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Introduction:
Part 2
Section 11

Instead of children humbling, denying, controlling, disciplining themselves, under their parent's/God's authority, reproving, correcting, rebuking themselves and others when they disobey and/or do things "wrong," through their use of dialectic 'reasoning,' i.e., "self 'justification,'" i.e., through their participation in the consensus, i.e., "group grade" process in the classroom, they are being "conditioned" to disregard, question, challenge, disobey, disrespect, dishonor, defy, and/or attack their parent's/God's authority. Because of their participation in the dialectic (consensus) process, i.e., the "group grade," "feelings" or affective based curriculum in the classroom, children are now doing what they want to do, when they want to do it, with no guilty conscience for doing wrong or for disobeying, tolerating, participating in, and/or promoting, i.e., serving and protecting deviancy, depravity, and debauchery, i.e., unrighteousness and abomination instead. Education over the past fifty years—through its use of "Bloom's Taxonomies"—has engendered a culture of unrighteousness and abomination—requiring a police state to maintain order (as history has shown; but who cares about history, i.e., the lessons of the "past" when everybody is enjoying the pleasures of the 'moment.' "What can go wrong?"). "Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9
The 'logic' of dialectic 'reasoning' goes like this: If you want to 'change' the world, i.e., if you want to 'create' a world of 'change,' i.e., a world of pleasure you can not start with the parents, i.e., with their authority, i.e., with their restraints, i.e., with their commands, rules, facts, and truth, i.e., with their "can not's," "must not's," "Thou shalt not's," and "Because I said so's," i.e., with that which is "of and for" the "past," restraining the present (the pleasure of the 'moment') and the future, i.e., you can not start with that which inhibits or blocks 'change' (pleasure), including the guilty conscience for doing wrong and/or for disobeying. You have to start with the children, i.e., with their carnal nature, i.e., with their opinion, i.e., with their desire for the pleasures of the 'moment' (which engenders the so called "super-ego"—where the "feelings" of the 'moment' are used to determine right from wrong) and their dissatisfaction with restraint and their hatred toward the retainer, i.e., you must start with that which is "of and for" the present and the future, i.e., with the children's "self interest," i.e., with that which engenders 'change,' The so called "old" world order of "top-down" authority—where the father/Father (God) rules over the children/man, i.e., the father's/Father's authority system—has been supplanted with a so called "new" world order of "liberté, equalité, fraternité," with facilitators of 'change' seducing, deceiving, and manipulating children, 'liberating' them from the father's/Father's authority system (using them as natural resource) for their own pleasure and gain.