Putting "Ought" Into Praxis. by Dean Gotcher

Putting "Ought" into Praxis.
("theory and practice")
(Personal note.)

by
Dean Gotcher

"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." 1 John 2:16

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15

"The philosophy of praxis [dialogue, i.e., "self" 'justification'] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)

"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 [where, through dialogue your "sense experiences," i.e., your "lusts," i.e., your "ought" becomes a part of the conversation without fear of being judgmental, condemning, etc., i.e., void of preaching, teaching, or discussing established commands, rules, facts, and truth to be accepted as is and obeyed as given, i.e., by faith]." (Abraham Maslow, The Farther Reaches of Human Nature)

Putting "ought" into praxis is simply you putting your carnal thoughts, i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating into practice, i.e., social action, negating whoever "Is" standing in the way of your carnal desires, i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, including the unborn, the elderly, the innocent, and the righteous, doing so without having a 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 world, i.e., the current situation and/or people are stimulating, in order (as in "new" world order) for everyone (including and especially the facilitator of 'change') 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, with impunity, i.e., with your affirmation. By bringing dialogue, i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating into an environment determining right and wrong behavior (there is no father's/Father's authority in dialogue, in an opinion, or in the consensus process; in dialogue, in an opinion, or in the consensus process there is only your and everyone else's "self interest," i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating) the only outcome can be the 'justification' of your and everyone else's carnal nature, i.e., your and their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, establishing "the lust of the flesh, and the lust of the eyes, and the pride of life" over and therefore against the father's/Father's authority.

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

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

The "ought" is the child in you, i.e., the Karl Marx in your heart, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating hating restraint, i.e., hating the father's/Father's authority that gets in the way.

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

You can not see your hate of restraint, as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., your "self interests," i.e., your "lusts," getting in the way, blinds you to it, i.e., 'justifies' it. Like a drug, pleasure (dopamine emancipation) blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back. The heart makes pleasure right and the absence of pleasure wrong, making "feelings," i.e., your carnal nature, i.e., your "self interest," i.e., your "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating the foundation from which to determine right and wrong behavior instead of the father's/Father's established commands, rules, facts, and truth.

"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] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

According to Karl Marx, et al. once the traditional family, with children having to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's will, i.e., in order to do right and not wrong according to the father's established commands, rules, facts, and truth "is discovered to be the secret of the Holy family," with the Son, Jesus Christ, humbling, denying, dying to, controlling, disciplining his "self" in order to do the Father's will, i.e., in order to do right and not wrong according to the Father's established commands, rules, facts, and truth, "the former," i.e., the earthly father's authority, i.e., the system itself with children having to trust in (have faith in) and obey the father (their parents), their teacher, the laws of the land, etc., "must then itself be destroyed," i.e., negated "in theory and in practice" ("theoretically and practically"), i.e., in the children's thoughts as well as in their actions (doing what "seems to" be "reasonable," i.e., "rational," i.e., practical to them instead of doing that which gets in the way of their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating)—resulting in children no longer "fellowshipping" with one another based upon preaching, teaching, and discussing the father's/Father's (their parent's/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon 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. In order (as in "new" world order) for children to be their "self," "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating a "new" world order of "lawfulness without law," i.e., "lawlessness" must be 'created,' where the child's carnal nature can "rule" without parental restraint," i.e., where children can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., without being held accountable for their carnal thoughts and carnal actions. In order to initiate ('create') and sustain this "new" world order the child's "ought," i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating must be 'liberated' from the father's/Father's authority, 'justifying' his negation of the father's/father's authority resulting in the world now made in his 'image,' with everyone "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint, i.e., the restrainer, i.e., the father's/Father's authority, negating anything or anyone who initiates and sustains the father's/Father's authority. The "news," for instance does not tell you how the world "Is" but how it "ought" to be, making "ought" the news that "is" (making "is" subject to "ought" to be, i.e., filtering out any "is" that does not support "ought"). Therefore if your "is" is not in harmony with the "ought," you are in "denial," i.e., you need counseling, i.e., you—not being in touch with "reality" (the way the world "ought" to be)—should not be placed in any position of influence or authority.

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

"Behavioral scientists," by 'discovering' through dialogue the child's own "feelings," i.e., his "sense experiences" of the past and the present are able to "help" the child recreate the world in accordance to his own carnal nature ("lusts"), 'justifying' the overthrow of parental authority aka nationalism, i.e., individualism, under God without having a guilty conscience. This is the same praxis that took place in a garden in Eden where the master facilitator of 'change' "helped" two "children" 'liberate' their "self" from their "Father's authority." You could tell they were 'liberals' (the first 'liberals') by their refusal to admit they were wrong and repent, i.e., by their "throwing someone else under the bus" (Adam the woman and God, the woman the facilitator of 'change'), i.e., 'justifying' their "self" (it was the "unhealthy" environment, which you created that did it) when they were caught—the idea being 'create' a "healthy" environment and the "healthy" person will appear, "lusting" after the things in the "healthy" environment without having a guilty conscience, i.e., with no accountability for his carnal thoughts and carnal actions. Therefore anyone who gets in the way of his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., his "self interest" is the enemy of "the people," i.e., is "unhealthy" for him and others to submit to and obey. "Behavior 'science'" is antithetical to the Word of God.

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11

While the earthly father and Heavenly Father differ, i.e., the earthly father "chastening us after his own pleasure," the Heavenly Father "chastening us that we might partake in his holiness," they are both the same in "top-down," "right-wrong," "above-below" authority structure (system). Negate the father's/Father's authority system, starting with the earthly father, who we can all find fault with (the fault is not in the authority system itself, it is in his use of it for his "self," i.e., for his carnal desires, i.e., for his "lusts") and you negate the Heavenly Father's authority system in the process, something the Lord, while dividing the son from the earthly father never did, keeping the Father's authority system in place, with His Heavenly Father's authority taking precedence over all authority, engendering individualism, under God. Dad and mom are not perfect, they may be (or might have been) down right tyrants using the office, which is perfect (given to them by God to do His will in) for their own selfish carnal desires.

"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

There is no father's/Father's authority in dialogue, i.e., in the land of "oughtiness." There is only the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life."

"He is antichrist, that denieth the Father and the Son." 1 John 2:22

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

In other words, according to Karl Marx, et al: "Lust reconciles you to the world," requiring the negation of the father's/Father's authority in order to enjoy it without having a guilty conscience. Instead of 'redemption' being the Son, redeeming us from our sins, i.e., our "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, with the Father, raising His Son, Jesus Christ from the grave, 'reconciling' us to Himself, through the use of dialogue, i.e., your 'justification' of "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., establishing ("esteeming") your "self" over and therefore against the father's/Father's authority (instead of humbling, denying, dying to, controlling, disciplining your "self" in order to do the father's/Father's will), the facilitator of 'change' 'redeems' you from the father's/Father's authority, 'reconciling' you to himself and the world, i.e., to the current situation and or people who are stimulating "lust" in you.

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

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

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

Sigmund Freud believed "the individual is emancipated in the social group." "Freud speaks of religion as a 'substitute-gratification'—the Freudian analogue to the Marxian formula, 'opiate of the people.'" "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." (Brown)

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority, i.e., an environment where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

It is in dialogue (in the land of "oughtiness") we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," establishing our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only over and therefore against the father's/Father's authority.

"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.

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, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once they become fathers, "doing what they want then they want." The problem, according to Karl Marx, et, al, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, 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.' Without "help" from outside the family, i.e., without the facilitator of 'change' creating a world of dialogue for the child, the child (out of fear of being judged, chastened, condemned, and/or cast out, privately dialoguing with his "self" his love of pleasure and hate of restraint) will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough to overcome the father/Father authority system in his "self" on his own.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

All "educators" are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology, i.e., the student's carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection—his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and his actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "the group's" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth. Benjamin Bloom's "weltanschauung," i.e., world view (paradigm) was that of two "Transformational" Marxists (Theodor Adorno and Erich Fromm) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy. Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives, Book 1, Cognitive Domain, "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain Benjamin Bloom wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." After all it was about putting "theory," i.e., the children's opinions ("feelings") into "practice," negating any command, rule, fact, or truth, i.e., the father's/Father's authority that got in the way. "Bloom's Taxonomies" are simply man's opinon, i.e., his "ought" being put into praxis in the classroom, 'liberating' children from their parent's, i.e., the father's authority, i.e., man from God's, i.e., the Father's authority.

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in may ways is separated from the previous environment in which he was developed.... many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (Taxonomy of Educational Objectives Book 2: Affective Domain)

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain)

"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) "We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Book 1: Cognitive Domain)

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950 [two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany, in the early 30's—who entering our universities and "assisted" our government in making policies]." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized."
(Book 1: Cognitive Domain and Book 2: Affective Domain)

"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' that the most influential controls are to be found." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." (Book 2: Affective Domain)

"We are not entirely sure that opening our 'box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." (Book 2: Affective Domain)

"My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' …can be replaces by ... affective behaviors." (Book 2: Affective Domain)

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Rogers) In this way, i.e. through therapy "self" is 'liberated' from the father's/Father's authority (system).

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. Being told to be "positive" (tolerant/supportive of the other students carnal nature, i.e., "Ye shalt not surely die") and not "negative" (judging them by their parents standards, i.e., "Thou shall surely die") pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate.

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.

"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12