Concerning Bloom's Taxonomies
by
Dean Gotcher
PREFACE
"Humanism asserts that the test of human conduct must be found in human experience (praxis); concern for man replaces concern about pleasing God. Humanism elevates man to the rank of God.... God is man, mankind, humanity.... salvation is a symbol, a symbol for becoming ultimately concerned about humanity―salvation is an 'eternal' present. The answer to man's predicament lies in the realization by individual man, that all men are essentially one and that the one is God. This self-realization is a 'return' to union: potential becomes actual. Sin is the estrangement of man from man." Leonard Wheat Paul Tillich's Dialectical Humanism: Unmasking the God above God. 1970
"... identifying contradictions in experience through dialogue and becoming part of the process of changing the world." Arlene Goldbard New Creative Community: The Art of Cultural Development A process of "change" (see Karl Marx's Feuerbach Thesis #11 below) known as political consciousness or critical consciousness, (The Marxist Latin American Educator Paulo Freire), critical theory and praxis, the renunciation (annihilation) of absolutes, capitalism, the traditional home and the above-below, evil-good, spirit-flesh, patriarchal paradigm.
"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
All certified teachers in your district (Christian teachers included) are trained in college to apply Bloom's Taxonomies* in the classroom experience. These taxonomies guide the teachers in the development of curriculum. The curriculum used in the classroom shapes how the next generation will think and act. These taxonomies are based upon a humanistic experience (praxis) and the educational outcome which these taxonomies will produce are humanistic.
All accredited schools (Christian schools as well) are structured upon the use of Bloom's Taxonomies in the development of curriculum in the school's social environment. Your Christian school may not admit this or deny it but not until you know for certain they 1) refuse to hire teachers trained to apply these taxonomies in the classroom and 2) openly expose the methods used within these works as evil, they are either naive, deceived, or lying to you.
Home school material is being developed by many home school publishers using Bloom's Taxonomies. Only a few publishers have stayed away from this deceptive process. It is important that you understand the intent and are able to identify the use of Bloom's Taxonomies in the educational environment and educational material if you hope to keep yourself and your loved ones out of its experiential effects—"to create an experiential chasm between parents and children." Warren Bennis The Temporary Society
Taxonomy of Educational Objectives: Book 1 Cognitive Domain
"... we recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." Benjamin Bloom Taxonomy of Educational Objective Book 1: Cognitive Domain, 1956 p. 32 emphasis added
With this statement Bloom paraphrases Karl Marx, for obvious reasons not giving him recognition in his books. Karl Marx wrote "In the eyes of the dialectical philosophy, nothing is established for all time, nothing is absolute or sacred." Karl Marx emphasis added. Bloom simply paraphrases Karl Marx, who is the basis of his though, his paradigm, for the taxonomies. Bloom, in the second book (Book 2 Affective Domain, page 166) stated that his taxonomies are based upon the weltanschauung (the worldview or paradigm) of two famous American Marxists, Theodor Adorno and Erick Fromm, Transformational Marxist of the "Frankfurt School," who were involved in the restructuring of education and the nation upon a Marxist-Freudian (social-psychological, communitarian) world view, from the 30's on. "As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud'" (Martin Jay The Dialectical Imagination) "Freud speaks of religion as a ‘substitute-gratification' – the Freudian analogue to the Marxian formula, ‘opiate of the people.' " (Norman O. Brown, Life Against Death)
"Freud noted that … patricide [considering parents rules and their authority as irrelevant] and incest [feeling free to do (spontaneity), and doing what a person wants to do (unrestrained), with himself, as well as with others of like carnal desires i.e. the group] … are part of man's deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy. Patricide is the destruction of the traditional home system, incest is a revolutionary mindset of social equality with not guidance from above mans human nature, restraining human nature. "What better way to help the patient [child] recapture the past than to allow him to re-experience and reenact ancient feelings toward parents in his current relationship to the therapist [the classroom and facilitator-teacher]? The therapist [facilitator-teacher] is the living personification of all parental images [takes the place of the parent]. Group therapists [classroom facilitators-teachers] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group [the children-students] to explore and to employ its own resources. The group [the children-students] [must] feel free to confront the therapist [facilitator-teacher], who must not only permit, but encourage, such confrontation. He [the child] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient [student-child] changes the past by reconstituting it." ibid.
"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 As you will read ahead, those "relevant and accepted psychological principles and theories" were the works of the Frankfurt School" (Marxists), Kurt Lewin, (Marxist), J. L. Moreno (Marxist), the National Training Laboratories (Marxist) and men and organizations like them, promoting their transformational (socio-psychological) Marxist ideology throughout American from the mid 30's on.
Taxonomy of Educational Objectives: Book 2 Affective Domain
"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 ...." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 54
"Meyers in his study emphasizing group think, Higher Horizons 1961, stated that 'to develop attitudes and values toward learning which are not shared by the parents and guardians or by the peer group in the neighborhood' produces 'conflict and tension between parents and children, between students, and peer groups who are not participating in the special opportunities." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." ibid p 83, 84, 82 emphasis added
With this observation Bloom acknowledges his intent to destroy the traditional home and fulfill what Karl Marx believed to be the obstacle to a socialist and globalist world (what they call world peace i.e. utopia), the power the traditional home environment has upon the next generation and upon culture itself, i.e. strengthening them both to stand fast on truth and right, and fight against evil and anarchy, making the individual and the nation less apt to concede to totalitarianism. Marx wrote "Once the earthly family is discovered to be the secret of the heavenly family, the former must itself be annihilated, in theory and in practice ." (Karl Marx Feuerbach Thesis # 4) Upon this statement (a categorical imperative by Karl Marx) the whole of Bloom's Taxonomies rest. The taxonomies were thus created to eradicate "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." (Theodor Adorno The Authoritarian Personality)
"Freud referred to ... the group's ‘need to be governed by unrestricted force . . . it's extreme passion for authority . . . it's thirst for obedience.' Among the strongest of these is man's need for an omnipotent, omniscient, omnicaring parent, which together with his infinite capacity for self-deception creates a yearning for and a belief in a superbeing." (Irvin Yalom The Theory and Practice of Group Psychotherapy)
"To deny rights to 'democratic' [anti-traditional home] leadership in influencing the course of current change is, in effect, to sell out control of required changes to non-democratic [traditional home] leadership ."
"The critique of religion ends with the categorical imperative to overthrow all conditions in which man is a debased, enslaved, neglected, contemptible being." (Karl Marx Critique of Hegel's Philosophy of Right ed. Joseph O'Malley underline added). By "all conditions" Marx is pointing to the condition of the traditional home, reflecting "the heavenly family," where obedience to authority becomes mandatory and thus submission expected, a condition Marx considered as the source of class division (oppressed-oppressor). "The life which he [mankind, the child, the proletariat] has given to the object [by obedience to God, the parent, the bourgeoisie] sets itself against him as an alien and hostile force." (Karl Marx MEGA I/3, pp. 83-84). This is the same condition Freud called "neurosis," or as Yalom called it "self-deception." "Every neurosis is an example of dynamic adaptation; it is essentially an adaptation to such external conditions as are in themselves irrational and, generally speaking, unfavorable to the growth of the child." (Erich Fromm, Escape from Freedom) "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "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." "Psychoanalysis must treat religion as a neurosis." (Norman O. Brown, Life Against Death)
The "opiate" of religion for Marx was man's nature to obey authority (non-human, i.e. "not in touch with the times," authority), by faith, (not willing to question or critique authority "ruthlessly," a "ruthless critique of everything existing [today expressed in the statements "question authority," "question everything"]" (Karl Marx. brackets added). "The critique of religion ends in the doctrine that man is the supreme being for man;" (Karl Marx Critique of Hegel's 'Philosophy of Right' ) "Religion is the sigh of the oppressed creature, the sentiment of a heartless world, and the soul of soulless conditions. It is the opium of the people." (Karl Marx Selected writings in Sociology and Social Philosophy, translated by T. B. Bottomore) "Acceptance of religion mainly as an expression of submission to a clear pattern of parental authority is a condition favorable to ethnocentrism. [nationalism]" "The power‑relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." (Theodor Adorno The Authoritarian Personality) "Work done by Horkheimer in the thirties identified 'neurosis as a social product, in which the family was seen as a primary agent of repressive socialization.'" (Stephen Eric Bronner Of Critical Theory and Its Theorists)
It is only through class consciousness (theory) and action (praxis) that class division (above-below, Father-son, God-man, Parents-children, teacher-students, owner-worker), according to Marx, could be annihilated, that mankind could be freed from God (the fear of God), and thus be freed from all forces which interfere with and condemn human nature, i.e. freed from all forces (sacred and secular) calling human nature sinful or evil. "Not feeling at home in the sinful world, Critical Criticism must set up a sinful world in its own home." (Karl Marx The Holy Family Chapter VII Critical Criticism's Correspondence 1; The Critical Mass) This is the heart and soul of "civil disobedience," which, once practiced, leads directly to the destruction of the patriarchal home with its father figure of authority, not only in the Black culture (with its fatherless families so prevalent today) but in all cultures which participate (culture war, meaning war against culture or ethnicity, with the praxis of a heresiarchal paradigm). "‘It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same." (Herbert Marcuse Eros and Civilization, 1955 quoting Sigmund Freud; patricide, i.e. the authoritarian father "concept" is washed from social and individual consciousness) To experience Freud is to partake a second time of the forbidden fruit;" Norman O. Brown Life Against Death But in this case (by dialectical thinking), man is not dominated by God (an unreal, i.e. irrational concept of an authority greater than man)—above, but rather is dominated by man (contaminated with an unreal, i.e. irrational concept of any authority figure or power above human nature)—below. "Frauds individual psychology [which would recognize domination as coming from above humanity, from God or an authoritarian parent] is in its very essence social psychology [which would recognize domination as coming from below, i.e. a neurotic social construct coming from man himself where he irrationally initiates and sustains an authority structure greater than man himself]." Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
In light of this understanding Bloom's statements, that his Taxonomies 'develop attitudes and values toward learning which are not shared by the parents" and that the use of his Taxonomies in the classroom ' produces 'conflict and tension between parents and children," take on serious meaning, the consequence being anarchy in the classroom, conflict in the home, leading to a break down in the traditional home structure (articulated disrespect for authority), and therefore the destruction of sovereignty and freedom for the nation (the loss of experience and understanding of "Liberty in Law," resulting in tyranny). Today the agenda in education is to put aside "ideals" and "politics" (Arne Duncan), which prevent "educational and social growth," and focus upon resolutions to social ills, i.e. overcoming ideological and economical differences which cause physical, mental, and social inequality, through the praxis of putting dialogue into action. "Disrupting the dominant discourse [shutting down the commands of the Parent] and transforming internalization of blame [eradicate the guilt of disobeying parental commands] to a critical consciousness [the parent and their commands are irrational and therefore irrelevant if not in harmony with the "felt" needs of the time, i.e. the current social settings] and sense of agency [praxis, the urgency of putting thoughts, opinions (theories which transcend parental restraints, i.e. rules and commands which inhibit desires of the present and hopes and dreams of the future) into practice] is not a quick and easy fix." (Daniel Tucker Interview with Jesse Senechal and Maura Nugent CPS and the Myth of School Choice Published in How We Learn on Oct. 11, 2007 by AREA in reference to Arne Duncan)
By simply participation in finding what we have in common (dissatisfaction, i.e. resentment toward an authority system which blocks our natural desires), through dialogue, and putting these finding into action we negate the above-below, patriarchal paradigm (negating external morality established by an authority above or nature by the praxis of experiencing a collective humanistic moral identity found within our nature). By this method, critical consciousness (class consciousness) can become a reality, as the student escapes his "non-human" identity (identity imprinted—"inculcated," from his home experience, under parental authority), discovering his "true" identity in a collective experience, humanity (a classroom of students) striving for social and environmental unity and harmony (replacing ridged principled identity, guided by the conscience, with a socially influenceable identity, guided by the crisis of the day and the spirit of the time, i.e. zeitgeist). No matter which way you turn it or define it it ends up being communism (uniting upon that which we have in common and putting it to practice—the persecution of the believer, those who place their hope in God above, as well as a publicly supported attack upon the traditional home), this time not national communism, as in China, Russia, Cuba, etc. but global communism i.e. communitarianism (with the assistance of organizations, institutions, and departments such as the CFR, the UN, TQM, TQL, DARE, COPS, HMO, STW, CG, EC, etc.).
What it means to praxis the dialectical process—to use Bloom's Taxonomies to develop a dialectical curriculum in the classroom and thus producing a dialectical (humanistic) culture in the outcome.
"Such conditions tend to make performance rather variable if not downright unstable." Taxonomy of Educational Objectives: Book 2 Affective Domain p.174
"What The Authoritarian Personality was really studying was the character type of a totalitarian rather than an authoritarian society ─ fostered by a familial crisis in which traditional parental authority was under fire." Theodor Adorno The Authoritarian Personality Those promoting the "New World Order" (global socialism i.e. Bloom's Taxonomies) are concerned with how the traditional family will respond to the take over of a free market society (the outgrowth and foundation of the traditional home), see Lenin's speech concerning the traditional home and the free market.
Their question is: "How can the side effect of the families effort to stop globalism be prevented i.e. turning to fascism (national-socialism) to preserve itself, to maintain its traditional patriarchal paradigm?" ... as it supposedly did in Germany (a proven error in the Frankfurt Schools thinking). "How can you keep capitalism, the fruit of the traditional family (free market enterprise), from falling into the hands of a national-capitalist movement (fascism) while moving the nations of the world into a global-capitalist outcome (communism)?" This was the intent of Bloom in developing his "Taxonomies," i.e. to restructure the learning experience in the classrooms around the world in a way as to circumvent potential fascism from developing, by destroying the traditional home from within before it can unite with the town, county, state, and nation. It is known that when the traditional family even turns to the state, that act would also destroy it. ". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." Warren Bennis The Temporary Society This is why the constitution limited all branches, Legislative, Judicial, Executive, in the National, State, County, Township, Town governments, leaving those branches united and protected only in the home. Something most Americans are uninformed of. Something communist must destroy, and only do so by uniting all branches under the influence and control of non-elected departments using the dialectical process of dialogue and consensus, putting the soviet system into practice (praxis). This praxis always requires heavy taxation and is always very expensive (oppressive).
The method of the dialectical process in praxis (worldly thinking and living) is made clear by the world of God (Genesis 3:1-6) and we are to avoid it when possible (1 Timothy 6:20). The dialectical process is explained by the praxis of the woman in the Garden in Eden, as recorded in Genesis 3:1-6, where the woman focused upon (and evaluated, i.e. reasoned by sight) what was common between all the trees in the garden (the approved trees and the forbidden tree were all 1. good for food, 2. pleasing to the eyes, and 3. the forbidden tree would simply make them like God, common with God himself, therefore it did not make any sense they would die from eating from it, since it was a good tree), and thus was able to justify making God's command not to eat of the forbidden tree (a command given by God, contrasting that which is above, spiritual, from that which is below flesh, presenting into their lives a praxis of contrast, a contrast between above-below, good-evil, light-dark, etc. i.e. that right conduct of life must be determined by God above, a patriarchal paradigm, and not by man and his fleshly nature from below, a heresiarchal paradigm of change) irrelevant. She was only able to do this by the praxis of a dialectical "scientific" process, through a humanistic point of view where everything outside of the common human experience is perceived as a barrier to peace and harmony. "'The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history.' Philosophy of praxis is both a euphemism for Marxism and an autonomous term used by Gramsci to define what he saw to be a central characteristic of the philosophy of Marxism, the inseparable link it establishes between theory and practice, thought and action." Antonio Gramsci Selections from the Prison Notes The scriptures warn us not to participate in this praxis, since its outcome is to lead us into error regarding our faith, 1 Timothy 6:20. "There is a way which seemeth right unto a man, but the end thereof [are] the ways of death." Proverbs 14:12
Believers simply focus upon and obey he who is from above, contrasting him from man, that which is from below, and unite upon he who is above.
"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
"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
Those who focus upon the dialectical process focus upon common human values and unite upon the collective human experience.
"Our two continents (North & South America) are becoming more than neighbors united by the accident of geography. We're becoming a community linked by common values and shared interests in the close bonds of family and friendship. These growing ties have helped advance peace and prosperity on both continents." – Former President George W. Bush, March 5, 2007
"It is in our interest to work harder to build on areas of common concern and shared opportunities." Secretary of State Hillary Clinton, speaking in South Korea Feb 12, 2009
"Yes, there have been differences between America and Europe. No doubt there will be differences in the future, but the burdens of global citizenship continue to bind us together. A change of leadership in Washington will not lift this burden. In this new century, Americans and Europeans alike will be required to do more not less. Partnership and cooperation among nations is not a choice. It is the only way, the one way to protect our common security and advance our common humanity. That is why the greatest danger of all is to allow new walls to divide us from one another. The walls between old allies on either side of the Atlantic cannot stand. The walls between the countries with the most and those with the least cannot stand. The walls between races and tribes, natives and immigrants, Christians and Muslins and Jews cannot stand. These now are the walls we must tear down." Barak Obama speaking in Berlin summer of 2008
Diaprax is the act (or praxis) of dialogue and consensus. Diaprax is the praxis of the dialectical process (finding commonality by removing barriers, internally, in how a person is thinking, and externally, by the traditions and customs of the past generation, which inhibit inquiry into finding what we have in common with the world around us in the moment, attracted to—influenceability). Diaprax is the praxis of incorporating a persons "sensuous need," (stimulated by the environment) with their "sense perception" (a consciousness of what it is in the environment which stimulated the "sensuous need" and, if it is being blocked, conscious of what it is that is in the environment which is blocking the actualization of that need, thus making the need attainable, from within the environment—class consciousness), through the praxis of human reasoning (dialogue), to justify the praxis of a "sensuous experience" (a worldly praxis of interpersonal—individual-social-environmental—harmony) with that with which nature initiated (sets in motion). Diaprax is seen as the only rational means available to man to overcome barriers which come between human desires (human desires stimulated by nature) and nature itself.
"Is" and "Not" → "ought" expressed, suppressed due to the fear of being "caught"→ "ought" expressed, unsuppressed due to no fear of being "caught" → freedom of "thought"
"Freud did not abandon the illusion that Adam really fell. We on the other hand cling to the position that Adam never really fell." Norman O. Brown Life Against Death
Diaprax is the means, used by social engineers, to overcome commands and restrains, and the feeling of guilt (fear of being "caught") which we experience for even thinking of disobeying them. "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 Psychoanalytical Meaning of History What diaprax seeks to overcome is the separation of the ego from the id, the irrational separation of a persons life ("I will") from natural instinct ("I need" or "I want") by the commands of authorities, authorities out of touch with the person's experiential moment with nature, i.e. a situation which can only be resolved in an environment where a person is 1) freed from constraint—non-directive, 2) and freed to be spontaneous again—open ended (Rogerian Psychology). Rogerian Psychology is an environment where the fear of being "caught" is negated, giving the person the (false) sense of freedom of "thought" freedom to think upon and justify those things which thy naturally desired, now unrestrained by "Not," unrestrained by parental authority, by Godly authority—dad and mom are not perfect, but the office is, with its power to chasten and set in course a life built upon doing what is right and not doing what is wrong, a way of life established from above. Destroy that office, in the mind of the child, and you destroy the child's ability to comprehend the office of God.
"Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness." Hebrews 13
Thus the question is "Are you driven by the fear of being chastened?" for doing wrong (or the fear of failure to do what is right), or "Are you driven by the fear of social rejection?" (or the fear of failure to achieving social approval). Put these two, the fear of chastening (belief—focusing upon that which is above) and the desire for social approval (behavior—focusing upon that which is below), in a classroom setting (under dialectical conditions) and you can change every student from the fear of God (spiritual, patriarchal, respect for authority) based upon faith, to the fear of man (temporal, heresiarchal, disrespectful toward and questioning of parental and Godly authority) based upon human perception and human reasoning. By this way of thinking (by dialectical "reasoning," AKA Bloom's Taxonomies), no longer is a man's justification for right behavior found outside (above) himself, restraining his carnal nature, but instead is found within his own nature, within himself, justifying and liberating his carnal nature. Abraham Maslow described this form of education this way: "I've been in continuous conflict over this Esalen-type, orgiastic, Dionysian-type education." (Abraham Maslow The Journals of Abraham Maslow, ed. Richard J. Lowry, p. 132. June 1982). He should know, he helped develop it.
"For if ye live after the flesh, ye shall die: but if ye through the Spirit do mortify the deeds of the body, ye shall live. For as many as are led by the Spirit of God, they are the sons of God. For ye have not received the spirit of bondage again to fear; but ye have received the Spirit of adoption, whereby we cry, Abba, Father.
The Spirit itself beareth witness with our spirit, that we are the children of God: And if children, then heirs; heirs of God, and joint-heirs with Christ; if so be that we suffer with him, that we may be also glorified together." Romans 8:13-17
"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
Fear of judgment (considering the consequence of disobedience) assists us in seeking salvation in Jesus Christ, but for men who do not fear the power and wrath of God ("For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who hold the truth in unrighteousness;" Rom 1:18), sudden judgment awaits. "It is a fearful thing to fall into the hands of the living God." Hebrews 10:31 Wisdom and knowledge begins with the fear of God, not "a spirit of fear," but an understanding of the consequence of not attending to his will. "Thy will be done on earth as it is in heaven." Matthew 6:10 Consider what happened to Lucifer when he disobeyed, when he sought to do his will instead of God's.
The desire to belong—to be accepted by the one above (monism, absolute, spiritual, objective truth), or by the many below (diversity, relative, flesh, subjective truth).
The former restrains a person from the many below, the later restrains the person from the one above.
The former develops the conscience, the voice of restraint, the later develops the super-ego, the voice of change:
"If the individual complies merely from fear of punishment rather than through the dictates of his free will and conscience, the new set of values he is expected to accept does not assume in him the position of super-ego, and his re-education therefore remains unrealized." Kenneth Benne Human Relations in Curriculum Change
"... the super-ego ‘unites in itself the influences of the present and of the past.'" Norman O. Brown Life Against Death
"It is a function of the ego to make peace with conscience, to create a larger synthesis within which conscience, emotional impulses, and self operate in relative harmony." "When this synthesis is not achieved, the superego has somewhat the role of a foreign body within the personality, and it exhibits those rigid, automatic, and unstable aspects discussed above." Theodor Adorno The Authoritarian Personality)
"Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." Benjamin S. Bloom Taxonomy of Educational Objectives: Book I Cognitive Domain .
"Driving forces are those forces or factors affecting a situation which are 'pushing' in a particular direction; they tend to initiate a change and keep it going. Restraining forces may be likened to walls or barriers. They only prevent or retard movement toward them.... the first step may be to determine what forces, if any, must be dealt with before a change can occur." Kurt Lewin
Kurt Lewin wrote that "change in organization (changing the way that children think, through the use of the classroom environment) can be derived from the overlapping between play and barrier behavior (between doing, in the classroom environment, what they wanted to do in the past but could not because of parental restraints, and doing that which their parents want them to do, and therefore not being able to join in the classroom experience). To be governed by two strong goals (belonging to the group having "fun" on one hand and holding to their principles on the other i.e. especially difficult when obeying parents commands, commands which they may not like, causes conflict with belonging to the group) is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization (obedience to parental commands becomes weakened, difficult to hold on to in the face of the group distancing itself from them—extruding them). 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 (the student is destabilized, known as cognitive dissonance, caught between their natural behavior of belonging, i.e. the desire for approval by others, and their belief in right and wrong established by parents; thus their knowledge of right and wrong becomes clouded with their feelings for group approval, the fear of social rejection. In this way Godly or family principles are replaced with social interests). 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 (the child has to decide to either hold to their position, under parental authority—barrier behavior, rejecting group approval—play behavior, or accept group approval, rejecting or questioning their former position under parental authority)." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" found in Child Behavior and Development, p. 457.)
"Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it."
"How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization."
"In order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit , but as a limiting situation which they can transform."
"Reflection upon situationality is reflection about the very condition of existence: critical thinking by means of which people discover each other to be "in a situation." Only as this situation ceases to present itself as a dense, enveloping reality or a tormenting blind alley, and they can come to perceive it as an objective-problematic situation — only then can commitment exist. Humankind emerge from their submersion and acquire the ability to intervene in reality as it is unveiled. Intervention in reality — historical awareness itself — thus represents a step forward from emergence, and results from the conscientizacao of the situation. Conscientizacao is the deepening of the attitude of awareness characteristic of all emergence." Paulo Freire Pedagogy of the Oppressed, Chapter 3
In this way, the incorporation of the cognitive (barrier behavior) and the affective domains, the child's loyalty is "shifted" from obedience toward parents to that of the school classroom experience, where identity is found in the group experience. "The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Kenneth Benne Human Relations in Curriculum Change (underline added for emphasis) The process not only changes your child's values and beliefs, it also changes how he or she came to those values and beliefs. No longer are values and beliefs learned (revealed) from God or parent but they are now learned (discovered) through group dynamics, the desire for human approval, and humanistic reasoning. "It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." Karl Marx "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." Wilber Brookover, Socialization in the School p. 393
"A double-minded man is unstable in all his ways." James 1:8
"He that cometh from above is above all: he that is of the earth is earthly, and speaketh of the earth: he that cometh from heaven is above all." John 3:31
This type of classroom curriculum purposely produces what is called "cognitive dissonance," in all the children (Bloom's Taxonomies are used to first destabilize the traditionally minded student—what Kurt Lewin called "unfreezing" them). Cognitive dissonance, used as a key component to the process of change, produces a "... lack of harmony between what one does and what one believes" and produces "pressure to change either one's behavior or ones belief." Ernest R. Hilgard, Introduction to Psychology According to Irvin Yalom "… few individuals, ... can maintain their objectivity (loyalty to parental commands) in the face of apparent group unanimity (consensus); and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance (tension; fear of rejection, fear of social alienation). Long cherished but self-defeating beliefs and attitudes (beliefs and attitudes which the child holds too, in love and obedience to his parents, which get in the way of his natural, carnal, worldly desires, thus "self-defeating") may waver and decompose in the face of a dissenting majority." Irvin Yalom Theory and Practice and Group Psychotherapy
Disenfranchising the "oppressor" (the patriarch who chastens those he loves) by forcing him into the praxis of consensus—treating the feelings of resentment toward authority (those who rebelled against the praxis of chastened) as though they are facts, treating feelings (ones ought's in rebellion against the restraining command of the parents "can not,") as property rights, as thought human rights are being infringed upon. Whereas the conscience was the most precious of property rights under our Constitutional Republic form of government (this is the real meaning of the phrase "pursuit of happiness" found in the bill of rights, our "inalienable rights": listen to Phil Worts excellent presentation on this subject: Part1, Part 2, and Part 3), now it has come down to where feeling (the super-ego and id uniting with the ego to form a consensus) are considered the highest of property rights (this is the meaning of "human rights," found in the Communist Manifesto's).
"Neurosis . . . the age old problem of the relationship between is and ought [patriarchal paradigm of I am above you ("is" and "not") and you are below me and must do what I command ("ought" is the child's natural response, both to the office of the parent, the parent's "is" as in "I am the authority," and in response to the restraint of the parents voiced in the negative command "not")]...We see our is as extremely far away from our ought.... We have learned to see it in a dialectical fashion [heresiarchal paradigm]." "Discovering one's real nature is simultaneously an ought quest and an is quest.... Is becomes the same as ought. " "Oughtiness [resentment towards parental rules and parental authority] is itself a fact to be perceived. We have to study the conditions which maximize ought-perceptiveness." "Here the fusion comes not so much from an improvement of actuality, the "is," but from a scaling down of the "ought," from a redefining of expectations so that they come closer and closer to actuality and therefore to attainability."
In other words, aspects of the parent in the child, being ruled from above natural causes, carried with the child into his dreams of "oughtiness" (according to Freud), must be washed out of both the child's mind and his actions so that the future land of oughtiness, the New World Order, is void of even the residue of parental restraints against human nature, in order to create an "oughty" land based upon "human rights." In this way, by dialectically thinking, any parental restraint against the child's "human nature" (restraints considered as "non-human") will be considered as "irrational." "Kant was certainly correct in claiming that we can never fully know nonhuman reality." Abraham Maslow Motivation and Personality 1954, p. 7-8. In this way Maslow, as all social-psychologist i.e. humanist, measure reality not from an above-below paradigm but only from a knowable-unknowable paradigm, knowable only by human sensuousness—"proceeding from nature." Karl Marx. Therefore any paradigm which carries an above-below way of thinking and acting, which insists others live accordingly i.e. parents insisting children obey them, learning to restrain their sensuous nature, their nature of inquiry into nature, into areas the parent considers "taboo," or immoral) will be perceived as an act of crime against humanity.
A parent chastening a child in the restaurant will be seen and felt by all (all under the influence of the dialectical process) as an attack upon their very own personhood, their "property rights" of feelings (mankind's "felt" needs). What dialectically thinker will say to you when they turn you in to "Child Protective Services," i.e. doing their "civic" duty" through the safety of anonymity, is: "When you spank your child, for doing what you say is wrong or evil, you spank me, against my own nature, and call me, my human nature, wrong or evil. This thus makes you wrong, evil, and hateful in the eyes of the 'village.'" This, according to dialectical "reasoning," is the basis of hate crimes against humanity, especially the hate crime, by patriarchal parents, against the "right" of the child to discover his "truth" identity in society, in nature, in the environment, unrestrained by some authority figure restraining him against his own nature, against its will. "And I will give children to be their princes, and babes shall rule over them. And the people shall be oppressed, every one by another, and every one by his neighbour: the child shall behave himself proudly against the ancient, and the base against the honourable." "As for my people, children are their oppressors, and women rule over them. O my people, they which lead thee cause thee to err, and destroy the way of thy paths." Isaiah 3:4-5, 12 "Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." Ephesians 2:2,3
"In short, philosophy as theory finds the ‘ought' implied within the ‘is', ["the child within" within the parent, wanting out] and as praxis seeks to make the two coincide." Karl Marx Critique of Hegel's 'Philosophy of Right'
"The individual may have ‘secret' thoughts ["oughty" 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
If a child's thoughts and actions hold to parental restraints he is antidemocratic, if his thoughts and actions go in the directions of this 'secret' thoughts, of his "oughtiness," he is moving in the direction of a democratic praxis.
"The value of a thought is, measured by its distance from the continuity of the familiar. It is objectively devalued as this distance is reduced." Stephen Bronner Of Critical Theory and its Theorists
In other words the closer you stay with that which is familiar, the less you are of value. Thus, those on the one side of the continuum, who hold to absolutes, are viewed and treated differently than those on the other end of the continuum, who are considered of great value. People, as well as children, are being discriminated against today simply because of the way they think. Those with absolutes, who present two roads to life, the right one and the wrong one (above and below, spirit and flesh, "fixity"), are being forced by social pressure and governmental agencies to take classes in re-education (brainwashed) so they can learn to thinking that there is only one road ("continuum"), a road with many trailing behind in the past, holding to absolutes ("uneducated" people, needing re-education to free them from "fixity"), most people are part way down the road, and then there are a few far up the road, helping all the rest to keep on the road of "progress," on the road to "change."
"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & pospotency." Abraham Maslow (ed. by Lowery) The Journals of Abraham Maslow
"A natural step in the present study, therefore, was to conceive of a continuum extending from extreme conservatism to extreme liberalism and to construct a scale which would place individuals along this continuum." Theodor Adorno The Authoritarian Personality
"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." "The qualities of the client's expression at any one point might indicate this position on this continuum, might indicate where he stood in the process of change." Carl Rogers On Becoming a Person
The spectrum according to Carl Rogers:
1. No desire to change. "To provide the experience of being received, in play or group therapy, where the person can be exposed to a receiving climate, without himself having to take any initiative, for along enough time to experience himself as received." ibid
2. Experiencing is bound to the structure of the past. "If the slight loosening and flowing is not blocked then there is a still further loosening and flowing of symbolic expression." ibid
3. Experiencing is described as in the past, non present feelings and exploring the self as an object. [Continue an environment where] "the client feels understood, welcomed, received as he is." ibid
4. Experiencing is less bound to the structure of the past. "If the client feels himself received in his expressions, behaviors, and experiences at the fourth stage then this sets in motion still further loosening, and the freedom of organismic flow is increased." ibid
5. Feelings are expressed as in the present. "Increased loosening of feelings, experiences." ibid
6. "Self as an object tends to disappear. Experiencing takes on a real process quality, a physiological loosening. Client feels cut loose from his previously stabilized framework." ibid
7. "Because of the tendency of the sixth stage to be irreversible, the client goes on into the seventh stage without much need of the therapist's help. New feelings are experienced, in the therapeutic relationships, used as a clear referent. Personal constructs held loosely." "Willing to communicate himself in a receptive climate." ibid
"At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and 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
What the dialectic does is present a continuum (a taxonomy of paradigms), a spectrum of different ways of thinking for the expressed purpose of moving people from one end of the spectrum toward the other. On one side is the way of thinking which adheres to that which is familiar, the standards handed down by parents, by God, by tradition (conservatism), on the other side is freedom to feel, to discover himself in humanity and humanity in himself, ever in step with the values of the time (ever changing) (liberalism), thus making those who hold to tradition, to absolutes, who obey those who restrain human behavior (non-human in thinking), irrelevant. Bloom's taxonomy is built upon this continuum. On the one side (conservatism) Bloom defines the conservationists: "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 On the other side (liberalism) Bloom defines his desired outcome: "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 "This is not to suggest that education in an open society does not attempt to develop personal and social values. It does indeed. But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung" "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." Affective Domain: Book 2 p. 166 Place your child in this classroom (Christian or not) and you will see a change in your child's behavior. Not a change toward righteousness, but a change in the direction of worldliness.
"It seemed to me it would be a horrible thing to have to profess a set of beliefs, in order to remain in one's profession." "The inner core of man's personality is the organism itself, which is essentially both self-preserving and social." "Do we dare to generalize from this type of experience that if we cut through deeply enough to our organismic nature, that we find that man is a positive and social animal? This is the suggestion from our clinical experience." "We try to create a relationship with him in which he is safe and free. . . To accept him as he is, to create an atmosphere of freedom in which he can move in his thinking and feeling and being, in any direction he desires." "The individual in such a moment, is coming to be what he is. He has experienced himself." "The individual increasingly comes to feel that this locus of evaluation lies within himself." Carl Rogers On Becoming a Person
The dialectical process thus progressively changes the basis of reality from the ideal of the parent "I am to be obeyed without question" [dad and mom are not perfect, but the office is] into the ideal of the child "I ought to be able to do what I want to do without barriers i.e. circumventing restraining rules, rules which act as a barrier to behavior common to human nature." In this way of thinking and acting (theory and practice), the child's desires, his natural urges and feelings, presently restrained by parental commands and force, can be liberated from the parents ideal and become actualized so he can become his own person, now subject to the social engineers control.
"Philosophers view the world with critical eyes, measuring existence against essence, the actual against the ideal, ‘is' against ‘ought.'" "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 ‘become philosophical.'" Karl Marx Critique of Hegel's 'Philosophy of Right'
"The first task of believers in democratic ethics [original words used by Marxists before they came to the US in the early 30's was revolutionary ethics or praxis) is, therefore, the theoretical job of translating democratic [Marxist] values into methodological norms for the control of processes of planned change. The second task is the practical one of devising ways, in training teachers or others as social engineers, to develop the skills and techniques for effective stimulation and induction of change in persons and groups and the social-psychological knowledge required for accurate diagnosis of change-situations in integral relation to developing commitments to the norms of democratic methodology." "The practical task of intelligence in this kind of case—for Pearl Harbors do not often come (shaking the child out of his isolationism, or his loyalty toward parental obedience does not come often to the child, so the proper classroom environment must be developed to shake them up without loosing them back to the parents or to nationalistic causes or loosing them to themselves outside of the group experience)—is to rediscover the basic character of the community, its common ideals, beliefs, and goals." Kenneth Benne Human Relations in Curriculum Change As Bloom states it in his second Taxonomy (Affective Domain) on page 166, fn"1Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others. Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950" Krathwohl, Bloom .... Taxonomy of Education Objective: Book II Affective Domain p. 166 Following Adorno's and Fromm's world view (weltanschauung), Bloom is referring to fascism, with his phrase "embracing a philosophy of life developed by others."
Loyalty (love) for the "new" and disrespect (hate) for the old.
The replacing of an obedience praxis with a revolutionary praxis in the classroom, and thus the creating of a new society—the New World Order.
"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
"Educators or other change agents must, however, he trained in ways of stimulating and guiding change which incorporate the democratic norms as basic elements of their operating methodology. The valid test of the democratic character of any engineering operation lies in the degree to which the methodology employed in them conforms to these norms. It follows also that the best guarantee of the ethical operation of social engineers is that their basic training be focused in a methodology of planned change which unites the norms of democratic operation, relevant understandings of change processes and social structures, and skills in stimulating, inducing and stabilizing changes in persons and groups." Kenneth Benne Human Relations in Curriculum Change This book is a Marxist training manual published from the first major Marxist training institution in America, the National Training Laboratory (original titled National Training Laboratory for Group Development) founded in Bethel Maine, 1947, with the assistance of Kurt Lewin and others. There are now 10 of these nationally funded Marxist training camps in the United States of America (see link above).
Thus, for the process to work, teachers of the "new" curriculum had to be personally trained in its use, incorporating it as their own world view. "For actual changes in ‘content' and ‘method' we must change the people who manage the school program. 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." ibid.
According to Kurt Lewin "The individual accepts the new system of values and beliefs (the student is willing to put aside his belief and attitude of right and wrong thinking, living according to parents commands, with his new found "freedom" to participate in and experience humanistic values and beliefs, living according to the worldly—community i.e. classroom—praxis of "democratic ethics," of tolerance of ambiguity, of open-mindedness) by accepting belongingness to a group." ibid. emphasis added
"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." [that is to bring God's or the parents commands and rules into the classroom] "...the whole emphasis is upon process, ... that we can find a pathway toward the open society." Carl Rogers on becoming a person
Teachers become "change agents" for the "New World Order" when they use Bloom Taxonomies to develop curriculum for the classroom. 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 (resisters of change, such as traditional minded, patriarchal minded parents)." Ronald Havelock, A Change Agent's Guide to Innovation in Education. emphasis added
Barriers (right and wrong thinking or commands external to "sensuous needs," barriers to what the child desires, and "sense perception," and freedom to explore the environment which stimulates those desires, so as to satisfy those carnal desire) which block a persons "sensuous experience," freedom to participate with nature, and thus prevent the realization of "sensuous needs" (carnal needs which were initiated by nature, by the environmental conditions) can be dialectically overcome (the purpose of Bloom's Taxonomies). By identifying with the positive (things which are common to nature, to mans carnal nature—where environmental harmony can only be found through human reasoning—through the uniting of "sensuous needs" with "sense perception") and negating of the negative (barriers to "sensuous experiences," by rules given by parents or God, considered as irrelevant in the "light" of human perception ("sense perception"), restraining commands which block the quest for harmony between the child's "sensuous needs" and his "sense perception"). By negating this self-environmental rift, created by commands external to the child's "here-and-now" nature, i.e. commands from God and parents, the dialectical process used in the classroom setting can bring all participants into an experience or praxis of cosmic oneness. In this way right and wrong thinking, developed through preaching and teaching, preaching and teaching the difference between two paths, the one path being narrow, straight, and good, the other path being broad, crooked, and evil, can be negated (overthrown) through the praxis, through the classroom experience, of dialogue and consensus, by making all things equal i.e. that there is only one path—the only difference being is that some people are farther behind in their thinking, more narrow minded, more "there and then" than others and can only be brought up to the "here and now" through re-education, through participation in a dialectical education system themselves.
"... 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." Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
The New World Order can only be actualized through the praxis of the unification (synthesizing) of man and his nature with the creation (what Marcuse called "incest," self-environment actualization—one road i.e. uniting on what we have in common) through the praxis of negation of the Godly praxis of reconciling man to the creator (what Marcuse calls "patriarchal suppression," which alienates man from his nature and the creation—which believes in two roads, one above, one below, one holy, one reprobate i.e. contrasting between God's will and mans will), through dialogue (all are equal, all can participate), consensus (all unite upon the consideration of everyone else's feelings), and human reasoning—dialectical reasoning. This system of reasoning is identified in the Bible, in Genesis 3:1-6 and James 1:14, 15
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." Genesis 3:1-6
"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 dialectical process in praxis, explained by men who hate God i.e. they hate Godly restraint, is a process which redefines sin as estrangement between God and man into estrangement between man and man. This is why the scribes and Pharisees hated Jesus, because they hated Moses, because they hated God's law which identified all mankind as wicked, thus men today, just as back then hate those who believe in and follow Jesus, denying themselves and picking up their cross, denying their "sensuous needs," the lust of the flesh, eyes, and the pride of life, and not living according to their "sense perception," not justifying their carnal desires because they are common to all mankind i.e. instead picking up their cross daily, and therefore not living according to the worlds "sensuous experience," again eating of the fruit of the tree of the knowledge of Good and Evil.
The materialization of man by making him one with nature through the praxis of "so called science," i.e. the dialectical process (see 1 Timothy 6:20).
"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 Selected Reading
"Much stress is laid on the creation of an atmosphere of freedom and spontaneity—voluntary attendance, informality of meetings, freedom of expression in voicing grievances, emotional security, and avoidance of pressure." Kenneth Benne Human Relations in Curriculum Change
What is needed to praxis the dialectical process.
Change the way man thinks and you change the world.
A facilitator: an "enticer," a deceiver, "the serpent was more subtle."
A "felt" need: a "sensuous need," as the woman in the Garden in Eden desired to "touch" the forbidden tree, whatever it is in the natural environment which stimulates an affective "need," a "'felt' need" (dopamine: Maslow's hierarchy of "felt" needs)—a subconscious need triggered by something in the immediate environment (environment of experience). In the dialectical process the "felt" need must be triggered by something in the environment which is forbidden by someone not in harmony with the environment (someone giving out super-natural commands i.e. non-sensuous commands which block the natural praxis of relationship with the environment; someone initiating and sustaining a barrier to the "self actualization" of a "sensuous need" which can only be realized by participation with the environment).
Academic freedom: freedom to attend to (to think upon), through "sense perception"; freed of the fear of punishment, of the "negative valence," the "lest ye die," the person is free to become conscious of (free to take in, free to experience for themselves) all which the environment holds, "and the woman saw," (she looked upon) what it was in the environment, which triggered the "sensuous need" to begin with, the desire to "touch."
Experiential freedom, through reasoning, through discourse with self and others; freedom to discover for oneself: liberty to experiment scientifically, dialectally, with natural desires and the environment forbiden by a patriarchal paradigm, to find what nature has in common, to focus upon equality to overcome the restraining above-below contrast; "the tree was good ... pleasant ... and desired," freedom to praxis human nature, the natural inclination to experience for oneself oneness with nature—gestalt, wholeness "she took of the fruit thereof, and did eat." And then "when lust has conceived, it brings forth sin."
"If ... man can ever be redeemed by freedom, then the ‘original sin' must be committed again: ‘We must again eat from the tree of knowledge ...." Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
The desire to spread the experience of academic freedom, freedom from parental and Godly restraints, "acts of crime" against human nature, to others: "and gave also unto her husband with her; and he did eat." Thus at the highest level of dialectical reasoning and living (praxis) the individual "... 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." "The innermost core of man's nature, the base of his ‘animal nature,' is positive in nature." Carl Rogers On becoming a person "Of course, Humanistic Psychology did not begin with Abraham Maslow, Carl Rogers, Rollo May, Frederick Pearls or Esalen Institute. It's roots are in humanism, which go back thousands of years, with many variants, as seen in the ideas of Socrates, St. Thomas Aquinas and other defenders of human dignity. There have always been rebels against humanly degrading establishments. The most significant Western rebirthing of humanism was the artistic and intellectual flowering during the Renaissance and Enlightenment." Geoffrey Hill The Failure of the Human Potential Movement: From Self-actualization to Experientialism
Genesis 3:1-6 is the praxis of the dialectical process, with its praxis of the scientific process applied to man, which makes man a material object, "proceeding only from nature," is being used by those men who first gain control of nature (environmental control, over nature, the media, education, the workplace, government, and the church) so they can use it to control mankind for their own end: Darwin, Karl Marx, antichrist, Satanic reasoning. The process destroys a mans faith in God and his word. This is the "goal," the "purpose," and the "vision" of the process; this is the goal, the purpose, and the vision of Satan, the first facilitator, the master facilitator, the first social-psychologist—freeing man from individual and social neurosis (neurosis being obedience to rules, commands, commands greater than a persons own nature, blocking him from "self actualization" with his carnal nature) so that he could be at one with all that is of the world, "the lust of the flesh, lust of the eyes, and the pride of life." The good news is not the freedom of the flesh found in Genesis 3, but that through Christ Jesus, God has brought peace and joy to those who are in love with him, and his word, who live according to his will, who live according to his word, in this present wicked and sinful generation.
The symbol of freedom for the world is the serpent in the Garden in Eden, the first facilitator, the first social-psychologist, the first psychoanalyst.
The Transformation Marxist, Erick Fromm wrote: "In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent―the symbol of wisdom and rebellion―promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." Erick Fromm You shall be as gods: A radical interpretation of the old testament and its tradition 1966
The Transformational Marxist, Carl Rogers wrote: "Life, at its best, is a flowing, changing process in which nothing is fixed." "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 appears to have a certain universality."
"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 . . . ." "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."
"How shall we use the power of this new science? What happens to the individual person in this brave new world? Who will hold the power to use this new knowledge? Toward what end or purpose or value will this new type of knowledge be used?" Carl Rogers On becoming a person
"I think we need a transformational figure. I think we need a president who is a generational change and that's why I'm supporting Barack Obama," Colin Powell Oct.19, 2008
God's word says:
"For what is a man profited, if he shall gain the whole world, and lose his own soul? or what shall a man give in exchange for his soul?" Matthew 16:26
No man can serve two masters: for either he will hate the one, and love the other. . .Ye cannot serve God and mammon. Matthew 6:24
"For I delight in the law of God after the inward man: But I see another law in my members, warring against the law of my mind, and bringing me into captivity to the law of sin which is in my members. O wretched man that I am! who shall deliver me from the body of this death? I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7:22-25
"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
"For to be carnally minded is death; but to be spiritually minded is life and peace. Because the carnal mind is enmity against God: for it is not subject to the law of God, neither indeed can be." Romans 8:6-7
"Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4
Concerning Bloom's Taxonomies
Taxonomy of Educational Objectives: Book 1 Cognitive Domain
Taxonomy of Educational Objectives: Book 2 Affective Domain
by
Dean Gotcher
The following information is a compilation of excerpts taken from prior articles concerning Bloom's Taxonomies, with additions and corrections. It is a work in progress, and thus a rough draft. If you comprehend this article you comprehend contemporary education as it is being applied throughout the world today. Although there is redundancy throughout the article it is best if you read though to the end of the article then go back to areas of interest for better understanding if necessary. It is written to help you understand the material being used to control our educators and the education system for the expressed purpose of creating a "New World Order" i.e. globalism, the negation of our inalienable rights, the Constitution and the Bill of Rights with the humanist, globalist "human rights." When it is all said and done, we will be like Humpty Dumpty, who, once he fell off the wall, "All the kings horses and all the kings men could not put back together again." Once its gone, its gone.
How we can be so easily deceived is of interest to social-psychologists, i.e. with the intent of producing a "better society" through the art-craft of deceit. But certain environmental conditions are necessary if social change is to ensue. This is because people by their very nature are reluctant if not outright resistant to change. "During the period of innovation [revolution or change for the promise of the "better life"], an environment is invisible [the means being used to achieve the desired end and the consequence for using it are unnoticed]. The present is always invisible because the whole field of attention is so saturated with it [the hope or promises of change the new environment promises for the betterment of life, for getting what you want, i.e. for attaining or keeping pleasure and avoiding or removing pain is so strong in the "here and now" that any warning concerning the means being used to attain it is perceived as nonsense or irrational and therefore irrelevant—people glaze over]. It becomes visible only when is has been superseded by a new environment [only when the way people think, the paradigm, has changed, and what you had in the past—your conscience—is lost, does the reality of what has happened appear, providing that you are able again to realize it, but then it is to late, . The only option left then is to justify the change process and the new environment and bring into disrepute, those who hold to the "past" who continue to preach and teach the "old" things, those who point out the error of our way, i.e. finger pointers ("process commentators"), accusing them of being hateful, unprogressive, relics of the past, etc.]" Behavior Science in Teacher Education Program (BSTEP) Federal Education Grant, Dec. 1969 (information in brackets added for clarity) BSTEP is the benchmark for all Federal education grants and a product of the type of men who Bloom used to develop and justify his Taxonomies of innovation and change. As Carl Rogers, an American Marxist professor, another source for Bloom and his Taxonomies, put it: "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 On Becoming a Person
If you start analyzing the errors of Bloom's Taxonomies from within the books themselves you will perceive as much as a person seeking to understand a nuclear explosion at ground zero, at the time of detonation. To evaluate evaluation, with the very tools of evaluation which you are evaluating is cyclical reasoning. Those who use the process will only take you into the abyss with them. When everything you consider worthy of measuring is moving in the same direction at the same speed it is impossible to know the rate of decent with which you are traveling into the abyss. By the act of "negation of negation," the praxis of the dialectical process, which Bloom uses, the achievement of synthesis can only take place by the act of evaluating the act of compromise you made for the sake of social-personal approval. With the rejection of any extrinsic input, which blocks social unity, you will forever cycle downward into the abyss. The question then is, how far into the abyss do you need to go to know that's where you are going. Without God's word you will never know, that is until it is a done deal. Without God's word you can not know what is happening to you i.e. where you came from, where you are going, and who you are. It is my hope that by reading the following article you will understand the evil of Bloom's Taxonomies and the diabolical effect they have had upon American education. They are more evil than most "educated" Christians realize.
Human Relations in Curriculum Change ed. by Kenneth Benne 1950
"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, from which the selections in this book have been drawn, have at least four distinctive characteristics. (1) They attempt to focus the resources of various social sciences, including psychology, upon the problems of inducing and controlling changes in social systems, including the face-to-face group. The principles and concepts involved thus represent a fusion of resources from several social sciences. (2) They involve the collaboration of social scientists and social practitioners, including educators, in their formulation and testing. 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. (3) The approach to social change which these readings incorporate is not the approach of an observer who stands apart from on-going change and attempts to formulate its "necessary" and "inevitable" sequence and direction. The approach is rather that of the participant in change who is seeking dependable relationships between his own actions and the resulting effects upon the groups and social systems which he is trying to influence and improve. (4) Finally, the approach to human engineering which has guided the editors in compiling this volume is not a 'value-free' approach. No attempt to engineer changes in people and social systems is without some value system, whether explicit or implicit. The value system which these readings on leadership and change incorporate is a democratic one. The further assumption is made that democratic values will be safeguarded in a process of change only as these values become conscious and explicit in the operating methodology of leadership and planning employed in the process."
Knowing that Bloom's taxonomies are "a psychological classification system ... consistent with relevant and accepted psychological principles and theories," (one source being Human Relations in Curriculum change and Kurt Lewin's initiation of the project) those relevant and accepted psychological principles and theories being based upon the works of Transformational Marxist such as Kurt Lewin, the Frankfurt School, and J. L. Moreno, we must all be concerned about the impact his works have had upon our lives. The very use of these books in the classroom is illegal—teachers are not given the "right" to practice psychological evaluation and therapy in our public classrooms without the parents permission. It is evidently an irrelevant issue. Those who praxis Bloom's Marxist agenda in the classroom are free from any prosecution, any such accuser would be classified (as in the soviet/politburo system) as heartless, anti-education, and possibly psychological deranged. While these curriculum development "tools" appear to be rationally based they are in truth unproven, and according to Bloom himself, possibly "unprovable." While they are supposedly scientifically based, they are in truth not true science. Those in the field of science criticized Bloom from the very beginning for his effort to treat classroom behavior as elements treated in the physical and biological sciences (observable and repeatable i.e. consistent and certain), basing his criteria as "observe(able) and discrib(able) therefore classifi(able)." Notice the switch from repeatable to "describable." Such is the mindset of Marxists who mingle in Sigmund Freud's ideology (social-psychology) in their effort to "justify" their agenda to usurp authority over the citizens in the upbringing of children and the shaping of the future society (a society void of Godly restraint, void of teaching and preaching of the differences between good and evil, and the here and now and eternal consequence for evil behavior and thought). "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 "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
Human rights "brings us face to face with the most challenging dialectical conflict ever, between 'identity' and otherness, between the 'myself' and 'others.' Thus the human rights that we proclaim ... can be brought about only if we transcend ourselves. . . . to find our common essence beyond our apparent divisions, our temporary differences, our ideological and cultural barriers. " Boutros Boutros-Ghali former Secretary General of the UN speaking at the UN conference on human rights in 1993 in Vienna.
By the current act of changing verbs into nouns, Blooms' Taxonomies are now supposedly upgraded to "fit the changing times." For anyone interested in the change in words (and meanings) here they are: "Knowledge" changed to "Remembering," "Comprehend" changed to "Understanding," "Application" changed to "Applying," "Analysis" changed to "Analyzing," "Synthesis" changed to "Evaluating," and "Evaluation" changed to "Creating." By this change in words, a patriarchal description of meanings becomes more difficult if not impossible to explain to anyone in the grips of the Taxonomies dialectical mindset. Since Bloom moves the steps of science into human ethics he is able, by the action (praxis) of synthesis (evaluating what people have in common becoming more important than obeying commands from parents, standards which cause social division—synthesis known as "negation of negation," or the annihilation of the laws which cause social disharmony) in the classroom, to justify in the mind of the students, teachers, staff, and parents the praxis of disobedience to (the praxis of the disregarding of) parental authority i.e. the praxis of sin. To those who are ignorant, willingly or not, on how Bloom's taxonomies replicate Karl Marx and Sigmund Freud and their contempt for the patriarchal paradigm, the following article will help them understand, that is unless they are close minded to truth and like Bloom and Karl Marx believe there is no absolute, objective truth worth knowing (supposedly that is, because they have never experienced it and would not recognize it, so that they would have nothing to remember). In the end Bloom's taxonomies, used in the classroom, the workplace, etc, creates a society which apprehend the patriarchal praxis of truth, as irrelevant, in a rapidly changing world.
"When the righteous are in authority, the people rejoice: but when the wicked beareth rule, the people mourn." Proverbs 29:2
"And it came to pass, when Jesus had ended these sayings, the people were astonished at his doctrine: For he taught them as one having authority, and not as the scribes." Matthew 7:28, 29
Within a Patriarchal paradigm, a traditional way of thinking of obedience to authority and the importance of doing what is right, the predominant weight would be on the Knowing, Understanding side of the taxonomy with little or no synthesis (since synthesis would require "justifying" the questioning and disobedience to authority). The transitionally or matriarchal paradigm would be based upon more weight in behavior on the middle portion of the taxonomy in application and analysis, associated with valuing in the affective domain, feelings playing a greater role in development of healthy social behavior. The transformational or Heresiarchal paradigm of the scale would be based upon combining opposites, finding what they have in common while negating that which separates (segregates or discriminates between), washing from the brain that which contrasts i.e. being judgmental, basing behavior upon right and wrong (above vs. below now correlated with past vs. present and future, differing roads now made into one road, instead of you being right or wrong, now you are just behind in your thoughts, out of step with the times) with no gray in between (behavior showing a lack of tolerance of ambiguity, lack of feelings toward "human," carnal, sinful behavior).
The lower end of Blooms taxonomy would classify an absolutist as a lower order thinker, according to the Marxist, Theodor Adorno, one of Blooms sources, seen as a potential fascist mindset, while the upper end of the taxonomy would classify a person as a universalist, a higher order thinker, adaptable to world change, freed from a nationalist, absolutist, judgmental (right vs. wrong) way of thinking. "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 "I've decided to get into the World Federalists, become pro-UN . . . One World. A world government with world-shared values . . . Until sovereignty is given up little by little by "nations." This is a realistic combination of the Marxian version and the Humanistic." Abraham Maslow The Journals of Abraham Maslow, ed. Richard J. Lowry, p. 132. June 1982 Gestalt ("the whole is different or greater than the sum of its parts," the relation of things to one another being more important than the thing in isolation) would thus be actualized and a persons ability to create order out of chaos i.e. universalization, would be more readily realized at the upper end of the scale (the goal of the taxonomy being used in school for curriculum development and thus paradigm development of a change mindset). At this "higher order" level, faith, which would be required on the other (lower) end of the taxonomy (lower order thinking), would be negated with the ability of the person or persons to praxis theories (praxis critical theory or question everything, live a life freed of all set standards i.e. postmodernist), treating theories as facts and thus treating all truths, ideals, and facts as opinions, as theories, and as irrational imaginations. People with ideals would be seen as persons subject to an improper or a contaminated perception of current conditions, tainted with standards of the past (being exposed to unhealthy mental, social, and possibly physical experiences), a way of thinking synonymously associated with standards handed down from above, above human nature that is, by authoritarian personalities, be they by God, parents, etc. In any case, such persons would be subject to re-education in an environment structured according to Bloom's taxonomies to help them overcome their shortcomings i.e. the "logical outgrowth" of the taxonomies are associated with phrases such as "no child left behind," all children are at risk," "It takes a village to raise a child." etc. Anyone holding fast to the lower end of Bloom's scale, seeking to move society in their direction of thought, would be (incorrectly) associated with fascism, and may be classified as a potential terrorist if their convictions gain a foothold in society and move people to overthrow Bloom's higher thinking, new world order. Anyone at the higher end of Bloom's taxonomy would be living "... 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.
Don't be deceived, while the big print may appear to say the taxonomies are dealing with curriculum development of science and technology they are in actuality, read the small print, dealing with social engineering of the next generation, using your child as their guinea pigs, like Pavlov's dogs, Skinner's rats, and Thorndike's chickens, facilitators, not educators (a true educator would not participate in such an evil agenda), conditioning the next generation for a "New World Order," making the world safe for Democracy, i.e. using the tyranny of the masses for their desired outcome, world domination. These are works of anarchy, now accepted as the way of doing business. Is it no wonder we see anarchy everywhere we turn today. Nothing happens by accident. We will all be held accountable before God for our part in this paradigm of "change." Only those who praxis Proverbs 3:5, 6 "Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." can overcome the power of the flesh over them and the judgment which is to come upon all who praxis this diabolical, dialectical, process.
"Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness? And what concord hath Christ with Belial? or what part hath he that believeth with an infidel? And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God hath said, I will dwell in them, and walk in them; and I will be their God, and they shall be my people. Wherefore come out from among them, and be ye separate, saith the Lord, and touch not the unclean thing; and I will receive you, And will be a Father unto you, and ye shall be my sons and daughters, saith the Lord Almighty." 2 Corinthians 6:14-18
Many of the Home School publishers are changing their educational material as more and more Christian Education Institutions hire personnel trained with Bloom's Marxist, materialist, humanistic based material. See the Diaprax article Benjamin Bloom and his Taxonomies compared to Karl Marx. Many religious institutions are using Bloom's Taxonomies as the basis for their curriculum outcomes. These books are nothing more than what I call "secularized Satanism," "intellectualized witchcraft," since they follow the same pattern of reasoning Satan drew the woman in the Garden in Eden and Adam to praxis. They are being used in home schooling classes as well. Christian institutions using Bloom's Taxonomies evidently have not bothered to read 2 Corinthians 6:14-18.
What Agreement has God with "Academic Freedom?" Enlightened Christians, who think that the respect they get from men (because of their intellectual prowess, their ability to argue from both sides of the fence) will help them witness better for God, had better reconsidered the fact that hell is permanent. They not only deceive others, they deceive themselves. "In all your ways acknowledge Him, and he shall direct your paths;" Proverbs 3:6
"That we henceforth be no more children, tossed to and fro, and carried about with every wind of doctrine, by the sleight of men, and cunning craftiness, whereby they lie in wait to deceive; But speaking the truth in love, may grow up into him in all things, which is the head, even Christ:" Ephesians 4:14, 15
"Now I beseech you, brethren, mark them which cause divisions and offences contrary to the doctrine which ye have learned; and avoid them. For they that are such serve not our Lord Jesus Christ, but their own belly; and by good words and fair speeches deceive the hearts of the simple." Romans 16:17, 18
Educational institutions be it the home, the church or the community which have embraced "Academic Freedom" as their password, have sold their soul to enlightenment and like those "thinking outside the box," have not considered Noah and the Ark in their praxis. As an American Marxist professor, Stephen Bronner put it: "The ideas of the Enlightenment taught man that he could trust his own reason as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation nor that authority of the church in order to know good and evil." Stephen Eric Bronner Of Critical Theory and Its Theorists p. 212, 231 According to enlightenment reasoning when Adam and Eve ate of the tree of the knowledge of good and evil they performed an act of virtue, the virtue of man taking independent action for himself, establishing morals and ethics from human reasoning rather than from an authoritarian position. "And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually." Genesis 6:5 "The imagination of the thoughts of his heart was only evil continually" is the same praxis as a "dialectical imagination." As another American Marxist professor Norman O. Brown put it: "Psychoanalysis, mysticism, poetry, the philosophy of organism, Feuerbach, and Marx. Common to all of them is a mode of consciousness that can be called the dialectic imagination." Norman O. Brown Life Against Death pp. 318-319
The dialectical imagination is what Martin Luther called a "Dialectical Phantasy." And as another American Marxist professor Herbart Marcuse put it: "perversions ... show a deep affinity to phantasy. Freud's Collected Papers [on Phantasy] links perversions with the images of integral freedom and gratification. Phantasy plays a most decisive function in the total mental structure: it links the deepest layers of the unconscious [the Eros of self] with the highest products of consciousness [the Eros of the material world], the dream with the reality ... the perpetual but repressed ideas of the collective and individual memory, the tabooed images of freedom. ‘Imagination envisions the reconciliation of the individual with the whole, of desire with realization, of happiness with reason.' [quoting Freud]" Herbart Marcuse Eros and Civilization As the scriptures put it: "And as it was in the days of Noah, so shall it be also in the days of the Son of man. They did eat, they drank, they married wives, they were given in marriage, until the day that Noe entered into the ark, and the flood came, and destroyed them all. Likewise also as it was in the days of Lot; they did eat, they drank, they bought, they sold, they planted, they builded; But the same day that Lot went out of Sodom it rained fire and brimstone from heaven, and destroyed them all. Even thus shall it be in the day when the Son of man is revealed." Luke 17:26-30
"The scientific study of ideology can only be made on the basis of theory."
an American Marxist professor, Theodor Adorno The Authoritarian Personality"...to grasp philosophies and other ideological systems in theory as realities and to treat them as such in praxis."
Bronner Of Critical Theory and its Theorists"A natural step in the present study, therefore, was to conceive of a continuum extending from extreme conservatism to extreme liberalism and to construct a scale which would place individuals along this continuum." Theodor Adorno The Authoritarian Personality
The purpose of the taxonomic approach is that once one form of education (a form of education which is considered as ideal i.e. didactic, which teaches to truth or facts—two paths one right the other wrong) is place on a scale above or below another (on the same path—just ahead of or just behind), all forms of education become subject to the taxonomies definition of terms. Any form of education which considers itself the true and best form, as the ideal, is from then on only considered as an option among options, an opinion amongst opinions, and thus all who hold strong to its ideal form are perceived as intolerant, hateful, narrow-minded, and therefore irrelevant in the light of a "tolerance" based, evaluative, taxonomising, "scientifically" minded, society. Thus academic freedom negates truth, treating established truth as an opinion. As the Transformational Marxist, György Lukács put it: "In order to progress from these ‘facts' to facts in the true meaning of the word it is necessary to perceive their historical conditioning as such [did God or parent or teacher expect you to accept these facts without question or were you allowed freedom to discover them for yourself] and to abandon the point of view that would see them as immediately given: they must themselves be subjected to a historical and dialectical examination." György Lukács' book History & Class Consciousness Class Consciousness What is Orthodox Marxism? March, 1919
Marx wrote: "The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. Hence this doctrine is bound to divide society into two parts, one of which is superior to society. The coincidence of the changing of circumstances and of human activity or self-change [Selbstveränderung] can be conceived and rationally understood only as revolutionary practice." (underline added for emphasis) Hilda Taba, a Marxist professor who taught in American Colleges, (originally trained in Communist Estonia) wrote: "No matter what views people hold of the chief function of education, they at least agree that people need to learn to think. In a society in which changes come fast, individuals cannot depend on routinized behavior or tradition in making decisions... In such a society there is a natural concern that individuals be capable of intelligent and independent thought." Taba, Hilda. Curriculum Development: Theory and Practice, New York; Harcourt, Brace, 1962 In other words, for change to take place, all ideals people bring to the table must be cut up, those parts which are perceived as not in harmony with or disadvantageous to the desires or "felt" needs of society, in rapidly changing times, are left out (the platform that the contrast of above-below divides relationships and is thus divisive to creating and sustaining social harmony in dealing with changing times), and are thus treated as irrelevant, and those parts of ideals which are perceived as usable or necessary, those parts which all can understand and relate with, are left in (those issues which are similar which unite relationships), are treated as relevant, and added to any new theories to be put into praxis. In this way "absolutes" can be synthesized into a paradigm of relativism, into a world of changingness. Thus rigid individuality is swallowed up by a society of change. It is thus everybody's duty to instigated and sustained social change. "Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." Carl Rogers On Becoming a Person Thus a taxonomy of change was necessary to monitor and assist those exposed to the change process, to incrementally assist them in joining in the cause of change. "The philosophers have interpreted the world in different ways, the objective is to change it." Karl Marx Feuerbach Thesis #11
Watch your language!
"But let your communication be, Yea, yea; Nay, nay: for whatsoever is more than these cometh of evil." Matthew 5:7
"… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." "As this communication process develops, it is likely that the ‘folklure' …can be replaced by a somewhat more precise understanding of how affective behaviors develop, how and when they can be modified, and what the school can and cannot do to develop them in particular forms."
"… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain 1964 bold added for empahsis"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
The taxonomy provides a common-ist language for the universal application of a "dialectical examination," the incorporation of the language of how one feels, i.e. freedom to incorporate their feelings of resentment or disapproval regarding actions or rules which block the actualization of their sensuous needs, in the light of their sense perception, in their evaluation, through sensuous experience, of all "truths." In this way, those defending their ideal way of thinking in any environment using Bloom's taxonomising language "must translate their religious convictions into a secular language [human sensuous language] before their arguments have the prospect of being accepted" (Speech by Jürgen Habermas accepting the Peace Prize of the German Publishers and Booksellers Association Paulskirche, Frankfurt, 14 October 2001) and through the manipulation of language (the abdication of God or parents commands) the idealists and his language of idealism (judgmental, disapproving, divisive) is thereby manipulated into a relativistic, socialistic, outcome (unity, acceptance, tolerance). In this way the outcome becomes the process of changingness, and the process of changingness becomes the outcome. "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
"Our real choice is between holy and unholy madness: open your eyes and look around you--madness is in the saddle anyhow." "It is possible to be mad and to be unblest, but it is not possible to get the blessing without the madness; it is not possible to get the illuminations without the derangement," "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." Norman O. Brown about his book Life Against Death
"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud'" Phil Worts quoting Martin Jay The Dialectical Imagination
If one studies in depth contemporary methodology in education, business, politics, and religion, all research will eventually lead to at least one of three famous European Transformational Marxists. Men who hung their lives and their hope for the whole world on the dialectical process. They are Karl Korsch, György Lukács, and Antonio Gramsci. Karl Korsch befriended and influenced the transformational Marxists Kurt Lewin, the father of "Group Dynamics." György Lukács, the philosophical backbone of Mikhail Gorbachev and Tito (Founder and Director of the Communist Party of former Communist Yugoslavia), along with Karl Korsch laid the groundwork for the "Institution for Social Research." Members of this Institution have had a major impact upon American society, men such as Max Horkheimer, Jürgen Habermas, Erick Fromm, Paul Lazarsfeld, Herbert Marcus, Theodore Adorno and others. Bloom's Taxonomies are based upon these men's works. Antonio Gramsci, the third famous European Transformational Marxist, is a must reading for anyone seeking a deeper understanding of contemporary education, business, politics, and religion in America. His influence is immense in today's "rapidly changing world" despite the fact his material did not become popular until the late 60's in America.
Taxonomy of Educational Objectives Handbook I: Cognitive Domain by Bloom and Krathwohl, 1956 and Taxonomy of Educational Objectives Handbook I: Affective Domain by Krathwohl and Bloom, 1964 are the culminating work of all the books listed below. Although some of the books may not be listed in Bloom's Taxonomies, their authors are. These are the bedrock works for programs such as OBE, TQM, STW, CG & EC, etc.
A Handbook of Child Psychology by Carl Murchison, 1933; reissued in 1967. Kurt Lewin's "Environmental Forces" is must reading on how to use the influence of people (the development of interpersonal relationships) to move a person from their original position of absolutes (of objective truth). How to "unfreeze" a persons position through building relationships, how to "move" a person from position thinking through creating a condition known as "cognitive dissonance," where a person must choose between his belief and his behavior, his statements of faith and his inner desire for belonging with and acceptance by others, in other words his behavior which conflicts with his belief (what Lewin called barrier and play behavior), and how to "refreeze" a person by "helping" him accept "belongingness" with the group (socialism and questioning authority) over and against individualism (capitalism and obeying authority) which alienates and divides. "The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Kenneth Benne Human Relations in Curriculum Change By uniting both the group and the individual (socialism and capitalism), known as a public-private partnership, the individual "shifts" his loyalty from a voice above him (patriarchal God and patriarchal parent), external to common human experience (by faith), to the voice within himself (sensuous needs) seeking and finding common human experience with the community through a facilitated meeting (producing appropriate sense perception) dialoguing to consensus (resulting in a sensuous experience i.e. eating of the fruit of the tree of the knowledge of good and of evil). By his willful participation in the consensus process he affectively exchanges his soul, selling it to the "village," since the village "appears" to care about him and his life, for human identity and social approval. "What would the group think?" now takes the place of "What would my parents, my husband, or God say and do?" In A Handbook for Child Psychology Lewin shows how the effects of controlled environments can expose the child's adaptability to change, his readiness to change (for approval and love, according to his conditions), and how to interpreter his reaction in rapidly changing environments (how to map the room of children) for the purposes of re-education (changing the way the child thinks, called brainwashing—washing from his brain inappropriate ways of thinking i.e. inappropriate ways of thinking according to social-engineers that is, an inappropriate way of thinking based upon a rigid right-wrong, yea-nay outcome).
A Dynamic Theory of Personality by Kurt Lewin, 1935. This is one of the most quoted and referred to sources of Kurt Lewin's and clearly brings the Berlin, Germany project to Iowa City, Iowa, and the USA.
Cooperation: Principles and Practices by the 11th Yearbook, Dept. Sup. & Dir. Of Instr., 1938. This work is a precursor to the following books:
The Discipline of Practical Judgment in a Democratic Society by Kenneth D. Benne, George E. Axtelle, B. Othanel Smith, and R. Bruce Raup, Yearbook No. 28, Nat. Soc. Of Coll. Teach. of Ed., 1942, 1943.
The Improvement of Practical Intelligence, February, 1950.
Bulletin Number 7 by Kenneth D. Benne and Boziar Muntyan, 1950. This work was published three times under the Office of the State Superintendent of Public Instruction, Illinois Secondary School Curriculum Program Series before printed in book form as Human Relations in Curriculum Change. C. W. Sanford directed and B. Othanel Smith facilitated.
Human Relations in Curriculum Change by Kenneth D. Benne and Bozidar Muntyan, 1951, 54. This book is the clearest reading I have ever found on how the Laboratory method works. Despite its "age" it is up to date concerning the general principles of "controlled" change. A Who's Who book, i.e. Kurt Lewin, etc. I call it a "cookbook on humans."
Child Behavior and Development by Roger Barker, Jacob S. Kouin, and Herbert F. Wright, 1943. Barker was a major influence in the National (now Regional) Training Laboratories.
Readings in Social Psychology (1st and 2nd ed.) by Theodore M. Newcomb and Eugene L. Hartley, 1947, 1953 (3rd ed.) included Eleanor Maccoby, 1958. All three editions are different and each contains specific information regarding the development of the process of "change" and its application.
The Dynamics of Planned Change by Ronald Lippitt, Jeanne Watson, and Bruce Westley, 1948. Ronald Lippitt worked with Kurt Lewin. He had major influence on Ronald Havelock and Warren Bennis who either build off of his material or use it as a supplementary source for their own. Bennis considered Lippitt too constructed in his approach to the implementation of change through the use of change agents.
The Planning of Change by Warren G. Bennis, Kenneth D. Benne, and Robert Chin, 1961, 1969, 1974. All three works are about 80% different from each other and each must be read as unique to the development and implementation of change being used by change agents.
Wilbur Brookover in his book A Sociology of Education (1955) writes: "The hopes of some may be based on the belief that teachers may initiate the necessary changes without due interference from conservative interests. The difficulty with this is that the teachers are part of the society to be changed and have generally accepted the goals of the controlling groups. Their change would be little different from the old. . . . Remote, indeed, then is the possibility of the school's creating a new society independent of the other forces of social change. (p. 76) An examination of the role of education in the revolutionary processes in Hitlerian Germany and Soviet Russia demonstrates that a new controlling group can use the educational system to advantage to bringing about the changes it desires. This illustrates the effectiveness of the educational system in indoctrinating the youth with a desire for the type of society wanted by those in control. . . . To do this they must persist in the maintenance of a new system long enough for controlling interests to be thoroughly indoctrinated in the new social system." (p. 77) Kurt Lewin wrote, as recorded in Human Relations in Curriculum change: A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization."
The environment in which the child learns in, according to Brookover, is as important as material the child is learning. He writes: Kurt "Lewin emphasized that the child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group. Lewin views the democratic group atmosphere as more conducive to satisfying social adjustment as well as more harmonious with our ideology. ibid. (pp. 329-330) Thus, if you change the political structure of the group setting, from a top-down to a facilitated "partnership" format, be it in the classroom, the workplace, the subcommittee of the legislature, the board meetings of corporations or the church, you change the pattern of thought of the participants along with their values and beliefs. Conservatives who were concerned about the information their children were being taught, although that was important, were not aware that the environment from which that information was presented was of equal importance for the changing of the child's way of thinking (paradigm change). For example, scripture taught in an open ended, non-directed classroom will liberalize a student despite the fact scriptures were involved. The environment will have that effect upon them. Issues discussed in an open ended, non-directed subcommittee will have a liberalizing effect upon your representative despite the fact that those issues were of concern to you, his constituent. The policy setting environment will have a changing effect upon your representative if he participates in the process. The same is true for every institution which takes part in the process, including the local church.
The "Affective Domain"
Bloom referred to his Affective Domain book as Pandora's Box, a box (jar) full of evil, which once opened, can never be closed, or if closed is only done so in time to prevent hope from escaping. "The affective domain is, in retrospect, a virtual ‘Pandora's Box.'" David Krathwohl, Benjamin Bloom Taxonomy of Educational Objectives: Book II Affective Domain p. 91)
Pandora's Box, the affective domain, is defined by the scriptures as the heart of unregenerate man, the heart of "the child within": "The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9 "For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies: ..." Matthew 15:19 (What comes out of the unregenerate heart of man is what I call "the shopping list of iniquity.") Marx saw any condition which interfered with the heart of man, his "affective domain," as an opiate. "Religion [adherence to categorical imperatives above the hearts desire, above natural inclinations, above human nature] is the sigh of the oppressed creature, the sentiment of a heartless world, and the soul of soulless conditions. It is the opium of the people." "The critique of religion is the prerequisite of every critique." "The critique of religion ends with the categorical imperative to overthrow all conditions in which man is a debased, enslaved, neglected, contemptible being." "The critique of religion ends in the doctrine that man is the supreme being for man;" Karl Marx Critique of Hegel's Philosophy of Right ed. Joseph O'Malley Marx preached unceasingly that "No class of civil society can play this role ["emancipators of society" ibid: freeing the heart's desire of the child from the authoritarian rule of parent, freeing mans mind and heart from submission to God, freeing the oppressed from the oppressor, freeing the laws of the flesh from the law of God, "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." ibid] unless it arouses in itself and in the masses a moment of enthusiasm, a moment in which it associates, fuses, and identifies itself with society in general [known as general systems theory, synergy, etc.], and is felt and recognized to be society's general representative, a moment in which its demands and rights are truly those of society itself, of which it is the social head and heart." Karl Marx Critique of Hegel's Philosophy of Right ed. Joseph O'Malley
"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? March, 1919
By the use of illusion i.e. role-playing imagination and Phantasy, Marx believed that the "illusion" of religious thought could be negated. "The abolition of religion, as the illusory happiness of men, is a demand for their real happiness. The call to abandon their illusions about their condition is a call to abandon a condition which requires illusions." Karl Marx MEGA I/1/1 In other words whatever is not of the material world, is not measurable, is an illusion. "Everything that is not reducible to number becomes illusion for the Enlightenment." Stephen Erick Bronner Of Critical Theory and its Theorists By the use of dialectical evaluation, the method used by Bloom's Taxonomies, it is believed, the illusion of religion can be overcome by the actualization of the "reality" of world peace and harmony, i.e. the universal quest for identity, for "purpose," for acceptance, recognized in others and desired from them and no longer legitimizing a source which blocks such a quest. Marx saw the traditional family as the source of deductive reasoning, the source of a guilty conscience, and knew that the "ultimate solution" in the quest for world peace was the termination of the traditional family. As an opiate impedes a persons consciousness of his surroundings, the religious makeup of the home obstructs the next generation from social experiences. While the conscience may be noted as a deterrent of deviancy, its promotion interferes with the social engineer's hope of social harmony, i.e. total world domination. "When the dialectical method destroys the fiction of the immortality of the categories [God and His Law over man, parents and their laws over child, etc.] it also destroys their reified character [Fear of God by man, fear of parent by children, etc.] and clears the way to a knowledge of reality [Social unity built upon man's common quest for pleasure i.e. Eros, the satisfaction of sensuous needs, liberated from parental, i.e. Godly, restraint.] György Lukács History & Class Consciousness What is Orthodox Marxism? 1919 [brackets added]
When Christians determine right and wrong based upon how they "feel" and what they "think" or how others "feel" or what they "think," instead of upon what God says, they follow in the same pathway as that of Karl Marx "Marx urged us to understand ‘the sensuous world,' the object, reality, as human sensuous activity." György Lukács History & Class Consciousness What is Orthodox Marxism? 1919 Thus a secular language of "sensuous needs" must be allowed freedom of expression in the persons "sense perception" i.e. the "sensuous world," if their "religious foundation" is to "collapse" and a humanistic morality is to become reality. "… 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. In this way their "religious foundation" is not taken away by force, but rather by willful participation, this can and is being done by "Christians" as well today.
Bloom's Taxonomies were developed by social-psychologist to achieve this outcome, the "collapse" of "religious foundations" and the realization of a secular world where the "sacred" can participation only if it joins in partnership with the secular. For Christian Schools to fall pray to this scam shows how subtle the Taxonomy is and how effective it has been in changing the American mind. It is the language of professionals today, including professionals in church administration, a professional managerial class. You need these people and their skills if you want to grow a mega-church.
WARNING: Christian colleges and universities are training the future teachers for Christian Schools on David Krathwohl and Benjamin Bloom's affective domain book (built upon the carnal, unregenerate heart of man). On page 166 they refer to the Marxist, Erick Fromm, as an example of their weltanschauung (world view or paradigm) from which they build their taxonomies. Erick Fromm, in his book You Shall Be As Gods: a radical interpretation of the Old Testament and its tradition, explained his weltanschauung, his view of the world in this way: "In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." Fromm's philosophical view of the events in the Garden in Eden was that when Adam and Eve ate from the tree of the knowledge of good and evil they performed an act of virtue, the virtue of man taking independent action for himself, establishing morals and ethics from human reasoning rather than from an authoritarian position. From wrote: "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." Erick Fromm Escape from Freedom Fromm was a member of the Frankfurt School, a group of transformational Marxist's who came from Frankfurt Germany to America in the early 30. These Marxists synthesized the ideology of Karl Marx with that of Sigmund Freud, creating the field of Social-Psychology or Transformational Marxism.
Norman O. Brown, an American professor promoting the Frankfurt School's agenda on U.S. campuses wrote: "To experience Freud is to partake a second time of the forbidden fruit;" Norman O. Brown Life Against Death: The Psychoanalytical Meaning of History Mike Connor commentating on Brown, after Brown's death, stated: "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." John Dewey likewise saw the same problem with mankind's "blind" adherence to God's commands, i.e. not thinking for himself, putting it this way "God is the source of corruption in individuals." John Dewey Democracy and Education
Herbart Marcuse, another member of the Frankfurt School wrote: "If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the ‘original sin' must be committed again: ‘We must again eat from the tree of knowledge in order to fall back into the state of innocence." Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
Martin Jay, a Marxist professor at Berkley wrote: "In Escape from Freedom, Fromm offered the sado-masochistic character as the core of the authoritarian personality." Martin Jay The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950
Fromm believed that the ". . . definition of religious experience as experience of absolute dependence is the definition of the masochistic experience in general." "The most effective method for weakening the child's will is to arouse his sense of guilt." "The most important symptom of the defeat in the fight for oneself is the guilty conscience." Erich Fromm Escape from Freedom He believed that "Hegel and Marx ... laid the foundation for the understanding of the problem of alienation." ibid. Stephen Bronner stated the issue most clearly when he wrote in his college textbook: "God is the anthropological source of alienation" Stephen Eric Bronner Critical Theory and its Theorists
Irvin D. Yalom, in agreement with Fromm, identified Freud's definition of human behavior in this way: "Freud noted that patricide and incest are part of man's deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy. [Patricide means kill the father figure so the children can practice incest with themselves and their mother—consensus. Without psychological help the later can not be actualized, due to the residue of the father figure in the conscience.]
Without men like Fromm, along with other members of the Frankfurt School, the liberal movement whose hope it was to take over the U.S. through their praxis of a "culture war" would not have been achieved for decades to come. "…Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." "In fact, it is probably fair to say that Erich Fromm's Marx's Concept of Man introduced the young Marx to America and provided the dominant interpretation of this thinker for the students of the New Left." Stephen Eric Bronner Critical Theory and its Theorists
By replacing the words "Revolutionary" with "Democratic," "Marxist Theory" with "Critical Theory," these men were able to propagandize their ideology, under the radar so to speak, and change the course of American history, moving it from its former foundation, based upon biblical authority, to its new foundation of Karl Marx and Sigmund Freud. "Through the sudden popularity of Herbert Marcuse in the America of the late 1960's, the Frankfurt School's Critical Theory (Kritische Theorie) has also had a significant influence on the New Left in this country." "Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx." Martin Jay The Dialectical Imagination
The issue at hand was how to undue the effects of history upon the general public, a history of dependence upon God for direction in the affairs of man. To simply turn man from trust in God was not enough, he also had to turn from his trust in any authority figure, particularly his own conscience. "‘It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same." (Freud quoted by Marcuse in Eros and Civilization) The radicalization of American culture in the 60's was the ending of traditional education in America by the indoctrination of Marx and Freud (social-psychology) in our school systems, particularly the universities, but not exclusively to them, and the propagation of critical theory events by the media where, for example "If if feels good, just do it." (Herbart Marcuse Eros and Civilization:: A philosophical inquiry into Freud) became a popular catch phrase even in commercials.
"Freud's theory is in its very substance ‘sociological.'" Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
So, when Bloom states on page 6 of his first book that it is "… a psychological classification system." and then later referring to men from the Frankfurt School as his weltanschauung it becomes very clear the direction his curriculum development was aiming to taking the American education system.
When Bloom wrote: "(W)e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for for all times and all places." on page 32 of his book ,Taxonomy of Educational Objectives Book I: Cognitive Domain, he was simply paraphrasing Karl Marx, who wrote a century earlier: "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." Karl Marx (underlines added here for clarity)
Bloom's Taxonomies are Marxist training manuals which were designed for teachers and administrators, regarding the necessary method of curriculum change ("paradigm change") required in education with the intent of developing a common socialist based language across all professional fields, a socialist language negating the language of a traditional family, patriarchal paradigm with what is called a heresiarchal paradigm or way of thinking. The one language is didactic while the other is dialectic in reasoning. One is a language of truth and fact, a language of "is" and "not," as in two plus two "is" four and "can not" be any other number (which alienates you from someone who might think there could be some other number sometimes), while the other is the language of theory ("seems to be"), a language of uncertainty.
Certainty is out, uncertainty is in.
The traditional family structure, which chastens for disobedience, is out, the social family, which questions authority and dialogues to consensus, is in.
The conscience is out, the superego is in.
Objective truth is out, subjective truth is in.
"'the superego . . . is conceived in psychoanalysis as functioning substantially in the same was as the conscience.' Superego development is conceived as 'the incorporation of the moral standards of society' Internalization (incorporating as one's own) is thus a critical element in superego development and in the development of conscience. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." Taxonomy of Educational Objectives Book 2: Affective Domain, David R. Krathwohl, Benjamin Bloom, Bertram Masia (ed.), Longman, New York, 1964, p. 39. [inserted quotations by English & English] Notice how Bloom taxonomies the conscience (capitulation, inflexible, non-influenceable, from outside. i.e. above the experientially understandable environment) and the superego (socialization, flexible, influenceable, from within the experientially understandable environment) and then sets the "goal setting ... to superego development."
As I have been explaining over the last few years, our whole society is being pulled down into the abyss, losing control to socio-psychologists and their Phantasy of world peace. When departments such as Health, Education, Welfare, and Labor control the development, promotion, implementation, and enforcement of the laws of the land, the citizens will always find themselves in a Soviet form of Government (Communism or communitarianism or common-ism, they are all the same in the end i.e. it's Comminkaze to the individual who participates). All the reinventing of education (OBE), reinventing of the workplace (TQM), the reinventing of government (STW), and the reinventing of the church (mega-church AKA Church Growth, Emergent Church) taking place in the United States today is being done through the use of departments controlled by socio-psychologists trained in social-engineering methods learned from Bloom's Taxonomies.
Marxists such as J. L. Moreno, Kurt Lewin, Theodore Adorno, Erich Fromm, and Abraham Maslow were interested in using socio-psychology to control the world. They were all Marxists—Transformational Marxists (J. L. Moreno: Who Shall Survive: Foundations of Sociometry, Group Psychotherapy and Sociodrama, J. L. Moreno, Beacon House, Inc., Beacon, NY, 1953, p. xxxix. Kurt Lewin: The Practical Theorist: The Life and Work of Kurt Lewin. New York: Basic Books, inc., 1969. Karl Korsch a famous Transformational Marxist worked with Kurt Lewin both in Berlin and in the United States on the socio-psychological measurements of people in a dialectic-praxis setting. Theodore Adorno and Erich Fromm: The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950, Martin Jay, Boston, Little, Brown, 1973. Abraham Maslow: The Journals of Abraham Maslow. Richard J. Lowry, ed., Lexington: Lewis Pub. Co., 1982, p. 132.)
What these men all had in common was their desire to create an environment which would promote the use the dialectic process (the same process Satan used on the woman in the Garden in Eden to induce change behavior), a process used by socialists, particularly communists, to solve social and personal problems (a user friendly form of Marxism, Communism with a smile, in this case a person can die in dignity, they still die but now the village feels good about them going so that must make them feel good also. A celebration of the comatose, "It is a far better place they go to, we wish them well").
By getting everyone to focus upon what they have in common (by force or by manipulation), they are able to move people from turning to objective truth (objective truth which alienates man from his own carnal nature and therefore alienates him from the world) to subjective truth (subjective truth which can be used to find what man has in common with himself and the world) resulting in common-ism. What the woman in the garden in Eden was able to reason out was that all the trees in the garden including the tree of the knowledge of good and evil were all common to one another as: 1 good for food, 2 pleasurable to look upon except that the "forbidden" tree, God's tree, would not kill her but instead would make her wise, able to evaluate what was good and what was evil for herself. Except that this wisdom would not come from God himself, it would come from her ability to find what was common and what was good for herself, resulting in her ability of making "good sense" decisions. Through personal evaluation, via sight or sense perception she knew that there was no difference between the trees in the garden, including the "forbidden" tree, scientifically and materially. The only difference was God's warning concerning the "forbidden" tree, which, according to enlightened reasoning, did not make any scientific sense and thus was irrational and therefore irrelevant.
Thus, when it came to mans observable (sense perception) and sensuous subjective truth (sensuous needs), God's objective truth, out of touch with the times, is irrational and therefore irrelevant. In this way, through the use of reasoning upon what things have in common in the environment, alienation from the forbidden tree was overcome and materialism, that which is from below (of the world), overcame spiritualism, that which is from above (God), at least for a brief moment. Without the sensuous experience of eating the "forbidden" fruit, self consciousness could not become possible, and man could not be free of God and his authority, free to think for himself i.e. God the author of a self-environmental dialectical rift, "the anthropological source of alienation."
The objective of those who use the dialectical process (what Satan got the woman in the garden in Eden to praxis) is how to initiate it and sustain its use continually in the praxis of reconciliation of man with man, in overcoming human conflict, overcoming that which divides with that which unites, overcoming that which is negative with that which is positive, overcoming that which is above with that which is below (by bringing that which is above into partnership with that which is below through the praxis of identifying what they have in common and not bringing up their differences i.e. being positive and not negative), overcoming sin, that which alienates man from man, with love, that which unites man with man, overcoming the Bourgeoisie with the Proletariat. The key to success was the ability to gain control of the environment, an environment of sense perception and overcome that which is above (commands which is not sensuously comprehendible i.e. incomprehensible to all but a few, the redeemed that is) by laying emphasis upon sensuous need, that which is below (that which is experientially comprehendible to all), the desire for belonging and love, for "purpose."
"Truth is a moment in correct praxis."
Antonio Gramsci Selections from the Prison Notebooks.
The environment of learning that these transformational Marxists set out to develop (missing in hard line traditional Marxism) is the concept which Marx called praxis. Antonio Gramsci called this form of Marxism the philosophy of praxis. "Philosophy of praxis is both a euphemism for Marxism and an autonomous term used by Gramsci to define what he saw to be a central characteristic of the philosophy of Marxism, the inseparable link it establishes between theory and practice, thought and action." Introduction to Selections from the Prison Notebooks, Antonio Gramsci "In short, philosophy as theory finds the ‘ought' implied within the ‘is', and as praxis seeks to make the two coincide." Joseph O'Malley, editor of Marx's work Critique of Hegel 'Philosophy of Right What this means is that if the "ought," the voice of the child or the proletariat (who resent authority) which still resides within the "is," the parent or the Bourgeoisie (the voice of authority) can be brought out in a positive laden environment, it will assists the parent in willingly dropping his "not," the negative voice of restraint, to join with the positive praxis of the moment to achieve and maintain social harmony—to keep relationship with the children without (be they adults in size and age it does not matter) and their child within. "... he 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. According to this way of thinking, truth does not lie above man, to be obeyed without question, truth lies within man, to be experienced collectively in the moment of consensus, in the sensuous experience of social unity. In this moment the authoritarian God and the authoritarian parent withers away and a classless society is born. "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." Irvine D. Yalom Theory and Practice and Group Psychotherapy When mankind no longer practices his beliefs but rather practices his thoughts in harmony with others thoughts, he becomes freed from the repression of forced obedience to incomprehensible truth in the moment, freed from the voice above, the voice who chastens when his truths are not obeyed, freed from the source of alienation. Thus Marx's fourth thesis on Feuerbach is fulfilled "Once the earthly family is discovered to be the secret of the heavenly family, the former must itself be destroyed in theory (theoretically) and in practice (practically)." Karl Marx Feuerbach Thesis # 4
"Theoretical praxis enters public life through the newspaper and journal of social criticism."
"The philosopher becomes a journalist without ceasing to be a philosopher."
" philosophy ... establishes the basis of reality as praxis; it serves to distinguish it from religion, the wisdom of the other world." Joseph O'Malley Karl Marx Critique of Hegel's 'Philosophy of Right'
This praxis is the method of creating and making use of a "transformation" environment, an environment advantageous to the changing of a persons way of thinking, including their values and beliefs, "a diverse group of people, dialoguing to consensus, over social issues, in a facilitated meeting," is the socialist visualization of how to overcome human conflict. This praxis is commonly called a "public-private partnership pertaining to social issues in a facilitated meeting" known formally as a soviet. OBE, TQM, STW, COPS, HMO's, as well as the contemporary church are all using this same soviet praxis to "mediate" their "citizens" to social harmony (by redefining patriarchal words with humanistic language, with "I feel" and "I think" questions and answers—sensuous need and sense perception, patriarchal commands given from above are to be rejected by all mankind, these commands are considered "divisive" in a dialectical paradigm). Instead of shooting men, killing your social infrastructure, as Lenin, Mao and others did, the hope is to create an environment which will assist all mankind into changing their loyalty to that which is above to that which is below by redefining that which is above as equal with that which is below and that which is below as equal with that which is above.
Through enlightened reasoning man can have a form of Godliness yet the power is being denied thereof because of their lose of faith. You can not have faith in God (It is impossible to please God without faith) and praxis the dialectical process. Our sense perception of the world, which forever stimulates our sensuous needs, blinds us from knowing or understanding God. They will be forever learning, but not able to understand. For true understanding begins with the fear of God, accepting him and his word as is. Evaluating the environment, himself included, from it. All other understanding comes from man evaluating himself, the world around him, along with God and his word, from his own sensuous needs and his own sense perception, from his own human reasoning, which closes his ears and his eyes from hearing from God and seeing the truth of his word, thus justifying his sensuous experience of eating of the fruit, no longer the "forbidden" fruit in his mind, "forbidden" isn't even cognizant in his mind.
Literally every facet of America is using the dialectic process (sensitivity training) in an environment of praxis to make decisions and set policy. It is a process being used in the classroom, in teacher training, in the workplace, in politics, in the legal system, in the day care, in the nursing home, and even in the church. The police use it in the DARE and the COPS program. The military even use it; the Navy calls it TQL.
"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
Consensus is at the heart of it all, and the searing of the conscience is its goal (Patricide—Freud believed that it was not important whether the father was dead or still alive as long as he no longer gave irrational orders, in the child's mind, and expected obedience to them. The problem for Freud was not the death of the father, it was his residue, the conscience the father left in the mind of his protégé). "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 In other words, once the child accepted the hierarchy of the family system with its demand for obedience to rules from above, rules which interfered with his natural inclinations (incest), his conscience was formed and guilt overtook his true nature and its desire to unite with nature, a guilt he would carry with him into the making of the next family.
The books which have been written to lay the infrastructure for this dialectic (diabolical) transformational society are referred to as Bloom's Taxonomies. In book 2 page 39 (Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain) the following quotation is found: "They further state that ‘the superego. . .is conceived in psychoanalysis as functioning substantially in the same way as conscience.' Superego development is conceived as ‘. . . the incorporation of the moral standards of society…' Internalization (incorporating as one's own) is thus a critical element in superego development and in the development of conscience. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development."
Notice that the heart of Bloom's curriculum is built upon the development of the superego ("the incorporation of the moral standards of society") and not upon the development of conscience which comes from the traditional family structure. The conscience ties the child to the standards of the past generation i.e. the parents, the electorate, the citizens, and God and their commands, given in the past to be obeyed in the future.
"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
Don't be deceived, Trojanowicz was not advocating a return to a patriarchal curriculum which emphasizes obedience to parents and traditional teachers (seen as the source of alienation) but instead was identifying what needed to be removed from society if perpetual social change (the removal of the source of alienation) was to be initiated and sustained. He then wrote: "Unfortunately, because of the reduction of influence exerted by neighbors, the extended family and even the family, social control is now often more dependent on external control, than on internal self-control." ibid. His ideology is that of Karl Marx, where the influence of community is the "true" source for the development of the family structure (which is furtherest from the truth). He removed any extra natural system from consideration i.e. from God and his order for the husband to rule, the desire of the wife to be toward her husband, and the children to obey their parents, in the Lord. God stated that it was not good that man be alone but in no way did he ever negate a patriarchal paradigm in that statement or his response to it in making for Adam the woman. Marx, who always regarded the patriarchal paradigm with contempt since it produced an individualism subject to authority, an authority detached from and above the individuals natural inclinations, put it this way: "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 (Bottomore) "It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities… only in a socialist society." Karl Marx "Only within a social context individual man is able to realize his own potential as a rational being." Karl Marx Critique of Hegel's Philosophy of Right Therefore in contempt-orary counseling, built upon Marx and Freud, "The individual is emancipated in the social group." Norman O. Brown Life Against Death: The Psychoanalytical Meaning of History "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." "Few individuals, as Asch has shown, can maintain their objectivity [belief in parent or God, "the anthropological source of alienation" Bronner] in the face of apparent group unanimity; ..." Irvin D. Yalom Theory and Practice and Group Psychotherapy "The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Kenneth Benne Human Relations in Curriculum Change "Small groups are the most effective way of closing the back door of your church." Rick Warren "Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged." Norman O. Brown LIFE AGAINST DEATH "Incest guilt" therefore separated a person from his true nature and moved him to judge others as perverse in nature if they did not also have "incest guilt" created by "the familial organization." The objective of Freud and therefore psychology was to overcome the effects of the traditional home, with its rules over the flesh, and to assist man in liberating himself from the guilt of incest (his true nature seeking spontaneity of reaction from the stimulation of world around him, freed from rules of restraint) and thus free him to be himself again i.e. promoting homosexuality, pedophilia, bestiality etc., an environment tolerant of "ambiguity," another word used by those in the "know," the "down-low" for homosexuality. "Freud noted that … patricide and incest … are part of man's deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy.
No, Mr. Trojanowicz's "Unfortunately" was not a concern about the decline of the traditional home, with all its restraints upon the flesh (mans fallen human nature), it was instead the same concern which Lenin had about the power of the traditional home, what he economically identified as "small-scale production," had upon society.
"Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." "... the peasantry constantly regenerates the bourgeoisie—in positively every sphere of activity and life." "... gigantic problems of re-educating ..." "... eradicating their bourgeois habits and traditions...." "... until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, …" "... in every field of social activity, in all cultural and political spheres without exception." "We must learn how to eradicate all bourgeois habits, customs and traditions everywhere." Vladimir Lenin's Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920
Although Bloom recognized the conscience, as he quickly passes over it, treating it (incorrectly) as a vestige like an appendix, as worthless and to be removed if it becomes noticed and nurtured and thus interfering with the development of a healthy social body. Freud did not consider it at all, tying the conscience directly to the super-ego, as an agent of the body linking man to the "village." In his mind the super-ego was intercepted by the father figure before it had a chance to be properly developed, i.e. developed socially, as stated by Bloom "Freud's concept of superego definition, … that the child internalizes the father figure to form the superego 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 It was through the fathers chastening, or fear thereof, that the child turned his dynamically pliable super-ego into a statically hardened conscience. Thus Bloom's agenda, through the use of his books, was the same as that held by Freud, the negation of the conscience i.e. the negation of the effects of chastening and the fear thereof by the traditional home upon shaping the thought process of the next generation. Bloom's use of "contemporary" methods of psychology, for which his books are built upon, was to undue "Western traditions of morality and rationality," to get the next generation to "partake a second time of the forbidden fruit." This time in an "experiential chasm" called the classroom. As Warren Bennis (a quoted source for R&D material for the mega-church) wrote: "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. If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. 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
"The entry into Freud cannot avoid being a plunge into a strange world and a strange language--a world of sick men, ....It is a shattering experience for anyone seriously committed to the Western traditions of morality and rationality to take a steadfast, unflinching look at what Freud has to say. To experience Freud is to partake a second time of the forbidden fruit;" Norman O. Brown Life Against Death
"If the guilt accumulated in the civilized domination of man by man [Parents over children, bosses over workers, God over man, Bill or Rights over government, limiting the power of government over the citizens] can ever be redeemed by freedom, then the ‘original sin' must be committed again: ‘We must again eat from the tree of knowledge in order to fall back into the state of innocence." Herbart Marcuse Eros and Civilization In other words we must consider the parent, the boss, God, and the intent of the framers of the constitution as irrelevant in solving the crises of the current times.
" . . . the impact of Sigmund Freud's work on modern culture . . . the connection between the suppression of children (both within the home and outside) . . . the psychological dynamics of the life of the child and the adult alike." Theodor Adorno The Authoritarian Personality
"Frauds individual psychology is in its very essence social psychology." Herbart Marcuse Eros and Civilization: A philosophical inquiry into Freud
"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 S. Bloom Taxonomy of Educational Objectives Book 1: Cognitive Domain The "psychological theory" which Bloom was referring to was that of the Frankfurt School, who merged Marx and Freud, whose theories were being accepted as relevant and were gaining prestige and popularity in the late 40's and early 50's.
"… a psychological classification system." "The idea for this classification system was formed at an informal meeting of college examiners attending the 1948 American Psychological Association Convention in Boston." "A somewhat more formal presentation was made in a symposium at the American Psychological Association meetings in Chicago in 1951." ibid.
"It is to be hoped that the taxonomy's analysis of problem solving methods will facilitate the exploration of new methods of teaching for high-level problem solving [thinking outside the box, outside the voice of authority, of tradition, of "right and wrong"] and assist in evaluating these methods." "The objectives to be finally included should be related to the school's view of the ‘good life for the individual in the good society.'""What are the important values?" "What is the proper relation between man and society?" "What are the proper relations between man and man?" "It is recognized that unless the individual can do his own problem solving [external to truths learned under the praxis of unquestioned authority] he cannot maintain his integrity as an independent personality." "Closely allied to this concept of maturity and integrity is the concept of the individual as member of a democracy." "Individuals in a democracy are responsible for the conduct of a democratic political system as well as a democratic way of life." ibid.
"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in may ways is separated from the previous environment in which he was developed....many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84
Democratic Ethics, "rational and nonauthoritarian"—Not truth but man's truth, based upon common "human experience and insight," can be accepted in setting personal and social policies. The negation of a free and independent citizenry with the establishment of a possessive collective experience all must participate in to be considered worthy of being considered a citizen.
"It is the faith of the democrat that no conflict can best be resolved unless all relevant and available human experience and insight is brought to bear on its resolution. No conflict is fully resolved until all have come, through deliberation, to accept the resolution as their own. The best common action on this view must involve the minds and purposes of those engaged in it as well as their bodily efforts. The methods of democratic co-operation are thus oriented, as we have stressed before, to the utilization of all available human resources—resources of purpose, experience, and insight in the planning, the execution, and the evaluation of common action. It is this full utilization of human resources in the guidance of common action that justifies the democrat's faith that democratic co-operation leads to policies and programs which are more relevant to existing conditions, more sensitive to all human values, more generally satisfying to the men concerned, and more enduring than policies and programs based on any other made of social co-operation." Kenneth Benne Human Relations in Curriculum Change
"Individual personalities are now seen to be products of social experience. Individuation and socialization, far from being capable of intelligible opposition, are generally regarded as alternative aspects of the same process of growth into the ways of a social culture. The norms and standards by which a person thinks and judges are learned in the processes by which he is acculturated. Human rights and duties are grounded in the institutions and ideologies of a culture, not in a nature independent of man's social relationships. If human rights are to be guaranteed, they must be guaranteed by appropriate social, political, and economic controls of human behavior, not by opposition to these." ibid.
"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
From the classroom (The Adolescent Society) to the school system itself (Public School-Private School) to politics (Equality of Opportunity), James Coleman, a student of transformational Marxist Kurt Lewin and Ralph Tyler, earning his Doctorate under the tutelage of the Frankfurt School Marxists, Paul Lazarsfeld. He has played a major role in the restructuring of America, bringing America into the New World Order (he was a major advisor to the Supreme Court on matters of Education).
In his book The Adolescent Society, a book which Benjamin Bloom uses to build his educational Taxonomies (Cognitive and Affective), Coleman writes: "In the traditional society each child is at the mercy of his parents. The ‘natural processes' by which they socialize him makes him a replica of them." "Strengthening the family to draw the adolescent back into it faces serious problems, as well as some questions about its desirability." "Equality of Opportunity becomes ever greater with the weakening of family power." "Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood." "In order to [improve those institutions], one must know how adolescent societies function, and beyond that, how their directions may be changed." "The family has little to offer the child in the way of training for his place in the community."
In Public School-Private School, Coleman writes: "Public schools represent an orientation that sees the school as an instrument of the society to free the child from constraints imposed by accident of birth." Coleman "sees schools as society's instrument for releasing a child from the blinders imposed by accident of birth into this family or that family." [Our tendency is to agree, thinking he is talking about traditional education and the learning of facts to get ahead, when in truth he is talking about paradigms, where some children are born into traditional homes of "right-wrong" thinking while others are born in progressive homes of "tolerance of ambiguity."] "Schools transcend the limitations of the parents' disparate [different, dissimilar, diverse] cultural backgrounds." "They have been a major element in social mobility, freeing children from the poverty of their parents and the low status of their social origins. They have been means of stripping away identities of ethnicity and social origin and implanting a common American identity." "The young are seriously at risk because of the decline in strength of the family and those institutions that spring from it. [Don't be fooled, he is not regretting the decline of the traditional family, just noting its decline to justify taking up where it left off] It is important that government policy by made in full recognition of this risk and of potential ways of reducing it." [A National At Risk]. The reason children are at risk today, according to Coleman's reasoning, is because they are under the influence of traditional-minded parents and teachers who insist upon a "right and wrong" way of thinking (patriarchal paradigm) and chasten for doing wrong. The fear behind his way of thinking is that when communist totalitarianism tries to take control of America, a reaction by authoritarians, i.e. traditional minded families, will, as what happened in Germany, seek to establish a man (Hitler) to help them "escape" from the "New World Order."
Coleman's values are not traditional but rather transformational. Equality of Opportunity, Social Class, and Social Mobility were the concerns of his mentor, Ralph Tyler (Tyler advised 6 American Presidents on matters of socialist education, headed up a part of the Delphi project and wrote articles on developing and maintain a politburo form of Government in America. These are the goals of transformational Outcome Based Education, the Outcome being a socialist society—transformational Marxism on a global scale).
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.
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.
(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.
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
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. 391-407Citizenship 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.
"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.
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
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.
"From this we may conclude that social perception and freedom of choice are interrelated. Following one's conscience is identical with following the perceived intrinsic requirements of the situation. Only if and when the new set of values is freely accepted, only if it corresponds to one's superego, do those changes in social perception occur which, as we have seen, are a prerequisite for a change in conduct and therefore for a lasting effect of re-education. We can now formulate the dilemma which re-education has to face in this way: how can free acceptance of a new system of values be brought about if the person who is to be educated is in the nature of things, likely to be hostile to the new values and loyal to the old?" Kenneth Benne Human Relations in Curriculum Change
Finding that which is common―Common-kazies
1. Identify what is common. (Positive)
a. Brainstorm: there are no wrong answers.
b. Be open ended:
1) Everyone is encouraged to have input.
2) No put downs.
c. Be non directing:
1) The is no one right answer. No a priori
2) Don't insist on a specific outcome. The outcome must be one in which all can participate in.
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.
To overcome "inner resistance... a procedure was followed by which a goal was chosen on which everyone could agree fully." ibid. The role of the teacher was changed from instructor to facilitator and fellow participant in the process of change, an act which directly affected the students in the class. The Emancipation Proclamation of the American Civil War did not free one slave in the North. It gave freedom to all slaves in the Southern States. In other words it made law in the area the North had no jurisdiction over. In the same way inductive reasoning sets the child free from parental restraints in the home, an area teachers had no jurisdiction over, but while the child was now free to challenge their parents authority, they were not free from having to participate in the process in the classroom environment. It was only when the parent realized the source of the crisis-child at home and "opted" their child out of the brainwashing class (washing from the brain a patriarch paradigm), that the parent could even hope to restore order in the American home. This was usually done with great contempt from the child and social pressure from the school and community. Inductive reasoning used on morals and ethics was used as a tool of war on the unsuspecting parents of America. It continues today not only in the public schools but the Christian schools as well, and is also increasingly being used in home schooling material. The concept of leadership in the child's mind from the parents "Because I said so." a priori, first cause (as God is first cause) toward the concept of leadership of common cause was the major change. Loyalty was switched from the traditional family structure to the "global" family structure.
(a) The change of a group atmosphere from autocracy ... to democracy through a democratic leader amounts to a re-education of the followers toward ‘democratic follower-ship.' Any group atmosphere can be conceived of as a pattern of role playing. Neither the autocratic nor the democratic leader can play his role without the followers being ready to play their role accordingly. Without the members of the group being able and ready to take over those responsibilities which are essential for followership in a democracy, the democratic leader will be helpless. Changing a group atmosphere from autocracy toward democracy through a democratic leadership, therefore, means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers.
(b) The experiments show that this shift in roles cannot be accomplished by a "hands off" policy. To apply the principle of "individualistic freedom" merely leads to chaos. Sometimes people must rather forcefully be made to see what democratic responsibility toward the group as a whole means. It is true that people cannot be trained for democracy by autocratic methods. But it is equally true that to be able to change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education. ibidThe more the group members become converted to democracy and learn to play the roles of democracy as followers or leaders, the more can the power of the democratic leader shift to other ends than converting the group members. ibid
Hitler himself has obviously followed very carefully such a procedure. The democratic reversal of this procedure, although different in many respects, will have to be as thorough and as solidly based on group organization. ibid.
Ervin Yalom Theory and Practice and Group Psychotherapy
"What better way to help the patient recapture the past than to allow him to reexperience and reenact ancient feelings toward parents in his current relationship to the therapist? The therapist is the living personification of all parental images. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group to explore and to employ its own resources. The group [must] feel free to confront the therapist, who must not only permit, but encourage, such confrontation. He [the patient] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient changes the past by reconstituting it."
"A group which reaches an autonomous decision based on a thorough exploration of the pertinent problems will employ all of its resources in support of its decision: Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group. He must help the patient solidify the change and he must encourage generalization of the change, from the group setting into the patient's larger life environment. How can one propose crisp, basic guidelines for a procedure which has such complexity, such range, such delicate timing, so many linguistic nuances. … herein lies the art of psychotherapy; it will come to the therapist as he gains experience; … As the comments become more complex and more inferential, the author of the comments becomes more removed from the other person; in short, more a therapist process-commentator. [The patient] bears the responsibility for the creation of his world, and therefore, the responsibility for the transmutation of this world. … the patient with a homosexual orientation often adds breadth and depth to the group."
Bourgeoisie-Proletariat and Class Consciousness or Parent-Child and Patricide
Warren Bennis
The Temporary Society"If one wishes to mold children in order to achieve some future goal,
one must begin to view them as superior."
"One must teach them not to respect their tradition-bound elders,
who are tied to the past and know only what is irrelevant."
"Once the parent can in any way imagine his own orientation to be
a possible liability to the child in the world approaching
the authoritarian family is moribund,
regardless of whatever countermeasures may be taken."
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.
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
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.
"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.
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.
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
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
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
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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 . . .?"
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.
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.
"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.
Because thou hast hearkened unto the voice of thy wife and hast eaten of the tree, of which I commanded thee, saying, Thou shalt not eat of it: ... Genesis 3:17
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SATAN THE FIRST FACILITATOR Subtle use of discourse to draw her "Ought"―"Nor touch it"―out of her. "Yea, ... garden?" is an embedded statement in a question known as Neurolinguistics―Most powerful tool in hypnosis. Neurolinguistics is used to destabilize and then sensitize a person to his subconscious carnal human desires. It generates a cognitive dissonance event in the person. GIVE ONLY YOUR NAME, RANK, AND SERIAL NUMBER The facilitator must engage his victim in a "discourse-theoretical interpretation" if he is gain control over the person. The victim is not empowered, despite what the facilitators says. It is the facilitator who is empowered by the deceived victims participation in the process. Eve paraphrases God's command. By stating an opinion instead of the categorical imperative―an unquestionable and universally applied moral command― a person divulges their "ought," in Eve's case her desire to "touch it." If she had stating the Categorical Imperative, as Jesus did in the temptations―"It is written ....,"―she would not have been able to share her feeling of resentment toward the restraint of the God's law. Any time a "THOU SHALT NOT" blocks our hearts desire, an "OUGHT" is created―The imagination of the heart. Our "OUGHT" is always good in our own eyes. It is desires which make sense to us, restrained by higher authorities non-sense. If the "OUGHT" is given freedom of expression with no fear of reprisal the "THOU SHALT NOT," which initiated it, is negated, at least is in our eyes. THE LIE―HALF TRUTH Adam and Eve did not die from the specific fruit of the tree, they died because they disobeyed God, they embraced a shifty, ever changing, paradigm. From here on Eve does not defend God's "Thou shalt not". God's right and wrong has been replaced with what makes sense in the moment. The facilitator always makes himself to be equal, in your eyes, to the authority figure he is preparing you to disobey. FROM HERE ON EVE USES INDUCTIVE REASONING. Eve was the first environmentalist, choosing to love the creation over the creator. Truth is now based upon human perception. ADAM ABDICATES―CHOOSES EVE OVER GOD―HE KNEW BETTER. Adam was the first socialist, communist, humanist, globalist, on the face of the earth. The dialectical "negation of negation"―God and his Word was not negated until they ate of the fruit (they changed their praxis). "To feel, and to think, one can do ..." |
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.
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 Weltanschauung1 1Often 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
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
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.
"Be careful [anxious] for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God. And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ." Philippians 4:6, 7
Anxiety is due to our focus upon things of this world, what we have to gain or lose based upon our action, our praxis, with others. Our relationship with God, through Christ Jesus, "setting our mind on things above." based upon prayer "with thanksgiving," for what it is we need from him, is a top-down relationship, a patriarchal paradigm. It is our desire for a vertical relationship, when it is at the forefront of our thoughts and passion, which draws us to the things of this world, what we have to gain (or lose) in keeping (or losing) our relationship with it. "If thou doest well, shalt thou not be accepted? and if thou doest not well, sin lieth at the door. And unto thee shall be his desire, and thou shalt rule over him." Genesis 4:7 By our attending to the things of this world, what we can gain in having relationship with it—our "desire" for worldly pleasure, and thus approval by others becoming foremost in our mind, our worldly desires controlling our "affective" domain—we are easily move into the same praxis of Cane, the annihilation of the person or persons who does things right, i.e. lives according to a "do right, not wrong" patriarchal paradigm.
"For our rejoicing is this, the testimony of our conscience, that in simplicity and godly sincerity, not with fleshly wisdom, but by the grace of God, we have had our conversation in the world, and more abundantly to you–ward." "To whom ye forgive any thing, I forgive also: for if I forgave any thing, to whom I forgave it, for your sakes forgave I it in the person of Christ; Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 1:12, 2:10,11
Satan's first step in gaining a foothold in our lives is to get us to think about ourselves, "What about me?," what we can gain from our relationship with the things of this world. When our worth is based upon human approval, based upon what we can gain from relationship with others (true even for the altruist), we will do anything for the god of human approval—humanism, the haters of the righteous—we will become an aletheiaphobe, paranoid of those with the truth, haters of those with the truth. You can always tell when you are talking to a liberal, when you bring them to truth they accuse you of being argumentative. They do not have the peace of God, "which passeth all understanding," and therefore can only place their hope in man (and the wisdom of this world) for the hope of "peace" in and of this world, based upon the organization of the "affective" domain on the flesh and its desire to unite with the things of this world, built upon the foundation of pleasure (lust). This is as true for children as it is for leaders of nations.
"But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death." James 1:14, 15
The conscience is seared when "right" and "wrong" is guided by the "affective" domain, i.e. the approval of man, and his ever changing desires, relatives' "right" and "wrong." The conscience ties us to the fathers commands, a feeling of guilt when we disobey or contemplate disobeying his established commands, now part of us, while the superego incorporates our internal struggle with the fathers commands in the light of the current setting and desires, i.e. when we are drawn to something in the environment which conflicts with the fathers commands. The change in education has moved us from the development of the conscience, to the development of the superego. Education is putting the community (finding our identity in our own human nature and its focus upon human relationship, belonging—longing to be or have identity—found within the changing environment) in the place of the father's will (finding our identity, above our human nature, through obedience to higher authority, belonging found within the established environment of "right" and "wrong" above our "felt" needs of the moment). "Bondage," of our flesh's "felt" needs (due to God's or parent's commands), is overcome by the "influence" of others (Dictionary: demonic spirits from the stars) with similar "felt" needs, bonding, fining consensus in the moment. Thus the conscience is superseded by the superego due to environmental changes. The patriarchal environment develops the conscience, the heresiarchal environment develops the superego. The former paradigm knows life is about two road, one right and the other wrong, one from above and the other from below, the later simply sees only one road on which some dwell in the past and others hope in the future.
"What we call ‘conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the super-ego ‘unites in itself the influences of the present and of the past.'" Norman O. Brown LIFE AGAINST DEATH
"Freud's concept of superego definition, … that the child internalizes the father figure to form the superegos as a way of resolving the pressures of exigencies of the family." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 31
"The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values." "The power‑relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." T. W. Adorno, The Authoritarian Personality
"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." Dr. Robert Trojanowicz The meaning of "Community" in Community Policing
"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." Norman O. Brown LIFE AGAINST DEATH
"The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience. Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 39
Blooms taxonomies are instruments used to sear the conscience (destroy the traditional home with its praxis of the use of chastening i.e. the same praxis as God) by focusing upon the development of the superego in the next generation (develop "village" control—"It takes a Godly parent 'village' to raise a child."—social control by the use of group rejection and group approval, i.e. avoid pain, group rejection, and approach pleasure, group hug). These works are the result of social-engineers, Marxist ideologists, foreigners who came to America in the 30's, propagating a synthesized Marx-Freud praxis, men such as Theodor Adorno and Erick Fromm. (source: Bloom Book 2: Affective Domain pg. 166) These were two of many Marxists who synthesized the sociology of Karl Marx with the psychology of Sigmund Freud i.e. known as "Transformational Marxism" or social-psychology.
". . . a tendency to transmit mainly a set of conventional rules and customs, may be considered as interfering with the development of a clear-cut personal identity in the growing child." Theodor Adorno The Authoritarian Personality The author and book Bloom uses to justify his Taxonomies.
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "The most important symptom of the defeat in the fight for oneself is the guilty conscience." Erick Fromm Escape from Freedom The author and book Bloom uses to justify his Taxonomies.
"Freud, Hegel, and Nietzsche are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "The abolition of repression would only threaten patriarchal domination." Norman O. Brown Life Against Death
From the late 1930s through the 1950's education was centered upon the text, a carryover from the Bible being used in education, which was accepted as certain. This required teachers to analyze their students on their attentiveness to the precision of learning—self-control, self-discipline (the temporal domain) correlating with humbling yourself, and denying yourself (the spiritual domain). Students who questioned the text, who voiced personal disagreement with it, were labeled as disrespectful to authority. Such behavior was discouraged. It was met with chastening or, if necessary, by dismissal. By the 40's this was all changing. The focus was changing in the classroom from obedience to the standards of right and wrong, set by the parents (the influence of the home, in loco parentis), to the feelings of all the children in the classroom environment, including those students who would normally be considered as deviant in behavior—actual and potential "trouble makers." Thus the shift from the one room school house, with the focus upon facts (right-wrong), to the separation into same age groups, with the focus upon common social development (physiological needs, human relationships, common "felt" needs).
"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." Robert Havighurst and Hilda Taba Adolescent Character and Personality 1949
During the 1960's and early 1970's, teachers indoctrinated on Bloom's Taxonomies—echoing Adorno and Fromm's Weltanschauung (a Marxist-Freudian dialectical world view; "for the dialectical method the central problem is to change reality.… reality with its ‘obedience to laws'." György Lukács History & Class Consciousness Class Consciousness What is Orthodox Marxism?), began replacing traditional thinking (middle-class) teachers in the classroom. Students were encouraged to express their personal feelings (opinions) regarding the text—"How did you feel when ...?" or "What do you think when ...?" as teachers developed, with the use of Bloom's Taxonomies, a change in curriculum (change in paradigm development) from traditional outcomes, facts and truth, to transformational outcomes, change, developed an environment conducive to a teacher-student partnership in the classroom, where both could express their feelings and thoughts, the teacher by allowing (encouraging) the students to communicate their feelings (the "special opportunity"), and the students then feeling free to express (praxis—role play) them. Remember Columbine—a dialectical Chernobyl in the school. "Question authority"—freedom to challenge parental authority i.e. the establishment, those with a right-wrong, win-lose attitude—became the curriculum for both "teachers" (properly called facilitators), and students alike. Thereby the school system, supported by parents' tax dollars, was used to encourage and assist their children in overthrowing the patriarchal office of restraint, foundational to the traditional home and a sound and stable (moral and religious) middle-class society.
"The good life is not any fixed state. The good life is a process. The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality." "When the individual is inwardly free, he chooses as the good life this process of becoming." "The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group." "the whole emphasis is upon process, not upon end states of being … to value certain qualitative elements of the process of becoming, that we can find a pathway toward the open society." Carl Rogers on becoming a person
As Jürgen Habermas put it, "if moral realism can no longer be defended by appealing to a creationist metaphysics then moral statements can no longer be assimilated to the truth of assertoric statements." [If morals can not be defended by the voice of God or the parent in the classroom, because not every one in the "special opportunity" can understand or relate with them, then morals can not longer be associated with commands from God or parents and are now to be determined by man (the children of Eros) alone.] "… Kant … tacitly assumes that in making moral judgments each individual can project himself into the situation of everyone else through his own imagination. But when the participants can no longer rely on a transcendental pre-understanding grounded in more or less homogeneous conditions of life and interests, [the morals of society are no longer based upon a patriarchal practice, since they must be based upon an experience common in the community, thus a patriarchal praxis is no longer a source for common unity i.e. comm-unity and must be treaded as an enemy of the common unity]…… the moral point of view can only be realized under conditions of communication that ensure that everyone tests the acceptability of a norm, implemented in a general practice, also from the perspective of his own understanding of himself and of the world ... " "... in this way the categorical imperative [the commands of God and parents, unquestionable, and as far the the child is concerned universal (applying to all children)] receives a discourse-theoretical interpretation [treated as an opinion amongst many opinions] in which its place is taken by the discourse principle (D), according to which only those norms can claim validity that could meet with the agreement of all those concerned in their capacity as participants in a practical discourse. … the collapse of its religious foundation." "With the devaluation of the epistemic authority of the God's eye view, moral commands lose their religious as well as their metaphysical foundation." When the father's power of authority in the home is no longer revered, his commands lose their function, to control human behavior.
Whoever controls the curriculum of education controls the paradigm of the next generation.
(And "educators" insist there is no conspiracy!)
"To change the curriculum of the school means bringing about changes in people—in their desires, beliefs and attitudes, in their knowledge and skill . . . curriculum change should be seen as a type of social change, change in people. Curriculum change means a change in the established ways of life, a change in the social standards. It means a restructuring on knowledge, attitudes, and skills in a new pattern of human relations. Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process." An NEA and National Training Laboratory manual edited by Kenneth D. Benne, Human Relations in Curriculum Change, (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.
"It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable." "Only those educational programs which can be specified in terms of intended student behaviors [what the student wanted to do] can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." Benjamin S. Bloom Taxonomy of Education Objectives Book 1 Cognitive Domain 1956
"The affective domain is, in retrospect, a virtual ‘Pandora's Box.'" "We are not entirely sure that opening our ‘box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." "It is in this ‘box' that the most influential controls are to be found." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people"
"In the more traditional society [closed society] a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy."
"This is not to suggest that education in an open society [transformational society] does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1" "1Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others. Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950"
"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear."
"The learning environment must give major emphasis to the … opportunities to practice the behavior." "… grade students with respect to their interests, attitude, or character development." "One's beliefs, attitudes, values , and personality characteristics are more likely to be regarded as private matters, except in the most extreme instances already noted." "My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society."
"Education opens up possibilities for free choice and individual decisions." "Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision." "Indoctrination is regarded as an attempt to persuade and coerce the individual to accept a particular viewpoint or belief, to act in a particular manner, and to profess a particular value and way of life." "Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." "Perhaps a reopening of the entire question would help us to see more clearly the boundaries between education and indoctrination, and the simple dichotomy expressed above between cognitive and affective behavior would no longer seem as real as the rather glib separation of the two suggests."
"… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists." "As this communication process develops, it is likely that the ‘folklure' …can be replaces by a somewhat more precise understanding of how affective behaviors develop, how and when they can be modified, and what the school can and cannot do to develop them in particular forms."
"… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain 1964 All emphasis added except underlined words were italics in original.The taxonimizing of society for the praxis of change.
The traditional family system utilizes the first four steps of Bloom's Taxonomies, what Bloom would classify as "lower order thinking skills" (like what Adam and the woman had in the garden in Eden before they sinned and became educated i.e. enlightened). To "know", step one, was to be told by the parent to carry out a command to either do something or not do something. Step two would be the parent looking the child into the eyes and asking him, in no uncertain terms, be it even his tone of voice, if he "comprehended" the parents command i.e. the parents warning to the child regarding any act of disobedience. Step three would be either the child's compliance to the parents command, his "application" of the parent's command in his life, wherein all would go well with him or the child's noncompliance to the parents command, his "application" of his own will in insubordination to the parents command, wherein all would not go well with him. Step four would be either the child being blessed by the parent as they learn to honour Father and Mother or the child not being blessed by the parent if he did not comply to the parents command, not honoring his Father and Mother. In that case, as he is being lead to the "wood shed" by dad he thinks to himself, maybe it would be a good thing to listen to the parents command i.e. taking him back to the importance of knowing. "The fear of the LORD is the beginning of knowledge: but fools despise wisdom and instruction. My son, hear the instruction of thy father, and forsake not the law of thy mother: For they shall be an ornament of grace unto thy head, and chains about thy neck." Proverbs 1:7-9 (The liberal, a rebellious children of disobedience, would not see the instruction of the father and the law of the mother as chains of gold but rather chains of repression about the neck.)
"We must bring theory closer to practice."
Statement made by Rod Paige on national news. He was our secretary of education under President Bush Jr.
When Bloom moves to his next step "synthesis" he in essence changes the first four steps into justified disobedience. Except in doing his process it is not seen as disobedience, it is deliverance from the fear of the parent (no fear of authority). In a laboratory a person (a student) is given freedom to experiment. To challenge the status quo, to question authority. The parents commands would be seen as irrelevant in the child's mind when they do not make sense to the child in the current setting, a setting in which his sensuous needs are accepted as part of the solution to a problem. The incorporation of his "felt" need of dopamine emancipation automatically negates any commands which hinders his ability to find meaning in the current setting. To praxis synthesis he must therefore "sin" against his parents. He must participate in activities which would be against his parents commands, albeit in a "safe zone" so he wont hurt himself or others. In this way knowledge would not be bound in the parents command but instead in his own experience. Comprehension would be based upon his own sensuous awareness of the situation, incoporating the satisfaction of his own sensuous needs to the outcome. Application would be his ability to "roll play," to experience every avenue for himself, every option placed before him, to grasp meaning from all pathways. And analysis would be his ability to determine through personal experience (be it in thought only) what is common in all experiences and what causes division, thereby being able to finally evaluate for himself what is good and what is evil in the current setting for the benefit, the goodness of all mankind. Thus, having praxised all steps of Blooms Taxonomy he is free from parental restraint, as the woman was free from Godly restraint in the garden in Eden, all are free of restraining commands, free to think for themselves. The final step of "evaluation" is: did he do the process in his praxis of resolving social and personal issues, did he praxis sin, or did he praxis righteousness and again introduce a praxis of alienation back into the world. This praxis, the praxis of sin as taught through Bloom's Taxonomies, is what ever certified teacher is applying in the classrooms across America today. This includes private schools as well as the public. All teachers are certified by Bloom's Taxonomies, all schools, including Christian schools are accredited by the same books. All praxis sin for the goodness of mankind and world peace.
Most American's have been educated under the influence of Bloom's Taxonomies (Marxist-Freudian training manuals), including most "Christians." These tools of patricide—liberation from a patriarchal paradigm, who tells us what to believe but also how we must feel regarding our belief—have also had their effect upon speakers at home school conventions, in the form of psychology and sociology i.e. social psychology. (influence: "an emanation of occult power held to derive from stars." Merriam-Webster's Dictionary)
© Institution for Authority Research, Dean Gotcher 2008-2015