It Has No Other Purpose.
(Personal note.)
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
"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
Psychology, i.e., the psychologist (despite what he might think or say) has no other purpose than that of negating the father's/Father's authority in the child's thoughts so he can do wrong, disobey, sin, i.e., so he can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., so he can be his "self" without having a guilty conscience. The sole purpose of psychology is that of 'liberating' children/man from the father's/Father's authority. There is no other purpose despite what it might seem. By 'justifying' the child's carnal nature, i.e., the child's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., "human nature" the psychologist is able to negate the father's/Father's authority in the child's thoughts, negating the child having a guilty conscience (which the father's/Father's authority engenders) 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 in the process, so the psychologist (the facilitator of 'change') can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with the child's affirmation. By 'justifying' the child's carnal nature, i.e., "lust," i.e., "human nature," i.e., the child's "self interest," i.e., by establishing the child's "feelings," i.e., the child's "sense experiences" above the father's/Father's established commands, rules, facts, and truth, the psychologist turns the child against the father's/Father's authority making himself the child's "savior," i.e., 'liberator.'
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"To enjoy the present reconciles us to the actual ["Lust" reconciles man to "the world"]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"... 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." "'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 in his home or in his business]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
Sigmund Freud's rendition of the prodigal son was not that of the son, coming to his senses, humbling his "self," returning home, submitting to the father's authority, coming to know that his inheritance was not his father's money but his father's love for him, but instead of the son, joining with his "friends" going back home, killing and eating the father, taking that which was the father's and using it to satisfy his and his friends carnal desires without having a guilty conscience. Marxism is based upon the same ideology and agenda, i.e., driven by "lust" and hatred toward restraint—purposed in negating the father's/Father's authority.
"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, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4) The "earthly" and the "Holy" family have this one thing in common. Both require the children/the Son and those following Him to humble, deny, die to, control, discipline, capitulate their "self" and do the father's/Father's will.
"Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family) In other words: The child living in a world of sinners (calling one another sinners), dialoguing with his "self" ("Critical Criticism") sets up "a sinful world" in his own mind, creating a world "intolerant of any influence from without," i.e., a world of "lust," i.e., a world of "human nature" only, void of the father's/Father's authority.
"I am nothing and I should be everything." (Karl Marx, Critique of Hegel's 'Philosophy of Right') Making "lust," i.e., "self interest" the 'drive' of life, all Karl Marx, et al. could do was make his "self," i.e., "lust" everything there is, negating the father's/Father's authority in his mind.
"He is antichrist, that denieth the Father and the Son." 1 John 2:22
"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
"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
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3 If (through dialogue) I gain knowledge to your "self interest," i.e., your carnal desires. i.e., your "lusts" of the 'moment,' i.e., what you "covet" and gain your trust (in "actualizing" it or them), I "own" you. The moment the master psychotherapist, i.e., the master facilitator of 'change' got the woman in the garden in Eden into dialogue, i.e., into sharing her "self interest," i.e., carnal desire, i.e., her "lust" regarding right and wrong behavior, he "owned" her, i.e., he controlled the outcome.
"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 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." 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 conditions that initiate and sustain "lust"]. The curious thing is that in that case the question of freedom never arises." (Rogers)
"Lawfulness without law" (Immanuel Kant, Critique of Judgment) Kant simply established the law of the flesh, i.e., the child's carnal nature, i.e., "lust," without the father's/Father's authority (the guilty conscience) getting in the way, i.e., accountability for one's carnal actions coming to mind as the only right way of thinking. Karl Marx likewise said laws must be subject to the "lusts" of the 'moment' and the world that stimulates them. "Laws must not fetter human life; but yield to it; they must change as the needs and capacities ["lusts"] of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right') The psychologist, i.e., the Marxist, in his mind is not above or against the law. In his mind "lust" is the law. Making "lust" the law (what all men have in common—the basis of common-ism), he perceives his "self" as being the personification of "the people," 'justifying' his (and their) carnal thoughts and carnal actions—with no sense of accountability to God for his carnal thoughts and carnal actions.
"[E]very one of us shall give account of himself to God." Romans 14:12
"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.
| The soul KNOWS by being told. The flesh by "sense experience." |
Have you heard the word "change" recently? 'Change,' according to Karl Marx (as it was with Sigmund Freud) was not the child having to humble his "self" in order to do the father's/Father's will but instead the negation of the father's/Father's authority in the environment so the child could become his "self," as he was before the father's/Father's authority, i.e., established commands, rules, facts, and truth came into his life, getting in the way of his development. The objective is not to 'change' the child per say but to 'change' the environment so the child could become his "self," thinking and acting according to his carnal nature (along with all the children of the world), i.e., "self actualized." All children are in some regard "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 (the opportunities of the 'moment'), 2) thinking (dialoguing with their "self") how the world "Ought" to be, where they can do what they want, when the want, and 3) imagining how it "Can" be once they grow up and are on their own, "doing what they want then they want." The "problem," according to Karl Marx, et, al, is that once children grow up and become parents themselves, i.e., have children of their own they tell (force) their children to do right and not wrong according to 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 stimulates, i.e., preventing them from being (becoming, i.e., "actualizing") their "self," i.e., preventing 'change.' The same behavior appears when they own property or run a business, "forcing" those working for them to humble, deny, die to, control, discipline, capitulate their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, firing those who do wrong, disobey, sin.
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
"The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father'/Father's authority to become as he was before the father's/Father's first command, rule, fact, or truth came into his life (separating him from his "self" and the world), "of and for self" and the world only]." (Georg Hegel, System of Ethical Life)
"Sense experience ["lust"] must be the basis of all science." "Science is only genuine science when it proceeds from sense experience ["the pride of life"], in the two forms of sense perception ["the lust of the eyes"] and sensuous need ["the lust of the flesh"], that is, only when it proceeds from Nature ["from the world"]." (Karl Marx, MEGA I/3)
"Experience ["lust"] is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Rogers)
"According to Freud, the ultimate essence of our being is erotic." "Eros ["lust"] is fundamentally a desire for union with objects in the world." "Eros ["lust"] is the foundation of morality."(Brown)
"In the dialogic relation of recognizing oneself ["lust"] in the other, they experience the common ground of their existence [only that which is "of the world"]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., carnal desires and dissatisfactions of the 'moment' (that he is internally, i.e., privately struggling with) with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his or her "self" and the world only—'liberated' from the father's/Father's authority]." (Theodor Adorno, The Authoritarian Personality)
"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Brown)
"It is not individualism [the child, humbling, denying, dying to his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"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:'" (Brown)
"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) Negate the father's/Father's authority, i.e., negate "negativity" in the environment determining right and wrong behavior and the guilty conscience ("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 negated ("disappears"). Placing a child in a "positive" environment, i.e., an environment void of the father's/Father's authority which is determining right and wrong behavior and the guilty conscience for not doing the father's/Father's will is negated.
"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 divides upon being right and not wrong, i.e., knowing, which is formal, i.e., judgmental. In a discussion you must humble, deny, die to, control, discipline, capitulate your "self," i.e., suspend, as upon a cross your "self" in order to hear and receive (accept) the truth.
"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 unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental. In dialogue you must suspend, as upon a cross, any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., "self" ("lust") 'justification.'
Dialogue 'justifies' the child's carnal nature, i.e., "lust." There is no father's/Father's authority, i.e., guilty conscience in dialogue, or in an opinion, or in the consensus process. There is only the child's carnal nature, i.e., "lust" being 'justified.' Discussion, on the other hand, retains the father's/Father's authority, i.e., a guilty conscience for doing wrong and not right according to established commands, rules, facts, and truth. In a discussion the father/Father (the one in authority) has the final say. This is the reason psychology is based upon dialogue, i.e., the child's carnal desires, i.e., "feelings," negating discussion, i.e., the father's/Father's commands, rules, facts, and truth when they get in the way. By focusing on the family, i.e., relationships in the home the father's/Father's authority is negated.
"Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission," ". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun." (Warren Bennis, The Temporary Society)
"Without exception, [children] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] 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)
"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, Human Nature)
"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow On Management)
"the attack on antieroticism, the Christian & Jewish foundations" "is absolutely right." (Maslow, Journals)
"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," i.e., Marxist curriculum in the classroom. Any teacher questioning and/or challenging their use in the classroom will be looking for another job—they all know that. Mao's long march across America began in earnest with their introduction into education in the 50's and 60's. Benjamin Bloom built his "taxonomy" off of Marxists, i.e., Erick Fromm and Theodor Adorno. "Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain)
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." "... to give up 'God' and to establish a concept of man as a being ... who can feel at home in it [the world] if he achieves union with his fellow man and with nature." (Erick Fromm, Escape from Freedom)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "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. (Adorno)
"Our aim is not merely to describe prejudice but to explain it in order to help in its eradication. Eradication means re-education." (Adorno)
"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920) "Eradication" (negation) is a strong word with dire consequence to anyone who resists. Millions have died (been killed) as a result of this kind of thinking.
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"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." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...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." "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 Objective, Book 1: Cognitive Domain and David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils ("lusts"), 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)
"[T]he superego 'unites in itself the influences ["sense experiences," i.e., "lusts"] of the present and of the past." (Brown)
"Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective 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." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." (Book 2: Affective Domain)
The following section is from a book explaining how the Communist Chinese brainwash their victims.
"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to "help" their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)
The use of "the group." The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thoughts and actions.
"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "One of the most fascinating aspects of group therapy is that everyone is born again, born together ['liberated' from the father's/Father's authority] in the group." (Yalom)
"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." (Benne)
"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "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 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) This includes in the "youth group."
The consensus process negates the father's/Father's authority in any decision being made, whether in the home, in the classroom, in the workplace, in government, or in the "church."
"Bypassing the traditional channels of top-down decision making our objective centers upon transforming 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)
"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6
"Despotism ... predominates in the human heart." (George Washington, Farewell Address)
"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9
Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust," i.e., "self interest" is the 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart as being wicked because your "lust" for pleasure (your "lust" for "lust") is standing in the way. Karl Marx is in your heart, waiting for you to 'justify' him, i.e., your "self" over and therefore against having to humble, deny, die to, control, discipline, capitulate your "self" in order (as in the "old" world order) to do the father's/Father's will, so you can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., so you can become like him, i.e., become "self actualized." "Lust" blinds you to the consequence (cost) of your actions, i.e., your "lusting" after pleasure.
"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11
Psychology, as Marxism, has no other purpose than to negate of the father's/Father's authority in the children's/mankind's thoughts so the psychologist/Marxist can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with the children's/mankind's affirmation, negating all who get in his way, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience, i.e., with no sense of accountability for his actions. The road to "Utopia," i.e., to "worldly peace and socialist harmony" is paved with the bodies of those who got in the way.
"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)
"the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse)
"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4
"Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5
"Let no man deceive you with vain words ["feeling," i.e., "lust" words]: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:5-7
"Then said Jesus unto his disciples, If any man will come after me, let him deny himself [deny "the lust of the flesh and the lust of the eyes"], and take up his cross [reject the approval of men, i.e., "the pride of life," enduring the rejection of men for not affirming, i.e., 'justifying' their "lusts"], and follow me [doing the Father's will]. For whosoever will save his life shall lose it: and whosoever will lose his life for my sake shall find it. For what is a man profited, if he shall gain the whole world, and lose his own soul? or what shall a man give in exchange for his soul? For the Son of man shall come in the glory of his Father with his angels; and then he shall reward every man according to his works." Matthew 16:24-27
"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 2021