Bias by Dean Gotcher

Bias.

by
Dean Gotcher

When you "like" someone you are more apt to overlook errors they make, giving them exceptions to the rule. When you "dislike" someone you are more apt to find fault in any thing they do, in order to discredit them in the eyes of others, 'justifying'' your "feelings" toward them.

Bias blinds us when it is based upon "feelings" instead upon facts. When we are biased toward facts instead of "feelings" then getting to the truth rules our thoughts and actions, otherwise our "feelings" overlook the truth in order to 'justify' our "feelings," i.e., our carnal desires.

In true science, facts control the outcome. In so called science bias toward "feelings," i.e., "sensuous needs" and "sense perception" bend facts to fit the desired outcome, i.e., to satisfy "feelings." "Behavior science," i.e., using "higher order thinking skills" in order to determine right from wrong, makes "human nature," i.e., "feelings," i.e., our desire for the carnal pleasures of the 'moment,' which the world stimulates, and our hate of restraint, i.e., dissatisfaction or resentment toward the father's/Father's authority, which gets in the way of our carnal desires of the 'moment,' the medium (bias) through which we evaluate (aufheben) our life and the life of others through, determining our and their value or worth based upon what we can get out of the situation rather than upon what is factually right or true.

Socialism/psychology or any "ism"/"ology" which deals with "human relationship" and "self interest" is biased toward "feelings," making facts subject to the persons desired outcome, i.e., subjective. While bias might use the "scientific method" of speculation, its evaluation is subject to "feelings," i.e., to "human nature," i.e., to "self" 'justification,' making facts and truth, i.e., what "is," subject to "feelings," i.e., to what "ought" to be instead of making "feelings" subject to facts and truth, i.e., to what "is." Thus, with bias based upon "feelings," seduction, deception, and manipulation becomes the only pathway in which to arrive at the "truth."

This explains the bias of those who claim to be scientists today, when it truth they are practicing "so called science," i.e., their desired outcome, i.e., dialectic (dialogue or opinion) 'reasoning' instead. You discuss facts and truth in order to do or be right and not wrong while you dialogue "feelings" (opinion) in order to make what you "like" (pleasure) right and what you "dislike" (restraint, or missing out on pleasure) wrong. This is why inductive reasoning is used in an environment desiring 'change,' rejecting deductive reasoning as the means to arrive at an outcome (unless the facts and truth have already been taken captive to "feelings," silencing, i.e., censoring any fact or truth, i.e., person presenting them who might get in the way).

"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." "Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler [who Benjamin Bloom dedicated his first Taxonomy to], where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "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 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." "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolutions)

Benjamin Bloom ("Bloom's Taxonomies") was warned about taking this pathway of "so called science" as well, but took it anyway, applying it in the classroom. All teachers are "certified" and schools (pre-school to post-grad) are "accredited" based upon their knowledge of and use of "Blooms' Taxonomies" in the classroom.

"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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain) "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (David Krathwohl, Benjamin S. Bloom Book 2 Affective Domain) "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation)

"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 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 ["helping" children become more 'loyal' to their carnal desires of the 'moment' than doing right and not wrong according to their parent's commands, rules, facts, and truth]." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

In applying this "scientific process" (bias) on children in the classroom, Benjamin Bloom's "Educational Objective" was the same as Karl Marx's, to produce children who were loyal to their carnal nature and the world only. If pleasure and its augmentation, i.e., "self-actualization" becomes the 'drive' and 'purpose' of life then negation of the father's/Father's authority, i.e., negation of established commands, rules, facts, and truth when/because they get in the way becomes the rule,' not only in the classroom but in the home as well. It will destroy a nation.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"I have found whenever I ran across authoritarian students [students with absolutes] that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow on Management)

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"Jurisprudence of terror takes two forms; loosely defined rules which produces unpredictable law, and spontaneous changes in rules to best suit the state [those in power]." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law)

What the children are experiencing in the classroom will take place in the courtroom tomorrow. It is already happening, where a persons is found innocent or guilty based upon their social worth, i.e., according to the bias (selective information) of the court/classroom.

"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." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

God is not a respecter of persons, holding us all accountable for our thoughts and actions, according to His established commands, rules, facts, and truth. When we reject Him, turning to our bias instead, He gives us our children, to become like us, biased as well.

"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

"For they being ignorant of God's righteousness [doing the Father's will], and going about to establish their own righteousness [thinking and acting according to their own carnal nature, i.e. their "felt" needs, i.e. pleasures, enjoyments, "lusts," carnal desires of the 'moment'], have not submitted themselves unto the righteousness of God." Romans 10:3

"For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who hold the truth in unrighteousness [who make the truth subject to their "feelings," i.e., their carnal desires and dissatisfactions of the 'moment'];" Romans 1:18