Equity. by Dean Gotcher

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

The motto of the French revolution was Liberté, Égalité, Fraternité. Liberté, i.e., freedom from the father's/Father's, i.e., the King's, i.e., God's authority, i.e., freedom from having to do right and not wrong according to established commands, rules, facts, and truth, i.e., freedom from having to do the father's/Father's, i.e., the King's, i.e., God's will, therefore freedom 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. In order (as in "new" world order) to do wrong, disobey, sin, i.e., to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating any command, rule, fact, or truth that inhibits or blocks the person from "feeling good" about his or her "self" must be negated—since only God is good, making the person God in their own eyes.

"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)

"I am nothing and I should be everything." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." ibid.

"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)

In other words: "Not feeling at home" in a world of sinners, with everyone calling one another sinners (being "negative") Karl Marx and those who think like him, through dialogue (being "positive") with their "self" "set up a sinful world in [their] own home," i.e., in their imagination, imagining how the world "ought" to be where they can sin without being called a sinner, i.e., without having a guilty conscience —since sin, i.e., "lust" has now become the "norm." Égalité, i.e., equity, i.e., "I deserve" is therefore found in "human nature," i.e., in sinners "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, affirming (not judging) one another.

"Bypassing the traditional channels of top-down decision making [replacing discussion, which retains the father's/Father's authority system (judgment for being or doing wrong), with dialogue, which negates it (there is no wrong, i.e., judgment in dialogue, only the need to do things better the next time)] our objective centers upon transforming public opinion ["feelings"] 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)

This leads to Fraternité where all are united (come to a consensus, i.e., a "feeling of oneness") in negating (silencing, censoring, removing) the father's/Father's authority 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—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 world, i.e., the current situation and/or people are stimulating.

"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, according to Karl Marx, et al. it is "lust" that "reconciles us to" "the world." It is the father's/Father's authority and the guilty conscience it engenders that gets in the way of "lust," i.e., "human nature." Get rid of the law, i.e., the father's/Father's authority and only the law of the flesh, i.e., "lust," i.e., only that which is "of the world" remains, i.e., man 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. (It is here that equity, i.e., égalité has its foundation.) In discussion there is law, i.e., right and wrong (accountability for being or doing wrong), the father's/Father's authority remains in place. In dialogue there is no absolute law, i.e., right and wrong (accountability for being or doing wrong), the father's/Father's authority is missing. In dialogue you 'justify' (affirm) your "self," i.e., your "lusts." Truth is from within (subjective). In discussion you must restrain (humble, deny, die to, control, discipline, capitulate) your "self" in order to hear and receive the truth. Truth is external to you (objective).

"... I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7

"Lawfulness without law" (Immanuel Kant, Critique of Judgment)

Égalité is not the same as equality. In equality all are sinners, facing the father's/Father's judgment (damnation) 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, needing salvation (since all, by nature, develop a guilty conscience, i.e., a sense of guilty when they are told they are wrong and not right—the soul knows by being told, the flesh only by "sense experience," i.e., stimulus-response—animals can not read or write books, i.e., can not tell one another or be told by one another what is right and wrong behavior, only man, made in God's image, i.e., the soul can). In égalité (rejecting that man needs salvation from sin, i.e., salvation from "human nature," thus 'justifying' the negation of father's/Father's, i.e., the King's, i.e., God's authority) sin, i.e., "human nature," i.e., "lust" is the "norm," negating 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 world, i.e., the current situation and/or people are stimulating in the process 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, i.e., so all can be "human," i.e., "of the world" only without having a guilty conscience, i.e., with impunity, i.e., with affirmation, i.e., with the "the group's," i.e., the "brotherhood's" approval.

"The peasantry [the traditional ("middle-class") 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." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920) From this many millions have died.

It is the father's/Father's authority in the home/the fellowship that gets in the way of "progress," i.e., in the way of "worldly peace and socialist harmony," i.e., in the way of "equity," i.e., égalité, needing to be negated if man is to become his "self," i.e., "self actualized," i.e. "of the world" only. Only by negating the "middle-class" (which initiates and sustains the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will) can "equity" (everyone being treated the same according to their "lust" for pleasure, i.e., 'justifying' their carnal nature) become "reality."

"Once the earthly family [with the father in authority in the home] is discovered to be the secret of the Holy family [with the Father in authority over the Son and all who follow him; over all the creation], the former [the father's authority in the home] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

Equality is the truth that all are sinners, needing a savior (someone outside them to have mercy on them for doing wrong, disobeying, sinning, i.e., for "lusting," thus recognizing the father's/Father's authority, i.e., accountability to a higher authority then their "self" for their carnal thoughts and carnal actions). Égalité aka "equity,"\negating the father's/Father's authority, i.e., negating all having to do right and not wrong according to established commands, rules, facts, and truth, i.e., negating all having to do the father's/Father's will, negates men needing a savior (other than someone "helping" them liberate their "self" from the father's/Father's, i.e., from the King's, i.e., from God'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, i.e., with impunity, i.e., with affirmation, i.e., with "the group's" approval).

"Despotism ... predominates in the human heart." "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 [by those in one branch of government over another]; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed." (George Washington, Farewell Address)

In America (with the Constitution and the "Bill of Rights" limiting the power of those in government) we made the father in the home (the constituents/the citizens) the King (the King in England wanting Equity, i.e., power for his "self," disregarding the rights of the colonists via taxation without re-presentation). Here we send a representative to re-present us (our position) in government—as a father sends his child to the store to re-present him, i.e., to buy his goods (from the father's shopping list). If the child spends the father's money on his or his friends "self interests" instead, the father no longer sends him to the store. 'Limited' government is now all but gone. Despotism, i.e., égalité aka "equity," i.e., "self interest," i.e., "What can I get out of 'the people'—in the name of 'the people'—for my 'self'" has now taken control of our government, negating the constituents, i.e., the citizens, i.e., the father's authority, i.e., taxation with re-presentation. There is no re-presentation in the consensus process, i.e., in by-partisanship, there is only the "elected" official, perceiving his "self," i.e., his "lusts" as being the personification of "the people," making laws to support/satisfy his "self interests" of the 'moment,' taxing the people in the name of "the people." Like a drug addict, he will do whatever it takes to stay in office so he can use the citizens (the father's) money to support his "self interests," i.e., his "lusts," i.e., his habit. Did you send your representative to the capital to re-present your position/principles (trying to make all subject to your position/principles) or to compromise it/them for his own "self interests?" Égalité, i.e., equity, i.e., "I deserve" guarantees the latter, i.e., despotism.

"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

In the dialoguing of opinions to a consensus process (liberté, égalité, fraternité) there is no father's/Father's authority, there is only the participant's present in the meeting 'justifying' their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, '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, therefore 'justifying' their negating (questioning, challenging, defying, disregarding, attacking) the father's/Father's authority, 'justifying' their negating anyone who gets in their way, i.e., in the way of their "lusts," i.e., in the way of their "self interests" of the 'moment' (including the unborn, the elderly, the innocent, and the righteous) without having a guilty conscience. Equality carries with it a guilty conscience, i.e., accountability for one's thoughts and actions, "Equity" aka égalité does not—having only a fear of "What is going to happen to me?" "What is 'the group' going to do to me?" i.e., fear of rejection by the group" for not having negated someone engendering a guilty conscience in them or in others, thus initiating and/or sustaining the father's/Father's authority.

"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)

The contemporary classroom, with its use of dialogue (therapy) in "helping" the students determine right and wrong behavior has played a key roll in negating the father's/Father's authority in the children's/mankind's thought and actions—"washing" the father's/Father's authority from the students thoughts and actions. All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" in the classroom—curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. "Bloom's Taxonomies" classify the students upon their "feelings," which are being stimulated by a particular situation rather than upon their knowledge regarding a particular subject (although that might be a "part" of the curriculum—"appropriate information" being that information that 'justifies' the child's carnal response to the situation as being right, judged as being relevant, "inappropriate information" being that information that judges the child's carnal response to the situation as being wrong, creating a guilty conscience, judged as being irrelevant).

"Bloom's Taxonomies" are "a psychological classification system" (therapy) 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." "We are not attempting to classify the particular subject matter or content." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "Obedience and compliance are hardly ideal goals." "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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"Equality of Opportunity ["equity," i.e., "égalité"] becomes ever greater with the weakening of family power. " (James Coleman, The Adolescent Society) Being right and not wrong according to established commands, rules, facts, and truth, i.e., prejudice (equated to "racism") no longer getting in the way of the person's carnal desires ("lusts") of the 'moment.'

"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?'" "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." "If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow." "'Now that we know how positive reinforcement works, and why negative doesn't' … '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. That's the source of the tremendous power of positive reinforcement—there's no restraint and no revolt." "In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes." "The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic." "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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

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.

"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)

For equity, i.e., égalité to become a reality, i.e., for "self" to become "actualized," the child must be 'liberated' from the father's/Father's authority, i.e., the father's/Father's authority must be negated in the student's thoughts and actions so all student's can become "equal" according to "human nature," i.e., their carnal nature, with prejudice ("racism"), i.e., established commands, rules, facts, and truth, i.e., 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 no longer getting in the way. In equality the bar stays at the same height, helping all to do their best in getting over it (limits and measures, i.e., right and wrong, i.e., the real world stays in place). In equity, i.e., égalité the bar is lowered and raised so all can get over it, i.e., so all can "feel good" about their "self," i.e., reality (right and wrong) is sacrificed at the alter of "self lust"—there are a lot of "selfies," i.e., a lot of equity, i.e., égalité, i.e., "I, me, and myself" seeking identity in "We, us, and ourselves" out there—instead of in the Father, i.e., in doing right and not wrong according to the Father's established commands, rules, facts, and truth.

"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

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

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

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