Replacing History With Socialist Studies. by Dean Gotcher

Replacing History With Socialist Studies.
The demise of a nation.
(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

History is the study of the past in order to make good decisions in the present and the future. Socialist studies is the negation of the lessons (restraints) of the past in order for socialists (anarchists) to live in a world of "ought," so they can do what they want without restraint, i.e., without the father's/Father's authority, i.e., so they 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 (which the father's/Father's authority engenders). You teach and discuss history, i.e., the events of the past in order to make wise decisions in the present and the future. You dialogue socialist studies, making decisions based upon your carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the current situation is stimulating, that someone is manipulating (studying the past via discussion sustains the father's/Father's authority system while studying the past via dialogue negates it). Discussion necessitates the need to humble, deny, die to, control, discipline your "self," i.e., to suspend, as upon a cross your "lusts," i.e., your "self interests" of the 'moment' that the world is stimulating in order to hear and receive the truth, with the focus of communication (and the outcome) being upon doing right and not wrong according to established commands, rules, facts, and truth, as a result, having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world is stimulating. On the other hand dialogue necessitates the need to suspend, as upon a cross any command, rule, fact, or truth that gets in the way of your "lusts," i.e., your "self interests" of the 'moment' that the world is stimulating, with the focus of communication (and the outcome) being upon the 'justification' of "self," i.e., your "lusts," i.e., your "self interests" before others, so you 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. The study of history requires discussion, i.e., 'reasoning' from facts and truth in order to be and do right and not wrong according to established commands, rules, facts, and truth (un-experienced at the 'moment'), while socialist studies requires dialogue, i.e., dialectic 'reasoning,' i.e., 'reasoning' from your "feelings" (past and present), negating any fact or truth that get in the way of your carnal desires, i.e., your "lusts" of the 'moment' that the world, i.e., the current situation is stimulating—which the socialist study "teacher" is manipulation through the use of dialogue, where "nothing is absolute or sacred" instead of discussion, where there are "hard and fast truth which exist for all time and places."

"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." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain )

The praxis of socialist studies in the classroom, instead of learning the lessons of history directly effects ("affects") the students paradigm, i.e., the way they "feeling," think, and act toward their "self," others, and the world, as well how they respond to authority, directly effecting the home and therefore the nation.

"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)

"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori) By "focusing upon the family," i.e., upon "human relationship" in the home, instead of doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will, the father's/Father's authority is negated. There is no father's/Father's authority in dialogue, i.e., in the language of "human relationship," i.e., in humanism, i.e., in socialist studies, i.e., in that which is "of and for self" and the world only.

Socialist studies, i.e., the "use [of] social-environmental forces to change the" student's "behavior toward" authority in the classroom, initiates and sustains, i.e., 'justifies' the "use [of] social-environmental forces to change the parent's behavior toward the child" in the home. (Theodor Adorno, The Authoritarian Personality)

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism), i.e., the student's carnal desires of the 'moment' that the world, i.e., the situation, 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."

Bloom's 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." (Taxonomy of Educational Objectives Book 1, Cognitive Domain)

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

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

The more the "affective domain" is fed, i.e., the more the child's "lust" for the carnal pleasures of the 'moment' that the world stimulates is 'liberated' from restraint, i.e., from the father's/Father's authority the more the "cognitive domain" is used to 'justify' the child's "lusting" after the carnal pleasures of the 'moment' that the world is stimulating, 'justifying' his attack upon anyone getting in the say of his "lusts" of the 'moment' that the world is stimulating. There comes a time (critical mass) when restraint, i.e., fear of judgment no longer enters his mind, resulting in him putting his rage into action, destroying all that stands in his way.

"The Communist Manifesto makes the point that the bourgeoisie [the traditional family structure] produces its own grave-diggers [children who hate their parent's authority, who, if given the "right" "education" will negate (bury) them].'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

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

In a classroom of twenty students, the teacher is dealing with twenty individuals, all from different families, with parents having different positions on issues. To maintain the father's authority in the family, i.e., the middle-class the teacher can only teach those commands, rules, facts, and truth that the parents accept as true (can approve of). If the "educator" is a Communist, he or she must draw the students into dialogue, i.e., into "building relationship" with one another based upon their common "self interests," i.e., upon their carnal nature, i.e., upon their likes and dislikes, bypassing their parent's authority, 'liberating' their "self" from their parent's authority, negating their having 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., for questioning, challenging, defying, disregarding, attacking their parents authority when they get home from school.

"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." "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." (Taxonomy of Educational Objectives Book 2: Affective Domain)

"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., 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], they urge the group [the children/the students] 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 situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

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" (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.

By replacing traditional education, which is based upon the father's/Father's authority system:

1) the preaching of commands and rules to be obeyed as give, the teaching of facts and truth to be obeyed as is, by faith, the discussing of any command, rule, fact, or truth those under authority have regarding the commands, rules, facts, and truth being preached and taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, those under authority are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking authority,

2) the rewarding and/or blessing of those under authority who do right and not wrong regarding established commands, rules, facts, and truth, and/or who obey and do not disobey authority,

3) the correcting and/or chastening of those who do wrong, disobey, sin, i.e., who "lust" after the carnal pleasures of the 'moment' that they might learn 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, and

4) the casting out or expelling of those who question, challenge, defy, disregard, attack authority in order (as in "old" world order) to keep order, prevails in making final decisions, i.e., in making law, i.e., in determining right and wrong behavior dialogue is inhibited or blocked, preventing 'change,' i.e., preventing the child from getting his way, i.e., from "lusting" after the carnal pleasures of the 'moment' that the world stimulates, without having a guilty conscience for doing wrong, disobeying, sinning.

with transformational education, which is based upon the children's (and the facilitator of 'change's') carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., only that which is "of the world":

1) the students opinions

(there is no father's/Father's authority in an opinion, there is only the children's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' and the children's dissatisfaction with, resentment toward, hatred of restraint, i.e., the father's/Father's authority that the world, i.e., the classroom situation is stimulating, that the "educator," i.e., the facilitator of 'change' is manipulating),

2) being dialoguing

(there is no father's/Father's authority in dialogue, there is only the children's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' and the children's dissatisfaction with, resentment toward, hatred of restraint, i.e., the father's/Father's authority that the world, i.e., the classroom situation is stimulating and the children's dissatisfaction with, resentment toward, hatred toward restraint, i.e., the father's/Father's authority system, that the "educator," i.e., the facilitator of 'change' is manipulating),

3) to a consensus (affirmation)

(there is no father's/Father's authority in the consensus process, there is only the children's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the classroom situation is stimulating and the children's dissatisfaction with, resentment toward, hatred of restraint, i.e., the father's/Father's authority, that the "educator," i.e., the facilitator of 'change' is manipulating),

(which is the motto of the French Revolution: Liberté, Égalité, Fraternité—you are 'liberated' from authority, i.e., from absolutes in an opinion, i.e., "everyone is entitled to their opinion" which negates "everyone is entitled to their position," we all become "equal" in dialogue, and we all become "one," according to our carnal nature, in the consensus process)

the children are turned into a socialist, hating all authority that gets in the way of their carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world stimulates, serving, protecting, praising, and worshiping the facilitator of 'change,' i.e., the socialist teacher as their 'creator.'

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

The following is inscribed on Karl Marx's tomb.

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

All children are "philosophers,"

1) dissatisfied with how the world "Is," where they, having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth are subject to their parent's authority, not being able to do what they want when they want,

2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and

3) how it "Can" be once the father's/Father's authority is no longer in their way.

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' ('change,' dialogue, "self," "self interest," "lusting" after the carnal pleasures of the 'moment' that the world is stimulating are one and the same). Without creating a world of dialogue (i.e., killing, i.e., negating the parent—there is no parental authority in dialogue), the child, out of fear of being judged, chastened, condemned, and/or cast out, privately dialoguing within (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, by his "self' to overthrow, i.e., negate the father/Father and his/His authority system).

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

Only by bringing the children's dialogue out into the open—in a group setting—can they become united as one, i.e., come to a consensus, 'justifying' their "self," i.e., their "lusting" for the carnal pleasures of the 'moment' that the world stimulates and their hatred toward restraint, i.e., the father's/Father's authority.

"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 accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)

Socialist studies is based upon the children's "feelings" of the 'moment,' stimulated by a given situation. The study of history requires them to listen to the facts first in order to make a decision.

"The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain)

Bringing the "affective domain" into the classroom, making it a part of the curriculum turns children into socialists (anarchists) as they find their identity not in the father/Father but in their "self," "lusting" after the carnal pleasures of the 'moment' that the world stimulates, hating restraint—being seduced, deceive, and manipulated by the facilitator of 'change,' i.e., the socialist, who, as a charlatan, pedophile, pimp turns them into "human resource," i.e., into one of Thorndike's chickens, Skinner's rats, Pavlov's dog to be used for their own carnal pleasure and gain.

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

By gaining access to the students "self interest," i.e., the students carnal desires ("feelings") of the 'moment,' i.e., what they "covet" (through dialogue) using "feigned words," i.e., plastic words, Gr., giving them what they want to hear in order to gain their trust thereby being able to move them down the pathway of 'change,' socialist educators are able to turn children into "human resource," i.e., "merchandise" so they can use them for their own pleasure and gain (profit), buying and selling their soul on the open market of trade with your approval—since you put your child in their socialist study classroom and paid them to turn your child against your authority, doing what God told you not to do. You are to "Train up a child in the way he should go:" Proverbs 22:6 It was more convenient, i.e., cost you less money and time to do it their way, i.e., to give your children to them—so you could spend more time "lusting" after the carnal pleasures of the 'moment' that the world stimulates.

"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