and universal, (deductive reasoning) when brought into discourse (inductive reasoning) results in the abdication of the persons "religious foundation."  "Thus saith the Lord" plus discourse equals abdication of patriarchal paradigm.  This was the pattern of thought which was the Un-American activity of the 50's. Most Americans did not understand the effect of inductive reasoning had upon social issues back then. Just as few understand today.  That moment is long past. The ramifications were immense.

"… 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.

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Speculative-Creativity
or General Systems Theory

"Every time we teach a child something, we keep him from inventing it himself."
Jean Piaget

    While the classroom exercise applying inductive reasoning may seem harmless, the process itself, especially when applied to personal and social issues, directly affects the persons perception of themselves and the world.  The method, as developed by Hilda Taba, became a predetermined outcome strategy.  By generalizing the outcome, moving it away from a restraining premise toward a broader theoretical outcome, she was able to modify the procedure to create "a marked improvement in the thinking skills of elementary school students as they stud[ied] social topics and appl[ied] the knowledge they [had] gained." (p. 64)  Her emphasis was to help students develop and attain concepts (hypothesis) and then interpret, infer, and generalize them.  emphasis added

"... the concept of the world as the totality of facts is connected with a correspondence notion of truth and a semantic conception of justification. The social world, as the totality of legitimately ordered interpersonal relations, is accessible only from the participant's perspective;  in the pragmatic presuppositions of rational discourse or deliberation the normative content of the implicit assumptions of communicative action is generalized, abstracted, and freed from all limits — the practice of deliberation is extended to an inclusive community that does not in principle exclude any subject capable of speech and action who can make relevant contributions. This idea points to a way out of the modern dilemma, since the participants have lost their metaphysical guarantees and must so to speak derive their normative orientations from themselves alone. As we have seen, the participants can only draw on those features of a common practice they already currently share…. The bottom line is that the participants have all already entered into the cooperative enterprise of rational discourse. The practice of argumentation sets in motion a cooperative competition for the better argument, where the orientation to the goal of a communicatively reached agreement unites the participants from the outset."  Jürgen Habermas 1998 Communicative Ethics The inclusion of the Other. Studies in Political Theory.

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HILDA TABA AND HER HOME COUNTRY

"FORMERLY" COMMUNIST ESTONIA

    As Karl Marx attacked deductive thinking with the sole purpose of eradicating Christianity. By attacking deductive thinking used by the secular deductive thinkers (young Hegelians) he was able to focus his attack upon the system used by Christian faith, deductive reasoning. This is the same approach currently being implemented in the former communist country of Estonia.  Traditional Marxists, using the same system of reasoning used by the young Hegelians, utilize a set standard as to how citizens are to behave.  If one speaks the correct language in public they can rise up the ranks, despite the fact they may not be in agreement to the formula.  In other words they do not praxis the dialectic, they just use it for their own personal betterment at the expense of the collective.  Therefore Transformational Marxists see Traditional Marxists as Fascist in structure of thought.  Their loyalty is to themselves and a national, although labeled communist, cause.  They follow the "party line" not to promote the cause, but rather to promote themselves. They in essence have not embraced the process internally but are simply using it for personal gain.

    What happened in America in the 30's, the invasion of Transformational Marxist fleeing Fascist Germany, was the preparation for a world wide takeover of Marxism/Freudism (social-psychology) disguised as democracy.  Understanding the difference between Traditional Marxism with its tendency toward deductive reasoning and Transformational Marxism with its dependence upon inductive reasoning is essential if you are going to be able to identity what has  happened not only to America but to other nations around the world.  It was noticed by some senators in California, in the late 50's, that Hilda Taba, J. L. Moreno, etc. had a communist agenda.

California Legislature 1959 Budget Session, Sixteenth Report, Senate Investigating Committee on Education, Curriculum Changes,
Senator Nelson S. Dilworth, Chairman. 

HILDA TABA AND DEBORAH ELKINS

"Another book in this category is With Focus on Human Relations by Hilda Taba and Deborah Elkins. In 1950, at the time of the publication of the book Hilda Taba was Director of the Center for Intergroup Education at the University of Chicago.  She is presently at San Francisco State College, Deborah Elkins is of the Hartford Public Schools, Hartford, Connecticut.  The book was published by the American Council on Education, as is one of a series in Intergroup Education in Co-operating Schools." (several pages follow of other persons and national recognized socialist originations involved in support of this program as well as many quotations from the book itself.)

"Throughout the book you have heard sociogram, sociodrama, sociometric, role-playing, etc.  They are all techniques coined by J. L. Moreno, and developed throughout the United States at Teacher Training Institutions, workshops and colleges."

What was unfortunate, most Americans in positions of influence did not know the differences between Traditional and Transformational Marxism.  If they had things would have been different. 

    The Diaprax Article, Deductive and Inductive Reasoning Part II: Inductive Reasoning and Karl Marx.  Attacking the Patriarchal Family goes into detail on Karl Marx's method for "correcting" the error of the young Hegelians (traditional, deductive thinking Marxist). When the "American" progressive form of education is introduced or reintroduced to former Communist run countries the ignorant might assume that those citizens are being freed from Communism.  The truth is they are simply taking of Traditional Communist chains and replacing them with Transformational Communist chains. I call it "user friendly Marxism, Communism with a smile."  It is the worst form of the diabolical system of Diaprax. While the former will take your body, you still have a chance to keep your soul, the latter will leave your body and take your soul (the dead walking).

    For the citizens of the "former" soviet controlled Estonia such an agenda is currently under way.  They are being told that they have been liberated from the evils of Traditional Communist control and are now given the opportunity to "re-becoming capitalist," to "achieve national self-determination"  They are being told they will be blessed as citizens by their ability to live within a postmodern world. "'Postmodernity ... describes a world where people have to make their way without fixed referents and traditional anchoring points. It is a world of rapid change, of bewildering instability...' (Usher, Edwards, 1996, 10) — Estonia is postmodern."  They are told they are now released "from the Soviet regime" and are emerging as "a democratic order" through the "mechanisms of consensus."

    This new educational system based on a postmodern model will, as they claim, rescue the citizens of Estonia from the traditional form of education the communist block forced upon them. "Due to authoritarian system and ideologically narrow prescriptions our society, people have not gone through, not experienced for example the era of psychoanalysis, missing is the experience of plurality, but there is the experience, that someone is out there who can decide and knows that is right, what is wrong, what is forbidden (religion, genetics, some books and films...). What follows is under-developed  reflective capacity and weak capacity for long-term projective view."  Thus, according to Ene - Silvia Sarv, there is to be an "(an ongoing process) a change of paradigms."

    For those parents or teachers in Estonia who wish to impart antithesis, the difference between "right" and "wrong," who wish to develop the conscience in the next generation, this program promises to be a nightmare, just as it has been to the traditional ('asocial') American home. The citizens of Estonia are being lied to, they are being told that this is a new adventure, untried, while the truth is, this process has been applied in the States for years and has been and continues to be applied all around the world. "Period of transition is a complex and many-sided process just in progress. As it was mentioned earlier, all of its facets, especially those that took place in education, have not yet been thought through:"  "students' socialisation is especially important in teacher's work - there are many children in school of parents from the currently quickly emerging 'asocial' layer. This will most likely create a pressing need for healing pedagogy, pedagogical therapy and support pedagogy skills in everyday school life."

    Education according to Ene - Silvia Sarv, is moving toward a "widely synergetic revolution" as a result of a "breaking of hierarchies."  "The Estonian Educational renewal - change of paradigm, change of narratives - new game and paralogue." Thus education will use "new  approaches for analyse," "Western Style," "tackle teacher training according to Western models."  Education will be a "spontaneous democratisation or self-democratisation" system.  These descriptions are those of transformational Marxists currently in control of the American school systems..

    Teacher training would be built on "new foundations of education, changing of the picture of man and educational goals, i.e. direction towards enabling paradigmatic changes."  "Thus, in 1987 - 1990 the humanisation and democratisation were not only keywords and aims - these were the aspects to be practised, the method for renewal. So they worked as metaphors and shaped the intrinsic motivation towards 're-education' for many teachers."

    When the Communist first took over Estonia they utilized John Dewey's form of Education, 1920-1940.  That was the system Taba was trained in while she attended Tartu University in Estonia before she came to the States.  Then Progressivism was replace by Stalin's with Hard Line Communist Indoctrination (Traditional Marxism correlated as Fascism by Transformational Marxists).  As the citizens are being told they are now free of communist control the are being deceived.  They are simply being sold the goods that Lenin pushed on them under his reign.  For the citizens to be told that this new system of education will free them from the oppression of the past is a lie.  They write of a "'new view of history'; rediscovery and acknowledge the foreign and Estonian Republic's (1920 - 1940) educational science and practice (e.g. Käis, Põld, Taba, etc.)." 

    For anyone knowledgeable of the Transformational Marxists Bloom's Taxonomies the following analysis of Estonia's future educational system will sound familiar

"The beginning of school renewal with its brainstorming, thoughts- sharing, and other forms of group work gave in-service education new qualitative possibilities. In essence, in many subject and other groups a unique form of additional self-education was implemented, when the teacher participated in reflecting upon previous practice, its analysis, evaluation based on different criteria and models, forecasting, comprehending and formulating present and future educational needs, raising/defining new educational goals and projecting ways and means of their implementation, as well as further experimenting and evaluating. Thus, simultaneously playing the parts of the planner and executor of essential educational activities, the teacher's activity became motivated, self-fulfillment became a creative learning process instead of the previous passive 'receptive state'. Participation in projects demanded from the teacher knowledge and abilities, that were yet to be acquired (both from the areas of theoretical pedagogy and psychology, subject, and about correctly planning, carrying out, analysing an experiment, evaluating a new textbook or work document, etc.)"

That is the essence of the participation effect - continuously achieving new quality, raising important (for society, group, participant, executor) goals, planning their implementation, results' evaluation and correction.

Through the manipulative process of inductive reasoning (dialectical paradigm) citizens of Estonia will end up with transformational Marxists at the head of every institution in their country. The Estonia Education 2015 scenario will guarantee it.

Estonia's Education 2015 scenarios have been compiled with a goal to promote a discussion in the society about the future of Estonia's education and to support the educational strategies what are/will be worked out by Ministry of Education - to ensure participation of different interest groups in this process. The main driving forces in these scenarios are two characteristics of the society - the innovative ability/innovativeness and inclusiveness. On this basis four future visions of Estonia's society and education have been created:

"Few parents can be expected to persist for long in educating their children for a society that does not exist, or even in orienting themselves toward goals which they share only with a minority." Theodor Adorno, The Authoritarian Personality

"Every time we teach a child something, we keep him from inventing it himself."  Jean Piaget

"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 fixted beliefs and getting them to discuss issues."  Krathwohl, Bloom, & Masid, Taxonomy of Education Objectives, Book 2 Affective Domain, p. 54

"The familiar must be made strange; many common props, social conventions, status symbols, and ordinary procedural rules are eliminated from the T-group, and the individual's values and beliefs about himself are challenged."  Irvin Yalom, The Theory and Practice of Group Psychotherapy

"The goals of democratic education can be nothing else but development toward psychological health." Ibid.

"The only valuable things in psychic life are the emotions." Norman O. Brown, Life Against Death, p. 7

"Psychoanalysis is the heir to a mystical tradition which it must affirm." Ibid., p. 310

"Psychoanalysis declares the fundamental bisexual character of human nature;" Ibid., p. 312

"Psychoanalysis must treat religion as a neurosis." Ibid., p. 13

" ... a psychological classification system ... consistent with relevant and accepted psychological principles and theories." Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain, p. 6

"What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:  the superego 'unites in itself the influences of the present and of the past.'" Ibid., p. 162

"Through the ability to promise, the future is bound to the past."  "It is what makes man responsible; it is his conscience." Ibid.,      p. 267

 "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 easily perpetrated." Dr. Robert Trojanowicz, The meaning of  "Community" in Community Policing

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." Norman O. Brown, Life Against Death, p. 276

"… the man who has achieved a philosophy of life – who knows who he is – has arrived at this truth through painful intellectual effort in which the more complex mental processes of the Cognitive Taxonomy are clearly functioning." "Judges problems in terms of situation, issues, purposes, and consequences involved rather than in terms of fixed, dogmatic precepts …." "Obedience and compliance are hardly ideal goals." "A basic tenet of liberal education is that it is by means of intellectual effort that a philosophy of life in large measure is formed." "The major ingredient required in such instruments is that the problem be sufficiently subtle and complex … that the generalized set which we wish to observe can be brought into play." "We are not interested in whether the problem is solved accurately or with elegance." "We want the student to lead the good life and become a good man in all his parts." "… the greatest good for the greatest number." Benjamin S. Bloom  Taxonomy of Education Objectives Book I Cognitive Domain 1956  This book is used in all education institutions, "Christian" included, to train teachers in how to develop and present their curriculum.  The curriculum used determines the next generations paradigm, how they will think. This is no trivial matter.

"Bypassing the traditional channels of top-down decision making, our objective centers upon .... transform public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps..."  (Ervin Laszlo,  A Strategy for the Future: The Systems Approach to World Order).  Laszlo laid the groundwork for the social agenda of global control via environmental issues, i.e. the Rio Conference, 1992.  According to Laszlo man's purpose, purpose found through discourse and not through revelation, liberates man from God (a closed system of right and wrong) and allows man to be one with nature. Other web source: Who is Ervin Laszlo? Globalist (dialectical) books he has published. The quest to prevent Armageddon via global dialogue (internal-external collective discourse), i.e. cosmic planetary consciousness ("we are it" "all of humanity as one being" "become conscious of our unconscious collectedness" "we must live as one body") following the belief of noosphere, Vernadsky-"an important pioneer of the scientific bases for the environmental sciences") via kabbalah: video

    To "the enlightened," the didactic paradigm (a closed system of thought) is seen as a non-sensuous based belief system.  According to their paradigm, fixed law, established by a patriarch and then enforced by a patriarch paradigm, is regarded as the mechanism of repression.  Proper behavior, contingent upon faith in someone in authority, is correlated with Fascism (as advocated by Erick Fromm Escape from Freedom, Theodor Adorno The Authoritarian Personality, and Benjamin Bloom Taxonomy of Educational Objectives Book II: Affective Domain "Weltanschauung¹" p. 166 )

   Behavior "science" can only identify the carnal nature of man, find that which man has in common―similar―with the creation―the law of the flesh. All which is spiritual must be reclassified according to this "scientific" method. Ironically this is the very same system utilized by eastern religion. "Psychoanalysis is the heir to a mystical tradition which it must affirm." "Whitehead constantly draws attention to the dialectical patterns in mystical thought." "Psychoanalysis, mysticism, Freud, Hegel, Nietzsche, and Marx – the unseen harmony is stronger than the seen." "Common to all of them is a mode of consciousness that can be called the dialectic imagination." Normal O. Brown Life Against Death  (emphasis in original)  This was also, as stated by Brown, Karl Marx's line of reasoning.  It is the same reasoning used today in government, the workplace, education, and even the "Church"―Church Growth, Emerging Church, Ecumenical, etc., all seeking synergy. Brown stated, concerning his book on the development of "behavior science"—the synthesis of Marx and Freud—"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."

"Empirical observation is the sensible world as practical, human sense activity." Karl Marx Thesis on Feuerbach # 5
"The essence of man is not an abstraction inherent in each particular individual. The real nature of man is the totality of social relations." Karl Marx Thesis on Feuerbach # 6
"‘Religious sentiment' is itself a social product, a particular form of society." Karl Marx Thesis on Feuerbach # 7
"All social life is essentially practical. All the mysteries which lead theory toward mysticism find their rational solution in human practice and in the comprehension of this practice." Karl Marx Thesis on Feuerbach # 8
" Materialism which does not conceive sensuous existence as practical activity, can only observe the world. [It can not change it.]" Karl Marx Thesis on Feuerbach # 9
"The standpoint of the old type of materialism is civil society; the standpoint of the new materialism is social humanity or human society." Karl Marx Thesis on Feuerbach #10
"The philosophers have only interpreted the world in different ways; the point is to change it."  Karl Marx Thesis on Feuerbach #11

"Philosophy is not outside the world; it simply has a different kind of presence in the world. The world is its ground; it is the spiritual quintessence of its age. The world is the object of its enquiry and concern.; it is the wisdom of the world." "The philosopher appeals to reason not faith, teaches rather than dogmatizes, demands and welcomes the test of being doubted, promises truth, and aims at the achievement of a world ‘becoming philosophical.'" "In short, philosophy as theory finds the ‘ought' implied within the ‘is', and as praxis seeks to make the two coincide." "The justice of state constitutions is to be decided not on the basis of Christianity, not from the nature of Christian society but from the nature of human society." "The state arises out of the exigencies of man's nature." "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." "To enjoy the present reconciles us to the actual . . ." Comments by Joseph O'Malley Ed. of Karl Marx's Critique of Hegel's 'Philosophy of Right'

"…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 Erick Bronner Of Critical Theory and its Theorists

"Sense experience must be the basis of all science." Karl Marx MEGA I/3, p. 123
"Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." Karl Marx MEGA I/3, p. 123
"The struggle against religion is therefore indirectly a struggle against that world whose spiritual aroma is religion. [Obedience based patriarchal paradigm]" Karl Marx MEGA I/1/1

    The quest to harmonize the natural man to this material world―his social and physical environment―is reflected in one of the most important books used for teacher training today―Taxonomy of Educational Objectives: Book I Cognitive Domain written by Benjamin Bloom.

    The perversion we are experiencing in our nation, and the contempt for and attack upon the traditional family paradigm―obey vs. disobey, "fixed beliefs"―is a direct effect of the praxis of this "scientific" method being applied in our education, our government, our workplace, and our churches.  The scriptures warn of the effect this process will have upon all who embrace it.

"And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient [decent];"  Romans 1:28

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PERSONAL AND SOCIAL PEACE:
Whoever defines terms for you controls your life.

    "To whom shall I speak, and give warning, that they may hear? behold, their ear is uncircumcised, and they cannot hearken: behold, the word of the LORD is unto them a reproach; they have no delight in it.  For from the least of them even unto the greatest of them every one is given to covetousness; and from the prophet even unto the priest every one dealeth falsely.
    They have healed also the hurt of the daughter of my people slightly, saying, Peace, peace; when there is no peace. Were they ashamed when they had committed abomination? nay, they were not at all ashamed, neither could they blush: therefore they shall fall among them that fall: at the time that I visit them they shall be cast down, saith the LORD.
    Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken. Therefore hear, ye nations, and know, O congregation, what is among them. Hear, O earth: behold, I will bring evil upon this people, even the fruit of their thoughts, because they have not hearkened unto my words, nor to my law, but rejected it." Jeremiah 6:10, 13-19

"For when they shall say, Peace and safety; then sudden destruction cometh upon them, as travail upon a woman with child; and they shall not escape." 1 Thessalonians 5:3

"Suppose ye that I am come to give peace on earth? I tell you, Nay; but rather division: For from henceforth there shall be five in one house divided, three against two, and two against three. The father shall be divided against the son, and the son against the father; the mother against the daughter, and the daughter against the mother; the mother in law against her daughter in law, and the daughter in law against her mother in law."  Luke 12:51-53
 
"Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto you. Let not your heart be troubled, neither let it be afraid."  John 14:27

"And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ Jesus." Philippians 4: 7

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The Sixth Sense―self-environment dialectical homo-stasis―personal-social "peace."

    If the dialectical paradigm is to replace the didactic paradigm, a sixth sense must be incorporated into the self and the environment, the sense of social approval, social identity, social peace―homeostasis―between the self and the earthly environment―the spirit of world peace, of antichrist (an earthly acceptable Christ). This sense must be treated as equal to the other five senses. This sense is the "ought" within us. "Oughtiness is itself a fact to be perceived." Abraham Maslow The Farther Reaches of Human Nature  The "ought" is the child within us watching our friends on their way to the park,  having a good time without us.  The pain of alienation, the self-environmental dialectical rift, is caused by the categorical imperative "No! You can not go out."―the patriarchal paradigm of obedience.  It cries out to the restrainer "You just don't understand." and then, because nobody is listening, sobs to itself "Nobody understands!" I have yet to meet a liberal who does not remind me of of Cain, a sulking child. Beware of sulking children.

Language which supersedes or interferes with the self-environment relationship, which causes a dialectical rift between self and the earthly environment, must be negated from our consciousness if we are to arrive at world peace.

"Language, like consciousness, only arises from the need, the necessity, of intercourse with other men." Karl Marx MEGA I/5, p. 19

"The corruption of language expressed in the legend of the Expulsion from Paradise, where all the creatures had been named by Adam." Max Horkheimer quoted in Martin Jay's book The Dialectical Imagination

"B. L. Whorf  helped Thomas S Kuhn recognize how language effects one's world view, as compiled in John B. Carroll's book Language, Thought, and Reality.  Thomas S Kuhn concludes 'Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it.'" Kuhn, Thomas S. The Structure of Scientific Revolutions

"[Human] emancipation lies in fantasy and the language of experience irreducible to linguistic rules: mimesis. . . . Marcuse thus could write that ‘the realm of freedom lies beyond mimesis.'" Stephen Bronner Of Critical Theory and Its Theorists  "Universal Reconciliation relies on a reason that is before reason-mimesis or ‘impulse.'" Jürgen Habermas The Theory of Communicative Action  "Impulse, the primary fact, back of which, psychically we cannot go." John Dewey, "Social Psychology," Psychological Review, I (July, 1894), p. 404

    Therefore, if self and the environment are to be united on common ground then obstructionist language must be negated―therefore the need to rewrite the Bible in homo-stasis (contemporary―transitory) language and censor those portions which can not be "processed."  "Ought" is the expression of self's internal desire to experience―comprehend by sensation―something in the "here and now" environment which has been prohibited―an obstructed appeal to approach something of perceived pleasure.  It is the articulation of inhibition―inhibition of  the language of science, of theory, of "seems to be," of self.    It is the articulation of the inhibition of man's "scientific" nature to discover "truth," to be innovative.

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

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

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

"During the period of innovation, an environment is invisible. The present is always invisible because the whole field of attention is so saturated with it It becomes visible only when is has been superseded by a new environment."  Federal Education Grant, Dec. 1969  Behavior Science in Teacher Education Program p. 237

"b. RESISTANCE TO SOCIAL CHANGE. Another aspect of traditionalism is the tendency to oppose innovations or alterations of existing politic‑economic forms. ‘The best ways to solve social problems is to stick close to the middle of the road, to move slowly and to avoid extremes.'" Theodor Adorno The Authoritarian Personality

    When it comes to social matters the deductive method of reasoning (lecture/logic/certainty/knowing) must be replaced with the inductive method of reasoning, of innovation (discourse/probability/speculation/uncertainty/thinking and feeling). Certainty, the cause of inhibition, must be  replaced with an environment of uncertainty if "ought" is to be given an opportunity for expression―i.e. "equality of opportunity." "In a deductive argument, the truth of the premises is supposed to guarantee the truth of the conclusion; in an inductive argument, the truth of the premises merely makes it probable that the conclusion is true."  Garth Kemerling 2002.

The moment "an overweening interest in the future development of the child"* by the community is incorporated into the parent-child relationship the traditional home is moribund.

"For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, the parents."
*Warren Bennis The Temporary Society

   By replacing inculcation with discourse, change can be made easy―this is what re-education means.  The role of the facilitator is to initiate and sustain discourse as the means of discovering and internalizing "truth" which is ever changing:

    The "right of the child" is based upon this humanistic assumption.  A "safe and positive¹" environment, as defined by this dialectical based religion (humanism), is one in which discourse―between parent, child, and community―is the ground on which the "rights of the child" is established. ¹Source: Final Federal-Provincial-Territorial Report on Custody and Access and Child Support; PUTTING CHILDREN FIRST  2002 PDF file (Canadian Law)  "We propose, therefore, the specialization of the notion of parenthood into two distinct and different functions-the biological parent and the social parent.  They may come together in one individual or they may not.  But the problem is how to produce a procedure which is able to substitute and improve this ancient order."  J. L. Moreno Who Shall Survive (Marxist, father of role playing)   

    When the "right of the child" is applied, the God given role of the parent is negated. "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship"  Warren Bennis The Temporary Society   The children is then under the charge of a sensually-based environment―this is governmentally sanctioned child abuse―public-private partnership from then on rules; self and environment are dialectically united―homo-stasis abounds. "In addition, mindful of the global shift away from concepts of parental power towards parental responsibilities.... attention will have to be given to surrogate motherhood, issues around alternative modes of conception,(7) adoptions by same sex couples, and other models of alternative family life." (bold emphasis in original) Source: South African Law Commission; Issue Paper 13; Project 110  The review of  THE CHILD ACT  First Issue Paper  [18 April 1998] Closing date for comment: 31 July 1998 ISBN: 0-621-28026-7  PDF file 

    Reading this material (on the "right of the child") is the same as reading the "old" U.S.S.R Constitution and the "rights" it gave to the child-parent-community partnership―soviets. "Citizens are obliged to concern themselves with the upbringing of children, to train them for socially useful work, and to raise them as worthy members of socialist society." Article 66, USSR Constitution  This is the "It takes a village . . . "² propaganda touted by neo-Marxists today.  That agenda has not changed despite the iron curtain "falling." "Democratization has encouraged people to participate, glasnost' has allowed them to articulate their feelings, and pluralism has legitimated the rights of groups to form on the basis of a consciousness of self-interest." David Lane, Soviet Society Under Perestroika. American Education is based on this communistic ideology "Individuals in a democracy are responsible for the conduct of a democratic political system as well as a democratic way of life."  David Krathwohl, Benjamin Bloom Taxonomy of Educational Objectives: Book II Affective Domain  

    It is not as though we have not had voices in the past warning us: "Has authority been banished in these later days? Has the world reached a point where it will condone the formation of pupil soviets? Will C. Woods, Superintendent of Public Instruction of the State of California March 1921.  Note the year, the source, and the state. Our social institutions which aim to "help" mediate social-individual problems are actually soviets. "The institutions in socialist society which act as the facilitators between the public and private realms are the Soviets." Norman Levine The Process of Democratization  The soviet's function is to negate the language of obstruction in environments where policy is being made, including, and especially, the home.

    According to dialectical thinking, the language of obstruction is the word "Not," as in "Thou shalt not ....,"  "You can not ...," "You must not ...," etc. When this language is used, with force or threat of force, to interfere with another person's potential―one's possibilities discovered through sensuous experience, what the "here and now" environment has to offer them―self is denied actualization―self and environment have experienced a dialectical rift.  When the command "Because I said so!" represses (inhibits) the appeal to discourse, "Why can't I?" "Lets talk about it." (set off by the "You can not ...!" command), comprehending the environment through sensation is repressed by the praxis of comprehending obedience―"What part of 'Can Not.' do you not understand."  The heresiarch paradigm of love of the creation, i.e. love of pleasure―similar, i.e. narcissus―can not stand the patriarchal paradigm of obedience to the creator―contrast and obedience.  Its goal is patricide, "the negation of negation," the removal of the patriarchal father figure from the self-environment praxis. 

"Confronted with the rigidity of the adult ... one turns naturally to the question of whether the prospects for healthy personality structure would not be greater if the proper influences were brought to bear earlier in the individual's life, and since the earlier the influence the more profound it will be, attention becomes focused upon child training." Theodor Adorno The Authoritarian Personality  

". . . Can the student accept the fact that the traditional family might be changed and might possibly disappear?" Paul Dressell et al. General Education: Explorations in Evaluation, American Council on Education, 1954, p. 185

"The recent transformations in parental roles in the Western nuclear family have made children more independent. Their socialization thus comes more and more from school, youth groups, and from the workplace, once they enter it. This freedom is a two-edged sword. Being open to many influences can make children more well rounded, but the lack of clear guideposts can lead to a kind of relativism that stunts their moral development. Indeed, many young people rightly sense a great void in our consumer society and try to fill it through escapist entertainment or massive consumption of psychotropic drugs." http://www.thebrain.mcgill.ca/  THE BRAIN FROM TOP TO BOTTOM ANATOMY AND FUNCTION ANATOMY BY LEVEL OF ORGANIZATION SOCIAL, INTERMEDIATE

"Mass media, and an ever-increasing range of personal experiences, gives an adolescent social sophistication at an early age, making him unfit for the obedient role of the child in the family."  "One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates, and to consider itself no longer subject to the demands of parents and teachers."  "The old ‘levers' by which children are motivated--approval or disapproval of parents and teachers--are less efficient." James Coleman The Adolescent Society

"Freedom, as Fromm argued in Escape from Freedom meant ‘freedom to,' not merely ‘freedom from.'"  Martin Jay  The Dialectical Imagination

THE CHARLATAN      The charlatan comes to the farmer giving him an impression he has the his best interest in mind.  While the farmer is not watching the charlatan manipulates his daughter into sharing her "ought to" with him, gaining her trust. In no time at all, the charlatan is driving away from the farm, with the farmers daughter at his side.  He is free to use her for his own pleasures, at his will, telling her, he has her best interest in mind, helping her "actualize" her dreams, the "imagination of her heart."  In the end he simply uses her for his own carnal purposes.        When a child is involved, this is the modus operandi of a pedophile. This is the pattern Satan used to deceive Eve in the Garden of Eden, this is the same paradigm used by social workers (DHS―Department of Human Services). When the DHS focus on "helping" rescue children from a patriarchal home, the truth is, they praxis the cravings of a pedophile―a self-environmental dialectical praxis with an innocent child. After a child is interrogated by DHS the child is no longer innocent, they have been defiled, emotionally, mentally, and physically―in feelings, in thinking, and in acting out―introducing the child to thoughts which never entered their minds before.       The soul (the individual: truth and liberty) replaced with the social (unity: Eros and bondage to flesh-the essence of unregenerate man). From heterosexual man/woman to homosexual man/man, woman/woman, we, etc (a self-environmental dialectical union). In this context civilization can only be found beyond the love relationship between two people, one man and one woman—a monogamous union ("... the hatred against patriarchal suppression—a ‘barrier to incest,' ... the desire (for the sons) to return to the mother—culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan, which in turn deifies the assassinated father and introduces those taboos and restraints which, ..., generated social morality." Eros and Civilization: A philosophical inquiry into Freud  Herbart Marcuse). There are intentions for the cannibalization of heterosexual relationships and the promotion of homosexuality in social agencies built upon psychology, built upon Freud.  "‘... The conflict between civilization and sexuality is caused by the circumstance that sexual love is a relationship between two people,... whereas civilization is founded on relations between large groups of persons [the village].... In no other case does Eros so plainly betray the core of his being, his aim of making one out of many; but when he has achieved it in the proverbial way through the love of two human beings, he is not willing to go further.'" Freud Civilization and Its Discontents "... according to Freud, the drive toward ever larger unities belongs to the biological-organic nature of Eros itself." "... the modifications and deflections of instinctual energy necessitated by the perpetuation of the monogamic-patriarchal family, or by a hierarchical division of labor, or by public control of the individuals private existence are instances of surplus- repression ..."  Eros and Civilization   Herbart Marcuse       Once Pandora's box (jar) is open, how can it be closed, of if closed is done so only to prevent hope from escaping. How can you restore a child to innocents after the child has been soiled by a charlatan. Those who "council" a child in a self-environmental dialectical praxis, praxis child abuse―in the classroom, in the "counseling" room, in the dialectical, anti-patriarchal foster home. Of course  the DHS justify their own existence with their "concern" for children who have been abused.  Because the DHS seeks to negate the self-environmental dialectical rift in the child (assumedly caused by parents who develop a strong conscience in a child via chastening―a patriarchal paradigm of right vs. wrong, obey vs. disobey, etc.) they can only be condoners, i.e. promoters and practitioners, of homosexuality, pedophilia, and bestiality ("as long as no one is 'harmed,'" whatever that means.)―the manifestation of a self-environmental dialectical praxis. No matter how much the DHS (social workers) may protest from such an identification they can only deny it as a charlatan would when he denies his evil intentions.      While the DHS "works" for you he is in actuality taking money from your pocket, money which you once controlled, in the shaping of your child's behavior.  He is living off of your money, so he can use it to to enjoy his purpose, satisfying his sensuous pleasures with your children, his "love" for your child.  While he is stating he has your best interest in mind―helping you in providing for your families security―he is in actually helping himself to your family.  The DHS, in essence, lives off of your children's inheritance while they seduce your children into a sensuous paradigm of self-environmental dialectical unity.  The legislators who "recognized" and "legalized" the DHS, the Sheriff who serves under the DHS, the Attorney General of the State, the Governor, the Mayors, the Courts, the businessmen, the citizens, all fear the power of the DHS. When the charlatan rules no child is safe.  They see "all children at risk" and will leave "no child behind."

    Those who praxis the dialectical paradigm believe that those who praxis the didactic paradigm can not escape its influence, without their assistance.  Without them, all efforts will leave the person  inhibited. "Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others." David Krathwohl and Benjamin Bloom Taxonomy of Educational Objective: Book II Affective Domain  pp. 165, 166

    When you share your opinion of God and His Word you are an evaluator.  A major tool utilized in education today are two books referred to as Bloom's Taxonomies.  The first book Taxonomy of Educational Objectives Book I: Cognitive Domain uses a pattern, from simple to complex, in the classroom to destabilize the student and prepare to shift him from an obedience-based paradigm to an evaluation paradigm, "a democratic ethic," for the purpose of social harmony. The sequence goes like this: 

Know
Comprehend
Application
Analysis
Synthesis
Evaluation. 

When applied to the behavior of Adam and Eve in the Garden of Eden we can recognize this pattern. 

Know: when told you can not do something, now you know. 

Comprehend: when the parent looks you in the eye and asks you sternly if you understand what they just said. This comprehending is not that you have an experiential-rational understanding of what you have just been told, but that you understand you will be punished if you do not do or learn what you have just been told. As the saying goes "What part of 'No" do you not understand."  This definition of comprehension is not where Bloom's material is taking teachers, students, and all of society. 

Application: when you disobey commands there are consequences. Despite the fact you may have momentarily gotten your way, done your thing, enjoyed yourself, the result will be painful.  The pain will not necessarily come from the self-environment encounter but from the one in authority who instructed in what you were to do and what you were not to do. 

Analysis: you comment to yourself on the way to the "woodshed" that what you did, disobey, was a dumb thing to do.  At this point we are simply revealing a belief-action dichotomy.  We do not always act according to our belief.  Our belief is not wrong, our actions are wrong.   God chastens those he loves.  "Thy rod and thy staff they comfort me." "Boys will be boys" is not an accepted response.  Notice that Adam and Eve did not respond with an obedience based paradigm (believer) but an evaluation paradigm (evaluator).  The reason was they had already praxised the dialectical process which makes the environment the source of one's failure.  It is not my fault, it was her fault, it was the serpents fault, i.e. it was your fault God. There was no repentance in their heart, only self justification. They learned well in Satan's facilitating classroom.

    Bloom then takes us to the step applied in an experiential-experimental environment.  Psychologically then every child must sin, must disobey parental rules, break the laws, disregard the constitutional restraints, etc. and experience life for themselves from above nature restraints.  They must enter the Garden in Eden again and sin.

Synthesis: when we are not sure, do not have faith, our prior held standards are correct in light of current conditions, when we do not want to lose what we are familiar with and yet we want to be identified as reasonable in a given situation, we begin a process of finding similarities within the conflicting positions, we begin to evaluate the situation through our natural senses, through our perception.  When Eve was seduced, deceived and manipulated she simply replaced an obedience vs. disobedience, patriarchal paradigm with a scientific method which can be used on everything in the creation except between God and man. When applied to man it becomes "so called science,"  1 Timothy 6:20, which we are to avoid. To synthesize in light of God's word, one must partake of the forbidden fruit and find truth for themselves.  In true science God's laws, set in nature, will correct any of our opinions, but when we apply this process on man all we find is man's carnal nature, the laws of the flesh―approach pleasure, avoid pain. We find that part of man which identifies with the creation and not with the creator. All that which is of the world is lust of flesh, lust of the eyes, and pride of life.  This are not of God.  To mingle the two for the sake of "discovering" truth is to shift one's paradigm. This is what Eve did in the Garden of Eden.  The true science of we "ought to" build a bridge now became the false science of "ought to touch" in regards to disobedient desires. An internal catalyst, her natural desire for pleasure-lust, moving her toward an environment potential with disobedience.  The unique thing about the word "ought" is that when it is spoken we always accept it as good.  Synthesis can not begin without the permissive environment of "oughtiness"―self's point of view.

Evaluation: with this paradigm, "truth" can only be arrived at through mans temporal nature.  From our foundation of ought, our internal sense to bond with the creation, we evaluate the environment through our own perception, through our own senses.  Truth must now be discovered through observation and be repeatable―a materialist process, good for understanding rock, plants and animals― but in this process, "truth" is to be identified as man in harmony with the creation―man is just matter.  This is all Eve came up with in her praxis of evaluation in the Garden.  It is what we all will come up with our use of the same process.  God gave us the ability to evaluate so we could evaluate the world and man's nature from His Word, His commands, not so we could evaluate, heuristically, Him and His Word from our worldly nature our temporal perception.

    You are a believer when life is based upon the antithesis (right-wrong) of a didactic paradigm, where truth is set by God―established for all times, and for all people―and not set by the earthly environment―situational. You are either a believer or you are an evaluator―a materialist. God has established pre-set laws in the creation. We simply discover them via a scientific method.  As stated before, when we apply this scientific method to man we end up humanizing ourselves―truth is now based upon our senses.  When our senses become the basis of truth, God and his word become nonsense.  You can only have it one way or the other.  God and his word are spirit, non-sensuous. Jesus came in the flesh, revealing God in the flesh, yet the natural man still can not believe, "Can the dead rise?" To make God's word relevant to a sense-based world you must redefined God's word, make is sensible, to bring it into alignment with the sensuous world. This is the "rational" pathway the world has chosen to identify god, it is not the pathway to God,  His pathway requires faith in Him and His Word. It requires obedience.  It requires knowing, comprehending, application, and analysis, but not synthesis and not evaluation through our sensuous perception―"How did you feel when . . .?" and "What did you think when . . .?"

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Evaluators are opinionated, believers are not.

    Believers do not have opinions.  Evaluators have opinions.  Evaluators are never sure of their outcome.  The next time someone tells you you are opinionated when you quote God's word, correct them by letting them know you are a believer and not an evaluator.  They are opinionated since only  evaluators have opinions―they are not sure. Believers are not opinionated―they are sure. The word of God is not by private interpretation (by human opinion), but God breathed (to be believed). Knower's are certain, thinkers are not.  You are either a knower or a thinker. You can either think upon that which you know, meditate, or you can think about your thinking, evaluate―speculate.

    Just realize that throughout history it has always been the evaluators who killed the believers.  Jesus declared that his kingdom is not of this world. He has not called those who follow him to kill anyone for his kingdom sake.  We can defend our families, our property, our nation, but we can not defend our faith. Liberals are always incorrectly blaming Christians for the wars of the world. Evaluators are the cause of wars, even if they call themselves Christians.

Ye lust, and have not: ye kill, and desire to have, and cannot obtain: ye fight and war, yet ye have not, because ye ask not. Ye ask, and receive not, because ye ask amiss, that ye may consume it upon your lusts. James 4:2, 3

    "I deserve" is the cry of the "ought," our "sensuous need" (our unregenerate heart seeks to relate with what it is in nature which is drawing us to be at one with it—"proceeding from nature," blocked only from "sense perception" i.e. consciousness, and thereby from "sense experience" due to our fear of judgment or ignorance) within us (our "id," crying out for our "ego," wanting to change our paradigm from conscience, the bearer of law, to "superego," wanting to unite our "is" with "can," which is only possible with the negation of the conscience's "can not").  It is the wicked child―our natural inclination―which wants its way, our "child within" wanting out.  It is the justifier of immorality, of rape, and of murder. 

"When a man has finally reached the point where he does not think he knows it better than others (i.e. the patriarch "knows it better than" those under his rule, under God), that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, (i.e. the matriarch is "indifferent to what they have done badly and ... is interested only in what they have done right") then peace and affirmation have come to him (i.e. the heresiarch finds justification in "sense perception" and purpose in commonality—"affirmation"—where peace can be found in the fulfillment of "sensuous need" with a collective "sensuous experience")." G. F. W. Hegel, in one of the casual notes preserved at Widener. comments added for clarity.

"in the id there is no negation (no commands of restraint from the parent), only affirmation and eternity."  Norman O. Brown  Life Against Death

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

    "Infants are absorbed in their own bodies; they are in love with themselves."  "What the child knows consciously and the adult unconsciously, is that we are nothing but body."  "Life is of the body and only life creates value; all values are bodily values."  "The true life of the body is also the life of the id."  "In the id, says Freud, there is nothing corresponding to the act of negation."  "The key to the nature of dialectical thinking may lie in psychoanalysis, more specifically in Freud's psychoanalysis of negation." "Freud saw that in the id there is no negation, only affirmation and eternity."  "In the id there is nothing corresponding to the idea of time. A healthy human being, in whom ego and id were unified, would not live in time." "Only the abolition of guilt can abolish time." Norman O. Brown  Life Against Death

    "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "The bondage of all cultures to their cultural heritage is a neurotic construction."     "Neurotic symptoms, with their fixations on perversions and obscenities, demonstrate the refusal of the unconscious essence of our being to acquiesce in the dualism of flesh and spirit, higher and lower." "The new guilt complex appears to be historically connected with the rise of patriarchal religion (for the Western development the Hebrews are decisive)." "The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "We must return to Freud and say that incest guilt created the familial organization." Norman O. Brown  Life Against Death

    "How to convert the perception of favored principles by those who hold them from dogmas [belief] to 'hypotheses' [opinions] remains a central problem for democratic social engineers." Kenneth Benne Human Relations in Curriculum Change

    With God we deserve nothing, except condemnation. Not until you realize that will you understand God's mercy—not receiving that which you deserve—and his grace—receiving that which you do not deserve. This process seeks to negate God's way, God's paradigm (obedience, where he is our justification by faith) in favor of mans way, man's paradigm (evaluation, where justification is found through the evaluation of the environment, by sight—conscientization— in the "light of self" and the evaluation of the self in "light of the environment"―a self-environmental dialectical praxis―temporal, carnal, consensuous, contemporary, where ego, id, and "conscience" unite in the "group think," "group hug," "love fest,"  where "mother earth,"  the Buddhists,  the environmentalist, the humanists, the socialists, the globalist,  the internationalist, the "cosmic forces," the religions of the world can unite the yig with the yang (with the apostate church) and worship at the alter of Eros, united by the laws of the flesh, all in a dialectical, synergistic moment).

    Believers are to be a witnesses (martyr) for the truth.  Evaluators are those who seek to market what "seems to" be right in the "here and now," but which leads to death in the "there and then". As darkness can not comprehend the light, evaluators can not comprehend obedience and truth.  "Truth," for them, can only come from evaluation, through consensus, the merging of feelings and thoughts in common experience, through the imagination of the heart, through socially praxis. "Truth is a moment in correct praxis." Antonio Gramsci  It is Karl Marx and Benjamin Bloom, and all who think like them―enlightened men, following the paradigm, the pathway of Lucifer―who take all who follow them into eternal damnation.

"And this is the record, that God hath given to us eternal life, and this life is in his Son."  1 John 5:11

"And being made perfect, he became the author of eternal salvation unto all them that obey him;"  Hebrews 5:9

"While we look not at the things which are seen, but at the things which are not seen: for the things which are seen are temporal; but the things which are not seen are eternal."  2 Corinthians 4:18

---

"If there is a universal neurosis, it is reasonable to suppose that its core is religion. Psychoanalysis must treat religion as a neurosis."  (Brown)

The dialectic paradigm is build upon sensuous (temporal) reasoning—Eros—the negation of 'neurosis.'  Thus the praxis of the love of pleasure liberates "neurotic" man from his self-environmental dialectical rift.  Anyone who worships at this alter can not be a lover of God.  Whatever begins with caprice (Orpheus—the law of the flesh), an impulse seeking oneness with the environment (Narcissus—contemplation), drawing man into oneness with the universe, and ends with pleasure (Kant-aesthetic dimension) is walking down this pathway of love—Eros. If this becomes the explanation of love—the orgiastic union of man with himself, his fellow man and with nature, all in sensuous harmony—consensus—then anyone interfering with this outcome becomes identified as "unreasonable" and must be categorized as an "agent of hate."  He will be treated just as Jesus Christ was treated, even by the "church," especially by the "church."  "The world cannot hate you; but me it hateth, because I testify of it, that the works thereof are evil."  John 7:7

 

For example, art is Eros expressed from an artist (Orpheus), and Eros experienced by the observer (Narcissus), sublimated Eros, desired by the observer, being liberated in the moment. "The moment of reflection, however, is itself interwoven with experience. ‘The work of art,' Marcuse can write, ‘is both a process and an instant.' Subjectivity experiences itself in that moment."  (Stephen Eric Bronner  Of Critical Theory and its Theorists)   [Note: this is the purpose of ink blots used in "counseling," to find a persons degree of openness to his sublimated Eros "The individual may have ‘secret' thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for precisely here may lie the individual's potential for democratic or antidemocratic thought and action in crucial situations." (Theodor Adorno The Authoritarian Personality)] "We can predict, from the way individuals perceive the movement of a spot of light in a dark room, whether they tend to be prejudiced or unprejudiced."  Carl Rogers On Becoming A Person

 Once the senses are properly identified and engaged (facilitated) then manifestation of Eros and attraction to Eros can be integrated in the moment. Sensuousness and morality, the common laws of nature, are re-united—re-educated.  Both have joined in the "beauty" (in the sensuousness of pleasure) of the moment—consensus.  Consensus means uniting through dialogue the sensuous—"a rational sensuousness and sensuousness rationalized"—"sensuous truth."  "Stopping the internal dialogue [dialogue with the conscience] is, however, the key to the sorcerers' world." Carlos Castenada Tales of Power, 1974; Richard Bandler, Patterns of the hypnotic techniques of Milton H. Erickson, Vol 1. 1975

 

Carl Rogers identified the environment necessary for the liberation of the senses from the control of the internal dialogue, from the conscience.  The "open ended," "non-directed" elements of therapy provided the environment in which each and every client (child, worker, citizen, legislator, minister, etc.) was allowed the freedom to step out from under both the restraints of the conscience and the pre-determined "This is the right way to do things." of a patriarchal institution—parents, bosses, etc.—which interfered with their personal desire for "success" in the eyes of those they saw as instrumental in their future success in life.  This was the same dialectical procedure (subtle scheme) Satan used to "liberate" Eve from God's demands, allowing her to actualize herself in the light of her own senses, drawing her into harmony with the environment, the world before her eyes—her own perception of the world. Once liberated from the fear of God, it all made sense.

"Can't you be reasonable (sensible)?" 

"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."  (Erich Fromm Escape from Freedom) The "purpose" of both the individual and society, in dialectical thinking, is the praxis of social pleasure, collective Eros—consensus.  The siblings and the mother can be reunited in sensuous synchronization—producing a "person centered" world (in actuality a "process centered" world , controlling human behavior through the control of the environment—mentally, emotionally, and physical. "Social action no less than physical action is steered by perception, [controlling a persons environment captures his perception: "To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." Krathwohl, Bloom, etc. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84]" "It [perception] changes his cognitive structure, the way he sees the physical and social worlds, including all his facts, concepts, beliefs,. and expectations." "It modifies his valences and values, ... his attractions and aversions to groups and group standards, his feelings in regard to status differences, and his reactions to sources of approval or disapproval."  It "affects motoric action, involving the degree of the individual's control over his physical and social movements"

 

The taxonomies of change: cognitive, affective, and psychomotor

 

The purpose of the dialectic is to seek, utilize, and sustain tension, contradiction, and difference—accomplished through dialogue i.e. no chastening,
The purpose of the dialectic is to negate a "peaceful fruit of righteousness" (Hebrews 12:11)—accomplished through chastening i.e. no dialogue.

 

Bloom developed the taxonomies of the Cognitive and Affective Domains.  It was social engineers like E. H. Simpson (The Classification of Educational Objectives in the Psychomotor Domain) Anita Harrow (A taxonomy of psychomotor domain: a guide for developing behavioral objectives), and  R. H. Dave (Developing and Writing Behavioral Objectives.) who developed the taxonomy of the psychomotor. (see websites Learning Domains of Bloom's Taxonomies,  Harrow's Taxonomy of Psychomotor Domain, and Learning Domains of Bloom's Taxonomies) It was the major ingredient needed in the change process.  Without a persons willful participation in the change process, its permanence could not be achieved in the individual, he would continually gravitate back into the established way of doing things ("right" vs. "wrong"). In other words, when the person is willing to change, because he realizes that not to change would produce pain—social alienation, and willing to change would produce pleasure—social approval, then the change would become internalized not just cognitively, with some more facts, or not just affectively, with a transient emotional moment, but also physically, with an experience permanently imprinted in the mind, the physical brain.  As a result a person would be more receptive to the idea of change as a process, a way of life.  Change instead of being resisted would now be earnestly sought after—"a tree [a method] to be desired to make one wise" Genesis 3:6.  It would be realized as the pathway of pleasure, of  happiness, i.e. as in "the pursuit of happiness."  Thus anyone who stood in the way of social happiness would be perceived as "unhealthy." "Demonism concerns man's attitude toward others."  Leonard Wheat Paul Tillich's Dialectical Humanism

 

Willful praxis in consensus would thus produce a society of people,  mentally, emotionally, and physically (programmed of, by, and for social engineering), who would perceive human relationships—inter-personal relationships—as the "purpose" in life. Thus it was imperative for all institutions, that every act (praxis) of change took place in a facilitated group environment, where approval and disapproval would be utilized as the criterion of proper behavior.  From thereon a person could not function apart from group consciousness. To live of, by, and for himself or for someone above him, according to their standards, would become to painful. This is why informing people of the truth, which might separate them from the the group, produces rejection towards you, it is just to painful for them to think on truth. They either "glaze over" or respond with "What is truth?" and "Who's truth?"  The psychomotor, internal stress of social rejection, would prevent any effort on their part of participating in deep thought from a position of truth. Instead of thinking from a position to find agreement with a position of truth (deductive reasoning), they can only "think" to find error in your position of absolute truth (inductive reasoning).

 

If E ≈ p, and if p ≈ v&b, then E ≈ v&b

(If the Environment influences perception, and if perception influences values and beliefs, then the Environment influences values and beliefs.) 
Whoever controls the environment determines the values and beliefs.

 

The "shift" of environments, from patriarch (chastening, Eros restraining) to heresiarch (facilitating, Eros liberating) was the key to the globalizing of society (without "exploding" it).  Without "perception control"—in favor of a social praxis, the individual, according to dialectical reasoning, would be forever isolated from his true human nature, and as a result remain a vessel of anxiety and hate, "neurotic," split from his potential and "purpose," prevented from actualizing his hopes, his "happiness" in the world of change.  Whoever influences the environment (E), influences perception (p).  Whoever influences perception influences a persons "values and beliefs" (v&b), Thus the environment (chastening, permissive, or facilitated) directly affects a persons "values and beliefs."  That is unless he has spiritual eyes and spiritual ears, and is looking for a kingdom not of mans making.  "But I fear, lest by any means, as the serpent beguiled Eve through his subtlety, so your minds should be corrupted from the simplicity that is in Christ." 2 Corinthians 11:3  "If ye then be risen with Christ, seek those things which are above, where Christ sitteth on the right hand of God.  Set your affection on things above, not on things on the earth."  Colossians 3:1  By setting our mind on things of the earth, the relationship between men, while supposedly serving God, who is not a respecter of men, we deceive ourselves into thinking we are doing his will, when in fact we are doing our will.  As long as we do it subtlety most men will perceive our praxis as doing God's will. 

 "Memory is not education, answers are not knowledge. Certainty and memory are the enemies of thinking, the destroyer of creativity and originality." (William Glasser   Schools without Failure)
"Every time we teach a child something, we keep him from inventing it himself." Jean Piaget

With the shift of environments in the classroom, for example, from the teacher instructing students to a teacher-student partnership, from formal instruction and memorization to informal dialogue and speculation, from rows to circles, etc. the classroom shifted from education concerning facts (truth)—memorizing truth and obedience, self-control in behavior being the desired outcome (traditional outcome based education: where the patriarchal paradigm was sustained—focusing upon maintaining a status quo i.e. retaining a hierarchy, a top-down system) to re-education concerning beliefs and values (opinions)—building relationships skills and questioning authority, self-esteem and group-esteem in behavior being the desired outcome (transformational outcome based education: where the patriarchal paradigm was replaced, negated, with the heresiarchal paradigm—a paradigm focusing upon change i.e. striving for equality of opportunity).

"The individual accepts the new system of values and beliefs by accepting belongingness to a group ["It is not the will or desire of any one person which establish order but the moving spirit of the whole group. Control is social." John Dewey Experience and Education 1931]" "If human rights are to be guaranteed, they must be guaranteed by appropriate social, political, and economic controls of human behavior." Kenneth Benne  Human Relations in Curriculum Change. ‘We must accept the fact that some kind of control of human affairs is inevitable. We cannot use good sense in human affairs unless someone engages in the design and construction of environmental conditions which affect the behavior of men." Carl Rogers On becoming a person  "The leader has skills in human relations and can manage the interplay of individual differences so that human energy may be controlled in pursuit of common goals. . .  Leadership of this type [is] based on liberation rather than domination."  Wilbur Brookover  A Sociology of Education  "Change agents must have a method of social engineering relevant to initiating and controlling the change process." (Benne)

The environment favoring a patriarchal paradigm has a praxis of revelation (representative form of government), requires obedience, and develops and sustains the conscience.  It is a "closed system," guided by absolutes—heterosexual, monogamy  The environment favoring a matriarchal paradigm has a praxis of rebellion (anarchy), engenders "laissez faire," and results in confusion.  It is a "chaos system," guided by "feelings not thought" (Yalom)—heterosexual-adultery. The environment favoring  a heresiarchal paradigm has a praxis of revolution (democratic form of "government"—a government of, by, and for the manipulators of people), is contingent upon change, and initiates and sustains consensus. It is an "open system," guided by "feelings only with thought" (Yalom)—homosexual-adultery-incest ("down low").  Globalism and "world peace," can only be achieved via the latter environment.  The patriarch environment must be negated and the heresiarch environment must take its place if the "man of peace," the beast, is to be actualized.  Peter Drucker, the mind behind the Church Growth agenda, exemplified the heresiarchal (homosexual) paradigm.

"But what, after all, is democracy? Nothing but the absence of masters who could govern you, and the acceptance of this unavoidable absence, the attempt to manage without them." Frederick Engels, The Condition of England, Deutsch-Französische Jahrbücher, 1844

An example of this method of environmental control, the use of "group dynamics" to "shift" a persons paradigm, can be found in Kurt Lewin's work on Iowa housewives (work done in the early 40's). In the environment of consensus man is freed from the environment of "domination"—the "non-sensuousness" of the Patriarchal paradigm. "To deny rights to 'democratic'  leadership [dialectical  "felt" needs "Christian" leadership] in influencing the course of current change is, in effect, to sell out control of required changes to non-democratic  leadership [Patriarchal Christian leadership]." "Democratic method attempts to achieve an intelligent and uncoerced consensus." (Benne)  Did he say "uncoerced consensus?" Here is how Carl Rogers defined the use of this "uncoerced consensus" process "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood."  "We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free."  "By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wishes.  The curious thing is that in that case the question of freedom never arises." "If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow." (Carl Rogers On Becoming A Person) 

 

Instead of using physical force this process uses emotional coercion—cognitive dissonance—an internal physical coercion—tension—which can result in an emotional and physical breakdown—depression. This is why it is important to "trust in the Lord," and not in man, yourself included, at all times Proverbs 3:5, 6. The abdication/takeover of education follows this shift from didactic to dialectic.  The latter (dialectic) can only take over as the former (didactic) abdicates—he moves from proclaiming truth into "discovering" truth through the consensus process. The key to their success is the creating of an environment, through the use of a facilitator, to pressure the didactic-patriarch into abdication. It is that simple. We are like sheep. "If the school does not claim the authority to distinguish between science and religion, it loses control of the curriculum [the paradigm used to shape the next generation] 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  All science is didactic (2 + 2 = 4 and ≠ any other number same paradigm as the Bible—"I am God and there can be no other," an "Is"-"Not" paradigm) until it is applied to man.  When applied to man it becomes dialectic—"so called science."  "O Timothy, keep that which is committed to thy trust, avoiding profane [and] vain babblings, and oppositions of science falsely so called: which some professing have erred concerning the faith. Grace be with thee. Amen." 1 Timothy 6:20-21

    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, i.e. consider his word as an opinion and treat it as insignificant when it interferes with human desires, effectively negating both his restraint and his importance in the mind of man (theory) and his current environment (praxis) . 

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 (jar) full of evils. Once it is opened it can not be closed, or if closed is only done so to prevent hope from escaping. 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 their feelings toward an authority which imposes restraint upon their fleshly desires. This is exactly the same system or procedure Satan used on Eve in the Garden.

    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.

When you change the parents focus from obedience to God and his Word to focus of the "village," and its concern for their children, they change their paradigm from patriarchal paradigm, an established paradigm, to a heresiarchal paradigm, a shifty paradigm, as in "shifting sand."

"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. 

"We must develop persons [the "village"] who see non-influencability of private convictions [person of principle based upon doing right and exposing, and judging wrong] in joint deliberations as a vice rather than a virtue." [This praxis effectively negates a representative, constitutional republic form of government.]
Kenneth Benne,  Human Relations in Curriculum Change

"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

"And they that are Christ's have crucified the flesh with the affections and lusts."
Galatians 5:24

"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 Domain  emphasis added.

Bloom and his cohorts deliberately set out to re-educate (brainwash—wash from the brain any respect for a patriarchal authority and its role in restraining the flesh with its affective domain; resulting in a developed hate for a patriarchal paradigm) 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 (discovering a pre-set law, established by God, through the use of a scientific method) 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. "I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7:25 

Bloom wrote in "... Book I: Cognitive Domain"  that it was a Taxonomy of psychology (p.6). The "current" praxis of psychology, Bloom referred to on page 6, was the synthesis of Marx and Freud, known as transformational Marxism, where Freud was used to humanize Marx, giving the "Left in America a Marx they could love." (Norman O. Brown  Life Against Death)   "To experience Freud is to partake a second time of the forbidden fruit; and this book  [Life Against Death] cannot without sinning communicate that experience to the reader."  (Norman O. Brown) "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."  (Mike Connor)  In Bloom's own words he admits to his agenda of confusion, for the sake of humanism i.e. whatever tool of deception could be used to gain respect in the eyes of the undiscerning "village," were used to advance his agenda—the annihilation of the patriarchal home. "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  Forty years later Bloom wrote "Certainly the Taxonomy was unproven at the time it was developed and may well be ‘unprovable.'" Bloom's Taxonomy: A Forty Year Retrospect

What certified teachers have been instructed in and must apply in both the public and the Accredited Christian School classroom if they are to be "respected" and promoted.

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 cartoons he uses as examples in the back of his book II. 

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

    "Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world. And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John  2:15-18

 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 "Special opportunities" are the facilitated meetings i.e. group grade, etc. which are instrumental in the development of a heresiarchal paradigm (an adolescent society—a proletariat society). Thus 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, "needs" identified by Abraham Maslow in his hierarchy of "felt" 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 the book referenced in the Affective Domain: Book 2 p. 166  as Bloom's Weltanschauung (world view or paradigm). These are the same steps Satan used to help Adam and Eve become world class citizens.

The dialectical process exposed in Genesis 3:1-6

God's commands are seen as non-sensuous (irrational, impractical) in an enlightened society.

    Now the serpent was more subtle than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden?  And the woman said unto the serpent, We may eat of the fruit of the trees of the garden:  But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. And the serpent said unto the woman, Ye shall not surely die:  For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil. And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat.

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Diaprax in Education:  "It's not worth losing my grade over." "What would my future employer think?"

    "No school worthy of the name can exist unless the principle of respect for authority is observed.  No school can exist without discipline, without subordination of pupils to reasonable rules and regulations. Anarchy in school means anarchy in the nation later on. . . ."
    "Has authority been banished in these later days?  Is there still such a thing as discipline?  Has the world reached a point where it will condone the formation of a pupil soviets?"  Will C. Wood,  Superintendent of Public Instruction of the State of California, California Blue Bulletin, 1920.

"Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process." Kenneth Benne  Human Relations in Curriculum Change, 1950

What Benne is preaching is that the patriarchal paradigm in the learning environment (experience of principled discipline) must be negated, i.e. killed.  Teachers must no longer support the home paradigm i.e. by placing themselves above the students as a voice of authority to be obeyed—a "teacher-student contradiction." Today teachers are trained in "institutions of 'higher learning'" to be facilitators, as change agents for the heresiarchal paradigm, i.e. to become equal with the students, partners in the learning experience, "discovering" truth (sensuous truth) with them, thereby, affectively, destroying the students respect and honour for a  praxis of a patriarch paradigm in the classroom, based upon obedience in the home i.e. destroy the parent's child's respect and honor toward the child's parent. Children exposed to the transformational environment will go home and "challenge" its traditional environment.

"Liberating education consists in acts of cognition, not transferals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors- teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher- student contradiction be resolved." (Paulo Freire Pedagogy of the Oppressed 67)

Education today with its focus upon human relationships i.e. interpersonal relationships is declaring that human nature must become the focal point in the reconciliation of all human conflicts.  This is in defiance to God's will.  Identifying common "felt" needs replace doing as you are told.  Mediation of common "felt" needs replaces a ridged antithesis of "right and wrong."

"Education which is able to resolve the contradiction between teacher and student takes place in a situation in which both address their act of cognition to the object [their human nature, their common subjective "felt" needs] by which they are mediated." (Paulo Freire Pedagogy of the Oppressed  page 81)  By focusing upon common "felt" needs of both student and teacher the patriarchal paradigm is negated in the mind of the student.  As stated before he will go home and "challenge" the parents patriarchal paradigm, bring crisis and chaos into the home, destabilizing it and preparing it for social counseling, i.e. the "villages" collective input.

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Bloom's taxonomies: tools of Marxism

It is all about the environment:
"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world."
1 John 2:16

Examples: The eight year study, Hilda Taba, Ralph Tyler, Philip E. Jacob "Perhaps one of the most dramatic events highlighting the need for progress in the affective domain ["felt" needs, 1 John 2:16] was the publication of Jacob's Changing Values in College (1957)."  David Krathwohl, Benjamin Bloom et al.  Taxonomy of Educational Objectives: Book II  Affective Domain  p. 20  Jacob was a teacher at the University of Pennsylvania in the Political Science Department concentrating his efforts on measuring the outcome College teaching methods were having on students values—most professors were not using "proper" method's of instruction in their classrooms which would be conducive to the changing of the character of the nation (in the eyes of communist educators).  While progressive methods of education were having effect on changing the values of students in the grade school's and high school's of America, our college
s were producing students more in line with traditional American values.  The "shifting" of Americas values could not be accomplished if the College environment retained its traditional teaching methods, "molding the youth after Adult dreams," which blocked these "more self-sufficient" students from actualizing their dreams.  The student's were there for change, the problem was how to change the teachers and the college
 environment, both academic and social.  If the teaching methods could not be changed the nation would not be changed.  Technology would remain under the control of traditional capitalistic businessmen (supporting a patriarchal—Bible based—environment) and could not be "shifted" to the control of democratic (revolutionary) liberals (supporting a heresiarchal—humanist based—environment).  

"We are seeing the dawn of maturity …. Our long experience in democratic self‑government has borne fruit." Leland Bradford  The Meaning of America (Pittsburgh, 1935), p. 286.  The freedom which "Freudian Psychology" was having upon the public classroom's, "which stressed the importance and uniqueness of childhood." (Jacob) was not receiving the same freedom in the college
 classroom.  While the shift in America was from the worth of the adult to the worth of the child the college
 professor remained focused upon an adult based outcome. While the "nuclear family" was under attach from all directions i.e. education, advertisement, entertainment, etc. the college
 environment remain under the influence of a patriarchal paradigm.  While the growing feeling in America, from this barrage of plenty and the "right of the child" to obtain his good life for himself, was  "To be old was to be obsolete. To be young was to be special." (Jacob) the college
 still retained a respect for the "old." 

Through the restructuring of the college and university environment, business and the work place would eventually join in this attack upon the traditional American home.  The breakdown of the American home was already taking place in the 50's through parents using Dr. Benjamin Spock's  The Common Sense Book of Baby and Child Care,  a book on how to raise children in a non-traditional environment, void of chastening, and entertainment reflecting disrespect for the parents with popular youth songs like "Yakety Yak," and movies like "Rebel without a cause." Parents allowed their children greater freedom in perusing their personal desires. "Personal" desires which were initiated and supported from the public school environment.  Pressure was coming from almost all corners, from the school, from the relatives, from the community, from TV, etc.  The parent was intimidated from the change taking place in their own community as well as the national environment, intimidated into shifting their focus from providing for the family to provide for their children's "felt" needs—providing for the family was redefined to now incorporating the child's opinion in setting family policy.  Spending power was shifting from being under the control of the parent to now increasingly being in the control of the youth. The merchant no longer sought the parents approval before offering candy to the parents child, now it was up front for the child to grab.  The American economy by the 50s' was already dependent upon their spending power, spending power used in pursuit of their "felt" needs. 

The "pleasure" cycle was now in place.   Since there was no longer a support system of restraint coming from the community—since it's economy depended upon the cycle of pleasure—the parent's ability to restrain this cycle in their home was now becoming increasingly more difficult. "These were the years when America first came to be regarded as a 'filiarchy,' a society ruled by its children....In this society money was the primary index of one's power. Yet the young had no true economic clout. Industrial society had defined adolescence as a time of extended childhood rather than one of beginning maturity; and so the only fiscal power teens had was on sufferance from adults." (Jacob)  It was up to the tax system, in support of social programs, to remove the money parents were not spending on their children's increasing lust for pleasure, and through social programs, encourage the children's desire for pleasure.  Attach from "more independent youth" demanding their way, and financial lose through increased taxes and social activates put the traditional family under increasing emotional stress.

The progressive education systems of "high school," creating an adolescent (unstable) society.  When a child would traditionally be moving into adulthood under the control of the home or the traditional workplace, that time was now replaced, deliberately, with an environment of uncertainty and confusion. A period with which the youth would become increasingly hostile toward the traditional home, with its restraints on "pleasure."  This would be increasingly true as the youth were not demonstrating "maturity," according to the parents standards, yet demanding more "rights" so they could be accepted by their peers. The split in the home became intense.  The "generation gap" i.e. class consciousness, was now accomplished. Without class consciousness, the youth (proletariat) can not be energized into revolution against the patriarchal home (bourgeoisie) with its restraint upon sensuousness. If you understand its implications (see Two Roads article concerning Freud's obsession on Orpheus, a Greek mythological figure who was a homosexual who "made love to young boys), you would be concerned.  " The interest of restoring a youth-adult homosexuality culture, an undercurrent growing around the world, pushing for global equality, carries with it an interest in the boys of adolescent age.  This is true of almost all social-psychology material today.  For example: HANDBOOK of PARENTING Theory and research for practice Edited by MASUD HOGHUGHI NICHOLAS LONG with support for their research from researchers like Charlotte J. Patterson Charlotte J. Petterson

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

Washing the brain of a patriarchal paradigm from the parents children.
Detaching the parents brain (the conscience) from the parents children so the children can detach the parent from their brain (patricide).  Once the deed ("shift" in praxis) is done there is no turning back.

"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed." (PAULO FREIRE, PEDAGOGY OF THE OPPRESSED Herder and Herder, 1971;  original Portuguese manuscript 1968, translated by Myra Bergman Ramos 68-69) 

According to Jacob, urban flight (sprawl), was an effort on the part of the parents to flee the changing values of the community of pleasure and the affect it was having upon their children. Parents blamed the community for the corrupting of their children's values (and the increase in crime in the inner city) when all along it was the school system and other social systems tied to it—the school system which would follow them into the urban community, the real "agent of change" in their children's life and the life of the community. "In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives [socialist-humanist objectives] through challenging the student's fixed beliefs and getting them to discuss issues." (David Krathwohl, Benjamin Bloom  Taxonomy of Educational Objectives: Book II  Affective Domain  p. 54) "The affective domain is, in retrospect, a virtual ‘Pandora's Box.  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" (ibid p. 91)

The bussing issue (James Coleman  Equality of Opportunity), for example, as all educational issues resolved by the supreme court from the 50's on demonstrated, was not to help the lower class children to become middle class adults, it was, under cover, actually an effort to destroy the middle class home through an artificially created and sustained adolescent society (generation gap) by the public school system (James Coleman The Adolescent Society). To produce class consciousness between traditional and transformational paradigms, using "the race issue" as a cover.  Jacob's explanation, given below, reveals a typical dialectical inversion of the truth to justify their perception on the event.  As usually, containing some truth to cover their contempt for a biblical praxis, it reveals their caustic attitude toward the traditional home with its patriarchal paradigm.  Which in turn, when used in setting policy, "justifies" their solution.

"Adults typically explained their behavior by externalizing it. For instance, parents felt they could not confess 'I'm moving to suburbia for myself, to improve my status.' Instead, they perceived themselves as making great sacrifices for their children. Now, it cannot be doubted that sacrifices were made for kids in the fifties. Millions of women completely gave their lives over to child rearing. Millions of men took unpleasant Jobs to maintain wife and children. But the fantastic thing was that the children (and wives) were ultimately faulted for these sacrifices. The phrase 'for the sake of the children' came to be perceived as 'the children made me do it.'  (Jacob)

The purpose of school, according to Jacob, "... is not to pass on academic lessons but, rather, to inculcate cultural values."  In truth it does both, it presents values to be learned and lessons on applying those values in the academic world. "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 [a patriarchal paradigm]. This is not to suggest that education in an open society [heresiarchal paradigm] does not attempt to develop personal and social values. It does indeed. But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung^{1  1}Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment [individualism] or the embracing of a philosophy of life developed by others [Fascism]. ¹Cf. Erich Fromm, Escape from Freedom 1941; T. W. Adorno et al., The Authoritarian Personality 1950" (Krathwohl, Bloom p. 166) The shift was from a "traditional," closed value system based upon a patriarchal education  praxis, with its emphasis upon obeying authority and learning and practicing truth, knowing the difference between right and wrong and living it, i.e. actualizing belief in higher authority and established laws, to a "transformational," "open" value system (general systems theory) based upon a heresiarchal education praxis with its emphasis upon questioning authority and practicing theory, i.e. actualizing individual opinions and thus "discovering" common ground with other opinions.

This was reflected in the shift from creation (patriarchal paradigm) taught in the public schools up until the 40's and 50's and a shift to evolution (heresiarchal paradigm) mandated from then on.  That mandate was not from the citizens themselves but from brainwashed (technical definition of brainwashing)  people in key positions of influence in education, government, media, etc., who "reflected" the so called 'grass roots.' These people were administrators and teachers of the school system as well as the mass media and governmental officials who were being indoctrinated in Communist institutions (if it walks like a duck....) such as the National Training Laboratories, Esalen, the Aspen Institute (their website history; history by Judy McLemore), Tavistock, T-groups, encounter groups, etc. all skillfully being trained (brainwashed) in the subtle artcraft of subverting (circumventing) the rights of the citizens i.e. covert dynamics or sensitivity training applied in education, the workplace, government and later in the church itself, starting first with the people the citizens expected to represent them and their interests. We are so far down this road that communists are proudly printing their history, the praxis of conspiracy against the American public, unconcerned about any public response.  Anyone who would dare do so would be considered a 'conspiracy nut.'  I remember studying in college
, in European history, about Jews who were treated the same way in the early 30's when they warned others of what was happening in their own country, Germany.  Facilitators of change consider Americans some of the stupidest people on the face of the earth when it comes to their ability to discern their own demise.  The 'good life' will do that. So called conservatives are the worst, or best, at this (it depends on how you look at it).  Take those who like Church Growth and Emerging Church for example—ministers who say 'trust us,' when we should love everyone and trust no one, taking every thought (even from ministers) captive to every word that proceedeth from God (translated not interpreted word).

"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

The tumult of the school system naturally carried itself into the institution of higher learning.  But these institutions still sustained the environment which encouraged the students to "...fully accept the convention of the contemporary business society ... [if] they expect to conform to the economic status quo and to receive ample rewards...[, that progressive (anarchist) students from the public school system must] ....reconsider aberrant values [if they expect to get hired after college]. [The institutions of higher learning were undoing what the public schools had accomplished, by re-strengthening] "... respect for the prevailing social order [traditional American values which sustained national sovereignty]." (Jacob)

College administrators were seen as a major obstacle to change in college values. Their focus upon seeking, grooming and graduating students, who would support the traditional pattern of American business prevented diaprax from entering into the world of commerce. The traditional business owner supported and hired students from the institution of his matriculation and any change on its part was seen as having a negative affecting upon their work environment and business—the emphasis was upon hiring responsible employees not "innovators" or revolutionaries for change.  Conventional attitudes and values were promoted and sustained in the college and thus in the workplace at the expense of  "honesty and frankness [contempt for authority]," regarding the student, and future employee's feelings, his "felt" needs. As a commentator of the 50's stated "The model of the ideal teen was thoroughly shaped by middle‑class fantasies." 

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

While society was changing and old values were being objected to (due of the effect progressive education was having in the school system—the freeing of the youth from the honoring of the parental office with its praxis of restraint), the work environment still reflected the old fashioned way of doing business.  The work place, the business environment, and its marketing methods would all have to be changed if the perception of society was to be changed. In dialectical praxis the head of the family is affected mostly by the work environment of the husband outside the home.  Thus to change the home, the work environment had to be changed from the traditional, patriarchal, environment, men controlled by a boss, i.e. obeying authority, "What will my boss think," to a transformational environment (diversity-deviancy in unity i.e. men and women in equality of office, now deviancy in unity i.e. men with women, patriarch men with heresiarch men and patriarchal based women with heresiarchal women, men as women and women as men, all forced into the praxis of initiating and sustaining mental, emotional, and physical homony), controlled by a facilitated teamwork environment (soviet), i.e. all questioning patriarchal authority, "What will the 'group think?'  What will the 'village think?"  "Boss think" is a patriarch paradigm in praxis while "group think" is a heresiarch paradigm in praxis.

The college was now invaded with a "silent generation" of discontents, created by their physical distance (freedom) from the home, having been liberated by pleasure, now again facing restraint.  They needed to be activated if social change was to be actualized on the college and university campuses.  While the graduates wanted the pleasures, suburban home, TV, cars, etc. of the better world and could attain it through their degrees, they still retained their old values—a patriotic commitment of anti-communism—anti-dialectical praxis (only they were not taught what communism was—diaprax—so they could not recognize its application in the classroom).  Any feelings of resentment toward the current establishment, the traditional home environment, was restrained by the desire to get ahead.  It was the role of the media and liberal professors to move that resentment onto a political platform and use it against the "old order."  The bomb, the Korean war, and eventually the Viet Nam war and the civil rights movement would become the refocusing point for both student and faculty, the platform with which to "shift" the paradigm of the American culture.

In dialectical fashion, you liberalize a few professors, students, administrators, etc. who then disrupt order in conservative institutions, then, like some "innocent bystander" with consulting skills, you offer your expertise to evaluate and then mediate (in a facilitated meeting) the conflict between the conservatives in the institutions and your antagonists (of course you don't let the conservatives know that), who you acknowledge as being out of line, yet having "legitimate" needs (over social issues), that need to be addressed.  This leads to the "corporate" participation (dialoguing to consensus) of both parties, conservatives with liberals (a diverse group of people), for the sake of the survival and progress of the institutions.  You, from then on, are the institutions guide to a "better" world, lead with the assistance of your liberalized few, ever growing in number (everybody wants to keep their job).  The key to success  is to know how far you can go before the conservatives take back control.  It's the old Marxist waltz.  Two steps forward, one step back.  The first step is where you plan to take your partner, the second is to get his rejection. Then, when he rejects, give him his one step back and he will think he won.  Ha! Ha! on him.  One, Two, One. One, Two, One. . . .  It's called "progressivism," what I call "user friendly Marxism, Communism with a smile."  "Aren't we having fun!  Care for another dance?"  By the way a soviet is "a diverse group of people, dialoguing to consensus, over social issues, in a facilitated meeting."  It is "a public-private partnership in a facilitated meeting."  It should be noted that when the private goes into partnership with the public, the private is always negated.  All the private, who become "stakeholders" with the public, are given a lance (a stake) to pierce the remaining private sector who refuse to join the public, they have the most to gain by showing their loyalty to the public, i.e. gang initiation rights, known historically as the tyranny of the masses.  The purpose for a soviet is to neutralize, marginalize, and then remove any conservative (Bible believing Christian) who might praxis a patriarch paradigm and influence or control public policy.  This stuff really works.

Since the 40's school administrators had been trained in skills of social engineering.  See Human Relations in Curriculum Change.  Books such as Arrogance on Campus by Lewis B. Mayhew and Four Critical Years: Effects of College on Beliefs, Attitudes, and Knowledge and The Power of Protest by Alexander W. Astin are all a product of the agenda of Human Relations. Lewis. B. Mayhew, for example, stated, in sympathy with the student protest in the 60's, from the East coast (Columbia University) to the West coast (Stanford University). "It is just possible that out of the extracurricular activities in which the militants engage . . . can be found the elements which several decades hence will comprise the collegiate curriculum. . . . students have become skeptical and resistant to course routine, which they see as largely unrelated to real life. . . . Not finding courses linked to reality, students have gone underground and created their own curriculum, . . . Students do need considerable help in developing social presence or intelligence. Students, especially in large institutions, need help in understanding and coping with bureaucratic and institutional life. They also need assistance in understanding their changing relationships with the major institutions of society. And evidence of all these is found covertly in the language and acts of student dissent. . . . If campus disorders do not end, political power will assume control of colleges and universities, and higher education will have lost its freedom - which is the genius of its past achievements."  The "arrogance" on campus, according to Mayhew, was the attitude of the faculty who thought they were able to keep the course of the modern university.  Faculty interest was upon imparting facts and engaging in research, "that teaching and research are inextricably intertwined and that the production of knowledge is the essential role of the universities," not student desires or pleasures i.e. their "felt" needs.  In other words, the faculties interest was upon didactic, establishment desires based upon a patriarchal praxis and not upon the "progressive" (brainwashed) student's interests, developed in the public school system, their dialectical, anti-patriarchal, anti-establishment attitude, a heresiarchal praxis, programmed by globalist, socialist, humanist, communist, based teachers and administrators in the  public school, who themselves were programmed by off school training at Marxists based National Training Labs like the one at Bethel Maine, or in-service training from facilitators, trained at the Labs.  Prior to writing Four Critical Years he had published Higher Education in the Revolutionary Decades.  Mayhew was a consultant to over 500 educational institutions and advisor to President Lyndon B. Johnson (along with Ralph Tyler, a transformational Marxist friend of his, who was himself an advisor to six U. S. Presidents, concerning education.  Tyler was involved in the Rand Corporation, Delphi program, and in his writings he explains how he planned to bring America under a Politburo form of government).  Mayhew was also a former president of the American Association for Higher Education.  In his book Arrogance on Campus he stated his concern for student unrest overreaching its purpose for liberal changes on University campuses writing: "The impatience of youth for more rapid change than the system can tolerate has resulted in the election of Ronald Reagan . . . which may set higher education back fifty years."

"Patriotism . . . viewing America as an ingroup in relation to other nations as outgroups. . . . ‘patriotism' . . . involves blind attachment to certain national cultural values, uncritical conformity with the prevailing group way, and rejection of other nations as outgroups. . . .The inability to identify with humanity takes the political form of nationalism " Theador Adorno  The Authoritarian Personality

"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost."  Abraham Maslow  The Further Reaches of Human Nature

Four Critical Years: Effects of College on Beliefs, Attitudes, and Knowledge by Alexander W. Astin (still costs about $135.00 to buy even today) explained how the educational environment (pre-college education, home environment, race, etc. in details I would be labeled a racist or member of the KKK for writing, but since he is a liberal I guess his opinion are fundamentally sound) affect a students "political identification." This is a book aiding College and University administrators in collecting and deciphering information such as parents occupations, their church attendance, students prayer life before college and at the end of the freshman year, etc. so that students of a liberal or conservative mind can be properly picked for the "right" constellation of student mix in college classrooms to guarantee a diverse group, with enough liberals to move the process along, even on "conservative" campuses. "Any real change of the culture of a group is interwoven with the changes of power constellation within the group."  (Benne) The focus was to guarantee that the time a student spent in college would incorporate proper experiential environments so his political views would to be shifted from a local, patriarchal paradigm (national, culture praxis) to a above-local, heresiarchal paradigm (global, extra-culture praxis)—"culture war."

"Religion finds itself peculiarly tailored to the nationalistic, class, and ethnic cleavages and outlooks that sustain the prevailing social order. We can hope that this convergence of theological, sociological, and psychological analysis will lead to a further cooperation between behavior and religious disciplines. Here lies the pastor's task, his opportunity, and his challenge."  The Person in Psychology, Selected Essays by Gordon Allport, Beacon Press: Boston, 1968

Religious issues, according to Astin, can be addressed in institutions of higher learning, but his agenda was to change the focus from transcendent concerns (spiritual) to temporal concerns (social).  "We have been surveying church-going freshmen, . . . There's a large decline during college (of spiritual life), almost regardless of religious affiliation, but not a parallel decline of interest— that gets slightly stronger. [Eastern religion being the interest—dialectic in praxis]  There are a number of students and parents who want higher education to take place in an environment of similar beliefs [which can be shifted in paradigm with class environment focusing upon dialogue rather than teaching facts.] . . . .  that there are some promising trends in this direction [of religious interests—dialectic religion that is], for example the growing emphasis on service learning [see servicelearning.org—the spiritual displaced with the temporal, sensuous, "here and now," focus], which started with the advent of the college compact, which includes presidents who are intentional about promoting service learning on campuses . . . .  we believe that the secret to effective service learning experience is the use of reflection [Eastern religion: more than thinking on an experience and summarizing what happened and feelings about the event, but also includes thinking about the thinking process used for reasoning i.e. were they didactic (no dialogue) or dialectic (dialogue) in praxis; answering the questions "What?" ("What happened?") "So what?" ("So what does it mean to me or us? Is it relevant to our 'felt' needs") "Now what?" ("If it is relevant to us then how should we respond?")—critical thinking cycle of sharing, processing, generalizing, and applying], which is the best way to get in touch with interior life: values, beliefs, sense of meaning and purpose."  A Conversation With ... Dr. Alexander Astin.  emphasis added

"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.'" Abraham Maslow  (ed. by Lowery)  The Journals of Abraham Maslow

It was no accident that Jacob's book was written to "justify" the use of  Bloom's Taxonomy's of Educational Objectives.  Books which all, I repeat all, again I repeat all, certified teachers (read mark of the beast) must learn and apply in all, I repeat all, again I repeat all classes— from the day-care center to the post-doctorate seminar. This is known as "life long learning." Books, which wash from the brain any partiality toward a patriarchal home experience, with chastening as a instrumental component.  Books which produce, in all who participate, an internal hate (contempt) for the patriarchal paradigm.  All classes which use these books are disguised as academic  in nature, but have the real motive of secularizing history— "the absolute secularization of thought, an absolute humanism of history." (Gramsci)   Books which are nothing more nor less than secularized Satanism and intellectualized witchcraft. Books presenting the same paradigm, promoting the same praxis, which Satan used to drew Eve into the dialectical process in the Garden in Eden (innovative).  Eve went after the environment, while Adam went after Eve in the environment, both were enlightened (spiritually blinded) with the pleasures of life, freed from Godly (parental) restraint, both did the praxis of "thinking with their feelings," both did diaprax. Eve was the first environmentalist, Adam the first humanist, and Satan was the first facilitator.  One of the men, Bill Spady, who helped develop and push goals 2000 down the throat of the American public, "to put OBE in all schools of the nation," said in a speech. . . 

"A number of shamanistic rituals derived from research on ‘effective' schools . . . can be used to devine the unknown, cure ills, and control uncertain events . For example, policy analysts sometimes use the rituals of research . . . that appears similar to the ‘black' magic of witches .  In the typical alignment ceremony, only test items--not instruction--are changed. While students learning remains unchanged, alignment allows students to practice criterion measures and achieve higher test scores, thus giving them an advantage over comparable students in unaligned school systems. . . . the art of measurement can be used as an aid to shamanism, especially in urban schools . . . ." Rowan & Spady "Sha-manistic Rituals in Effective Schools"  source deliberatedumbingdown.com 

Thus facts based tests can be taken in both traditional and transformational education systems, but in this case when these tests incorporate affective objectives (allowing freedom of expression of negative feelings toward parental authority,  i.e. critical theory, critical thinking) in the aligned school system, the more traditional school system (unaligned, teaching facts, respect for authority) will rate lower than the transformational school system (aligned), while the factual learning may be worse in the transformational (aligned) school system.  In this way the perception of progress can be attained in the magnet schools when in actuality they are below, or at best almost equal with, the level of factual learning of the traditional local school system. Tax dollars will flow in the direction of the aligned schools, punishing the unaligned until they become aligned.  Thus the movement of the lower class up the social ladder (It is not a race issue, although that is what is used as the justification for such programs.  The issue is paradigms) is not based upon their knowledge of facts but rather upon social engineers standards (manipulated), bypassing the middle class criterion of achievement through discipline, hard work, and self-control.  Minorities have been sacrificed at this alter of progress, all for the sake of dialectical control over the nation's schools, and the soul's of the next generation.

"The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination. Human consciousness can be liberated from the parental complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God."  (Brown)

S.C.H.O.O.L
Socialist, Communist, Humanist Organization Of Liberals.

The goals of democratic education can be nothing else but development toward psychological health. 
Abraham Maslow  Maslow on Management

"If there is a universal neurosis, it is reasonable to suppose that its core is religion. Psychoanalysis must treat religion as a neurosis." 
Norman O. Brown Life Against Death

"… a psychological classification system.  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. …consistent with relevant and accepted psychological principles and theories." Benjamin Bloom,  Taxonomy of Educational Objectives Book I:  Cognitive Domain

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

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The "affective" domain

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show."  "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen."  "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil."  "The individual accepts the new system of values and beliefs by accepting belongingness to a group."  "A feeling of complete freedom and a heightened group identification are frequently more important at a particular stage of re-education than learning not to break specific rules."  Kenneth Benne Human Relations in Curriculum Change (HRCC), 1950; Chapter 3 Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues, 1:3:56-65 August, 1945

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." Dr. Robert Trojanowicz The meaning of "Community" in Community Policing

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." Norman O. Brown LIFE AGAINST DEATH

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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