The Meaning Of Racism In The New World Order. by Dean Gotcher

The Meaning Of "Racism" In The New World Order.
(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

"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

It is not based upon your skin color but upon your paradigm, i.e., the way you feel, think, and act toward your "self," others, and the world, including how you respond to authority. In the "old" world order racism was associated with your skin color—with one race being "prejudiced" against, i.e., judgmental of another simply because of their skin color. In the "new" world order "racism" is you and others being "repressed" as a result of having to humble, deny, die to, control, discipline your and their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will, as well as being "alienated" from one another due to each others parent's, community's, nation's differing beliefs and standards (culture), with the "non-racist" person, i.e., the "healthy" paradigm being anyone accepting, tolerating, and participating with all people who, loving ("lusting" after) the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hate restraint and therefore hate the restrainer, i.e., the father's/Father's authority system or Patriarchal paradigm which gets in the way of pleasure. While racism was associated with slavery, i.e., the abuse of a race for the profit and/or pleasure of another (which is wrong), today it means anyone who, requiring you to do what they want, prevents you from doing or having what you want, i.e., takes advantage of you.

"If you hurt our 'feelings,' i.e., do not give us what we want, when we want it (making us work for you to get it) or harm us in any way (chasten or fire us when we do wrong according to your standards) you are a 'racist.'"

Thus, in this way of thinking, the one calling another person a racist can not be called a racist, having called the other person a racist first (being an expert, i.e., the definer of terms). Whoever defines terms for you controls your life. If you let those who believe in "human nature," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" define terms then anyone who believes in the father's/Father's authority, i.e., 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 is a 'racist.' Today, a 'racist' is anyone who believes in the Son of God, Jesus Christ, demanding that everyone do His Heavenly Father's will, creating a guilty conscience in them, i.e., "repressing" them for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, needing to repent, "alienating" them from those "of the world" and the world itself that gives them pleasure. (For more on paradigms see the issues: "P.C. - Politically Correct, Paradigm Change." "How You Communicate With Others Reveals Your Paradigm." "Curriculum Is Paradigm." "The So Called Paradigm 'Shift.'" "Socialists are 'Paradigmists.'"

"In a democratic society a patriarchal culture should make us depressed instead of glad; [the "patriarchal culture"] is an argument against the higher possibilities of human nature, of self actualization." (Abraham Maslow, Maslow on Management)

"The new guilt complex appears to be historically connected with the rise of patriarchal religion (for the Western development the Hebrews are decisive.)" "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "The abolition of repression would only threaten patriarchal domination." "Human consciousness can be liberated from the parental (Oedipal) complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

Racism is redefined in the "new" world order in order for all "the people" (especially the facilitator of 'change,' since he sees his "self" as being the personification of all "the people") to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience (that the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, 'justifying' their "self," i.e., their "lusts," i.e., their "self interests" before one another, questioning, challenging, defying, disregarding, attacking (negating) the father's/Father's authority that gets in their way, so they can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates (killing anyone who gets in their way, including the unborn, the elderly, the innocent, and the righteous) with impunity, i.e., with everyone's affirmation. (For a clear understanding of how "racism" is attached to paradigm, i.e., the way a person feels, thinks, and acts regarding his "self," others, and the world, and how he responds to authority see the issue "Marxism And Psychology Are In The Scriptures"—a majority of which is given below.)

"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." If pleasure, i.e., "lust" reconciles us to the world, then the father's/Father's authority that inhibits or blocks "lust," i.e., that engenders a guilty conscience in us for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating must be negated if the individual and society are to become one, doing wrong, disobeying, sinning, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, with each others affirmation, 'justifying' each others carnal nature, i.e., "self interest," i.e., "lusts" over and therefore against the father's/Father's authority.

"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 in dialogue we discover our commonality with one another, i.e., our common "self interests," "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' our "self," i.e., our "lust of the flesh," "lust of the eyes," and our "pride of life" before one another, making all that "is," subject to that which is "of the world" only.

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

Your heart establishes the child's carnal nature in you, i.e., your "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 your carnal desires ("lusts") of the 'moment' that the world stimulates, 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. Your heart is "desperately wicked" in that it hates restraint, i.e., hates the father's/Father's authority for "getting in the way," i.e. for preventing, i.e., inhibiting or blocking you from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates. You can not see your hate of restraint, i.e., your hatred toward the father's/Father's authority, i.e., the Karl Marx in you as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure, i.e., your "lust," i.e., your "self interest" (getting in the way) blinds you to it. Like a drug your "lust" for pleasure (dopamine emancipation), i.e., your "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., blinds you to your hatred toward the father's/Father's authority, i.e., blinds you to your "wickedness"—which is being expressed toward the father/Father (and those who have faith in and obey him/Him), who is 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—as being "wicked," making you not just "wicked" but "desperately wicked" in your effort to attain pleasure, keep pleasure, or get pleasure back, which includes the praises (affirmation, i.e., 'justification') of men, with you removing or attempting to remove anyone who is getting in the way. No matter how much you try to 'justify' your "self" before men, seeking after and getting men's approval (affirmation), i.e., pleasing men you can not be or become "good." Only God is good. The only way you can become "good" in your eyes (and in the eyes of others) is to 'justify' your "self" (and their "self"), i.e., your "lust" (and their "lust") for the carnal pleasures of the 'moment' that the world stimulates, becoming God your "self" (making them God as well), determining right from wrong, good from evil according to your (and their) carnal nature, i.e., from your (and their) own "self," i.e., from your (and their) "sensuous needs" ("the lust of the flesh") and your (and their) "sense perception" ("the lust of the eyes"), i.e., from your (and their) "sense experiences" of this life ("the pride of life"), with pleasure being "right" and restraint, i.e., the father's/Father's authority, getting in the way of pleasure being "wrong." (Karl Marx, MEGA I/3)

"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) It is the "negative valence," i.e. the guilty conscience (which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting") that is negated when the father's/Father's authority is negated in the child's thoughts and actions—with "the group's" support, i.e., affirmation.

"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:'" (Brown)

"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)

By the praxis of generalization, i.e., focusing upon what we all have in common, i.e., "the lust of the eyes, the lust of the flesh, and the pride of life," setting aside that which makes us different, skin color, that which makes us different is replaced with that which we all have in common. In this way of 'reasoning,' i.e., reasoning from and through our "feelings," i.e., our carnal desires of the 'moment' having to humble, deny, die to, control, discipline one's "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will, i.e., the Patriarchal paradigm becomes associated with slavery, i.e., "repression" and "alienation," having to be removed in order for all people to live peacefully together according to their carnal nature, i.e., in order to have "worldly peace and socialist harmony" (requiring a "police state" in order to keep order). In the "new" world order one's paradigm determines whether they are "politically correct" or not, with those initiating and sustaining the father's/Father's authority system, i.e., the Patriarchal paradigm—classified (labeled) as being the source of "repression" and "alienation," i.e., the source of "racism"—becoming politically incorrect (mental health comes into play here) and those promoting "human nature," i.e., "self interest," i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are generating, i.e., "the lust of the eyes, the lust of the flesh, and the pride of life," that which is only "of the world" being classified (labeled) as being "non-racist," i.e., "politically correct."

"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 children, using the office of authority they occupy (occupied) for their own "selfish" purpose—the office they occupy (occupied) is perfect, having been given to them by God, who is perfect, in which to serve Him. A father, in the true sense of the word, loves his children, 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 do right, obey, not sin, casting them out when they reject his authority in order to maintain his authority. While the child might, in his heart hate the father/Father for preventing him from having what he wants, wanting to kill him, the father/Father does not desire the same for the child, only casting him out that he might, like the prodigal son "come to his senses" and return, respecting his father's/Father's authority, realizing his inheritance is not in the physical things of life, i.e., in his carnal desires of the 'moment' which the world stimulates, but in his father's/Father's love for him.

"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

"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

"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

"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

Only by negating the father's/Father's authority can the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, be negated, negating "prejudice," i.e., right-wrong thinking—according to established commands, rules, facts, and truth—from the thoughts (and actions) of all people.

"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 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," i.e., 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,' 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." (Karl Marx, Feuerbach Thesis #4)

"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."

"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: "Sense experience," i.e., "pride of life" "must be the basis of all science," since "science" is only "of the world." "Science is only" "actual" "when it proceeds from" "the pride of life," "in the two forms of sense perception," i.e., "the lust of the eyes" and "sensuous needs," i.e., "the lust of the flesh," "only when it proceeds from Nature," i.e., "the world." Behavioral 'science' can only build the person of the future on their "sense experiences," i.e., "the pride of life," 'justifying' their "sensuous needs," i.e., "the lust of the flesh" and their "sense perception," i.e., "the lust of the eye," that which is only of "Nature," i.e., "the world." "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]." This was accomplished by "encouraging" students "to talk freely ... by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." (Adorno)

"Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

Being "tolerant" of that which is "intolerant" of you spells disaster.

In other words: "Not feeling at home" in a world where he is told he is a sinner, "Critical Criticism," i.e., the child, in private, questioning, challenging, defying, disregarding, attacking authority, by nature being antithetical to authority "must set up a sinful world in its own home" where he, dialoguing with his "self," 'justifies' his "self," i.e., 'justifies' his carnal desires, i.e., his "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," i.e., 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, striking out against authority (at least wanting to) in hate, "is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." 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 "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, in his dialogue with his "self." Being "tolerant" of that which is "intolerant" of you spells disaster.

"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.

Discussion is indicative of the father's/Father's authority where the child must suspend, as upon a cross his carnal desires, i.e., his "self interests," i.e., his "lust" of the 'moment' that the world is stimulating in order to hear and receive the truth—inhibiting or blocking 'change.' Conversely, in dialogue the child must 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 person's carnal desires, i.e., "self interests," i.e., "lust" 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—initiating and sustaining 'change.' Dialogue in essence is 'change' and 'change' in essence is dialogue.

"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 central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"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"]." (Abraham Maslow, The Farther Reaches of Human Nature)

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

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

"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)

"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)

"When we learn to silence the inner voice [the conscience, i.e. the voice of the Father in the child] that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas ['change']." (Michael Ray in Abraham Maslow, Maslow on Management)

The soul knows by being told. The flesh by "sense experience."

The difference between the soul and the flesh, i.e., discussion and dialogue is that the former deals with right and wrong (knowing by being told), the latter with like and dislike (knowing by "sense experience"). By sticking with discussion, doing right and not wrong according to established commands, rules, facts, and truth, i.e., "rule of law," i.e., the father's/Father's authority remains in place, inhibiting or blocking 'change.' By sticking with dialogue like and dislike, i.e., the child's carnal nature, i.e., "lust," i.e., "self interest" remains in place, initiating and sustaining 'change.' In your conversation with your "self," i.e., in private you are caught between discussion and dialogue, i.e., knowing right and wrong from having been told and wanting to do what you "feel" like doing in the 'moment' that the world, i.e., the situation and/or the people around you are stimulating. In your "private convictions," i.e., wanting to do something but knowing better, "belief-action dichotomy" is initiated and sustained. When, through dialogue with your "self" and with others, you 'justify' your "self," i.e., your "lusts" of the 'moment,' doing what you want to do, i.e., what you "feel like" doing "theory and practice" is initiated and sustained. The objective of inhibiting or blocking discussion when it comes to right and wrong is to "prevent someone who KNOWS from filling the empty space," so you can do what you want without having a guilty conscience, i.e., knowing that what you are doing is wrong. (Wilfred Bion, A Memoir of the Future) On picking a meal on the lunch menu, for example, you dialogue with your "self" and with others what you want to eat and what you do not want to eat, i.e., what you like and what you do not like, you discuss with your "self" and with others what is good or right for you to eat and what is not. By moving dialogue, i.e., like and dislike over into the realm of right and wrong, overloading your conversation (with your "self" and with others) with dialogue, leaving (cutting) discussion out of the conversation, you can eat what is wrong or bad for you to eat without feeling guilty, i.e., 'justifying' your "self." In this way "prejudice" (right and wrong) is removed from the menu, replace with preference (like and dislike). Apply this way of thinking to a culture and the culture is negated. Apply this way of thinking to the family and the family (with the father's authority) is negated. Apply this way of thinking to a Nation and the Nation is negated. Apply this way of thinking to the Word of God and the Father and His authority is negated. Dialogue negates the father's/Father's authority in whatever color, i.e., race it comes, making "the lust of the flesh, and the lust of the eyes, and the pride of life," only that which "is of the world" the 'drive' and the 'purpose' of life.

"Parental discipline, religious denunciation of bodily pleasure, . . . have all left man [the child] overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "Neurotic symptoms, with their fixations on perversions and obscenities, demonstrate the refusal of the unconscious essence of our being to acquiesce in the dualism of flesh and spirit, higher and lower." "The foundation on which the man [the child] 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." (Brown)

"The dialectical method was overthrown [the parent's remained in control, inhibiting or blocking dialogue]—the parts [the children] were prevented from finding their definition within the whole [were prevented from 'discovering,' through dialogue their commonality, i.e., their identity (common-ism) in "the group," i.e., in society]." (Lukács)

"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)

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

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 or say, i.e., they 1) preach commands and rules to be obeyed, teach facts and truth to be accepted as is, by faith, and discuss any questions their children might have regarding the commands, rules, facts, and truth being taught, at their discretion: providing they deem it necessary, have time, their children are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking their authority, 2) bless and/or reward those children who obey and do things rights, 3) correct and/or chasten those children who disobey and/or do things wrong that they might learn to humble, deny, die to, control, discipline their "self" and do right and obey instead, and 4) cast out or expel any child who questions, challenges, defies, disregards, attacks their authority, thereby getting in the children's way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change'—with dialogue being the pathway of 'change.' Discussion brings all to an external authority, who, having the final say ("Because I said so," "It is written," etc.,), cuts off dialogue, dividing ("alienating") people from one another (who have differing positions on issues), while dialogue unites people on what they have in common, that which is only "in and of the world," i.e., their common "sense experience" of love of pleasure, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" and their hate of restraint. Rejecting discussion outright (ALLWAYS saying "Because I said so") the father becomes a "dictator." Only in the father's discussion with his children (at his discretion, as listed above) can the children come to know a "benevolent," loving father. Conversely, rejecting discussion outright, accepting only dialogue or making discussion subject to dialogue first guarantees the negation of the father's/Father's authority in determining right and wrong behavior, negating the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates.

"'The ideological history of the bourgeoisie [insisting upon the parent's, i.e., the father's authority in the home] was nothing but a desperate resistance to every insight into the true nature of the society it had created [their children's, i.e., the proletariat's "felt needs" to become their "self," thinking and acting according to their carnal nature—the bourgeoisie, according to Karl Mars, are parents, who (when they were children 'created' an "alien and hostile force" by obeying their parent's commands and rules as given and accepting their facts and truth as is, by faith) insist that their children obey their commands and rules as given and accept their facts and truth as is, by faith] and thus to a real understanding of its class situation [its "creation" of a "top-down," "right-wrong," "Do what I say or else" ("Because I said so," "It is written") authority system over their children, "repressing" their children (getting in the way of their carnal nature), "alienating" them from one another and the world (preventing them from building relationship with other children with the same "self interests," i.e., "lusts"]." "The Communist Manifesto makes the point that the bourgeoisie [the traditional family structure, i.e., the "middle-class"] produces its own grave-diggers [children who hate their parent's authority].'" (Lukács)

A "more powerful enemy, the bourgeoisie [the middle class-traditional family, with the father's authority over the family, a top-down system of government], whose resistance … and whose power lies ... in the force of habit, in the strength of small-scale production." "Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." "... the peasantry constantly regenerates the bourgeoisie—in positively every sphere of activity and life." "... gigantic problems of re-educating ..." "... eradicating their bourgeois habits and traditions...." "... until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, …" "... in every field of social activity, in all cultural and political spheres without exception." "We must learn how to eradicate all bourgeois habits, customs and traditions everywhere." "... capitalism and the bourgeois environment … disappears very slowly even after the overthrow of the bourgeoisie, since the peasantry constantly regenerates the bourgeoisie give rise to what is essentially the same bourgeois careerism, national chauvinism, petty-bourgeois vulgarity, etc. —merely varying insignificantly in form—in positively every sphere of activity and life." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success)

For the Marxist a solution does exist, in dialogue, i.e., in 'change.' "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," i.e., "lusts" 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]." (Lukács)

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

"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 must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth D. Benne, Human Relations in Curriculum Change)

"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)

"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 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)

Education has been taken over by those who advocate the child's carnal nature, i.e., Marxism and psychology, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" over and therefore against the father's/Father's authority. "Blooms' Taxonomies," what I call secularized Satanism, intellectualized witch craft have been at the forefront of this 'change' ("shift") in education.

"Blooms' Taxonomies" is curriculum by which all teachers are certified and schools accredited today. They 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." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain).

"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 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." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain)

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

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 (in order to be or become a part of "the group"). 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 ("lusts") and hate of restrain (dissatisfaction with, resentment toward, hatred of the father's/Father's authority), 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. Placing a child in a dialoguing of opinions to a consensus classroom reveals his way of thinking, with the conservative child resisting the process—insisting upon preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and attempting to discuss any command, rule, fact, and truth that is being questioned, challenged, defied, disregarded, attacked in order for "the group" to do right and not wrong according to established commands, rules, facts, and truth—and the liberal child instantly joining in—martyring the conservative child. Being "open-ended," i.e., "non-judgmental," i.e., "positive" makes all students judgmental of the student who holds them accountable and judges them according to established commands, rules, facts, and truth, i.e., upon that which is "negative" to the flesh. By joining in the dialoguing of opinions to a consensus process the child/student is progressively moved from conservatism to liberalism in his thinking and in his actions—questioning, challenging, defying, disregarding, attacking authority. (see "Group Dynamics," "Force Field Analysis," and "Unfreezing, Moving, and Refreezing" by Kurt Lewin)

"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6)

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown)

Instead of focusing upon humbling, denying, dying to, controlling, disciplining your "self" in order to do right and not wrong according to established commands, rules, facts, and truth, sustaining the father's/Father's authority (which is correlated to engendering "prejudice") the focus is upon your "feelings," i.e., your carnal desires, i.e., "self interest," i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, negating the father's/Father's authority in your thoughts of the 'moment,' negating your having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the process. By bringing you together with others in a group, "encouraging" everyone to dialogue their opinions to a consensus, i.e., in an "open-ended" ("We can talk about anything without fear of being judged, condemned, or cast out," i.e., "Ye shall not surely die"), "non-directed" ("I'm not going to tell you what is right and what is wrong") meeting (which is a lie in that being "negative," initiating and sustaining the father's/Father's authority system is not tolerated, resulting in "the group" judging, persecuting, and casting out anyone who attempts to do so, i.e. the outcome is being directed and anyone resisting it is being judged), the pressure (desire for you) to "build relationship" with others, according to your and their common "self interests" of the 'moment' (your desire for approval from the other people as well as your fear of rejection) moves you to set aside your parent's standards, i.e., established commands, rules, facts, and truth that get in the way of dialogue, i.e., that get in the way of you "building relationship with others based upon your and their common self interests," i.e., "lusts."

"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 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"]." (Karl Marx, MEGA I/3)

By starting with the child, making his carnal nature "the ground of being," following Georg Hegel's, Karl Marx's, et al., 'logic' or 'reasoning' it becomes the child who 'creates' the father's/Father's authority, i.e., "prejudice" in his obedience to the father's/Father's commands and rules and in his acceptance of the father's/Father's facts and truth that get in the way of his carnal nature, i.e., his love of pleasure and hate of restraint—what he has in common with all the children of the world. Only by bringing children together (bypassing the father's/Father's authority, i.e., "prejudice") can they 'discover' what they have in common with one another, i.e., their love of pleasure and hate of restraint.

"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.

"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)

It was the merging of the individual's carnal desires and "the group's" carnal desires, along with the individual's and "the group" hatred toward restraint—that which the individual and "the group" held in common—that made the individual more receptive to setting aside his belief, i.e., his parent's/God's standards, i.e., the father's/Father's authority in the group setting, in order to "build relationship" with those "of and for the world," negating "prejudice," i.e., the father's/Father's authority in the process. It was the merging of Karl Marx (society, i.e., "the group") and Sigmund Freud (the individual), both being of the same paradigm, i.e., the desire for 'liberation' of "self," i.e., "lust" from the father's/Father's authority that allowed Marxism entry into the American classroom. Marx's hatred toward the father's/Father's authority in society, the Marxist's discovered was the same hatred Sigmund Freud had toward the father's/Father's authority in the individual. Sigmund Freud's' history of mankind was based upon the children's "hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminat[ing] 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)

"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)

"Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." (Brown)

"According to Freud, the drive toward ever larger unities belongs to the biological-organic nature of Eros itself." "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)

"Freud's individual psychology is in its very essence social psychology." "Freud's theory is in its very substance 'sociological.'" (Marcuse)

"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)

"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.)" (Maslow, Journals)

"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." (Maslow, Journals)

"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 [with "lust" superseding (negating) the father's/Father's authority]." (Maslow, The Farther Reaches)

"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)

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) In this way, i.e. through therapy "self" is 'liberated' from the father's/Father's authority (system).

"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." (Rogers)

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

"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)

"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]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"Bypassing the traditional channels of top-down decision making [replacing discussion with dialogue—in a discussion you persuade and are being persuaded with facts and truth, while in dialogue you manipulate and are being manipulated through "feelings"], 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)

"We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood."
'...we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers)

Only via the dialoguing of opinions to a consensus (affirmation) process, applied in the classroom, in the workplace, in the media, in government, and even in the "church" can "racisms," i.e., "prejudice," i.e., the father's/Father's authority system be negated (filtered out). There is no father's/Father's authority in an opinion, in dialogue, or in the consensus process (the three aspects, i.e., motto of the French Revolution, "Liberté, Égalité, Fraternité"). In the dialoguing of opinions to a consensus (affirmation) process there is only the children's carnal nature, i.e., their "lusting" after the carnal pleasure of the 'moment' that the world, i.e., the current situation and/or people are stimulating, what all children have in common—which is the basis of common-ism aka Communism, Socialism, Globalism, Communitarianism, Democratization, Humanism, Synergizim, etc.,. Judging a person based upon their skin color is wrong. By making a persons paradigm a race issue, i.e., 'justifying' "human nature" over and therefore against the father's/Father's authority only has one objective, the justification of sin. It is not a race issue it is a sin issue, i.e., a heart issue we are dealing with today. Until the heart is dealt with "lust" and hate ("incest and patricide") will remain making anyone holding to absolutes, i.e., the father's/Father's authority a "racist." Where are the father's today, in all races? Training up their children, teaching them to do right and not wrong according to established commands, rules, facts, and truth, doing the Father's will, or out "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. The future of this nation depends upon which pathway the father's of all races have chosen.

"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

"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6

"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