The Marxist Waltz. by Dean Gotcher

The Marxist Waltz.
(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

"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

"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 is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires (pleasures) of the 'moment,' 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], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your "self interest," which includes your hate of restraint, as being evil, i.e., "wicked" because your love of pleasure ("self interest"), getting in the way, blinds you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest" which the world stimulates blinds you to your hatred toward restraint, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back.

The Marxist Waltz: take two steps "forward" with the facilitator of 'change' to where you have gone to far to accept the 'change' (at the time), then one step back to where you think you are back (comfortable) again, i.e., to where you "win," i.e., you get what they want, i.e., your "self interest," i.e., you have 'changed.' "Self," i.e., "self interest" is not ridged, like some established command, rule, fact, or truth, i.e., the father's/Father's authority but is malleable, i.e., subject to 'change' according to your carnal nature (pleasures, i.e., "lusts") of the 'moment' (dopamine emancipation) which the world stimulates. With the Marxist Waltz you can be marched across the dance floor to your demise, with the facilitator of 'change' encouraging you, enjoying the dance ("enjoying the present") all along the way. Dialoguing opinions to a consensus (affirmation) sacrifices all that "Is," i.e., the father's/Father's authority upon the altar of 'change, 'i.e., "self interest," i.e., "ought," i.e., the carnal nature of the child, i.e., "lust," negating the father's/Father's authority, i.e., restraint and the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" so you can do wrong, disobey, sin, i.e., "lust" after the carnal pleasures of the 'moment' which the world stimulates, i.e., be a Marxist, i.e., question, challenge, defy, disregard, attack authority, kill the unborn, the elderly, the innocent, the righteous, etc., i.e., those who get in the way of pleasure, at least turn the other way ("abhor not evil," i.e., "It is not my problem" when they are being negated) with impunity (for the "good" of society, i.e., for the "good" of "the people," i.e., for the "good" of "self," i.e., for the "enjoyment of the present," i.e., for "lust," i.e., for "self" preservation).

"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 imagines his "lusts" and how to remove (negate) those who get in the way of them]; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

The Marxist dance floor is strewn with the bodies of those who refused to participate in, who got in the way of, or could not keep up with the Marxist Waltz, so as long as the music goes on, i.e., if you continue to dialogue with your "self," i.e., 'justifying' your "self" (when you are doing or thinking about doing wrong, disobeying, sinning) when you finally refuse to participate, when you get in the way, or when you can not keep up, i.e., when you no longer serve a useful 'purpose' to the facilitator of 'change' and "the group" dancing with him to the Marxist tune you will be next. For example: taking "ownership" of a business (that is not yours) results in you being "right sized," i.e., removed when you no longer serve its 'purpose,' with the facilitator of 'change' and the "human resource" personnel, i.e., Marxists negating you for the "good" of the "business," i.e., for the "good" of "the people," doing so without having a guilty conscience. You lost that, i.e., them caring about what happens to you with their first step, with their "self interests," i.e., their love of pleasure, i.e., their "lusts" binding them to the wickedness of their heart, as it did to you with your first step.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') If pleasure, i.e., "lust" for the carnal pleasures of the 'moment' which the world stimulates is the 'drive' of life then the 'purpose' of life must be the negation of anyone who gets in the way of pleasure (the unborn, elderly, innocent, righteous), who must be sacrificed upon the alter of "enjoying the present"—where worship of "self," i.e., "self interest," i.e., "lust" 'justifies' their negation.

"Once the earthly family [with children having to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's will, i.e., in order to do right and not wrong according to the father's established commands, rules, facts, and truth] is discovered to be the secret of the Holy family [with the Son humbling, denying, dying to, controlling, disciplining his "self" in order to do the Father's will, i.e., in order to do right and not wrong according to the Father's established commands, rules, facts, and truth], the former [the earthly father's authority, i.e., the system itself with children having to trust in (have faith in) and obey the father (their parents), their teacher, the laws of the land, etc.,] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's thoughts as well as in their actions—resulting in children no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their carnal nature, i.e., their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment,' 'creating' a "new" world order of "lawfulness without law," i.e., "lawlessness" where the child's carnal nature rules without parental restraint]." (Karl Marx, Feuerbach Thesis #4)

"'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 father no longer exercises his authority or has authority over his children in the home, forcing them to do right and not wrong according to his established commands, rules, facts, and truth that go against their nature, i.e., their carnal desires of the 'moment,' that the world stimulates]." His history is of civilization (what he based psychology on) is that of children who, loving the pleasures of the 'moment,' what he called "incest," hating the father's/Father's authority (restraint), what he called a "barrier to incest," not only "killed" the father but ate ("devoured") him as well. "... 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 Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud) Only as the children "collectively," i.e., unite as "one," i.e., in consensus 'purpose' to kill (and devour) the father/Father can they overcome the guilty conscience for their praxis—something Freud recognized the sons did not do, who out of having a guilty conscience for their actions, memorizing the father's authority, establishing it's "top down" order back into government again (not making all policy environments subject to the dialoguing of opinions to a consensus process itself, where there is no father's/Father's authority), thereby producing a "neurosis" of civilization. Without the collective experience in negating ("devouring") the father's/Father's authority in the consensus process the individual can not be 'liberated' from the father's/Father's authority, i.e., from having a guilty conscience for doing wrong, disobeying, sinning (against the father/Father) in his personal thoughts and in his social actions.

"It is not individualism [the child having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning, i.e., "lusting"] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will and doing his own will instead, when his will, i.e., his carnal desires ("lusts") of the 'moment,' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another]. Society ["human relationship based upon self interest," i.e., "building relationship" with others, based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"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 also seemed of importance for our problem [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., i.e., the father's/Father's authority system so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment,' the world that stimulates it, and those seducing, deceiving, and manipulating them, using them, as "human resource" for the carnal pleasures and gain, casting them aside when they no longer are of use]." (Theodor Adorno, The Authoritarian Personality)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father'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." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." (Adorno)

"To create effectively a new set of attitudes and values [a new paradigm, i.e., way of feeling, thinking, and acting toward "self," others, and the world, and responding toward authority], 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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain; commonly referred to as "Blooms' Taxonomies," curriculum by which all teachers are certified and schools accredited by today. Do not be fooled, although marketed as "academics," i.e., teaching "higher order thinking skills," they are all about paradigm 'change,' i.e., 'changing' the way students think about and act toward authority, i.e., parental authority, negating the father's/Father's authority system in the children's thoughts and actions, so they, i.e., the children and the facilitator of 'change' can do wrong, disobey, sin, i.e., "lust" with impunity, i.e., consensus, i.e., affirmation.)

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development [the carnal desires of the child]." (Book 2: Affective Domain)

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

By 'discovering,' through dialogue your "self interest," i.e., your "lust," i.e., what you "covet" a ring is put in your nose so the facilitator of 'change' can lead you down the pathway of 'change' (with ease), using you as "human resource" for his own pleasure and gain with your "willing" participation. Any disagreement from you from then on will then be quickly resolved with a pull of the rope, i.e., with your fear of losing out on your "self interest," i.e., your "lust," i.e., what you "covet" bringing you back into line. "And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3

"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) The psychotherapist, i.e., the facilitator of 'change, separating you, i.e., your "self" from the father's/Father's authority, knows you, in isolation, seeking identity (there is no identity in "self") will 'discover' it in "the group," which, following after ('liberated' by) the facilitator of 'change,' is, like you, "lusting" after the carnal pleasures of the 'moment' which the world (the situation) is stimulate, which the facilitator of 'change' is manipulating.

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) It is in dialogue we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only.

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) There is no father's/Father's authority "in" "the group," only the carnal nature of the 'child' being 'liberated' from the father's/Father's authority.

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where children accept and obey established commands, rules, facts, and truth, i.e., do right and not wrong according to established standards, i.e., do the father's/Father's will; the soul knows by being told ("fixity") the flesh by experiencing for it "self" ("changingness," i.e., "flow," i.e., "process" according to the situation)]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will to doing what "seems" 'right,' i.e., what satisfies their carnal desires, i.e., "lusts" of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [with doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth being his concern, avoiding those who do wrong—"evil company corrupts good morals"]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group," i.e., the facilitator of 'change' and "the people," including those who "lust"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with "the group" affirming his "lust"] – he has become an integrated process of changingness." (Rogers, on becoming a person) Hitch your "self" to the star of "self interest," i.e., to your "lust" for the carnal pleasures of the 'moment' which the world stimulates, i.e., through dialogue, i.e., "self" 'justification' get rid of (negate) the father's/Father's authority that "gets in the way," and the facilitator of 'change' owns your soul.

"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [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 [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [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 [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], 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's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Yalom)

If I as an "educator" can gain access to your child's "self interests," i.e., their dissatisfaction with your authority as a parent, I own their soul. 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. See more on the subject of "education" in the issue "Teacher Training."

"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., desires and dissatisfactions of the 'moment' with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his or her "self" and the world only—'liberated' from the father's/Father's authority]." (Adorno)

"Persons will not come into full partnership in the process until they register dissatisfaction [with authority]." (Benne, Curriculum Change)

As Carl Rogers, the "great" facilitator of 'change,' i.e., psychotherapist, i.e., seducer, deceiver, and manipulator of children (taking the father's/Father's place in the children's thoughts and actions), stated: "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." "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." "'Now that we know how positive reinforcement works [dialoguing opinions to a consensus, i.e., dialoguing our feelings (our carnal desires of the 'moment') to a feeling of oneness ('discovering' through dialogue the common carnal desires that we can all agree on, thereby affirming ourselves, and working together, as one, in fulfilling them, we establish our carnal desires of the 'moment,' i.e., our "self" over and therefore against the father's/Father's authority, i.e., his/His restraints)], and why negative doesn't' [the father's/Father's authority to 1) give us commands and rules which go counter to and therefore restrain our carnal desires of the 'moment,' 2) reward us or bless us when we do what is right and obey, 3) chasten us when we do wrong and disobey, and 4) cast out those who disrespect i.e. who question and/or challenge his/His authority, i.e., who reject his/His restraints]... 'we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled [the manipulated] though they are following a code much more scrupulously [more government regulations and oversight (sight based management)] 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. That's the source of the tremendous power of positive reinforcement—there's no restrain and no revolt. 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, on becoming a person) Emphasis in original. God has warned us of such praxis. Psychology is based upon, i.e., 'justifies' the deceitfulness and wickedness of man's heart—why man so readily identifies with it and embraces it, being full of it, i.e., full of "self"—loving the pleasures of the 'moment,' hating restraint (and the restrainer) when it (he/He) gets in the way.

G. B. Chisholm, the first Director-General of the World Health Origination under the U.N., wrote, regarding the use of psychotherapy to 'change' the world, i.e., to 'liberate' children from the father's/Father's authority: "For many generations we have bowed our necks to the yoke of the conviction of sin. We have swallowed all manner of poisonous certainties fed us by our parents, our Sunday and day care school teachers, our politicians, our priests, our newspapers, and others in a vested interest in controlling us." "'Thou shalt not become as gods, knowing good and evil,' good and evil with which to keep children under control, with which to prevent free thinking, with which to impose local [familial] and national loyalties, and with which to blind children to their glorious intellectual heritage." "The mature person ... has the qualities of adaptability and compromise." "Is the family, the school, or the church teaching in that direction?" "The re-interpretation and eventually eradication of the concept of right and wrong which has been the basis of child training, the substitution of intelligent and rational thinking for faith in the certainty of the old people, these are the belated objectives of practically all effective psychotherapy." "Would it not be sensible to stop imposing our local prejudices and faiths on children and give them all sides of every question so that in their own good time they may have the ability to size things up, and make their own decisions." "If the race is to be freed from its crippling burden of good and evil it must be psychiatrists who take the original responsibility." "The fact is that most psychiatrists and psychologists and many other respectable people have escaped from these moral chains and are able to observe and think freely." "Psychiatry must now decide what is to be the immediate future of the human race. No one else can." (G. B. Chisholm, Reestablishment of Peacetime Society: The Responsibility of Psychiatry)

"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)

When you participate in dialogue in any environment dealing with right and wrong you are doing the Marxist Waltz, 'liberating' your "self" and all who are participating with you from the father's/Father's authority, i.e., from "I AM, THAT I AM." When "ministers" bring dialogue, i.e., the Marxist Waltz into the "church," making the Word of God subject to the opinions of men, they become wolves in sheep skin. Woe be to the man who uses the bride of Christ for his own gain, selling her at the street corner of the world like a prostitute, for his own gain ("lusts"). He might bask in the praises of men in this life but judgment and damnation (the lake of fire that is never quenched) awaits him after his last breath.

"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