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How You Can Tell You (Or Your Children) Are In A Marxist Classroom.
(Personal note.)
For an in depth analysis of Marxist education read the issue "Teacher Training."

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

When you find yourself in a dialoguing of opinions to a consensus, i.e., facilitated classroom, you are in a Marxist classroom. There is not father's/Father's authority in dialogue, in an opinion, in the consensus process, or in a facilitated meeting. The outcome of the dialoguing of opinions to a consensus, i.e., facilitated classroom is the 'justification' of "self," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., what everyone has in common over and therefore against the father's/Father's authority, i.e., established commands, rules, facts, and truth that divide people from one another, i.e., between those who accept them and those who do not.

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

In other words, for Karl Marx et al. "Lust reconciles you to the world," 'justifying' the negation (killing) of any who get in the way, including the unborn, the elderly, the innocent, and the righteous. The road to "Utopia" is paved with the bodies of those who got in the way.

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

Through dialogue we attempt to 'justify' what we have in common with others, i.e., our "self," i.e., our "self interest," i.e., our "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.

"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)

When it comes to determining right and wrong behavior, in a discussion, what you are taught (told) determines the answer, in dialogue your "feelings" (carnal desires) of the 'moment' determines the answer. Dialogue is antithetical to the father's/Father's authority.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity)

Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth. In a discussion 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, i.e., you must humble, deny, die to, control, discipline your "self" in order to hear and receive an established command, rule, fact, or truth. Discussion, as is deductive reasoning is based upon objective truth, i.e., subject to commands, rules, facts, and truth external to a person carnal desires and dissatisfactions of the 'moment.'

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

Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting any command, rule, fact, or truth that gets in the way. In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., that prevents others from sharing their opinion (their "feelings," i.e., their "self interests," i.e., their "lusts") of the 'moment.' Dialogue, as is inductive reasoning is based upon subjective 'truth,' i.e., subject to a person's carnal desires and dissatisfactions of the 'moment.' Inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees) a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the situation, rejecting "inappropriate information," i.e., information (any established command, rule, fact, or truth) that gets in the way of his desired outcome. When theories or opinions, i.e., "feelings," which are made manifest through dialogue are acted upon as an absolute, holding others accountable to them, it is not a law of nature we are talking about or holding to but a belief. Theories or opinions, treated as absolutes makes facts and truth subject to "feelings," i.e., subjective, making the "affective domain," i.e., the carnal nature of the child the standard from which to determine right from wrong. "Behavior science," which is based upon dialogue, i.e., "sensuous needs" ("the lust of the flesh") and "sense perception" ("the lust of the eyes"), i.e., "sense experience" ("the pride of life") can only establish the child's carnal nature, which the world, i.e., the current situation and/or people are stimulating over and therefore against the father's/Father's authority, i.e., any established command, rule, facts, or truth that gets in its way. (Karl Marx, MEGA I/3)

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

Your heart establishes the child's carnal nature in you, i.e., your "lust" for the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating as the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth. Your heart is "desperately wicked" in that it hates restraint, i.e., hates the father's/Father's authority for "getting in the way," i.e. for preventing, i.e., inhibiting or blocking you from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating. You can not see your hate of restraint, i.e., your hatred toward the father's/Father's authority, i.e., the Karl Marx in you as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., your "lust," i.e., your "self interest" (getting in the way) blinds you to it. Like a drug your "lust" for pleasure (dopamine emancipation), i.e., your "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., that which the world, i.e., the current situation and/or people are stimulating blinds you to your hatred toward restraint, i.e., blinds you to your hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness"—which is being expressed toward the father/Father (and those who have faith in and obey him/Him), who is (are) preventing or trying to prevent you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning, i.e., when you are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—as being "wicked," making you not just "wicked" but "desperately wicked" in your effort to attain pleasure, keep pleasure, or get pleasure back, which includes the praises (affirmation, i.e., 'justification') of men, with you removing or attempting to remove anyone who is getting in the way. No matter how much you try to 'justify' your "self" before men, seeking after and getting men's approval (affirmation), i.e., pleasing men you can not be or become "good." Only God is good. The only way you can become "good" in your eyes (and in the eyes of others) is to 'justify' your "self" (and their "self"), i.e., your "lust" (and their "lust") for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, becoming God your "self" (making them God as well), determining right from wrong, good from evil according to your (and their) carnal nature, i.e., from your (and their) own "self," i.e., from your (and their) "sensuous needs" ("the lust of the flesh") and "sense perception" ("the lust of the eyes"), i.e., from your (and their) "sense experiences" of this life ("the pride of life"), with pleasure being "right" and restraint, i.e., the father's/Father's authority, which engenders the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the getting in the way of pleasure being "wrong." (Karl Marx, MEGA I/3) All the "behavior scientist" can do is "help" you become (actualize) your "self," i.e., 'liberate' you from the Father's authority.

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)

"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality)

It is the father's/Father's authority that engenders the guilty conscience, i.e., that inhibits or blocks the child from becoming his "self," i.e., that prevents 'change.' Negate the father's/Father's authority in the child's environment and the guilty conscience, i.e., the "negative valence" 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 is gone.

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

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

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

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

"Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6

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

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

In other words, for Karl Marx et al. once "the early family" where children have 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 will "is discovered to be the secret of the Holy Family," where the Son of God, Jesus Christ humbled, denied, died to, controlled, disciplined his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the Father's will, the earthy family, where children have 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 will "must" "be destroyed [vernichtet, i.e., annihilated]" not only in the children's thoughts but in their actions, i.e., "relationship with one another" as well.

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

All children are "philosophers," 1) dissatisfied with how the world "Is," where they, having 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 are subject to their parent's authority, not being able to do what they want when they want, i.e., missing out on pleasure, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once they become fathers, "doing what they want then they want."

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

The problem, according to Karl Marx, et, al, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world, i.e., the current situation and/or people are stimulating, i.e., preventing them from being (becoming, i.e., "actualizing") their "self," i.e., preventing 'change.' Without "help" from outside the family, i.e., without the facilitator of 'change' creating a world of dialogue for the child, the child (out of fear of being judged, chastened, condemned, and/or cast out, privately dialoguing with his "self" his love of pleasure and hate of restraint) will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough to overcome the father/Father authority system in his "self" on his own. By the father inhibiting or blocking his children from "building relationship" with children who question, challenge, defy, disregard, attack authority, his children are "alienated" from the rest of the children "of the world."

"'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)

"Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged." (Brown)

Psychology is based upon the same ideology as Marxism, i.e., the negation of the father's/Father's authority in the thoughts and the actions of the children.

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

All "educators" are certified and schools accredited today based upon their use of "Blooms' Taxonomies" in the classroom. By 1971 one million "Taxonomies" had been printed by the Communist Chinese government for their "educators." They are Mao's long march across America starting in the 50's—the effect of what we now see in the streets. What goes on in the classroom, effects the home, ends up in the streets.

"Blooms' 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." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain)

"In the eyes of the dialectic philosophy [in dialogue], nothing is established for all times, nothing is absolute or sacred." (Karl Marx) "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 places." (Book 1: Cognitive Domain)

"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)

"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)

All "educators" when trained as facilitators of 'change' are Marxists, indoctrinating children with Marxist ideology through the use of psychology in the classroom. Karl Marx and Sigmund Freud had the same agenda, the negation of the father's/Father's authority, one in society, the other in the individual.

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

Change the curriculum in the classroom and you change the children's paradigm, how they feel, think, and act toward their "self," others, and the world, and how they respond to authority.

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

"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 [paradigm] of an individual or a group." (Kenneth D. Benne, Human Relations in Curriculum Change)

"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)

The use of "the group" in a facilitated meeting is the key to 'change,' i.e., to the "washing of" the father's/Father's authority from the children's thoughts and actions.

"Without exception, patients enter group therapy with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home]." "What better way to help the patient [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings toward parents in his current relationship to the therapist [to the facilitator]? The therapist [the facilitator] is the living personification of all parental images [takes the place of the parent]. Group therapists [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group [the children/the students] to explore and to employ its own resources. The group [must] feel free to confront the therapist [the facilitator], who must not only permit, but encourage, such confrontation. He [the child/the student] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient [the child/the student] changes the past by reconstituting it."

"In the group not only must the individual strive for autonomy but the leader must be willing to allow him to do so. … an individual's behavior cannot be fully understood without an appreciation of his environmental press. …one member's behavior is not understandable out of context of the entire group. …there is no more important issue than the interrelationship of the group members. … few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority. One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial. The ‘third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group … The therapist assists the patient to clarify the nature of the imagined danger and then … to detoxify, to disconfirm the reality of this danger. By shifting the group's attention from ‘then-and-there' to ‘here-and-now' material, he performs a service to the group … focusing the group upon itself. Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking. Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse. (Irvin Yalom, Theory and Practice and Group Psychotherapy)

Question the use of psychology, i.e., the use of dialogue to determine right and wrong behavior in education or even in the "church" and you will quickly 'discover' how intoxicated with, addicted to, and possessed by "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., Marxism we have become.

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

Do not be fooled (beguiled) by their "we care" about you and your children attitude, and their smiling warm faces, you and your children are in harms way. When you are told you will not be judged according to established commands, rules, facts, and truth, if you believe in established commands, rules, facts, and truth you have already been judged.

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

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.

The traditional classroom is structured upon the father's/Father's authority system: 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is (by faith), and discussing with the students any questions they might have regarding the commands, rules, facts, and truth being taught (at the one in authority's discretion: providing they deem it necessary, there is time, the students are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those students who obey and do things right, to encourage them to continue doing right and obeying, 3) correcting and/or chastening those students who do wrong or disobey, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey, 4) and casting out or expelling any student who questions, challenges, defies, disregards, attacks authority, in order to keep order in the classroom.

The Marxist classroom is structured upon the child's carnal nature, i.e., their "lusting" after the carnal pleasures of the 'moment' which the world, i.e., the current situation and/or people are stimulating, i.e., the dialoguing of opinions to a consensus (affirmation) process, negating the father's/Father's authority, thereby negating the guilty conscience (that the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' which the world, i.e., the current situation and/or people are stimulating in the process—the main objective—so the facilitator of 'change' can do wrong, disobey, sin, i.e., "lust" after the carnal pleasures of the 'moment' which the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with "the peoples," i.e., "the groups" affirmation.

"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