Education And Your Child's Soul. by Dean Gotcher

Education And Your Child's Soul.

by
Dean Gotcher

"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." Jeremiah 6:16

"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

The battleground for your child's soul is now taking place in the classroom. "Old school" is when children learn to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do right and not wrong according to established commands, rules, facts, and truth, having a guilty conscience when they do wrong, disobey, sin. "Contemporary" education is where children learn to 'justify' their "self" (before one another) in order (as in "new" world order) to do wrong, disobey, sin without having a guilty conscience, questioning, challenging, defying, disregarding, attacking authority, i.e., their parent's authority, i.e., the father's/Father's authority when it gets in their way—so they can do wrong, disobey, sin with impunity (which is the real agenda). The role (duty, agenda, etc.,) of "contemporary" "educators," through their use of dialogue (the affective domain) in the classroom, is to 'liberate' children from their parent's authority—which is antithetical to traditional education, where doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will is the agenda, i.e., the intended outcome.

"What we call 'good teaching' is the teacher's ability to attain affective objectives [through dialogue 'liberating' the children's "lust" for pleasure (and hate of restraint) in the classroom] through challenging the student's fixed beliefs [encouraging the students to question and challenging their parent's commands, rules, facts, and truth] and getting them to discuss issues [share their "feelings," i.e., their love of pleasure and hate of restraint with one another, in the "light" of the current situation, i.e., group affirmation (fear of rejection), learning to question, challenge, defy, disregard, attack their parent's authority in the process, without having a guilty conscience]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"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

By changing the classroom curriculum from the educator 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 (at the one in authority's discretion: providing there is time, the students are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding or blessing those students who obey and do things right, to encourage them to continue doing right and obeying, 3) correcting and/or chastening those students who do wrong or disobey, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey, 4) and casting out or expelling any student who questions, challenges, defies, disregards, attacks authority, in order to keep order in the classroom, all of which is structured after the father's/Father's authority, to where the students are "encouraged" by the "educator" (pressured by "the group") to dialogue their opinions to a consensus, the student's paradigm is 'changed' from respecting and honoring authority to questioning, challenging, defying, denying, attacking it instead.

"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 comes to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

The classroom has become a place of "therapy," where the children's "feelings," i.e., their carnal desires of the 'moment,' which are being stimulated by the world (group pressure) are being ''liberated' from their parent's authority aka the father's/Father's authority in order to overcome "neurosis" where they are in conflict within their "self," between wanting to do right and not wrong according to established commands, rules, facts, truth, i.e., wanting to obey their parents, i.e., wanting to do the father's/Father's will while still wanting to satisfy their carnal desires ("lusts") of the 'moment,' which the world is stimulating, having a guilty conscience for doing (or thinking about doing) wrong, disobeying, sinning. Being encourage (by "educators") to choose the latter over the former, i.e., choose their love of pleasure and hate of restraint, i.e., "human nature" over (and therefore against) their parent's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth, conflict is now between their "self" and their parents, i.e., their parent's authority, i.e., the father's/Father's authority, now questioning, challenging, defying, disregarding, attacking their parents, i.e., their parent's authority when it gets in their way, without having a guilty conscience. The "educator" does not have to tell the children to go home and challenge (attack) your parents authority. All he or she has to do is "encourage" them (in a safe zone/space/place, i.e., none judgmental classroom) to share with one another (dialogue) their carnal desires of the 'moment' which their parents standards are getting in the way of and they will automatically question, challenge, defy, defy, attack their parents authority when they get home from school (if they were not doing that already)

"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)

By making the students "feeling," i.e., i.e., their "affective domain," i.e., their heart, i.e., their "lusting" after the carnal pleasures of the 'moment" (dopamine emancipation), which the world stimulates the standard for "good," instead of doing the father's/Father's will, their soul is being turned into "human resource," to be bought and sold on the world market.

"The affective domain [the heart] is, in retrospect, a virtual 'Pandora's Box.'" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) "Pandora's Box" is a box full of evils, which once opened, can not be closed.

"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, i.e., your resentment toward the father's/Father's authority as being evil, i.e., "wicked" ("desperately wicked") because your love of "self," i.e., your love of pleasure is in the way, blinding you to it. 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 of pleasure (dopamine emancipation)—making you not just wicked but "desperately wicked," if you can not have it (or have access to it). The affective domain, i.e., the heart of man, on its own, is antithetical to the gospel message, which is about the Father's authority.

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

"Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6

"Then said Jesus unto his disciples, If any man will come after me, let him deny himself, and take up his cross, and follow me. For whosoever will save his life shall lose it: and whosoever will lose his life for my sake shall find it. For what is a man profited, if he shall gain the whole world, and lose his own soul? or what shall a man give in exchange for his soul? For the Son of man shall come in the glory of his Father with his angels; and then he shall reward every man according to his works." Matthew 16:24-27

"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9

"... and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3

The object of "contemporary" education is to remove the father's authority in the classroom—by encouraging the children to be their "self," i.e., to 'justify,' i.e., "actualize" their "self," "lusting" after the things of the world without fear of being judged or chastened—thereby 'liberating' everyone in the classroom from the Father's authority (fear of God), so they (the "contemporary" educator—it is all about them—along with the students) can do wrong, disobey, sin with immunity (without having a guilty conscience, i.e., fear of judgment and damnation), which is the real agenda, i.e., the objective, i.e., their desired outcome.

"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)

"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," 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." In two sentences Kurt Lewin explained how the guilty conscience is 'created' and how it can be negated, i.e., how it can be replaced with the "super-ego"—which 'justifies' the child's desire for the carnal pleasures of the 'moment' which the world is stimulating.

Discussion justifies the father's/Father's authority (since doing right and not wrong according to established commands, rules, facts, and truth is the agenda). Dialogue 'justifies' the child's carnal nature (since there is no father's/Father's authority in dialogue, only the child's carnal desires, i.e., "self interest" of the 'moment'). Discussion, i.e., humbling, denying, dying to, controlling, disciplining your "self" in order to do right and not wrong according to established commands, rules, facts, and truth deals with the soul. Dialogue, i.e., 'justifying' your "self," i.e., "lusting" after the carnal pleasures of the 'moment' which the world stimulates, deals with the flesh, and the world that stimulates it. The father's/Father's authority deals with the soul. Facilitators of 'change' deal with the flesh—and the world that stimulates it. Facilitators of 'change' use dialogue in order to 'liberate' children from the father's/Father's authority.

"Once the earthly family [with children having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the Holy family [with the Son, Jesus Christ, and all following Him having to humble and deny their "self" in order to do His Heavenly Father's will], the former [the earthly father's authority system, with children having to trust in (have faith in) and obey the father (their parents)] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [negated in the children's personal thoughts and social actions—resulting in their no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their common carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment']." (Karl Marx, Feuerbach Thesis #4)

"Vanity of vanities, saith the Preacher, vanity of vanities; all is vanity." "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. Therefore remove sorrow from thy heart, and put away evil from thy flesh: for childhood and youth are vanity." "Let us hear the conclusion of the whole matter: Fear God, and keep his commandments: for this is the whole duty of man. For God shall bring every work into judgment, with every secret thing, whether it be good, or whether it be evil." Ecclesiastes 1:2; 11:9, 10; 12:13, 14

Selling your child's soul to the world market starts with his (or her) "lusting" after (coveting) the carnal pleasures of the 'moment' which the world stimulates, thereby making him easily seducible, deceivable, and manipulatable by anyone who he thinks can satisfy them.

"And through covetousness [your (or your child's) "self interests," i.e., your carnal desire(s) of the 'moment' which the world is stimulating] shall they with feigned words [plastic words, Gr., i.e., doublespeak, i.e., saying one thing while meaning another, i.e., giving you what you want to hear in order to gain your trust, thereby being able to move you down their pathway] make merchandise of you [turn you into "human resource" in order for them to use you for their own pleasure and gain—turning you against authority (restraints), so you can be bought and sold by them in the market place of man's (their) carnal desires]." 2 Peter 2:3

"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

"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 upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

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.

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

"Let your conversation be without covetousness; and be content with such things as ye have: for he hath said, I will never leave thee, nor forsake thee. So that we may boldly say, The Lord is my helper, and I will not fear what man shall do unto me." Hebrews 13:5, 6

"And having food and raiment let us be therewith content." 1 Timothy 6:8

"Let no man deceive you by any means: for that day shall not come, except there come a falling away first, and that man of sin be revealed, the son of perdition; Who opposeth and exalteth himself above all that is called God, or that is worshipped; so that he as God sitteth in the temple of God, shewing himself that he is God. Remember ye not, that, when I was yet with you, I told you these things? And now ye know what withholdeth that he might be revealed in his time. For the mystery of iniquity doth already work: only he who now letteth will let, until he be taken out of the way. And then shall that Wicked be revealed, whom the Lord shall consume with the spirit of his mouth, and shall destroy with the brightness of his coming: Even him, whose coming is after the working of Satan with all power and signs and lying wonders, And with all deceivableness of unrighteousness in them that perish; because they received not the love of the truth, that they might be saved." 2 Thessalonians 2:3-10