Sight Based Management.

Sight Based Management.
(Personal note.)

by
Dean Gotcher

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

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

"The heart is deceitful above all things [thinking pleasure, i.e., lust is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating anyone preventing, i.e., inhibiting or blocking it from enjoying the carnal pleasures of the 'moment' it lusts after]: who can know it?" Jeremiah 17:9 It can not see its hatred toward the father's/Father's authority as being evil, i.e., "wicked," i.e., "desperately wicked" because its lust for pleasure is standing in the way, 'justifying' the hate. (Mark 7:21-23)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words lust, i.e., enjoying the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, over and therefore against the father/Father's authority that gets in the way reconciles us to the world." "Self is actualized in lust and the world that stimulates it.

"Words and actions should help to unite, and not divide, the people." (Mao Zedong) In other words lust for pleasure and hate toward restraint (toward the restrainer), i.e., what everyone has in common must becomes the standard of right and wrong, not the father's/Father's authority that divides "the people" on who is doing right and who is doing wrong according to his/His established commands, rules, facts, and truth that go against or restrain "the people's" carnal nature

Void of a guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, "sight based management" is necessary in order to get any job done without the father's/Father's authority getting in the way, i.e., without the facilitator of 'change' and the workers having to humble, deny, die to, control, disciple, capitulate their self in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth that get of their way, i.e., in the way of their natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates.

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

Stimulus-response, where people respond to the situation according to their carnal nature, i.e., loving (lusting after) pleasure, hating restraint (the restrainer) is the meaning of 'change,' not doing the father's/Father's will, i.e., not doing that which gets in the way. The facilitator of 'change,' perceiving his self to be the personification of "the people," who like him lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating and who hate restraint (hate missing out on pleasure) sees it as his duty to either convert (seduce, deceive, and manipulate) or silence, censor, and/or remove anyone in the environment who gets in his way, i.e., who judges him for his wicked thoughts and wicked actions or prevents him from enjoy the carnal pleasures of the 'moment' that the world stimulates. When he says "It is not about you" when you question his actions he is saying "It is all about me, so I can lust after pleasure without having a guilty conscience, with your affirmation. If you refuse to affirm me, i.e. my lusts or get in my way 'the people' will remove (negate) you (since, having 'justified' their lusts I now "own" them). It appears I must keep an eye on you from now on for my 'good.'" By placing people in an environment of dialogue (there is no father's/Father's authority in dialogue, only the persons carnal desires, i.e., lusts, i.e., self interests of the 'moment' that the world is stimulating) the facilitator of 'change' is able to identify those people who are loyal to the father's/Father's authority, i.e., who insist upon preaching, teaching, and discussing commands, rules, facts, and truth with the father/Father having the final say, i.e., "Because I said so," "It is written," "Never the less") and those who are not, i.e., what want to dialogue instead, especially when it comes to establishing right and wrong behavior, whether it be in the home, in the classroom, in the workplace, in government, or even in the "church." The dialoguing of opinions to a consensus process, i.e., sight based management is the hallmark of Marxism, removing the father's/Father's authority in setting policy, i.e., how people are to think and act. The father's/Father's authority engenders individualism under his/His authority with each child being held personally accountable to his/His commands, rules, facts, and truth. With many families there are may children who divide from one another based upon their position of right and wrong which their father's have established.

"The dialectical method was overthrown—the parts [the children] were prevented from finding their definition [their identity] within the whole [within the other children, i.e., within "the group," i.e., within society]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

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

Sight based management is antithetical to the gospel message which is all about the Father, i.e., the Father's authority and the Son's obedience to it.

"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 5:30; 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

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:18

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

"[T]he friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4

"... casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ [doing the Father's will];" 2 Corinthians 10:5

"... and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3

"Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness? And what concord hath Christ with Belial? or what part hath he that believeth with an infidel? And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God hath said, I will dwell in them, and walk in them; and I will be their God, and they shall be my people. Wherefore come out from among them, and be ye separate, saith the Lord, and touch not the unclean thing; and I will receive you, And will be a Father unto you, and ye shall be my sons and daughters, saith the Lord Almighty." 2 Corinthians 6:14-18

To replace limited government, i.e., individualism, under God (aka Nationalism) with socialism children must experience a period of freedom from their father's/Father's authority (where they experience no fear of judgment, condemnation, or being cast out for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' instead of doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth) in order to 'discover' their identity in one another, i.e., in their natural inclination to lust after pleasure and hate restraint instead of in their father's/Father's commands, rules, facts, and truth.

"It is not individualism [the child, humbling, denying, dying to, controlling, disciplining, capitulating his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after pleasure without having a guilty conscience, which the father's/Father's authority engenders] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"Protestantism [the priesthood of all believers, doing your best as unto the Lord, putting no man between you and the Lord, engendering individualism, under God] was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung; English. Reasoning and Self Preservation)

"If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation, then Marx must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)

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

"Once the earthly family [where children learn to humble, deny, die to, control, discipline, capitulate their self in order to do the father's will] is discovered to be the secret of the Holy family [where the Son of God and those who follow him humble, deny, die to, control, discipline, capitulate their self in order to do the Father's will], the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the persons personal thoughts and in his social actions]." (Karl Marx, Feuerbach Thesis #4)

"As the Frankfurt School [Theodor Adorno, Erick Fromm, etc., including Kurt Lewin, who edited their newspaper] wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

"'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 husband/father no longer exercises his authority in the family, over his wife/children]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

"... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Marcuse) Sigmund Freud's history of the prodigal son is not of the son coming to his senses, humbling his self, returning home, submitting his self to his father's authority, learning his inheritance was not his father's money but his father's love for him (Luke 15:11-24), but of the son joining with his "friends," returning home, killing the father, taking all that was his (the father's), using it to satisfy their carnal desires, i.e., their lusts of the 'moment' that the world stimulates, killing all the fathers in the land so all the children could be the same, i.e., like them, thereby affirming them, i.e., their "incest," 'justifying' and supporting their control over them.

"The individual is emancipated [is liberated from the father's/Father's authority] in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." "Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "Freud saw that in the id there is no negation [no parental authority, i.e. no Godly restraint, i.e. no "Thou shalt not"], only affirmation and eternity [only the child's/student's natural inclination to lust after DE]." "Children have not acquired that sense of shame which, according to the Biblical story, expelled mankind from Paradise, and which, presumably, would be discarded if Paradise were regained [if pleasure (lust) became the agenda, i.e., the 'drive' and 'purpose' of life]." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [on doing the father's/Father's will]." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious [in his urges and impulses of the 'moment' which are being stimulated by the world] unconvinced, and therefore neurotic [caught between his desire for parental approval and his lust for the carnal pleasures of the 'moment' that the world is stimulation, having a guilty conscience for thinking about or doing the latter]." "The foundation on which the man of the future will be built is already there, in the repressed unconscious; the foundation has to be recovered ['liberated' from the guilty conscience, requiring the negation of the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"Marxian theory [society] needs Freudian-type instinct theory [man's natural inclination to lust after pleasure, including his lust for approval from others, affirming his lusts and his natural inclination to hate restraint, i.e., to hate the father's/Father's authority for getting in the way] 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," i.e., lust 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." (Abraham Maslow, The Journals of Abraham Maslow)

We "must develop persons who see non-influencability of private convictions [see those people adhering to the father's/Father's authority, i.e., who believe in individualism, under God, i.e., who hold onto absolutes, i.e., established commands, rules, facts, and truth] in joint deliberations as a vice rather than a virtue." (Kenneth Benne, Human Relations in Curriculum Change)

"Bypassing the traditional channels of top-down decision making [bypassing the father's/Father's authority] 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)

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion divides upon being right and not wrong, i.e., KNOWING, which is formal, i.e., judgmental, i.e., the father/Father retains his authority in discussion, i.e., has the final say, i.e., "Because I said so," "Never the less," "It is written." There is a guilty conscience in discussion, i.e., in not doing right but wrong according to established commands, rules, facts, and truth.

"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity) Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental, i.e., the child retains his carnal nature in dialogue, having the final say (against authority, i.e., absolutes, i.e., the father's/Father's authority). There is no guilty conscience in doing wrong, according to established commands, rules, facts, and truth since there are no established commands, rules, facts, and truth to be wrong to in dialogue, i.e., in dialogue everything is an opinion, i.e., subject to 'change.'

"In the dialogic relation of recognizing oneself [one's lusts] in the other, they experience the common ground of their existence." (Habermas)

"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." (Kurt Lewin in Wilbur Brookover, A Sociology of Education) By replacing the traditional teacher with a facilitator of 'change,' i.e., a Marxist "educator" the students in the classroom are 'changed.'

"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)

"… few individuals, as Asch has shown, can maintain their objectivity [loyalty to the father's/Father's authority] in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance [cognitive dissonance—"The lack of harmony between what one does and what one believes." "The pressure to change either one’s behavior or ones belief." (Ernest R. Hilgard, Introduction to Psychology)]. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"Group members must be able to synthesize individual 'felt' needs [lusts] with common group 'felt' needs [lusts—turning on those who remain loyal to the father's/Father's authority]." (Warren Bennis, The Temporary Society)

"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." "The only practically possible emancipation is the unique theory which holds that man is the supreme being for man." (Karl Marx, Critique of Hegel's 'Philosophy of Right)

"Only when the immediate interests [lusts, i.e., self interests] are integrated into a total view and related to the final goal of the process do they become revolutionary [overthrowing the father's/Father's authority in the individual, in "the group," and in society]." "The whole system of Marxism stands and falls with the principle that revolution [negation of the father's/Father's authority in setting policy] is the product of a point of view in which the category of totality ["group think," what all children have in common, i.e., lust for pleasure and fear of losing it] is dominant." (Lukács)

"Revolutionary violence [overthrow of the father/Father and his/His authority] reconciles the disunited parties [the children/"the people"] by abolishing the alienation of class antagonism [the father's/Father's authority over the children/"the people"] that set in with the repression of initial morality [lust]. … the revolution that must occur is the reaction of suppressed life [hatred toward restraint, i.e., toward authority], which will visit the causality of fate upon the rulers [the parents, the property owner, the business owner, etc., i.e., the father]. It is those who establish such domination and defend positions of power of this sort who set in motion the causality of fate [hate and violence toward them], divide society into social classes [parents over children, owners over workers, God over man, etc.,], suppress justified interests [lusts], call forth the reactions of suppressed life [hate and violence], and finally experience their just fate in revolution [violence against and overthrow of their right of person (individuality, under God), right of conviction (speech and religion), property, and business]." (Habermas)

"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)

Using the classroom to make 'change,' to put sight based management into practice (praxis).

"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)

"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)

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

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Principles of Re-education, Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values"; The Journal of Social Issues)

"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth Benne, Human Relations in Curriculum Change)

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

All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom. Marxism, as is psychology is based upon the negation of the father's/Father's authority in the individuals thoughts, directly effecting his actions, i.e., 'justifying' his lust for the carnal pleasures of the 'moment' that the world stimulates, establishing lust, i.e., the child's carnal nature over and therefore against doing the father's/Father's will.

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

"Individuals move not from a fixity through change to a new fixity [from doing right and not wrong according to established commands, rules, facts, truth, changing their position only when persuaded with facts and truth, i.e., from faith to faith], though such a process is indeed possible [in other words, "We do not want to think about/focus on/accept that way of thinking"]. But [through a] continuum from fixity to changingness [from belief, i.e., faith and obedience (where lust is "repressed") to theory, i.e., opinion (where lust is 'liberated')], from rigid structure to flow [from "What does the father/Father want me to do?" to "What do I want to do?" and "What will 'the group' think?"], from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to self (lust) 'justification']." "At one end of the continuum the individual avoids close relationships [with those who are deviant, i.e., doing wrong, disobeying, sinning, i.e., lusting], which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and to others [those doing wrong, disobeying, sinning, i.e., lusting], guiding his behavior on the basis of his immediate experiencing [his lust for pleasure (for lust) and his lust for "the group's" affirmation, 'justifying' his (and their) lusts—'justifying' his (and their) resentment toward anyone inhibiting or blocking his (and their) lust for pleasure, including his (and their) lust for approval from others—'justifying' his (and their) lust]– he has become an integrated process of changingness." (Rogers)

If you start with the child's natural inclination to lust after pleasure and hate restraint (the affective domain), instead of with the father's/Father's authority (doing right and not wrong according to established commands, rules, facts, and truth), making the child's nature the thesis, the father's/Father's authority becomes the antithesis, i.e., the object to overcome, 'creating' synthesis, i.e. socialism as the child work as one to 'create' a "new" world order where their carnal nature rules instead of the father/Father with his/His authority.

"Thinking through the process it is dialectically faulty to start with the negative, with anxiety [with the father's/Father's authority, i.e., with having to do right and not wrong according to established commands, rules, facts, and truth, i.e., with being held accountable for being wrong, disobeying, sinning]. The problem is to name the dynamic factor provoking anxiety to emerge [the father's/Father's authority coming between the child and the object he is lusting after, taking or threatening to take it away]. Anxiety is a function of spontaneity [reaction of hate and violence toward the restrainer, i.e., toward the person(s) taking the object of lust away (forever)]. Spontaneity can be defined as the adequate response to a new situation, or the novel response to an old situation. With decrease of spontaneity anxiety increases. With entire lose of spontaneity anxiety reaches its maximum, the point of panic [when the child is totally focused on the object of his lust and fears it being taken away from him, i.e., losing it forever he is primed to act, i.e., to attack (at all cost, i.e., without considering the consequences)]." (J. L. Moreno, Who Shall Survive)

"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" (jar) full of evils, which once opened, can not be closed—once parental authority, i.e., the father's/Father's authority, i.e., fear of judgment, i.e., "the lid" is removed it is difficult if not impossible to put it back on again].' It is in this 'box' that the most influential controls are to be found." "In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives ['liberating' the student's "feelings" from his or her parent's authority, i.e., the father's/Father's authority system] through challenging the student's fixed beliefs [pressuring the student (out of fear of group rejection) to publically, i.e., in "the group" (for the sake of group approval) question, challenging, disregard, defy, attack, etc., his parents commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through his carnal desires, i.e., his "lusts," i.e., his "self interests" of the 'moment,' that which he has in common with "the group"]." "... allows the individual [the student] a greater amount of freedom in which to achieve a Weltanschauung [World View]¹" (Bloom's "Weltanschauung," as he noted, was that of two Marxists, i.e., "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950.") "The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' (DE) that the world (including "the group") stimulates and hatred toward restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain; David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

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

See the issues on Kurt Lewin, Unfreezing, Moving or Changing, Refreezing People, Force Field Analysis, and Group Dynamics;

"Unfreezing. This term, also adopted from Lewinian change theory, refers to the process of disconfirming an individual's former belief system." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy) "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." (Kurt Lewin) "In brief, unfreezing is the breaking down of the mores, customs and traditions of an individual – the old ways of doing things – so that he is ready to accept new alternatives." (Edger Schein and Warren Bennis, Personal and Organizational Change Through Group Methods: The Laboratory Approach) "Unfreezing" engenders confusion i.e., cognitive dissonance. It is the desire for group approval (affirmation) that belief is sacrificed at the alter of self, i.e., lust preservation.

The following section is from a book explaining how the Communist Chinese brainwash their victims through the use of "Lewinian change theory," which is being used in the "group grade," facilitated, "Bloom's Taxonomy" classroom.

"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)

"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." (Rogers)

Group therapy, i.e., the "group grade," facilitated classroom applies the same method, i.e., procedure.

"In the group not only must the individual strive for autonomy but the leader must be willing to allow him to do so. … an individual's behavior cannot be fully understood without an appreciation of his environmental press. …one member's behavior is not understandable out of context of the entire group. …there is no more important issue than the interrelationship of the group members. … few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority. One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial. The ‘third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group … The therapist assists the patient to clarify the nature of the imagined danger and then … to detoxify, to disconfirm the reality of this danger. By shifting the group's attention from ‘then-and-there' [parental authority] to ‘here-and-now' [their feelings of the 'moment'] material, he performs a service to the group … focusing the group upon itself. Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking. Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse." (yalom)

Replacing the guilty conscience (the father's/Father's authority, i.e., the voice of the father/Father in the child) with the super-ego (the voice of village, i.e., "the group").

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

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

'Change' is all about negating the father's/Father's authority in order to negate the guilty conscience (what the father's/Father's authority engenders) that gets in the way of lust.

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

Kurt Lewin explained (in two sentences) how the guilty conscience (the "negative valence") is 'created,' preventing 'change,' i.e., lust and how it can be negated, replaced with the "super-ego," emancipating 'change,' i.e., lust. The superego is the voice of the "village" within the child.

"... the superego 'unites in itself the influences [impulses and urges, i.e., lusts and hates] of the present and of the past [the student's resentment toward authority in the past becoming at-one-with his resentment toward authority in the present and vice versa, 'justifying his resentment toward authority].'" (Brown)

"Superego development is conceived as the incorporation of the moral standards of society [socialism, which requires compromise for the sake of relationship]. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain) Emphasis added.

By making the student's "feelings," i.e., his affective domain a part of the curriculum (in a group setting) his adaptability to or resistance to 'change' can be graded along a spectrum of (on one side of the spectrum) 'loyalty' to the father's/Father's authority, i.e., to established commands, rules, facts, and truth (that get in the way of building relationship with others who lust) and insisting upon others doing the same (resulting in a bad grade) to (on the other side of the spectrum) 'loyalty' to the process of 'change,' i.e., to the dialectic process, i.e., to building relationship with others based upon lust (resulting in a good grade)—while working on a "group," i.e., a socialist project. A group of individuals working on a project is a group of individuals working on a project (the objective is to do or get the project done right). When the agenda is to build relationship while working on a project it becomes socialist (whether the project is done right or not—doing it again only gives more time and money to build relationship, i.e., the facilitator of 'change' gets more money).

". . . any intervention between parent and child tend to produce familial democracy [replacing discussion, which retains the father's/Father's authority with dialogue, which 'justifies' the child's carnal nature 'liberates' the child from the parent's authority, i.e., from having to do right and not wrong according to the parent's (the father's/Father's) established commands, rules, facts, and truth] regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund [the father's/Father's authority is negated in the child's thoughts, directly effecting his or her actions—questioning, challenging, defying, disregarding, attacking the father's/Father's authority for getting in the way, doing so without having a guilty conscience], regardless of whatever countermeasures may be taken." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission." (Bennis, The Temporary Society)

The "educator," i.e., the facilitator of 'change,' i.e., the group psychotherapist 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 parent's authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parent's standards) pressures students to 'justify' their and the other student's 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 parent's 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" people's "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. Once you are 'labeled,' you are 'labeled' for life. In the soviet union, once you were 'labeled' "psychological," no matter how important you were in the past, your life was over, your career was done.

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

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

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

According to Karl Marx, laws must be subject to the child's/man's, i.e., Marx's carnal nature, not to the father's/Father's, i.e., God's authority. Expressing the voice of "the people" but really speaking of his self Karl Marx wrote: "I am nothing and I should be everything" (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words: "I am called a sinner, condemned, and cast out when I should be received as God and worshiped by 'the people.'" When you worship your self, you think everyone else, i.e., "the people" should worship you as well.

"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

"So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7:25

As long as the child adheres to the father's/Father's authority he can not become his self, i.e., of the world only.

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3)

"Lawfulness without law [where the law of the flesh rules without (over and therefore against) the law of the father/Father, negating the father's/Father's authority (in the individuals mind) thereby negating the guilty conscience (for disobeying his/His laws) in his thoughts, directly effecting his actions, i.e., society]." (Immanuel Kant, Critique of Judgment)

"Jurisprudence of terror takes two forms; loosely defined rules which produces unpredictable law, and spontaneous changes in rules to best suit the state [those in power]." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law) When you replace discussion, i.e., "rule of law," i.e., established commands, rules, facts, and truth with "feelings," i.e., opinions, i.e., dialogue the individual, under God is going to be martyred, i.e., the victim (insisting upon his rights, under God) is going to become the criminal (oppressing human nature) and the criminal (wanting to be his self, satisfying his lusts) the victim (being oppressed by those who have what he lusts after but will not share it with him).

As the master facilitator of 'change' did in the garden in Eden (Genesis 3:1-6), if I can gain access to what you covet, i.e., to your lusts, i.e., to your self interest and offer to "help" you make it a reality (remove the father's/Father's authority), I "own" you.

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

"On account of the absolute and natural oneness of the husband, the wife, and the child [their lust for pleasure and their hate of restraint, what they all have in common—which is the basis of common-ism], where there is no antithesis [no "top-down," right-wrong way of thinking and acting] of person to person or of subject to object [everything is subject to the flesh, i.e., to lust and the world that stimulates it, i.e., to the Marxist (the facilitator of 'change') who, making this statement 'justifies' lust], the surplus is not the property of one of them, since their indifference is not a formal or a legal one." (Georg Hegel, System of Ethical Life)

Building relationship upon self interest, i.e., upon lust, i.e., upon covetousness those of the world "own" you. What they see they "own." In this way your spouse, your children, your property, your business, even you (your soul) belongs to them.

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

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

"This wisdom descendeth not from above, but is earthly, sensual, devilish." James 3:15

Like the woman and Adam in the garden in Eden, what they see they "own," to be used for their pleasure, i.e., to satisfy their lusts, negating you if you get in their way, i.e., if you disagree.

"For the wicked boasteth of his heart's desire, and blesseth the covetous, whom the LORD abhorreth. The wicked, through the pride of his countenance, will not seek after God: God is not in all his thoughts." Psalms 10:3, 4

"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

"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," "open ended, non-directed," 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, i.e., no established aka absolute command, rule, facts, or truth to be accepted as is, by faith and obeyed; there is only the persons carnal desires, i.e., lusts of the past and the present being verbally expressed and 'justified'), 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)—as predators, charlatans, pimps, pedophiles, 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., can "lust" after the carnal pleasures of the 'moment' that the world stimulates, 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, capitulate your "self" (your lusts) 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