The Dialectical Process is the Praxis of Sin.
(Using Bloom's Taxonomy as an example.)
|Synthesis||A System of Deceitfulness and Manipulation||'Justify' sin as being human.||Consensus|
|Antithesis||A System of Sensuousness||When you sin, feel guilty, just don't get caught.||Confusion|
|Thesis||A System of Righteousness||If you sin, feel guilty and repent.||Conscience|
Starting at the bottom of Bloom's chart for the Cognitive Domain, realizing that "truth and knowledge" are only relative to Bloom, we can see the progressive abandonment of the system of righteousness (doing God's will) for the system of seduction, deception, and manipulation (doing Satan's will) through the use of the system of sensuousness (doing self will). "But, as has been pointed out before, we recognize the point of view that truth and knowledge are only relative [situational] and that there are no hard and fast truths which exist for all time and all places." (Benjamin S. Bloom, Taxonomy of Educational Objectives: Book 1 Cognitive Domain, p. 32) "In the eyes of the dialectical process, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) "All is in flux ... a process of truth seeking itself." (G. W. F. Hegel) "Truth is a moment in correct praxis." (Antonio Gramsci) Dialectically, truth is not found in righteousness, in Christ, but rather in sensuousness, in man.
Knowing: The parent tells the child that he "can not" go out. Now the child knows. (The teacher writes 2 + 2 = 4 on the board, has the students write it down and memorize it, then gives them a test to see if they know the right answer. A bad grade or fear of a bad grade, i.e. chastening or fear of chastening, is key to reinforcing the importance of knowledge in a system of righteousness. It teaches accountability to a higher authority, other than to ones feelings, for ones actions.)
"The fear of the LORD is the beginning of knowledge: but fools despise wisdom and instruction." Proverbs 18:2 "My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6
Comprehension: The parent looks the child in the eyes and tells him "Do you understand what I just said!" or "what I mean!" The parent is not asking the child if they understand the command experientially, they are telling the child that if they disobey the command (the parent) they will be punished (cursed) and if the obey the command (the parent) they will be rewarded (blessed).
Application: The child might go out anyway, doing what he wants to do (the system of sensuousness), thus disobeying the parent (with his conscience bothering him at times).
Analysis: As the parent takes the child to the "wood shed" the child realizes how important knowing is. Thus the child is taken back to Knowing, reinforcing the system of righteousness. "Chastening producing a peaceful fruit of righteousness." Hebrews 12:11
And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth.
If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby. Hebrews 12:5-11
(The negation of Thesis via. the use of Antithesis)
(The negation of righteousness via. the use of sensuousness.)
(The negation of the conscience via. the development of the super-ego)
"The new guilt complex appears to be historically connected with the rise of patriarchal religion (for the Western development the Hebrews are decisive)." "What we call ‘conscience' perpetuates inside of us our bondage to past objects now part of ourselves: ..." "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: The Psychoanalytical Meaning of History)
"The most effective method for weakening the child's will is to arouse his sense of guilt." "The most important symptom of the defeat in the fight for oneself is the guilty conscience." (Erick Fromm, Escape from Freedom)
"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." (Kurt Lewin, A Dynamic Theory of Personality: Selected Papers)
For the dialectical process to work, chastening or the fear of it, must be removed from the environment (the parent must not be in the environment or must have lost his authority) or the system of sensuousness, restrained by a "guilty conscience," can not have free play―providing the child an opportunity (the potential) to 'change.' This formula works on adults in the same way, thus is applied to all situations (where decisions have to be made) to produce 'change.'
"If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin, A Dynamic Theory of Personality: Selected Papers)
"... the super-ego ‘unites in itself the influences of the present and of the past.'" (Norman O. Brown, Life Against Death)
"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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain) emphasis added
"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)
Synthesis: Synthesis implies that there are many different ways of looking a situation, therefore the child must 'discover' for himself what is right and what is wrong regarding his participation in the situation, i.e. his feelings and thoughts playing a key factor regarding 'right' or 'wrong' behavior in the 'moment.' He must therefore disobey the parent to participate in the synthesis process. Because some kind of "authority" is encouraging him to do so, he can feel a sense of 'rightness' in doing "his own thing." His grade in the classroom depends upon his participation in the dialectical process creating unity from diversity (common-ism and common-unity) for the purpose of creating a "new" world order" of sensuousness (consensus; right and wrong determined "with the senses") with the negation of the "old" world order or righteousness (representation; right and wrong determined by God, parent, boss, constituents, etc.).
Evaluation: Evaluation is no longer based upon the child's behavior (thoughts and actions) being evaluated in the light of the parents command. Since the parents commands are now perceived as 'irrational,' in the light of a 'diversely opinioned world' (thus the parents office of authority becomes irrelevant and is treated as such). Evaluation is thus based upon the students ability to 'justify' thoughts and actions in the 'light' of 'changing' situations, i.e. in the 'light' of the personal and social "sensuous needs" of the 'moment.'
"For such are false apostles, deceitful workers, transforming themselves into the apostles of Christ. 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 11:13-15 "Take heed therefore that the light which is in thee be not darkness." Luke 11:35
With "Higher Order Thinking Skills" used to evaluate and determine right and wrong behavior in the 'moment,' the child can overcome the top-down system of righteousness, not only for himself but also, as he learns the process, for others, assisting them in learning how to apply the dialectical process for themselves and others as well (when you get enough anarchists together, i.e. consensus, and put them into praxis, you have a revolution, i.e. a "new" world order of 'change').
"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6
Since the dialectical process is the same pattern as Satan's Genesis project of sin, as recorded in Genesis 3:1-6, every child must sin to participate in its heresiarchal pattern of 'change.' This the pattern of the Antichrist and of all who follow him, making the world a 'safe' place to be diabolical.
"In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (Erich Fromm, You shall be as gods)
Freud (psychology) being merged with Marx (sociology) made the process more easily applicable to all situations. "As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud'" (Martin Jay, The Dialectical Imagination)
Bloom wrote: "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 … a psychological classification system … consistent with relevant and accepted psychological principles and theories." [Those "accepted psychological principles and theories" were those of the Frankfurt School, Kurt Lewin, etc.] "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.'" (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1 Cognitive Domain)
"To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown Life Against Death: The Psychoanalytical Meaning of History)
"If the guilt accumulated in the civilized domination of man by man [top-down, patriarchal paradigm] can ever be redeemed by freedom [equality, heresiarchal paradigm], 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)
The Ten Commandments on the school house walls, prayers to the Lord for His providence, mercy, and grace with thanksgiving, scriptures read in class and read from public text books, and chastening all have to be removed from the classroom if synthesis and evaluation are to become part of the classroom experience. Bloom's Taxonomies did the job, produced a nation of sin and unrighteousness, a nation based upon 'normal' human behavior, with taxpayers support―with their finances, their children, and their personal participation.
"This then is the message which we have heard of him, and declare unto you, that God is light, and in him is no darkness at all." John 1:5 "And the light shineth in darkness; and the darkness comprehended it not." John 1:5 "And this is the condemnation, that light is come into the world, and men loved darkness rather than light, because their deeds were evil." John 3:19 "For ye were sometimes darkness, but now are ye light in the Lord: walk as children of light:" Ephesians 5:8
No where in the scriptures did God ever tell us to experiment with our children. We are to indoctrinate them in the way of righteousness. "Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6 "Now I beseech you, brethren, mark them which cause divisions and offences contrary to the doctrine which ye have learned; and avoid them." Romans 16:17
It is not that the patriarchal paradigm (the system of righteousness) makes man righteous (only God is righteous, imputing righteousness unto man, by man's faith in the Christ Jesus), it is that the patriarchal paradigm (the system of righteousness) restrains the matriarchal paradigm (the system of sensuousness), thereby preventing the heresiarchal paradigm of 'change' (the system of seduction, deception, and manipulation) from negating the patriarchal paradigm (the system of righteousness). In other words, by maintaining a system of righteousness, you retain a people with a conscience, which restrains the system of sensuousness. Thereby, you inhibit or block a people who must use seduction, deception, and manipulation to initiate a system of seduction, deception, and manipulation, who must then use a police state, i.e. sight based management, i.e. totalitarianism, etc., to sustain their system of seduction, deception, and manipulation, 'driven' with the 'purpose' of negating the system of righteousness. "A little leaven leavens the whole lump." Galatians 5:9
An example of such 'change' can be seen in the 'changing of the police force from serving and protecting the citizen, to serving a protecting the community. "Social control is most effective at the individual level. The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated. The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior. 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." "The community of interest generated by crime, disorder and fear of crime becomes the goal to allow community policing officer an entree into the geographic community." "The theme underlying much of the research is that once you can identify a community, you have discovered the primary unit of society above the level of the individual and the family that can be mobilized to take concerted action to bring about positive social change." (Dr. Robert Trojanowicz Community Policing The meaning of "Community" in Community Policing) emphasis added "Leaders of the community (law enforcement, government, business, education, health, civic, non-profit, medical, religious, etc.) collaborating to identify problems in the community… and suggesting solutions to those problems." "Identifying common ground, where all factions of a community can work together for the common good of the community in a broader problem-solving approach. Forming a partnership between police and the rest of the community where each is accountable to each other and the community as whole." "Shift in philosophy about police duties vs. community responsibilities to a team concept of Total Quality Management of the community. Reidentifying the police role as a Facilitator in the community." (COPS, Community Oriented Policing Services US Department of Justice ) emphasis added
It is not a race issue, nor a social issue, nor a political issue, it is a sin issue. "Now this I say, brethren, that flesh and blood cannot inherit the kingdom of God; neither doth corruption inherit incorruption." 1 Corinthians 15:50 emphasis added "As many as I love, I rebuke and chasten: be zealous therefore, and repent. Behold, I stand at the door, and knock: if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me. To him that overcometh will I grant to sit with me in my throne, even as I also overcame, and am set down with my Father in his throne. He that hath an ear, let him hear what the Spirit saith unto the churches." Revelation 3:19-22 emphasis added
"Finally, my brethren, be strong in the Lord, and in the power of his might. Put on the whole armour of God, that ye may be able to stand against the wiles of the devil. For we wrestle not against flesh and blood, but against principalities, against powers, against the rulers of the darkness of this world, against spiritual wickedness in high places. Wherefore take unto you the whole armour of God, that ye may be able to withstand in the evil day, and having done all, to stand. Stand therefore, having your loins girt about with truth, and having on the breastplate of righteousness; And your feet shod with the preparation of the gospel of peace; Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked. And take the helmet of salvation, and the sword of the Spirit, which is the word of God: Praying always with all prayer and supplication in the Spirit, and watching thereunto with all perseverance and supplication for all saints;" Ephesians 6:10-18 emphasis added
© Institution for Authority Research, Dean Gotcher 2010-2015