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Marxism (Marxists) In The Classroom:
changing how children think and act toward authority.

by
Dean Gotcher
(personal note regarding the following.)

"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)

   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 student's "feelings" of the 'moment,' in the "light" of their desire for group approval 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 child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' (using the students "feelings," i.e., their "lusting" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., "self interest," i.e., "sense experience," i.e., "selective/appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any information that gets in the way of their desired outcome—in determining right from wrong behavior), "Bloom's Taxonomy," affective domain, French Revolution (Liberté, Égalité, Fraternité) classroom in order (as in "new" world order) to 'liberate' children from parental authority—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., "human resource" in order to turn them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin with impunity.

   "Educators" are using "Bloom's Taxonomies," i.e., "a psychological classification system" to grade students, in order (as in "new" world order) to 'change' how they think and act toward authority. It is not only that "educators" are changing children's minds regarding their parents position on issues, it is that the are changing their mind regarding their parent's position of authority itself. "We are not attempting to classify the particular subject matter or content ["old" world order where students learn to do right and not wrong according to established commands, rules, facts, and truth, reinforcing parental authority]." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel [toward authority] as the result of participating in some unit of instruction ["new" world order where students are "encouraged" ('liberated' in the class) to determine right and wrong from their "feelings," i.e., from their carnal desires, i.e., from their "self interests" of the 'moment, which are being stimulated by the classroom environment (group pressure) 'justifying' their questioning, challenging, defying, disregarding, attacking any established command, rules, fact, or truth, i.e., their parents authority that gets in the way]." "Educational procedures are intended to develop the more desirable [the child's "feelings," i.e., the child's carnal desires, i.e., the child's "self interests" of the 'moment,' i.e., questioning, challenging, defying, disregarding, attacking the commands, rules, facts, and truth of the "past" that get in the way of the present and future] rather than the more customary [obeying parents, i.e., doing right and not wrong according to established commands, rules, facts, and truth] types of behavior." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain)
    "In the traditional society each child is at the mercy of his parents. The 'natural processes' by which they socialize him makes him a replica of them." "The family has little to offer the child in the way of training for his place in the community [the "new" world order]." "Equality of Opportunity becomes ever greater with the weakening of family power." (James Coleman, The Adolescent Society) Many Supreme Court decisions, regarding education, were made based upon James Coleman's writings (ideology).
    "... once you can identify a community [where people are willing to 'compromise,' i.e., set aside their belief or faith, i.e., the father's/Father's established commands, rules, facts, and truth in order to get along (not "hurt" the other person's "feelings")], you have discovered the primary unity of society above the individual and the family that can be mobilized ... to bring about positive social change." (Robert Trojanowicz, Community Policing The meaning of "Community" in Community Policing emphasis added) To focus upon the "positive," i.e., the child's carnal nature, i.e., the child's carnal desires ("self interests") of the 'moment,' negates the "negative," i.e., parental authority—that gets in the way. In this way you can gain access to the parent's property and business through their children since parent's are willing to compromise (set aside) their established commands, rules, facts, and truth in order to get along with, i.e., be a part of, i.e., be affirmed by the community. It is the collective "self interest" of the parent's, concerning their children's education (the crisis of education), that allows the community ('change' agents) access to the home, pressuring it to 'change' in order for their children to become a part of the community.
    Replacing the testing of the students ability to remember established commands, rules, facts, and truth to testing the students "feelings," i.e., opinion of the 'moment,' in the "light" of their classroom environment (desiring "the groups" approval) moves the outcome from doing right and not wrong according to established commands, rules, facts, and truth to compromising (questioning, challenging, defying, disregarding, attacking) established commands, rules, facts, and truth in order to be approved by "the group," i.e., affirmed—which is the basis of Socialism. Socialism is the foundation for both Fascism and Communism. Globalism is simply the combination of the two, 'justifying' the child's/man's carnal nature, i.e., his "lust" for the carnal pleasures of the 'moment' which the world stimulates, 'liberating' him from the father's/Father's authority so he can do wrong, disobey, sin (do unconscionable things) with impunity.
    This is a way of thinking and acting that God has already addressed in His Word, with man's way of thinking and acting being antithetical to God's. "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 "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
    Paraphrasing Karl Marx (who wrote: "In the eyes of the dialectic philosophy ['reasoning' through dialogue, i.e., 'reasoning' from ones "feelings", i.e., from ones carnal desires ("lusts") of the 'moment,' which are being stimulated by the situation ("the world"), which includes ones desire for approval from others, i.e., "the groups" approval (affirmation), i.e., fear of rejection], nothing is established for all times, nothing is absolute or sacred."), Bloom stated: "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 all places." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain) In other words, according to Bloom (and Marx), established commands, rules, facts, and truth must be subject to 'change,' i.e., negated if the child is to be "of and for self" only, i.e., "self actualized," 'liberated' from his parent's i.e., the father's/Father's authority—the "top-down," "do right-not wrong," "above-below" authority system itself.
    It is in dialectic 'reasoning,' i.e., dialogue, i.e., 'reasoning' from and through "feelings," i.e., from and through the child's carnal desires ("self interests") of the 'moment' which the world is stimulating that Marx and Bloom find common ground. "By 'dialectical' [dialogue] I mean an activity of consciousness struggling to circumvent [get around, i.e., negate] the limitations imposed by the formal-logical law of contradiction [imposed by the parent's "above-below" or "top-down," reasoning from and through established commands, rules, facts, and truth, "right-wrong" way of thinking that prevents, i.e., blocks or inhibits the child from enjoying the carnal pleasures of the 'moment' which the world is stimulating]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
    "The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) In other words, children, dissatisfied with how the world "is," subject to their parent's authority, thinking about how the world "ought" to be, subject to their carnal nature, where they can do what they want when they want, when they grow up and have children of their own, like their parents tend to force their children to obey their established commands, rules, facts, and truth, maintaining parental authority in society. The objective is therefore, though dialogue and force (group pressure, i.e., desire for group approval, i.e., affirmation, i.e., fear of rejection), to negate the parent's authority in the children's thoughts and actions before they "grow up"—why socialists, 'liberal's,' etc., never grow up, thinking that others "owe" them, i.e., should take care of their carnal needs, i.e., make them "feel" good, i.e., like god.
    "Prior to therapy [the student's classroom experience, using "Bloom's Taxonomies"] the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) Instead of children (students) learning to humble, deny, die to, control, disciple their "self" in order (as in "old" world order) to do right and not wrong according to their parent's established commands, rules, facts, and truth, they now, through dialogue, i.e., through therapy "esteem" their "self." Establishing their "self," i.e., their love of pleasure and hate of restraint over (and therefore against) their parent's authority they now question, challenge, deny, defy, attack their parent's commands, rules, facts, and truth without having a guilty conscience. The "educator," i.e., therapist 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 are not already doing so), all they have to do is use "Bloom's Taxonomies," i.e., "group psychotherapy" in the classroom and they will do that automatically when they get home from school.
   Rogers then explained how, in therapy the student is graded. "Individuals move not from a fixity through change to a new fixity [which is the "old" world order of doing right and not wrong according to established commands, rules, facts, and truth], though such a process is indeed possible. But [through a] continuum from fixity [reasoning from established commands, rules, facts, and truth] to changingness ['reasoning' from "feelings" being stimulated by the current situation], from rigid structure to flow, from stasis to process." "At one end of the continuum [the "old" world order, doing the father's/Father's will] the individual avoids close relationships, which are perceived as being dangerous [building relationship with those of wrong behavior will get him into trouble with authority]. 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 [with the therapist and others, i.e., "the group" affirming his carnal nature, i.e., his desire to enjoy the carnal pleasures of the 'moment' which the situation (the world), i.e., the therapist and "the group" are stimulating] – he has become an integrated process of changingness." (ibid.) In other words, resisting 'change' means he requires more therapy, i.e., does not get group approval, participating in 'change' moves him up the ladder of success, i.e., gets him group approval (affirmation). Placing the student in a "group" (dialogue based) setting, which is determining right and wrong behavior, pressures him into either compromising established commands, rules, facts, and truth, i.e., not judging (offending) others in order to experience group approval, i.e., affirmation, or into holding onto established commands, rules, facts, and truth, i.e., doing the father's/Father's will, i.e., judging (offending) others who are doing wrong, disobeying, sinning according to the father's/Father's standards, thereby experiencing group rejection.
    Bloom explained how the child's way of thinking (and behavior) can be 'changed' (called a "paradigm shift") from 'loyalty' to parental, i.e., the father's/Father's authority to 'loyalty' to "self," "the group," the facilitator of 'changed,' and the world through his (or her) classroom experience. "To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (Book 2: Affective Domain)
    Bloom then referenced two Marxist "Erich Fromm" (Escape from Freedom) and "T.W. Adorno" (The Authoritarian Personality) as his "Weltanschauung," i.e., his world view.
    Fromm wrote: "We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity ["self interest"] be restored to the individual [to the child]; that the purposes of society ["the group"] and of his own become identical." (Erich Fromm, Escape from Freedom) Therefore, the "purpose" of the individual's life is always tied to "the group," i.e., his thoughts and action are always social(ist) in nature.
    Adorno wrote: "Authoritarian submission 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 [commands, rules, facts, and truth established by authority] 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." "In pointing toward the importance of the parent-child relationship [the home environment] in the establishment of prejudice or tolerance we have moved one st—ep in the direction of an explanation [of why children continue to resist or readily embrace 'change']." "We must use social-environmental forces to 'change' the parents behavior toward their children." "Few parents can be expected to persist for long in educating their children for a society that does not exist [that no longer supports parental authority], or even in orienting themselves toward goals which they share only with a minority [with children being subject to their authority, obeying their established commands, rules, facts, and truth, i.e., "prejudices"]." (Theodor Adorno, The Authoritarian Personality)
    Adorno, Fromm, Bloom, and Marx were simply saying: as long as the child adheres to (submits his "self" to) authority above (foreign to) his carnal nature, forcing him to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to their established commands, rules, facts, and truth, "prejudice" (division between men) remains. Therefore "prejudice," i.e., belief in established commands, rules, facts, and truth, i.e., the parent's authority must be negated if children are to 'create' a world made in their image—"lusting" after the carnal pleasures of the 'moment' which the world stimulates, finding their identity in their "self," i.e., in "human nature," i.e., in what they have in common with one another only, aka "common-ism." It is the father's/Father's authority, i.e., the father's/Father's refusal to become "equal" with the children , i.e., refusal to dialogue matters of right and wrong with them—maintaining his/His office of authority over them, preaching, teaching, and discussing (at his/His discretion) right and wrong with them instead—that prevents children from finding identity in their "self," i.e., in one another, making "reality" the father's/Father's authority instead of the world which stimulates pleasure, including (and especially) the pleasure which comes with affirmation, i.e., "group approval." "For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." "The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) Without the use of dialogue (in matters of right and wrong), negating the father's/Father's authority system in the process (there is no father's/Father's authority in dialogue), children can not become their "self'," thinking and acting according to their carnal nature only (what they all have in common). While Traditional Marxist kill the fathers outright, removing the father's/Father's authority from society (yet maintaining it in their use of force against the citizens), Transformational Marxists use dialogue, overcoming the father's/Father's authority (prejudice) in the children's (citizens) thoughts and actions instead. In either case it is the father's/Father's authority system that stands in the way of 'change,' i.e., the child's carnal nature, i.e., the "new" world order, i.e., globalism. Dialogue (love of pleasure) and force (hate of restraint) go hand in hand. While dialogue ('driven' by your carnal desires, i.e., "self interest" of the 'moment') might make you "feel" good in the beginning, it will kill you in the end—when/if you get in its way (the next persons "self interest"), i.e., when you no longer serve its (their) 'purpose.' With dialogue there is not restraint of those who want 'change'—who see you (perceive that you are) getting in the way of 'change,' i.e., in the way of their carnal desires of the 'moment.'
    "In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children— One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." ". . . any intervention between parent and child tend to produce familial democracy regardless of its intent. The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. Once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching, once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken." (Warren Bennis, The Temporary Society)
    "A change in the curriculum is a change in the people concerned—in teachers, in students, in parents." "The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) Curriculum change is paradigm change, changing how a person feels, thinks, and acts toward their "self," others, the world, and authority.
    "Self-actualizing people have to a large extent transcended the values of their culture. 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)
    "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions 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, at least so far as the guiding goal is concerned." "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)
    The consequence of children, educators, etc., participating in "Bloom's Taxonomies" (Marxism in the classroom) is a world where:"Nakedness [adultery and depravity, i.e., immorality] is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (ibid.) Using "Bloom's Taxonomies" in the classroom results in "educators" responding vehemently to students who advocate the father's/Father's authority: "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)
    "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis ["neurosis," i.e., doing the father's/Father's will in opposition to your carnal desires of the 'moment']." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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 pleasure, i.e., having to humble, deny, die to, control, discipline "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 commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment'—which the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint, i.e., hatred toward the father's/Father's authority as being evil since your love of pleasure, i.e., love of "self," i.e., "lust," i.e., "self interest" stands in the way. If you do not take care of (chasten) the Karl Marx in your child, when he gains power, he will take care of (negate) you if and when you get in his way and/or do not take care of (affirm and support) him. For example, socialists will "desperately" do "whatever it takes" to keep control over "the people" whenever they fear they are losing control.

    All "educators" are certified and public-private schools, colleges, and universities accredited today based upon their use of "Bloom's Taxonomies" (Marxist training manuals) in the classroom—'liberating' children from their parents authority, i.e., students from individualism-nationalism (under God). Contemporary education is antithetical to parental authority, i.e., to the father's/Father's authority. By replacing the 1) preaching of established commands and rules to be obeyed as given, 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 established commands, rules, facts, and truth (at the one in authorities discretion—providing they have time, those under authority can understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those who do right and obey, 3) chastening or correcting those who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey instead, and 4) casting out or expelling any who question, challenge, defy, disregard, attack authority, in order (as in "old" world order) to keep order, with the dialoguing of opinions to a consensus (affirmation), the child's way of thinking (called paradigm) is 'changed' from respecting and obeying authority to questioning, challenging, defying, disregarding, attacking authority instead—making the child's carnal nature of loving pleasure and hating restraint (the Karl Marx in your child) the 'drive' and the 'purpose' of life instead of doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will. As the first (and master) facilitator of 'change' came between two "children" and their "Father" in the garden in Eden, using dialogue (psychology) to 'liberate' them from their "Father's" authority, so to today, facilitates of 'change' (Marxists, disguised as "educators") are coming between parent's and their children, using dialogue (psychology) to 'liberating' children from the patriarchal (the father's/Father's) authority system, bringing the French Revolution (Liberté, Égalité, Fraternité) into the classroom.
    "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) Erich Fromm and Theodor Adorno were members of "the Frankfurt School," i.e., The Institute of Social Research. Kurt Lewin edited their paper, Zeitschrift für Sozialforschung.
    "... the hatred against patriarchal suppression [hatred of the father's/Father's authority]—a 'barrier to incest,' ... the desire (for the sons) to return to the mother [tolerating their carnal nature, i.e., immorality for the sake of sustaining "relationship"]—culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan [socialism]," (Herbart Marcuse, Eros and Civilization: a psychological inquiry into Freud; explaining Freud's historiography)
    To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) "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.'" (Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
    "Not feeling at home in the sinful world [in a world where the Word of God is preached and taught in the home and in the community, making man "feel bad"], Critical Criticism [questioning, challenging, defying, disregarding, attacking the father's/Father's authority, i.e. replacing the father's/Father's commands, rules, facts, and truth with dialectic 'reasoning,' i.e. dialogue, i.e., "self" 'justification,' i.e., using "higher order thinking skills" (which are used on material things) as the means to establishing "valid" morals and ethics] must set up a sinful world in its own home ['rationally' making sensuousness , i.e. the child's carnal nature, i.e., love of pleasure and hate of restraint the "drive" of life and its augmentation the "purpose"]." "Critical Criticism [children questioning, challenging, defying, disregarding, attacking parental authority, i.e. 'justifying' their carnal desires of the 'moment'] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)
    "If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation, then Marx must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)
    "The philosophy of praxis [dialogue, i.e., "self" 'justification'] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks) In the praxis of dialogue, all that is external to the child's carnal nature, preventing, i.e., inhibiting or blocking him from becoming his "self" is irrational and therefore irrelevant, i.e., of no worth or value. In the praxis of dialogue only that which is of the world, which stimulates pleasure, has true meaning, i.e., is "actual."
    "To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
    "Once the earthly family [with the children having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the holy family [with the Son, and all following Him having to humble and deny their "self" in order to do His Heavenly Father's will], the former [the earthly father's authority, requiring children to trust in and obey him] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's personal thoughts and social actions—no longer fellowshipping with others based upon their father's/Father's commands, rules, facts, and truth (customs, traditions, doctrine) but, through dialogue, "building relationship" upon common "'self interests'" (their carnal desires of the 'moment') instead]." (Karl Marx, Feuerbach Thesis #4)
    According to Karl Marx, children 'create' the father's/Father's authority when they accept and obey the father's/Father's established commands, rules, facts, and truth—which conflicts with their carnal nature, i.e., their "lust" for the carnal pleasures of the 'moment' which the world stimulates. "The life [authority] which he [the child] has given to the object [to the parent, to the teacher, to the boss, to the ruler, or to God—when the child humbles, denies, dies to, disciplines, controls his "self" in order to do their will, thus "empowering" them] sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3) Only by 'liberating' children from the father's/Father's authority, "helping" them, through dialogue, 'create' a world which is subject to their carnal nature instead, can they become "of and for self" and the world only again.
    Therefore, by focusing upon the children's "self interest" as a group, instead of upon the father's/Father's authority, which divides them from one another, "helping" them "built relationship upon self interest," i.e., find identity in one another, can they overcome their error of the past. "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)

    "It is not individualism [the child subject to the father's/Father's authority, having to humble, deny, die to, control, discipline his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"]. Society ["human relationship based upon self interest," i.e., building relationship with others based upon the child's carnal desires, i.e., finding one's identity, i.e., "self" 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)
    "In the dialogic relation of recognizing oneself [love of pleasure and hate of restraint] in the other, they experience the common ground of their existence [they come to a consensus, i.e., to a "feeling" of "oneness" based upon their carnal nature, what they have in common, i.e., "human nature," i.e., their "lust" for the carnal pleasures of the 'moment' which the world stimulates (including the pleasure which comes with being accepted, i.e., affirmed by "the group," i.e., the "pride of life")]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
    "The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education) Whoever controls the classroom or policy making environment controls the outcome, how the next generation is to think and act, either thinking and acting according to established commands, rules, facts, and truth, desiring to do or be right and not wrong or thinking and acting according to their carnal desires of the 'moment' which are being stimulated by the world, which is being manipulated by those in control.
    "Few individuals, as Asch has shown, can maintain their objectivity [their belief, ] in the face of apparent group unanimity ." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy) A consensus of three is more powerful in the mind (perception) of the child than a majority of nine to one.
    "Change in organization [change in paradigm, i.e., change in your way of thinking and acting, relating with your "self," others, and the world, and responding to authority] can be derived from the overlapping between play and barrier behavior [bringing "play behavior," i.e., dialogue into a situation which requires "barrier behavior," i.e., discussion in order to arrive at the truth—doing right and not wrong according to established commands, rules, facts, and truth]. To be governed by two strong goals [being your "self," i.e., doing what you want to do, when you want (as well as being affirmed and not rejected by "the group") and doing right and not wrong according to established commands, rules, facts, and truth] is equivalent to the existence of two conflicting controlling heads within the organism. This [bringing dialogue, i.e., "feelings," i.e., desires ("self interests") into a situation which requires discussion in order to arrive at the truth, i.e., in order to do (or be) right and not wrong] should lead to a decrease in degree of hierarchical organization [doing right and not wrong according to established commands, rules, facts, and truth is weakened, "self interest" begins to rise up into focus, taking control of the persons "feelings" and "thoughts"]. Also, a certain disorganization [cognitive dissonance] should result from the fact that the cognitive-motor system [habit of reasoning from established commands, rules, facts, and truth based upon doing right and not wrong] loses to some degree its character of a good medium because of these conflicting heads [desiring approval from (affirmation by) others vs. desiring doing right and not wrong according to established commands, rules, facts, and truth]. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective [the person (refusing to join in/resisting dialogue) must be willing to stand alone (be willing to be rejected by others) in order to hold onto the truth or (joining in the dialogue) be willing to compromise the truth in order to initiate or sustain relationship with others—establishing "human(ist) relationship" over and therefore against the father's/Father's authority]." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)
    "It is usually easier to change individuals formed into a group than to change any one of them separately." "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." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)
    "Persons [students] will not come into full partnership in the process until they register dissatisfaction [with authority]." (Kenneth Benne, Human Relations in Curriculum Change)
    "Without exception, patients [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home where children are subject to their father's/Father's authority]." "What better way to help the patient [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [to the psychologist, i.e., the "behavioral scientists," i.e., the group psychotherapist, i.e., the facilitator of 'change', i.e., the Transformational Marxist (all being the same in method or formula, i.e., paradigm, i.e., way of thinking and acting)]? The therapist is the living personification of all parental images [takes the place of the parent]. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong according to established commands, rules, facts, and truth], they urge the group [the children/the students] to explore and to employ its own resources [dialogue their "feelings,'" i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for affirmation and fear of being rejected by "the group"]. The group [the children/the students must] feel free to confront the therapist [the "parental image"], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [washing respect for the father's/Father's authority from the child's/students brain (thoughts)] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it." (Irvin Yalom, Theory and Practice and Group Psychotherapy) This is only possible through dialogue—why "therapists," i.e., "human resource" personnel use it to gain control over "the people," for their own pleasure and gain, i.e., for their "self."
    "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes [the persons "feelings"]. The curious thing is that in that case the question of freedom never arises." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
    "Bypassing the traditional channels of top-down decision making [using dialogue instead of discussion], our objective centers upon transform public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)

    It is the father's/Father's authority that engenders the guilty conscience in us when we do wrong, disobey, sin. It is the child's carnal nature in us to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates, wanting everyone to serve and protect us in our "self interest," 'justifying' our "self," hating restraint, i.e., hating the father's/Father's authority (which engenders the guilty conscience in us when we do wrong, disobey, sin) for getting in the way. It is the role (duty) of psychologists, i.e., "behavioral scientists," i.e., group psychotherapists, i.e., facilitators of 'change', i.e., Transformational Marxists (all using the same method or formula) to seduce, deceive, and manipulate everyone who comes before them into dialoguing their opinions (their "feelings") to a consensus (affirmation)—there is no father's/Father's authority, nor guilty conscience in dialogue—turning them into chickens, rats, and dogs, i.e., into "human resource," negating the father's/Father's authority and the guilty conscience which it engenders (called "the negation of negation"—since the father's/Father's authority, i.e., the guilty conscience is negative to the child's carnal nature) in their "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the child's thoughts and actions; "theory and practice"), inductive 'reasoning' (using "feelings," i.e., your carnal desires of the 'moment,' i.e., "self interest," i.e., "sense experience," i.e., "selective" i.e., "appropriate" information in order to determine right from wrong), "Bloom's Taxonomy," affective domain, classroom/meetings. 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 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, negating having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

    "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
    "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
    "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
    "Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

© Institution for Authority Research, Dean Gotcher 2019