Divide and Conquer by Dean Gotcher

Divide and Conquer.

by
Dean Gotcher

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

"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)

1) Separate children from their parents, i.e., come between the parent's and their children. 2) Encourage them to dialogue their opinions to a consensus, affirming, i.e., 'justifying' themselves, i.e., their carnal nature, and 3) they will question, challenge, defy, ignore, circumvent, attack, etc., their parents when their authority gets in the way. In this way, putting dialectic (dialogue) 'reasoning,' i.e., "self" 'justification' into praxis, i.e., into group or social action, the child's brain is washed of the parent's authority system, allowing him to be his "self," i.e., carnal, i.e., of the world only, as he was before the parent's first command, rule, fact, or truth came into his life, turning him against parental authority when it gets in his way, having no guilty conscience while doing so. By simply changing the classroom environment from the preaching of commands and rules to be obeyed as given and the teaching of facts and truth to be accepted as is, by faith to where the child's "feelings," through dialogue become a part of the curriculum, the child is 'liberated' to be his "self," i.e., 'liberated' from his parent's authority, i.e., 'liberated' to question, challenge, disregard, defy, attack their authority instead.

"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)

Dialogue, i.e., children sharing with one another their desire for the carnal pleasures of the 'moment,' including their desire for others to affirm their desire as being "rational," "reasonable," "practical," "relevant," "right," and their resentment toward restraint, i.e., not being able to have or enjoy the carnal pleasures of the 'moment' they desire in order (as in "old" world order) to do what someone else says, which all children have in common, makes all children the same, i.e., equal. Opinion 'liberates' children from parental authority since it carries no parental authority, i.e., no "can not," "must not" "thou shalt not," "It is written" in it, only the children's "thoughts," which are taken captive to their "feelings," i.e., their desires and dissatisfactions of the 'moment,' the environment stimulating them, and the facilitator of 'change' manipulating it. And consensus unites all children as one, affirming their carnal nature, i.e., their "right" of desiring the carnal pleasures of the 'moment,' engendering fraternity over and therefore against parental authority i.e., that which restrains and divides.

Twenty children in a classroom from twenty different families, having differing positions on what is right and what is wrong behavior, prevents the children from building relationship upon their carnal nature, i.e., upon that which they all have in common, their father's commands, rules, facts, and truth getting in the way, dividing them not only from their "self," but from one another as well (engendering "repression," with the child being unable to do what he wants to do, when he wants to do it and "alienation," with the parent's or God's commands, rules, facts, and truth which the child accepts as his own getting in the way of initiating and sustaining relationship with those who disagree). By simply "encouraging" children to be "positive" and not "negative, i.e., "encouraging" them to suspend (as on a cross) their parent's commands, rules, facts, and truth in order for them to focus upon their desires and dissatisfactions of the 'moment'—that which they have in common—their parent's commands, rules, facts, and truth become "irrational" (did not we all say "You don't understand," i.e., "Your out of touch with my feelings," i.e., "You're not being reasonable" or "fair," when our parents would not let us do what we wanted, resulting in us "feeling" like we would die if we did not get our way), making their authority "irrelevant," negating respect toward parental authority not only in their personal feelings, thoughts, and actions, but in their relationship with one another, others, and the world as well.

When parent's retain their authority, 1) giving their children commands and rules to be obeyed (as given), facts and truth to be accepted as is (by faith), 2) blessing the children who obey and do what is rigght, 3) chastening those who disobey and do what is wrong, that they might learn to obey and do what is right (discussing with them, at the parent's discretion, why they have to do what they are told), and 4) casting out any who reject their authority the divide and conquer people, i.e., facilitator's of 'change' and those who follow after them (socialists/globalists) are prevented from having their way.

"The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

When parent's question (abdicate) their authority, those who praxis divide and conquer, i.e., facilitators of 'change,' i.e., "group psychotherapists" rule the day. Instead of the children inheriting their parent's blessings, facilitators' of 'change' "inherit" the parent's children, using them as "human resource" for their own pleasure and gain.

". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken." (Warren Bennis, The Temporary Society)

Those who praxis the divide and conquer method, i.e., the dialectic process, know that parents must 'change' how they relate with their children if a world of 'change' is to take place, i.e., if the "new" world order (globalism) is to become a reality. That is why they "use social-environmental forces to change the parent's behavior toward the child." (Theodor Adorno, The Authoritarian Personality) By moving communication (setting policy) from the preaching and teaching of commands, rules, facts, and truth, i.e., the language of authority to the dialoging of opinions to a consensus, i.e., the language of "community" negated the language of individualism under God. Once parents go into dialogue with their children in order (as in "new" world order) to initiate and sustain relationship, making the child's "feelings," i.e., carnal desires of the 'moment' a key ingredient in deciding what is right and what is wrong, i.e., what is good and what is evil, they have abdicated their authority as a parent, turning it over to the child's carnal nature and the facilitator of 'change,' who came between the child and the parent in the first place.

For the globalist to overcome the authority system of the parent a formula had to be 'discovered' and put into place. "A scientifically acceptable solution does exist … For to accept that solution [where all citizens, including parents, must participate in the dialoguing of opinions to a consensus], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, from the child's carnal nature] other than that of the bourgeoisie [from the parent's authority]. And no class can do that-unless it is willing to abdicate its power freely.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Therefore, the question is: Are you a Marxist?

How do you overcome the process yourself: "Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6