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The Basis For Communism
Is In Your Heart,
(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

"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9

The heart establishes the child's carnal nature, i.e., "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 the carnal desires ("lusts") of the 'moment' that the world stimulates, i.e., having to humble, deny, die to, control, discipline "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. The heart is "desperately wicked" in that it hates the father's/Father's authority for "getting in the way," i.e. for preventing, i.e., inhibiting or blocking it from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates. It can not see its hate of restraint, i.e., its hatred toward the father's/Father's authority, i.e., the Karl Marx in it as being evil, i.e., "wicked" ("desperately wicked") because its love of pleasure, i.e., its "lust," i.e., its "self interest" (getting in the way) blinds it to it. Like a drug, pleasure (dopamine emancipation), i.e., "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 it to its hatred toward restraint, i.e., blinds it to its hatred toward the father's/Father's authority, i.e., blinds it to its "wickedness" which is being expressed toward the father/Father (and those who have faith in and obey him/Him, who are preventing or trying to prevent it from having access to the drug, i.e., to pleasure, i.e., dopamine emancipation when you are doing wrong, disobeying, sinning) as being "wicked"—making it., i.e., you not just "wicked" but "desperately wicked" in your effort to attain pleasure, keep it, or get it back.

"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

"No servant can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Luke 16:13

All man can do is 'justify' his "self," i.e., 'justify' his love for, i.e., his "lusting" after the carnal pleasures of the 'moment' that the world stimulates when he 'creates' a "healthy environment" in order to 'create' a "healthy person." The "healthy environment" and "healthy person" is always subject to, i.e., a servant of his heart's desire, i.e., his "self interest," 'justifying' his "lust" for the carnal pleasures of the 'moment' that the world stimulates and his hatred toward restraint, i.e., his hatred toward the father's/Father's authority for getting in the way. No environment can resolve your heart problem, i.e., your love of pleasure, i.e., your "lusting" after the carnal pleasures of the 'moment' that the world stimulates (including the pleasure that comes with the affirmation, i.e., the praises of men) and your hate of restraint, i.e., your hatred toward the father's/Father's authority that gets in the way. All it can do is "encourage" you to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do right and not wrong according to established commands, rules, facts, and truth, having a guilty conscience when you do wrong, disobey, sin, i.e., when you "lust" after the carnal pleasures of the 'moment' that the world stimulates or "help" you to 'justify' ("esteem") your "self" in order (as in "new" world order) for you to do wrong, disobey, sin, i.e., to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience.

"Freud noted that patricide and incest are part of man's deepest nature." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

In other words, love of pleasure, i.e., "lust" and hate of restraint, i.e., hatred toward the father's/Father's authority "are part of man's deepest nature." Instead of turning to the Lord, i.e., "It is written" and repenting for his sins, doing the Father's will, through the use of dialogue 'justifying' his love of pleasure and hate of restraint, i.e., "patricide and incest" man turns (Sigmund Freud turned) to his "self" for the solution to his heart problem. It is in dialogue we 'justify' our "lusts" ("incest") and our hatred toward restraint ("patricide"). When parents participate in dialogue in order to determine right and wrong behavior they "abdicate" their authority "freely." It is the reason children ask "Why?" in response to their parents commands, rules, facts, and truth (that inhibit or block them from dong what they want to do) in order to draw their parents into dialogue, where they can then, with their parents approval do what they want to do. In that case the heart issues is not resolved, children still retain their "lust" for pleasure and hatred toward restraint, i.e., toward their parent's authority. When parents refuse to go into dialogue, i.e., insist upon discussion, where they retain their authority (to make the final decision) or they cut off dialogue with "Because I said so," i.e., "obey me or else," children either humble, deny, die to, control, discipline their "self" and do right and not wrong according to their parents established commands, rules, facts, and truth or dialoguing with their "self," 'justify' their "self," i.e., their love of ("lust" for) pleasure and hatred toward restraint, i.e., their parents authority if and when they can not question, challenge, defy, disregard, and/or attack their parents, i.e., their parents authority, doing what they want to do when they can "get away with it," i.e., not get caught (having a guilty conscience, i.e., neurosis, unless they get some "help"—some outside source, who through dialogue "help" them 'justify' their "self," i.e., their doing wrong, disobeying, sinning, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world is stimulating, pressuring, i.e., forcing their parents into dialogue, i.e., into abdicating their authority to their children's carnal desires, i.e., their "lusts" of the 'moment' that the world is stimulating, abdicating their authority to the one(s) "helping" the children 'justify' their "self," i.e., their "lusts," which is the main objective).

"For to accept that solution [where all citizens, including parents, must participate in the dialoguing of opinions to a consensus, i.e., stop telling one another they are wrong—in order to build relationship with one another (based upon "feelings," i.e., upon everyone's carnal desires, i.e., upon everyone's "self interest" of the 'moment')], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, i.e., from the child's carnal nature] other than that of the bourgeoisie [from the parent's authority, i.e., from the father's/Father's authority]. And no class can do that-unless it is willing to abdicate its power freely [chose relationship with those who are wrong instead of holding them accountable for doing wrong—correcting, reproving, chastening them when they do wrong, casting them out when they reject, i.e., question, challenge, deny, disregard, attack right-wrong thinking, i.e., the father's/Father's authority]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

By 'justifying' your "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world stimulates, negating the law, thereby negating the law maker, you can only 'create' a world made in your image, "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., doing wrong, disobeying, sinning without having a guilty conscience.

"For all have sinned, and come short of the glory of God;" Romans 3:23

"What shall we say then? Is the law sin? God forbid. Nay, I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7 The law can not save you. It only reveals your sins, i.e., your need for a savior to 'redeem' you from the Father's wrath toward you (for your sins, i.e., for your disobedience), 'reconciling' you to Himself instead.

"Create in me a clean heart, O God; and renew a right spirit within me." Psalms 51:10

"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11

The basis for Communism (common-ism) is "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., what all men, women, and children have in "common." Being only for that which is "of the world," Communists must negate that which is not in harmony, concord, or consensus with "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., "human nature," that which is not "of the world." If the father's/Father's authority creates law (that goes against "human nature," i.e., that condemns doing wrong, disobeying, sinning, i.e., that condemns "lusting" after the carnal pleasures of the 'moment' that the world stimulates) and law creates sin and sin creates the guilty conscience for sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, then by getting rid of, i.e., negating the father's/Father's authority, law that condemns "human nature" is negated, negating the guilty conscience that condemns us for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates. The bottom line for the Communist is: the father's/Father's authority must be negated if he (the Communist) is to do wrong, disobey, sin, i.e., to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience.

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the superego 'unites in itself the influences of the present and of the past.'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

The "super-ego" is the child's carnal nature, i.e., his "feelings," i.e., his love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present—obeying the father even though he does not want to, in order to save his "self" from the father's wrath, i.e., from death. While the father/Father does not kill the child for disobeying, the child, not having "the love of the Father" in him ("If any man love the world, the love of the Father is not in him." 1 John 2:15) can only perceives the father as a potential threat to his life, i.e., to pleasure if he disobeys, i.e., "I'll just die if I can't go out and play with my friends," in his heart willing to kill the father for getting in his way (for preventing him from having life, i.e., pleasure—in his dialogue with his "self," i.e., in "private" keeping his "lusts," i.e., pleasure alive).

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

It is the father's/Father's authority that engenders a guilty conscience in the individual for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates. Therefore in order to negate the guilty conscience, that the father's/Father's authority engenders, the father's/Father's authority must itself be negated, not only in the individual's thoughts but in his actions, i.e., in his relationship with others, i.e., in his relationship with the world as well. It is in the practice (praxis) of other's 'justifying' the individual's carnal nature, i.e., his "lust of the flesh," "lust of the eyes," and "pride of life," i.e., his "lusting" after the carnal pleasures of the 'moment' that the world is stimulating (what he has in common with every person on the face of the earth) that the individual is 'justified' in his "self," negating the father's/Father's authority in his thoughts and actions ("theory and practice"—where "belief-action dichotomy," i.e., belief in the father's/Father's authority which conflicts with the person's natural desire to "lust" after the carnal pleasures of the 'moment' the world stimulates, engendering a guilty conscience in the person for "lusting" after the carnal pleasures of the 'moment' the world stimulates is replaced with, i.e., negated by the person, with the "help," i.e., affirmation of others, 'justifying' his "lusting" after the carnal pleasures of the 'moment' that the world stimulates, not only in his thoughts but in his actions as well), negating the guilty conscience for doing wrong, disobeying, sinning, i.e. for "lusting" after the carnal pleasures of the 'moment' that the world stimulates in the process. Without the affirmation, i.e., the 'justification' by others, the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, remains, preventing the person from becoming his "self," i.e., "of the world" only in his thoughts and actions.

"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." If man is to be "reconciled" to his "self" and to the world that stimulates pleasure in him, i.e., if man is to overcome "repression," i.e., overcome having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates and overcome "alienation," i.e., overcome being separated from one another, i.e., prevented from finding common ground with those of common thoughts and actions—"lusting" after the carnal pleasures of the 'moment' that the world stimulates—the father's/Father's authority must be negated.

"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)

In other words, according to Karl Marx, et al., "human nature," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" must be the basis of all "science." "Science" is only actual when it proceeds from "human nature," in the two forms of "the lust of the eyes," i.e., "sense perception" and "the lust of the flesh," i.e., "sensuous need," i.e., only when it proceeds from "the world," i.e., from "Nature." In other words "self," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., "self interest" can not become "actualized" until all that is not of the world, i.e., not of the child's carnal nature, i.e., the father's/Father's authority is negated in the child's/man's thoughts and action. "Behavior 'science'" can only 'justify' the child's "lust of the flesh," "lust of the eyes," and "pride of life," i.e., 'justify' only that which is "of the world." By "actualizing," i.e., affirming, i.e., 'justifying' his "self" all the child has is that which is of his nature, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., that which is only "of the world."

"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)

Money, i.e., stored up pleasure (dopamine emancipation) comes into play here in that while it is subject to the father's/Father's authority the children are subject to doing the father's/Father's will, i.e., have to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth in order to have access to it—resulting in the "children of disobedience" being cast out, i.e., being cut out of the will. Only by negating the father's/Father's authority can the "children of disobedience" have access to the father's/Father's money, using it as they will, "lusting" after the carnal pleasures of the 'moment' that the world stimulates with it, supporting those "helping" them 'justify' their doing wrong, disobeying, sinning, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world stimulates, which is the main objective.

"'Capital' … is, according to Marx, 'not a thing but a social relation between persons mediated through things.' 'These relations,' Marx states, 'are not those between one individual and another, but between worker and capitalist, tenant and landlord [children and their parents], etc. Eliminate these relations and you abolish the whole of society; …… a scientifically acceptable solution does exist [replacing discussion, which keeps the capitalist in authority, i.e., in power with dialogue, which makes the "worker and capitalist" equal, negating the capitalist's authority system, i.e., the capitalist's power—In other words: if capital is not mediated though the Communist's hands, i.e., subject to their "self interests," it is not being used properly for "the peoples" "self interest."].'" (Lukács)

Communism, i.e., that which is "of the world" is antithetical to the father's/Father's authority, i.e., the gospel message—which is all about the Son's obedience to the Father, in his obedience dying on the cross for our sins, 'redeeming' us from His Father' wrath toward us for our disobedience, in His resurrection of the Son from the grave, the Father 'reconciling' us to Himself, that we, by faith in Him might inherit eternal life instead of eternal death (the consequence for sin). From Genesis to Revelation it has been, is, and forever will be about the Father. The gospel message is all about the Father, i.e., the Father's love for man, not hating man, but, hating sin having to judge man according to his sin, sending His Son's to 'redeem' us from eternal death for our sins, with the Son, saying in essence, in his life, his death, and in his resurrection, "I want you to know my Father's love." i.e., "I want you to know my Father's love for you." "Be ye therefore perfect, even as your Father which is in heaven is perfect." (Matthew 5:48), which is required for eternal life, can only be accomplished by the Son's work for us, on us, in us, and through us, requiring us to deny our "self," endure the rejection of men, and follow him, doing the Father's will.

"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

The true Christ does the Father's will, calling all to do the same, i.e., to deny their "self," endure the rejection of others (the world), and follow him, doing the Father's will. The Anti-Christ (another-Christ) rejects the Father's authority, seducing, deceiving, and manipulating all into follow him, 'justifying' (affirming) their "self," "lusting" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience.

"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

"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

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16

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

"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9

Communism is all about negating the father's/Father's authority so the Communist can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, which requires the affirmation of men. Rejecting God creating man (the soul KNOWING by being told), making man instead the 'creator' of God (submitting to authority out of fear of pain or death and/or the missing out on pleasure, making God subject to man, i.e., to "sense experience") the Communist can only solve the "God problem" by negating the man who (by having faith in and obeying his earthly father) creates God (the Heavenly Father)—making all 'reasoning' subject to "sense experience."

"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

In other words: "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, Jesus Christ, 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," i.e., 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," i.e., vernichtet, i.e., annihilated, i.e., negated "in theory and in practice" ("theoretically and practically"), i.e., in the children's thoughts as well as in their actions (doing what "seems to" be "reasonable," i.e., "rational" to them instead of doing that which gets in the way of their "lusts")—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,' which the world is stimulating, in order (as in "new" world order) to 'create a "new" world order of "lawfulness without law," i.e., "lawlessness" where the child's carnal nature "rules" without parental restraint," i.e., where the children can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience.

"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori)

"... using social-environmental forces to change the parent's behavior toward the child," (Theodor Adorno, The Authoritarian Personality) In other words: only when "the village" is in the parents head are they fit to raise their children.

In order to 'liberate' the children and therefore society from having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates the traditional family, ,i.e., the middle-class—with the father's/Father's authority in control—must be negated. Dialogue, i.e., opinions being dialogued to a consensus (Liberté, Égalité, Fraternité the Motto of the French Revolution) always rules out, i.e., filters out, i.e., "bypasses," i.e., circumvents, i.e., negates "rule of law," i.e., the father's/Father's authority, i.e., unalienable rights (rights given from above), i.e., preaching, teaching, and discussing established commands, rules, facts, and truth, which keeps in place the father's/Father's authority (that engenders the guilty conscience for doing wrong, disobeying, sinning) that gets in the way of the child's carnal desires ("lusts") of the 'moment' that the world stimulates, i.e., the "self interest" of those making decisions for their "self" and for "the people"—in the current meeting, which is being manipulated by the facilitator of 'change' whose duty is to replace discussion with dialogue in order (as in "new" world order) to initiate and sustain 'change,' i.e., dialogue, which negates the father's/Father's authority and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity)

Discussion is indicative of the father's/Father's authority where behavior is subject to established commands, rules, facts, and truth, requiring the child to suspend, as upon a cross his carnal desires, i.e., his "self interests," i.e., his "lusts" of the 'moment' that the world is stimulating in order to hear and receive the truth. Deductive reasoning is reasoning from and through established commands, rules, facts, and truth (a priories). As long a the father's/Father's authority, i.e., 1) the preaching of commands and rules to be obeyed as give, the teaching of facts and truth to be obeyed as is, by faith, the discussing of any command, rule, fact, or truth those under authority have regarding the commands, rules, facts, and truth being preached and taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, those under authority are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking authority, 2) the rewarding and/or blessing of those under authority who do right and not wrong regarding established commands, rules, facts, and truth, and/or who obey and do not disobey authority, 3) the correcting and/or chastening of those who do wrong, disobey, sin, i.e., who "lust" after the carnal pleasures of the 'moment' that they might learn to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, and 4) the casting out or expelling of those who question, challenge, defy, disregard, attack authority in order (as in "old" world order) to keep order, prevails in making final decisions, i.e., in making law, i.e., in determining right and wrong behavior dialogue is inhibited or blocked, preventing 'change,' i.e., preventing the child from getting his way, i.e., from "lusting" after the carnal pleasures of the 'moment' that the world stimulates, without having a guilty conscience for doing wrong, disobeying, sinning.

"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (ibid.)

Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another, requiring the child to suspend, as upon a cross any established command, rule, fact, or truth, i.e., the father's/Father's authority in order to hear and identify with the other children's carnal desires, i.e., their "self interests," i.e., their "lusts" of the moment that the world (the situation) is stimulating, "building relationship" with them based upon the carnal desires, i.e., "self interests," i.e., "lust" they have in common. Inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees), i.e., is "positive" to a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the current situation, rejecting "inappropriate information," i.e., any information (established command, rule, fact, or truth), i.e., that is "negative," i.e., that gets in the way of his desired outcome.

"Bypassing the traditional channels of top-down decision making, our objective centers upon transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)

"The dialectical method was overthrown—the parts [the children/"the people"] were prevented from finding their definition within the whole [within "the group"/society]." "... the central problem is to change reality.… reality with its 'obedience to laws.'" (Lukács)

In dialogue the person's "lusts" are 'liberated' from the father's/Father's authority, therefore he is 'emancipated' from having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates. By bringing dialogue into an environment dealing with right and wrong behavior, the father's/Father's authority, i.e., having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates is negated. For the Communist 'liberation,' i.e., 'emancipation' can only become a 'reality,' i.e., 'actual' when the father's/Father's authority is negated, negating the guilty conscience (that the father's/Father's authority engenders) that gets in the way of "human nature," i.e., the child's/man's natural tendency to "lust" after the carnal pleasures of the 'moment' that the world stimulates. In picking a meal on the menu we dialogue with our "self" and with others what we "want," i.e., what we would "like" to eat. We discuss with out "self" and with others what is the right (and the wrong) food to eat. When we "want" to eat what we know is wrong for us to eat, we go to dialogue, 'justifying' our eating it, getting upset with anyone who forces us back into discussion—getting in the way of our carnal desire of the 'moment' that the world, i.e., the item on the menu (we are "lusting" after) is stimulating. It is just that simple.

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

While discussion prevents dialogue, i.e., the "lusts," i.e., the impulses and urges of the 'moment' that the world stimulates from making the final decision (regarding right and wrong behavior), dialogue on the other hand "prevents" established commands, rules, facts, and truth from getting in the way of the persons "lusts," i.e., his impulses and urges of the 'moment' that the world is stimulating—so the person can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., without having any sense of fear or dread of being held accountable for his behavior. By bringing dialogue into an environment deciding right and wrong behavior, those who are used to preaching, teaching, and discussing the issues at hand, i.e., where right and wrong is based upon established commands, rules, facts, and truth, i.e., based upon the father's/Father's authority system, cognitive dissonance is engendered, creating conflict in the person who is caught between his desire to obey the father/Father and his "secretly" held desire to "lust" after the carnal pleasures of the 'moment' that the world stimulates, forcing "one head" to "counteract the forces of the other before" the person can make a decision—insisting upon discussion, maintaining the father's/Father's authority system or joining in dialogue, negating it. (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)

"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)

"[We] must develop persons who see non-influencability of private convictions [those people holding onto right-wrong thinking, i.e., doing right and not wrong according to established commands, rules, facts, and truth, i.e., initiating and sustaining the father's/Father's authority system] in joint deliberations [in the facilitated, consensus, "relationship building," "feelings," i.e., dialogue, i.e., Communist based meeting] as a vice rather than a virtue [as being "negative," i.e., the problem instead of being "positive," i.e., contributing to the solution—negating the right-wrong, i.e., "negative" way thinking (called "the negation of negation")]." (Kenneth D. Benne, Human Relations in Curriculum Change)

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

"Private convictions" is where you battle (in private) between doing right and not wrong according to established commands, rules, facts, and truth and doing what you want to do in the 'moment' that the world is stimulating, i.e., discussing with your "self" doing right and not wrong according to established commands, rules, facts, and truth, which you have been taught (told), i.e., doing the father's/Father's will and dialoguing with your "self" what you "want" to do in the 'moment,' i.e., your "lusts" of the 'moment' that the world is stimulating, with discussion, being "negative" restraining you and dialogue, being "positive" 'justifying' you, i.e., your "lusts." It is here, in your "private convictions" you determine whether you will humble, deny, die to, control, discipline your "self" and do right and not wrong according to established commands, rules, facts, and truth, i.e., do the father's/Father's will or you will 'justify' your "self," i.e., your carnal desires ("lusts") of the 'moment' that the world stimulates and do your will instead. Discussion is on the side of the father's/Father's authority, preventing, i.e., inhibiting or blocking you from actualizing your "lusts," i.e., your "self." Dialogue is on the side of your "lusts," 'justifying' your "self," i.e., your carnal desires of the 'moment that that world is stimulating. All the facilitator of 'change,' i.e., psychologist, i.e., behavioral "scientist," i.e., "group psychotherapist," i.e., Marxist (Transformational Marxists)—all being the same in method or formula—has to do, as a charlatan, pedophile, pimp is seduce, deceive, and manipulate you into siding with your "lusts," establishing your "self interests" over and therefore against the father's/Father's authority. By 'create' a "positive" environment, an environment where you can "safely" share your "feelings," i.e., your carnal desires and dissatisfactions of the 'moment' without fear of being judged, put down, condemned, or cast out ("Ye shall not surely die"), dialogue, i.e., your "lusts" of the 'moment' will win out over and therefore against discussion, i.e., the father's/Father's authority, i.e., that which is "negative"—a "win" for the facilitator of 'change' and a "win" for you, 'justifying' (affirming) both your and his "lust" for the carnal pleasures of the 'moment' that the world stimulates over and therefore against the father's/Father's authority. By controlling the means of communication, determining what is "appropriate" and what is "inappropriate" information, i.e., making established commands, rules, facts, and truth, i.e., discussion "inappropriate information," i.e., "negative," and your "feelings," i.e., your "lusts" of the 'moment' that the world is stimulating, i.e., dialogue "appropriate information," i.e., "positive" the "leader of 'the group'" is able to guarantee his desired outcome, i.e., "the group" following after and supporting (affirming) him, doing his will, i.e., 'justifying' his (and your) "lusting" after the carnal pleasures of the 'moment' that the world stimulates instead of following after and supporting the father/Father and his/His authority, doing the father's/Father's will, i.e., humbling, denying, dying to, controlling, disciplining your "self" in order to do/be right and not wrong according to established commands, rules, facts, and truth. By making all "discussion" from then on subject to dialogue, "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., that which is only "of the world," becomes the law of the land, negating "It is written" as a guild to determining right and wrong behavior.

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. 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 to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], 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 group approval (affirmation)] – he has become an integrated process of changingness." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

It is here, where (through dialogue) your "private convictions" become public, the facilitator of change, et al, , i.e., the "therapist" is able to turn you into one of Thorndike's chickens, Skinner's rats, Pavlov's dog, making "lust" and the world that stimulates it (stimulus-response) your ground of being, turning you into "human resource" to be used for his own pleasure and gain, i.e., "lusts." "And through covetousness [your "self interests," i.e., your "lusts"] shall they with feigned words [plastic words, Gr., i.e., doublespeak, i.e., saying one thing while meaning another, i.e., giving you what you want to hear in order to gain their trust thereby being able to move you down their pathway] make merchandise of you [turn you into "human resource" to be used for their own pleasure and gain—so they can be bought and sold in the market place of man's carnal desires]." 2 Peter 2:3

"The ideas of the Enlightenment taught man that he could trust his own reason [his own "feelings," i.e., his "sensuous needs" and "sense perception," i.e., his "sense experience"] as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation [the Word of God, i.e., the father's/Father's commands, rules, facts, and truth] nor that authority of the church [the Son of God, Jesus Christ] in order to know good and evil." (Stephen Eric Bronner Of Critical Theory and Its Theorists)

"Take heed therefore that the light which is in thee be not darkness." Luke 11:35

The soul knows by being told, the flesh by "sense experience." In dialogue your soul, becoming subject to the flesh, becomes dark as your carnal mind, i.e., "lust" becomes the "light," i.e., Enlightenment. You can not read a book without being told or write a book without telling someone else, something no animal can do, being of instinct and stimulus-response only. The scriptures speak clearly of those who write and read books on the soul, making it subject to the flesh only. "Because that, when they knew God, they glorified him not as God, neither were thankful; but became vain in their imaginations, and their foolish heart was darkened. Professing themselves to be wise, they became fools," Romans 1:21-23 "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

"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.

"It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

In other words: "It is not individualism," i.e., 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," making him "neurotic"—caught between doing the father's/Father's will and doing his own will, 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," i.e., "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 (through compromise, i.e., suspending as upon a cross any established command, rule, fact, or truth that gets in the way of the relationship) "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) In identifying with society, i.e., what all have in common, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" the individual can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience, which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting." It is in dialogue, with our "self" and with others we identify with that which is of the world, with us having the final word, 'justifying' our "self," i.e., our "lusting" after the carnal pleasures of the 'moment' that the world stimulates. It is in discussion we recognize and identify with the father's/Father's authority, doing right and not wrong according to established commands, rules, facts, and truth, with the father/Father having the final word.

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) The objective however, is dialogue., i.e., continuous 'change,' i.e., "changingness."

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & postpotency." (Abraham Maslow, The Journals of Abraham Maslow)

All children are "philosophers," 1) dissatisfied with how the world "Is," where they, having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth are subject to their parent's authority, not being able to do what they want when they want, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once the father's/Father's authority is no longer in their way. The problem, according to Karl Marx, et, al, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change.' Without creating a world of dialogue, the child, privately dialoguing within (with) his "self" his love of pleasure and hate of restraint (out of fear of being judged, chastened, condemned, and/or cast out) will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough, by his "self' to overthrow the father/Father and his/His authority system.

"Not feeling at home in the sinful world [in a world where he is told he is a sinner], Critical Criticism [the child, in private questioning, challenging, defying, disregarding, attacking authority, by nature being antithetical to authority wanting to get rid of it but not being able to in the 'moment'] must set up a sinful world in its own home [where the child, dialoguing with his "self," 'justifies' his "self," i.e., 'justifies' his carnal desires ("lusts") of the 'moment,' 'justifies' his resentment toward restraint, hating the father's/Father's authority when it gets in his way, i.e., when it will not, i.e., refuses to dialogue with him, 'justifying' (affirming) him (his carnal nature)]." "Critical Criticism [the child, "lusting" after the carnal pleasures of the 'moment' which the world stimulates, hating restraint, dialoguing with his "self," 'justifying' his "self" over and therefore against the father's/Father's authority] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family) Since the child 'liberates' his "self" from the father's/Father's authority in his dialogue with his "self," dialogue (dialectic 'reasoning,' i.e., 'reasoning' from/through "feelings") is the only pathway to 'liberating' the child's carnal nature, i.e., "human nature" from the father's/Father's authority in society. Whoever resists dialogue, i.e., the child's carnal nature must therefore be silenced, i.e., negated., since they are already silenced, i.e., negated in the child's dialogue with his "self," i.e., in "Critical Criticism," i.e., in his praxis of 'justifying' his "self," i.e., 'justifying' his carnal desires ("lusts") of the 'moment' that the world stimulates. "Critical Criticism," like critical mass is when things are about to happen, i.e., when things are about to 'change,' i.e., when dissatisfaction, resentment, hatred is about to be put into action, i.e., praxis.

Instead of starting with the father's/Father's authority, making it the thesis, Communism starts with the child, i.e., with the child's carnal nature, i.e., with the child/mankind "lusting" after the carnal pleasures of the 'moment' that the world is stimulating, making the father's/Father's authority the antithesis. The only way to overcome the antithesis and arrive at a synthesis ("world peace and socialist harmony") is for the father to negate his authority (or be negated), i.e., to go into dialogue with the children in order to initiate and sustain relationship with the child, 'justifying' the child's (and the father's) "lusting" after the carnal pleasures of the 'moment' that the world stimulates (affirmation) over and therefore against his authority.

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

"The problem," according to the Communist, is the child's/"the people's" acceptance of the father's/Father's authority. As long as children/"the people" accept the father's/Father's authority the Communist can not rule over the children/"the people," "lusting" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience., i.e., with their affirmation.

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

In other words, "The life which he [the child] has given to the object [to the parents and therefore to God—when the child humbles, denies, dies to, disciplines, controls his "self" (stops dialoguing with his "self," i.e., stops "murmuring") in order to do the father's/Father's will] sets itself against him as an alien and hostile force [gets in the way of his carnal nature, i.e., doing what he wants, when he wants, creating in him a guilty conscience when he does wrong, disobeys, sins, i.e., "lusts"—without the "murmuring," i.e., the "self" 'justification, i.e., the dialogue the guilty conscience appears (for doing wrong, disobeying, sinning, i.e., for "lusting," i.e., for being "human"]." Not being strong enough to beat up ("kill," i.e., negate) the father (when he gets in his way), the child submits to the father's/Father's authority system instead (to stay "alive"—in his mind), in doing so, according to Karl Marx, 'creating' the father's/Father's authority (system). Therefore it "takes a village" ("the group"), someone out side the home to "help" beat up ("kill," i.e., negate), i.e., "bully" the father for the child's sake, "helping" the child via his classroom experience (martyring the "authoritarians," i.e., those students who are "negative," i.e., who are sympathetic to and promoting the father's/Father's authority system in the classroom) to 'liberate' his "self" from the father's/Father's authority system in his thoughts and in his actions. In doing so the child's "ought" (the way the world "ought" to be) becomes the "Is" of the "new" world order ("It is all in how you define 'Is'"), where his "feelings" of the 'moment,' not established commands, rules, facts, and truth direct his (and societies, i.e., "the groups") thoughts and actions.

"We have to study the conditions which maximize ought-perceptiveness." "Oughtiness is itself a fact to be perceived." "If we wish to permit the facts to tell us their oughtiness, we must learn to listen to them in a very specific way which can be called Taoistic ["sense experienced"]." (Maslow, Farther Reaches)

Since the father's/Father's authority keeps "regenerating" itself in each new generation (doing so naturally) it is necessary, according to those promoting the "new" world order ("human nature"), that "educators" be trained up in how to negate its development in the next generation, using the classroom. In other words, in order for the child's carnal nature, i.e., that which is natural to become "actualized" the father's authority, which is natural (naturally appearing when the child grows up, having children of his own), must be negated. (Hum. In order to have that which is natural, i.e., the child "lusting" after the carnal pleasures of the 'moment' that the world stimulates, you must negate that which is natural, i.e., the father's authority when the child grows up having children of his own, restraining his children, i.e., inhibiting or blocking them from "lusting" after the carnal pleasures of the 'moment' that the world stimulates, teaching them to do right and not wrong according to established commands, rules, facts, and truth instead.)

"The peasantry [the "deplorable"] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

"The workers' council [the consensus process] spells the political and economic defeat of reification ["the bourgeoisie," i.e., the father's/Father's authority]. In the period following the dictatorship [the takeover of government by one person, supporting and defending "the workers' council," i.e., the dialoguing of opinions to a consensus process] it will eliminate the bourgeois separation of the legislature, administration, and judiciary." (Lukács)

Vladimir Lenin in 1920 recognized the continuous (natural) reappearing of the father's/Father's authority in society and the need to "eradicate" it if he was to be able to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., with "the people's" affirmation. The dialoguing of opinions to a consensus process "eradicates" the father's/Father's authority and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates.

"Despotism" ...."that love of power, and proneness to abuse it, which predominates in the human heart." "It is important, likewise, that the habits of thinking in a free country should inspire caution, in those entrusted with its administration, to confine themselves within their respective constitutional spheres, avoiding in the exercise of the powers of one department to encroach upon another. The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism." "If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates. But let there be no change by usurpation; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed. The precedent must always greatly overbalance in permanent evil any partial or transient benefit which the use can at any time yield." (George Washington, Farewell Address)

George Washington recognized that "despotism" resides in the human heart. The Constitution, unique amongst all the nations of the world, was centered upon breaking up the branches of government, preventing the Executive, Legislative, and Judiciary from uniting as one, usurping the rights of the citizens. By 'limiting' government, it allowed the citizens, i.e., the fathers of the home to be King, ruling over their property, business, and family according to their established commands, rules, facts, and truth. In this way the fathers, i.e., the "constituents" could remove (no longer send) their "representatives," i.e., their children to the store (sent to buy their goods with their money) if their children, i.e., their "representatives" no longer re-presented them, i.e., no longer re-presented their established commands, rules, facts, and truth—spending their father's, i.e., their constituent's money on their and their friends "self interests" instead, "lusting" after the carnal pleasures of the 'moment' that the world stimulates, putting the fathers (the citizens) into debt if and when they got ahold of their credit card.

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

"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thinking and acting.

"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)

Curriculum 'change' in education, bringing Communism (Marxism) into the classroom:

"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture [paradigm] of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)

"Changing a group atmosphere from autocracy toward democracy through a democratic leadership means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers." "To change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education." "The more the group members become converted to democracy the more can the power of the democratic leader shift to other ends than converting the group members." (Benne, Human Relations)

As long as the father's/Father's authority remains in tact in the home and in society, Communist's (all forms of socialism—Fascist's must negates the father's/Father's authority as well in order to rule over "the people") can not rule over the children/"the people." This is why education was 'changed' in the 50's, from focusing upon the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline one's "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth to focusing upon the children's "feelings," i.e., the dialoguing of opinions to a consensus so the children (and the educator) could do wrong, disobey, sin, i.e., could "lust" after the carnal pleasures of the ''moment' that the world stimulates without having a guilty conscience.

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

"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." (Robert Havighurst and Hilda Taba, Adolescent Character and Personality) If the "educator" makes "room for the deviant student," the deviant student rules, i.e., deviancy becomes the "norm."

"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." "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., 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']." (Adorno)

The error in Adorno's 'logic,' that the father's/Father's authority engendered Fascism, is that all forms of socialism, including fascism require the negation of the father's/Father's authority, i.e., individualism under God, in order to initiate and sustain control over "the people."

A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

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

The "problem" for the Communist is how to prevent "the group" from following one person or a group of people dictating right and wrong behavior based upon established commands, rules, facts, and truth, preventing, i.e., inhibiting or blocking them from "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., how to get "the group" to follow them instead, 'justifying' their "lusting" after the carnal pleasures of the 'moment' that the world stimulates, questioning, challenging, defying, disregarding attacking any authority that gets in the way—so they can do wrong, disobey, sin, i.e., "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., with "the peoples" affirmation.

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "Both the sadistic and the masochistic trends are caused by the inability of the isolated individual to stand alone and his need for a symbiotic relationship [some external authority over him] to overcome this aloneness." [Fromm believed that man could] "not take the last logical step, to give up 'God' and to establish a concept of man as a being who is alone in the world, but who can feel at home in it if he achieves union with his fellow man and with nature." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." (Erick Fromm, Escape from Freedom)

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

Sigmund Freud believed "the individual is emancipated in the social group." "Freud speaks of religion as a 'substitute-gratification'—the Freudian analogue to the Marxian formula, 'opiate of the people.'" "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." (Brown, Life Against Death)

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle [the child's carnal nature]. The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the child's carnal nature, i.e., in his desire for the pleasures of the 'moment' which the world stimulates and his dissatisfaction with restraint, i.e., the father's/Father's authority]; the foundation has to be recovered [through dialogue, i.e., by putting the child's carnal nature into practice, i.e., into social action (praxis)]." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality."(Brown, Life Against Death)

"'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/parents no longer exercises his/their authority over the family/their children]." "... 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)

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [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)

In a classroom of twenty students, the teacher is dealing with twenty individuals, all from different families, with parents having different positions on issues. To maintain the father's authority in the family, the teacher can only teach those commands, rules, facts, and truth that the parents accept as true (can approve of). If the "educator" is a Communist, he or she must draw the students into dialogue, i.e., into "building relationship" with one another based upon their common "self interests," i.e., upon their carnal nature, i.e., upon their likes and dislikes, bypassing their parent's authority, 'liberating' their "self" from their parent's authority, negating their having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., for questioning, challenging, defying, disregarding, attacking their parents authority when they get home from school.

"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), i.e., the student's carnal desires of the 'moment' that the world, i.e., the situation, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection—his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and his actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "the group's" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth. Benjamin Bloom's "weltanschauung," i.e., world view (paradigm) was that of two "Transformational" Marxists (Theodor Adorno and Erich Fromm) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy. Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives, Book 1, Cognitive Domain, "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain Benjamin Bloom wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear."

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." (Taxonomy of Educational Objectives Book 1, Cognitive Domain)

"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)

In the first "Taxonomy," i.e., Taxonomy of Educational Objectives Book 1: Cognitive Domain Benjamin Bloom, paraphrasing Karl Marx, wrote: "We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places."

"To create effectively a new set of attitudes and values [paradigm], 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." (Taxonomy of Educational Objectives Book 2: Affective 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' 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 through challenging the student's fixed beliefs and getting them to discuss issues." (Taxonomy of Educational Objectives Book 2: Affective Domain)

The more the "affective domain" is fed, i.e., the child's "lust" for the carnal pleasures of the 'moment' that the world stimulates is 'liberated,' the more the "cognitive domain" is used to 'justify' it, i.e., support it, attacking anyone who gets in the way. There comes a time (critical mass) when restraint no longer blocks the child, in thought, resulting in him putting his rage into action, destroying all that stands in his way.

"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." (Taxonomy of Educational Objectives Book 2: Affective Domain)

"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)

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.

"…there is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance [where the person is caught between his carnal desires ("feelings," i.e., "self interests") of the 'moment' and his belief (established commands, rules, facts, and truth)]." (Yalom)

"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity [especially when "the group" is excluding, i.e., rejecting the child because of his "ridged," i.e., "prejudiced," i.e., unadaptable to 'change' "negative" attitude, i.e., his holding onto his parents, i.e., the father's/Father's standards, i.e., preaching, teaching, and attempting to discuss commands, rules, facts, and truth to/with "the group" while "the group" is heading down the road, hand in hand enjoying the carnal pleasures of the 'moment' which the child desires himself, "enjoying" them without him, i.e., excluding (rejecting) him in the process for the way he is thinking and acting, i.e., for not joining with them, 'justifying' their (and his) carnal nature over and therefore against their (and his) parent's authority, i.e., the father's/Father's authority]." (Yalom)

If "the group" does not or is not able to "assist" the student in abandoning his parent's authority, replacing it with that of the facilitator of 'change'—who 'justifies' his and "the groups" "lust" for the carnal pleasures of the 'moment' that the world stimulates—then direct intimidation by the facilitator will do the job. Welcome to the contemporary classroom, i.e., to your child's "education."

"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)

"... the attack on antieroticism, the Christian & Jewish foundations" ... "is absolutely right." "I must put as much of this as is possible & usable in my education book, & more & more in succeeding writings." (Maslow, Journals)

"'The ideological history of the bourgeoisie [the parents] was nothing but a desperate resistance to every insight into the true nature of the society it had created [their children's "felt need" to become their "self," thinking and acting according to their carnal nature] and thus to a real understanding of its class situation [its "creation" of a "top-down," "Do what I say or else" authority system over their children, "repressing" their children, "alienating" them from one another and the world]." "The Communist Manifesto makes the point that the bourgeoisie [the traditional family structure] produces its own grave-diggers [children who hate their parent's authority].'" (Lukács)

The basis of Communism is found in the child's/"the people's"/your heart, i.e., in his, her, their, and your "lust" for the carnal pleasures of the 'moment' that the world stimulates, 'liberated' from the father's/Father's authority, so all children/"the people"/you can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., so the Communist can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' which the world stimulates, doing abominable things (killing the unborn, the elderly, the innocent, the righteous, and anyone else who gets in his way) with impunity, i.e., with the children's/"the people's"/your affirmation. The road to "Utopia" is paved with the bodies of those who got in the way—who are an inconvenience (for your time) or cost you money you could spend on your "self," "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., with the affirmation of men. Communism is closer to you than you think. It is in your heart, i.e., your "lusting" after the carnal pleasures of the 'moment' the world stimulates, "lusting" after the affirmation (approval) of men, hating (wanting to remove, i.e., negate, i.e., no longer listen to or hear) anyone who gets in your way. If you can not hear their advice, you can not hear their cries as they are being negated for your sake, i.e., so you can "lust" after the carnal pleasures of the 'moment' that the world stimulates, with "the group's," i.e., "the people's" affirmation, having no guilty conscience. In your heart you are not your "brother's keeper." In you're heart it is all about you—'justifying' your "self," i.e., your "lusts" before men, "lusting" after their affirmation, hating those who get in your way.

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

"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.'" (Marcuse, Eros and Civilization)

"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: A radical interpretation of the old testament and its tradition)

While those who advocate "peace and affirmation" ("worldly peace and socialist harmony") call this process "academics," in actuality it is demonic. It is why I call "Bloom's Taxonomies" "secularized Satanism," "intellectualized witch craft." It is the same process used in a garden called Eden, where, with the "help" of the master facilitator of 'change' two "children" were 'liberated' from the Fathers' authority. The Serpent knew he had the woman once she joined him in dialogue, making her "self," i.e., her "feelings" ("touch") and her "perception" ("she saw") equal with God. In dialogue you are God, i.e., there is no God above you in dialogue except the one seducing, deceiving, and manipulating you into using dialogue, i.e., your carnal desires ("lusts") of the 'moment' to determine right and wrong behavior, with "lust" being right and the father's/Father's authority being wrong. It is the praxis of Genesis 3:1-6, 'liberating' man from the father's/Father's authority, i.e., from Hebrews 12:5-11, that man is 'liberated' from having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, 'liberating' him from having to have a savior to 'redeem' him, i.e., to save him from the Father's wrath (Romans 7:14-25)—for being a "child of disobedience." Adam and the woman in the garden in Eden were the first 'liberal's,' 'justifying' their "self," i.e., refusing to admit they were wrong and repent, by casting someone else "under the bus" for their sins, i.e., Adam the women and God (for creating her) and the woman the Serpent for "beguiling" her—for doing what facilitators of 'change' do. When the leaders of the "church" (as facilitators of 'change') bring dialogue into the "church" (in order to "understand" the Word of God), the "church" (trusting in the opinions of men instead of in the Lord) becomes apostate.

"Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5

"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God; not of works, lest any man should boast." Ephesians. 2:8, 9 "So then faith cometh by hearing, and hearing by the word of God." Romans 10:17 "Now faith is the substance of things hoped for, the evidence of things not seen." "But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him." Hebrews 11:1, 6

"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

"It is not in man that walketh to direct his steps." Jeremiah 10:23

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

The Communist, 'driven' by his "lust" for the carnal pleasures of the 'moment,' rejecting the father's/Father's authority has only one objective, i.e., 'purpose' in life, i.e., the negation of the father's/Father's authority in his and everyone else's thoughts and actions, so he along with the rest of the world can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., so he along with the rest of the world can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates with affirmation, i.e., with everyone's approval and participation. In the dialoguing of opinions to a consensus process the diabolic deed (praxis) is done.

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

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

"Let no man deceive you by any means: for that day shall not come, except there come a falling away first, and that man of sin be revealed, the son of perdition; Who opposeth and exalteth himself above all that is called God, or that is worshipped; so that he as God sitteth in the temple of God, shewing himself that he is God." 2 Thessalonians 2:3, 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

© Institution for Authority Research, Dean Gotcher 2020