It Is Not A Christian School If ...
(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 students are dialoguing their opinions to a consensus, i.e., 'justifying' their "self," i.e., their "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and or people are stimulating before one another. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the participants carnal desires, i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or the people are stimulating The gospel message, i.e., Christian education is built upon the Son's obedience to the Father, calling us to do the same, by faith, not the 'justification' of "self," i.e., our "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"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 While the earthly father and Heavenly Father differ, i.e., the earthly father "chastening us after his own pleasure," the Heavenly Father "chastening us that we might partake in his holiness," they are both the same in "top-down," "right-wrong," "above-below" authority structure (system). Negate the father's/Father's authority system, starting with the earthly father, who we can all find fault with (the fault is not in the authority system itself, it is in his use of it for his "self," i.e., for his carnal desires, i.e., for his "lusts") and you negate the Heavenly Father's authority system in the process, something the Lord, while dividing the son from the earthly father never did, keeping the Father's authority system in place, with His Heavenly Father's authority taking precedence over all authority, engendering individualism, under God.
"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
Christian education is structured upon: 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out any child who questions, challenges, defies, disregards, attacks authority. While the traditional system of education can save no one, as the law can save no one (being only able to, telling us right from wrong, reveal our sins, engender a guilty conscience in us 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), it established the father above the children, i.e., God above man in the thoughts of the child/man—that we might ask for forgiveness and repent for our sin and be saved, i.e., 'redeemed' from the Father's judgment upon us for our sins by the blood of the Lamb shed on the cross, who in obedience to His Heavenly Father in all things commanded, died for our sins, with the Father, raising His Son, Jesus Christ from the grave, 'reconciling' us to himself that we might spend eternity partaking in his holiness.
"To enjoy the present reconciles us to the actual." (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)
In other words, for Karl Marx, et al., "Lust, i.e., sin 'reconciles us to' the world." The only solution the world has for sin is "self" 'justification,' i.e., "self actualization," i.e., the 'justification' of sin—what we all do by nature when we dialogue with our "self" our love of ("lust" for) pleasure and hate of restraint, trying to figure out how to get the father/Father out of our way so we can do what we want. Discussion maintains the father's/Father's authority, dialogue does not.
"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." "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)
In a discussion you must suspend, as upon a cross your carnal desires, i.e., your "self," i.e., your "self interest" of the 'moment,' i.e.., you must humble, deny, die to, control, discipline your "self" in order to hear and receive (accept) an established command, rule, fact, or truth. In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of, i.e., that inhibits or blocks dialogue, i.e., that prevents people from sharing their opinions (their "feelings") of the 'moment.' In discussion you hold your "self" accountable to God's Word. In dialogue you make God's Word subject to your carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"Once the earthly family [with children having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the father's will] is discovered to be the secret of the holy family [with the Son humbling, denying, dying to, controlling, disciplining (capitulate) his "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the Father's will], the former [the traditional family with children having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the father's will] must itself be annihilated [vernichtet; annihilated, i.e., negated] theoretically and practically [in the children's thoughts , i.e., in their relationship with his "self" and in their actions, i.e., in their relationship with the other children of the world]." (Karl Marx, Theses On Feuerbach #4)
"It is not individualism [the child having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning, i.e., "lusting"] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will and doing his own will instead, when his will, i.e., his carnal desires ("lusts") of the 'moment,' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another]. Society ["human relationship based upon self interest," i.e., "building relationship" with others, based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)
"The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"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 for disobeying the father/Father] be assuaged." (Brown)
"'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 over his children in the home, with the children no longer learning 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]." "... 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." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society).
"To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity." (Yalom)
"Changing a group atmosphere from autocracy toward democracy through a democratic leadership means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers." "To change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education." "The more the group members become converted to democracy the more can the power of the democratic leader shift to other ends than converting the group members." (Benne)
Marxist education is based upon children dialoguing their opinions to a consensus (there is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the children's carnal nature, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating) so they can become their "self," doing wrong, disobeying, sinning, i.e., "lusting" 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, with affirmation, i.e., with impunity, questioning, challenging, defying, disregarding, attacking authority when they get home from school. You can put any name on the school building, even the name of the Son of God, but the end result is still the same, children questioning, challenging, defying, disregarding, attacking authority so they can do wrong, disobey, sin, i.e., "lusting" 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, with affirmation, i.e., with impunity.
"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)
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"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)
"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Principles of Re-education, Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values"; The Journal of Social Issues)
"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)
All "educators" are certified and school accredited today (including Christian) based upon their use of "Bloom's Taxonomies" as their curriculum, i.e., Marxist indoctrination in the classroom. Question their use in the classroom and the "educator" will become disturbed and defensive. Try to stop their use in the classroom and the "educators" will come after you. "Educators" are not only intoxicated with "Bloom's Taxonomies," they are addictive to and possessive by them as well—for they 'justify' their defense, i.e., 'liberation' of your children's "feelings," i.e., the "oppressed" from your authority, i.e., from you, the "oppressor." The "youth group" in the church is based upon the same procedure. Instead of preaching, teaching, and discussing the world of God, making all thoughts and actions subject to it, the youth are sharing their opinion of it instead, making it subject to their carnal nature, i.e., their carnal desires, i.e., their "lusts" of the 'moment' which are being stimulated by the world, i.e., the situation and/or the people around them.
"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 may 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." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)
"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." "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 Objectives Book 1, Cognitive Domain)
"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) "We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Book 1: Cognitive Domain)
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950 [two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany, in the early 30's—who entering our universities and "assisted" our government in making policies]." "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."
(Book 1: Cognitive Domain and Book 2: Affective Domain)
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, 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)
"We are not entirely sure that opening our 'box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." (Book 2: Affective Domain)
"My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' …can be replaces by ... affective behaviors." (Book 2: Affective Domain)
"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?'" (Rogers, on becoming a person) In this way, i.e. through therapy "self" is 'liberated' from the father's/Father's authority (system).
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 the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. Being told to be "positive" (tolerant/supportive of the other students carnal nature, i.e., "Ye shalt not surely die") and not "negative" (judging them by their parents standards, i.e., "Thou shall surely die") pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate.
"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 of the 'moment,' 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 ("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," which the world stimulates blinds you to your hatred toward restraint, 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.
"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11
In the "group grade," i.e., the dialoguing of opinions to a consensus classroom your child learns that the language of dialogue, i.e., of "self 'justification'" 'liberates' him from the language of preaching, teaching, and discussing which restrains, i.e., which maintains the father's/Father's authority.
"But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." Matthew 4:4
All "contemporary" education, even in the "Church" is grounded upon this formula, i.e., this objective—'liberating' the "oppressed," i.e., the children, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" from the "oppressor," i.e., from the father's/Father's authority. It is the 'drive' and the 'purpose,' i.e., 'objective' of Marxism, i.e., "Bloom's Taxonomies." Do not ask from where the violence comes from. It comes from the Karl Marx in your children's heart, i.e., from their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating and their resentment, i.e., hatred toward restraint. It comes from your heart as well, unless you have humbled, denied, died to your self, accepted the rejection of men, and following the Lord, are doing the Father's will.
No servant can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Luke 16:13
"For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10
"I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell." (Luther's Works: Vol. 1, The Christian in Society: p. 207)
Martin Luther spoke of Universities but what he stated is true for all levels of education. If the "Church" builds it's education system upon the "feelings," i.e., the opinions of the children/men it is apostate, feeding the flesh instead of the soul—the soul knows by being told, the flesh by "sense experience," i.e., that which is of the world only. Some say they can pick the "good" out of the "bad." Picking the "good" out of the "bad" leaves the flesh (fleshy mind) in control, for all is "evil," i.e., "deceitful and wicked," i.e., "desperately wicked" except the Lord.
"Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness? And what concord hath Christ with Belial? or what part hath he that believeth with an infidel? And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God hath said, I will dwell in them, and walk in them; and I will be their God, and they shall be my people. Wherefore come out from among them, and be ye separate, saith the Lord, and touch not the unclean thing; and I will receive you. And will be a Father unto you, and ye shall be my sons and daughters, saith the Lord Almighty." 2 Corinthians 6:14-18
"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 2020