Change. Why You Can Not See It. by Dean Gotcher

'Change.' Why You Can Not See It Until After It Has Taken Control Of/Over/Against You.
(Personal note.)

by
Dean Gotcher

"During the period of innovation ['change,' where emotions, desires, and hope, i.e., "self interest" is at the forefront], an environment is invisible [awareness of the 'changes' going on around you, i.e., the 'changing' of leadership method, i.e., your being seduced, deceived, and manipulated is unnoticed]. The present is always invisible because the whole field of attention [carnal desire aka "self interest" of the 'moment'] is so saturated with it. It becomes visible only when is has been superseded by a new environment [when the new leadership has taken control and you can not back out for fear of loosing out on your "self interest," i.e., your carnal desire of the 'moment,' including your life]." (Federal Education Grant, Dec. 1969, Behavior Science in Teacher Education Program, p. 237)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') While Karl Marx statement might sound ("seem to" be) "good" or "right" to you (to your carnal mind),' if pleasure and the world that stimulates it (and anyone manipulating it, which in the 'moment' is "invisible") is the "actual," then anyone who stands in the way of pleasure automatically (naturally) becomes the enemy and must therefore be negated. It is not that God does not want man to have pleasure, but as a parent who gives his children things to enjoy, when man loves those things more than Him, refusing to put them down to do His will, i.e., to obey Him, then there is a problem. The problem, according to Kant, Hegel, Marx, Freud, et. al. is not the child disobeying the father/Father, it is the father/Father getting in the way of the child's 'moment' of pleasure, which is being stimulated by the world (which is being manipulated by facilitators of 'change'—choosing, recognizing, and focusing upon "appropriate information," i.e., information which conduces, i.e., 'justifies' 'change,' rejecting or not recognizing "inappropriate information," i.e., information that inhibits or blocks 'change,' the outcome desired is based upon the method and information being used, i.e., persuasion vs. manipulation). Therefore what is "actual" is not external to the child, but is found in the child, i.e., in his or her "self" which is seeking oneness with the world in pleasure, who is becoming "self-actualized"—with the "help" of a facilitator of 'change,' i.e., a seducer, deceiver, and manipulator, resulting in the child becoming subject to them. A loving father/Father, while hating the child doing wrong, loves the child, having to chasten the child when he does wrong, disobeys, sins, so that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong. A facilitator of 'change' on the other hand, as a child loving pleasure over all, hates anyone (wants to get rid of anyone, including an unborn child or an elderly person—being inconvenient and costing him money, which is stored up pleasure) if/and when they get in his way, i.e., in his way to pleasure. The pathway to "Utopia" is strewn with the bodies of those who got in the way (to pleasure). Focus on the father/Father and doing right and not wrong according to established commands, rules, facts, and truth becomes manifest. Focus on the children and love of pleasure and hate of restraint, i.e., hate of the father's/Father's authority becomes manifest

"I have found whenever I ran across authoritarian students 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)

"The words 'seem to' are significant; it is the perception which functions in guiding behavior." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) "Sense perception" tied to our "sensuous needs," tie us to the world that stimulates them, making our "sense experience" (Karl Marx, MEGA I/3), i.e., our love of pleasure and hate of restraint the foundation from which we know right from wrong, with pleasure being right and restraint of (missing out on) pleasure, i.e., the father's/Father's authority being wrong, resulting in us no longer being able to see what the consequences of our thoughts and actions of the 'moment' will have on us in the future. The "here-and-now," making the "there-and-then" subject to the "here-and-now," blinds us to the "there-and-then," i.e., what will really (actually) happen to us in the end.

"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside pleasure, i.e., having to humble, deny, die to, control, discipline "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment'—which the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint, i.e., hatred toward the father's/Father's authority as being evil since your love of pleasure, i.e., love of "self," i.e., "lust," including your "lust" for the approval of men (affirmation) stands in the way. Affirmation, i.e., others approving of your carnal desires of the 'moment' which the world is stimulating is not only intoxicating, it is addictive and possessive as well, blinding you to the wickedness of your thoughts and actions against any and all who get in your way (of pleasure).

"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 Education is all about the Father, i.e., the father's/Father's authority (system). Negate the father's/Father's authority (system) in education and all you have is the world, i.e., "human nature," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the child's carnal nature without parental/Godly restraint. Curriculum 'change' is based upon "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the child's carnal nature, with children "esteeming" their "self" (their love of pleasure and hate of restraint) before one another, negating the curriculum which is based upon the father's/"Father's" authority, with children learning to humble, deny, die to, control, disciple their "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will. The Father's authority and the child's carnal nature, i.e., the Father's curriculum and the child's curriculum are antithetical to one another.

"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 "Self esteem," i.e., affirming and being affirmed by others, 'justifying' your (and their) carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" is antithetical to humbling, denying ,dying to, controlling, disciplining your "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., to doing the Father's will.

Dialogue and "self interest" are one an the same thing, 'justifying' your "self," i.e., your "self interest" over and therefore against anything that gets in the way, i.e., that inhibits or blocks dialogue, i.e., that prevents "self interest" from becoming reality. "Self interest" blinds you to where it is taking you because it can only see what you are thinking about, i.e., desiring in the 'moment' as being, i.e., "feeling" "good." "Building relationship on 'self interest'" might sound good in the 'moment,' as you and a "friend" set out to prospect for gold (affirmation is like a drug, intoxicating, addictive, and possessive), but you had better watch your back when you find it because your "friends" "self interest" (thinking what he could do with your gold if he had it) might cost you your life.

"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 know how to influence the ... 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." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "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 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." "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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) emphasis added.

"And through covetousness [your "self interest"] shall they with feigned words make merchandise of you." 2 Peter 2:3 By gaining access to your "self interest," i.e., your carnal desires ("feelings") of the 'moment,' i.e., what you "covet" (through dialogue) using "feigned words," i.e., plastic words, Gr., giving you what you want to hear in order to gain your trust thereby being able to move you down their pathway, they are able to turn you into "human resource," i.e., "merchandise" so they can use you for their own pleasure and gain (profit), buying and selling your soul on the open market, with your approval.

"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture [paradigm] of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development) The father's/Father's authority system produces a Patriarchal paradigm, i.e., doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will, resulting in the individual having a guilty conscience when he does wrong, disobeys, sins, whether he is in a group or not. The "self centered" based system produces a Matriarchal paradigm, where "getting along" in order to get what you want is the focus of life, with doing wrong, disobeying, sinning producing a guilty conscience but not stopping the individuals thoughts and action, with him only trying not to get caught. The "self" 'justifying' (before others), i.e., affirmation system produces a Heresiarchal paradigm (of 'change'), where 'reasoning' through dialogue (from "feelings") 'liberates' the person and the group from the father's/Father's authority, negating the guilty conscience (for doing wrong, disobeying, sinning) which the father's/Father's authority engenders, so everyone can do wrong, disobey, sin with impunity.

"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

By 'changing' the learning environment from the teacher 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and discussing with the students any questions they might have regarding the commands, rules, facts, and truth being taught, at the teachers discretion, i.e., providing they deem it necessary, have time, the students are capable of understanding and are not questioning, challenging, defying, disregarding, attacking authority, 2) blessing or rewarding those students who obey and do things right, 3) chastening or correcting those students who do things wrong and/or disobey, so they might learn to humble, deny, die to, control, discipline their "self" in order to obey and/or do things right, and 4) casting out (expelling) those students who question, challenge, defy, disregard, attack authority (known as "old" school where the father's/Father's authority system, i.e., having to humble, deny, die to, control, discipline your "self" in order, as in "old" world order to do right and not wrong according to established commands, rules, facts and truth was central to education) to where the students dialogue their opinions to a consensus (there is no father's/Father's authority in dialogue, opinions, or in the consensus process, there is only the student's carnal desires of the 'moment,' i.e., the student's "self interest" which the world/classroom environment stimulates, which the "educator" manipulates) the students are 'liberated' from their parent's authority, not only in their thoughts but in their actions as well, with "the group's," i.e., the classroom's (and the "educator's") approval, i.e., affirmation, without the students fully being aware of the 'change' that has taken place.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth—deductive reasoning is reasoning from and through established commands, rules, facts, and truth (a priories).

"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (ibid.) Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another—inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees) a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the situation, rejecting "inappropriate information," i.e., information (any established command, rule, fact, or truth) that gets in the way of his desired outcome. "Outcome Based Education" ("Goals 2000," "Common Core," etc., all being the same in method) is based upon this method of "learning" (curriculum), which is being used in the classroom today—replacing discussion, i.e., established commands, rules, facts, and truth with dialogue, i.e., the student's "feelings," i.e., his carnal desires of the 'moment'—when established commands, rules, facts, and truth (his parents standards) get in the way of his (and the classes) carnal desires, i.e., "self interests" of the 'moment.'

We discuss with our "self" and with others, established commands, rules, facts, and truth, i.e., principals that we have been taught. We dialogue with our "self" and with others our carnal desires of the 'moment,' i.e., "self interest." Because of the fear of accountability, i.e., guilty conscience for being or doing wrong according to the established commands, rules, facts, and truth which we have been taught, we maintain a state of homeostasis, i.e., stability, i.e., "rigidity," restraining our "self," i.e., our "self interests" of the 'moment.' By placing a child in a dialogue environment, when dealing with right and wrong behavior and thought, his conversation with his "self" and with others is moved away from discussion, i.e., doing right and not wrong according to established commands, rules, facts, and truth to doing what he wants, when he wants, without restraint. In the environment of 'change,' from discussion ("self" restraint) to dialogue ("self interest," i.e., 'liberation' from "self" restraint) the child externalizes what he has been attempting to do all along inside, unaware of the 'change' that is taking place in the environment and in his "self" as a result, turning against restraint, i.e., established commands, rules, facts, and truth, i.e., the father's/Father's authority, i.e., discussion—without having a guilty conscience—'changing' 'loyalty' to the father's/Father's authority, i.e., law and order, i.e., "rule of law" to 'loyalty' to the facilitator of 'change,' i.e., anarchy and revolution.

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "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 [the child's carnal nature, i.e., "feelings," i.e., his or her love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present].'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) By "studying" history, not from being told (taught) commands, rules, facts, and truth from the "past," but from his own "feelings," i.e., his "sense experiences" of the past and the present, the student recreates the world in accordance to his own carnal nature, 'justifying' the overthrow of parental authority aka nationalism, under God, without having a guilty conscience.

"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." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)

"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." "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)

According to Kurt Lewin, since the guilty conscience, what he called a "negative valance," is the result of the father's/Father's threat of punishment for doing wrong or for disobeying, what Lewin called "an induced field of force of an adult," preventing the child from having or doing what he desires to do or from having what he wants to have in the 'moment,' what Lewin called "a forbidden object which in itself attracts the child," by simply removing, in the mind of the child, the father's/Father's authority, i.e., by putting the child in a "safe zone, space, or place," "Don't be negative, be positive" environment where he can question, challenge, defy, disregard, attack authority, negating that which is "negative" without fear of reprimand, i.e., "if this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority" the guilty conscience is negated in the process, i.e., "the negative valance also disappears."

Instead of the educator basing right and wrong upon established commands, rules, facts, and truth being taught, the "educator" establishes right and wrong upon the child's carnal nature, i.e., upon the child's carnal desires and resentments ("feelings," i.e., "self interest") of the 'moment,' with right being pleasure and wrong being the missing out on pleasure (having to do right and not wrong according to commands, rules, facts, and truth, i.e., in order to do the parent's will instead). In order to 'liberate' children from their parent's authority, i.e., from the Patriarchal paradigm, i.e., from the father's/Father's authority system students must, behind closed doors, experience for themselves a "new" world order which is based upon their carnal nature, i.e., their carnal desires of the 'moment' which the world stimulates, talking about and doing things their parents would not approve of or allow if they knew. 'Change' in curriculum and therefore paradigm requires the "educator" to be trained in "force field analysis," how to "unfreeze, move, and refreeze" the students in the classroom, and how to utilize "group dynamics" in order to initiate and sustain 'change'—methods of manipulation parents are not aware of, much less know how to respond to (counter), i.e., 'liberate' ("deliver") their children from when they get home from school. ("What is missing in dialogue.")

"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' that the most influential controls are to be found." "What we call 'good teaching' is the teacher's ability to attain affective objectives ['liberating' the children's carnal desires ("feelings") of the 'moment' which their parents standards are (their authority is) getting in the way of] through challenging the student's fixed beliefs [their parents standards] and getting them to discuss issues [freely dialogue with one another their carnal desires of the 'moment,' as well as their resentment toward restraint aka their parents authority without fear of being judged, condemned, punished, and/or cast out (rejected)—instead of "the group" punishing the student who goes against his parents standards, i.e., who disobeys his parents, as the parents would, "the group" will punish (reject) the student who holds onto, i.e., who obeys and insists upon others obeying his parents standards—when the student is told "You can say anything you want without being judged or condemned" he is being lied to. He will be judged and condemned if he refuses to participate in the negation of his parents authority system in the "group grade" classroom for the sake of the other student's grades]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain; commonly referred to as "Blooms' Taxonomies," curriculum by which all teachers are certified and schools accredited today. Do not be fooled, although marketed as "academics," i.e., teaching "higher order thinking skills," they are all about paradigm 'change,' i.e., 'changing' the way students think about and act toward authority, i.e., parental authority.) By replacing position (established commands, rules, facts, and truth) with opinion ("feelings," i.e., the students carnal desires of the 'moment') when it comes to right and wrong, right-wrong thinking, i.e., the father's/Father's authority becomes wrong making wrong thinking, i.e., thinking from/through "lust" right, negating right, i.e., the father's/Father's authority in the students thoughts and actions ("theory and practice").

"Bloom's Taxonomies" are all about "ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." They are "a psychological classification system." (Book 2: Affective Domain) In the 30's a group of Marxists came to America from Europe, i.e., the Institute of Social Research (referred to as the Frankfurt School since they came from Frankfurt Germany, fleeing Nazi Germany), who merged Marx and Freud, i.e., Marxism and Psychology (which are the same in outcome, i.e., the negation of the father's/Father's authority, one dealing with the individual, the other with society, with both united in "the group," i.e., in group psychotherapy). "As the Frankfurt School [Theodor Adorno, Erich Fromm, etc., including Kurt Lewin who edited their newspaper] wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950) Sigmund Freud believed "the individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." (Brown, Life Against Death) It was this form of "psychology" (group psychology, reflected in the "group grade") that Benjamin Bloom turned to for the development of his "Taxonomy," which all "educators" are trained in today—'liberating' their students affective domain from their parent's authority system so they can do wrong, disobey, sin without having a guilty conscience, i.e., so they (along with the "educator") can do wrong, disobey, sin ("lust") with impunity (with affirmation), what we see going on all around us today, in all walks of life (professions).

"The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain) By 'liberating' the students from the father's/Father's authority system in the classroom, 'change' is initiated and sustained in the home and in the nation.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as "selfish" children, using the office of authority they occupy for their own carnal desires (pleasures) only—the office they occupy is perfect, having been given to them by God, who is perfect, in which to serve Him, teaching their children to humble, deny, die to, control, discipline their "self" and do right and not wrong according to His established commands, rules, facts, and truth. A father, in the true sense of the word, loves his children while hating their doing wrong, disobeying, sinning, holding them accountable for their actions—chastening them when they do wrong, disobey, sin that they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin, casting them out when they reject his authority in order to maintain his authority but not hating them, wanting to kill them as the child does when the father gets in the way of his "lust" for pleasure. When a parent hates his child it is the child in him that is ruling. It is that fact, that children do not have "the love of the Father" in them that those "of and for the world" ("of and for self") seek after, focusing upon using the children (including those in an adult bodies) for their agenda, i.e., 'liberating' the world of the father's/Father's authority so they can rule the world themselves, without having a guilty conscience for doing wrong, disobeying, sinning, removing (silencing, censoring, or even killing) any (including the unborn and elderly) who get in the way of their "self interest," i.e., their carnal desires (pleasures) of the 'moment,' which the world stimulates, claiming they are doing it for the "good" of "the people," i.e., for "worldly peace and socialist harmony," when it is really for their "self." We can all sympathize with the child being chastened, but without it, all the child learns is that his carnal desires (the pleasures) of the 'moment' (the Karl Marx in him)—that the world stimulates—is all that life is about. Without the chastening, learning to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth all your children have is the Karl Marx in them, i.e., "lusting" after the carnal pleasures of the 'moment' which the world stimulates, wanting to get rid of you.

"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 While the earthly father and Heavenly Father differ in 'purpose,' i.e., the earthly father "chastening us after his own pleasure," the Heavenly Father "chastening us that we might partake in his holiness," they are both the same in "top-down," "right-wrong," "above-below" authority structure (system). Negate the father's/Father's authority system, starting with the earthly father, who we can all find fault with, and you negate the Heavenly Father's authority system in the process, something the Lord, while dividing the son from the earthly father never did, keeping the Father's authority system in place, with His Heavenly Father's authority taking precedence over all authority, engendering individualism, under God.

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "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 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment']." (Theodor Adorno, The Authoritarian Personality) Theodor Adorno, along with Erick Fromm, is the "Weltanschauung," i.e., world view of "Bloom's Taxonomies."

"To create effectively a new set of attitudes and values [paradigm], 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." (Book 2: Affective Domain)

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "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, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate.

"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thinking and acting.

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) It is in dialogue we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only.

"…there is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance [where the person is caught between his carnal desires ("feelings," i.e., "self interests") of the 'moment' and his belief (established commands, rules, facts, and truth)]." (Yalom)

"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity [especially when "the group" is excluding, i.e., rejecting the child because of his "ridged," i.e., "prejudiced," i.e., unadaptable to 'change' "negative" attitude, i.e., his holding onto his parents, i.e., the father's/Father's standards, i.e., preaching, teaching, and attempting to discuss commands, rules, facts, and truth to/with "the group" while "the group" is heading down the road, hand in hand enjoying the carnal pleasures of the 'moment' which the child desires himself, "enjoying" them without him, i.e., excluding (rejecting) him in the process for the way he is thinking and acting, i.e., for not joining with them, 'justifying' their (and his) carnal nature over and therefore against their (and his) parent's authority, i.e., the father's/Father's authority]." (Yalom)

"Change in organization [paradigm] can be derived from the overlapping between play and barrier behavior [by bringing dialogue into the traditional classroom, creating conflict ("cognitive dissonance") between dialogue, i.e., 'justifying' one's carnal desires, i.e., "self interest" which is informal, fearing judgment, punishment, and rejection by "the group" for "hurting" their "feelings," i.e., for cutting off dialogue and preaching, teaching, and discussing established commands, rules, facts, and truth in order to be or do right and not wrong, which is formal, fearing judgment and punishment by the parents (or traditional teacher) for doing (or being) wrong or being rejected (expelled) for questioning, challenging, defying, disregarding, attacking their authority]. To be governed by two strong goals [being approved by the parents (which requires obedience) and being approved by "the group" (which requires suspend, as upon a cross the parent's commands, rules, facts, and truth that "hurt" other peoples "feelings," questioning, challenging, defying, disregarding, attacking their authority instead)] is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization [desire for approval from the group begins to predominate over and therefore against parental authority]. 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 child is frozen in the 'moment' no longer defending his father's/Father's authority out of fear of group rejection, "What will happen to me" if the father/Father catches me is replace with "What will happen to me" if the group rejects me]. 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 choose to either reject the group in order (as in "old" world order) to do the father's/Father's will, missing out on the carnal pleasures of the 'moment,' which the world stimulates, which includes the groups approval (affirmation)—in the midst of group rejection—or reject the father's/Father's authority in order (as in "new" world order) to enjoy the carnal pleasures of the 'moment,' which the world stimulates, which includes the groups approval (affirmation)]." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression) It is a no brainer which "head" (paradigm) will more than likely win out—"win-win" meaning the child is 'liberated' from the father's/Father's authority (a "win" for the student, no longer "repressed" by the father's/Father's authority, having to do the father's/Father's will) as he and "the group" become one, 'liberated' from the father's/Father's authority system (another "win" for the student and "the group" as he and they are no longer "alienated" from one another, because of their parents commands, rules, facts, and truth which divide them from one another).

"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong], they urge the group [the children/the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Yalom)

"Changing a group atmosphere from autocracy [preaching, teaching, and discussion] toward democracy [dialogue] through a democratic leadership [a facilitator of 'change'] means that the autocratic followers [traditional students] must shift toward a genuine acceptance of the role of democratic followers [socialist students]." "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." "The more the group members become converted to democracy the more can the power of the democratic leader shift to other ends than converting the group members." (Benne, Curriculum Change)

"Bypassing the traditional channels of top-down decision making, our objective centers upon transforming 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)

"It is not individualism [the child having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning, i.e., "lusting"] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will and doing his own will instead, when his will, i.e., his carnal desires ("lusts") of the 'moment,' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another]. Society ["human relationship based upon self interest," i.e., "building relationship" with others, based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6) We compromise, i.e., suspend, as upon a cross any established command, rule, facts, or truth that gets in the way of the "relationship" (pleasure) we desire with others. Fellowship, on the other hand is based upon established commands, rules, facts, and truth that we, along with others, have accepted as right, dividing us from those who disagree, i.e., who do wrong.

'Change' is revolution, 'liberating' the child's carnal nature from the father's/Father's authority, negating the father's/Father's authority, negating the guilty conscience which it engenders (for doing wrong, disobeying, sinning, i.e., "lusting") in the process, so the child (and the facilitator of 'change') can do wrong, disobey, sin, i.e., "lust" with impunity, i.e., without restraint. Instead of man being made in the image of God, i.e., doing right and not wrong as they have been told, in the process of 'change' he is made in the image of the master facilitator of 'change,' 'justifying' his "self," i.e., his carnal nature before others, following after and worshiping the facilitator of 'change,' i.e., the psychotherapist as God.

"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?'" (Rogers, on becoming a person)

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, i.e., "lust," when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Rogers)

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

"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