Coup: What's It All About? by Dean Gotcher

Coup: What's It All About?

by
Dean Gotcher

Power!

George Washington warned us about it, i.e., the "love of power" aka the "human heart." It is why our founding Fathers divided the branches of government, i.e., the legislative, executive, and judiciary, in order to prevent the "consolidation of the powers of all departments into one ... creating ... a real despotism." (As was done in the French Revolution aka the Directorate—which we are witnessing taking place here.)

"Despotism" ...."that love of power, and proneness to abuse it, which predominates in the human heart." (George Washington, Farewell Address)

The "human heart."

"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 your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline your "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, taking pleasure in doing the father's/Father's will instead of yours], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure blinds you to it, i.e., gets in the way. Like a drug, pleasure (dopamine emancipation) which the world stimulates blinds you to your hatred toward restraint, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation)—making you not just wicked but "desperately wicked."

Constitution means "rule by law," i.e., making decisions according to established commands, rules, facts, and truth, inhibiting or preventing 'change,' or at least rapid 'change.' In order maintain "rule of law," i.e., the Constitution the "self interest," i.e., heart of the person/people in office has to be restrained.

"The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism." (George Washington, Farewell Address)

"Despotism" was prevented by breaking up the branches of government, preventing the elected official(s) from wresting (usurping) power from their constituents, which limiting the power of government, provided by the Constitution, guaranteed. Despots have to unite all departments of government into one (under their control) in order, in the name of "the people," to control "the people," i.e., in order to use them for their own pleasure and gain—without being held accountable for their actions. Doing this by force, violent revolution would be difficult if not impossible. It is in the change of communication this 'change,' i.e., revolution could take place. By replacing discussion, which adheres to doing right and not wrong according to established commands, rules, fact, and truth to dialogue, which adheres to the persons carnal desires, i.e., their "self interests of the 'moment' the outcome of meetings could be 'changed' in favor of the elected officials "feelings," i.e., carnal desires, i.e., "self interests" of the 'moment' (even though the cause might be 'good') over and therefore against their constituents position, usurping their voice (vote) in government.

"... let there be no change by usurpation; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed. The precedent must always greatly overbalance in permanent evil any partial or transient benefit which the use can at any time yield."(George Washington, Farewell Address)

Discussion, which guarantees division between elected officials, giving them the right to hold to their constituents position, leads to majority vote, where the position of their constituents wins the day. Dialogue, which guarantees consensus (a "feeling" of "oneness") between the elected officials, if their "self interests" are in agreement, wrests (usurps) the voice (vote) of their constituents from them, making the vote subject to the elected officials carnal desires, i.e., "self interest" of the 'moment' and anyone facilitating the meeting. Consensus means to make decisions according to the "feelings" i.e., to the persons carnal desires, i.e., "self interest" of the 'moment,' which the world (the situation of the 'moment') and those manipulating it are stimulating, initiating and sustaining rapid 'change.'

"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.

In a discussion you must suspend, as upon a cross, your "feeling," i.e., your carnal desires, i.e., your "self interest" of the 'moment," in order to hear, receive, and accept the facts or truth. In dialogue you must suspend, as upon a cross, any command, rule, facts, or truth ("rule of law") that stands in the way of your and the other persons "feelings," i.e., your and their carnal desires, i.e., your and their "self interests" of the 'moment' in order to get your way, what you want for your "self."

Discussion, which is based upon doing right and not wrong according to established commands, rules, facts, and truth predominates in a Constitution (Representative) form of government—where representatives (as children sent to the store by their parents to buy their parents' goods with their parents' money according to their parents' principles, buy their parents' goods—or else) "re"-present their constituents (their parents). If they do not "re"-present their parents, spending their parents' money on their "self" instead, they are not sent back to the store—if they get ahold of their parents credit card, they can put their parents into debt (hmm). Dialogue, on the other hand, allows the children to spend their parents money on their own "self interest," since dialogue represents the children's carnal desires of the 'moment,' not their parents principles.

Dialogue is the pathway to dopamine emancipation, discussion to doing right and not wrong according to established commands, rules, facts, and truth. This is why children (of disobedience) choose dialogue instead of discussion—when it comes to their "self interests," i.e., their carnal desires of the 'moment'—so they can get what they want without restraint. When children rule the people are oppressed.

In a representative form of government, the elected officials "re"-present their constituents principles—with the congressman "re"-presenting his district, the senator his state (both making law according to their constituents principles, under the restraints, i.e., checks and balances, i.e., limits and measures of the Constitution, what they were voted into office to "re"-present), the president the nation, establishing national policy, the courts, the law of the land, making rulings according to the constitution, i.e., not according to their own "self interest." Any branch making policy and decisions for "the people," i.e., making decisions through dialogue is usurping the other branches authority, making its "self interest" (how it thinks everybody should think and act—praising, worshiping, serving, promoting, and protecting it, i.e., its "self interest") the law of the land—the 'reasoning' of a despot, i.e., a child without parental restraint.

In the 50s' the Supreme Court usurped the power of the legislative branch of government through the use of dialogue, i.e., their interpretation of the law, excluding (since they were not voted into office) their parent's (the Constitution's) original meaning (using inductive reasoning, i.e., reasoning from their carnal desires, i.e., their "self interests" instead of deductive reasoning, i.e., reasoning from the Constitution, i.e., the original intent) in order to make law themselves, in favor of their desired outcome, i.e., i.e., their "self interest," thereby engendering despotism. Today the legislative branch is usurping the executive branch of government by their use of opinion, i.e., their "self interest" of the 'moment' setting national policy over (and therefore against the president, i.e., the office) in order to control "the people," in the name of "the people," instead of according to facts or truth (restraints, i.e., "rule of law," i.e., the Constitution) that stands in their way. It is the praxis of the consensus process, with its use of dialogue (dialogue aka "feelings" only requires 3 minutes or less of time to express, discussion aka facts and truth may require 10 minutes or more—need I say more) that is being used today to usurp the "rule of law"—negating that which stands in the their way, i.e., their control of (power over) "the people," so they can do wrong, disobey, sin (break the law) with impunity.

"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)

This praxis is not new.

"The workers' council (consensus process aka soviet system of government) will eliminate the bourgeois [the citizens] separation of the legislature, administration and judiciary." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Lenin's speech makes it very clear where this is all coming from and where it is taking us—as there is nothing new under the sun.

A "more powerful enemy, the bourgeoisie [the middle class-traditional family, with the father's authority over the family, a top-down system of government], whose resistance … and whose power lies ... in the force of habit, in the strength of small-scale production." "Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." "... the peasantry constantly regenerates the bourgeoisie—in positively every sphere of activity and life." "... gigantic problems of re-educating ..." "... eradicating their bourgeois habits and traditions...." "... until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, …" "... in every field of social activity, in all cultural and political spheres without exception." "We must learn how to eradicate all bourgeois habits, customs and traditions everywhere." "... capitalism and the bourgeois environment … disappears very slowly even after the overthrow of the bourgeoisie, since the peasantry constantly regenerates the bourgeoisie give rise to what is essentially the same bourgeois careerism, national chauvinism, petty-bourgeois vulgarity, etc. —merely varying insignificantly in form—in positively every sphere of activity and life." Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920

It has been taking place in the classroom for decades, preparing "the people" for revolution, i.e., the overthrow of the Constitution. Instead of studying the Constitution and the intent of those who wrote it, students are sharing (dialoguing) their opinion of it, i.e., "I feel," "I think'"without knowing the facts or the truth of its writing (history, i.e., knowledge has been replace with the students opinions, i.e., social-ist studies). Instead of outright violence (it is there but waiting its turn, screaming obscenities at people, pounding on doors, as children having a tantrum because they can not have their way is taking place for the 'moment') dialogue is being used instead, called a "velvet revolution." Violence will eventual have its way (as has always been the case of the unregenerate heart). One could say the demise of the Constitution was entered in its opening line: "We the people of the Unites States of America, In order to form a more perfect union," which is a very communist (Masonic) statement—why the "Bill of Rights" was added to the Constitution, in order to counter (limit) its effect, the original intent being "We the States, in order to prevent war between one another." Nevertheless here we are at the gate of its (our) demise, with the consensus process ("bipartisanship") leading the way. Despotism is despotism whether it is done by one or by the many having the same mind-agenda, ruling over "the people" in the name of "the people," with their "self interest" in mind.

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['justifying' your carnal desires of the 'moment,' 'liberating' your "self" from parental (the Constitutions) restraints] are necessary for personal growth, bad social conditions [having to humble, deny, die to, control, discipline your "self," i.e., set aside your "self interests" in order to do right and not wrong according to the parents (the Constitutions) established commands, rules, facts, and truth] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first—it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.'" "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." ". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.) (Abraham Maslow, The Journals of Abraham Maslow)

"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)

"Citizens are obliged to concern themselves with the upbringing of children, to train them for socially useful work, and to raise them as worthy members of socialist society." "Socially useful work and its results determine a persons status in society." Articles 66 and 14, "Former" USSR Constitution.

"In our democratic society, any enterprise—any individual—has its obligations to the whole." "Tax credits would be given to the company that helps to improve the whole society, and helps to improve the democracy by helping to create democratic individuals." (Abraham Maslow, Maslow on Management)

When law becomes subject to the "self interest" of those in power, despotism rules. While the legislative and executive branches (elected branches of government) can go astray, when the judiciary goes to despotism aka "self interest," "the people" have no hope of liberty from tyranny. We can see this taking place in Congress today.

"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)

This usurpation would not be taking place if it were not already taking place in education (in the classroom). "Bloom's Taxonomies" are all about using the classroom to 'shape' the next generations mind, turning them into revolutionaries, overthrowing "rule of law," i.e., their parents' authority, so those in power can rule the world according to their carnal desires of the 'moment,' without restraint, i.e., without being held accountable.

"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)

All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., their use of dialogue in the classroom to 'change' how students think and act toward their "self," toward others, toward the world, and toward authority. The "educator" does not have to tell his or her students to question, challenge, defy, disregard, attack their parent's authority when they get home from school (if they are not doing that already), after participating in their "group grade," "group psychotherapy," facilitated,' therapy, Transformational Marxist, "safe zone/space/place," "positive," dialoguing opinions to a consensus, soviet style, brainwashing ("Bloom's Taxonomy") classroom, they will do that automatically when they get home from school. The same thing is happening to your legislators.

"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