The Fires of Moloch. by Dean Gotcher

The Fires of Moloch.
(the dialectic classroom)

Dean Gotcher

Picking up your cross as a child, is holding to your parent's standards, i.e., honoring your father's authority despite how your class and teacher(s) treat you, as Jesus obeyed his Heavenly Father in all things commanded, enduring the rejection of men—Matthew 16:24. While the cross of the parents (obeying the parent) is not the same as the cross of the Lord's (obeying His Heavenly Father), one only being of the earth, temporary, the other from God, eternal, they are the same in structure or system, i.e., the child doing the father's/Father's will despite the temptations of pleasure and/or the suffering of pain which comes the child's way, including the pain which comes from the rejection of other children and the pain which comes from missing out on the pleasures they are enjoying in the 'moment'). While our earthly father is not perfect, i.e., he might be a downright tyrant, God is perfect, yet his system or office of authority is the same as God's, i.e. given to him by God to serve Him in, i.e., under His authority, i.e., according to His will (which he might not be doing), i.e., "top-down"—Hebrews 12:5-11. Education today is trying to convince children that they are not wrong or sinners (before a Holy, Pure, and Righteous God—Romans 7:11- 25), needing a savior, but only misguided, no longer needing to be concerned about bearing a cross (doing the father's/Father's will no matter what, i.e., doing right and not wrong, obeying and not disobeying), being accepted (approved) as they are (carnal, i.e., desiring pleasure and resenting [hating] restraint and the restrainer, i.e., establishing pleasure [their carnal desires—1 John 2:15-17] as being "good" and pain, i.e., the restraining and the restrainer of pleasure [the father/Father and his/His authority] as being "evil") by the class and the "teacher," i.e., the facilitator of 'change'—Genesis 3:1-6.

"Few individuals, as Asch has shown, can maintain their objectivity [belief or faith in their parent's or God's position and authority] in the face of apparent group unanimity;" (Irvin D. Yalom, Theory and Practice and Group Psychotherapy) Since, from childhood on, we talk to our "selves" (dialogue with our "self") regarding our desires of the 'moment' and our resentment toward restraint and the restrainer—those who inhibit us or block us from having that which we desire—to find "common ground," i.e., to "build relationship" with others of like desires and resentment, i.e., of common "self interest," would be tantamount to throwing gas on a fire, i.e., throwing your child into the fires of Moloch. To place your child in a classroom full of children openly dialoguing amongst themselves what your child is already privately dialoguing with himself about, i.e., his desires of the 'moment' and his resentment of your commands and rules, will guarantee the negation of his respect toward you and your authority, resulting in him questioning and challenging you and your authority when he gets home. "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: The Classification of Educational Goals: Handbook 2, Affective Domain)

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

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group ['redeemed' from parental authority, 'reconciled' to the worldly only]." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." (Theodor Adorno, The Authoritarian Personality) According to dialectic 'reasoning,' by getting your child (in the classroom or youth group) to set aside your authority as a parent, i.e., "encouraging" them to dialogue their opinion (how they are "feeling" and what they are "thinking" about in the 'moment,' i.e., sharing their desires of the 'moment' along with their dissatisfaction toward parental authority which is preventing them from having or satisfying them) in order for them to set the cross down (not to be so "negative" or judgmental, i.e., preachy and teachy, i.e., holding the class accountable to their parent's standards as they are) so that they can become "at-one-with" the class, your child is 'liberated' from the wickedness of their heart and the judgment of God, being 'redeemed' by "group approval" instead.

Placing your child in the "contemporary" classroom, which "encourages" your child (via peer pressure, i.e., "group approval") to "willingly" set aside their faith in you and God in order to participate with "group approval," is placing your child in the "Fires of Moloch." If you send your child into the classroom to be a "witness," your child will be a witness, i.e., they will be martyred. After all, that is the dialectic agenda. Is it yours? Who would do that to their child?

While the Lord Jesus Christ was obedient in all things His Heavenly Father commanded Him, being sent by His Heavenly Father to die on the cross for our sins, our children can not do the same, not being righteous in and of themselves. While we want them to be a witness for the truth wherever they go, we are not to deliberately place them in a classroom of temptations in order to "test" them. The world will do that on its own. If you or your family and friends are concerned about their "social life," then read Karl Marx and do what he says.