Broomstick Heads. by Dean Gotcher

"Broomstick Heads."
(Personal note.)

by
Dean Gotcher

"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

I usually do not resort to pictorials but this fits. It goes like this. Children play with broomsticks (maybe not so much these days, but the principal applies no matter the object) pretending they are horses, getting pleasure from their imagination (of how the world "ought" to be) instead of from the world that "is" (it is just a broom stick, not a real horse). By projecting upon others their image of how the world "ought" to be they turn the world that "is," i.e., reality, i.e., what is actual into a world of their imagination.

Broomsticks are not horses, which you have to take care of (be responsible for) and avoid the dangers (risks) of being round, i.e., the world that "is." By forcing others to live in (to think and act according to) their imagination, i.e., to how they think (imagine) the world "ought" to be, turning broomsticks (their imagination) into horses (into "reality") they create a world that can not comprehend the risks and responsibilities that comes with reality, i.e., that comes with what is actual, i.e., that comes with what "is." What we have today are "leaders," i.e., "broomstick heads" forcing others to live in, i.e., to think and act according to their imagination, calling it reality, i.e., what actually "is," calling (labeling) those who disagree with them, i.e., who want to live in reality, "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, "mentally ill," hurting their "feelings," etc.,.

For example: two plus two always equals four, and can not be any other number, no matter how much you pretend (imagine) it can or might be. The real world is not based upon opinions but upon right and wrong, i.e., upon what "is." Either you are right or you are wrong, i.e., either it is a broomstick (your imagination) or it is a horse (the real thing, with all its responsibilities and risks). Otherwise truth and knowledge are only subjective, i.e., sacrificed upon the alter of men's opinions with "broomstick heads" ruling the world, oppressing "the people," i.e., oppressing those who live in the real world, i.e., in the world of reality, i.e., in a world of responsibility and risk (personal accountability).

Considering that all "educators" are certified and schools accredited today, based upon their use of "Bloom's Taxonomies" (Marxist curriculum) in the classroom, the following should be concerning for anyone wanting their children to live in and participate in the real world, i.e., not become "broomstick heads."

"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." "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 all places." (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, Taxonomy of Educational Objectives Book 2: Affective Domain)

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

"Kuhn [who applied "Benjamin Bloom's" way of thinking ("feelings," i.e., "lust") to science] 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 [since "feelings" based "science" (broomsticks) have replaced facts based science (horses) as to what is real, i.e., what is actual]." "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; the last quotation is Max Planck's famous dictum)

"We have to study the conditions which maximize ought-perceptiveness [making broomsticks horses (imagination reality) so everybody can ride along and enjoy the "good" life]." "Oughtiness [dissatisfaction with authority, i.e., with established commands, rules, facts, and truth, i.e., with what "is" that get in the way of our "feelings," i.e., our "lusts," that inhibit or block, i.e., that prevent us from making the world in our imagination into what "is" (forcing everyone else to participate] is itself a fact to be perceived." "If we wish to permit the facts [everyone's "feelings"] to tell us their oughtiness, we must learn to listen to them in a very specific way which can be called Taoistic ["sense experienced," i.e., listening to the other persons "feelings," i.e., their "lusts" without being judgment or condemning, i.e., without telling them they are wrong, when they are wrong, i.e., that they are riding a broomstick (illusion) instead of a horse (reality) forcing everyone to go along, i.e., to support them in their illusion, "or else"]." (Abraham Maslow, The Farther Reaches of Human Nature) When someone's opinion (someone riding a broomstick, thinking it is a horse) forces you to participate (forces you to treat it as a horse) it is no longer an opinion (a broomstick) but a position (a horse). "Giddy up go."

We now have broomstick headed "educators," "preventing someone who KNOWS from filling the empty space," training up our children to be broomstick headed citizens, negating anyone who gets in their way, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience, with impunity, i.e., with the "educators" and "the groups" approval (affirmation). A million plus broomsticks do not make a horse. Just because "everyone is doing it," i.e., is riding a broomstick thinking it is a horse does not make it a horse. A million plus wrongs do not make a right, it only makes you a blind fool (broomstick head) if you join in. (Wilfred Bion, A Memoir of the Future)

The broomstick head is reflected in the mathematical symbol ∅ (a broomstick through an empty head) which means "empty set," i.e., a bag that exists that has nothing in it (of course there is air in it as there is a broomstick, i.e., their imagination in it, treating it as reality, i.e., as "is"). Only that which is not real (is not actual, i.e., only that which is imagined) will fit, which to the broomstick head is real (is actual). A half truth is not truth. To accept it as truth is to nullify (negate) truth. But don't tell them that. They will get upset with you (turn on you) for hurting their "feelings," i.e., for getting in the way of their "lusts," i.e., of their riding broomsticks, pretending they are horses, since "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., their imagination (what "seems to" be) is all they have to put in the bag, i.e., to put in the empty space (the "safe" place/zone/space). Reality, i.e., the truth to them, i.e., the real horse, i.e., personal responsibility and risk, i.e., personal accountability to be and do right and not wrong (according to established commands, rules, facts, and truth) only gets in the way of their "reality," i.e., of their illusion. As another example goes: Don't tell the King he has no clothes on, everyone not telling him (the truth) will get mad at you. When you hear someone tell you to "be positive, not negative" (when you are telling them the truth—the rest of the story) you are encountering a broomstick head insisting (pressuring) you to tell the "truth," i.e., only what they want to hear ("or else"). After all two plus two is four and can not be any other number. Don't leave the "can not be any other number" out, i.e., don't stop being "negative" or broomstick heads will rule the world, forcing you to support them in riding broomsticks pretending they are horses (oppressing you, treating you as "human resource," supporting them in their illusion).

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.

"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." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12