The Issue of Change by Dean Gotcher

The Issue of 'Change.'

by
"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11)

What Karl Marx was saying (in the above quotation which is inscribed on his tombstone): the fathers have all forced their children to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to obey their commands and rules and accept their facts and truth as given (by faith), causing division amongst the children of the world. Rejecting the natural tendency of children, when they grow up, having children of their own, to preach and teach commands, rules, facts, and truth to their children, holding them accountable to doing right and not wrong according to their standards, Karl Marx made the child's carnal nature itself the standard of life, making the child's questioning, challenging, defying, disregarding, attacking of authority the right way to think and act when they grow up. This is why 'liberal's,' socialists, etc., never grow up, thinking someone else should pay for their idea of how the world "ought" to be, satisfying their carnal desires of the 'moment.' The objective of 'change' is therefore to 'liberate' the children, i.e., the child's carnal nature from the father's/Father's authority, so they can be their "self," i.e., be as they were before the father's/Father's first command, rule, fact, or truth came into their lives, i.e., "of and for self" and the world only, thinking and acting according to their carnal nature, "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates, hating restraint, i.e., hating the father's/Father's authority which gets in the way, i.e., which causes "repression," "alienation," and "neurosis" (having a guilty conscience for doing wrong, disobeying, sinning, i.e., for being "human").

Without 'change,' i.e., without dialogue (there is no father's/Father's authority or guilty conscience for doing wrong, disobeying, sinning—which the father's/Father's authority engenders—in dialogue, i.e., dialogue, being of and for the child's carnal nature is "positive" to the child while discussion, being of and for the father's/Father's authority, restraining the child's carnal nature is "negative" to the child) children can not be 'liberated' from the father's/Father's authority—to become their "self," i.e., as they were before the father's/Father's first command, rule, fact, or truth came into their life, i.e., of and for their "self" and the world only. Without replacing discussion (commands, rules, facts, and truth) with dialogue ("feelings") in a policy making environment, i.e., in determining right from wrong the father's/Father's authority remains in control of the children's thoughts and actions. In a discussion children must put their "feelings" aside in order (as in "old" world order) to hear (and accept) the father's/Father's commands, rules, facts and truth while in a dialogue the father must be willing to put his commands, rules, facts, and truth aside in order (as in "new" world order) to hear (and accept) the children's "feelings," i.e., their carnal desires of the 'moment.' This is what is meant by having "listening skills" today, resulting in children 'reasoning' from their "feelings" of the 'moment' instead of from established commands, rules, facts, and truth which they have (or rather have not) learned. It is in faith you set aside your "feelings" in order to hear the truth and do what is right and not wrong. It is in sight you set aside established commands, rules, facts, and truth in order to satisfy your "feelings."

The following are statements made by Immanuel Kant, Georg Hegel, Karl Marx, Sigmund Freud, and their followers who had only one agenda in mind. That agenda was to 'liberate' children (mankind), i.e., their "self" from the father's/Father's authority, negating the father's/Father's authority and the guilty conscience which it engenders in the thoughts and actions of the children (called "the negation of negation"), so they could do wrong, disobey, sin, i.e., could be "of and for the world" only, with impunity.

"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

'Change' is all about the use of Genesis 3:1-6, i.e., "self" 'justification' in order (as in the "new" world order) to negate Hebrews 12:5-11, i.e., the father's/Father's authority, negating Romans 7:14-25, i.e., the guilty conscience for doing wrong, disobeying, sinning in the process—which is the real agenda (the real 'drive' and 'purpose')—so that those in power can do wrong, disobey, sin (do unconscionable things) with impunity. It is the role/duty of psychologists, i.e. "behavioral scientists," i.e., group psychotherapists, i.e., facilitators of 'change', i.e., Transformational Marxists (all being the same in method or formula) to seduce, deceive, and manipulate all who come before them into dialoguing their opinions ("feelings") to a consensus (affirmation), turning them into chickens, rats, and dogs ("human resource") in their group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the minds of the children), "Bloom's Taxonomy" (all "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" in the classroom), affective domain classroom so they can do wrong, disobey, sin, i.e., be "human" without having a guilty conscience—needing to repent. Homeschooling material, conferences, and co-ops are participating in the praxis of 'change,' i.e., dialogue as well. Even the "church" has embraced dialogue (the child's carnal nature))—making the "church" apostate—'liberating' it from the Son, who was and is obedient to His Heavenly Father in all things commanded, requiring all who follow him to do the same.

"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

"Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4.

"[L]awfulness without law," i.e., a world 'driven' by the carnal nature of the child 'liberated' from the father's/Father's authority and "purposiveness without purpose," i.e., a world "purposed" in the augmentation pleasure and the attenuation pain, including the pain which comes with alienation, i.e., having to do the father's/Father's will which gets in the way of "building relationship" with those of and for the world. (Immanuel Kant, Critique of Judgment)

"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," i.e., his carnal nature and the world, which stimulates it), of (and now for) "self" and the world only]." (Georg Hegel, System of Ethical Life)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') It is in the carnal pleasures of the 'moment' we become at-one-with the world which stimulates them. Therefore, according to Karl Marx, "self" ('liberated' from the father's/Father's authority) is "actualized" in the pleasures of the 'moment' which are being stimulated by the world.

"Self-actualizing people have to a large extent transcended the values of their culture. 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)

"Once the earthly family [with children having to humble, deny, die to, discipline, control their "self" in order to do the father's will] is discovered to be the secret of the Holy family [with the Son and those following Him humbling, denying, dying to, controlling, disciplining their "self" in order to the Heavenly Father's will], the former [the earthly father's authority] must be destroyed [Vernichtet, annihilated, negated] in theory and in practice [in the children's thoughts and in their social actions (praxis), i.e., in their relationship with one another]." (Karl Marx, Feuerbach Thesis # 4)

"It is not individualism [the child humbling, denying, dying to, controlling, disciplining his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him [divides him from his "self" and the world]. Society ["human relationship based upon self interest," i.e., finding one's identity in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [being "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." "[F]or the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) By the parent's, i.e., the father's/Father's authority remaining in control of society, i.e., 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, discussing with the children any questions the children might have regarding how to do what they have been told or why things work the way they do (at the one in authorities discretion: providing they have time, those under authority are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) blessing and/or rewarding the children who obey and/or do right, 3) chastening and/or correcting the children who disobey and/or do wrong, 4) casting out (expelling) any children who question, challenge, defy, disregard, attack authority, "the dialectic method" ("self" justification,' i.e., the child's carnal nature) "was overthrown," the children "were prevented from finding their definition within" their "self," i.e., within what they all have in common with one another, i.e., their carnal nature, i.e., their love of pleasure and hate of restraint.

"The real nature of man is the totality of social relations [what all men have in common, i.e., their carnal nature, i.e., their "self interest" seeking affirmation from one another]." (Karl Marx, Thesis on Feuerbach #6)

"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." "All that matters is that the opportunity for genuine activity ["self interest"] be restored to the individual [to the child]; that the purposes of society ["the group"] and of his own become identical [requiring 'liberation' of "self" from the father's/Father's authority]." (Erich Fromm, Escape from Freedom)

"Authoritarian submission 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." (Theodor Adorno, The Authoritarian Personality)

"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, The Journals of Abraham Maslow)

"In the traditional society each child is at the mercy of his parents. The 'natural processes' by which they socialize him makes him a replica of them." "The family has little to offer the child in the way of training for his place in the community." "Equality of Opportunity becomes ever greater with the weakening of family power." (James Coleman, The Adolescent Society)

"The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination. The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the carnal nature of the child]; the foundation has to be recovered." "Freud and Hegel are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "Psychoanalysis, mysticism, Freud, Hegel, and Marx – the unseen harmony is stronger than the seen." "Common to all of them is a mode of consciousness that can be called the dialectic imagination." "To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"'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 hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother—[which] culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan [socialism]." "If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Sigmund Freud in Herbert Marcuse, Eros and Civilization: A philosophical inquiry into Freud)

"Frauds individual psychology is in its very essence social psychology." "Freud's theory is in its very substance 'sociological.'" (Marcuse, Eros and Civilization)

"Individual psychology is thus in itself group psychology ... the individual ... is an archaic identity with the species." "This archaic heritage bridges the 'gap between individual and mass psychology.'" (Sigmund Freud, Moses and Monotheism as quoted in Marcuse, Eros and Civilization)

"The individual accepts the new system of values and beliefs [common-ism with "the group" based upon his and their common carnal nature, i.e., "human nature"] by accepting belongingness to the group [which is affirming his carnal nature, i.e., i.e., his "lusts," i.e., "human nature" over and therefore against the father's/Father's authority, i.e., the father's/Father's commands, rules, facts, and truth, i.e., the father's/Father's restraints]." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

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

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

"A change in the curriculum [method of teaching] is a change in the people concerned—in teachers, in students, in parents ....." [We] "must develop persons who see non-influencability of private convictions [those holding to their belief or position, i.e., refusing to compromise, thus sustaining the father's/Father's authority] in joint deliberations as a vice rather than a virtue." "Re-education aims to change the system of values and beliefs of an individual or a group ['changing' their 'loyalty' from the one restraining the child's carnal nature to the one(s) 'liberating' it]." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." (Kenneth D. Benne, Human Relations in Curriculum Change)

"Change in organization can be derived from the overlapping between play and barrier behavior [mixing pleasure, i.e., affirmation from the other children, approving of the child's carnal desires of the 'moment' as well as his dissatisfactions with restraint, i.e., dissatisfaction with the father's/Father's authority—which is made manifest through dialogue—in an environment developing policy (establishing laws of conduct)]. To be governed by two strong goals [the child desiring to maintain approval from the father/Father while receiving affirmation from "the group"] is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization [a detachment from desiring approval from the father/Father, i.e., maintaining a "top-down" authority position in favor of affirmation from "the group," i.e., setting aside the father's/Father's commands, rules, facts, and truth in order to initiate and sustain relationship with "the group"]. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads [the child is frozen in the 'moment' not defending his father's/Father's position while deciding what to do]. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)

"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's, their teacher's, their boss's, their leader(s), or God's authority] in the face of apparent group unanimity [especially when they fear "the group" excluding, i.e., rejecting them (because of their "ridged," i.e., "prejudiced," i.e., unadaptable to 'change' "negative" attitude, i.e., their holding onto the father's/Father's restraints which causes division, becoming "negative" instead of "positive" in a dialogue situation which requires all to be "positive")]." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"By educational objectives, we mean explicit formulations of the ways in which students are expected to be changed by the educative process . . . change in their thinking, their feelings, and their actions [change in their paradigm]." "To create effectively a new set of attitudes and values [which are antithetical to the father's/Father's authority], the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in may 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 [the father's/Father's authority] is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "What we are classifying is the intended behavior of students ["a psychological classification system"]—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." "There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken." (Warren Bennis, The Temporary Society)

"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)

"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) There is no father's authority, and therefore no guilty conscience for doing wrong, disobeying, sinning against the father's/Father's established commands, rules, facts, and truth in dialogue, only the child' desire for the carnal pleasures of the 'moment' which the world stimulates.

"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin, A Dynamic Theory of Personality: Selected Papers) In short, negate the father's/Father's authority in the mind of the child and the guilty conscience for doing wrong, disobeying, sinning is negated. In dialogue both are accomplished since there is no father's/Father's authority, and therefore no guilty conscience in dialogue, only "self."

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" "The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality." "Experience is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"What better way to help the patient [the child] recapture the past than to allow him to reexperience and reenact [role-play] ancient feelings [resentment] toward parents in his current relationship to the therapist? The therapist [the facilitator of 'change'] is the living personification of all parental images [superseding all traditional "top-down" authority figures]. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [preach and teach the truth to be accepted as given, i.e. by faith], they urge the group to explore and to employ its own resources [to dialogue their opinions to 'discover' the "truth," i.e. to embrace the ideology that the answers to life's problems come from within themselves and amongst themselves, i.e. to accept "human nature" "as is"]. The group [must] feel free to confront the therapist, who must not only permit, but encourage, such confrontation. He [the child, the worker, the representative, the spouse, etc.] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role [no longer being subordinate to parents, to God] he once occupied. … the patient changes the past by reconstituting it." " . . . a patient might, with further change, outgrow . . . his spouse . . . unless concomitant changes occur in the spouse [read: the "church" might, with further 'change,' outgrow the Lord Himself, unless concomitant changes occur in the Lord]."

"Without exception, patients [children/students/adults] enter group therapy with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional family, subject to the father's/Father's authority]." "What better way to help the patient recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [to the facilitator]? The therapist is the living personification of all parental images. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group to explore and to employ its own resources [to dialogue with one another, i.e., to 'reason' from their "feelings," i.e., from their desires and dissatisfactions of the 'moment' in the "light" of the current situation (which is being manipulated by the therapist)]. The group must feel free to confront the therapist, who must not only permit, but encourage, such confrontation ['justifying' rebellion, anarchy, revolution]. He [the child/the student/the adult] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role [having to submit to the father/Father, i.e., having to do the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [instead of "self" being subject to the father's/Father's authority, "self" is now subject to the world of the child's own 'creation,' i.e., subject his carnal desires of the 'moment' which are being stimulated by the world, i.e., which is being manipulated by the facilitator of 'change' (the therapist)—determining right and wrong through dialogue makes right and wrong subject to the child's carnal desires and dissatisfactions of the 'moment' (which are being stimulated by the world, i.e., which is being manipulated by the facilitator of 'change') making the child's carnal nature "right" and the father's/Father's authority, which gets in the way of the child's carnal nature ,"wrong."]." "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes [the persons "feelings"]. The curious thing is that in that case the question of freedom never arises." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine."
"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness."(Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"Sense experience [sensuousness, i.e. the child's carnal nature, i.e., the child's "lusting" after the carnal pleasures of the 'moment which the world stimulates, hating restraint, i.e., hating anyone who gets in the way] must be the basis of all science." "Science is only genuine science when it proceeds from sense experience [the child's carnal nature], in the two forms of sense perception [the "lust of the eyes"] and sensuous need [the "lust of the flesh"], that is, only when it proceeds from Nature [from the child's carnal nature, i.e., "all that is in the world"]." (Karl Marx, MEGA I/3)

"For to accept that solution [the use of dialectic 'reasoning, i.e., the dialoguing of opinions to a consensus in order to resolve differences], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, from his carnal nature] other than that of the bourgeoisie [from the parent's authority]. And no class can do that-unless it is willing to abdicate its power freely." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions 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." "Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first—it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.'" "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." ". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved." "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)

Instead of telling children how to behave the agenda is to 'create' an environment where they will naturally behave, thinking and acting according to their carnal nature—'liberated' from the father's/Father's authority. It is in the dialoguing of opinions to a consensus process that such an environment exists, 'liberating' the world from the father's/Father's authority.

"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)

Karl Marx's 'change' (Marxism) came into America through psychology—through the use of dialogue, 'justifying' the child's carnal nature over and therefore against the father's/Father's authority, i.e., restraint. Marxism, hate of the father's/Father's authority has become the politics of the day.

"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

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating whoever prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' it desires]: who can know it?" Jeremiah 17:9 You, dialoguing with your "self," i.e., 'justifying' your "self," i.e., 'justifying' your love of pleasure can not see your hatred toward the father/Father as being evil because your love of "self," i.e., your love of ("lusting" after) pleasure—which the world stimulates—is "in the way," blinding you to the truth, i.e., of the deceitfulness and wickedness of your heart.

"Ye are they which justify yourselves [your heart's carnal desires] before men; but God knoweth your hearts [which are deceitful, thinking pleasure is the standard for "good," instead of doing God the Father's will, and wicked, hating anyone who inhibits or blocks pleasure, preventing them from "enjoying" the carnal pleasures of the 'moment' they desire]: for that which is highly esteemed among men ["all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life"] is abomination in the sight of God." Luke 16:15 [1 John 2:16]

"Let no man deceive you with vain words ["self" 'justifying' words, i.e., words which you want to hear, i.e., words which make you "feel" "good," 'justifying' your "lusting" after the carnal pleasures of the 'moment,' including the affirmation of men, and your resentment/hatred toward restraint/the restrainer]: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:5-7

"And through covetousness [your "self interests"] 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—turning the children against their parent's authority, the citizens, including the "church," against Godly restraint so they can be bought and sold in the market place of man's carnal desires]." 2 Peter 2:3

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

"Every one that is proud in heart [who 'justifies' his "self," i.e., his carnal desires and dissatisfactions of the 'moment,' i.e. who establishes "self," i.e., "human nature" above and therefore against God, i.e., the Father's authority, thus negating the Father's authority in his thoughts and actions] is an abomination to the LORD: though hand join in hand, he shall not be unpunished." Proverbs 16:5

"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

"And for this cause [because men, as "children of disobedience," 'justify' themselves, i.e., 'justify' their love of "self" and the world, i.e., their love of the pleasures of the 'moment' 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 Instead of letting the Lord change their heart, they sought to 'change' the world, 'creating' it in the image of their heart's carnal desires.