College students are no longer being taught to reason from established commands, rules, facts, and truth, in order to be/do right and not wrong, they are being "taught" to 'reason,' as children, from/through their "feelings," i.e., from/through their carnal desires ("lust," i.e., "self interests") of the 'moment'—which the world stimulates—negating the father's/Father's authority in their thoughts and their actions, negating their having a guilty conscience—which the father's/Father's authority engenders—when they do wrong disobey, sin in the process, so they (and their professors) can do wrong, disobey, sin with impunity.
by
Dean Gotcher
"Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" (Romans 6:16)
Children are returning home from college 'changed' in their paradigm, i.e., 'changed' in their way of feeling, thinking, and acting toward their "self," others, the world, and authority. They are returning home from college full blown Marxists, even after the first semester.
Dialectic journals and communication. What are they? A dialectic journal is what you write in response to literature you have read, that you "question, disagree with, agree with, and which you can identify confusion" within and set out to resolve (in a group setting, making your outcome subject to "socialist pressure"). It is a journal where you record dialogue or conversations you have with yourself and the material you are reading and express it in writing. In this way you can keep track of the 'changing' of your thinking as the consequence of being introduced to new material or information, freeing yourself from the old way of thinking and acting (having learning facts and truth as is), now no longer comparing what you are learning (in morals and ethics) from the standards of the "past," i.e. from God's word or the parents, but from your "enlightened," carnal experiences of the present.
"Persons satisfied with things as they are must be helped to acquire convictions for change and arrive at that state of dissatisfaction." "Persons will not come into full partnership in the process until they register dissatisfaction." "... the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." (Kenneth Benne, Human Relations in Curriculum Change)
"For the dialectical method the central problem is to change reality.… reality with its ‘obedience to laws' [to negate the concept of parental authority over children, God's authority over man]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) It is not that dad and mom are perfect. They are not. But their office of authority is. Given to them by God, at the birth of their first child. Dialectics destroys the office, leaving the parents in tact as long as they no longer exercise their authority "inflicting" the next generation with categorical imperatives, i.e. that which is not of the child's own making, not subject to their "feelings" and "thoughts" (to be at-one-with the world in pleasure) in the 'moment.'
According to Hegel, 'change' depends upon the child's dissatisfaction with current conditions where the "Mind takes refuge in the clear space of thought to create for itself a kingdom of thought ["equality" in the world of "feelings," to go where their impulses, urges, desires and feelings of the 'moment' lead them] in opposition to the world of actuality [the "top-down" order of the parents, i.e. their commands of the "past," making the cildren do what they don't want to do in the present], and Philosophy is the reconciliation following upon the destruction of that real world [the negation of a "top-down" world of parental authority to the creation of a world where the child can be at-one-with, i.e. treated as "equal" with the "feelings" and "thoughts" of the parent's in the present, i.e. called "human rights"] which thought has begun." (Hegel's Lectures on the History of Philosophy Introduction B. Relation of Philosophy to Other Departments of Knowledge.) The dialectic idea being, don't fight against the parents standards (they won't let you have access to their child), rather 'change' the child's paradigm in the classroom experience, how they think and act in dealing with social issues, and the parents' standards will become negated, along with their authority, in the thoughts and actions of the child. This does not only apply to college, it applies to all environments of learning. It is the platform, the only platform, of "Education Nation." The process, "supplies a framework for problem solving . . . the method can be applied to problems of changing the curriculum, changing pupil behavior school-community relations, administrative problems, etc." (David H Jenkins' application of Kurt Lewin, Force Field Analysis in Kenneth Benne, Human Relations in Curriculum Change)
"Philosophy is a free and not self-seeking activity, … This activity contains the essential element of a negation, because to produce [to do your own thing, what comes naturally] is also to destroy [negates parental authority, which restrains your natural inclinations]; … as Mind passes on from its natural form, it also proceeds from its exact code of morals and the robustness of life [obedience to parents] to reflection and conception [thinking about your own desires and feelings]. The result of this is that it lays hold of and troubles this real, substantial kind of existence, this morality and faith, and thus the period of destruction [the revolution of 'change'] commences." "It may be said that Philosophy first commences when a race for the most part has left its concrete life [become dissatisfied with, disenfranchised with authority], when separation and change of class have begun, and the people approach toward their fall [where conflict between the child and the parent become entrenched to a condition of war]; when a gulf has arisen between inward strivings [the child's desires] and external reality [the parent's authority], and the old forms of Religion, &c., [doing it the parent's way] are no longer satisfying; when Mind manifests indifference to its living existence or rests unsatisfied therein, and moral life [honoring of the parents] becomes dissolved." (Hegel's Lectures on the History of Philosophy Introduction B. Relation of Philosophy to Other Departments of Knowledge.)
"The dialectic of Hegel and Marx's variation on the theme, contain discrepancies between actual and desired conditions. The contradiction between thesis and antithesis [the self and the environment―the other, the child and his desires and the parents and their demands] set up pressures that eventually force a new state of affairs, the synthesis [through dialogue, 'discovering' how the child and the parents "feel" and what they "think" about a situation, negating the parents "Because I said so" position of authority in the process]. The desired condition is synthesis, the elimination of contradiction and conflict between thesis and antithesis [negating the parent's "top-down" authority over the child's feeling and thoughts]. Conflict between thesis and antithesis bring about a restructuring that reduces or eliminates (negates) the conflict [negates the system or paradigm of parental authority]." (Richardson, George P., Feedback Thought in Social Science and Systems Theory as quoted in Judy McLemore, The Architects of Total Quality Management General Systems Theory and Marxist Theory-Praxis; www.stopcp.com/TQMJudyMcLemore.pdf)
"Doubt is the starting point of modern philosophy. Rational doubts have been solved by rational answers. The irrational doubt has not disappeared and cannot disappear as long as man has not progressed from negative freedom [parental control via the conscience] to positive freedom [social control via the super-ego]." (Erick Fromm, Escape from Freedom)
"The 'dialectical' consciousness ... a manifestation of Eros ... that Dionysian ego which does not negate any more [the "I will," freed of the Father's will, no longer blocking the "manifestation of Eros," in life and in death]." "Dionysus affirms the dialectical unity of the great instinctual opposites: reunifies male and female, Self and Others, life and death." (Norman O. Brown Life Against Death) "This process can not stop. It must go on until a category is reached which does not give rise to any contradiction." (The Philosophy of Hegel: A Systematic Exposition)
"But life at its best is a creative synthesis of opposites in fruitful harmony." (Martin Luther King Jr. Strength to Love) "King never tired of moving from one-sided thesis to a corrective, but also one-sided antithesis and finally to a more coherent synthesis beyond both." (L. Harold DeWolf "Martin Luther King Jr., as Theologian," The Journal of the Interdenominational Theological Center 4: 11)
"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 student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval 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 child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" 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 information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—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-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin 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 desires) 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
© Institution for Authority Research, Dean Gotcher 2012-2015, 2019