authorityresearch.com

Education.

by
Dean Gotcher

"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

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

In other words: "Lust reconciles you to the world."

"For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10

"No servant 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." Luke 16:13

"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

"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

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16

If you do not take care of the Karl Marx in your children,
the Karl Marx in your children will take care of you.

How your children are educated, i.e., the curriculum used in the classroom is a political system. Either the father/Father, i.e., the father's/Father's authority system is in control of the classroom, i.e., education, with children (having faith in the father/Father) learning to humble, deny, die to, control, discipline 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 will or the children's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., "What I see I own," i.e., "What can I get out of this situation and/or person for my 'self?'" is in control of the classroom, i.e., education, with children either, still holding to the father's/Father's authority in the home, 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, restoring the father's/Father's authority when they become parents themselves, insisting their children humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do their will, or, through the dialoguing of opinions to a consensus process 'discovering' their "self," i.e., their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating is common with all children (the basis of common-ism), affirming ("actualizing") their "self," i.e., 'justifying' their doing wrong, disobeying, sinning, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating before one another in the classroom, negating the father's/Father's authority and anyone adhering to it (or engendering it, which includes the unborn, the elderly, the innocent, and the righteous) in the classroom and in the home—without having a guilty conscience. It boils down to 1) your children either learning to do the father's/Father's, i.e., your/God's will or 2) your children, caught between doing the father's/Father's, i.e., your/God's will and their own, 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, repenting when they get caught or your children, with the "help" of an "adult," i.e., a facilitator of 'change' 'justifying' their "self" before one another (becoming gods themselves), doing their will, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, doing abominable things, i.e., doing whatever it takes in order to have what they want, when they want it—without having a guilty conscience. When children (in error thinking the father/Father does whatever he wants, when he wants) carry this way of thinking into "adulthood," they can do what they want, when they want to anyone who gets in their way, including the unborn, the elderly, the innocent, and the righteous—without having a guilty conscience. The road to "Utopia" is paved with the bodies of those who got in the way. How your children are educated, i.e., the curriculum used in the classroom determines the political system of the future, i.e., how your children will take care of you.

"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)

How your children are educated, i.e., the curriculum used in the classroom determines the outcome, i.e., which political system they will adhere to. In the latter political system (curriculum) "educators" do not have to question, challenge, disregard, defy, attack the fathers/Father and their/His authority themselves, all they have to do is "help" children 'justify' their "self," i.e., liberate their "self" from the father's/Father's authority in the classroom and the children, when they get home from school, will automatically question, challenge, disregard, defy, attack the father/Father and his/His authority for them (if they were not doing that already)—in this case without having a guilty conscience.

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15

"The 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)

"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)

One education/political system is concerned about children doing right and not wrong according to established commands, rules, facts, and truth, requiring children to humble ,deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's/Fathers' will (Hebrews 12:5-11), resulting in children having a guilty conscience when they do wrong, disobey, sin (Romans 7:14-25). This education/political system is based upon the 1) preaching of commands and rules to be obeyed as given, the teaching of facts and truth to be accepted as is, by faith, and the discussing of any question(s) children might have regarding commands, rules, facts, and truth being preached or taught they do not understand, at the one in authority's discretion (providing he deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing the children who do right and obey, to encourage them to continue to do right and obey, 3) chastening or correcting the child who does wrong and/or disobeys, to encourage him to do right and/or to obey, and 4) casting out or expelling any child who questions, challenges, disregards, defies, attacks authority in order to initiate and sustain the father's/Father's authority system—what is called a Patriarchal paradigm.

Another education/political system is concerned about the children's "feelings," yet wants the children to do right and not wrong, i.e., while desiring the children do right and not wrong allowing the children to do what they want, when they want, in order to have relationship with other children, resulting in the children, caught between obeying the father/Father and "hurting peoples feelings," having a guilty conscience for doing wrong, disobeying, sinning in the process. This education/political system is called a Matriarchal paradigm.

"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 (and now for) "self" and the world only]." (Georg Hegel, System of Ethical Life)

Dialogue, based upon the child's spectrum of 'likes' and 'dislikes,' i.e., "feelings" negates discussion, i.e., right and wrong according to established commands, rules, facts, and truth, making what the child 'likes' relevant, i.e., right in his eyes and what he 'dislike' irrelevant, i.e., wrong in his eyes.

When it comes to determining right and wrong behavior discussion and dialogue are two different political/education systems. The father's/Father's authority is based upon preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and discussing any questions those under authority might have regarding established commands, rules, facts, and truth, at his discretion (providing he deems it necessary, has time, those under his/His authority are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority). The child's carnal nature is based upon the impulses and urges of the 'moment,' using dialogue to 'justify' them, i.e., his "self." In dialogue you can do what you want when you want (at least in thought). In discussion you can not. The child's language is dialogue. The father's/Father's is preaching, teaching, and discussing. For example, the father's/Father's command to the child, preventing the child from doing what he wants is sometimes (if not always) met with a "Why?" as in "Why can't I go out?" not because the child wants to enter into a discussion with the father/Father, maintaining the father's/Father's authority but because he wants to get the father/Father into a dialogue, 'liberating' his "self" from the father's/Father's authority—you can chasten a child over disobeying a command (discussion) while you can not over an opinion (dialogue). When the father/Father perceives the child, who is continuing to argue, i.e., refusing to obey or at least enter into discussion, i.e., questioning, challenging, defying, disregarding, attacking his authority instead, he responds with "Because I said so," i.e., "It is written"—in order to maintain his/His authority, cutting off the child's effort to draw him/Him into dialogue. In a discussion, the father/Father retains his authority, i.e., he/He has the final say, i.e., "Never the less." In dialogue the child and the father/Father become "equal"—based upon "feelings," i.e., the child's (and the father's) carnal nature, what the child and the earthly father (and in the child's carnal mind the Heavenly Father) have in common, i.e., the desire for "relationship"—'liberating' the child (and the father/Father) from the father's/Father's authority system.

"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." "A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity)

In a discussion, which is formal (certain), you must suspend, as upon a cross your carnal desires, i.e., your "self," i.e., your "self interest," i.e., your "lusts" of the 'moment' that the world, i.e., the current stimulating and/or people are stimulating in order to hear and receive the truth, i.e., you must humble, deny, die to, control, discipline your "self" in order to do right and not wrong according to established command, rule, fact, or truth, i.e., in order to do the father's/Father's will. Truth (right and wrong) is therefore objective, i.e., external to your carnal nature, making you subject (accountable) to a "higher authority" than your "self." Conversely, in dialogue, which is informal (uncertain), 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 opinion (their "feelings") of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' your "self," i.e., 'justifying' "lust" over and therefore against the father's/Father's authority so you can do what you want.

"Once the earthly 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 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 [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 [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's thoughts as well as in their actions—resulting in children no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their carnal nature, i.e., their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment,' 'creating' a "new" world order of "lawfulness without law," i.e., "lawlessness" where the child's carnal nature rules without the father's/Father's restraints]." (Karl Marx, Feuerbach Thesis #4)

"'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)

The 'moment' the woman in the garden in Eden entered into dialogue with the master facilitator of 'change,' regarding right and wrong behavior, he knew he "owned" her.

On the other end of the spectrum of education/political systems, which is antithetical to the father's/Father's authority is the system that is concerned not only about the child being/becoming his "self," i.e., about the child's "feelings" (the affective domain), i.e., his enjoying the carnal pleasures of the 'moment' (dopamine emancipation), which the world stimulates (which is "repressed" by the father's/Father's authority), but is also concerned about the child's "relationship" with other children, i.e., the child's "social life" (which his guilty conscience for doing wrong, disobeying, sinning gets in the way of, "alienating" him from those whose thoughts and actions conflict with his father's/Father's commands, rules, facts, and truth) requiring his participation in the dialoguing of opinions to a consensus (affirmation) process in order (as in "New" World Order) for the child to 'discover' his identity (common ground) with other children who have the same carnal desires ("self interests"), 'liberating' his "self" from (negating in his thoughts and actions, i.e., "theory and practice") the father's/Father's authority (which, according to this educational/political system is "authoritarian," i.e., Fascist) negating the guilty conscience for doing wrong, disobeying, sinning—which is categorized as being the cause of "neurosis," where a person is caught between his desire to do what he wants, when he wants and feeling guilty for wanting to do what he wants—in the process, so he can do wrong, disobey, sin, i.e., can be "human," i.e., can be "of and for self," i.e., can be of and for the world only with impunity, i.e., without having a guilty conscience, i.e., without fear of judgment. This education/politics system is called a Heresiarchal paradigm, i.e., a paradigm of 'change,' which first began in a garden called Eden with the "help" of the master facilitator of 'change.' (Genesis 3:1-6)

"The philosophers [those who are dissatisfied with how the world "is," i.e., subject to authority (as a child is subject to the father's authority, as man is subject to God's authority), thinking about how it "ought" to be, i.e., where they can satisfy their carnal desires of the 'moment' instead, without restraint] have only interpreted the world in different ways [preaching and teaching their "opinion" as the only right way, thus, re-establishing the father's/Father's authority (with them now in control) inhibiting or blocking others from enjoying the carnal pleasures ("lusts") of the 'moment' which they desire], the objective however, is change [the process of 'change' (dialogue) itself]." (Karl Marx, Feuerbach Thesis #11) Inscribed on Karl Marx's tomb.

This education/politics system uses "Bloom's Taxonomies" (the Communist Chinese education system, Benjamin Bloom, Forty Year Evaluation) as its curriculum in the "safe zone/space/place," "positive," i.e., dialoguing of opinions to a consensus, "group grade," soviet, brainwashing classroom—requiring the "help" of the psychologist, i.e., the group psychotherapist, the facilitator of 'change,' the Transformational Marxist (all being the same in paradigm) in order to seduce, deceive, and manipulate children into participation in the process of 'change,' since children, even those raised under the Matriarch and Heresiarch paradigms tend to initiate and sustain the father's/Father's top-down, do right and not wrong authority system when they become parents, i.e., when they have children of their own, engendering a guilty conscience (neurosis) in their children, i.e., in the next generation of citizens when they do wrong, disobey, sin, perpetuating the father's/Father's authority in society—inhibiting or blocking 'change.' All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Communist/Marxist curriculum in the classroom. Ask any "educator." Be forewarned: not know it is Communist/Marxist curriculum, i.e., intoxicated with, addicted to, and possessed by it they more than likely (being offended) will turn and "rend" you if you call it Communist/Marxist, hurting their "feelings."

Benjamin Bloom: "[W]e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Benjamin Bloom, Taxonomy of Educational Objectives, Book 1: Cognitive Domain)

Karl Marx: "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)

Benjamin Bloom: "In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives. 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 a greater amount of freedom in which to achieve a Weltanschauung1" "1Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment ["neurosis"] or the embracing of a philosophy of life developed by others." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives, Book 2: Affective Domain)

Erich Fromm and Theodor Adorno, who Benjamin Bloom based his curriculum (weltanschauung aka world view) on were Marxists (Transformational Marxists) who, merging Karl Marx with Sigmund Freud, were able to bring Marxism into the culture, i.e., into the classroom through the practice of psychology. Both Karl Marx and Sigmund Freud had the same agenda, i.e., the negation of the father's/Father's authority, one in society, the other in the individual.

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

"Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Book 1, Cognitive Domain)

"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' that the most influential controls are to be found." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." "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)

Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Book 1, Cognitive Domain, "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the first "Taxonomy" he wrote: "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." In the second "Taxonomy," Book 2, Affective Domain he wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear."

In this paradigm, without "help" from the facilitator of 'change,', i.e., the vanguard party, children would (naturally) restore the father's/Father's authority and therefore "neurosis," i.e., the guilty conscience for doing wrong, disobeying, sinning, i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating back into society. By 'shifting' communication in the classroom, regarding right and wrong behavior, away from discussion, i.e., away from commands, rules, facts, and truth toward dialogue, i.e., toward the students "feelings" of the 'moment,' the father's/Father's authority system, i.e., the king and the bourgeoisie are negated.

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"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." (Abraham Maslow, The Journals of Abraham Maslow)

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

How parents respond to their children's behavior and how children respond to their parents authority reflects political systems.

The soul knows by being told. The flesh by "sense experience."

If the parents' concern is that their children do right and not wrong according to established commands, rules, facts, and truth they reflect a local, national political system, under God (authority), carrying with it unalienable rights, private convictions, property, business, posterity, inheritance, "rule of law," sovereignty, etc., with an emphasis upon 'limited,' representative government so they (the parents) can retain their authority over their children, property, and business. It is the guilty conscience that sustains such an order in the children when they are on their own, away from their parents, transmitting their parents (now their) political system into every environment/situation into which they go, inhibiting or blocking 'change.'

If the child is free (allowed) to do as he wants, with the parents desiring that he does right, obeys, does not sin, he still has a guilty conscience for doing wrong, disobeying, sinning even though he does what he wants. Knowing he should do right, obey, not sin, but being into his "self," he does what he wants, when he wants, getting as much for his "self" out of any environment/situation he can, yet, having been told, i.e., KNOWING right from wrong, he still feels guilty for what he does.

"... prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

"I have found whenever I ran across authoritarian students [student's who adhere to the father's/Father's authority system] 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, The Farther Reaches of Human Nature)

A facts based student placed in a "feelings" base classroom is going to be martyred.

If the parent is concerned about the child's "social life," making the "building of relationships upon self interest," i.e., the child's love of pleasure and hate of restraint the basis of life, with the child 'justifying' his "self" before others (hating anyone who interferes with his pleasure, doing so without having a guilty conscience—called the negation of negation) instead of humbling, denying, dying to, controlling, disciplining his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, he has become a 'liberal,' i.e., a socialist, i.e., a member of the so called "New" World Order. While claiming to oppose capitalism (capitulation, i.e., the father's/Father's authority), without having a guilty conscience he forces all to capitulate to his way of thinking and acting, loving the carnal pleasures of the 'moment' which the world stimulates and hating restraint, i.e., negating the father's/Father's authority and the guilty conscience which it engenders, which gets in his way, i.e., societies ("the groups," i.e., "the peoples") way.

"It is not individualism [where the child humbles, denies, dies to, controls, disciplines his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society ["human relationship based upon self interest," i.e., finding one's identity in "the group," i.e., in society] 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] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating whoever prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' it desires]: who can know it?" Jeremiah 17:9 You can not see your "heart" as being deceitful and wicked because your love of "self," i.e., your love of pleasure, i.e., "lust" is standing in the way blinding you to your hate. Not until you humble, deny, die to your "self," i.e., the Karl Marx in your heart can you see your "heart" as being deceitful and wicked, i.e., "desperately wicked," loving pleasure and hating restraint.

While those of the father's/Father's authority focuses upon the child doing right and not wrong according to established commands, rules, facts, and truth, those of and for the world, i.e., "of and for self" not only 'justify' the child's "lust" for the carnal desires of the 'moment' which the world stimulates but also 'justify' his ability (through dialoguing with others) to 'justify' his "self," establishing dialectic 'reasoning,' i.e., "self" 'justification' over and therefore against the father's/Father's authority, negating the guilty conscience (which gets in the way of pleasure) in the process.

"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 ['liberation' from the father's/Father's authority, i.e., 'liberated' to be his "self" again, i.e., carnal, i.e., of the world only, as he was before the father's/Father's first command, rule, fact, or truth came into his life] by accepting belongingness to the group." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

"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) (link added)

"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 for disobeying the father/Father] be assuaged." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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)

"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)

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

"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)

"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

"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

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

How your children are being educated today will determine the political system you and they (and their children, i.e., your grandchildren) will live under in the future.

"And I will give children to be their princes, and babes shall rule over them. And the people shall be oppressed, every one by another, and every one by his neighbour: the child shall behave himself proudly against the ancient, and the base against the honourable." "As for my people, children are their oppressors, and women rule over them. O my people, they which lead thee cause thee to err, and destroy the way of thy paths." Isaiah 3:4-5, 12

"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 2019, 2020