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How Your Children (And You) Are Easily Seduced, Deceived, And Manipulated.
(Personal note.)

by
Dean Gotcher

"Persons will not come into full partnership in the process until they register dissatisfaction." (Kenneth D. Benne, Human Relations in Curriculum Change)

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

Your children (and you) can be easily seduced, deceived, and manipulated. All your children (or you) have to be is dissatisfied with the way things are, thinking about how they "ought" to be, with someone "helping" show them how things "can" be if they simply get rid of what is standing in their way, i.e., you (the father's/Father's authority system—and the guilty conscience that the father's/Father's authority system engenders when they are doing, have done, or are thinking about doing wrong, disobeying, sinning—that gets in the way of their carnal desires of the 'moment' that the world is stimulating). Period! By someone, through dialogue gaining access to your children's "self interest," i.e., your children's carnal desires ("feelings") of the 'moment' that the world is stimulating, i.e., gaining access to what they "covet," using "feigned words," i.e., plastic words (Greek) giving them (verbally) what you want to hear, i.e., affirming their carnal desires and dissatisfactions (dissatisfaction with your authority, i.e., dissatisfaction with your commands, rules, facts, and truth, i.e., dissatisfaction with missing out on pleasure having to do your will) in order to gain their trust they are easily moved onto the pathway of 'change,' i.e., turned into "human resource," i.e., made into "merchandise" so they can use you for someone else's pleasure and gain (profit), buying and selling their soul on the open market of the world with your approval, since you have been seduced, deceived, and manipulated yourself, having put your trust in them.

"Cursed be the man that trusteth in man, and maketh flesh his arm, ...." Jeremiah 17:5

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words Karl Marx was saying: "Lust reconciles us to the world, redeeming us from the Father's authority."

"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

Your children (and you) are caught between doing what they want, when they want, i.e., "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates (indicative of the child's carnal nature) and doing right and not wrong according to established commands, rules, facts, and truth (indicative of the father's/Father's authority system, i.e., doing the father's/Father's will). The former desire (that of the flesh, i.e., "of the world") is "play behavior," i.e., "positive." The latter desire (doing right and not wrong, i.e., doing the father's/father's will) is "barrier behavior," i.e., "negative." By bringing dialogue ("play behavior," i.e., that which is "positive") into issues of right and wrong ("barrier behavior," i.e., that which is "negative"), the father's/Father's authority, i.e., that which is "negative" is replaced with the child's carnal desires of the 'moment' as an outcome. This is why psychology (behavior "science," i.e., so called science) bases communication upon dialogue, i.e., upon the child's carnal nature, i.e., upon the child's "self interest" instead of upon discussion, i.e., upon the father's/Father's authority (where the child has 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), 'justifying' the child's carnal nature over and therefore against the father's/Father's authority system, i.e., over and therefore against you as their parent, so the psychologist (along with your children) can do wrong, disobey, sin ("lust") without having a guilty conscience, i.e., so they can do wrong, disobey, sin ("lust") with impunity (with one another's approval, i.e., affirmation). It is what education, in the grade-school, high-school, and even in college is all about.

"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

"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)

With its use of what are called ""Blooms' Taxonomies," i.e., "a psychological classification system" in the classroom—since the 50's and 60's—education has been at the forefront of the rejection of the father's/Father's authority. All "educators" are certified and schools accredited today based upon their use of "Blooms' Taxonomies" as their curriculum (method of teaching) in the classroom, through dialogue replacing established commands, rules, facts, and truth, i.e., the father's/Father's authority with opinion, i.e., the child's "sense experience," i.e., the child's love of, i.e., "lust" for pleasure and hate of restraint, i.e., hate of the father's/Father's authority, making the student's "feelings," in the "light" of the given situation (desire for group approval, fear of group rejection), the foundation from which to 'discover' the truth, i.e., knowing right from wrong in any given situation based upon "tolerance." If you tolerate wrong, i.e., the child's carnal nature ("lust"), wrong ("lust") becomes right, i.e., the "norm," making right, i.e., the father's/Father's authority wrong.

    "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."
    "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." "Superego development [the child's carnal desires, i.e., "feelings" that he has in common with others] 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 [which requires negating the father's/Father's authority system and the guilty conscience that it engenders for doing wrong, disobeying, sinning ("lusting")]."
    "The affective domain [the child's carnal desire] 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 [dialogue] issues." You discuss commands, rules, facts, and truth in order to do right and not wrong according to them, you dialogue your (and others) "feelings," i.e., your (and others) carnal desires of the 'moment' in order to satisfy them and one another.
    "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 [those who are traditional minded]."
    "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' [parent's standards, i.e., parental authority, i.e., the Father's authority] …can be replaced by ... affective behaviors [the child's carnal nature, i.e., "lust"]."
    "Bloom's Taxonomies" are all about "ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life."  (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

The dialoguing of opinions to a consensus process, i.e., the "group psychotherapy," i.e., "group grade" classroom being used by "educators," i.e., facilitators of 'change' today is designed to seduce, deceive, and manipulate your children, 'liberating' your children from your authority so they can do wrong, disobey, sin ("lusts"), i.e., question, challenge, defy, disregard, attack your authority without having a guilty conscience. It is doing the same with your spouse, your elected officials, and even your minster when used in the workplace, in government, and in the church, 'liberating' them from the Father's authority. It is the same process that was first put into praxis in a garden in Eden.

"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

"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

"It is not in man that walketh to direct his steps." Jeremiah 10:23

© Institution for Authority Research, Dean Gotcher 2020