The Stimulus Package. by Dean Gotcher

The "Stimulus Package."
(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

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, for Karl Marx, et al., it is "lust" that "reconciles you (the Karl Marx in you) to the world."

This "Stimulus Package" is not about economics (although it does effect how money is spent). It is about the father's/Father's authority, i.e., the father/Father developing right behavior in the child—with the child learning to humble, deny, die to, control, discipline his "self" in order (as in "old" world order aka "old school") to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will. Without the father/Father applying the "stimulus package" in the child's life all the child will have—from which to know right and wrong—is his "lust of the flesh," his "lust of the eyes," and his "pride of life," i.e., only that which "is of the world." The child's nature is to "enjoy the present," i.e., to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating while the father's/Father's authority is 1) to preach commands and rules to be obeyed as given, teach facts and truth to be accepted as is, by faith, and discuss with his child any question(s) he might have regarding the commands, rules, facts, and truth being taught, at the father's/Father's discretion, i.e., providing he/He deems it necessary, has time, the child is capable of understanding and is not questioning, challenging, defying, disregarding, attacking his/His authority, 2) to bless and/or reward the child who obeys and does things right, 3) to correct and/or chasten the child who does wrong and/or disobeys, so he might learn to humble, deny, die to, control, discipline his "self" in order to obey and/or do things right, and 4) to cast out the child who questions, challenges, defies, disregards, attacks his/His authority.

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven." Matthew 7:21

"Thou shalt also consider in thine heart, that, as a man chasteneth his son, so the LORD thy God chasteneth thee." Deuteronomy 8:5

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

"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 stimulates as the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires ("lusts") of the 'moment' that the world stimulates, 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 stimulates. 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 stimulates 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 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—as being "wicked," 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, with you removing or attempting to remove anyone who is getting in the way. No matter how much you try to 'justify' your "self" before men, seeking after and getting men's approval (affirmation), i.e., pleasing men you can not be or become "good." Only God is good. The only way you can become "good" in your eyes (and in the eyes of others) is to 'justify' your "self" (and their "self"), i.e., your "lust" (and their "lust") for the carnal pleasures of the 'moment' that the world stimulates, becoming God your "self" (making them God as well), determining right from wrong, good from evil according to your (and their) carnal nature, i.e., from your (and their) own "self," i.e., from your (and their) "sensuous needs" ("the lust of the flesh") and your (and their) "sense perception" ("the lust of the eyes"), i.e., from your (and their) "sense experiences" of this life ("the pride of life"), with pleasure being "right" and restraint, i.e., the father's/Father's authority, getting in the way of pleasure being "wrong." (Karl Marx, MEGA I/3)

"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

When behavior becomes subject to "science," all that can come out of the heart of the child is "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., that which "is of the world" only, 'justifying' the child's carnal nature, i.e., his love of ("lust" for) the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating and his hate of restraint, i.e., his dissatisfaction with, resentment toward, and hatred of the father's/Father's authority that gets in the way of his carnal nature, i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' his question, challenging, defying, disregarding, attacking the father's/Father's authority, negating his having a guilty conscience (that the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the process, so he and the psychologist, i.e., the psychotherapist, i.e., the facilitator of 'change,' i.e., the transformational Marxist can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with each other's affirmation. In the dialoging of opinions to a consensus process, i.e., in therapy the father's/Father's authority is negated in the participants thoughts, turning them against the father's/Father's authority in their actions.

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

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism) into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, the children "lusting" after the carnal pleasures of the 'moment,' hating restraint becomes right, i.e., the "norm," making right, i.e., the father's/Father's authority, i.e., the father/Father teaching his children right from wrong according to established commands, rules, facts, and truth wrong, turning the children against the father's/Father's authority.

"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." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive 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' [the child's heart] 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 ['liberate children from their parent's authority] through challenging the student's fixed beliefs and getting them to discuss issues [share how they "feel" and what they "think" about their parent's commands, rules, facts, and truth that get in the way of their carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating]." (Benjamin Bloom, Book 2: Affective Domain)

"Without exception, patients [children/students] enter group therapy with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home]."
"What better way to help the patient [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 [to the facilitator]? The therapist [the facilitator] is the living personification of all parental images [takes the place of the parent]. Group therapists [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 [dialogue their 'feelings,' i.e., desires and dissatisfactions of the 'moment' in the "light" of the situation]. The group [the children/the students must] feel free to confront the therapist [the facilitator], 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/Father, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [making the present and future subject to his carnal desires ("lusts," his "self interests") of the 'moment' that the world, i.e., the current situation and/or people are stimulating]." (Irvin Yalom, Theory and Practice and 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.

"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) In therapy "self" is 'liberated' from the father's/Father's authority (system).

All psychology, i.e., the psychologist aka the psychotherapist or the facilitator of 'change' can do is 'liberate' the child from the father's/Father's authority so he can do wrong, disobey, sin, i.e., can "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 (that the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, with the child's affirmation, turning the child against the father's/Father's authority during therapy, negating his having a guilty conscience (that the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, being affirmed by the psychologist, i.e., the psychotherapist, i.e., the facilitator of 'change,' i.e., the transformational Marxist. By focusing upon the family, i.e., "the group" the father's/Father's authority is negated in the children's thoughts and actions.

"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)

"Sense experience" is "the pride of life." "Sensuous need" is "the lust of the flesh." And "sense perception" is "the lust of the eyes." "Only" that which "proceeds from Nature," i.e., "is of the world." Behavior "science" began in a garden in Eden, where the master psychotherapist, i.e., the master facilitator of 'change' "helping" two "children" 'liberate' their "self" from the Father's authority, so they could "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people stimulated—making "sense experience," i.e., the flesh the bases of knowing right and wrong instead of the Fathers' commands, rules, facts, and truth.

"Experience is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Rogers, on becoming a person)

"To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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)

Without the "stimulus package" being applied in your child's life, i.e., without you taking care of the Karl Marx in your child, all you have is rebellion, anarchy, and revolution, i.e., the Karl Marx in your child taking care of you—and anyone else who gets in his way, including the unborn, the elderly, the innocent, and the righteous. It is why we see Marxism taking over the nation, taking place first in the classroom, as parent's, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, turn their children over to "educators," i.e., to psychotherapists, i.e., to facilitators of 'change,' i.e., to transformational Marxists (who merge Karl Marx and Sigmund Freud creating social-psychology, i.e., "group psychotherapy"), who through the use of the "group grade," i.e., the dialoguing of opinions to a consensus, i.e., "Bloom's Taxonomy" classroom 'liberate' their children from their authority, so they can do wrong, disobey, sin, i.e., can "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, i.e., with their children's affirmation.

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

"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)

"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