Introduction:
Part 26

It took Transformational Marxists, i.e., facilitators of 'change,' i.e., group psychotherapists (who merged Marx with Freud and Freud with Marx) to overcome (negate) the father's/Father's "top-down" authority system, not only in the individual, i.e., in the child, but in society, i.e., in "the group" as well (including the "church"), with the child finding identity, i.e., finding purpose for life in "the group" instead of in doing the father's/Father's will. This is the heart and soul of the consensus (soviet) form of government.

"Bypassing the traditional channels of top-down decision making, our objective centers upon transform public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)

"Education" has "shifted" away from (and therefore against) "right-wrong" based thinking, i.e., away from authority, i.e., away from the father's/Father's "top-down" authority system—righteousness/doing right and not wrong according to the parent's standards, i.e., traditional education, where teachers, reflecting the parent's authority (in loco parentis), preach rules and commands to be obeyed and teach facts and truth to be accepted as is, by faith toward where now the children's "feelings" of the 'moment' are the basis of thinking, i.e., toward "opinion" based thinking, i.e., toward the children's desire of the 'moment'—sensuousness/approaching pleasure and avoiding pain/love of self and the world and hate of restraint (with children thinking about how their world "is," still subject to their parent's authority, how it "ought" to be, affirming their "feelings" of the 'moment,' and how it "can be," 'liberated' from parental authority—read all of philosophy, psychology, sociology, anthropology, etc., i.e., man's understanding and "wisdom," i.e., sight based 'reasoning' and "management"), i.e., transformational education, where facilitator's of 'change' "encourage" children to dialogue their opinions amongst one another—to a consensus—and put it into practice, i.e., into praxis. This so called "shift" is known as a "Paradigm 'shift'"—a 'shift' away from (and therefore against) the Patriarchal Paradigm of self control and discipline, humbling and denying of self and obedience to parents (being rewarded in the future, in the "there-and-then" for "doing right and not doing wrong" in the "here-and-now," according to the parents' commands, rules, facts, and truth) to the Heresiarchal Paradigm of children 'liberating' and esteeming their "self," i.e., "actualizing" themselves (desiring and demanding reward, i.e., pleasure, including the pleasure of "'group' approval" or affirmation in the "here-and-now"), therefore questioning, challenging, and defying their parent's authority, engendering a culture of "children of disobedience," i.e., of patricide and incest, the hallmark of psychotherapy.