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Introduction:
Part 6

"Kurt Lewin emphasized that 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." (Wilbur Brookover, A Sociology of Education) "The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics) "The individual accepts the new system of values and beliefs by accepting belongingness to the group." "The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Kenneth Benne, Human Relations on Curriculum Change) "Any real change of the culture 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) "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 ['liberating' the children from the father's/Father's authority system so that they can of themselves only, i.e., only of the world]." (Theodor Adorno, The Authoritarian Personality) "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 [taking the place of the parent, with your children becoming theirs]. 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 [their carnal desires of the 'moment' and their dissatisfaction with parental restraint]. The group [the children/the students] [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." (Irvin Yalom, Theory and Practice and Group Psychotherapy)