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Marxist Bible.
"Bloom's Taxonomies."
(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

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

Karl Marx was saying: it is the child's carnal nature, i.e., the child's natural inclination to lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating (with lust, i.e., self interest being 'justified,' i.e., affirmed by others) that "reconciles" man to the world. This requires man to negate (in his thoughts and in society, i.e., in the people around him) the father's/Father's authority i.e., negate having to (refuse to) humble, deny, die to, control, discipline, capitulate his (and their) self (in order, as in "old" world order to do right and not wrong according to established commands, rules, facts, and truth) in order (as in "new" world order) for him (and them) to lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience (which the father's/Father's authority engenders). Marxists are children of disobedience 'justifying' their carnal nature, i.e., their natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' their questioning, challenging, defying, disregarding, attacking, i.e., hatred toward the father/Father and his/His authority. As noted in the issue on dopamine emancipation (see link above), the child is not in love with the toy he is playing with. He is in love with the dopamine emancipation the toy stimulates (in him) when he comes in contact with it or is thinking about it, i.e., imagining it, which is the basis of "the lust of the flesh and the lust of the eyes." The child, as a drug addict (intoxicated with, addicted, to, and possessed by dopamine emancipation, i.e., pleasure, i.e., lust—all habitual drugs imitate, liberate, or prevent the re-uptake of dopamine in the nervous system) naturally wants to control it (the situation and/or object in the environment that stimulates dopamine emancipation in him) in order to stimulate more dopamine emancipation in him in the future. By simply controlling the situation and/or the people in the environment (that stimulate dopamine emancipation in him) he guarantees dopamine emancipation in his self in the future (at least that is his hope). Since hatred, i.e., anger also stimulates dopamine emancipation in him, in his mind he is 'justified' in his hatred toward anyone who gets in his way. This is the basis of "the pride of life"—which is only "in" and "of the world." If the world stimulates response (stimulus-response) aka reaction, i.e., the child's, i.e., the Marxist's natural inclination to lust after dopamine emancipation, then the child's, i.e., the Marxist's natural inclination to control the environment and the people in it (that simulate dopamine emancipation in him) in order to stimulate more dopamine emancipation in him in the future is 'justified' (in his mind). This, according to Karl Marx reveals all that is "actual" (all that is). Thus like-dislike is (feelings are, i.e., dopamine emancipation is) the basis of right-wrong (with like, i.e., lust, i.e., pleasure, i.e., dopamine emancipation being right—being only of the world—and dislike, i.e., missing out on pleasure, i.e., dopamine emancipation—having to do the father's/Father's will which gets in the way of lust, i.e., pleasure, i.e., dopamine emancipation—being wrong) then any condition or anyone who engenders dislike (that gets in the way of lust, i.e., pleasure, i.e., dopamine emancipation) must be negated ('changed') for the health of the person and the world (for the sake of the individual and society)—the individual takes on worth based upon what he and society have in common, i.e., his and its lust for lust, i.e., pleasure, i.e., dopamine emancipation and the world that stimulates it. According to Karl Marx, not until lust is actualized (the father's/Father's authority is negated in the thoughts and actions of the child and in the world he lives in, i.e., in the world of his senses—resulting in his sensuous needs, sense perception, sense experience, i.e., "the lust of the flesh, the lust of the eyes, and the pride of life" guiding his thoughts and actions only, i.e., only that which is "in" and "of the world")—can man be(come) his self, i.e., self-actualized. Do not attack the father/Father—at least up front, i.e., at first (he is too strong). Leave him out of the conversation (out of your communication with others), i.e., out of the environment so dopamine emancipation can be naturally 'liberated,' i.e., emancipated. Then you can question, challenge, defy, disregard, attack (negate) the father/Father and his/His authority with the group's, i.e., the people's, i.e., the drug addicts support, i.e., affirmation. As will be covered in more detail below there is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the child's self interest, i.e., the child's natural inclination to control the environment that stimulates dopamine emancipation, i.e., lust in him. Lust, i.e., dopamine emancipation, i.e., self interest and the world that stimulates it is the heart and the soul of Marxism. For the Marxist there is nothing else.

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

"1. All human behavior [humanism/Marxism] is directed toward the satisfaction of needs [lust satisfaction], 2. the individual will change his established ways of behaving [negate the father's/Father's authority in this feelings, thoughts, and actions] for one of two reasons: to gain increased need [lust] satisfaction or to avoid decreased need [avoid missing out on lust] satisfaction, and 3. 'augmentation' ['changing' the environment, i.e., removing the father's/Father's authority] in the possibilities of needs [lust] satisfaction." (Douglas McGregor in Kenneth Benne, Human Relations in Curriculum Change)

If you start with the father's/Father's authority (with that which is "negative" to the flesh), making it the thesis then children remain divided between one another based upon their being either right or wrong according to the father's/Father's established commands, rules, facts, and truth, i.e., obeying or disobeying the father/Father, thus acknowledging the father's/Father's authority. Antithesis then becomes the child's natural tendency to lust after the things of the world, i.e., to do wrong, disobey, sin in disobedience to the father/Father. But if you start with the children, i.e., with their natural inclination to lust after the things of the world (that which is "positive" to the flesh, i.e., dopamine emancipation), making it the thesis then the father's/Father's authority automatically becomes the antithesis. This makes synthesis achievable by uniting the children on what they all have in common, "the lust of the flesh, and the lust of the eyes, and the pride of life." This is the basis of common-ism. "Be positive, not negative," i.e., be "positive," i.e., of the child, 'liberating,' i.e., 'justifying' the child within, i.e., 'justifying' your natural tendency to lust after the carnal pleasures of the 'moment' that the world stimulates, which includes the approval (praises), i.e., the affirmation of men negates being "negative" (called the negation of negation), i.e., negates being of the father/Father, i.e., negates 'restraining,' judging, condemning the child within (negates being "prejudiced," i.e., "racist"), i.e., negates repressing your self and alienating your self from those who are of the world. This is a Marxist concept. By starting with the child's carnal nature, i.e., the child's natural inclination to lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating, making it the thesis, the father's/Father's authority is naturally negated in the thoughts of the child. In this way, Karl Marx turned the world "on its head." "How do you feel?" "What do you think?" (regarding right and wrong behavior) thus negates "What did your father/Father say?" From then on, being "unreasonable," i.e., not "understanding," i.e. "irrational" to lust, what your father/Father said does not come up, except to be put down (cast out, i.e., rejected).

"But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him: neither can he know them, because they are spiritually discerned." 1Corinthians: 2:14

'Change' ("climate change," evolution, etc.,) is simply the removal, i.e., the negation of the father's/Father's authority system, i.e., the Patriarchal paradigm, i.e., the negation of having to humble, deny, die to, control, discipline, capitulate self—in order (as in "old" world order) to do right and not wrong according established commands, rules, facts, and truth—in order (as in "new" world order) for all children (Marxists) to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., with affirmation—negating repression and alienation (repression being the missing out on pleasure, i.e., lust, alienation being the missing out on others, i.e., the group, i.e., society 'justifying, i.e., affirming lust, i.e., pleasure—civil society is subject to the father's/Father's authority system, i.e., rule of law, i.e., self restraint, i.e., doing the father's/Father's will while the good society is based upon the child's carnal nature, i.e., lust, i.e., pleasure, with pleasure always being/feeling good, i.e., right to the child, likewise common sense comes from the father/Father, justifying the father's/Father's authority, i.e., restraint, good sense comes from the child, 'justifying' the child's carnal nature, i.e., his natural inclination to lust after the things of the world, i.e., dopamine emancipation). When love of pleasure, i.e., lust, i.e., dopamine emancipation is 'justified' over and therefore against doing right and not wrong according to established commands, rules, facts, and truth, i.e., over and therefore against doing the father's/Father's will then hatred toward the father's/Father's authority, i.e., hatred toward having to miss out on lust, i.e., pleasure, i.e., dopamine emancipation (in order to do right and not wrong according to established commands, rules, facts, and truth) is 'justified'—then questioning, challenging, defying, disregarding, attacking the father's/Father's authority (and any institution that supports it) becomes 'justified,' i.e., becomes the law of the land. When lust for pleasure, i.e., lust, i.e., dopamine emancipation becomes the 'drive' and the 'purpose' of life then hatred toward, i.e., negation of the father's/Father's authority (that gets in the way of pleasure, i.e., lust, i.e., dopamine emancipation) becomes the 'drive' and the 'purpose' of life. 'Change' incorporates two things, love of pleasure (lusting after lust, i.e., lusting after the experience of dopamine emancipation) and hatred toward restraint (hatred toward the father's/Father's authority, i.e., hatred toward restraint, i.e., hatred toward missing out on lust, i.e., hatred toward missing out on experiencing dopamine emancipation), i.e., toward having to do right and not wrong according to established commands, rules, facts, and truth, i.e., toward having to put aside pleasure, i.e., lust in order to get the job done right (according to established commands, rules, facts, and truth aka rule of law), i.e., in order to do the father's/Father's will—where pleasure (dopamine emancipation) comes from doing the job right, i.e., doing the father's/Father's will instead of being the objective (agenda) itself (whether the job is/was done right or wrong, or done at all).

"When I was a child, I spake as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things." 1 Corinthians 13:11

In Marxism, reasoning is not made subject to doing right and not wrong according to established commands, rules, facts, and truth, i.e., to doing the father's/Father's will but is used to 'justify' the lusts, i.e., the pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' the negation of the father's/Father's authority that gets in the way ('justifying' hatred toward and the negation of the traditional family and small business [private convictions, private family, private property, private business], local control, the middle-class, absolutes, limited, represented, constitutional government, the Bill of Rights, unalienable rights, etc., all which support the father's/Father's authority system in society). This is Marxism. This is why Marxists (facilitators of 'change,' i.e., children of disobedience, guided by, i.e., reasoning from lust and hate) always leave death and destruction on their way to "Utopia," i.e., on their way to a "better life" i.e., on their way to the "new" world order, i.e., on their way to "worldly peace and socialist harmony." Marxism is found in the heart of the rebellious child, tearing up the house if he can not have his way ("You can not 'create' the future unless you are willing to destroy the past.")—always planning how to get rid of, bypass, seduce, deceive, and manipulate, divide, etc., the parents in order to get his way, refusing to admit he is wrong (when he is wrong), always blaming the situation and/or someone else instead.

"From whence come wars and fightings among you? come they not hence, even of your lusts that war in your members? Ye lust, and have not: ye kill, and desire to have, and cannot obtain: ye fight and war, yet ye have not, because ye ask not. Ye ask, and receive not, because ye ask amiss, that ye may consume it upon your lusts." James 4:1-3

"And he said unto them, Ye are they which justify yourselves [your lusts] 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 You either humble your self before God or 'justify' your self, i.e., your lusts before men. You can not have it both ways.

"For rebellion is as the sin of witchcraft, and stubbornness is as iniquity and idolatry. " 1 Samual 15:23

"The fruits of the earth belong to us all, and the earth itself to nobody" (Jean-Jacques Rousseau, Discourse on Inequality) is the master facilitator of 'change' in the garden in Eden telling the woman that God, the Father has no right to tell her what she (the child) can and not not eat since all the fruit in the garden is good for food and pleasing to the eyes, with this one making her wise, i.e., making her able to decide for her self, i.e., from her carnal nature (lusts) what is right and what is wrong behavior, negating in her mind "the earth is the Lord's, and the fulness thereof," i.e., the Father's authority. 1 Corinthians 10:26

"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)

Karl Marx was saying: "It is not" the child having to humble, deny, die to, control, discipline, capitulate his self in order to do the father's/Father's will "that fulfills" the child, i.e., that satisfies the child's lusts, "on the contrary it destroys him," i.e., it inhibits or blocks him from becoming his self, i.e., from actualizing his lusts. "Society's," i.e., "the group's" affirmation of (identification with) the child's carnal desires, i.e., affirming his (and therefore its) lusts of the 'moment' that the world i.e., the current situation and/or people are stimulating "is the necessary framework through which" "freedom" from the father's/Father's authority (and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating) and "freedom" to lust after the carnal pleasures of the 'moment' that the world i.e., the current situation and/or people are stimulating (without having a guilty conscience) "are made realities."

"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9

The child's heart (including the child's heart in the adult) is deceitful ("deceitful above all things") thinking pleasure, i.e., lust is the 'purpose' of life instead of doing the father's/Father's will, making him wicked ("desperately wicked") in his effort to negate the father's/Father's authority that gets in his (its) way. The child can not see his heart as being wicked because his lust for pleasure (his lust for lust) is standing in the way. Karl Marx is in the heart of the child, waiting for the child to 'justify' himself, i.e., his self, i.e., his lusts over and therefore against the father's/Father's authority, i.e., over and therefore against having to humble, deny, die to, control, discipline, capitulate his self in order (as in the "old" world order) to do the father's/Father's will, in order (as in the "new" world order) for him to do wrong, disobey, sin, i.e., to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., in order for him to become like Karl Marx, i.e., become self actualized. Lust blinds the child to the consequence (cost) of lusting after pleasure, not only in this life, but in the life to come. (Praxis is evaluating, describing, solving, etc., personal-social issues, void of God, i.e., the Father guiding/directing/entering your thoughts, your speech, and your actions. The lusts of the here-and-now, i.e., the eternal present negates, in the persons thoughts, the consequence of his actions in the there-and-then, i.e., on judgment day.)

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

"But I say unto you, That every idle word that men shall speak, they shall give account thereof in the day of judgment." Matthew 12:36

"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. Therefore remove sorrow from thy heart, and put away evil from thy flesh: for childhood and youth are vanity." Ecclesiastes 11:9, 10

"But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death." James 1:14, 15

"Dearly beloved, I beseech you as strangers and pilgrims, abstain from fleshly lusts, which war against the soul;" 2 Peter 2:11

"For what is a man profited, if he shall gain the whole world, and lose his own soul? or what shall a man give in exchange for his soul?" Matthew 16:26

"For I know that in me (that is, in my flesh,) dwelleth no good thing: for to will is present with me; but how to perform that which is good I find not. For the good that I would I do not: but the evil which I would not, that I do. Now if I do that I would not, it is no more I that do it, but sin that dwelleth in me. I find then a law, that, when I would do good, evil is present with me." "O wretched man that I am! who shall deliver me from the body of this death?" Romans 7:18-21, 24

"It is not in man that walketh to direct his steps." Jeremiah 10:23

"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

"Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." "Blessed is the man that trusteth in the LORD, and whose hope the LORD is." Jeremiah 17:5, 7

"Vanity of vanities, saith the Preacher, vanity of vanities; all is vanity." "Let us hear the conclusion of the whole matter: Fear God, and keep his commandments: for this is the whole duty of man. For God shall bring every work into judgment, with every secret thing, whether it be good, or whether it be evil." Ecclesiastes 1:2; 12:13, 14

"But we are all as an unclean thing, and all our righteousnesses are as filthy rags;" Isaiah 64:6

"There is none righteous, no, not one:" Romans 3:10

"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God; not of works, lest any man should boast." Ephesians. 2:8, 9

"It [righteousness] shall be imputed, if we believe on him [the Father] that raised up Jesus our Lord from the dead;" Romans 4:24 The Son of God, Jesus Christ, in obedience to his Heavenly Father 'redeemed' us from eternal death (by his death on the cross, covering our sins by his shed blood) with the Father 'reconciling' us to himself by raising the Son from the grave. Without faith in the Father there is no salvation. There is no righteousness in the creation. Righteousness is only found in the creator—having to be imputed to us by faith in Him. "But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him." Hebrews 11:1, 6 "Therefore being justified by faith, we have peace with God through our Lord Jesus Christ: By whom also we have access by faith into this grace wherein we stand, and rejoice in hope of the glory of God." Romans 5:1, 2 "For we walk by faith [doing the Father's will, being approved by God], not by sight [doing our will, being affirmed by men]:" II Corinthians 5:7 'Justified' by men, when you die you die in your sins, i.e., you inherit eternal death. Justified by faith in the Father, and in his Son, Jesus Christ, with His righteousness imputed to you, when you die you inherit eternal life.

"Likewise, ye younger, submit yourselves unto the elder. Yea, all of you be subject one to another, and be clothed with humility: for God resisteth the proud, and giveth grace to the humble. Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time:" 1 Peter 5:5, 6

"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6

Marxist education is based upon the child's carnal nature: Rejecting the father's/Father's authority all Marxist's can do is 'justify' their self, i.e., their lusts, requiring (forcing) everyone to follow them, doing the same.

"The more of himself man attributes to God, the less he has left in himself." (Karl Marx, MEGA I/3)

"Every form of objectification results in alienation" "Alienation is the experience of ‘estrangement' (Verfremdung) from others, . . ." "Alienation has a long history. Its most radical sense already appears in the biblical expulsion from Eden." "God is thus the anthropological source of alienation . . ." "Alienation will continue so long as the subject engages in an externalization (Entausserung) of his or her subjectivity." (Stephen Eric Bronner, Of Critical Theory and its Theorists)

"Personal relations between men have this character of alienation. Hegel and Marx have laid the foundations for the understanding of the problem of alienation." (Erick Fromm, Escape from Freedom)

"The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3) Karl Marx is saying: it is the child who 'creates' the father/Father when he humbles, denies, dies to, controls, disciplines, capitulates his self in order to do the father's/Father's will. That being the case it is up to the child, with the help of others to 're-create' the world by negating the father's/Father's authority in thoughts so he can act in harmony with his lusts and the world that stimulates them.

"Tillich suggests that it would be better to let the giver of arbitrary laws to destroy us physically than to accept the psychological destruction that would accompany submission to an alien will." (Leonard F. Wheat, Paul Tillich's Dialectical Humanism)

"I am nothing and I should be everything." (Karl Marx, Critique of Hegel's 'Philosophy of Right') Karl Marx is saying: I am a sinner and I should be God, i.e., I am treated as a sinner when I am God).

While most people would call Marx's "Das Capital" his bible the truth is it is "Bloom's Taxonomies." The agenda is no longer to just study Marx but to be Marx. "Bloom's Taxonomies" turn "educators" and students into Karl Marx. The very act (praxis) of participating accomplishes the deed. The Marxist agenda is to negate the father's/Father's authority (the Patriarchal paradigm) so Marxists (the next generation of citizens and leaders, as facilitators of 'change') can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, negating anyone who gets in their way, including the unborn, the elderly, the innocent, the righteous with "the people's" affirmation. BSTEP ("Behavior Science in Teacher Education Program"), using "Bloom's Taxonomies" in the classroom, lays out the projected agenda (feasibility study), starting out with the year 1984 (the material for a book with that title came from this document, i.e., Federal Grant, 1969).

"The ethical issue is: How much can society spend, if it has limited resources, on keeping some person of age 65 alive for ten years at a cost that would cover the health services to children for perhaps 20 or 30 times that many children?" (Ralph Tyler)

Benjamin Bloom dedicated his first "Taxonomy" to Ralph Tyler. Tyler advised six U.S. Presidents on educational matters. He made the above statement in an interview conducted by Jeri Riding, Mowakowski, Ed.D. November 1981 (revealing his moral standards—where we are going). J. L. Moreno (whose role-playing method is using in education today) had the same idea.

"Make space for the unborn, make space for the newborn, for everyone born, Every time a new baby is born make space for him by taking the life of an old man or an old woman." "My objectives were the setting up and promoting of a new cultural order." "The community needs, therefore, to be explored and, if necessary, purged from undesirable cultural conserves .... The community must be 'deconserved' from the pathological excesses of its own culture, or at least, they must be put under control." "Parents have no right upon their offspring except a psychological right. Literally the children belong to universality." "Religion [parental authority, i.e., restraint] and science [the child's carnal nature, i.e., lusts] can be kept apart... in 'role playing.'" "As I tried the sociometric system ['discovering' and the uniting people on what they have in common] first on the universe and on the concept of God, its first manifesto was a revolutionary religion, a change of the idea of the universe and the idea of God. The god of Jesus was further extended, the son [obedience to the Father] 'withered away' until nothing was left except the universal creativity of the Godhead [all become one (God) in 'creating' a "new" world order] and only one commandment: To each according to what he is (an all-inclusive acceptance of the individual 'as he is [of the world only]).'" (J. L. Moreno, Who Shall Survive?) Moreno, the father of role-playing knew by moving communication away from doing the father's/Father's will (religion) to expressing (acting out personal feelings) opinions (without fear of judgment, condemnation, or punishment) the person's feelings (lusts) of the 'moment' would circumvent (negate) any fact or truth of the past that would get in the way of the persons behavior (behavior science—behavior science is simply behavior void of the father's/Father's authority, making impulse and urges, lust for pleasure and hatred toward restraint relevant to right behavior).

The road to "Utopia," i.e., "worldly peace and socialist harmony" is paved with the bodies of those who got in the way. All you find in "Utopia" are the lazy, incompetent, and vicious 'justifying' their self. Until you address the use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom Marxism/Marxists, i.e., Karl Marx will rule the day. Marxism in essence is 'liberation' of self, i.e., lust from the father's/Father's authority, making the child's carnal nature, i.e., "lust," i.e., self interest the law of the land. When business, finance, and government unite as one (on common self interest, i.e., lust), negating the father's/Father's authority (restraint) all you have is globalism (common-ism, i.e., what all men have in common, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life") becoming the law of the land, negating all who get in its way. "Relationships built on self interest," when it comes to business, finance, public services, etc., all under government control, where money flows out of the hands of the private into public control is the hallmark of communism.

"The dialectical method [the dialoguing of opinions to a consensus (affirmation) process] was overthrown [the father's/Father's authority remained in place in the classroom, i.e., the father/Father retained his authority in the thoughts of the children]—the parts [the children] were prevented from finding their definition within the whole [within "the group," i.e., within society, i.e., within their self]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) It is in dialogue you 'justify' your "self," i.e., your heart's desires, i.e., your self interests, i.e., your lusts. In dialogue, as in an opinion and the consensus process there is no father's/Father's authority, there is only the carnal desires, i.e., self interest, i.e., lusts of the child(ren), i.e., children in disobedience (defiance) to the father/Father and his/His authority. Elected officials are 'changed' in the same process (in the dialoguing of opinions to a consensus process). While you could communicate commands, rules, facts, and truth with your elected official before he went to the capital, after his participation in the process of 'change' (bipartisanship) it is as though he has had a lobotomy, you can not talk common sense (position) with him any more. All he wants to know is "How you 'feel'" and "What you 'think'" (your opinion) regarding what you know (or refuses to answer your questions altogether). By making his opinion a position (putting theory, i.e., lust into practice) law is made subject to his self interest, i.e., his lusts, i.e., his perception of how the world "ought" to be, with you having to support (via taxes and affirmation) his agenda—like a spoiled child in control of the home, don't hurt his "feelings," i.e., get in his way or he will turn on you, i.e., threaten to hurt you.

"Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." Ephesians 2:2,3 Regarding "the course of this world" see Hegel's Formula.

"Let no man deceive you with vain words: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:5-7 "Vain words" are self 'justifying' words, i.e., words that you want to hear, i.e., words that make you "feel" good, like God (only God is good), i.e., words that 'justify' your carnal desires of the 'moment,' i.e., words that 'justify' your lusts, which includes the affirmation (praises) of men ("the pride of life"), thereby 'justifying' your resentment toward restraint, i.e., your hatred toward the restrainer, i.e., toward God, the Father and His authority (with the Son, and all following Him, doing the Father's will) getting in the way of your "need" to 'compromise,' in order to get along in the world.

"Do not err, my beloved brethren. Every good gift and every perfect gift is from above, and cometh down from the Father of lights, with whom is no variableness, neither shadow of turning." James 1:16, 17

"The good life is not any fixed state. The good life is a process [of 'liberation' from the father's/Father's authority and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' the world stimulates, i.e., of 'justifying' self (lust) over and therefore agains the father's/Father's authority]." "The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality [are of the world only]." (Rogers)

The old saying "follow the money trail" applies here. Marxism is all about money, i.e., capital, moving it from the privat sector to the public, i.e., into the Marxist's (facilitator's of 'change') hands—who, through the consensus process, i.e., public-private partnerships control society, making all local (individual) needs subject to (supportive of) public control. Contracts, grants, etc., instead of funding local business (who perpetuate the father's/Father's authority system) are delegated to those perpetuating socialist ideology, bleeding the local community (independent businesses) of needed funds for self perpetuation. As children of disobedience, who are cut out of the will, Marxists gain access to the father's/Father's money via taxes, leins, and government programs (financially supporting themselves as they "wither away" the inheritance which the children of obedience were to receive) making sure all local needs are subject to (supportive of) globalist concerns, i.e., their lusts.

Traditional education is based upon the father's/Father's authority:

"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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"I delight to do thy will, O my God: yea, thy law is within my heart." "Thy word have I hid in mine heart, that I might not sin against thee." Psalms 40:8, 119:11

"Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6

The father's/Father's authority is:

1) a. to preach commands and rules to his children, to be obeyed as given,
b. to teach facts and truth to them, to be accepted as is (by faith), and
c. to discuss with his children (at his/His discretion—providing he deems it necessary, has time, they are able to understand, and they are not questioning, challenging, defying, disregarding, attacking his authority) what questions they might have regarding the commands, rules, facts, and truth being preached and taught. It is not that the earthly father is always right, he can be wrong, changing his position via persuasion (discussion, i.e. facts and truth). It is that he has the final say, i.e., "Because I said so," "It is written."
2) to bless or reward those children who obey and do things right,
3) to correct and/or chasten those children who disobey or do things wrong, that they might learn to humble, deny, die to, control, discipline, capitulate their self and obey or do things right, and
4) to cast out or expel (ground) those children who question, challenge, defy, disregard, attack his authority.

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as children, using the office of authority they occupy (occupied) for their own selfish purpose—the office they occupy (occupied) is perfect, having been given to them by God, who is perfect, in which to serve Him. A father, in the true sense of the word, loves his children, hating their doing wrong, disobeying, sinning, holding them accountable for their actions, correcting and chastening them when they do wrong and/or disobey that they might learn to humble, deny, die to, control, discipline, capitulate their self and do right and/or obey. The father's authority in the home (although the father is not perfect) reflects the Father's authority in Heaven (who is perfect), requiring His Son, and all following Him to humble, deny, die to, control, discipline, capitulate their self in order (as in "old" world order) to do right and not wrong according to His established commands, rules, facts, and truth.

The father's authority, i.e., rule of law is reflected and reinforced in the traditional classroom. In the traditional classroom the teacher may have twenty students, coming from twenty different homes, whose parents have differing standards regarding right and wrong behavior, but who insist their children do right and not wrong according to their standards, making each student in the class an individual under their parent's authority, i.e., accountable to their parent's authority (the father's/Father's authority system).

"Despotism ... predominates in the human heart." "Let there be no change [to the Constitution] by usurpation; for it is the customary weapon by which free governments are destroyed." (George Washington, Farewell Address)

Limited, representative, Constitutional government (with the Bill of Rights) is based upon the father's/Father's authority in the home where the father (the constituent) sends his child (the elected official) to the store (to the capital) to buy his goods (to re-present him). If the representative (the child) spends the constituent's (the father's) money on his and his "friends" self interests, i.e., lusts he is no longer sent to the capital (to the store). Only the child with a guilty conscience 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 stimulate, i.e., who adheres to the father's (constituents) standards is trusted in government. Limited government protects local control which begins in the home (private convictions, private property, private business, under God). rule of law restrains your neighbor from encroaching upon what is yours (by law) as it restrains you from encroaching upon what is his (by law), as it restrains government from encroaching upon what is both yours and his (by law), all under God. The Constitution did not make us a theocracy (Jesus said "My kingdom is not of this world") but limited the power of government so the governed could have freedom of the conscience, i.e., freedom of speech and religion, not (as socialists desire) freedom from the conscience i.e., freedom from speech and religion (that makes them feel guilty , i.e., feel bad, i.e., feel like sinners when they do wrong, disobey, sin, i.e., when they lust after the carnal pleasures of the 'moment' that the world stimulates).

"Every system of law known to civilized society generated from or had as its component one of two well known systems of ethics, stoic or Christian. The COMMON LAW draws its subsistence from the latter, its roots go deep into that system, the Christian concept of right and wrong or right and justice motivates every rule of equity. It is the guide by which we dissolve domestic friction's and the rule by which all legal controversies are settled." (Strauss Vs. Strauss., 3 So. 2nd 727, 728, 1941)

This is why the Constitution was designed to divide the branches of government between one another, in order to prevent "despotism," i.e., the children, uniting as one, from taking control of government, i.e., the country, usurping the unalienable (God given) rights of the citizen,. i.e., the father. Local control begins in the home, not in any institution outside of it. Begin anywhere else and local control, i.e., limited government is negated.

"It is important, likewise, that the habits of thinking in a free country should inspire caution, in those entrusted with its administration, to confine themselves within their respective constitutional spheres, avoiding in the exercise of the powers of one department to encroach upon another. The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism. A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position. The necessity of reciprocal checks in the exercise of political power, by dividing and distributing it into different depositories, and constituting each the guardian of the public weal against invasions by the others, has been evinced by experiments ancient and modern; some of them in our country and under our own eyes. To preserve them must be as necessary as to institute them. If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates. But let there be no change by usurpation; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed. The precedent must always greatly overbalance in permanent evil any partial or transient benefit which the use can at any time yield." (George Washington, Farewell Address) emphasis added

But if the children (different branches of government) are able to unite with one another (come to a consensus, i.e., a "feeling" of "oneness" on their common self interests, i.e., lusts) and gain access to the father's credit card ("usurp" the father's authority in the home) they can put the father into debt, taxing all the father has in order to support their self interest, i.e., their lusts. This is the agenda of Socialists, i.e., Marxists—as selfish children, what they see they "own."

"The justice of state constitutions is to be decided not on the basis of Christianity, not from the nature of Christian society [from doing right and not wrong according to established commands, rules, facts, and truth, , i.e., from Rule of Law, doing the father's/Father's will] but from the nature of human society [according to the child's carnal nature, i.e., impulses and urges, i.e., lusts of the 'moment']." "The state arises out of the exigencies of man's nature." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"The workers' council [the consensus process, i.e., bipartisanship] spells the political and economic defeat of reification [Rule of Law, i.e., the father's/Father's authority]. In the period following the dictatorship it will eliminate the bourgeois separation of the legislature, administration and judiciary." (Lukács)

"Bypassing the traditional channels of top-down decision making our objective centers upon transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)

"Jurisprudence of terror takes two forms; loosely defined rules [generalization which frees the judge from having to abide by absolutes, with one law applying to all] which produces unpredictable law, and spontaneous changes in rules to best suit the state [the self interest, i.e., the lusts of those in power]." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law) When social worth, i.e., self interest becomes a part of a court case there can be no justice for the individual. The same applies to the student in the classroom, the worker in the workplace, the legislator in government, etc.,.

This is what ROE V WADE was all about, with the Supreme Court usurping ("bypassing") the Constitution, i.e., the power of the legislators and the president, i.e., the will of the citizens ("bypassing" representative, limited government). The Constitution being unique amongst the nations of the world, with the citizens (not the King) being the father figure (the King), with representatives, as children sent to the store in the father's place, having to abide by the father's (the constituents) will in ROE V WADE is usurped by those in government (Machiavellian), making law (in this case the court) to serve their perception of how "the people" should think and act, according to their self interest, i.e., lusts.

"There has always been strong support for the view that life does not begin until live birth. This was the belief of the Stoics." (ROE v. WADE, 410 U.S. 113 15, 1973)

In this way those in power, perceiving their self to be the personification of "the people" make laws subject to their carnal desires, i.e., their self interests, i.e., their lusts of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., making laws that are in harmony with "human nature," 'justifying' in their mind the negation of anyone who gets in their way, including the unborn, the elderly, the innocent, the righteous, doing so without having a guilty conscience. The Marxist must gain and retain control of government if they are to 'change' the world. "If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation [obedience to the Father's authority], then Marx must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)

"If any man love the world, the love of the Father is not in him." 1 John 2:15

While a true father loves his children, hating their doing wrong, holding them accountable for their actions (via chastening and/or grounding), showing mercy when they repent (not killing-or desiring to kill them if they do not repent), the child hates the father when he prevents him from having his way, desiring to kill the father in the 'moment,' only lacking the courage and strength. lust and hate go hand in hand. In the praxis of Marxism, instead of the prodigal son coming to his senses, humbling his self, returning home to do the father's will, learning by doing so that his inheritance was not his father's money but his father's love for him, he joins with his "friends," returns home, gets the other children to join him in killing the father, taking all that was his father's, using it to satisfy his and his "friends" carnal desires, i.e., lusts.

"And I will give children to be their princes, and babes shall rule over them. And the people shall be oppressed, every one by another, and every one by his neighbour: the child shall behave himself proudly against the ancient, and the base against the honourable." "As for my people, children are their oppressors, and women rule over them. O my people, they which lead thee cause thee to err, and destroy the way of thy paths." Isaiah 3:4-5, 12

"... and children shall rise up against their parents, and shall cause them to be put to death." Mark 13:12

"My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, ...; seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6

"But my people would not hearken to my voice;" "So I gave them up unto their own hearts' lust: and they walked in their own counsels." Psalms 81:11, 12

"I also will laugh at your calamity; I will mock when your fear cometh; When your fear cometh as desolation, and your destruction cometh as a whirlwind; when distress and anguish cometh upon you. Then shall they call upon me, but I will not answer; they shall seek me early, but they shall not find me: For that they hated knowledge, and did not choose the fear of the LORD: They would none of my counsel: they despised all my reproof." Proverbs 1:26-30

Without the father's authority in the home (being recognized and protected by government, i.e., without those in government being restrained by rule of law) "despotism ... predominates," i.e., the children rule without restraint, i.e., the people are oppressed.

"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." Hebrews 12:5-11

The father's/Father's authority is described in the Word of God. It is the basis of gospel message.

"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." ibid.

"Children, obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; That it may be well with thee, and thou mayest live long on the earth." Ephesians 6:1-3

"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

"Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6

"And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away? For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26

"If ye then be risen with Christ, seek those things which are above, where Christ sitteth on the right hand of God. Set your affection on things above, not on things on the earth." Colossians 3:1, 2

Marx's bible in the classroom ("Bloom's Taxonomies").

"Obedience and compliance are hardly ideal goals." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive 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)

"Human consciousness can be liberated from the parental complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

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

"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (Lukács)

"Lawfulness without law." (Immanuel Kant, Critique of Judgment) Immanuel Kant's dialectic world is a world where the law of the flesh, i.e., the child's carnal nature, i.e., lust rules without rule of law, i.e., the father's/Father's authority getting in the way.

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities [lusts] of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

All "educators," i.e., facilitators of 'change' are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom. This requires "educators" to 'shift' their focus from the students learning to obey established commands and rules and accept facts and truth as given, by faith to focusing upon the students "feelings," i.e., their "affective domain," 'justifying' their questioning, challenging, defying, disregarding, attacking authority.

"The affective domain [the student's natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates and hate restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed—once the father's/Father's authority, i.e., fear of judgment, i.e., "the lid" is removed it is difficult if not impossible to put it back on again].' 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 ['liberating' the child's carnal nature from the father's/Father's authority] through challenging the student's fixed beliefs [challenging the father's/Father's commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through their carnal desires, i.e., their lusts, i.e., their self interests of the 'moment']. (Book 2: Affective Domain)

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

Self 'justification,' i.e., lust for pleasure and resentment (hatred) toward restraint, i.e., toward the father's/Father's authority is the common theme of behavior and social "science," which makes all men, women, and children "of the world" only.

"Sense experience [sensuousness] 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)

"The unspeculative Christian also recognizes sensuality as long as it does not assert itself at the expense of true reason, i.e., of faith, of true love, i.e., of love of God, of true will-power, i.e., of will in Christ. Not for the sake of sensual love, not for the lust of the flesh, but because the Lord said: Increase and multiply." (Karl Marx, The Holy Family) Note: this is Karl Marx who wrote this. In other words, Karl Marx is saying the "unspeculative Christian" has the potential of discovering his self, only needing to give up faith ("true reason"), love of God ("true love"), and will in Christ ("true will-power"), i.e., give up doing the Lord's, i.e., the Father's will. His only pathway to 'liberation' is through "sensuality," i.e., "sense experience," i.e., what the "unspeculative Christian," i.e., Christian of faith already has present (but has suppressing). All he needs is therapy. By focusing on the family, i.e., "the group," i.e., through dialogue building relationship in the family, the relationship between the children and the parent's is 'changed,' i.e., the father's/Father's authority is negated. This can apply to the workplace between the workers and the owner(s), i.e., the boss, to government between the legislators and the citizens (and the laws that restraint/limit the legislators power over the citizens, the citizens being the father, the legislators being the children), to education between the parents (and their children) and the teacher(s), to the "church" between believers and God, etc., negating top-down order in the process, making all one.

"Social action no less than physical action is steered by perception ["What can I get out of this situation and/or person for my 'self?'"—self interest]." "The new system of values and beliefs ["What he can get out of the situation and/or people for his self?"] dominates the individual's perception." (Kurt Lewin in Benne) "What can I get out of this situation and/or people for my 'self'" always leads to "What will happen to me if I get in their way, they lose interest in me, or they find someone better than me, etc.,?" The answer is, they will "throw" you "under the bus" as you did God, because he got in your way, you lost interest in him, you found the lusts of 'moment' in nature and man (which is temporary) better than denying your lusts and loving Him (which is eternal), etc.,.

"The words 'seem to' are significant; it is the perception which functions in guiding behavior." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"There is a way which seemeth right unto a man, but the end thereof are the ways of death." Proverbs 14:12

"For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9

"When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation [peace to the flesh and approval, i.e., 'justification' by men] have come to him." (G. F. W. Hegel, in Carl Friedrich, The Philosophy of Hegel)

"The person at the peak experience is godlike . . . complete, loving, uncondemning, compassionate and accept[ing, i.e., tolerant, i.e., non-judgmental] of the world and of the person." (Abraham Maslow Toward a Psychology of Being)

"... having eyes which are human eyes, and ears which are human ears." (Karl Marx)

"And in them is fulfilled the prophecy of Esaias, which saith, By hearing ye shall hear, and shall not understand; and seeing ye shall see, and shall not perceive: For this people's heart is waxed gross, and their ears are dull of hearing, and their eyes they have closed; lest at any time they should see with their eyes, and hear with their ears, and should understand with their heart, and should be converted, and I should heal them." Matthew 13:14, 15

"Bloom's Taxonomies" make the students "feelings," i.e., their "affective domain," i.e., their "sense experience," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" (what Karl Marx called "sensuous needs," "sense perception," and "sense experience," making the child carnal nature, i.e., lust) the means to determining ("knowing") right from wrong behavior. Right being that which makes the student "feel good," i.e., like God (only God is good). Wrong being that which makes the student "feel bad," i.e., like a sinner—with being "positive," i.e., being tolerant of deviant behavior being "good," negating being "negative," i.e., being intolerant of, i.e., judgmental toward, i.e., prejudiced against deviant behavior.

"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)

"Criticism is now simply a means. Indignation is its essential pathos, denunciation its principle task. Criticism is criticism in hand-to-hand combat. Criticism proceeds on to praxis [social action]." "The critique of religion [the father's/Father's authority] ends with the categorical imperative to overthrow all conditions in which man is a debased, enslaved, neglected, contemptible being [a sinner]." (Karl Marx, Critique of Hegel's Philosophy of Right)

"Critical Race Theory" comes from here. So does "re-imagining," i.e., "phantasy" (fables): which makes those making policy dependent upon their carnal desires, i.e., their self interests, i.e., their lusts of of the 'moment' instead of upon the commands, rules, facts, and truth they have learned in the past, that restrain them, i.e., that they hate.

"Phantasy is cognitive in so far as it preserves the truth of the Great Refusal [rejection of the father's/Father's authority], ... in so far as it protects, ... the aspirations for the integral fulfillment of man and nature [lust] ...." Phantasy "unit[s] the whole person, the universal and particular under pleasure." "Phantasy plays a most decisive function in the total mental structure: ... the tabooed images of freedom." Phantasy or imagination is the act of "uniting the whole person, the universal and particular under pleasure ... reconciliation of the individual with the whole, of desire with realization, of happiness with reason ... the fulfillment of man and nature, not through domination and exploitation, but through release of inherent libidinal forces [lust]. (Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

"Neurotic symptoms [desiring to lust yet feeling guilty for lusting], 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." (Brown)

"These are dialectical phantasies or opinions, that man can without the Holy Spirit love God above all things. ... They likewise said that human nature is untainted. All these ideas come from ignorance of original sin." (Luther's Works: Vol. 34, Career of the Reformer: IV) Karl Marx did not try to make man's love the means by which he can love God, which the apostate "church" attempts, but rejected God outright, making man (himself) God instead. "He is antichrist, that denieth the Father and the Son." 1 John 2:22

For the child to become "everything," what he is doing (through dialogue) in private—setting "up a sinful world in [his] own home," i.e., 'justifying his self, i.e., his lusts and his "intolerance" of the father's/Father's authority—must become a part of his classroom experience, which requires negating the father's/Father's authority, i.e., fear of accountability (the guilty conscience) 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, not only in the classroom but also in the home and in society (in the workplace, in the "community," in government, and even in the "church"—just leave sin, death, and judgment out of your conversation with others, when it comes to lust, i.e., self interest and you have arrived).

"Infants know no guide except the pleasure-principle." "Freud saw that in the id there is no negation [no parental authority, i.e. no Godly restraint, i.e. no "Thou shalt not"], only affirmation and eternity [only the pleasures of the 'moment']." "Infants have a richer sexual life than adults [who are burdened with the rules of right and wrong behavior regarding pleasure]. Infantile sexuality is the pursuit of pleasure obtained through the activity of any and all organs of the human body. While adult sexuality serves the socially useful purpose of breeding children, it is for the individual in some sense an end in itself as a source of pleasure – according to Freud, the highest pleasure. Children have not acquired that sense of shame which, according to the Biblical story, expelled mankind from Paradise, and which, presumably, would be discarded if Paradise were regained [if pleasure instead of right-wrong became the 'purpose' of life then man could know "Paradise" in this life, in the here-and-now, with no shame, i.e. with no sense of guilt, i.e., no guilty conscience]." (Brown)

"The new guilt complex appears to be historically connected with the rise of patriarchal religion (for the Western development the Hebrews are decisive)." (Brown)

"Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile [anti-revolutionary], but secretly in his unconscious [in his urges and impulses, manifested in his imagination] unconvinced, and therefore neurotic [where the child's mind is caught between that which is of nature, i.e. his lusts and that which "represses" (blocks) nature, i.e. the Father's authority, where the child's actions, made subject to the Father's authority, are in conflict with his thoughts, which are influenced by his "feelings" for (and therefore influenced by) the things of the world]." "If society imposes repression [by supporting the father's/Father's authority], and repression causes the universal neurosis of man [man having a guilty conscience for being "human," i.e., for lusting after the carnal pleasures of the 'moment' that the world stimulates], . . . there is an intrinsic connection between social organization [the traditional family structure which prevents the child from doing what he wants, when he wants] and neurosis." "The bondage of all cultures to their cultural heritage [where children have to obey their parent's commands and rules, accepting their facts and truth "as given" (regarding right and wrong behavior)] is a neurotic construction." "By the standards of normal adult sexuality [by the standards of the traditional husband-wife relationship, with the husband "ruling" over his home well, and the desires of the wife being to her husband, and the children obeying their parent's, in the Lord, to "maintain family and society"] children are polymorphously perverse ['incestuous' needing to be corrected and disciplined in their behavior]." "Normal adult sexuality [the traditional husband-wife relationship], judged by the standard of infantile sexuality [from the child's natural inclination to become at-one-with nature, in pleasure, in the 'moment'], is an unnatural restriction of the erotic potentialities of the human body." "The resurrection of the body is a social project." "Psychoanalysis must treat religion as a neurosis." (Norman O. Brown, Life Against Death) Unless you begin with the child's carnal nature, making it the foundation of society ("the group"), the father's/Father's authority, i.e., "neurosis" (a guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting) is in control of the world ("the group"). "'Life Against Death' established Brown, along with his colleague and friend Herbert Marcuse, and later Charles Reich, as an intellectual leader of the New Left …. a Marxist mode of Freudian analysis. Brown's push to resurrect the human body with all its erotic urges freely expressed, resonated with the members of the Human Potential Movement and the undergrads they were influencing in the 60's." (March 23-30, 2005 issue of Metro Santa Cruz)

"[We] must develop persons who see non-influencability of private convictions [those people who adhere to the father's/Father's authority, i.e., who adhere to established commands, rules, facts, and truth that inhibit or block "human nature," i.e., lust] in joint deliberations as a vice rather than a virtue." (Benne)

"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." (Robert Havighurst and Hilda Taba, Adolescent Character and Personality)

Unlike in a discussion (where the father/Father has the final say) there is no father's/Father's authority in dialogue, or in an opinion, or in the consensus process. There is only the child's carnal desires, i.e., the child's self interest, i.e., lusts of the 'moment' being manifested and 'justified.'

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion divides upon being right and not wrong. Knowing, which is formal, i.e., objective, i.e., judgmental comes from being told, requiring the individual to suspend, as upon a cross his self, i.e., to humble, deny, die to, control, discipline, capitulate his self in order to hear and receive the truth, with the father/Father, the one in authority having the final say.

"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity) Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion which is informal, i.e., subjective, i.e., non-judgmental requiring all parties to suspend, as upon a cross any command, rule, fact, or truth that gets in the way (that inhibits or blocks) dialogue, i.e., that prevents anyone from sharing his or her opinion ("feelings"—thus treating "feelings" as facts, i.e., absolutes).

In dialogue the child carnal nature, i.e., self interest, i.e., lust becomes the "absolute" (instead of the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth). As Georg Hegel explained it.

"The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father'/Father's authority to become as he was before the father's/Father's first command, rule, fact, or truth came into his life (separating him from his self and the world), "of and for self" and the world only]." (Georg Hegel, System of Ethical Life)

Since, according to Georg Hegel, et al. the child's carnal nature, i.e., lust is the absolute, there is no difference between the child, the father, and the mother, i.e., all are subject to the same laws of nature, negating rule of law, i.e., the father's/Father's authority, making your spouse, your children, your property, your business, your boss, your legislator, your government, your minister, etc., and even you subject to the "social scientist," i.e., to the facilitator of 'change,' i.e., to the Marxist. Sounding more like Karl Marx than Karl Marx himself, who was not yet born Hegel then wrote:

"On account of the absolute and natural oneness of the husband, the wife, and the child, where there is no antithesis of person to person [no "top-down" order] or of subject to object, the surplus is not the property of one of them, since their indifference is not a formal or a legal one." (Georg Hegel, System of Ethical Life)

This 'shift' in focus in education, away from the father's/Father's authority, i.e., from the students learning to humble, deny, die to, control, discipline, capitulate their self in order to do right and not wrong according to established commands, rules, facts, and truth to the students learning to 'justify' their self, i.e., to 'justify' their lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, thus 'justifying' their resentment (hatred) toward restraint directly effects their behavior, i.e., the outcome, i.e., the "objective" of education. The 'justification' of lust 'justifies' the hate.

"No man 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." Matthew 6:24

"Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16

"And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually." "... the imagination of man's heart is evil from his youth;" Genesis 6:5; 8:21

"Flee also youthful lusts:" 2 Timothy 2:22

Karl Marx and Sigmund Freud had the same agenda: the negation of the father's/Father's authority in the individual's thoughts and social actions so they could do wrong, disobey, sin, i.e., could lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience. The guilty conscience is engendered from the father's/Father's authority.

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:'" (Brown)

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)

"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality)

Negate the father's/Father's authority in the environment children are learning right and wrong behavior and the guilty conscience , i.e., the "negative valence" for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' which the world stimulates is negated., i.e., "disappears." It is the guilty conscience that has to be negated in order for the child to become his self, i.e., for self to become "actualized."

"... the superego 'unites in itself the influences of the present and of the past.'" (Brown) The "super-ego" is engendered from the child's carnal nature, which includes is desire for inclusion with others with the same carnal desires, negating the guilty conscience, which is engendered from the father's/Father's authority.

"Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain)

"The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality." (Rogers)

"In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes. The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic [where parental restraint of the child's "id," i.e. his carnal nature, i.e., his lusts makes him subject to the Father's authority (which goes against his nature), engendering a guilty conscience when he does wrong, disobeys, sins, i.e., when he "lusts" after the carnal things of the world, i.e., when he does that which comes naturally]." (Rogers)

This is where Marxism (the group, i.e., society, i.e., the world) and psychology (the individual, i.e., lust) find common ground.

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

"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority in his home or in his business]." "... 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 Marcuse)

"Freud noted that patricide and incest are part of man's deepest nature." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"The entry into Freud cannot avoid being a plunge into a strange world and a strange language―a world of sick men, ....It is a shattering experience for anyone seriously committed to the Western traditions of morality and rationality to take a steadfast, unflinching look at what Freud has to say. " (Brown)

"According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination. The foundation on which the man [the citizen] of the future will be built is already there, in the repressed unconscious [in the child's carnal nature]; the foundation has to be recovered." "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." (Brown)

With the introduction of psychotherapy ("Bloom's Taxonomies") in the classroom the child's carnal nature trumped the father's/Father's authority. Psychology and Marxism have this one thing in common: the negation of the father's/Father's authority in the child's thoughts (psychology) and behavior (society).

"It is not individualism [the child, humbling, denying, dying to his self in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx) For Karl Marx what makes you an individual is lust, what makes you at-one-with society is what you have in common with it, lust.

"Protestantism [the priesthood of all believers, doing your best as unto the Lord] was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung (Reasoning and Self Preservation), in Martin Jay The Dialectical Imagination: The History of the Frankfurt School and the Institute of Social Research 1923-1950)

"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

"The only practically possible emancipation [from the father's/Father's authority] is the unique theory which holds that man is the supreme being for man [the child is the supreme being for the child]." (Karl Marx, MEGA I/1/1)

"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." (James Coleman, The Adolescent Society)

"It is not the will or desire of any one person which establish order but the moving spirit of the whole group. Control is social." (John Dewey, Experience and Education)

"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6)

"Once you can identify a community [where people are willing to 'compromise,' i.e., to set aside their belief or faith, i.e., the father's/Father's commands, rules, facts, and truth in order to get along ("build relationships") and/or solve problems], 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)

"Individual psychology is thus in itself group psychology." "The individual ... is an archaic identity with the species." "This archaic heritage bridges the 'gap between individual and mass psychology.'" (Sigmund Freud, Moses and Monotheism as quoted in Marcuse)

It is lust, i.e., "Eros" that "bridges the 'gap'" between the individual and society, i.e., the group. Without the child's natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates being 'justified,' 'liberating' the child from the father's/Father's authority, the individual and society (the world) can not become one. For lust and the world to become one (in the 'moment'), i.e., for 'change' to take place it is necessary that that which inhibits or blocks the connection, i.e., the father's/Father's authority be negated, i.e., be removed from the environment. As long as the child recognizes and honors the father's/Father's authority, i.e., as long as the father's/Father's authority stays in place the child's thoughts (reasoning from the father's/Father's established commands, rules, facts, and truth) the child's quest to be(come) his self can not be(come) "actualized."

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

"It may be said that Philosophy first commences when ... a gulf has arisen between inward strivings [the child's lust to relate with the world] and external reality [the parent's, i.e., father's/Father's authority which inhibits or blocks lust from being carried out, i.e., from being satisfied], and the old forms of Religion ["top-down" authority, i.e., doing the father's/Father's will], &c., are no longer satisfying; when Mind manifests indifference to its living existence or rests unsatisfied therein, and moral life [faith in God or parent, belief in their commands, rules, facts, and truth, obedience to their will and acceptance of their chastening] becomes dissolved." (Georg Hegel, Hegel's Lectures on the History of Philosophy Introduction B. Relation of Philosophy to Other Departments of Knowledge)

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, i.e., missing out on pleasure (the opportunities of the 'moment'), 2) thinking (dialoguing with their self) how the world "Ought" to be, where they can do what they want, when the want, and 3) imagining how it "Can" be once they grow up and are on their own, "doing what they want then they want."

"'In no other case does Eros so plainly betray the core of his being, his aim of making one out of many; but when he has achieved it in the proverbial way through the love of two human beings, he is not willing to go further.'" (Sigmund Freud, Civilization and Its Discontents in Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)

"The problem," according to Karl Marx, et, al, is that once children grow up and become parents themselves, i.e., have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from lusting after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their self, i.e., preventing 'change.' Established commands, rules, facts, and truth prevent, i.e., the father's/Father's authority prevents the children's "feelings," i.e., the children's lust for pleasure and hatred toward restraint, i.e., their "ought" from being regarded as commands, rules, facts, and truth, preventing 'change.''

"The revolt at home against home seems largely impulsive [dopamine emancipation, i.e., lust driven]." (Marcuse)

"Universal Reconciliation relies on a reason that is before reason-mimesis or 'impulse.'" (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

"Impulse, the primary fact, back of which, psychically we cannot go." (John Dewey, "Social Psychology," Psychological Review)

"Marcuse thus could write that 'the realm of freedom lies beyond mimesis.'" (Bronner)

"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" through dialogue]." (Abraham Maslow, The Farther Reaches of Human Nature)

The only solution to this "problem" (where established commands, rules, facts, and truth are being enforced) is to 'create' an environment (which is absent the father's/Father's authority) in which children can 'discover' their self, i.e., their lusts in one another, uniting as one in 'liberating' their self from the father's/Father's authority. Their natural resentment toward authority (as they grew up under authority) therefore must be restored, becoming the pathway to 'liberation' not only for their self but for their children and the other children of the world, i.e., society as well. This way of thinking is projected into nations, with the students 'justifying' the removal (negation) of "top-down" leaders, replacing them with socialist/globalist (Marxist) leaders (dictators), serving "the people's," i.e., the leaders lusts instead. History, the study of it, is based upon discussion, i.e., the lessons of the past while social studies (socialist studies) is based upon dialogue, i.e., the students resentment toward authority correlated to the leaders (the oppressors) and "the people" (the oppressed) of the nations which they are "studying."

"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." "The only practically possible emancipation is the unique theory which holds that man is the supreme being for man [that the child (lust and the world that stimulates it) is the supreme being for the child—negating the authority of the parent, i.e., the father's/Father's authority system]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"We are not entirely sure that opening our 'box' ['liberating' the student's from their parents authority] 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)

Any teacher questioning the use of "Bloom's Taxonomies," i.e., psychotherapy in the classroom today will be looking for another job, if they can find one—having been 'labeled' as being "unfit" to teach. Education is no longer about learning facts and truth but about 'liberating' the student's from their parent's authority, making science "subjective," i.e., facts and truth subject to the student's and the "educators" carnal desires, i.e., lusts of the 'moment.' Benjamin Bloom even admitted his "taxonomy" was not true science (observable and repeatable):

"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) "It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." (Book 1, Cognitive Domain) "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Book 2, Affective Domain) "Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler [who Bloom dedicated his first taxonomy to], where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied . . . (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolutions; the last quotation is Max Planck's famous dictum)

"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 eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) Benjamin Bloom simply paraphrased Karl Marx (without giving him credit, for obvious reason).

"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)

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and Book 2: Affective Domain)

"We are not interested in whether the problem is solved accurately or with elegance." "We want the student to lead the good life and become a good man in all his parts." "… the greatest good for the greatest number." (Book 1, Cognitive Domain) Whoever defines "good" controls your life.

"What we need to learn, it seems, are ways of gaining acceptance for a humanistic person-centered venture [the child's natural lust for pleasure] in a culture more devoted to rule by authority [the father's/Father's authority in making decisions]." (Carl Rogers, Freedom To Learn FOR THE 80'S)

"Bloom's Taxonomies" are based upon the ideology ("Weltanschauung¹") of two Marxists, Theodor Adorno and Erick Fromm ("¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950."). Both Adorno and Fromm were members of the Institute of Social Research, more popularly referred to as the "Frankfurt School" (since they fled Nazi Germany in the early 30's, moving from Frankfurt Germany to the USA). What made them unique amongst the Marxist is their merging of Marxism with psychology and visa versa.

"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Jay)

"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." (Theodor Adorno, The Authoritarian Personality) All forms of socialism, including Fascism, must negate the father's/Father's authority in order to rule over the people.

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." "... to give up 'God' and to establish a concept of man as a being ... who can feel at home in it [the world] if he achieves union with his fellow man and with nature." "The most important symptom of the defeat in the fight for oneself is the guilty conscience." (Erick Fromm, Escape from Freedom)

"Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." (Bronner)

"The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality [Theodor Adorno's book] 'revolutionary' had changed to the 'democratic.'" (Jay) This is why President Ronald Reagan stated, "I did not leave the democratic party. The democratic party left me [became Marxist]."

"A democratic society repudiates the principle of external authority." (John Dewey Democracy and Education)

"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

"Our aim is not merely to describe prejudice but to explain it in order to help in its eradication. Eradication means re-education." (Adorno) Lenin's speech of 1920 has become the agenda of the twenty-first century (agenda 21) in America and around the world today.

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed.... many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." (Book 2: Affective Domain)

The following section is from a book explaining how the Communist Chinese brainwash their victims.

"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to "help" their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)

Warren Bennis, understanding the power of brainwashing, i.e., the method used to negate the father's/Father's authority (Nationalism) in the thoughts and actions of soldiers, wrote how it could be used to negate the father's/Father's authority (Nationalism) in the thoughts and actions of children in the home.

"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—to insulate the children in order that they can more easily be indoctrinated with new ideas." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. 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." "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, an overweening interest in the future development of the child—in other words, a child centered orientation." (Warren Bennis, The Temporary Society)

Kurt Lewin (who, along with Wilhelm Reich edited the "Frankfurt School's" newsletter Zeitschrift für Sozialforschung) is known for his work on "force field analysis," "unfreezing, moving, refreezing," and "group dynamics," all of which are essential parts of the praxis of brainwashing., i.e., of washing the father's/Father's authority (Nationalism) from the participant's thoughts, directly effecting his actions.

"A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." (Kurt Lewin in Benne)

"Change in organization can be derived from the overlapping between play and barrier behavior. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. 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." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression) In other words if you bring dialogue (which is informal; "play behavior") into an environment dealing with behavior, discussion (which is formal; "barrier behavior") is negated (unless it prevents dialogue from taking over control of the outcome).

"For the most part the students who were able to resist the effects of this basic theme ... were not in effective communication with the larger environment." (Book 2: Affective Domain) Students who refuse to go into dialogue ("I feel" and "I think" language, which makes all things subjective, i.e., adaptable to 'change') when it came to absolutes ("I know," i.e., that which is objective, i.e., not readily adaptable to 'change') but insist upon using discussion (insisting upon using established commands, rules, facts, and truth to prove their point) are identified as being "unadaptable to 'change'" and 'labeled' as "resisters to 'change'" if they persist.

"Language, like consciousness, only arises from the need, the necessity, of intercourse with other men." (Karl Marx, MEGA I/5) 'Change' the language, i.e., how people communicate with one another, from discussing commands, rules, facts, and truth, which retains objective truth, i.e., absolute right and wrong to the dialoguing of opinions, which makes commands, rules, facts, and truth subjective, i.e., readily adaptable 'change,' i.e., subject to the person's felt needs (carnal desires, i.e., lusts) of the 'moment' and you 'change' the world.

"A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolution; quoting Max Planck's famous dictum) Make "science" dependent upon men's opinions, i.e., man's feelings ("I think," "I feel") instead of upon established (observable and repeatable) facts and truth ("I know") and you can 'change' the world, making it subject to man's lusts of the 'moment' 'liberating' him from any law of restraint that gets in the way.

"A half truth ... is false since the missing half changes the content of the obvious fact." (Marcuse) An opinion is a half truth, not having all the facts to prove its point.

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

According to Benjamin Bloom himself over one million of his "Taxonomies" were printed for the Communist Chinese education system by 1971. (Benjamin Bloom, Forty Year Evaluation)

"Prevent(ing) someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

"When we learn to silence the inner voice that judges yourself and others [discussion of right and wrong according to established commands, rules, facts, and truth, i.e., the father's/Father's authority (the father's/Father's voice in the child), i.e., the guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, the current situation and/or people are stimulating], there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment [the father's/Father's authority] makes you more receptive to innovative ideas ['change,' i.e., freedom to lust without having a guilty conscience, i.e., to be like an animal]." (Michael Ray in Abraham Maslow, Maslow on Management,

Animals can not read books or write books, i.e., be told or tell others. They are only subject to stimulus-response and instinct (following, i.e., chasing after those who can satisfy their lusts). The soul knows by being told. The flesh by stimulus-response, i.e., "sense experience." The soul can stand alone, with God. The flesh needs the world. When the woman in the Garden in Eden decided right from wrong by stimulus-response (with Adam following) she made herself subject to seduction, deception, and manipulation, rejecting knowing the truth by being told. Today few can endure being told; having based life upon their carnal desires (lusts) of the 'moment' that the world, i.e., the current situation and/or people are stimulating following after (worshiping) all who make them "feel good," i.e., like God (only God is good), deciding right and wrong from their carnal nature, i.e., lusts instead of from the Word of God.

"So then faith cometh by hearing, and hearing by the word of God." Romans 10:17

Change the method of education (the classroom "environment") from being told to stimulus-response and you 'change' the world. "Bloom's Taxonomies" base education upon the student's "feelings," determining right and wrong behavior in the light of (in response to) the current situation and/or people present. In traditional education 1) knowing is from being told, 2) comprehension is understanding you will be held accountable for doing wrong, disobeying, sinning, 3 application is up to the student to decide, either obeying or doing right or disobeying or doing wrong, and 4) analysis is knowing doing right and not wrong according to established commands, rules, facts, and truth, i.e., from being told is the agenda of education, as you are taken to the "wood shed," i.e., corrected and/or chastened for doing wrong, disobeying, sinning. By adding 5) synthesis, i.e., questioning, challenging, defying, disregarding, attacking authority, i.e., finding common ground contrary to being told, and 6) evaluation, i.e., aufheben, making self, i.e., lust the means from which to know right from wrong, Bloom 'changes' the student's paradigm, i.e., the way the student feels, thinks, and responds to his self, others, the world, and authority.

"Black is black and white is white. Neither torture, maltreatment nor intimidation can change a fact. To argue the point… serves no useful purpose." (P.O.W. Major David F. MacGhee responding to brainwashing attempts by the North Koreans, January 19th, 1953)

"Take heed therefore that the light which is in thee be not darkness." Luke 11:35 13

"The Christian religion has been deeply affected by the process of Enlightenment and the conquest of the scientific spirit." "Although these latter ideas ('the idea of the crucifix and the sacrifice of blood') have been more or less successfully replaced by 'Christian Humanism [concern about pleasing God has been replaced with concern about pleasing men],' their deeper psychological roots have still be to reckoned with [religious habits are hard to break]." (Adorno)

"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

"We must ultimately assume at the highest theoretical levels of enlightenment " ". . . to identify with more and more of the world, moving toward the ultimate of mysticism, a fusion with the world, or peak experience, cosmic consciousness, etc." (Abraham Maslow, Maslow on Management)

"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." (Rogers)

"The ideas of the Enlightenment taught man that he could trust his own reason as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation nor that authority of the church in order to know good and evil." (Bronner)

"And no marvel; for Satan himself is transformed into an angel of light. Therefore it is no great thing if his ministers also be transformed as the ministers of righteousness; whose end shall be according to their works." 2 Corinthians 11:14, 15

By making God in the image of man ("As above, so below. As below, so above."), man can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' that the world stimulates while doing God's work, without having a guilty conscience.

"That which is Below corresponds to that which is Above, and that which is Above, corresponds to that which is Below, to accomplish the miracles of the One Thing." (The Emerald Tablet of Hermes Trismegistus, translated by Dennis W. Hauck.)

"The Hermetic tradition was both moderate and flexible, offering a tolerant philosophical religion, a religion of the (omnipresent) mind, a purified perception of God, the cosmos, and the self, and much positive encouragement for the spiritual seeker, all of which the student could take anywhere." (Tobias Churton The Golden Builders: Alchemists, Rosicrucian's, and the First Freemasons.)

"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. Many will say to me in that day, Lord, Lord, have we not prophesied in thy name? and in thy name have cast out devils? and in thy name done many wonderful works? And then will I profess unto them, I never knew you: depart from me, ye that work iniquity." Matthew 7:21-23 "Now this I say, brethren, that flesh and blood cannot inherit the kingdom of God; neither doth corruption inherit incorruption." 1 Corinthians 15:50 " For the kingdom of God is not meat and drink; but righteousness, and peace, and joy in the Holy Ghost." Romans 14:17

The idea being: don't "fight" the church, join it, help it "grow" itself by changing its means of communication from preaching, teaching, and discussing the Word of God as is, i.e., holding to established commands, rules, facts, and truth (doctrine) which divides people from people (the saved from the lost) to dialogue, i.e., to identifying with "the people's" "felt needs" and uniting them based upon their common self interests, i.e., lusts. This is antithetical to the gospel message. Lust blinds you to the consequences of the praxis of lust—like a drug addict, being intoxicated with, addicted to, and possessed by the drug, hating (and harming) anyone who gets in the way—after death being cast into the lake of fire that is never quenched unless you repent.

"Then spake Jesus again unto them, saying, I am the light of the world: he that followeth me shall not walk in darkness, but shall have the light of life." John 8:12

"For God sent not his Son into the world to condemn the world; but that the world through him might be saved. He that believeth on him is not condemned: but he that believeth not is condemned already, because he hath not believed in the name of the only begotten Son of God. And this is the condemnation, that light is come into the world, and men loved darkness rather than light, because their deeds were evil. For every one that doeth evil hateth the light, neither cometh to the light, lest his deeds should be reproved. But he that doeth truth cometh to the light, that his deeds may be made manifest, that they are wrought in God." John 3:17-21

This 'shift' in communication from preaching, teaching, and discussing (facts and truth, i.e., doing the Father's will) to dialoguing ("feelings," i.e., lusts, i.e., self interest) applies not only to the "church," but to the classroom, the workplace, government, etc., as well. It has been the battle down through the ages (from the garden in Eden on; Genesis 3:1-6, The 'moment' the master facilitator of 'change' got the woman into dialogue, he knew he "owned" her).

"With the devaluation of the epistemic authority of the God's eye view, moral commands lose their religious as well as their metaphysical foundation." "The shift in perspective from God to human beings has a further consequence. 'Validity' now signifies that moral norms could win the agreement of all concerned, on the condition that they jointly examine in practical discourse whether a corresponding practice is in the equal interest of all." "This idea of a discursively produced understanding also imposes a greater burden of justification on the isolated judging subject than would a monologically applied universalisation test." (Jürgen Habermas, Communicative Ethics The inclusion of the Other. Studies in Political Theory)

"Education as yet is unable and unwilling to bring all estates and distinctions into its circle. Only Christianity and morality are able to found universal kingdoms on earth." (Karl Marx, The Holy Family)

"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. I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God's word becomes corrupt." (Martin Luther, Luther's Works: Vol. 1, The Christian in Society)

"Miserable Christians, whose words and faith still depend on the interpretations [opinions] of men and who expect clarification from them! This is frivolous and ungodly. The Scriptures are common to all, and are clear enough in respect to what is necessary for salvation and are also obscure enough for inquiring minds ... let us reject the word of man." (Martin Luther, Luther's Works: Vol. 32, Career of the Reformer)

'Change' the curriculum, i.e., the learning environment and you 'change' the world.

"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 of an individual or a group." (Benne)

"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)

"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 Benne) The family with several children have children of different ages, learning they are accountable to the rules their parent's lay out for them according to their age. Thus each child is treated as an individual, personally held accountable for his actions as an individual. Individualism, based upon the father's/Father's authority is overcome with what the child has in common with "the group," i.e., his and its natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates—which is the heart and soul of common-ism. Traditional education retained the traditional family structure by not coming between the students and their parent's authority, i.e., their parents standards—avoiding the use of dialogue in determining right and wrong behavior, using preaching, teaching, and discussing instead, with the teacher (being accountable to the parents) having the final say, i.e., maintaining their (and the parents) authority in the classroom. Kindergarten was the first effort to use the group in order to circumvent parental authority—teaching children (in an informal environment) to put aside their differences (set aside their parent's standards, i.e., prejudices) in order to get along with one another (which for most children was easy to do). It is the sole purpose of pre-school.

"Small groups are [dialogue is] the most effective way of closing the back door of your church." (Rick Warren) It even works in the "church"—circumventing the "divisivness" of doctrine.

"The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)

"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." (Lewin in Wilbur Brookover, A Sociology of Education)

"Dr. Skinner says: 'We must accept the fact that some kind of control of human affairs is inevitable. We cannot use good sense in human affairs unless someone engages in the design and construction of environmental conditions which affect the behavior of men." "Environmental changes have always been the condition for the improvement of cultural patterns, and we can hardly use the more effective methods of science without making changes on a grander scale." (Rogers)

"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)

"The individual may have 'secret' thoughts [lusts] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., carnal desires and dissatisfactions of the 'moment' (that he is internally, i.e., privately struggling with) with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his or her self and the world only—'liberated' from the father's/Father's authority]." (Adorno)

"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 [otherwise "the new set of values he is expected to accept does not assume in him the position of super-ego, and his re-education therefore remains unrealized." (Kurt Lewin in Benne)]." "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 objective is not to just 'change' what a person believes but to 'change' how he thinks.

"Dissatisfaction with existing conditions seems to be a prerequisite for intentional change." "It is, ... very important that the people who are to be changed ... be dissatisfied with the previous situation and feel the need for a change." "In utilizing dissatisfaction as a factor in producing change the student ... must learn to deal with these two types of conservatism, the conservatism of those with a stake in present arrangements and the conservatism of those who do not wish to be bothered with change." "But certain it is that these persons will not have come into full partnership in the process of ... change until they have regularized opportunities to register dissatisfaction." (Kurt Lewin in Benne) This is why 'liberal's' are never satisfied (truly happy), even when they get their way.

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)

"The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Benne)

"For re-education seems to be increased whenever a strong we-feeling is created." (Kurt Lewin in Benne)

"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Bennis, Temporary Society)

A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Benne)

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (Lukács)

"The goal of revolutionary activity was understood as the unifying of theory and praxis [putting theory, i.e., the children's perception of the world into practice, making their "feelings" and actions the same, i.e., "of and for self" (and the world that brings them pleasure) only.]." (Jay)

"The environment consists of those conditions that promote or hinder, stimulate or inhibit, the characteristic activities of a living being." "The problems are such things as the relations of mind and matter; body and soul; humanity and physical nature; the individual and society; theory—or knowledge, and practice—or doing." "The measure of worth" is "animated by a social spirit ... presented only when certain conditions are met.... a common experience ... work and play in association with others." "The absence of a social environment ... renders ... knowledge inapplicable to life and so infertile in character." (John Dewey, Democracy and Education)

"Revolutionary violence reconciles the disunited parties [the children] by abolishing the alienation of class antagonism [the father's/Father's authority] that set in with the repression of initial morality ["lust," i.e., self interest, i.e., "human nature"]. … the revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers [the parents]. It is those who establish such domination and defend positions of power of this sort who set in motion the causality of fate, divide society into social classes, suppress justified interests [lusts 'justified' in the child's eyes], call forth the reactions of suppressed life, and finally experience their just fate in revolution." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

"The immediate task is to unmask human alienation in its secular form, now that it has been unmasked in the sacred form." (Karl Marx, Selected writing in Sociology and Social Philosophy trans. by T. B. Bottomore) In other words, if man is God himself, he no longer needs God above him telling him what to do and what not to do, alienating him from the world. And if all men are God then no one man can be a God above him, telling him what to do and what not to do, alienating him from the world.

"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks) In other words the children's "feelings," i.e., their lust for pleasure and hatred toward restraint in response to the world, i.e., the current situation and/or people around them (uniting with those with the same lusts, negating those who get in the way) is all that guides their thoughts and actions.

"Philosophy as theory . . . establishes the basis of its reality as praxis ["human nature," i.e., lust being socially approved (affirmed)]; it serves to distinguish it from religion, the wisdom of the other world." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"Theoretical praxis enters public life through the newspaper and journal of social criticism." "The philosopher becomes a journalist without ceasing to be a philosopher." (Joseph O'Malley Ed., Karl Marx, Critique of Hegel's 'Philosophy of Right' )

"Lie not one to another, seeing that ye have put off the old man with his deeds [Gr. praxis];" Colossians 3:9 The lie being, you can put lust, i.e., "the old man" into praxis without being held accountable for your thoughts and actions before God.

"Flee also youthful lusts: but follow righteousness, faith, charity, peace, with them that call on the Lord out of a pure heart. But foolish and unlearned questions avoid, knowing that they do gender strifes. And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient, in meekness instructing those that oppose themselves; if God peradventure will give them repentance to the acknowledging of the truth; and that they may recover themselves out of the snare of the devil, who are taken captive by him at his will." 2 Timothy 2:22-26

"Set your affection on things above, not on things on the earth." Colossians 3:2

"There is no more important issue than the interrelationship of the group members." "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 in the face of apparent group unanimity." (Yalom)

"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [for disobeying the father/Father] be assuaged." (Brown)

"Coleman (1961) demonstrates very clearly that during the adolescent periods, under some conditions, the peer group has a greater effect on the students than do teachers and, perhaps, parents." (Book 2: Affective Domain)

"One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates." "Equality of Opportunity becomes ever greater with the weakening of family power." "Strengthening the family to draw the adolescent back into it faces serious problems, as well as some questions about its desirability." (Coleman) James Coleman earned his Phd. under Paul Lazarsfeld—who was a member of the "Frankfurt School." Coleman's writings greatly influenced Supreme Court decisions on education and other social issues.

"Can the student accept the fact that the traditional family might be changed and might possibly disappear?" (Paul Dressell et al. General Education: Explorations in Evaluation, American Council on Education)

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of self from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of self to the father's/Father's authority] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Maslow, Human Nature)

"Without exception, [children] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world lusting after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Yalom)

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator," i.e., the facilitator of 'change' and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his self, with group approval (affirmation)] – he has become an integrated process of changingness." (Rogers)

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & pospotency." (Abraham Maslow, The Journals of Abraham Maslow) The difference between the potencies is the prepotent have a guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world stimulates, i.e., are neurotic and the pospotent do not, i.e., are normal, i.e., are "healthy." In other words, you can judge a persons "healthy" by dangling lust in front of him. If he participates he is healthy, if he resists, he is not, needing more therapy.

A "kinder, gentler" America does not apply to the traditional minded student in the classroom, or to the traditional minded citizen, worker, legislator, judge, leader, etc.,.

"Qui tacet consentire videtur," "ubi loqui debuit ac potuit" are Latin phrases used in law, meaning "to be silent is to consent" or your "silence gives consent," "when you should have spoken and were able." When you are silent in the midst of unrighteousness, i.e., not correcting, reproving, or rebuking the unrighteous in their praxis of unrighteousness, unrighteousness becomes the "norm," i.e., the law of the land.

Any traditional minded student finding himself in a dialoguing of opinions to a consensus classroom is going to be either converted, silenced, censored, or martyred (for speaking out).

"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)

"In a democratic society a patriarchal culture should make us depressed instead of glad; it [a patriarchal culture] is an argument against the higher possibilities of human nature, of self actualization." "In our democratic society, any enterprise―any individual―has its obligations to the whole." (Maslow, Management)

"I've decided to get into the World Federalists, become pro-UN, & the like." "Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first―it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.'" "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." ". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved." "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.)" "I must put as much of this as is possible & usable in my education book, & more & more in succeeding writings." (Maslow, Journals)

"In fact, after a lecture at Sacred Heart in 1962, Abraham Maslow noted in a diary entry that the talk had been 'successful,' and that 'They shouldn't applaud me. They should attack me. If they were fully aware of what I was doing, they would attack.'" (The Journals of Abraham Maslow, ed. Richard J. Lowry, p. 132. June 1982, p. 157); (Nuns and Midshipmen by Dr. Gerald L. Atkinson 4 July 2001)

The "educator" (facilitator of 'change') 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, i.e., lust over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) 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.

"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." (Rogers)

"An examination of the role of education in the revolutionary processes in Hitlerian Germany and Soviet Russia demonstrates that a new controlling group can use the educational system to advantage to bringing about the changes it desires. This illustrates the effectiveness of the educational system in indoctrinating the youth with a desire for the type of society wanted by those in control. . . . To do this they must persist in the maintenance of a new system long enough for controlling interests to be thoroughly indoctrinated in the new social system." (Wilbur Brookover, A Sociology of Education)

"We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers)

"'Capital' [stored up pleasure, i.e., dopamine]… is, according to Marx, 'not a thing but a social relation between persons mediated through things.' 'These relations,' Marx states, 'are not those between one individual and another [personal], but between worker and capitalist, tenant and landlord [children and their parents, i.e., a "top-down" order], etc.,. Eliminate these relations and you abolish the whole of society; …… a scientifically acceptable solution does exist ["behavior science," through the use of dialogue affirming the children's natural inclination of lusting after pleasure and hating restraint over and therefore against their parent's authority, 'liberating' the children (the Karl Marx in the child) to do wrong, disobey, sin, i.e., to lust without having a guilty conscience—without fear of losing financial support of their carnal desires, i.e., lusts]… For to accept that solution, even in theory, would be tantamount to observing society from a class standpoint [from the children's perspective] other than that of the bourgeoisie [from the parent's perspective]. And no class can do that-unless it is willing to abdicate its power freely [if parents are to observe the world, including their authority from their children's perspective, they must first abdicate their authority to their children's "feelings," i.e., carnal desires, i.e., lusts]." (Lukács) By determining right and wrong behavior through dialogue (the child's carnal desires and dissatisfactions, i.e., like and dislikes of the 'moment') instead of discussion (established commands, rules, facts, and truth, which retains the father's/Father's authority) the father's/Father's authority is negated, replaced with the child's carnal nature (negating the father's/Father's right of determining inheritance, which is now granted to the children of disobedience over and therefore against the children of obedience).

The Marxist Bible recognizes that 'change' does not take place in the home. It requires outside "help." It can only be initiated and sustained by forces within the home and society that want 'change,' i.e., that want 'liberation' from the father's/Father's authority (access to the father's/Father's children and finances). Therefore the agenda was (and still is) to "use social-environmental forces to change the parent's behavior toward the child," negating the father's/Father's authority in the home., thereby negating the guilty conscience for doing wrong, for disobeying, for sinning, in the "community," the nation, and the world. (Theodor Adorno, The Authoritarian Personality) By 'discovering,' through dialogue everyone's self interest, i.e., what they "covet," i.e., what they lust after and 'justifying' it, facilitators of 'change,' i.e., Marxist control the home, the nation, and the world, buying and selling peoples souls on the open market of "the world."

"I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7

"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3

All the psychologist/Marxist has to do is find out what you "covet," i.e., what you lust after, i.e., your self interest, 'justify' it, i.e., gain your trust ("feigned words" means in the Greek "plastic words," i.e., "tolerance of ambiguity," where the seducer, deceiver, and manipulator gives you what you want to hear but does not tell you where he is really taking you, i.e., what he is doing to you, i.e., the eventual cost of your actions, i.e., the lose of your freedoms, where you can not exist without serving, i.e., satisfying his carnal "needs"), and they (having turned you into one of Thorndike's chickens, Skinner's rats, Pavlov's dog, i.e., "human resource") "own" you—to use you for their own pleasure and gain.

"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)

"The 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse)

I call "Bloom's Taxonomies," i.e., Marx's bible "secularized Satanism," "intellectualized witchcraft." They are nothing more than what the master facilitator of 'change' did to two "children" in a garden called Eden, "encouraging" them to 'justify' their self, i.e., to determine right and wrong behavior from their carnal nature instead of from what they were told, 'liberating' them from the Father's authority. Those who are intoxicated with, addicted to, and possessed by them, having made their self "good," i.e., God and you "evil" (hurting their and the children's "feelings") can not hear a word you say regarding where they are taking the children.

"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

"Every one that is proud in heart ['justifying' his self, i.e., his lusts before men] is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6

"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

"For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God; Having a form of godliness, but denying the power thereof: from such turn away." 1 Timothy 3:2-5

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

"Let your conversation be without covetousness; and be content with such things as ye have: for he hath said, I will never leave thee, nor forsake thee. So that we may boldly say, The Lord is my helper, and I will not fear what man shall do unto me." Hebrews 13:5, 6

"And having food and raiment let us be therewith content." 1 Timothy 6:8

"Let no man deceive you by any means: for that day shall not come, except there come a falling away first, and that man of sin be revealed, the son of perdition; Who opposeth and exalteth himself above all that is called God, or that is worshipped; so that he as God sitteth in the temple of God, shewing himself that he is God. Remember ye not, that, when I was yet with you, I told you these things? And now ye know what withholdeth that he might be revealed in his time. For the mystery of iniquity doth already work: only he who now letteth will let, until he be taken out of the way. And then shall that Wicked be revealed, whom the Lord shall consume with the spirit of his mouth, and shall destroy with the brightness of his coming: Even him, whose coming is after the working of Satan with all power and signs and lying wonders, And with all deceivableness of unrighteousness in them that perish; because they received not the love of the truth, that they might be saved." 2 Thessalonians 2:3-10

"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 6:15-18

© Institution for Authority Research, Dean Gotcher 2021