Marxism And Psychology Are In The Scriptures. by Dean Gotcher

Marxism And Psychology Are In The Scriptures.
(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

"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950) The "Frankfurt School" merged Karl Marx's, i.e., "the group's" and Sigmund Freud's, i.e., the individual's "lust" for the carnal pleasures of the 'moment' that the world stimulates, making "lust" their answer to life's problems—making "lust" the 'drive' and the 'purpose' of life rather than doing the father's/Father's will—'justifying' the negation of the father's/Father's authority (that gets in the way of the individual's and "the groups" thoughts and actions, i.e.,"lust" for the carnal pleasures of the 'moment' that the world stimulates), negating the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., "lusting" in the process, in order (as in "new" world order) for them to do wrong, disobey, sin, i.e., "lust" with impunity, i.e., with "the group's" affirmation. By silencing the truth, the liar, i.e., the seducer, deceiver, and manipulator can "lust" without having a guilty conscience, which was their the main objective. "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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain) "In the eyes of the dialectic philosophy [dialogue], nothing is established for all times, nothing is absolute or sacred." (Karl Marx) With such an ideology "lust" prevails.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is the foundation of morality." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

In other words: "Lust reconciles us to the world" making "lust the foundation of morality," i.e., "Lust is the individual 'discovering' his identity within his 'self,' that which he has in common with society, i.e., the world." Both of which, i.e., "lust in 'self'" and "lust in society" necessitate the negation of the father's/Father's authority, i.e., that which "gets in the way" of "lust." According to dialectic 'reasoning,' i.e., 'reasoning' from "feelings," i.e., from "self," i.e., from "self interest," i.e., from the carnal pleasures of the 'moment' which the world stimulates, i.e., from "lust" the 'drive' of life is the child's "lust" for the carnal pleasures of the 'moment' which the world stimulates and the 'purpose' of life is the augmentation of it, i.e., pleasure, i.e., "lust," removing (negating) the father's/Father's authority (and anyone who supports it) that "gets in the way" of pleasure, i.e., "lust," 'justifying' not only killing the fathers and those who support them, but killing of the unborn, the elderly, the innocent, and the righteous (who "get in the way" of pleasure, i.e., "lust") as well. By gaining access, through dialogue, to a person's "self interest," i.e., their "lusts" of the 'moment' the seducer, deceiver, and manipulator can turn them into "human resource," using them for his own carnal pleasures and gain, i.e., "lusts," discarding them when they no longer serve his 'purpose' or "get in his way." "And through covetousness [your "self interests," i.e., your "lust" of the 'moment'] shall they with feigned words [plastic words, Gr., i.e., doublespeak, i.e., saying one thing while meaning another, i.e., giving you what you want to hear in order to gain their trust thereby being able to move you down their pathway] make merchandise of you [turn you into "human resource" to be used for their own pleasure and gain—turning the children against their parent's authority, the citizens, including the "church," against Godly restraint so they can be bought and sold in the market place of man's carnal desires, i.e., "lusts"—there is no mercy or truth down this pathway, i.e., the pathway of dialectic 'reasoning,' i.e., of "self," i.e., "lust" 'justification,' for the pathway to "worldly peace and socialist harmony," i.e., to "peace and affirmation," i.e., to "Utopia" is paved with the bodies of those who get/got in the way. It is not how far down the pathway you have traveled, i.e., "I am not a bad as he is," it is that you are on it in the first place, for one step in it, like in a pig, you stink.]." 2 Peter 2:3

"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

"'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 hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother—[which] culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Herbert Marcuse, Eros and Civilization: A philosophical inquiry into Freud)

"Infants have a richer sexual life than adults." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." "Therefore the question confronting mankind is the abolition of repression – in traditional Christian language, the resurrection of the body." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "Neurotic symptoms, with their fixations on perversions and obscenities, demonstrate the refusal of the unconscious essence of our being to acquiesce in the dualism of flesh and spirit, higher and lower." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination. The foundation on which the man of the future will be built is already there, in the repressed unconscious; the foundation has to be recovered." (Brown)

"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 now for) "self" and the world only]." (Georg Hegel, System of Ethical Life)

"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 [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal nature, what they have in common with "humanity."']." (Theodor Adorno, The Authoritarian Personality)

"Human consciousness can be liberated from the parental (Oedipal) complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." "To experience Freud is to partake a second time of the forbidden fruit." (Brown)

"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori)

In other words: "Once the earthly family," with children having to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's will, i.e., in order to do right and not wrong according to the father's established commands, rules, facts, and truth "is discovered to be the secret of the Holy family," with the Son humbling, denying, dying to, controlling, disciplining his "self" in order to do the Father's will, i.e., in order to do right and not wrong according to the Father's established commands, rules, facts, and truth, "the former," i.e., the earthly father's authority, i.e., the system itself with children having to trust in (have faith in) and obey the father (their parents), their teacher, the laws of the land, etc., "must then itself be destroyed," i.e., vernichtet, i.e., annihilated, i.e., negated "in theory and in practice," i.e., in the children's thoughts as well as in their actions—resulting in children no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their carnal nature, i.e., their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment,' which the world is stimulating, in order (as in "new" world order) to 'create a "new" world order of "lawfulness without law," i.e., "lawlessness" where the child's carnal nature rules without parental restraint." (Karl Marx, Feuerbach Thesis #4) Discussion is indicative of the father's/Father's authority where the child must suspend, as upon a cross his carnal desires, i.e., his "self interests," i.e., his "lust" of the 'moment' that the world is stimulating in order to hear and receive the truth—inhibiting or blocking 'change.' Conversely, in dialogue the child must suspend, as upon a cross any established command, rule, fact, or truth, i.e., the father's/Father's authority in order to hear and identify with the other person's carnal desires, i.e., "self interests," i.e., "lust" of the moment that the world (the situation) is stimulating, "building relationship" with them based upon the carnal desires, i.e., "self interests," i.e., "lust" they have in common—initiating and sustaining 'change.'

"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

"It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown)

"According to Freud, the drive toward ever larger unities belongs to the biological-organic nature of Eros itself." "If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then 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)

"Freud's individual psychology is in its very essence social psychology." "Freud's theory is in its very substance 'sociological.'" (Marcuse)

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] 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)

"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)

"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) It is the "negative valence," i.e. the guilty conscience (which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting") that is negated when the father's/Father's authority is negated in the child's thoughts and actions—with "the group's" support, i.e., affirmation.

In other words: "It is not individualism," i.e., 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," making him "neurotic"—caught between doing the father's/Father's will and doing his own will, 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," i.e., "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 (through compromise, i.e., suspending as upon a cross any established command, rule, fact, or truth that gets in the way of the relationship) "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) In identifying with society, i.e., what all have in common, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" the individual can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience, which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting."

"Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." (Karl Marx, MEGA I/3)

"Experience 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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy [dialogue] the individual comes to ask himself, 'What does it mean to me?'" (Rogers)

In other words: "Sense experience," i.e., "pride of life" "must be the basis of all science," since "science" is only "of the world." "Science is only" "actual" "when it proceeds from" "the pride of life," "in the two forms of sense perception," i.e., "the lust of the eyes" and "sensuous needs," i.e., "the lust of the flesh," "only when it proceeds from Nature," i.e., "the world." Behavioral 'science' can only build the person of the future on their "sense experiences," i.e., "the pride of life," 'justifying' their "sensuous needs," i.e., "the lust of the flesh" and their "sense perception," i.e., "the lust of the eye," that which is only of "Nature," i.e., "the world." "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., desires and dissatisfactions of the 'moment' 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]." This was accomplished by "encouraging" students "to talk freely ... by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." (Adorno)

"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. All man can do is 'justify' his "self" when he 'creates' a "healthy environment" in order to 'create' a "healthy person." No environment he 'creates' can resolve the human heart, i.e., his love of pleasure, i.e., his "lusting" after the carnal things of the world (including the affirmation, i.e., the praises of men) and his hate of restraint, i.e., his hate of the father's/Fathers' authority that gets in the way.

"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

"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: "Not feeling at home" in a world where he is told he is a sinner, "Critical Criticism," i.e., the child, in private, questioning, challenging, defying, disregarding, attacking authority, by nature being antithetical to authority"must set up a sinful world in its own home" where he, dialoguing with his "self," 'justifies' his "self," i.e., 'justifies' his carnal desires, i.e., his "lusts" of the 'moment,' 'justifies' his resentment toward restraint, hating the father's/Father's authority when it gets in his way, i.e., when it will not, i.e., refuses to dialogue with him, 'justifying' (affirming) him (his carnal nature). "Critical Criticism," i.e., the child, "lusting" after the carnal pleasures of the 'moment' which the world stimulates, hating restraint, dialoguing with his "self," 'justifying' his "self" over and therefore against the father's/Father's authority, striking out against authority (at least wanting to) in hate, "is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family) Since the child 'liberates' his "self" from the father's/Father's authority in his dialogue with his "self," dialogue (dialectic 'reasoning,' i.e., 'reasoning' from/through "feelings") is the only pathway to 'liberating' the child's carnal nature, i.e., "human nature" from the father's/Father's authority in society. Whoever resists dialogue, i.e., the child's carnal nature must therefore be silenced, i.e., negated., since they are already silenced, i.e., negated in the child's "Critical Criticism," i.e., in his praxis of 'justifying' his "self," i.e., 'justifying' his carnal desires ("lusts") of the 'moment' that the world stimulates, in his dialogue with his "self."

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

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness." (Rogers)

"We have to study the conditions which maximize ought-perceptiveness." "Oughtiness is itself a fact to be perceived." "If we wish to permit the facts to tell us their oughtiness, we must learn to listen to them in a very specific way which can be called Taoistic ["sense experienced"]." "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, The Farther Reaches of Human Nature)

All children are "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, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once the father's/Father's authority is no longer in their way.

"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) It is in dialogue we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only.

The problem, according to Karl Marx, et, al, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do or say, i.e., they 1) preach commands and rules to be obeyed, teach facts and truth to be accepted as is, by faith, and discusse any questions their children might have regarding the commands, rules, facts, and truth being taught, at their discretion: providing they deem it necessary, have time, their children are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking their authority, 2) bless and/or reward those children who obey and do things rights, 3) correct and/or chasten those children who disobey and/or do things wrong that they might learn to humble, deny, die to, control, discipline their "self" and do right and obey instead, and 4) cast out or expel any child who questions, challenges, defies, disregards, attacks their authority, thereby getting in the children's 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) their "self," i.e., preventing 'change'—with dialogue being the pathway of 'change.' Discussion brings all to an external authority, who, having the final say ("Because I said so," "It is written," etc.,), cuts off dialogue, dividing ("alienating") people from one another (who have differing positions on issues) while dialogue unites people on what they have in common, that which is "in and of the world," i.e., their common "sense experience" of love of pleasure, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" and their hate of restraint.

"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." (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?)

"The dialectical method was overthrown [the parent's remained in control, inhibiting or blocking dialogue]—the parts [the children] were prevented from finding their definition within the whole [were prevented from 'discovering,' through dialogue their commonality, i.e., their identity (common-ism) in "the group," i.e., in society]." (Lukács)

Without creating a world of dialogue where children are encouraged to share with one another their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment' that the world (the situation) is stimulating (without fear of being judged, chastened, condemned, and/or cast out—"Ye shall not surely die"), the child, privately dialoguing within (with) his "self" his love of pleasure and hate of restraint (out of fear of being judged, chastened, condemned, and/or cast out), will remain forever "repressed," i.e., subject to the father's/Father's authority system, having 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., having to do the father's/Father's will—since he is not strong enough, by his "self' to overthrow the father/Father and his/His authority system.

"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

"'The ideological history of the bourgeoisie [insisting upon the parent's, i.e., the father's authority in the home] was nothing but a desperate resistance to every insight into the true nature of the society it had created [their children's, i.e., the proletariat's "felt needs" to become their "self," thinking and acting according to their carnal nature—the bourgeoisie, according to Karl Mars, are parents, who (when they were children 'created' an "alien and hostile force" by obeying their parent's commands and rules as given and accepting their facts and truth as is, by faith) insist that their children obey their commands and rules as given and accept their facts and truth as is, by faith] and thus to a real understanding of its class situation [its "creation" of a "top-down," "right-wrong," "Do what I say or else" ("Because I said so," "It is written") authority system over their children, "repressing" their children (getting in the way of their carnal nature), "alienating" them from one another and the world (preventing them from building relationship with other children with the same "self interests," i.e., "lusts"]." "The Communist Manifesto makes the point that the bourgeoisie [the traditional family structure, i.e., the "middle-class"] produces its own grave-diggers [children who hate their parent's authority].'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

A "more powerful enemy, the bourgeoisie [the middle class-traditional family, with the father's authority over the family, a top-down system of government], whose resistance … and whose power lies ... in the force of habit, in the strength of small-scale production." "Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." "... the peasantry constantly regenerates the bourgeoisie—in positively every sphere of activity and life." "... gigantic problems of re-educating ..." "... eradicating their bourgeois habits and traditions...." "... until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, …" "... in every field of social activity, in all cultural and political spheres without exception." "We must learn how to eradicate all bourgeois habits, customs and traditions everywhere." "... capitalism and the bourgeois environment … disappears very slowly even after the overthrow of the bourgeoisie, since the peasantry constantly regenerates the bourgeoisie give rise to what is essentially the same bourgeois careerism, national chauvinism, petty-bourgeois vulgarity, etc. —merely varying insignificantly in form—in positively every sphere of activity and life." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success)

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

"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)

Education has been taken over by those who advocate the child's carnal nature, i.e., Marxism and psychology, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" over and therefore against the father's/Father's authority. "Blooms' Taxonomies," what I call secularized Satanism, intellectualized witch craft have been at the forefront of this 'change' ("shift") in education.

"Blooms' Taxonomies" is curriculum by which all teachers are certified and schools accredited today. They 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 S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain).

"To create effectively a new set of attitudes and values [paradigm], 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." (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, 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." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain)

"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)

If you do not take care of the Karl Marx and Sigmund Freud in your child's heart, the Karl Marx and Sigmund Freud in your child will someday take care of you.

"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

"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

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16

"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

"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

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

"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)

The sole agenda of the Marxist and the psychologist is to negate the father's/Father's authority in the children's thoughts and action, i.e., behavior so they can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience (which the father's/Father's authority engenders in the child when he does wrong, disobeys, sins, i.e., "lusts"), so all "the people," including (especially) the Marxist/Psychologist can do wrong, disobey, sin, i.e., "lust" with impunity, i.e., with no fear of judgment.

"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

"[E]very one of us shall give account of himself to God." Romans 14:12

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