Transformational Marxism by Dean Gotcher

Transformational Marxism

After the defeat of the revolutions of 1848 (across Europe) many Marxists (trying to propagate the ideology of the French Revolution) fled to America (for their lives). In 1865 Karl Marx wrote a letter to President Abraham Lincoln (responded to by Lincoln) congratulating him on his re-election as President of America, calling our nation a "Democratic Republic" (we are a Constitutional Republic), categorizing the slave owners of the South and their sympathizers as "oligarchs," i.e. Bourgeoisie, i.e. sustaining "the upper class," and the Slaves, as the Proletariat, as those who seek liberty, seeking to ascend to "the middle-class," and that it was "the lot of Abraham Lincoln, the single minded son of the working class," to "reconstruct" the "social world." Karl Marx made sure the Marxist International meet in America (held at Philadelphia in July, 1874) to prevent fraction groups from taking over the International in Europe, the International being dissolved (going underground) shortly thereafter. Throughout the years following Marxist (and Marxist sympathizers), many fleeing Europe for their lives, came to America, propagating Marxist ideology in our workplaces, schools, and government. It was not until "The Frankfurt School" ("The Institute of Social Research"), i.e. a group of Marxists who came to the States from Frankfurt Germany in the early 30's, after Hitler became Chancellor of Germany, that Marxism took on a new form called "Transformational Marxism." By joining psychology with sociology (and visa versa), i.e. uniting Freud with Marx and Marx with Freud (both who were dialectic in structure), Marxism was brought into the classroom, the workplace, the government, and even the Church with "the peoples" approval.

Most people do not know what Marxism really is, only correlating it to Soviet Russia, Communist China, North Korea, etc. with their praxis of killing capitalist (killing the Bourgeoisie) and anyone who gets in their way (Traditional Marxism). Marx's idea of a classless society was based upon the children negating the father's authority, not only in religion (negating the Heavenly Father's authority over man) but also in government, i.e. the father's authority represented in the authority of the King over the citizens, as well as in the traditional home itself, the parent's authority over their children. Marx wrote: "Once the earthly family is discovered to be the secret of the holy family, the former must itself be annihilated [vernichtet] theoretically and practically." (Karl Marx, Theses On Feuerbach #4) Freud wrote: "'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same." (Sigmund Freud as quoted in Herbart Marcuse [a member of the Frankfurt School], Eros and Civilization: A philosophical inquiry into Freud) In other words, according to Freud, whether the biological father is present in the home or not does not matter, what matters is that the father's "top-down" authority structure, i.e. his "above-below," "right-wrong" preaching and teaching way of thinking and acting no longer resides within the home, i.e. influencing the children's' feelings, thoughts, and actions, and their relationship with others. Unless the children can find oneness with one another (upon what they have in common, i.e. upon "human nature," i.e. upon their desires of the 'moment,' experiencing the pleasures of this life, desiring the approval of others who have pleasure in their having pleasure) they can not gain "class consciousness," become united as one in 'liberating' themselves from their parent's authority and restraints, and thereby 'liberate' the world from God's authority and restraints, i.e. the earthly father's authority and the Heavenly Father's authority being the same in structure or paradigm. Hegel laid world unity not at the feet of the father but at the feet of the children, with the parent's becoming at one with their children, negating (abdicating) their "top-down," "do what I say or else" authority structure for the sake of "equality" with their children. Hegel wrote: "The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once 'liberated' from the father's authority]." (George Hegel, System of Ethical Life)

Sounding more like Karl Marx than Marx himself, Hegel wrote: "On account of the absolute and natural oneness of the husband, the wife, and the child [negating the husband's/father's authority in the home], ... the surplus is not the property of one of them ... all contracts regarding property or service and the like fall away ... the surplus, labour, and property are absolutely common to all, inherently and explicitly." (George Hegel, System of Ethical Life) Since the earthly family system, with the father preaching and teaching, i.e. 1) giving commands and rules to be obeyed and facts and truth to be accepted as is (accepted "as given" by faith), 2) blessing the children who obey, 3) chastening the children who disobey, and 4) casting out the child who disrespects his authority, i.e. who questions his commands, rules, facts, and truth, challenge his authority, is the same system as "the holy family" system, to negate the effect of religion, i.e. "the holy family" upon society, the effect of the father's authority on the children must be negated. Theodor Adorno (a member of the Frankfurt School who taught at Berkley, California), wrote: "Family relationships are characterized by fearful subservience to the demands of the parents and by an early suppression of impulses not acceptable to them." "The conception of the ideal family situation for the child [is] 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." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "The power‑relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem [how to change society from individualism-nationalism to socialism-globalism." (Theodor Adorno, The Authoritarian Personality)

By the father treating each child as an individual, rewarding or punishing each individual child according to his own personal behavior, holding him personally accountable to his (the father's) standards, the child develops an individualist way of thinking, holding not only himself but also those who he meets in "the village" subject to his father's standards, preventing social harmony and unity. Marx wrote: "It is not individualism [the child being personally held accountable for his actions (before the father) as a man is personally held accountable for this thoughts and actions (before God)] that fulfills the individual, on the contrary it destroys him. Society [man's carnal nature, i.e. "human nature," i.e. man's "self interests" of the 'moment' (that which all men have in common)] is the necessary framework through which freedom and individuality are made realities." (Karl Marx in John Lewis, The Life and Teachings of Karl Marx)

By introducing the dialoguing of opinions (there is no father's authority, i.e. preaching and teaching in an opinion, i.e. only the child's feelings and thoughts of the 'moment,' and in dialogue there is no "top-down" position) into the child's learning environment, i.e. into the child's classroom experience, the child can be 'emancipated' from the father's authority, 'liberated' to be as he was before his father's first command, rule, fact, or truth, i.e. of the world only, i.e. being 'liberated' from the Heavenly Father's authority in the process. "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 "If any man love the world, the love of the Father is not in him." 1 John 2:15 "No servant can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Luke 16:13 "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 Karl Marx, as Sigmund Freud and George Hegel knew, by creating an environment where the children could freely share their opinion, i.e. share their feelings and thoughts of the 'moment' with others, with no fear of judgment, they could 'justify' their carnal nature, 'liberating' that which they have in common with one another, i.e. their "lust" for the things of this world and their resentment toward parental/Godly restraint. "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." John 16:15 "The heart is deceitful above all things, and desperately wicked: who can know it?" (Jeremiah 17:9) By starting with the child's/man's feelings and thoughts of the 'moment,' making them the issue of discussion, making them the center of attention, the father's/Father's authority is negated. This is the "footprint" of dialectic 'reasoning,' using psychology in the classroom to bring Karl Marx into the "community," i.e. into the workplace, into government, and even into the church. It is the agenda of Transformational Marxist's," i.e. of facilitators of 'change,' to create a "new" world order, made up of children (including those in adult bodies), 'liberating' themselves from the Father's authority.