The Dialectic Agenda.
by
Dean Gotcher
If a father's commands and rules (to be obeyed without question) and facts and truth (to be accepted as, by faith) inhibit or block a child from doing what he wants to do when he wants to do it, then it is the father's authority system that prevents 'change.' While the child might disobey the father, it is the father's chastening which brings him back to his authority, the child from then on having a "guilty conscience" for disobeying, i.e., for doing wrong. But if the child can 'justify' to himself that his father's commands, rules, facts, and truth are "irrational" in the 'changing' times, i.e., in the current situation, i.e., if he 'reasons' dialectically, i.e., 'justifying' his "feelings" of the 'moment,' i.e., 'justifying' his desires (that the situation of the 'moment' offer him) and his dissatisfaction with or resentment toward whatever or whoever is preventing him from experiencing them) then the father's authority system becomes "irrelevant" in the child's feelings, thoughts, and actions, and in his relationship with other children who are doing wrong, allowing him to disobey or do wrong (along with the other children) without having a "guilty conscience." The common thread of dialectic 'reasoning,' i.e., "secularized Gnosticism," i.e., "self-social" 'justification,' is a persons refusal to recognize and acknowledge his deceitful and wicked heart, along with his "lust of the flesh, lust of the eyes, and pride of life" and God's wrath (condemnation and judgment) upon him because of it, with his need for God's forgiveness, and salvation by His work alone, requiring faith in Him alone, resulting in obedience to Him in all things commanded—indicative of the father's authority system over his children, with the children humbling and denying themselves in order to do the father's will instead of esteem and exalting themselves over and therefore against the father and his authority system, which comes from the "blank tablet" theory that the child comes into this world neither "evil" or nor "good," only uneducated, needing the proper upbringing (educational environment) in order to make him into a "good" person.
By moving education from the "old school" system, where children learn how to set policy, i.e., knowing right from wrong, i.e., can tell right from wrong because they have been told—where the educator 1) preaches commands and rules to be obeyed and teaches facts and truth to be accepted as is, by faith, 2) blesses or rewards those children who do things right or obey, 3) chastens or corrects those children who do things wrong or disobey (discussing with them, at the educators discretion, what they have done wrong and what they need to do to get or do things right), and 4) casts out (expels) the child who disrespects authority, i.e., who defiantly questions the teacher's (and parent's) commands, rules, facts, and truth and challenges their authority (Hebrews 12:5-11)—to where now the learning environment for the child, i.e., the "new school" system is where children learn how to 'discover' policy, i.e., learn how to "know" "right" from "wrong" (for the 'moment') through their dialoguing (openly sharing) with one another (with no fear of parental discipline) their opinions, i.e., their "feelings" of the 'moment,' i.e., their desires and dissatisfactions, i.e., their desire for the pleasures of the 'moment,' including the approval or "affirmation" of the other children, and their dissatisfaction toward authority, including their resentment toward other children who judge, i.e., condemn them, i.e., make them "feel bad" for their thoughts and actions, which inhibits or blocks them from "actualizing" themselves, to where they can now evaluate, 'reason,' and determine for themselves (aufheben) the "right" action to take in the "given situation," i.e., thinking and acting according to their "feelings" of the 'moment,' uniting with one another in a consensus, i.e., in a "feeling" of oneness with their common desires and common dissatisfactions (Genesis 3:1-6), negating the "guilty conscience" for disobedience (Romans 7:11- 25). By negating the "guilty conscience" for doing wrong (using the "super-ego," which is based upon their "feelings" of the 'moment' in order to determine right from wrong) they can now sin with impunity, i.e., establish policy upon their "feelings" of the 'moment' (which are ever subject to 'change,' i.e., ever subject to the given situation and the facilitator of 'change' who manipulates it—who seduces, deceives, and manipulates the children and their parent's, i.e., who "merchandises," i.e., "buys and sells" them as some "natural resource, " i.e., "human resource") rather than upon their parent's and/or God's "right and wrong," which are established forever, i.e., which are unchanging no matter the situation.
By 'changing' ("shifting") the students learning environment (the classroom) from the teacher preaching and teaching commands, rules, facts, and truth (to be accepted as is, by faith) to where the facilitator of 'change' "helps," i.e., "encourages" the students to dialogue their opinions to a consensus, i.e., to "group approval" or "affirmation," the students knowledge, values, skills, and relationship with one another is 'changed' from obedience to authority to the questioning and challenging of authority. By 'changing' knowledge from being taught, memorized, and put into action, to instead being "felt," i.e., "sense experienced" by the student, i.e., being analyzed or evaluated through the use of "Higher Order Thinking Skills" (HOTS)—which, when scientifically applied, is used on rocks, plants, and animals, which are established by the laws of nature, i.e., based upon the "stimulus-response" of nature established by God, but in this case used on the child's values, beliefs, and ethics of the 'moment instead, making the child subject to his carnal nature and the world only, instead—the child learns to 'reason' from the "light" of his "feelings" of the 'moment,' which are influenced or "stimulated" by the current situation, making values and ethics situation, i.e., making "truth" and "knowledge" "relative." Instead of knowledge being established by the "right and wrong" of authority, i.e., by the child's parents, the teacher, or by God, "knowledge," according to dialectic 'reasoning,' is the result of the child's "feelings" of the 'moment' being put into practice, in this case into "group" or social action, called praxis, 'justifying' his carnal nature, negating parental authority, i.e., the father's/Father's authority in the process. In the dialectic 'reasoning' process the child's "I feel," i.e., the child's "sensuous needs" and "sense perception" of the 'moment,' i.e., sight, leads to "I think," i.e., to dialectic 'reasoning,' 'i.e., to the child 'justifying' his "feelings" of the 'moment,' i.e., "esteeming" himself over and therefore against parental authority, i.e., over and therefore against the father/Father's authority system, resulting in "I know" (knowledge), with the child's "feelings" of the 'moment' controlling his thoughts and actions instead of his parent's, teacher's, and/or God's "Because I said so," and/or "It is written" (faith). In this way, through dialectic 'reasoning,' individualism, under God (faith) is replaced with the individual finding his identity ("peace") within his "feelings" of the 'moment' and within society which is stimulating them (sight). His 'drive' and 'purpose' for life, from then on, is founded upon "the groups" approval of his "feelings," i.e., "affirming" his carnal thoughts and carnal actions of the 'moment,' i.e., his desire (love) for the carnal pleasures of the 'moment' and his resentment (hatred) toward authority which restrains him.
While "traditional" education needs no "taxonomy," there being either a right or wrong answer to the question, "transformational" (contemporary), psychotherapy education, since it is based upon the child's "feelings" of the moment, must treat the student as a rat, chicken, dog, etc., or some mineral, i.e., tempting him, poking him, putting him under heat and pressure (as in a Laboratory) in order to observe his response, thus grading (taxonomizing) the child according to whether he responds with a "right" or "wrong" (which animals do not do) or according to his "feelings" of the 'moment,' i.e., according to "stimulus-response" (which animals do), i.e., where along the spectrum of 'change' the child's resides in the 'moment,' i.e., according to the given situation. Taxonomies, such as "Bloom's, Marzano's, and Webb's Taxonomies," used today to grade the student's behavior in response to the given situation, in the "light" of his "feelings" of the 'moment,' determine where along the spectrum of 'change' a student's 'reasoning' resides at any given 'moment' or situation, i.e., whether he is remaining more 'loyal' to the father's authority system, i.e., thinking and acting according to the father's system of "right and wrong" (remaining a resister to 'change,' "prejudiced," a "lower order thinking") or is become increasingly more 'loyal' to the 'compromise' ('willingly' participating in the process of 'change,' "tolerant of deviancy," a "higher order thinker" in morals and ethics) which is required in order to initiating and sustaining "relationship" with those who are doing wrong, i.e., who are not in agreement with his father's/Father's "right and wrong" authority system. Traditional education bases "Knowing" upon being told, i.e., "You can not go out." and "Comprehension" as being asked "Do you understand what I just said?" in other words "You will be punished if you disobey, i.e., if you go out," with "Application" being the child deciding to go out anyway (following after his "impulses and urges" of the 'moment'), with "Analysis" thus being the child learning how important "Knowing" is as the father or teacher takes him to "the wood shed" for disobeying or doing things wrong (when he "knows better"). In the "taxonomy" the child must disobey the parent or teacher (or God), i.e., question their commands, rules, facts, and truth and challenge their authority system, in order to learn what is right and what is wrong for himself, with "Synthesis" being his finding common-ism with himself and with the other students, based upon his and their "feelings" of the 'moment,' i.e., the "affective domain," i.e., his and their desire for (love of) pleasure and resentment toward (hate of) restraint, his and their method of "Evaluation" from then on being based upon his and their "feelings" of the 'moment,' i.e., upon his and their affective domain and the situation that stimulus it instead of upon the "right and wrong," i.e., the standards of his and their parents, teacher, etc., and the Word of God. "But he [Jesus, the obedient Son of God] answered and said [to Satan, the master facilitator of 'change'], It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." Matthew 4:4
The dialectic process is structured upon the social action, i.e., socialist action (called praxis) of children/mankind negating the father's/Father's "top-down," "above,-below," "right-wrong," "do what I say or else" authority system, i.e., negating the way that the earthly father and the Heavenly Father think and act in their (the children's) feelings, thoughts, and actions, as well as in the way that they relate with one another. The dialectic process is children/mankind working together in consensus (with a feeling of "oneness") 'justifying' themselves, i.e., "esteeming" themselves over and therefore against the father's/Father's authority system, i.e., 'liberating' themselves from the father's/Father's authority system in their feelings, thoughts, and actions, as well as in their relationship with one another, so that they can be carnal, i.e., of the world only, enjoying the carnal pleasures of the world without being "repressed," i.e., without having a "guilty conscience" for doing wrong, i.e., no longer "alienating" or experiencing "alienation" from others because they no longer make others "feel guilty" for doing wrong. Remove the Ten Commandments from the school house walls, the Scriptures from the textbooks, prayer in the name of the Lord Jesus Christ, i.e., Romans 7:11- 25, and the paddle for bad behavior, Hebrews 12:5-11, and replace them with children dialoguing their opinions amongst themselves to a consensus for a "group grade" (with no fear of reproof, correction, or rebuke), i.e., "esteeming" themselves, i.e., 'justifying' their "selves," i.e., their carnal desires ("lusts") of the 'moment' over and therefore against the father's/Father's authority system, i.e., Genesis 3:1-6 and you have the contemporary, Transformational, Marxist, i.e., psychotherapy, i.e., facilitated classroom environment of today. Remove the father's/Father's authority system from the classroom and the "guilty conscience" for doing wrong is negated in the process. In other words, if you remove "do right and not wrong" "or else," i.e., "either-or," i.e., there is a consequence for your thoughts and your actions (cause and affect), from the classroom environment, you negate the children "feeling bad" for thinking about or for doing what they want ("lust") to do in the 'moment,' yet what they are told they are not to do "or else," i.e., you negate "the negative valance," i.e., you negate what is created by the father's/Father's authority system—the children humbling, denying, controlling, and disciplining themselves, with the father's commands, rules, facts, and truth influencing their feelings, thoughts, and actions, and their relationship with one another in the 'moment.' (Kurt Lewin)
The "common" of Communism (common-ism) or "democratic socialism," democratization, conscietization, habitualization, synergism, etc., i.e., Transformational Marxism, i.e., psychotherapy is established upon our carnal nature, i.e., upon our love of pleasure (as well as our love toward those who augment pleasure) and our hate of restraint (as well as our hate toward those who inhibit or block us from having pleasure), something we all have in common with one another from birth (it is the Karl Marx in us—If we love our "self" and the pleasures of the world we hate God and his restraints. If we love the Lord God, we hate our "self" and the world when we do wrong, i.e., when we sin, repenting and seeking forgiveness for our sins, i.e., for our disobedience). It is our common nature, from birth, to approach pleasure and avoid pain, with a "good day" being a day without pain or a day with more pleasure than pain and a "bad day" being a day with pain or a day with more pain than pleasure, measuring the worth of the day based upon the pleasure-pain spectrum of our carnal nature, i.e., making the agenda or purpose of life the augmentation of pleasure and the attenuation of pain. This is something we can all readily identify with and approve. It is our carnal nature speaking when we make the carnal pleasures of the world our standard for "right" and pain, including the pain of 'missing' out on pleasure, the standard for "wrong." Void of the Father, Son, and Holy Spirit, i.e., the joy of the Lord (righteousness) and faith, it is all we have, i.e., our carnal nature (sensuousness, i.e., our "sensuous needs" and "sense perception" of the 'moment') from which to evaluate the world we live within, thus determining right and wrong from. "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 "For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9
While dad and mom are not perfect, they may be downright tyrants, the office they serve in is perfect, being given to them by God to serve under Him in. The dialectic agenda is to destroy (negate) the office, thereby negating the children, i.e., next generation of citizens putting their trust (having faith) in God, putting their trust (having faith) in themselves and "the community" (in their flesh and the world) instead. "Thus saith the LORD; Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." "Blessed is the man that trusteth in the LORD, and whose hope the LORD is." Jeremiah 17: 5, 7
To be "tolerant of" (or to be silent in the midst of) unrighteousness, i.e., not reproving, correcting, or rebuking those who are doing wrong in order to initiate and/or sustain their approval, is to 'justify' unrighteousness, making unrighteousness the "norm." Your silence, i.e., your refusal to reprove, correct, or rebuke (warn) those who praxis unrighteousness, is to 'justify' unrighteousness in their eyes, with them loving you (approving, i.e., "affirming" you) for being "understanding," i.e., for being "rational," therefore making you "relevant" to them and the world, thus making anyone who chastens them "irrational" and therefore "irrelevant" in their thoughts and actions, 'justifying' their negation. "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."
It is our parent's, i.e., the father's/Father's authority system that introduces us to doing right and not wrong, despite the pain we might have to endure, including the pain of having to miss out on pleasure in doing what is right, i.e., to obedience or "else," as Karl Marx explained it, with us, as children, submitting our "self" (are carnal nature) to the father's authority, thereby 'creating' an "alien and hostile force," indicative of the "old" world order. "The life which he [the child] has given to the object [to the father, by obeying him, submitting his will to obeying the father's commands, rules, facts, and truth without question, i.e., by faith that] sets itself against him [the child] as an alien and hostile force ["repressing" his carnal nature, "alienating" him from the other children of the world, separating (dividing) himself from them because of their carnal nature and his refusal to participate in or tolerate it, i.e., doing wrong]." (Karl Marx, MEGA I/3)
The dialectic 'logic' is: once the child 'condones' the father's authority system over him in the home, he 'condones' the Kings authority system over "the people" in the nation, and the Heavenly Father's (God's) authority system over the souls of men in the creation. Karl Marx wrote: "Once the earthly family [with the earthly father's authority ruling over the family] is discovered to be the secret of the holy family [with the Heavenly Father's authority ruling over the creation], the former must itself be annihilated [vernichtet] theoretically and practically [the father's authority must be negated, not only in the child's thoughts but in his actions as well]." (Karl Marx, Theses On Feuerbach #4) The mantra of the "new" world order is: 'liberate' the child and his carnal nature, i.e., make the child's nature the law of the land, in the name of "peace and affirmation," i.e., "Make the world safe for Democracy" and the father's authority system over the children and the home and the Father's authority system over "the people" and the land will be negated in the process.
The dialectic agenda is the use of the pattern of Genesis 3:1-6, what I call Satan's "Genesis project," 'liberating' the child/man from the pattern of the father's/Father's authority system, as explained in Hebrews 12:5-11, thereby negating the "guilty conscience" for doing wrong, as explained in Romans 7:11- 25, i.e., negating the Father and His only begotten, obedient Son, Jesus Christ,i.e., repentance and salvation by faith, as being the only solution to our sinful nature. I have kept explaining this over the years, to little avail, since American's (including "Christian's") ears have become more attuned to the "feelings" of the 'moment' (enjoying the pleasures of the 'moment') rather than the truth (having to miss out on the pleasures of the 'moment' in order to do right and not wrong). Most American "Christians," "ministers," and "churches" are Marxist, something they do not know or are not willing to admit, thinking that they can 'justify' their carnal nature and serve God at the same time. The dialectic lie, i.e., the great deception is that we can serve our own "self interests," the "community," the world, and God at the same time. "No man can serve two masters: for either he will hate the one, and love the other. . .Ye cannot serve God and mammon." Matthew 6:24 "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
The soviet system (the same system as the consensus process), had its praxis in the Mir's of old Rus (the seedbed of the Russian Revolution). It was a method used to guarantee that no one person, acting as a landowner, could usurp authority over the collective, i.e., over "the people." What began in the Russian Revolution (modeled after the French Revolution) was an effort to remove the "father's authority system" from the world, reflected in the Tsar, i.e., the Caesar, Kaiser, or King. It eventually failed because those who became leaders after the revolution restored a father's authority over "the people" again. While the children, i.e., the proletariat could kill the father figures in "society," removing the leaders, along with the landowner's and the business owners, i.e., the King and the bourgeoisie, with their "My property. Not yours." "My business. Not yours." "My country. Not yours." "My family. Not yours." attitude, they kept reappearing, raising their head up in government, taking control over "the people" again, establishing policies (laws) which condoned individualism, under authority, guaranteeing their own personal gain.
While "traditional" Marxists focused upon killing the father figures in society (via violent revolution), it was the "transformational" Marxists (who merged Karl Marx with Sigmund Freud and visa versa, i.e., who 'created' group psychotherapy, engendering the so-called "velvet" revolution of civil disobedience) who saw the need to kill the father figure not only in society but also in the feelings, thoughts, and actions of the children, including in the relationship they had with one another.
If 'change' was not only to be initiated but sustained, the way the children were educated had to be 'changed' as well. According to their 'reasoning,' if that was not done, if the father's/Father's authority system was not removed from the classroom, i.e., from the child's personal experience in the classroom, the father figure would continue to reappear in government through the next generation's participation in government. While psychology was used in the "old" system, the classroom still retained a "Do as I say or else," father's authority system. The object was therefore to 'change' the learning environment of the children, negating the father's authority system in the student's experience, inside and outside the classroom. The object was not to kill the father figure in society outright, but to remove all of his supports instead, via. national (supreme court), state, and local (regional) laws, the media, child protection agencies, and education. In education the plan was to kill the father figure in the children, i.e., in the next generation of citizens. In that way the children would willingly do the job, i.e., negate the father's authority themselves, without having a "guilty conscience." It is why I call "Bloom's Taxonomies," modeled after the soviet system, i.e., using the same pattern or system Satan used on two "children" in the garden in Eden (Genesis 3:1-6) dressed up as academics, "secularized Satanism," "intellectualized witchcraft."
For 'change' to not only be initiated but also sustained, the classroom had to be modeled after the soviet system, something which did not escape the notice of the Superintendent of Education (of all places) in California in the early 20's. "Has authority been banished in these later days? Has the world reached a point where it will condone the formation of pupil soviets?" "No school worthy of the name can exist unless the principle of respect for authority is observed. No school can exist without discipline, without subordination of pupils to reasonable rules and regulations. Anarchy in school means anarchy in the nation later on." (Will C. Woods, Superintendent of Public Schools of California, California Blue Bulletin, March, 1921, as noted in Sixteenth Report, Senate Investigation Committee on Education: Curriculum Changes, Senate of the State of California, California Legislature 1958, who noted: "There should be no secrets in the public schools kept from the parents.") It is interesting that, despite Mr. Woods being instrumental in the formation of many of the Universities in California, his name does not appear on any of their buildings, the education establishment making sure of that.
The Transformational Marxist, Theodor Adorno, defined the traditional family condition this way: "Family relationships are characterized by fearful subservience to the demands of the parents and by an early suppression of impulses not acceptable to them." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Authoritarian submission [the child submitting his will to his father's will, man submitting his will to God's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "Superstition [belief in God] indicates a tendency to shift responsibility from within the individual onto outside forces beyond one's control . . . the ego has 'given up,' renounced the idea that it might determine the individual's fate by overcoming external forces [by destroying the Father's authority the child (society) is thus 'liberated' from "prejudice"]." "Submission to authority, desire for a strong leader, subservience of the individual to the state, and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed [National Socialism] that a search for correlates of prejudice had naturally to take these attitudes into account." "It is a well-known hypothesis that susceptibility to fascism is most characteristically a middle-class phenomenon [doing your best as unto the Lord], that it is ‘in the culture' and, hence, that those who conform the most to this culture will be the most prejudiced." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life ["The conception of the ideal family situation for the child: (1) uncritical obedience to the father and elders, (2) pressures directed unilaterally from above to below, (3) inhibition of spontaneity, and (4) emphasis on conformity to externally imposed values."] also seemed of importance for our problem [the negation of fascism, i.e. the negation of nationalism, i.e. the negation of the Father's authority, the source of nationalism, i.e. "potential fascism," "prejudice"]." (Theodor Adorno, The Authoritarian Personality) All certified teachers are trained in using Adorno's ideology in the classroom, most without knowing it. ("Bloom's Taxonomies" are established upon Adorno's Weltanschauung, i.e. his world view or paradigm—sited on pg.166 of the second Taxonomy, i.e. the Affective Domain)
"Freud referred to the group's 'need to be governed by unrestricted force, it's extreme passion for authority, it's thirst for obedience.'" "Among the strongest of these is man's need for an omnipotent, omniscient, omnicaring parent, which together with his infinite capacity for self-deception creates a yearning for and a belief in a superbeing." (Irvin Yalom, Theory and Practice and Group Psychotherapy)
"The negative valence of a forbidden object which in itself attracts the child 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: Selected Papers)
"An outright enforcement of the new set of values and beliefs is simply the introduction of a new god ["fixity"] who has to fight with the old god, now regarded as a devil." (Kurt Lewin and Paul Grabbe, "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)
Max Horkheimer wrote: "The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori) Therefore, according to Theodor Adorno, who's' works "Bloom's Taxonomies" are built upon, "Social environmental forces must be used to change the parents behavior toward the child." (Theodor Adorno, The Authoritarian Personality)
Warren Bennis wrote: "In order to effect rapid change, [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children —One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." "Any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequence of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process one begun." "Once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching the authoritarian family is moribund, regardless of whatever countermeasures may be taken." (Warren Bennis, The Temporary Society)
"Freud and Hegel are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "Capitulation enforced by parental authority under the threat of loss of parental love . . . can be accomplished only by repression." "Eros is fundamentally a desire for union with objects in the world. Eros is the foundation of morality." "The individual is emancipated ['liberated from the Father's authority] in the social group [his loss of love (approval) by the Father is replaced with love (approval) by society]." (Norman O. Brown, Life Against Death, The Psychoanalytical Meaning of History)
The spiritual ramifications of participating in psychotherapy: "To experience Freud is to partake a second time of the forbidden fruit; and this book [Norman O. Brown's book, Life Against Death, The Psychoanalytical Meaning of History] cannot without sinning communicate that experience to the reader." (Source: the March 23-30, 2005 issue of Metro Santa Cruz, an article written by Mike Connor. Connor writes "But Brown believed that the payoff was worth the price of sin —namely, that alienation would be overcome, and the return of the repressed completed, rendering problems of sin permanently moot.") Erick Fromm wrote: "In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (Erick Fromm, You Shall Be As Gods) Herbert Marcuse wrote: "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.'" ( Sigmund Freud as quoted in Herbert Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
The child 'liberating' himself from the father's authority system, through his use of dialectic 'reasoning,' 'justifying' his love of pleasure and hate of restraint, along with other children, along with their affirmation, 'liberates' not only himself but all other children as well from the father's/Father's authority system, thereby 'liberating' not only himself but all children from having a "guilty conscience" for doing wrong. This is where we find the 'modus operandi' of the "new" world order, in the heart of the children 'liberated' from the father's/Father's authority system, with the children (with the "help" of the facilitator of 'change') 'creating' a "new" world order of unrighteousness and abominations.
"Alienation is the experience of 'estrangement' (Verfremdung) from others," "Alienation has a long history. Its most radical sense already appears in the biblical expulsion from Eden." "God is thus the anthropological source of alienation." "Alienation will continue so long as the subject [the child or man] engages in an externalization (Entausserung) of his or her subjectivity [makes himself, his flesh subject to his father's will or to God, his Heavenly Father's will]." (Stephen Erik Bronner, Of Critical Theory and its Theorists).
As Abraham Maslow wrote in his Journals "Yet nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations. Must move in the direction of the Reichian orgasm [abomination—Wilhelm Reich wrote: "Psychoanalysis is the mother, sociology the father, of sex-economy." "The child's and adolescent's natural love of life must be protected [from the Father's authority] by clearly defined laws [protecting the child's carnal nature]." "Those forces in the individual and in the society that are natural and vial [carnal] must be clearly separated from all the obstacles that operate against the spontaneous functioning of this natural vitality." "It is the elimination of all obstacles to freedom that has to be achieved." "Natural sociability and morality ["human nature"] are present in men and women. What has to be eliminated is the disgusting moralizing [the Father's authority] which thwarts natural morality and then points to the criminal impulses, which it itself has brought into being." "Sexually awakened women [". . . the right of the woman to her own body."], affirmed and recognized as such, would mean the complete collapse of the authoritarian ideology." "The termination of pregnancy is at variance with the meaning of the family, whose task is precisely the education of the coming generation – apart from the fact that the termination of pregnancy would mean the final destruction of the large family." "The preservation of the already existing large families is a matter of social feeling; . . the large family is preserved because national morality and national culture find their strongest support in it." (Wilhelm Reich, The Mass Psychology of Fascism)]." "I must put as much of this as is possible & usable in my education book, & more & more in succeeding writings." and in Maslow on Management "In our democratic society, any enterprise—any individual—has its obligations to the whole."
© Institution for Authority Research, Dean Gotcher 2016
