Double Standard: How It Works.
It is all built upon "self interest," i.e., "lust," i.e., "What can it get out of this situation/person for my 'self.'"
(Personal note.)
by
Dean Gotcher
"When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation have come to him." (G. F. W. Hegel in Carl Friedrich, The Philosophy of Hegel) "Right" for Georg Hegel, et al, meant "right" according to his and other people's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world (the current situation) is stimulating—not hating ("abhorring") evil but hating the fact that he is not getting what he wants, i.e., his carnal desires ("pleasures," i.e., "lusts") of the 'moment' that the world (the current situation) is stimulating, when he wants it, i.e., "Now!" "Peace" meant doing wrong, disobeying, sinning, i.e., "lusting" without having a guilty conscience (without having any fear of or any sense of being judged and/or of being held accountable for doing "wrong," disobeying, sinning, i.e., "lusting"). "Affirmation" meant doing wrong, disobeying, sinning, i.e., "lusting," i.e., doing what seems right in his own eyes, with the approval of, i.e., 'justification' by others.
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 Not only does it lead to death of his soul but death to other people—the pathway to "Utopia" is paved with the bodies of those who get in the way (to pleasure, i.e., "lust"), i.e., the unborn, the elderly, the innocent, the righteous, etc..
"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief [how he can satisfy his "lusts," i.e., get his way] upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4
"Lawfulness without law." (Immanuel Kant, Critique of Judgment) In other words, "lawlessness without 'rule of law,'" i.e., without restraint, i.e., without being accountability for one's thoughts and actions, where a person's carnal nature, i.e., "lust" is not "above" the law but is the law itself, giving him the "right" to decide right and wrong according to his "lusts," i.e., his "self interest" of the 'moment' which the world, i.e., the current situation is stimulating, judging, condemning, and removing or casting out (negating) those who insist upon law, i.e., restraint, i.e., the father's/Father's authority, i.e., "rule of law," i.e., established commands, rules, facts, and truth, i.e., "limits and measures," so he can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience.
"Jurisprudence of terror takes two forms; loosely defined rules which produces unpredictable law, and spontaneous changes in rules to best suit the state." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law) When laws become subject to the child's carnal nature, i.e., to the child's "lusts," i.e., "self interests" of the 'moment' which the world (situation) is stimulating law becomes unpredictable. "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right') Whoever therefore decides "the needs and capacities of the people," in concord (consensus) with his own "needs and capacities" of the 'moment' makes law subject to his carnal desires, i.e., "lusts," i.e., "self interest" of the 'moment' which the world (the current situation) is stimulating, holding you accountable (judging, punishing, removing you) for getting in the way of "the people's," i.e., his "lusts" of the 'moment.'
"I will hold myself accountable according to my standard, i.e., right - 'badly' (which is not punishable, i.e., does not hold me accountable for doing or being wrong, only needing to do things "better" the next time—not get caught) and hold you accountable to yours, i.e., right - wrong (which is punishable, i.e., holds you accountable for doing or being wrong—wrong being you holding me accountable to your standard, i.e., right - wrong). In this way I can rule over you without being held accountable for doing or being wrong but if you try to rule over me, i.e., tell me right from wrong and hold me accountable to your right - wrong way of thinking, you will always be wrong." This is how socialists, i.e., 'liberals' think and act—wanting power, i.e. to do what they want, when they want without accountability—always blaming the situation or someone else, i.e., "throwing them under the bus" when they (themselves) get caught doing wrong. "Wrong is for thee, not me."
"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
"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
"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' that the world is stimulating, 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], 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, i.e., "lust," i.e., "self interest" (getting in the way) blinds you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., that which the world stimulates blinds you to your hatred toward restraint, i.e., hatred toward the father's/Father's authority, 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) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back, i.e., pleasure, i.e., "lust."
"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)
The objective of making law (establishing right and wrong behavior) via dialogue is to "prevent someone who KNOWS from filling the empty space," i.e., from holding you accountable to established commands, rules, facts, and truth which prevent, i.e., inhibit or block you from being/becoming your "self," i.e., "lusting" after the carnal pleasures of the 'moment' which the world (the current situation) is stimulating. (Wilfred Bion, A Memoir of the Future) Doing it, i.e., 'justifying' your "self," i.e., your "lusts" in a group makes it easier. "Justifying' your "self," i.e., your "lusts" before others, i.e., with other's approval (affirmation) negates (silences) the guilty conscience in you for doing wrong, disobeying, sinning, i.e., "lusting."
"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—supersedes his desire for his parent's approval, i.e., their authority which gets in the way of his carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment,' that the world (the situation, i.e., "the group") is stimulating.
"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)
"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)
Dialogue can only recognize the carnal nature of children (including those in adult bodies), i.e., the child's propensity to "lust" after the carnal pleasures of the 'moment' which the world (the current situation) stimulates, i.e., "human nature"—what all children have in common with one another (making it, i.e., "lust," i.e., "human nature" the basis of common-ism). 'Justifying' your "self," i.e., your carnal desires, i.e., your "lusts," i.e., your "self interests" of the 'moment,' i.e., "human nature" before others, i.e., dialoguing your opinion to a consensus with others, i.e., affirming each others "lust of the flesh"/"sensuous needs," "lust of the eyes"/"sense perception," and "pride of life"/"sense experience" (love of pleasure and hate of restraint) automatically makes the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do (or be right) and not wrong according to established commands, rules, facts, and truth, i.e., "rule of law" wrong. Dialogue always overrules (negates) "Because I said so," "It is written," etc., i.e., the father's/Father's authority—leaving the "empty space" open for the next carnal desire, i.e., "lust" of the 'moment,' which the world (the next situation) will stimulate (which someone can manipulate, using you, i.e., "owning" you as "natural resource," i.e., "human resource" for their own carnal pleasures, i.e., "lusts," i.e., "self interests" of the 'moment'—with your approval aka affirmation).
"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)
In a discussion you must suspend, as upon a cross, your "self," i.e., your carnal desires, i.e., your "self interests," i.e., your "lusts" of the 'moment' which the world (the situation) is stimulating in order to hear and receive the truth.
"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." (Bohm and Peat, Science, Order, and Creativity)
In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of your "self," i.e., your carnal desires, i.e., your "self interests," i.e., your "lusts" of the 'moment' which the world (the situation) is stimulating in order to initiate and sustain dialogue. There is no father's/Father's authority, i.e., no "Can not," "Must not," "Thou Shalt Not," "Because I said so," "It is written" in dialogue, in an opinion, or in the consensus process. There is only the carnal nature of the child, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" being 'justified.' So when policy is being made via the dialoguing of opinions to a consensus process the father's/Father's authority is always wrong.
"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)
"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)
By placing children/students in a dialoguing of opinions to a consensus environment (classroom), those students who are discussion (right - wrong) based will seek to take control, i.e., will preach, teach, and attempt to discuss established commands, rules, facts, and truth, holding their "self" and others accountable to doing or being right and not wrong according to them. Conversely, by placing children/students in a discussion based environment (classroom), those children/students who are dialogue ("feelings") based will seek to take control, i.e., will question, challenge, defy, disregard, attack authority so they can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience (which the father's/Father's authority engenders), trying to get other children/students to join with them in dialogue so they can do wrong, disobey, sin, i.e., "lust" with impunity (with affirmation).
"[W]e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)
All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism), i.e., the student's carnal desires of the 'moment' that the world, i.e., the situation, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection—his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and his actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "the group's" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth.
"The affective domain [the child's/student's carnal desires of the 'moment' which the world, i.e., the situation, i.e., the classroom environment stimulates] is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].'" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It is in this 'box' [the child's/student's affective domain] that the most influential controls are to be found." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives [to 'liberate' the child's/student's carnal nature from their parent's restraints] through challenging the student's fixed beliefs [their parent's standards] and getting them to discuss issues [giving them the "right" (on classroom time, i.e., their parent's nickel) to share their "feelings," i.e., their resentment toward restraint, i.e., toward their parent's authority—associated with individualism, under God aka Nationalism, under God in system or structure, i.e., in paradigm; Patriarchal paradigm]." One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system (Communist "educators") back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools (public, charter, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) today would put their job, i.e., their employment in jeopardy.
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (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.
"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)
Instead of attacking the father's/Father's authority, i.e., restraint outright, just get the father and the children into therapy, i.e., to dialogue their opinions to a consensus and the father, having to negate his authority in order to participate will affirm his and his children's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life." When the "church" uses dialogue in order to "understand" God's Word, the "church," having made God's Word subject to the opinions of men (for the sake of consensus, i.e., unity) becomes apostate—judging those who refuse to participate as being/doing wrong, judging their "self" when they do wrong as having (at the most) only done things "badly" so they can continue to do wrong, disobey, sin, i.e., "lust" without having a guilty conscience.
"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
© Institution for Authority Research, Dean Gotcher 2020