Quiz.
"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
1). Karl Marx wrote:
"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)
and Sigmund Freud wrote:
"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority over his children]." "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
What does Marxism and psychology have in common?
2.) Abraham Maslow wrote:
"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)
and
"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)
and Carl Rogers wrote:
"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." "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)
What did Abraham Maslow and Carl Rogers have in common?
3). Theodor Adorno (a Marxist) wrote:
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining (capitulating) one's "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 [having to obey established commands and rules and accept facts and truth as is, by faith] 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) The error in Adorno's "logic," i.e., generalization is that all forms of socialism, including Fascism must negate the father's/Father's authority in order to rule over "the people," i.e., individualism, under God can not be tolerated.
According to Adorno, what is "the 'problem?'"
4). Erich Fromm (a Marxist) wrote:
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do."
What is Fromm's definition of "freedom?"
5). Benjamin Bloom, in his " Taxonomy of Educational Objectives Book 2: Affective Domain wrote that his "Taxonomies" were
"a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents."
that his "Taxonomies" were the "weltanschauung" (world view) of Theodor Adorno and Erich Fromm,
that the students "feelings" (their affective domain) were more important than their parent's commands, rules, facts, and truth, and that it was the "teachers" duty to 'liberate' the students from their parents authority, i.e., from established commands, rules, facts, and truth if they were to find their identity in "the group," i.e., in society.
"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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) Benjamin Bloom et al. by adding the "affective domain," i.e., the child's carnal desires, i.e., "self interest," i.e., "lusts" to the classroom curriculum, i.e., by adding "synthesis" and "evaluation" ('justifying' what the children have in common with one another, i.e., what they can all agree on), made "knowing" (no longer from being told), "comprehension" (no longer fearing they will be held accountable for doing wrong, disobeying, sinning), "application" (no longer having a guilty conscience for doing wrong, disobeying, sinning), "analysis" (no longer taken to the "wood shed" for doing wrong, disobeying, sinning, i.e., no longer having to humble, deny, die to, control, discipline (capitulate) his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., no longer accepting being told) subject to the child's carnal nature, 'liberating' the children from the father's/Father's authority.
and that
"There are many stories of the conflict and tension that these new practices are producing between parents and children."
Whose authority in the home is under attack through the use of "Bloom's Taxonomies" in the classroom?
6). All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" in the classroom. To question and/or challenge their use will cost you your reputation, promotion, and/or job.
"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."
Who is under attack in education today?
7). Hebrews 12:5-11 reads:
"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."
Ephesians 6:1-3 reads:
"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."
In what way is the earthly father and the Heavenly Father the same?
8). While your earthly father is not perfect, he may be or may have been a down right tyrant (if he is not AWL or MIA)—acting as a "selfish" child, using the office of authority he occupies only for his own carnal desires (pleasures, i.e., "lusts") of the 'moment'—the office he occupies is perfect, having been given to him by God, the Heavenly Father who is perfect, in which to serve Him, i.e., in which to do His will, teaching his children to humble, deny, die to, control, discipline their "self" and do right and not wrong according to His established commands, rules, facts, and truth.
In what way is the earthly father and the Heavenly Father different?
9). The scriptures read:
"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 truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3
"Then said Jesus unto his disciples, If any man will come after me, let him deny himself, and take up his cross, and follow me. For whosoever will save his life shall lose it: and whosoever will lose his life for my sake shall find it. 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? For the Son of man shall come in the glory of his Father with his angels; and then he shall reward every man according to his works." Matthew 16:24-27
"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15
"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
"He is antichrist, that denieth the Father and the Son." 1 John 2:22
How important is the Father's authority in the Gospel?
10). Marxism and psychology are based upon "human nature."
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "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)
While the Son, by his shed blood on the cross, 'redeems' us from the Father's judgment (wrath) upon us, i.e., from damnation for our sins, and by his resurrection from the grave, His Father reconciling us to Himself, according to Karl Marx and Sigmund Freud what 'redeems' us from the father/Father and 'reconciles' us to the world (according to Karl Marx "to the actual")?
11). The scriptures tell us:
"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 heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9 In other words, you deceive your "self" (which loves "lust") that "lust," i.e., pleasure is "good"—only God is good—making your "self" God, 'justifying' your hatred toward restraint, i.e., toward the restrainer, which you can not see as being "wicked" ("desperately wicked") since "lust," i.e., pleasure is standing in the way.
In dialogue, i.e., in making your "self" God, you 'justify' your "self" over and therefore against the father's/Father's authority, finding your identity in only that which is of the world.
"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 which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for here may lie the individual's potential." (Adorno)
"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)
There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only __________ being 'justified.'
12). How you communicate with others directly effects the outcome of your conversation.
"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)
In a discussion you must humble, deny, die to, control, discipline (capitulate) your "self," i.e., you must suspend your "self," as upon a cross in order to hear and receive the truth, truth being found external to your carnal desires, i.e., impulses and urges of the 'moment,'
"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity)
In dialogue you "esteem" ('justify') your "self" and others, i.e., you suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., that prevents you and others from sharing your and their feelings and thoughts toward authority which inhibits or blocks you and them from satisfying your and their carnal desires of the 'moment.'
If you want to maintain the father's/Father's authority in your conversation with others which form of communication must you use, discussion or dialogue?
13). Any time you are told to be "positive" and not "negative" you are being "asked" (pressured) to abdicate the ________/________ authority (your unalienable, i.e., God given rights of free speech, religion, and conscience) in your conversation with others in order to not hurt their "feelings," i.e., to not make them "feel" guilty 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.
14). Your desire for approval from others is so strong you will compromise the truth in order to satisfy it.
"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." "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." "Social action no less than physical action is steered by perception." "... the new system of values and beliefs dominates the individual's perception." "The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." "Driving ["positive"] forces are those forces or factors affecting a situation which are 'pushing' in a particular direction; they tend to initiate a change and keep it going." "Restraining ["negative"] forces may be likened to walls or barriers. They only prevent or retard movement toward them.... the first step may be to determine what forces, if any, must be dealt with before a change can occur." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) The child's carnal nature, which includes the desire for approval from other children is a "driving," i.e., a "positive" force. The father's/Father's authority, preventing the child from satisfying his carnal desires is a "restraining," i.e., a "negative" force to the child. Make the environment "positive," i.e., negate the "negative" force and you own the children.
"... 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)
"Kurt Lewin emphasized that 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." "It changes his cognitive structure, the way he sees the physical and social worlds, including all his facts, concepts, beliefs, and expectations." "It modifies his valences and values, ... his attractions and aversions to groups and group standards, his feelings in regard to status differences, and his reactions to sources of approval or disapproval." (Wilbur Brookover, A Sociology of Education)
"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)
"A feeling of complete freedom and a heightened group identification are frequently more important at a particular stage of re-education than learning not to break specific rules." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)
"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)
"Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5
In whom must you trust in order to overcome your intoxication with, addiction to, and possession by man's approval?
15). Social-psychologist know of the influence of "the group" (the dialoguing of opinions to a consensus, i.e., the flesh knows by "sense experience") vs. the effect the father's/Father's authority (being told right from wrong, i.e., the soul knows by being told) has on your thoughts and actions.
The traditional classroom is structured after the father's/Father's authority: 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing he deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out or expelling any child who questions, challenges, defies, disregards, attacks authority.
"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)
By simply replacing _________ with the dialoguing of opinions to a consensus process in the classroom, where all participants are free to share their "lusts" and their dissatisfaction, resentment, hatred toward __________ (without fear of being judged), the children are 'liberated' from the __________ in their thoughts and actions, so they can do wrong, disobey, sin, i.e., can "lust" without having a guilty conscience, with affirmation.
16). If discussion is tied to the father's/Father's authority (in a discussion the father/Father, telling you right from wrong, has the final say) and dialogue is tied to the child's carnal nature (in dialogue you are equal with others according to your and their carnal nature), according to Norman O. Brown and Herbart Marcuse which form of communication was used in the garden by the master facilitator of 'change,' i.e., the first psychotherapist to 'liberate' two "children" from the "Father's" authority?
"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.'" (Marcuse)
17). Since your soul, created by God, KNOWS by being told (the Word of God), by redefining the soul as being subject to "sense experience," i.e., the cognitive, affective, and psycho-motor domains, the psychotherapist's agenda is to "prevent someone who KNOWS from filling the empty space" so he can seduce you (with your "self interests"), deceive you (by getting you to trust him when it is his "self interest" he has in mind), and manipulate you (as one of Thorndike's chickens, Skinner's rats, Pavlov's dog) in order to use you as "human resource" for his own carnal pleasures and gain. (Wilfred Bion, A Memoir of the Future)
"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 [finding your "self interest"] shall they with feigned words make merchandise of you." 2 Peter 2:3
"If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." 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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
By 'discovering' your "self interest," i.e., what you covet (what you are "lusting" after) and "helping" you actualize it, the psychotherapist is able to buy and sell your _____.
18). Brainwashing is washing the ___________ _________ from the child's (student's) thoughts and actions so he can do wrong, disobey, sin, i.e., can "lust" without having a guilty conscience.
"To create effectively a new set of attitudes and value, 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." "For the most part the students who were able to resist the effects of this basic theme … who did not change significantly were individuals who were not in effective communication with the larger environment." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"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)
19.) 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.
Does this method have the same effect upon those in the workplace, in government, and in the "church?" Y/N
20). Is education "academics" or spiritual?
"... it is not in man that walketh to direct his steps." Jeremiah 10:23
"In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 6
"Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. But whosoever shall deny me before men, him will I also deny before my Father which is in heaven." Matthew 10:32, 33
Education is either doing the Father's will, i.e., "It is written," "Thou shalt surely die" (you will be held accountable) if you disobey or, with the "help" of the facilitator of 'change' doing your own will, i.e., "If it 'feels good' just do it," "Ye shalt no surely die," i.e., doing wrong, disobeying, sinning, i.e., "lusting" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, with "the groups" (the worlds) approval, i.e., affirmation.
Bonus question (two points).
If you meet parents who are homeschooling their children and respond to them with "What about your children's social life?" are you more in line with Karl Marx or the Word of God?
"It is not individualism [the child having to humble, deny, die to, discipline, control (capitulate) 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 carnal 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 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
Are you a Marxist?
"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
"No servant can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Luke 16:13
"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16
"[E]very one of us shall give account of himself to God." Romans 14:12
© Institution for Authority Research, Dean Gotcher 2021