Science. by Dean Gotcher

Science?

by
Dean Gotcher

In science laws are recognized as being established for all times and appliable in all places, observable and repeatable, based upon facts and truth, not upon opinions and theories. Those who make the laws of nature subject to theories and opinions are charlatans, liars, and thieves making themselves into God, demanding that all bow down and worship them as the 'creator,' punishing those who disagree.

"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)

"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)

Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth. Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another. In a discussion you must suspend, as upon a cross your carnal desires, i.e., your "self," i.e., your "self interest" of the 'moment' in order to hear and receive (accept) an established command, rule, fact, or truth. In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of, i.e., that inhibits or blocks dialogue, i.e., that prevents people from sharing their opinions (their "feelings") of the 'moment.' In the field of science where laws of nature have to be observable and repeatable (predictable, i.e., "I know"), opinions or theories ("I think," "I feel") might be tossed around but it is only when they become absolute, according to the laws of nature (which are already established, just not known by us at the time) they become laws (no longer theories or opinions)—"I think I know" is only a law of doubt, i.e., of non-accountability. Whoever treats "I think," "I feel," "I think I know" as a law is accountable for their own personal actions, trusting in an opinion or theory, treating it as a fact or truth. Anyone forcing others to treat an opinion or theory as a fact or truth is a liar, a thief, a criminal. "Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5

"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

Dialogue or dialectic 'reasoning,' i.e., 'reasoning' through "feelings" makes laws subject to the person's "feelings" of the 'moment.' Laws which come through dialogue, i.e., dialectic 'reasoning' are "so called laws," i.e., laws which come from and support man's carnal nature, i.e., his natural inclination to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' his "self," i.e., his "lusts," i.e., what he thinks "ought" to be over and therefore against what "is," wanting 'change.'

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change [making law subjective, i.e., subject to the "felt needs," i.e., carnal desires and perception of those in power, i.e., "If I feel this way, i.e., love pleasure and hate restraint, everyone one else should feel this way as well"]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"To enjoy the present reconciles us to the actual." (Marx, Critique)

In other words, according to Karl Marx, et al. "lust reconciles us to the world," making "lust" the 'drive' of life therefore its augmentation (removal of all that gets in its way) the 'purpose.' Therefore science, applied to "human nature" 'justifies' "lust" over and therefore against the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline one's "self" in order to do right and not wrong according to established commands, rules, facts, and truth, so man can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates, negating anyone who gets in the way, including the unborn, the elderly, the innocent, the righteous 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 stimulates).

"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)

In other words, for Karl Marx, et al. "Science is only genuine science when it proceeds from sense experience," i.e., "the pride of life," "in the two forms of sense perception," i.e., "the lust of the eyes," "and sensuous need," i.e., "the lust of the flesh," "that is, only when it proceeds from Nature," i.e., "the world."

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

"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ." Colossians 2:8

"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called:" 1 Timothy 6:20

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom. They are all about how to apply "the scientific method" on all children. Any teacher challenging there use in the classroom face consequences, i.e., no advancement, demotion, peer rejection (being 'labeled' a prejudiced, intolerant, resister to 'change,' etc.,), being fired (let go via right-sizing), difficulty in being hired or re-hired.

"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)

"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)

"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the first "Taxonomy" he wrote: "It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain he wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." Benjamin Bloom dedicated his first "Taxonomy" to his mentor, Ralph Tyler.

"Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler, where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied . . . (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolutions; the last quotation is Max Planck's famous dictum)

When "feelings" rule over established commands, rules, facts, and truth than tyranny, rebellion, revolution prevail with those inciting "feelings" over facts ruling over "the people."

"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)

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, i.e., the current situation and/or people are stimulating is 'liberated,' the more the "cognitive domain" is used to 'justify' it, i.e., support it, attacking anyone who gets in the way. There comes a time (critical mass) when restraint no longer blocks the child, resulting in him putting his rage into action, destroying all that stands in his way. Violence 'justified' in the classroom, put into practice in the home, ends up in the streets, being put into practice against any and all who get in the way of pleasure, i.e., "lust," including the unborn, the elderly, the innocent, and the righteous—the "rule of law," i.e., doing the father's/Father's will is replaced with "lawfulness without law," i.e., the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" without the father's/Father's restraints. (Immanuel Kant, Critique of Judgment)

"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 …" "To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized."
(Book 1: Cognitive Domain and 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)

Behavior "science" can only 'justify' the carnal nature of the child, i.e., , "the lust of the flesh, and the lust of the eyes, and the pride of life," negating the father's/Father's authority in the thoughts and actions of the child. Laws retraining "human nature" are negated, making "human nature" the law of the land. 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 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. The same outcome applies to all adults, in any profession who participate in the process.

"I could not of course imagine that the method which in the system of logic I have followed is not capable of much elaboration in detail, but at the same time I know that it is the only true method." "It is clear that no expositions can be regarded as scientific which do not follow the course of this method, and which are not conformable to its simple rhythm, for that is the course of the thing itself." (Georg Hegel in Carl Friedrich, The Philosophy of Hegel)

"The method which we have discussed here is a general method which can be applied to any problem of changing human behavior. It supplies a framework for problem solving . . . the method can be applied to problems of changing the curriculum, changing pupil behavior school-community relations, administrative problems, etc." (Kenneth Benne, Human Relations in Curriculum Change)

"The Method is no-way different from its object and content;—for it is the content in itself; the dialectic it has in itself, that move it on." (Georg Hegel, Reading Hegel, The Introduction)

"No hypothesis in this body of writings has been fully tested. Nor will it be tested fully until it has been used widely in thoughtful experimentation with actual social changes. The school offers an important potential laboratory for the development of a truly experimental social science. Experimentally minded school workers can develop and improve the hypotheses suggested in these readings as they put them to the test in planning and evaluating changes in the school program." (Benne)

The "content," i.e., the "thing in itself" is dialogue, i.e., a persons dissatisfaction with the way the world "is" and the desire for 'change," i.e. for motion ("that moves it on"), with him thinking (reflecting upon, i.e., dialoguing within himself) about how the world "ought" to be, in harmony with his carnal desires, i.e., "lusts" of the 'moment' which it (the world) stimulated. It is in dialogue, i.e., the love of pleasure that hate of restraint resides, negating anyone who gets in the way. There is no restraint, i.e., father's/Father's authority in dialogue.

"For it is not what is that makes us impetuous and causes us distress, but the fact that it is not as it ought to be." (Georg Hegel, The German Constitution)

"Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

"Critical Criticism" resides in you, i.e., in your dialogue with your "self" where you can, without fear of judgment, condemnation, or being cast out "set up a sinful world in (y)our own home," i.e., a world of "ought to be," i.e., a world that is "intolerant of any influence from without."

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

In a world that judges sin, dialogue can praxis sin without judgment, condemnation, or fear of being cast out.

"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)

"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

By joining with others in dialogue, love of pleasure, i.e., "lust" becomes manifest and 'justified,' manifesting and 'justifying' hatred toward anyone who gets in the way. Therefore, anyone judging, condemning, or casting out those who praxis dialogue are racists, i.e., "prejudiced" against, i.e., oppressors of "human nature," i.e., resisters of "lust," needing to be removed (negated) for the peace of the world, i.e., for "worldly peace and socialist harmony."

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

Your heart establishes the child's carnal nature in you, i.e., your "lust" for the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating as the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires (your "lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., having to humble, deny, die to, control, discipline 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. Your heart is "desperately wicked" in that it hates restraint, i.e., hates the father's/Father's authority for "getting in the way," i.e. for preventing, i.e., inhibiting or blocking you from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating. You can not see your hate of restraint, i.e., your hatred toward the father's/Father's authority, i.e., the Karl Marx in you as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., your "lust," i.e., your "self interest" (getting in the way) blinds you to it. Like a drug your "lust" for pleasure (dopamine emancipation), i.e., your "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., that which the world, i.e., the current situation and/or people are stimulating blinds you to your hatred toward restraint, i.e., blinds you to your hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness"—which is being expressed toward the father/Father (and those who have faith in and obey him/Him), who is (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, i.e., when you are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—making you not just "wicked" but "desperately wicked" in your effort to attain pleasure, keep pleasure, or get pleasure back, which includes the praises (affirmation, i.e., 'justification') of men ("the pride of life"), with you removing or attempting to remove anyone who is getting in the way.

The following is inscribed on Karl Marx's tomb. It is the basis of 'change,' i.e., the use of dialogue to engender 'change,' i.e., to 'justify' "lust."

"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.' Without creating a world of dialogue, the child, privately dialoguing within (with) his "self" his love of pleasure and hate of restraint (out of fear of being judged, chastened, condemned, and/or cast out) will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough, by his "self' to overthrow the father/Father and his/His authority system.

"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)

In the world or "ought," i.e.., dialogue, i.e., "lust" the world that "is," i.e., established commands, rules, facts, and truth, i.e., the father's/Father's authority is under attack, making all who stand in the way of 'change,' i.e., "lust" the enemy of "the people," 'justifying' their negation by verbal and physical violence.

"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow on Management)

"... the attack on antieroticism, the Christian & Jewish foundations" ... "is absolutely right.." (Maslow, The Journals Of Abraham Maslow)

The "scientific method" used today to solve personal-social problems is the praxis of questioning, challenging, defying, disregarding, attacking authority, i.e., the father's/Father's authority, i.e., what "is" in order (as in "new" world order) for everyone 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 everyone's affirmation. It is in dialogue, i.e., the land of "oughtiness," i.e., of "fables," i.e., of "lust" that such a world exists.

"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)

"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 student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" 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 information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "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-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin 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 desires) 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