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Introduction:
Part 17

Karl Marx's opinion or theory (dictum) is being carried out in the classroom today through the use of psychology, i.e., group psychotherapy. "Bloom's Taxonomies," which are being used as curriculum in the classroom today, is Marxist in ideology. Curriculum guides the teacher in how and what to teach the children. In this case, with the child's "feelings" of the 'moment' (with the affective domain being subject to sight, i.e., taken captive to the situation) supplanting memorizing and applying "facts and truth" (which requires having faith in and obeying the teacher), it instructs the teacher in how to teach the children to think and act and relate with or respond to one another, the world, and authority in the classroom, "affecting" how they will relate or respond to one another, the world, and authority outside the classroom. Benjamin Bloom wrote (concerning his first book: 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) His education (re-education) curriculum, which includes his second book, Taxonomy of Educational Objectives, Book 2: Affective Domain, is based upon the works of Karl Marx and Sigmund Freud (with Marxism being synthesized with Freud via. group psychotherapy and the "group grade")—both books 1 and 2 (which have been modified by Marzano and Webb over the years—Common Core was Webb's rendition of Bloom's Taxonomies) are required praxis (application) for teacher certification and school accreditation today. Despite being "theories," they are being applied in the classroom anyway—'changing' the children in the name of 'change,' fulfilling Marx's' agenda, i.e., 'liberating' children from the father's/Father's "top-down" authority system, so that they can be carnal, i.e., "of and for self" and the world only, i.e., globalists, humanists, communists, i.e., "Making the world safe for democracy" by "building relationship upon self interest," i.e., by what all children have in common, i.e., their carnal desire for (love of) pleasure and their dissatisfaction with (hatred toward) restraint and the restrainer.