How Socialists View And Use Taxes.
by
Dean Gotcher
They tax everyone to where they can not make it (survive) without tax breaks, then give tax breaks to those who support them and their ideology. Limit taxes to only infrastructure, then everybody can support their "self" and their ideology with their own money, not being forced to support others and their ideology. Exempt is not the same as "credit" aka break.
"In our democratic society, any enterprise—any individual—has its obligations to the whole [to the socialist who personifies his "self" as being "the people"]." "Tax credits would be given to the company that helps to improve the whole society, and helps to improve the democracy by helping to create democratic individuals." "Any company that restricts its goals purely to its own profits, its own production, and its own sales is getting a kind of a free ride from me and other taxpayers [other socialists]." (Abraham Maslow, Maslow on Management) Remove socialist based taxes (form of government) and no one gets a "free ride," i.e., no one lives off of someone else's money (who is forced to pay taxes), all have to get off their "derriere" and work, including (especially) the socialist minded, i.e., "self" 'justifying,' "self" seeking, "self" centered person, thinking he is doing wonderful things for "the people" with their money.
"It is not individualism [the child having 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., "lusting"] that fulfills the individual, on the contrary it destroys him [makes him "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]. Society ["human relationship based upon self interest," i.e., "building relationship" with others, based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority, i.e., from individualism under God] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') According to Karl Marx, "lusting" after the carnal pleasures of the 'moment' which the world stimulates, without having a guilty conscience, in order (as in "new" world order) for everyone to do wrong, disobey, sin with impunity is in and having to humble, deny, die to, control, discipline one's "self" in order (as in "old" world order) to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having a guilty conscience for doing wrong, disobeying, sinning is out. Capitulation (capitalism) is out and lasciviousness (socialism) is in.
"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 parental restraint]." (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 or has authority over his children in the home, forcing them to do right and not wrong according to his established commands, rules, facts, and truth that go against their nature, i.e., their carnal desires of the 'moment,' that the world stimulates]." Sigmund Freud's history is of civilization (what he based psychology on) is that of children who, loving the pleasures of the 'moment,' what he called "incest," hating the father's/Father's authority (restraint), what he called a "barrier to incest," not only "killed" the father but ate ("devoured") him as well. "... 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) There is no father's/Father's authority in dialogue, only the child's and the father's carnal desires of the 'moment,' i.e., "self interest" which the world stimulates. When the father participates in dialogue he has to abdicate his authority to his and the child's carnal desires of the 'moment,' negating his authority to established commands, rules, facts, and truth that restrain "human nature," 'justifying' the child's and his carnal nature over and therefore against his authority instead.
"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6) "The real nature of man" is 'liberated' in the dialoguing of opinions to a consensus process, negating the father's/Father's authority and the guilty conscience for doing wrong, disobeying, sinning it engenders.
"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) It is in dialogue we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only.
Sigmund Freud believed "the individual is emancipated in the social group." "Freud speaks of religion as a 'substitute-gratification'—the Freudian analogue to the Marxian formula, 'opiate of the people.'" "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." (Brown, Life Against Death)
"The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"As the Frankfurt School [Theodor Adorno, Erich Fromm, etc., including Kurt Lewin who edited their newspaper] wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)
"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle [the child's carnal nature]. 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."(Brown, Life Against Death)
"Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." (Brown, Life Against Death)
"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.)" (Maslow, Journals)
"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Maslow, Farther Reaches)
"In Escape from Freedom, Fromm offered the sado-masochistic character as the core of the authoritarian personality." "The antithesis of the 'authoritarian' type was called 'revolutionary.'" ["Revolutionary" means overthrowing the father's/Father's authority] "By The Authoritarian Personality 'revolutionary' had changed to the 'democratic.'" (Martin Jay, The Dialectical Imagination) President Ronald Reagan made the statement. "I did not leave the democratic party. The democratic party left me." Beginning in the 50's and 60's the Democratic party began to become full blown Marxist,. advocating the overthrow of our constitutional republic form of government, replacing it with socialism aka globalism. Tax payers support of education made that 'change' possible.
"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], 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']." (Adorno)
"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, Curriculum Change)
"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 [paradigm] must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs [paradigm] of an individual or a group." (Kenneth D. Benne, Human Relations in Curriculum Change)
"To create effectively a new set of attitudes and values [paradigm], 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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain; commonly referred to as "Blooms' Taxonomies," curriculum by which all teachers are certified and schools accredited by today. Do not be fooled, although marketed as "academics," i.e., teaching "higher order thinking skills," they are all about paradigm 'change,' i.e., 'changing' the way students think about and act toward authority, i.e., parental 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)
"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)
"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." (Theodor Adorno, The Authoritarian Personality)
"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 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" are "a psychological classification system." "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) That "psychological classification system" came from Transformational Marxists (who merge Marx and Freud, advancing Marxism through psychology), two of whom Bloom sighted as his "weltanschauung," i.e., world view in his second Taxonomy: Theodor Adorno and Erich Fromm.
"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." (Book 2 Affective Domain) In doing so he changed education from teaching facts and truth to indoctrinating Marxist ideology, i.e., 'liberation' of the child's carnal nature from parental authority, using the classroom to do so with taxpayers money.
"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." (Book 2: Affective Domain)
"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?'" (Rogers, on becoming a person)
Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives, 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," Taxonomy of Educational Objectives, 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." Benjamin Bloom dedicated his first "Taxonomy" to his mentor, Ralph Tyler. Thomas Kuhn, who was also mentored by Ralph Tyler "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)
"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education) Socialist reject any tax dollars going to support the traditional family, i.e., its form of education, therefore they must tax all, repressing the family, giving tax breaks only to those families that attend their socialist indoctrinating classrooms.
"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 [paradigm] 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)
As the saying goes: "The power to tax is the power to destroy." If money is stored up pleasure then those who control the use of money via taxes control "the people," giving pleasure (money in the form of tax breaks) to those who support them and their ideology, removing pleasure (money) from those who do not. It is how socialism works, i.e., why it does not work, hoisting only the lazy, incompetent, and viscous, i.e., the worst of humanity upon "the people," in the name of "the people."
"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