It Is All About. by Dean Gotcher

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It Is All About
negating the father's/Father's authority in "the peoples" thoughts and actions, in order (as in "new" world order) for "leaders" to do wrong, disobey, sin, i.e., "lust," i.e., do abominable things without having a guilty conscience, i.e., with "the peoples" affirmation.
(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

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires ("lusts") of the 'moment' that the world is stimulating, i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9

You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., "lust," i.e., "self interest" (getting in the way) blinds you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., that which the world stimulates blinds you to your hatred toward restraint, i.e., hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back.

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11)

"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words: "Lust 'reconciles' us to the world." If "lust," i.e., the child's "lusting" after the carnal pleasures of the 'moment' which the world stimulates is right, i.e., is "in" then the father's/Father's authority (and the guilty conscience which the father's/Father's authority engenders for "lusting") is wrong, i.e., is "out," i.e., must be negated if the child is to become "normal," i.e., "of and for self," i.e., "only" "of (and for) the world."

It is all about questioning, challenging, defying, disregarding, attacking the father's/Father's authority, i.e., filtering out (negating) the father's/Father's authority in the student's classroom experience, i.e., replacing the father's/Father's authority system, i.e., the 1) preaching of commands and rules to be obeyed as given, the teaching of facts and truth to be accepted as is, by faith, and the discussing of any questions those under authority might have regarding the commands, rules, facts, and truth being taught, at the one in authorities discretion (providing he deems it necessary, has time, those under authority are able to understand, and/or are not questioning, challenging, defying, disregarding, attacking authority, the 2) blessing and/or rewarding of those who obey and do things right, the 3) correcting and/or chastening of those who do wrong and/or disobey (that they might learn to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will, and the 4) casting out or expelling of any who question, challenge, defy, disregard, attack the father's/Father's authority (in order to initiate and sustain authority, i.e., the "old" world order) with the children dialoguing their opinions to a consensus, 'justifying' i.e., affirming their carnal nature, i.e., their "self interest," i.e., their "lusts" of the 'moment' which the world (the current situation or "environment") is stimulating, i.e., negating the father's/Father's authority (the Patriarchal Paradigm), i.e., negating their having to do the father's/Father's will in order (as in "new" world order) for seducers, deceivers, manipulators, i.e., facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxist "educators," as pedophiles, charlatans, pimps to rule over the children, i.e., "the people," using them as "human resource" (as chickens, rats, and dogs—stimulus-response) for their own pleasure and gain, i.e., their "lusts" without having a guilty conscience (which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., "lusting"). There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, i.e., in therapy, i.e., in the "group grade," "safe zone/space/place," "Don't be negative, be positive," inductive 'reasoning,' soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice"), "Bloom's Taxonomy," "affective domain," "Liberté, Égalité, Fraternité" classroom environment, there is only the child's carnal nature, i.e., the child "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation), i.e., his "self interest," i.e., his "sense experiences" (of the past and the present) which the world (the situation, i.e., the classroom environment) is stimulating, which the facilitator of 'change,' i.e., the psychologist, i.e., i.e., the behavioral "scientist," i.e., the group psychotherapist, i.e., the Marxist "educator" is manipulating.

"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 curriculum called "Blooms' Taxonomies" ("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") used in the classroom, incorporating (through the dialoguing of the students opinions, i.e., their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment' to a consensus process) Marxist ideology into the classroom—in the name of "tolerance." If you tolerate wrong, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," wrong becomes right, i.e., the "norm," making right, i.e., the father's/Father's authority wrong. Benjamin Bloom's "weltanschauung," i.e., world view was that of two Marxists, Theodor Adorno and Erick Fromm (Book 2: Affective Domain). One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy.

For example, requiring the class to be "positive" 'justifies' the child's carnal nature, i.e., the child's "lusts," i.e., the child's "self interest" of the 'moment' over and therefore against the father's/Father's authority, making anyone supportive of the father's/Father's authority "negative," resulting in the child's desire for "the group's" approval and his or her fear of "the group's" rejection pressuring him or her into participation. "Appropriate information" is information that is supportive of the child's carnal nature, i.e., the child's "self interest," i.e., the child's "lusts" of the 'moment' while "inappropriate information" is any information that supportive of the father's/Father's authority, i.e., that "gets in the way" of the child's "self interests, i.e., the child's "lusts" of the 'moment' (that the classroom situation is stimulating) resulting in the children (hating the father's/Father's authority for getting in the way) 'labeling' anyone who supports the father's/Father's authority as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' a resister of 'change,' not a "team player," a lower order thinker, in denial, phobic, prejudiced, judgmental, a racist, a fascist, a dictator, anti-social(ist), etc., i.e., as "hurting" peoples, i.e., "the group's" "feelings" resulting in "the group" rejecting them. The student's natural desire for approval and fear of rejection forces him to participate in the process of 'change.' "Mental illness," following along this same line of 'reasoning" requires "social health," i.e., suspending, as upon a cross any command, rules, fact, or truth, i.e., the father's/Father's authority that gets in the way of "building relationships," i.e., "building relationship upon common self interests" as an essential part of its solution. In essence without "social health," i.e., socialism, "mental health" is unattainable.

"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"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 [paradigm] 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)

"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 [paradigm] 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." (Kenneth D. Benne, Human Relations in Curriculum Change)

In the dialoguing of opinions to a consensus process the father's/Father's authority is negated in the children's thoughts and actions ("theory and practice"), negating their having a guilty conscience (that the fathers'/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting") in the process, replacing it with the so called "super-ego" which incorporates the child's carnal desires, i.e., "lusts" and hates, so they (the facilitator of 'change,' i.e., the psychologist, i.e., the behavioral "scientist," i.e., the group psychotherapist, i.e., the Marxist "educator," with the children's, i.e., "the group's," i.e., "the people's" approval, i.e., affirmation") can do wrong, disobey, sin, i.e., "lust" with impunity. It is not about the children, i.e., "the people" (they are expendable). It is all about the facilitator of 'change,' i.e., the psychologist, i.e., the behavior "scientist," i.e., the group psychotherapist, i.e., the Marxist "educator" being able to do wrong, disobey, sin, i.e., "lust" without having a guilty conscience—negating the unborn, the elderly, the innocent, the righteous, and anyone else who gets in their way, with the children's, i.e., "the group's," i.e., "the people's" affirmation. The dialoguing of opinions to a consensus process (affirmation), i.e., therapy, i.e., the "group grade" guarantees the desired outcome, i.e., the desired objective—being able to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates without having a guilty conscience. That is what it is all about.

"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

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures (out of the students natural desire for approval from and fear of rejection by "the group") the students to participate in the process of 'change,' i.e., in the dialoguing of their opinions to a consensus process, i.e., 'justifying' their carnal nature ("lust") over and therefore against their parents (the Father's) authority.

"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