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Using "Education" To Destroy The Traditional, "Middle-Class" Family.
(Using source material to prove the point, i.e., to explain what is happening and how.)
(Personal note)

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)

"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 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)

"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth D. Benne, Human Relations in Curriculum Change)

Curriculum shapes how children think and act, i.e., how they behave toward their "self," toward others, toward the world, and toward authority. Curriculum, i.e., how children are educated/taught is a political system. Change the curriculum, i.e., change how children are educated/taught, i.e., change the political system and you change not only the children but the home and the nation. Major curriculum 'change' took place in the 50's and 60's. We have witnessed and continue to witness its effect upon the "educator," the students, their parents, this nation, and even the "church."

"An examination of the role of education in the revolutionary processes in Hitlerian Germany and Soviet Russia demonstrates that a new controlling group can use the educational system to advantage to bringing about the changes it desires. This illustrates the effectiveness of the educational system in indoctrinating the youth with a desire for the type of society wanted by those in control. . . . To do this they must persist in the maintenance of a new system long enough for controlling interests to be thoroughly indoctrinated in the new social system." (Wilbur Brookover, A Sociology of Education)

A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure."  "The democratic procedure will have to be as thorough and as solidly based on group organization."  (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

"Changing a group atmosphere from autocracy toward democracy through a democratic leadership means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers." "To change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education." "The more the group members become converted to democracy the more can the power of the democratic leader shift to other ends than converting the group members." (Benne)

This issue (treatise) explains who initiated that 'change' and why, how and where it was (and continues to be) implemented, and what effected it has upon the "educator," the students, their parents, the nation, and even the "church," with the emphasis being upon the effect it has upon the children and the family, i.e., the father's authority in the home. The father's/Father's authority is key to initiating and sustaining the traditional, "middle-class" home. "Education" has been used (and continues to be used) to destroy the traditional, "middle-class" home by negating the father's/Father's authority in the home, in order to initiate and sustain strife, chaos, and instability (social unrest) for the 'purpose' of 'change.' 'Change' in this case means 'changing' a persons way of thinking, i.e., his "attitude and values" instead of the person moving to another place in order to get away from "conflict and tension," or inhibiting or blocking those who create it in order to retain his "attitude and values."

Some "heavy" but important, i.e., essential facts to know in order to understand the attack upon the traditional, "middle-class" family.

Divide and conquer:

Divide the children (with their "feelings," i.e., their hatred toward restraint) from their parent's authority (with their commands, rules, facts, and truth to be accepted and obeyed as given) by focusing upon the children's "feelings" in the classroom and the pathway to 'liberation' from parental authority is established. The 'moment' an "educator" comes between you and your children, asking them about their "feelings" regarding authority, they become an agent of 'change,' 'liberating' your children from your authority.

"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." (Karl Marx Critique of Hegel's 'Philosophy of Right')

The traditional, "middle-class" family inhibits or blocks 'change,' at least "rapid" 'change' from taking place. As long as the father's/Father's authority remains in place along with the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating "class warfare" can not be initiated and/or sustained—since doing right and not wrong according to established commands, rules, facts, and truth continues to guild a persons actions (rather than his impulses and urges of the 'moment,' i.e., his "lust" for pleasure and hate of restraint). As long as a guilty conscience for doing wrong remains in place, the person can be persuaded with facts or truth that what he is doing wrong (even though he might believe it is right at the time), is wrong, transcending "class division." In "class warfare" right and wrong is based upon which "class," i.e., which "group" you belong to instead of whether you are obeying, applying, or living by established commands, rules, facts, or truth that transcends "class," i.e., "group think." Those who want to get rid of "in-group, out-group" ("inländer, ausländer") thinking are "in-group, out-group" thinkers themselves, only making their distinction based upon those who accept and obey established commands, rules, facts, and truth, i.e., do the father's/Father's will and those who 'justify' "human nature," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" insisting that everyone accept (tolerate) those "lusting" after the carnal pleasures of the world as a part of "the group." One is based upon freedom of the conscience, i.e., doing the father's/Father's will (where people agree and disagree based upon their position, i.e., doing right and not wrong), the other is based upon freedom from the conscience, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" (where all must agree since all by nature "lust," i.e., do wrong, making wrong right—making those who think "right-wrong," i.e., holding to established commands, rules, facts, and truth, insisting others do the same, wrong).

"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

It is in the person's conversation with his "self," where "self interest," i.e., "lust," i.e., "human nature" and the guilty conscience, what the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating collide, i.e., that the desire for 'change,' i.e., 'liberation' from the father's/Father's authority is initiated. It is in the heart of the child, where "lust" for pleasure and hate of restraint reside, that striking out at the restrainer is engendered.

"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9

Your heart establishes the child's carnal nature in you, i.e., your "lust" for the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating as the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires (your "lusts") of the 'moment' that the world, i.e., the current situation and/or people are 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. Your heart is "desperately wicked" in that it hates restraint, i.e., hates the father's/Father's authority for "getting in the way," i.e. for preventing, i.e., inhibiting or blocking you from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating. You can not see your hate of restraint, i.e., your hatred toward the father's/Father's authority, i.e., the Karl Marx in you as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., your "lust," i.e., your "self interest" (getting in the way) blinds you to it. Like a drug your "lust" for pleasure (dopamine emancipation), i.e., your "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, i.e., the current situation and/or people are stimulating blinds you to your hatred toward restraint, i.e., blinds you to your hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness"—which is being expressed toward the father/Father (and those who have faith in and obey him/Him), who is (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, i.e., when you are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—making you not just "wicked" but "desperately wicked" in your effort to attain pleasure, keep pleasure, or get pleasure back, which includes the praises (affirmation, i.e., 'justification') of men ("the pride of life"), with you removing or attempting to remove anyone who is getting in the way.

"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

When "self interest," i.e., "lust" is 'justified' before others it becomes toxic, ready to negate whoever gets in the way, especially the father with his authority.

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

When the children's carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' which are inhibited or blocked by their parents authority, become united as one, i.e., become 'justified' in the mind of the children and encouraged to be put into practice "they become revolutionary."

"The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

Once thought becomes subject to "feelings," i.e., subject to hate of restraint, reaction against authority, i.e., "the rulers" becomes automatic, i.e., "actualized."

"The Communist Manifesto makes the point that the bourgeoisie [the traditional, "middle-class" family, respecting authority] produces its own grave-diggers [children who hate authority, 'justifying' their "self" before one another, turning on their parents].'" (Lukács)

"The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality 'revolutionary' had changed to the 'democratic.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

"Authoritarian" is the socialist's definition of the traditional, "middle-class" ("the bourgeoisie") family, instilling respect for authority and a guilty conscience for doing wrong and/or disobeying authority in their children, preventing 'change.' "Revolutionary" are the children, wanting 'change,' rejecting their parents authority. "The Authoritarian Personality" which was written by Theodore Adorno, a Marxist, explains how to initiate 'change,' i.e., engender "revolution" and evaluate its progress through the use of testing (test questions, i.e., surveys). According to Martin Jay, the "democratic" party had become Marxist, i.e., "revolutionary" by the 50's. This is why President Reagan stated: "I did not leave the Democratic Party the Democratic Party left me." We are witnessing that "revolution" take place today. Restore the traditional, "middle-class" family (leave it alone, i.e., protect it from government intrusion, even in the classroom, i.e., protect the children from being asked "feelings," i.e., opinion based questions in the classroom regarding right and wrong behavior, which makes right and wrong behavior subject to their love, i.e., their "lust" for pleasure, i.e., power and hate of restraint) and the "revolution" would go away. It is not that parents do not ask for their children's "feelings," i.e., their opinions on certain matters of interest, it is that they do not let their children's "feelings," i.e., opinions, i.e., carnal desires of the 'moment' dictate right and wrong behavior.

"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11

Without the "middle-class," i.e., without parental authority in control of the home (and the classroom), where the next generation, learning to humbline, deny, die to, control, dicipline their "self" in order to do right and not wrong, i.e., in order to do their parent's will, learns "law and order" (limits and measures) and experiences "upward mobility," all you have are the "upper" class and the "lower" class, i.e., the "rich" class and the "poor" class (which is a misnomer since the "poor" have "middle-class" values, i.e., desire to do right and not wrong according to established commands, rules, facts, and truth in order to get ahead as do the "rich," many of whom having come out of the "middle-class" home, have applied themselves honestly in order to get ahead), i.e., the "haves" and the "have-nots," i.e., the "oppressor" and the "oppressed," i.e., the "enfranchised" and "disenfranchised" in conflict with one another, with the "poor" class, the "have-nots," the "oppressed," the "disenfranchised" engendering rebellion, anarchy, and revolution, i.e., socialism, which from then on must prevent the traditional, "middle-class" home from developing or re-developing in order to initiate and sustain its "self," i.e., not be cast out or have to repent, i.e., admit they are wrong. Without conflict, i.e., without the negation of the traditional, "middle class" family 'and the guilty conscience it engenders for doing wrong and/or disobeying authority, change' can not be initiated or sustained.

"Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:11

Today, when you chasten your children for doing wrong and/or for disobeying, and they submit, you are "the problem," inculcating in them respect for authority, engendering a guilty conscience in them from doing wrong and/or for disobeying, standing in the way of 'change.' It is just that simple. Yet it is a complex and subtle (convoluted) process, done in order to get you to participate, i.e., to submit. If those who propagated this process of 'change' were honest, coming right out and telling you what they want to do with you and your children you would just fire them, not do business with them, not put them in any position of influence or power. Once they find your "self interest," i.e., your canal desire that your children having a "better life," they have you under their control, offering to "help" your children achieve that "better life" when their desire is to control your children, and through them control you. Your concern should be, first and foremost that your children learn to do right and not wrong according to established commands, rules, facts, and truth, whether they have a "better life" or not—with the "better life" being the result of them having done right and not wrong according to established commands, rules, facts, and truth, i.e., by hard work and being honest (trustworthy). Then they can rest peacefully at night with a clear conscience instead of contemplating how they can "get ahead" at all cost, not caring what they do to others (who get in their way). How your children treat you when you "get in their way" (and how you treat them, letting them disrespect you, i.e., your authority, i.e., letting them have their way) will be how they treat others when they "grow up," demanding their way, disrespecting authority. There is a direct correlation. Social(ist) engineers know that.

"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori)

Whether parents are aware of it or not, or likes it or not they are on the mind of those who want globalism, thinking how they can negate them, i.e., the traditional, "middle-class" family in order to 'change' the world, i.e., in order to control the world without restraint (every day and every hour). Key to understanding this is that the traditional, "middle-class" home, with the father's/Father's authority (a political system) in control, produces a guilty conscience in the children for doing wrong, i.e., for disobeying authority, who, when they grow up and have children of their own restore or sustain the traditional, "middle-class" home, inhibiting or blocking 'change.' As long as the traditional, "middle-class" family stays in tack, the children, each dealt with as an individual, grow up with individualism, under God as their way of thinking, holding themselves and others accountable for their behavior according to established commands, rules, facts, and truth, i.e., "rule of law," not according to their carnal desires, i.e., their "lusts" of the 'moment," where "What can I get out of this situation (or person) for my 'self?'" controls their thoughts and actions, leading to "What is going to happen to me if they reject me for correcting them?" i.e., fear of man rules his life instead of fear of God, 'justifying' his compromising the truth instead of holding onto and proclaiming it, doing right and not wrong no matter what anyone might say or do, with a clear conscience.

"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

As long as fear of God remains in man's mind, fear of man does not control him, i.e., he can stand alone with the truth, with a clear conscience, despite what "the group" might say or do to him. This is something the despot and the socialist can not endure, turning on your children (in the classroom) when they do it.

"The dialectical method was overthrown—the parts [the children] were prevented from finding their definition within the whole [within "the group," i.e., within society—since the traditional classroom with teachers teaching commands, rules, facts, and truth to the students, to be accepted and obeyed as given, insisting that students sit in rows instead of getting in circles, dialoguing (sharing) their "self interests," i.e., their "lusts" of the 'moment' and their hate of restraint, i.e., their resentment toward parental control with one another, engendering the desire for 'change,' i.e., the negation of their parent's authority)]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Without coming between the parents and their children ('liberating' the children from their parent's authority) the home, the nation, and the world can not be 'change.' Put another way, as long as parents retain their authority in the home (and the classroom) 'change' can not be initiated and sustained. Education can either be used to "help" parents retain their authority in the home or "help" children 'liberate' their "self" from their parents authority. The following form of "education," currently being used across this nation without abatement, is designed to do the latter. Unless you are upset about this and want to know how it is being done, in order to know what to do (you have to know how it is being done in order to know what to do), you will probably read no further, i.e., Que sera, sera.

"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)

Conflict in the home, as a result of the children's education, pressures parents into participating in the process of 'change' in order to have some "peace and quite" in the home (and 'respect' by their family members, i.e., relatives and neighbors), not knowing that by abdicating to the process of 'change' they abdicate their authority in the home.

"For to accept that solution [where all citizens, including parents, must participate in the dialoguing of opinions to a consensus, i.e., stop telling one another they are wrong—in order to build relationship with one another (based upon "feelings," i.e., upon everyone's carnal desires, i.e., upon everyone's "self interest," i.e., "lusts" of the 'moment')], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, i.e., from the child's carnal nature] other than that of the bourgeoisie [from the parent's authority, i.e., from the father's/Father's authority system]. And no class can do that-unless it is willing to abdicate its power freely [chose relationship with those who are doing wrong instead of holding them accountable—correcting, reproving, chastening them, casting them out, i.e., rejecting them when they question, challenge, deny, disregard, attack right-wrong thinking, i.e., the father's/Father's authority system itself]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Change the "educator," i.e., change how the "educator" teaches (shapes the classroom environment—around facts and truth or the student's "resentment" toward authority) and you 'change' the world.

"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom (which consists of two books—book one, Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain and book two, David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) These two books have had more to do with the 'changing' of this nation than any other books published for education. Curriculum is key to how the teacher "educates" the students in the classroom. Change the curriculum and you 'change' the teacher's method of educating. 'Change' the teacher's method of educating and you 'change' the students way of thinking. 'Change' the students way of thinking and you 'change' the home environment. 'Change' the home environment and you 'change' the parents response toward the children. 'Change' the parents response toward the children and you 'change' the nation, i.e., how the next generation of citizens will think and act, i.e., vote.

To question the use of "Bloom'sTaxonomies" in the classroom would put your job as a teacher at risk.

"Bloom's Taxonomies" establish the child's "knowing" of right and wrong behavior from his own "sense experience," i.e., from his own "feelings" of the 'moment' (which are being stimulated by the world, i.e., by the current situation and/or people present), establishing the child 'discovering' for his "self," from his carnal nature what is right and what is wrong behavior over and therefore against the child KNOWING right and wrong behavior by being told (by the parent, the teacher, ... God). Instead of established commands, rules, facts, and truth guiding his behavior his carnal desires (impulses and urges) of the 'moment' guide him instead.

Today, any teacher questioning, challenging, or removing the use of "Bloom's Taxonomies" in the classroom would put their employment in jeopardy (whether he or she is teaching in a public, a private, or a "Christian" school, from the pre-school to the College, University, vocational, etc. level of education and beyond—today even many home school co-ops, organizations, and homeschooling magazines-textbooks are using it as their curriculum).

"The re-educative process (change in curriculum, i.e., political system) has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

"Bloom's Taxonomies" are not about grading students on how much they know but upon how they think, i.e., how they reason ('changing' them from reasoning from facts and truth to 'reasoning' through their "feelings" of the 'moment' which are being stimulated by the world, i.e., by the current situation and/or people present), i.e., grading them based upon which political system they are 'loyal' to and which they are not, with the intent of 'changing' their political system if it is not the right one, i.e., Benjamin Bloom's.

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." They are concerned with "ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" which are "organized into value systems and philosophies of life." "We need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain) emphasis added

Questioning authority (the authority system itself) is at the heart of 'change.' Right-wrong questions and answers (with consequences for being wrong) reinforce traditional thinking, i.e., inhibits or blocks 'change.' Opinion questions with opinion answers (agree, mostly agree, mostly disagree, disagree) when they deal with right and wrong behavior engender 'change,' i.e., 'justifies' questioning, challenging, defying, disregarding, attacking authority. Being "positive" simply means the person is "tolerant" of "deviant" behavior, i.e., not judging, condemning, or rejecting a person for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation an/or people are stimulating, with being "negative" therefore meaning being "intolerant" of "deviant" behavior, i.e., judging, condemning, or rejecting a person for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. In an environment "encouraging" (pressuring) people to "be positive and not negative," i.e., to be "tolerant" of "deviant" behavior, anyone being "negative" will be judged, condemned, and/or cast out, i.e., rejected if he persists. His reputation, job, or career is based upon his behavior in that environment. It determines how far up the ladder he can climb or whether he can keep his job or be hired at all. Access to science and technology or any advanced field of study is based upon his participation (and cooperation) with the process. What happens to him once he is gone, i.e., out of the system, i.e., no longer in the way of progress becomes no one's concern. "Am I my brother's keeper" comes to mind.

"The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." ibid.

In other words: one type of education, i.e., curriculum, i.e., classroom "environment" will produce one type of student. Another type of education, i.e., curriculum, i.e., classroom "environment" will produce another. One type, insisting upon doing or being right and not wrong, initiates and sustains respect for authority. The other type, "encouraging" students to share their "feelings" regarding personal-social issues, without fear of being 'judged,' 'condemned,' or 'expelled' turns the students against it. The curriculum used, i.e., the classroom "environment," i.e., what is being graded effects the outcome, i.e., what political system the students will be 'loyal' to in the present and in the future.

Whoever develops the test questions (the type of questions being asked) determines the outcome, i.e., the political system. "Feelings," i.e., opinion based questions produce different results, i.e., a different outcome, i.e., a different political system than facts based question. Be forewarned, treating "feelings" as facts muddies the waters, resulting in "feelings" (in a crisis, i.e., under pressure) controlling the outcome. Do not be fooled by the language of "standards" touted by those using and pushing "Bloom's Taxonomies." The "standards" are based not upon content but upon the students ability to question existing command, rules, facts, and truth based upon their own "experiences" of the past and in the present. Verbs (action) have replacing Bloom's nouns (position) since Lorin Anderson replaced his "knowing, comprehending, application, analysis, synthesis, evaluation" with "remembering, understanding, applying, analyzing, evaluating, and creating," with the students "feelings" critiquing and judging whether what they have learned is relevant to their current situation or not, called "critical thinking" (Critical Criticism), known as "higher order thinking skill" except in this case students are not dealing with the laws of nature which are established once and for all (which can be learned by a lecture and applied, i.e., proven right or wrong later) but with "attitudes and values" which are subject to 'change' according to the current situation and/or people present in "the group." Participating in the process 'changes' the person in the here and now, 'liberating' him to question, challenge, defy, disregard, attack standards of the past that do not seem relevant to him, i.e., relevant to his carnal desires of the 'moment,' which includes his desire for approval (affirmation) from his peers in "the group." Having to set aside his parent's standards, i.e., affirm (be tolerant of) the standard's of all the students in "the group" in order to do "the group project," 'loyalty' to his parent's standards are negated, making Bloom's standards, i.e., "humanism" the objective of "the group project." The objective is to make the student "adaptable to 'change.'" A facts ("content") based classroom "environment" will not accomplish that.

"We are not attempting to classify the particular subject matter or content." "We 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 all places." (ibid.) Karl Marx put it this way: "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) Benjamin Bloom simply paraphrased Karl Marx without giving him credit—for some reason.

In "Bloom's Taxonomies" "content" i.e., grading the student on how many facts he has learned is not the "objective" (since "truth," according to Benjamin Bloom, et al. is only "relative," i.e., is not "absolute or sacred," i.e., is ever subject to 'change'). Instead "Bloom's Taxonomies" are all about grading ("classifying") the student's "feelings" of the 'moment,' which are being stimulated by the type of education, i.e., curriculum, i.e., classroom "environment," i.e., the political system he finds himself in, in the 'moment,' directly effecting how he will respond to ("behave" in) that same type of "environment," i.e., political system outside the classroom, i.e., when he gets home from school. Questioning, challenging, defying, disregarding, attacking authority in the classroom, without correction or consequence, i.e., without chastening or expulsion 'justifies' in the mind of the student his questioning, challenging, defying, disregarding, attacking authority when he gets home from school, i.e., outside the classroom. One political system respects and honors authority, inhibiting or blocking 'change.' The other questions, challenges, defies, disregards, attacks it, initiating and sustaining 'change.' Remove correction for being wrong, chastening for disobeying, and expulsion for challenging authority from the classroom and the second political system, i.e., 'change' prevails. Have you heard the word 'change' recently?

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Book 1, Cognitive Domain)

A commands, rules, facts, and truth based classroom "environment" (traditional, i.e., "customary type of" education) will produce students who respect and honor authority (at least that is the "objective"). An "affective domain" based classroom "environment" (according to Benjamin Bloom, a "more desirable" way of thinking) is based upon stimulus-response, i.e., the student's "feelings" of the 'moment' responding to the current situation, i.e., guiding him in responding to a particular "environment"—rather than the student learning the parent's "customary" way of thinking, i.e., obeying established commands and rules as given and accepting established facts and truth as is, by faith, to be applied in all situations—an "environment" and way of thinking Benjamin Bloom called "authoritarian." An "affective domain" based classroom will produce students who question, challenge, defy, disregard, attack authority, i.e., the authority system itself. Parents tend to write this 'change' in behavior off as the children of today being "more independent then they were as children," i.e., "back in the day," not realizing that their God given authority as a parent itself is under attack.

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (Book 2: Affective Domain)

'Changing' right-wrong thinking to "group think," i.e., established commands, rules, facts, and truth to "feelings," i.e., changing (compromising or setting aside) commands, rules, facts, and truth (and the consequences of being or doing wrong) in order to initiate and sustain relationships.

Traditional minded parents develop ("shape") their children's "attitudes and values" by the way they respond to (deal with) their children's behavior, rewarding them when they accept and obey their established commands, rules, facts, and truth, correcting them when they are wrong and reproving or chastening them when they do wrong and/or disobey. "Bloom's Taxonomies" are all about 'changing" the children's "attitudes and values," i.e., turning them against the authority system of their parents. By 'changing' the classroom curriculum, i.e., the children's learning environment, i.e., how children are taught children are 'changed.' Making the child's "feelings" toward authority, i.e., the "affective domain" a part of the curriculum directly effects how the child will respond to authority after participating in that particular "unite of instruction." Instead of honoring and obeying authority the student in the "affective domain" classroom will question, challenge, defy, disregard, attack authority, since it gets in the way of his "affective domain," i.e., his carnal desires, i.e., his "self interest," i.e., his "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Benjamin Bloom equated this to opening up "Pandora's Box," a box full of evils, which once opened can not be closed, what he called "good teaching."

"In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." "The affective domain is, in retrospect, a virtual 'Pandora's Box'' It is in this 'box' that the most influential controls are to be found." "We are not entirely sure that opening our 'box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." (Book 2: Affective Domain)

Traditional teachers, teaching commands, rules, facts, and truth to be accepted as is and obeyed will be pressured to conform (convert) to the new system of education (or at least tolerate it, i.e., put up with it). If they resist they will be censored, i.e., labeled, isolated, and/or removed. "In service training" will be continuously used to "bring them around." i.e., to break them down.

A "change agent... should know about the process of change, how it takes place and the attitudes, values and behaviors that usually act as barriers.... He should know who in his system are the 'defenders' or resisters of innovations ['change']." (Ronald Havelock, A Change Agent's Guide to Innovation in Education)

There is a grading system for teachers as well (Redding Scale), telling when to being in an facilitator of 'change' to woo them along or a 'change' agent to pressure them into continuing down the pathway of 'change.'

"[We] must develop persons who see non-influencability of private convictions [holding onto right-wrong thinking, i.e., feeling guilty for doing wrong according to established commands, rules, facts, and truth, i.e., sustaining the father's/Father's authority system, i.e., refusing to compromise] in joint deliberations as a vice rather than a virtue [as causing division ("controversy") amongst "the people"—by getting them to think right-wrong instead of "Can't we all get along," i.e., preventing 'change']." ( Benne, Curriculum Change)

"In the more traditional [capitalist] society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives [teaching them to obey their parents, i.e., to capitulate to authority]." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open [socialist] society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual [the child] a greater amount of freedom in which to achieve a Weltanschauung¹ [a way of thinking, in Bloom's case where the child's "feelings" of the 'moment' guide his behavior instead of his parents standards]." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain)

It is here that capitalism and socialism conflict in the classroom, with traditional education requiring students to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's (their parents) will and socialist or transformational education "helping" student's "esteem" their "self," i.e., 'justify' their "self" before one another instead, establishing "self" over and therefore against the father's/Father's authority, i.e., their parent's authority—'liberating' their "self" from the father's/Father's authority system, i.e., their parent's authority in the process. Money or "capital" comes into play here as obedient children tend to receive it more readily from the father or inherit it after his death while disobedient children are more than likely cut out of the will. For the children of disobedient to have access to the father's capital, i.e., money, i.e., to them stored up pleasure, the father's authority to control it must be negated so all the children can have access to it (or so they say), with them in control, i.e., with only "non-authoritarian" children helping them decide how to spend it. In other words, instead of money being tied to doing right and not wrong according to established commands, rules, facts, and truth, i.e., to doing the father's/Father' will, it is now 'liberated' to be spent by the children of disobedience, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., without having to do the father's/Father's will to have access to it. ("The Brothers Karamazov" by Fyodor Dostoevsky)

"Persons will not come into full partnership in the process until they register dissatisfaction [with authority]." (Benne)

In allowing the child to make his resentment toward authority a part of his classroom learning experience, resentment toward authority becomes his new paradigm, i.e., his new way of thinking and acting, directly effecting how he will respond to his parents authority when he gets home from school. Instead of the child's parents being the arbiter of what is right and what is wrong behavior, he himself becomes the arbiter. For Bloom it is not that child grows up and has children of his own, becoming independent from his parents authority, becoming the authority figure in his own home. It is that he rejects the very system of authority itself. It is not that traditional minded parents and educators are not concerned about children's "feelings." They are concerned. It is that the child's "feelings," i.e., the child's carnal desires of the 'moment' and hatred toward restraint, i.e., toward authority are not to be the determinant of right and wrong behavior (engendering rebellion against authority, anarchy, and revolution—like we seeing going on today). In "Bloom's Taxonomies" the student, with his love of pleasure and hatred toward restraint becomes "the significant figure in the environment," not his parents, teachers, or God (with their/His established commands, rules, facts, and truth to be accepted as is and obeyed). Remember we are not dealing with math or science, although they are effected by this way of thinking, we are dealing the child's way of thinking and and acting, i.e. the child's behavior.

"Teachers and other adults in the home or school sometimes blithely assume that they are the significant figures in the environment…. becomes less true as the individual frees himself from the domination or control of the adult." (Book 2: Affective Domain)

Benjamin Bloom, forty years after the publication of his first "Taxonomy" admitted that his "Taxonomy" was "unproven" and "and may well be 'unprovable,'" i.e., was not scientific, i.e., was only a theory, i.e., an ideology (one could say, was only a belief, i.e., a religion).

"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) "It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." (Book 1: Cognitive Domain) "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Book 2: Affective Domain) Thomas Kuhn "admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." (Thomas Kuhn, The Structure of Scientific Revolutions)

Most environmental issues today are the product of "so called science," i.e., opinions, i.e., theories, i.e., that which is unproven being put into practice (praxis) as though they are known facts and truth. Faith comes from the father's/Father's authority system, believing what the father/Father says up front. There is no faith in true science, there are only facts and truth (certainty, i.e. "I know" by observation and consistency) or opinions and theories (uncertainty, "I think" or "I feel"). There are those who treat their opinions and theories as facts and truth requiring everyone to accept them by faith.

"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions [Gr, antithesis] of science falsely so called: Which some professing have erred concerning the faith." 1 Timothy 6:20, 21 "Now faith is the substance of things hoped for, the evidence of things not seen." Hebrews 11:1 "So then faith cometh by hearing, and hearing by the word of God." Romans 10:17 "But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him." Hebrews 11:6 "For by grace are ye saved through faith; and that not of yourselves: it is the gift of God; not of works, lest any man should boast." Ephesians. 2:8, 9 "For we walk by faith, not by sight:" II Corinthians 5:7

How did Marxism make its way into the curriculum?

"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" "Through the sudden popularity of Herbert Marcuse in the America of the late 1960's, the Frankfurt School's Critical Theory (Kritische Theorie) has also had a significant influence on the New Left in this country." "Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx." (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

"The use of 'critical theory' as a code word, which already becomes evident in Horkheimer's early writings, enabled a certain interpretation of Marxism to enter academic discourse. Horkheimer's purpose in critical theory was to militate against all attempts to construct a fixed system." (Stephen Eric Bronner, Of Critical Theory and its Theorists)

The "Frankfurt School," formerly known as The Institute Of Social Research was begun by György Lukács in Germany in the 20's. Fleeing Fascist Germany in the early 30's, many of its members emigrated to America entering our Universities as professors. Theodor Adorno and Erick Fromm were two members. Although Kurt Lewin was not a member he edited their paper Zeitschrift für Sozialforschung while in Germany. These were the men Benjamin Bloom turned to for "ordering the categories of the taxonomy."

"Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy." (Book 1, Cognitive Domain)

Benjamin Bloom's "weltanschauung," i.e., world view was that of two "Transformational" Marxists, Theodor Adorno and Erich Fromm (who merged Marxism and psychology—making it easy to bring Marxism into the classroom). One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system by the year 1971. (Benjamin Bloom, Forty Year Evaluation) "Bloom's Taxonomies" is Mao's long march across America, 'changing' how the next generation of citizens respond to authority, i.e., "authoritarians." They were the basis of government programs such as "BSTEP," i.e., Behavior Science in Teacher Education Program, a federal grant for education (1969) which all education grants are based off of, explaining how to do psychological profiling on teachers (and students) and how to track them (keep tabs on their progress), with a feasibility study of how much progress can be expected by the years 1984, 2000, 2100, and National Training Laboratories, with five states under each one, spread all over the nation (as well as being spread around the world by the 70's with the help of Tavistock in London).

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism, individualism under God], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment' and the world, i.e., the situation and/or the people stimulating them]." (Theodor Adorno, The Authoritarian Personality)

"(T)he function possessed by so-called rational institutions such as the family ... is in reality irrational." "(T)he survival of irrational 'moments' of society" "can only survive through irrational institutions like the family." "(T)he irrational conditions of society can only be maintained through the survival of these irrational functions" i.e., "the family." (Theodor Adorno, Introduction to Sociology)

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." (Erick Fromm, Escape from Freedom)

"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow on Management) Before hatred toward authority could be poured out onto the streets it had to be poured out against the traditional minded students in the classroom.

Making the students "feelings" ("sense experiences") of the past and present, i.e., the "affective domain." i.e., the child's love of pleasure and hate of restraint a part of the curriculum (in determining right and wrong behavior) turns the classroom into a therapy session.

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

"Without exception, [children] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

It all boils down to "human nature," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" and who judges or 'justifies' it—"Thou shalt surely die" judges it. "Ye shalt not surely die" 'justifies' it.

"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6

No matter how much you try to 'justify' your "self" before men, seeking after and getting men's approval (affirmation), i.e., pleasing men you can not be or become "good." Only God is good. The only way you can become "good" in your eyes (and in the eyes of others) is to 'justify' them, thus 'justifying' your "self," i.e., 'justify' their "lusts," thus 'justifying your "lusts," becoming God your "self," determining right from wrong, good from evil according to your carnal nature, i.e., from your own "self," i.e., from your "sensuous needs" ("the lust of the flesh") and "sense perception" ("the lust of the eyes"), i.e., from your "sense experiences" of this life ("the pride of life"), with pleasure being "right" and restraint, i.e., the father's/Father's authority, which engenders the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" (getting in the way of pleasure) being "wrong." (Karl Marx, MEGA I/3) All the "behavior scientist" can do is "help" you become (actualize) your "self," i.e., 'liberate' you from the Father's authority.

"Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience ["the pride of life"], in the two forms of sense perception ["the lust of the eyes"] and sensuous need ["the lust of the flesh"], that is, only when it proceeds from Nature [is "of the world"]." (Karl Marx, MEGA I/3)

When "sense experience," i.e., "behavior 'science'" determines right and wrong behavior, 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" can prevail. "Behavior 'science'" can only evaluate and 'justify' that which is only "of the world"—since science can only evaluate (aufheben) that which is "of the world."

"Experience is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Rogers)

Why the "group grade?"

The 'purpose' of the "group grade" is utilize the student's desire for approval from others, i.e., affirmation, with the use of "group dynamics," "unfreezing, moving or changing, refreezing," and "force field analysis" in order to 'change' the student's way of thinking, 'liberating' him from 'loyalty' to parental authority to 'loyalty' to "the group" and the facilitator of 'change' who "helped" 'liberate' him. (Kurt Lewin)

"It is usually easier to change individuals formed into a group than to change any one of them separately." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Lewin in Bennie)

"There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Yalom)

"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)

"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)

"(T)he group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)

The individual solving problems on his own reasons differently than when he has to work with a group, where relationship with others influences his thoughts and actions. "Feelings," i.e., compromise in order to "get along" then replace doing right and not wrong according to established commands, rules, facts, and truth.

"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." "... 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, …" (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

The common "'felt' needs" of the members of "the group" 'justifies' the "individuals 'felt' needs," allowing the individual to be his "self," "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience.

"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through dialogue, sharing his "feelings," i.e., his desires and dissatisfactions of the 'moment' with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his "self" and the world only—'liberated' his "self" from the father's/Father's authority]." (Adorno)

"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)

"One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates." (James Coleman, The Adolescent Society)

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.

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Rogers)

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & postpotency." (Maslow, The Journals of Abraham Maslow)

For "changingness" ("prepotency & postpotency") to become a 'reality,' all participants must go through a period or condition known as "cognitive dissonance" where belief ("barrier behavior") and "feelings" ("play behavior") come into conflict (belief-action dicotomy), with "feelings" ("play behavior") winning out. By bringing dialogue, i.e., "play behavior" into an environment dealing with right and wrong behavior (duality, i.e., "higher & lower," i.e., either-or), discussion, i.e., "barrier behavior" ("higher & lower") is negated unless it fights back and wins out, i.e., takes or re-takes control, gets everyone to a disucssion and/or cuts off dialogue. In dialogue, i.e., "feelings," i.e., "play behavior," i.e., "changingness," i.e., the child's carnal nature wins out. In discussion "right-wrong," i.e., "barrier behavior," i.e., "fixity," i.e., the father's/Father's (parental) authority wins out.

"Change in organization can be derived from the overlapping between play and barrier behavior. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)

The teacher, with twenty students in the class, generally speaking has twenty different ideologies or positions ("interpretations of the world") in the classroom (the product of their parent's authority) which at some point conflict with one another, i.e., cause division between the students, not only in the classroom but also outside the classroom, i.e., in the world. As long as the students remain 'loyal' to their parents authority that division (prejudice, "negativity") will remain in tack. What all children have in common is their natural love of pleasure and hate of restraint (a "continuum" or "spectrum" of 'changingness,' i.e., "pre-potency & postpotency," with "feelings," i.e., "self interest," i.e., "lusts," i.e., "play behavior" being 'liberated' from "fixity," i.e., either-or, i.e., "barrior behavior," i.e., the father's/Father's authority, i.e., parental authority). By focusing upon the students "feelings" regarding the behavior of the leaders of the community, the nation, or the world, the "leader" of the home comes into play, uniting the students upon their resentment toward leadership, i.e., authority that gets in the way of "the people's" "feeling," i.e., their "feelings." This directly effects their "feelings" toward their parents authority, engendering the desire for 'change' in the home.

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) Inscribed on Karl Marx's tomb.

The objective of those who initiated and those who continue to sustain the use of "Blooms Taxonomies" in the classroom is to, as Theodor Adorno put it,

"... use social-environmental forces to change the parent's behavior toward the child." (Adorno)

The classroom "environment" is what has to be 'changed' if 'change' is to take place.

What is traditional education? What has to be negated in order for 'change' to take place?

Traditional education is structured upon: 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out any child who questions, challenges, defies, disregards, attacks authority. This structure of education supports the parent's insistence that their children accept and obey their established commands, rules, facts, and truth, supporting their use of force or threat of force to enforce them—inhibiting or blocking 'change.'

Kindergarten, which seems so innocent a form of education, was developed by those who wanted to create a learning environment for children which was void of the father's/Father's authority (formal education). Parent's thinking it was "good" for the children to learn to get along did not realize its real intent, the negation of their authority in the children's thoughts and actions. At least it was a starting point for the process of 'change' (until pre-school came along and the parents accepted it).

What is Marxism? How is it brought into the classroom?

Marxist education is structured upon the child's carnal nature, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint, i.e., hating the father's/Father's authority for getting in the way.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

In other words, for Karl Marx, et al., "Lust, i.e., sin 'reconciles you to' the world." If "lust" is the 'drive' of life then the only solution the world has for sin is "self" 'justification,' i.e., "self actualization," i.e., the 'justification' of sin—what we all do by nature when we dialogue with our "self" our love of ("lust" for) pleasure and hate of restraint, trying to figure out how to get the father/Father out of our way so we can do what we want. Discussion maintains the father's/Father's authority. Dialogue negates the father's/Father's authority.

"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 divides upon being either right or wrong, i.e., knowing.

"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) Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion.

The objective of using dialogue instead of discussion when it comes to right and wrong behavior is to "prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

In a discussion you must suspend, as upon a cross your carnal desires, i.e., your "self," i.e., your "self interest" of the 'moment,' i.e.., you must humble, deny, die to, control, discipline your "self" in order to hear and receive (accept) an established command, rule, fact, or truth. In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of, i.e., that inhibits or blocks dialogue, i.e., that prevents people from sharing their opinions (their "feelings") of the 'moment.' In discussion you hold your "self" accountable to God's Word. In dialogue you make God's Word subject to your carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating. In discussion the father's/Father's authority system is sustained. In dialogue the child's carnal nature is sustained. In discussion there are consequences for being wrong, i.e., "Thou shalt surely die." In dialogue there are none, i.e., "Ye shall not surely die," since there is no wrong, only possibilities.

"In a democratic society a patriarchal culture should make us depressed instead of glad; it [the father's/Father's authority] is an argument against the higher possibilities of human nature, of self actualization." (Abraham Maslow, Maslow on Management)

Dialoguing opinions to a consensus, the political system of the future, negating the authority of the father/Father, i.e., individualism, under God.

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

Using dialogue to establish right and wrong behavior makes the outcome subject to the "feelings," i.e., the carnal desires, i.e., the "self interest" of the people present, making the decision in the 'moment.' Every meeting dialoguing opinions to a consensus results in a change to the existing laws, making laws ever subject to the opinion of the people in power in the 'moment.' Local control and Nationalism are negated in the process.

"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)

By making and interpreting law via dialogue, law becomes subject to the "felt needs," i.e., "self interest" of those in power in the 'moment,' i.e. subject to "rapid" 'change,' 'liberating' them from laws of restraint while oppressing the people.

"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)

Our Constitution with it separation of branches and Bill of Rights was developed to prevent despotism, allowed the father of the family to be the King over his family, his property, and his business with as little government encroachment as possible. The consensus process brings all branches together ("bipartisanship"), negating the 'liberties' of the father, i.e., the right of the citizens (through representative government—you can only "re-resent" a position given to you by another not your "feels," carnal desires, or "self interests" of the 'moment') to establish the laws of the townships, counties, towns, villages, cities, states, and nation. There is no representation in dialogue or in the consensus process. There is only the opinion, i.e., the "self interest," i.e., the carnal desires of the people present, who are being influenced by the situation and/or the people present in the 'moment.'

"It is important, likewise, that the habits of thinking in a free country should inspire caution, in those entrusted with its administration, to confine themselves within their respective constitutional spheres, avoiding in the exercise of the powers of one department to encroach upon another. 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. A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position. The necessity of reciprocal checks in the exercise of political power, by dividing and distributing it into different depositories, and constituting each the guardian of the public weal against invasions by the others, has been evinced by experiments ancient and modern; some of them in our country and under our own eyes. To preserve them must be as necessary as to institute them. If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates. But 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)

"The workers' council [the consensus meeting] spells the political and economic defeat of reification [the end of limited government, i.e., the end of the father's authority over his home, property, and business]. In the period following the dictatorship it will eliminate the bourgeois separation of the legislature, administration and judiciary." (Lukács)

Therapy and education have become one an the same, 'liberating' the children from the father's/Father's authority. In the dialoguing of opinions to a consensus process, i.e., the "group grade" classroom children are 'liberated' from the father's/Father's authority so they can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with "the groups" affirmation. There is no father's/Father's authority and therefore no guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in dialogue, in an opinion, and in the consensus process. There is only the child's natural tendency to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' his "self," i.e., his "lusts" before others. As Karl Marx 'justified' man's "lusts" over and therefore against the father's/Father's authority, i.e., the traditional, "middle-class" family, Sigmund Freud 'justified' the child's "lusts" over and therefore against the father's/Father's authority, i.e., the traditional, "middle-class" family.

"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority over the family]." "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

Sigmund Freud's history was that of the children, uniting as one upon their carnal nature, i.e., their love of pleasure ("incest") and hate of restraint ("patriarchal suppression"), collectively "killing and devouring" the father, 'liberating' their "self" from having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying their questioning, challenging, defying, disregarding, attacking the father's/Father's authority. Following in the Heraclitus's footsteps (who Karl Marx modeled his ideology after), adults need to get out of the way and let the youth run the world.

"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Brown)

"It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

For Karl Marx et al., the child is not "fulfilled," i.e., can be his "self" when he has to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning, i.e., when they are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. "On the contrary" he is "neurotic"—caught between doing the father's/Father's will and doing his own will instead—when his will, i.e., his carnal desires ("lusts") of the 'moment' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another. For Karl Marx, "building relationship with others based upon common self interests," based upon the child's carnal nature (which they all have in common—the basis of common-ism), i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society, i.e., in "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating "is the necessary framework through which freedom" from the father's/Father's authority "and individuality" to be "of and for self" and the world only "are made realities."

"The central problem is to change reality.… reality with its 'obedience to laws.'" (Lukács)

Immanuel Kant wrote of a time when "lawfulness without law" would be the law of the land, i.e., a time when the child's carnal nature, i.e., the law of the flesh would rule without the law of restraint, i.e., the father's/Father's authority i.e., the law of God, i.e., the "rule of law." (Immanuel Kant, Critique of Judgment)

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Infants know no guide except the pleasure-principle." "While adult sexuality serves the socially useful purpose of breeding children, it is for the individual in some sense an end in itself as a source of pleasure – according to Freud, the highest pleasure." "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis ["neurosis," i.e., doing the father's/Father's will in opposition to your carnal desires of the 'moment']." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the child's carnal nature, i.e., in his desire for the pleasures of the 'moment' which the world stimulates and his dissatisfaction with restraint, i.e., the father's/Father's authority]; the foundation has to be recovered [through dialogue, i.e., by putting the child's carnal nature into practice, i.e., into social action (praxis)]." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Marx, Critique)

Whoever then is in a position to establishes the laws of the land, which are ever subject to 'change' in the next facilitated, consensus meeting, determines and interprets the law according to his perception of the "needs and capacities of the people," with his "needs and capacities" being the "needs and capacities" of "the people." When it comes to the father's/Father's authority, i.e., the traditional, "middle-class" family Marxism and psychology are one and the same, one dealing with society, the other with the individual, both negating the father's/Father's authority in the individuals thoughts and actions and in the laws of the land, i.e., in society, so all can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience.

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3)

According to Karl Marx, et al. when the child humbles, denies, dies to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will he 'creates' the father's/Father's authority system, i.e., "an alien and hostile force" that goes against his carnal nature. Only when the child's carnal nature and the world that stimulates it become one can the child become his "self," liberated' from the father's/Father's authority that comes become his "self" and the world.

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] 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." "The whole discussion becomes species-wide, One World." "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)

"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Lenin)

Karl Marx rejected the father's/Father's authority.

"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

According to Karl Marx, et al. once the traditional family, with children having to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's will, i.e., in order to do right and not wrong according to the father's established commands, rules, facts, and truth "is discovered to be the secret of the Holy family," with the Son, Jesus Christ, humbling, denying, dying to, controlling, disciplining his "self" in order to do the Father's will, i.e., in order to do right and not wrong according to the Father's established commands, rules, facts, and truth, "the former," i.e., the earthly father's authority, i.e., the system itself with children having to trust in (have faith in) and obey the father (their parents), their teacher, the laws of the land, etc., "must then itself be destroyed," i.e., negated "in theory and in practice" ("theoretically and practically"), i.e., in the children's thoughts as well as in their actions. Karl Marx, in agreement with Georg Hegel established the child's carnal nature, with its "lust" for pleasure and hate of restraint as the standard for life.

"The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father'/Father's authority to become as he was before the father's/Father's first command, rule, fact, or truth came into his life (separating him from his "self" and the world), of "self" and for the world only]." (Georg Hegel, System of Ethical Life)

Georg Hegel, sounding more like Karl Marx than Karl Marx himself, who was not yet born, then wrote:

"On account of the absolute and natural oneness of the husband, the wife, and the child [all by nature "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating], where there is no antithesis of person to person or of subject to object, the surplus is not the property of one of them, since their indifference is not a formal or a legal one." (George Hegel, System of Ethical Life) In other words, your spouse, your children, your property, your business, including you do not belong to you (under God) but to everyone, i.e., to the "state," i.e., to society, i.e., to "the people," i.e., to the facilitator or 'change,' i.e., to the socialist.

Karl Marx recognized the child's natural tendency to dialogue (to 'reason') within his "self"—his love of pleasure and his hate of restraint (called dialectic 'reasoning')—establishing dialogue (hate of restraint) as the means to 'liberation' from the father's/Father's authority, putting hate into action. By bringing resentment toward authority forward to a boiling point, what he called "Critical Criticism," in correlation with the fear of missing out on please (a life and death issue for the child) that which is internal to the child becomes external, turning thought (resentment toward authority) into action.

"Not feeling at home in the sinful world , Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family) It is in dialogue, i.e., in "Critical Criticism," being put into action, that the Marxist is able to 'liberate' his "self" and society from the father's/Father's authority.

In other words: living in a "sinful world," i.e., in a world that is in harmony with his carnal nature, the child is unable to "feel at home" because of the guilty conscience, a product of the father's/Father's authority. It is only through "Critical Criticism," i.e., the child dialoguing within his "self," privately 'justifying' his "lust" for pleasure and his hatred toward restraint, i.e., his hatred toward the father's/Father's authority that the child, with the "help" of others, can overcome his fear of the father's/Father's authority, questioning, challenging, defying, disregarding, attacking it instead (manifesting in public, in action what he was already doing in private)—doing that which comes natural to him, since dialogue is "a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." There is no father's/Father's authority in dialogue. In dialogue there is only the child's carnal nature, i.e., the child's love of pleasure and hate of restraint. The next time you are in a restaurant picking out what to eat from the menu, notice you go to dialogue, i.e., what you 'like,' when there is something on the list that is not "good" for you to eat, 'justifying' your eating it, not to discussion, which, telling you it is "wrong," would prevent you from eating it.

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Principles of Re-education, Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values"; The Journal of Social Issues)

The objective of "Bloom's Taxonomies" is not that of doing right and not wrong according to established commands, rules, facts, and truth, an "either-or," "right-wrong" outcome, but that of doing what comes naturally to the child in the current situation, making all that "is" subject to 'change.' There is no "wrong" in dialogue. There is only "better" when things have been done "badly," with the focus being upon "right."

"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)

Hegel's "peace" is being able to "lust" without having a guilty conscience, with everyone's approval, i.e., "affirmation."

"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3

By 'discovering,' through dialogue, the child's "self interest," i.e., "lusts" of the 'moment,' i.e., what the child "covets" the facilitator of 'change' is able to seduce, deceive, and manipulate the child into participating in his desired outcome.

"We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood."
"'...we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers) emphasis added.

Warren Bennis summed up the "objective" of "Bloom's Taxonomies" best:

"In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." ". . . 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." "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, an overweening interest in the future development of the child—in other words, a child centered orientation." (Warren Bennis, The Temporary Society)

Not until social-psychologists, i.e., facilitators of 'change,' i.e., transformational Marxists could come between the father and his children could 'change' become "actualized," negating the father's authority in the child's thoughts and actions, in the home, and in the nation.

"My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' …can be replaces by ... affective behaviors [parental authority "can be replaced by" the child's carnal nature, i.e., "lust" making the child subject to stimulus-response, i.e., to the control, i.e., seduction, deception, and manipulation of the facilitator of 'change']." (Book 2: Affective Domain)

People thought the "Berlin Wall" came down because Communism was defeated. It came down because Communism had succeeded, with Transformation (global) Marxism—which requires everyone to dialogue their opinions to a consensus when making personal-social decisions, negating the father's/Father's authority and the guilty conscience it engenders in the process. All forms of socialism (local, national, global) have to negate the father's/Father's authority in order to initiate and sustain power over "the people," replacing individualism, under authority, i.e., God with "the group," i.e., the collective, i.e., "the people," making "lust" the 'purpose' of life instead of doing the father's/Father's will.

The father's/Father's authority system as defined in the scriptures.

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as children, using the office of authority they occupy for their own carnal desires, i.e., pleasures, i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating—the office they occupy is perfect, having been given to them by God, who is perfect, in which to serve Him, teaching their children to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to His established commands, rules, facts, and truth. A father, in the true sense of the word is a "benevolent father" loving and caring for his children while hating their doing wrong, disobeying, sinning, holding them accountable for their actions. The earthly father and Heavenly Father have the same paradigm, i.e., way of thinking and acting only the earthly father can not save you, only pointing you to the Heavenly Father and His Son who can.

"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)

It is the father's/Father's authority, i.e., "an induced field of force of an adult" that engenders a guilty conscience, i.e., a "negative valence" in the child when he does wrong, disobeys, sins, i.e., when he "lusts" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. The "super-ego" is based upon the child's "feelings," i.e., his "lusts," i.e., his "self interests" of the past and the present. Remove the father's/Father's authority, i.e., the "field of force of an adult" from the child's classroom "environment" and the guilty conscience for doing wrong, disobeying, sinning, etc., is negated, i.e., "the negative valence ... disappears," being replaced with the "super-ego," the child's "feelings" of the past and present.

"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.'" (Brown)

"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 school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." (Robert Havighurst and Hilda Taba, Adolescent Character and Personality)

"Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain)

"Bloom's Taxonomies," i.e., Marxism-psychology is all about negating the father's/Father's authority system and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating so all can do wrong, disobey, sin, i.e., "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with men's approval (affirmation), dying in their sins.

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24

"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

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50

"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

"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven." Matthew 7:21

"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

"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast." Ephesians 2:8, 9

"And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away? For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26

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

Contemporary education with its use of "Bloom's Taxonomies" in the classroom is antithetical to the father's/Father's authority system. It is the same praxis the master facilitator of 'change' used in a garden in Eden—'liberating' two "children" from the Father's authority. "Bloom's Taxonomies," i.e., Marxism, i.e., the 'change' process is not academics. It is spiritual. This is why I call "Bloom's Taxonomies" "secularized Satanism, intellectualized witch craft." Like a drug addict, once "educators" become intoxicated with them they become addicted to and possessed by them. Question the "educator's" use of them in the classroom and (like a drug addict) they will turn on you, doing whatever it takes to stay on the drug, i.e., 'justify' their use. Only those teachers who are bothered by them will listen to you (maybe—it all depends upon how much they want to keep their job, their "friends," and their reputation or rather whether they are willing to loose their job, their "friends," and their reputation).

"To experience Freud is to partake a second time of the forbidden fruit;" (Brown, Life Against Death)

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse, Eros and Civilization)

"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