The Love Of The Father vs. The Love Of The Child. by Dean Gotcher

The Love Of The Father vs. The Love Of The Child.
(Personal note.)

by
Dean Gotcher

"For whom the Lord loveth he chasteneth." Hebrews 12:5-11

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

"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

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words: "Lust reconciles us to the world."

"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

"For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. For God sent not his Son into the world to condemn the world; but that the world through him might be saved. He that believeth on him is not condemned: but he that believeth not is condemned already, because he hath not believed in the name of the only begotten Son of God. And this is the condemnation, that light is come into the world, and men loved darkness rather than light, because their deeds were evil. For every one that doeth evil hateth the light, neither cometh to the light, lest his deeds should be reproved. But he that doeth truth cometh to the light, that his deeds may be made manifest, that they are wrought in God." John 3:16-21

"Not feeling at home in the sinful world [where the child can not "lust" after the things of the world without being held accountable for his "sins"], Critical Criticism [the child, dialoguing with His "self," i.e., 'justifying' his love of pleasure, i.e., his "lusts," thereby 'justifying' his hatred toward restraint, i.e., his hatred toward the father's/Father's authority] must set up a sinful world in its own home [in his own mind]. "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

While the Father loves the child, only hating the child's bad behavior, i.e., his "lusting" after the carnal pleasures of the 'moment' which the world stimulates, having to correct, reprove, chasten him in order for him to learn to humble, deny, die to, control, discipline his "self" and do right and not wrong according to the Father's established commands, rules, facts, and truth, forgiving him, showing mercy to him when he repents, the child, loving the carnal pleasures (dopamine emancipation) of the 'moment' which the world stimulates (the child does not love the toy, he loves the pleasure, i.e., dopamine emancipation the toy stimulates in him in the 'moment,' tossing it aside when it no longer serves it purpose, i.e., pleasure) hates the Father, i.e., the Father's authority, willing to destroy Him when he gets in his way (to pleasure). The heart of the Father is toward the child, wanting him to do right and not wrong that he might inherit eternal life. The heart of the child is toward the carnal pleasures of the 'moment' which the world stimulates, hating (negating) anyone who gets in his way—why all forms of government without restraint (without accountability before God, from whom "the people" derive their unalienable rights—life, liberty, freedom of conscience) result in despots (children of disobedience) ruling over the people, oppressing them (even doing so in the name of "the people").

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment' that the world is stimulating, i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9

You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., "lust," i.e., "self interest" (getting in the way) blinds you 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 you to your hatred toward restraint, i.e., hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back, i.e., pleasure, i.e., "lust."

"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

"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

"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

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as "selfish" children, using the office of authority they occupy for their own carnal desires (pleasures) only—the office they occupy is perfect, having been given to them by God, who is perfect, in which to serve Him, teaching their children to humble, deny, die to, control, discipline their "self" and do right and not wrong according to His established commands, rules, facts, and truth. A father, in the true sense of the word, loves his children while hating their doing wrong, disobeying, sinning, holding them accountable for their actions—chastening them when they do wrong, disobey, sin that they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin, casting them out when they reject his authority in order to maintain his authority but not hating them, wanting to kill them as the child does when the father gets in the way of his "lust" for pleasure. When a parent hates his child it is the child, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" in him that is ruling.

"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)

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

"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority or has authority over his children in the home, forcing them to do right and not wrong according to his established commands, rules, facts, and truth that go against their nature, i.e., their carnal desires of the 'moment,' that the world stimulates]." His history is of civilization (what he based psychology on) is that of children who, loving the pleasures of the 'moment,' what he called "incest," hating the father's/Father's authority (restraint), what he called a "barrier to incest," not only "killed" the father but ate ("devoured") him as well. "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud) According to Sigmund Freud, children, having been cast out by the father for their carnal behavior ("incest"), united as one—in consensus "killing and devouring" the father/Father, negating the father's/Father's authority from the face of the earth—so they could be their "self," i.e., "of and for self" and the world only. There is no father's/Father's authority in dialogue, in the langue of psychology (focus on the "family," with its "estates and distinctions" is antithetical to the father's/Father's authority—with the father, through dialogue becoming "equal" with the children, abdicating his authority regarding right and wrong behavior). While discussion, i.e., the language of the father/Father is either-or, right-wrong, absolute ("Because I said so," "It is written"), inhibiting or blocking 'change,' dialogue, i.e., the child's "Why?" (in response to the father's/Father's command), i.e., the language of the child is situational, relative ("I think," "I feel"), i.e., is readily adaptable to 'change' according to the child's carnal desires of the 'moment' that the world (situation) stimulates. There is only the carnal nature, i.e., desires and dissatisfactions of the child, i.e., a spectrum from "most 'liked' to least 'liked'" (loved-hated), i.e., opinion, i.e., subjective 'truth,' which the world stimulates in communication/language today, 'liberating' the child/man from the language of the father/Father, .i.e., established commands, rules, facts, and truth, i.e., objective truth, i.e., doing right and not wrong which the child hates when it gets in his way (blocking or cutting off his language of dialogue, i.e., the language of "self" 'justification').

"Freud noted that patricide and incest are part of man's deepest nature." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy) It is the child's carnal nature (natural inclination) to get rid of the father/Father, i.e., hate the father's/Father's authority ("patricide") when the father's/Father's established commands, rules, facts, and truth get in the way of his carnal desires of the 'moment' (dopamine emancipation, i.e., "lusts," which the scriptures condemn; "incest," which Sigmund Freud 'justifies') that the world stimulates.

"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." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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)

"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']." (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, Maslow on Management)

"... the attack on antieroticism, the Christian & Jewish foundations" ... "is absolutely right.." (Maslow, Journals)

"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)

"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?'" (Rogers, on becoming a person)

"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

It is this fact, that children do not have "the love of the Father" in them, i.e., in their "lusting" after the carnal pleasures of the 'moment' that the world stimulates, that those "of and for the world" ("of and for self") focus upon the children (including those in an adult bodies) in order to use them for their agenda, i.e., 'liberating' them (and therefore the world) of the father's/Father's authority so they can rule the world themselves, without having a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting," removing (silencing, censoring, or even killing, i.e., negating) any (including the unborn, the elderly, the innocent, and the righteous) who get in the way of their "self interest," i.e., their carnal desires (pleasures, i.e., "lusts") of the 'moment,' which the world stimulates, claiming they are doing it for the "good" of "the people," i.e., for "worldly peace and socialist harmony," when, in truth, it is really for their "self." We can all sympathize with the child being chastened, but without it, all the child learns is that his carnal desires (the pleasure, i.e., "lusts") of the 'moment' (the Karl Marx and Sigmund Freud in him), that the world stimulates is all that life is about.

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

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.

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

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)

Education has been at the forefront of this 'change,' i.e., replacing the love of the Father with the love of the child, so all "the people" (the "educator") can "lust" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting." All teachers, i.e., "educators" are certified and schools accredited today based upon their knowledge and use of what are called "Blooms' Taxonomies"—curriculum ["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."] that is used in the classroom to 'liberate' children from their parent's authority. Do not be fooled, although marketed as "academics," i.e., teaching "higher order thinking skills," they are all about paradigm 'change,' i.e., 'changing' the way students think about and act toward authority, i.e., toward parental authority.

"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." (David Krathwohl, Benjamin S. Bloom, 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 [manipulative] controls are to be found." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives ['liberating' the children from their parent's authority] through challenging the student's fixed beliefs ["challenging" their parent's established commands, rules, facts, and truth, which they already resent/resist] and getting them to discuss issues [according to their carnal desires, i.e., "lusts" of the 'moment' which the world, i.e., the classroom environment is stimulating, which the educator is "manipulating," i.e., their participation (being "positive") results in group approval, their refusal to participate, i.e., their adhering to their parent's authority, i.e., to established commands, rules, facts, and truth (being "negative") results in group rejection, that is, their desire for group approval and fear of group rejection now directs their steps, i.e., their way they "feeling," thinking, and acting toward their "self," others, and the world as well as how they respond to authority]." (ibid.)

By replacing the father's/Father's authority (the love of the Father) with the child's carnal nature (the love of the child) in the classroom, i.e., replacing the 1) preaching of established commands and rules to be obeyed as given, the teaching of facts and truth to be accepted as is (by faith), and the discussing of any questions those under authority might have regarding the established commands, rules, facts, and truth being taught (at the one in authorities discretion—providing they deem discussion necessary, have time, those under authority are able understand, and are not questioning, challenging, defying, disregarding, attacking authority), the 2) rewarding or blessing of those who do right and obey, the 3) chastening or correcting of those who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey instead of doing wrong and/or disobeying, and the 4) casting out or expelling of any who question, challenge, defy, disregard, attack authority, in order (as in "old" world order) to keep order with the student's dialoguing their opinions, i.e., their carnal desires, i.e., their likes and dislikes (without fear of being judged, condemned, rejected, and/or cast out—there is no father's/Father's authority in dialogue, in an opinion, or in the consensus process) to a consensus makes the intended objective socialist, negating the father's/Father's authority in the children's thought and actions, negating their having a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting" in the process, the "educator" can do wrong, disobey, sin, i.e., "lust" with impunity (with the children's, i.e., "the group's," i.e., "the people's" affirmation). That is after all the real 'purpose.'

The soul knows by being told. The flesh knows by "sense experience." The objective of "education" today is to "prevent someone who KNOWS from filling the empty space," so all "the people" (the "educator") can "lust" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience.

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 (out of the students natural desire for approval from and fear of rejection by "the group") 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. "Mental illness," following along this same line of 'reasoning" requires "social health" as an essential part of its solution. In essence without "social health," i.e., socialism, i.e., the voice of "the village" in your head, 'justifying' your and its "self," i.e., your and its "lust of the flesh" ("sensuous needs"), your and its "lust of the eyes" ("sense perception"), and your and its "pride of life" ("sense experience"), i.e., only that which is "of the world" ("of Nature"), "mental health" is unattainable. (Karl Marx, MEGA I/3)

When you use dialogue (the dialoguing of opinions to a consensus process) in order (as in "new" world order) to determine right from wrong behavior, God, i.e., the love of the Father, i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do right and not wrong according to the Father's established commands, rules, facts, and truth, i.e., in order to do the Father's will becomes the enemy of "the people," i.e., the leader(s).

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

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.

"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12