Therapy. by Dean Gotcher

'Liberation' of "self," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., the child's carnal nature from the father's/Father's authority: Therapy replaces the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do right and not wrong according to established commands, rules, facts, and truth with the child's carnal nature, i.e., your "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates in you, 'justifying' your resentment toward restraint, i.e., your hatred toward the father's/Father's authority for getting in the way of pleasure, i.e., in the way of "lust," in the process negating your having a guilty conscience (which the father's/Father's authority engenders in you) for doing wrong, disobeying, sinning, i.e., for "lusting."

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

"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 comes to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

In other words: "Prior to therapy you are prone to ask your 'self,' 'What would God want me to do?' During the process of therapy you come to ask your 'self,' 'What pleasure ("lusts") can I get out of this for my 'self?'"

"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

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, i.e., "lusts") of the 'moment'—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 in him that is ruling. It is that fact, that children do not have "the love of the Father" in them that those "of and for the world" ("of and for self") seek after, focusing upon using the children (including those in an adult bodies) for their agenda, i.e., 'liberating' 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, removing (silencing, censoring, or even killing) any (including the unborn, the elderly, the innocent, 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 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 in him) that the world stimulates is all that there is to life.

"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 the earthly father and Heavenly Father differ in 'purpose,' i.e., the earthly father "chastening us after his own pleasure," the Heavenly Father "chastening us that we might partake in his holiness," they are both the same in their "top-down," "right-wrong," "above-below" authority structure (system or paradigm). Negate the father's/Father's authority system, starting with the earthly father, who we can all find fault with ("chastening us after his own pleasure") and you negate the Heavenly Father's authority system in the process, something the Lord, while dividing the son from the earthly father never did, keeping the Father's authority system itself in place, with His Heavenly Father's authority taking precedence over all authority, engendering individualism, under God.

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

Behavior "science," i.e., therapy negates the father's/Father's authority. 'Driven' by, i.e., 'justifying' the child's carnal nature, i.e., "lust," it has no other 'purpose.' By making behavior subject to "scientific evaluation," i.e., aufheben, i.e., that which is "of the world" only, the father's/Father's authority is negated.

"Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience ["the pride of life"], in the two forms of sense perception ["the lust of the eyes"] and sensuous need ["the lust of the flesh"], that is, only when it proceeds from Nature [from "the world"]." (Karl Marx, MEGA I/3)

"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, on becoming a person)

In other words: Since science is "only" "of the world," the study of human nature," i.e., human "behavior" as a "science" ("behavioral 'science'") makes us all subject to "only" that which is "of the world," i.e., our "sense experience," making "the lust of the flesh," i.e., our "sensuous needs" and "the lust of the eyes," i.e., our "sense perception" the only means by which we can know right from wrong behavior—making our "sense experience," i.e., "the pride of life," i.e., our "lusting" after the carnal pleasures of the 'moment' which the world stimulates (which includes the approval, i.e., the affirmation of men)—which engenders our hate of restrain, i.e., missing out on pleasure—the only means by which we know right from wrong. Resulting in our "lusting" after the carnal pleasures of the 'moment' which the world stimulates being "right" and restraint, i.e., the father's/Father's authority, which gets in the way of pleasure being "wrong."

"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 "lust," i.e., the child's "lusting" after the carnal pleasures of the 'moment' which the world stimulates is right, i.e., is "in" then the father's/Father's authority (and the guilty conscience which the father's/Father's authority engenders for "lusting") is wrong, i.e., is "out," i.e., must be negated if the child is to become "normal," i.e., "of and for self," i.e., "only" "of (and for) the world."

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the superego 'unites in itself the influences of the present and of the past [the "super-ego" 'justifies' the child's carnal nature, i.e., the child's "feelings," i.e., his or her love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present therapy session].'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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)

"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)

When you start with the child, 'justifying' the child's carnal nature, you negate the father's/Father's authority in the child's thoughts, negating the child having a "negative valence," i.e., a guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' which the world stimulates in the process.

"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)

If you make the child's carnal nature the thesis, i.e., "positive" the father's/Father's authority automatically becomes the antithesis, i.e., "negative" with synthesis being the children uniting as one, according to their carnal nature, i.e., according to that which is "of the world" only—negating the father's/Father's authority in their thoughts, negating their having a guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., "lusting" in the process—making "behavior," i.e., "mental health" subject to that which is "of the world" only, i.e., "social health."

"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 whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

"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

Therapy is not just for the father, mother, and the children, i.e., "the family," i.e., "the people" it is for the therapist as well (which is its/his main objective), 'liberating' him (his "self"), along with "the family," i.e., "the group" from the father's/Father's authority, i.e., from having to humble, deny, die to, control, discipline one's "self" in order to do right and not wrong according to the father's/Father's established commands and rules which have to be obeyed as given and facts and truth which have to be accepted as is, by faith, i.e., from having a guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., "lusting" so he, along with the children, i.e., "the family," i.e., "the people" can "lust" after the carnal pleasures of the 'moment' which the world stimulates with impunity, i.e., with the children's, i.e., "the families," i.e. "the group's" approval, i.e., affirmation. When you are silent in the midst of unrighteousness, not condemning it, unrighteousness becomes the "norm." Dialogue (the language of therapy)—which makes the father, the mother, and the children "equal" (in dialogue everyone is entitled to their opinion, i.e., everyone must be allowed to share their "feelings" without fear of being reprimand, i.e., corrected, reproved, chastened, or cast out)—negates the father's/Father's authority, i.e., neuters the father. "Focus on the family" and you neuter the father, i.e., you negate the father's/Father's authority in the families thoughts and actions. Using dialogue to determine right and wrong behavior 'justifies' the children's, the mother's (the wife's), the father's (the husband's), and the therapist's carnal nature, i.e., "lust" for the carnal pleasures of the 'moment' which the world stimulates, 'liberating' the children, the mother (the wife), the father (the husband), and the therapist from the father's/Father's authority (and the guilty conscience it engenders) so they can do wrong, disobey, sin, i.e., "lust" with impunity, i.e., with everyone's approval, i.e., affirmation.

O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions [Gr, antithesis] of science falsely so called: Which some professing have erred concerning the faith." 1 Timothy 6:20, 21

"Without exception, patients [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 therapist ["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)

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

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15

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

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

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

Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth—deductive reasoning is reasoning from and through established commands, rules, facts, and truth (a priories). In a discussion you must suspend, as upon a cross, your carnal desires ("lust") of the 'moment,' which the world is stimulating in order to hear and receive the truth, i.e., i.e., you must humble, deny, die to, control, discipline your "self" in order (as in "old" world order) do right and not wrong according to established commands, rules, facts, and truth.

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

Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another—inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees) a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the situation, rejecting "inappropriate information," i.e., information (any established command, rule, fact, or truth) that gets in the way of his desired outcome. In a dialogue you must suspend, as upon an cross any command, rule, fact, or truth that gets in the way of your desired outcome, i.e., your carnal desires ("self interest," i.e., "lust") of the 'moment' which includes your desire to initiate and sustain "relationship" with others.

"Not feeling at home in the sinful world [where the child is told he is a sinner when he does wrong, disobeys, sins, i.e., "lusts," i.e., acts "normal"], Critical Criticism [the child, in private questioning, challenging, defying, disregarding, attacking, i.e., hating authority, wanting to strike out and remove it] must set up a sinful world in its own home [the child, dialoguing with his "self," 'justifies' his "self," i.e., 'justifies' his carnal desires ("lusts") of the 'moment' which the world is stimulating, 'justifies' his resentment toward restraint, i.e., his hatred toward the father's/Father's authority when it gets in his way, i.e., when it refuses to dialogue with him, i.e., 'justify' him, i.e., affirm his carnal nature]." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

It is in dialogue with our "self" our hate of restraint, i.e., hatred toward the father's/Father's authority, i.e., "Critical Criticism" is 'justified' (in our eyes), since it is through dialogue with our "self" we voice our resentment toward authority without fear of being reproofed, corrected, rebuked, i.e., without fear of being chastened or cast out (if we keep it to our "self"). When our resentment (hatred) toward the father's/Father's authority is, through dialogue, shared with others and affirmed, it can be put into praxis (social action), negating the father's/Father's authority in society, negating the guilty conscience (which the father's/Father's authority engenders) in the process, so everyone can do wrong, disobey, sin, i.e., "lust," i.e., be "normal," without fear of judgment, condemnation, damnation, not only in their thoughts but in their actions as well. It is what therapy is all about, making everyone "normal."

"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)

"Cursed be the man that trusteth in man, and maketh flesh his arm," Jeremiah 17:5

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., that which we have in common, i.e., that which is "of the world" only. There is no father's/Father's authority in dialogue, in an opinion (in "I feel" and "I think"), or in the consensus (in "We feel" and "We think") process. There is only the child's ("the groups") carnal desires, i.e., "lusts" of the 'moment' which are being stimulated by the world, which includes the current situation, i.e., the child's ("the groups") desire for "the groups" approval, i.e., affirmation. As you, in your unrepentant heart, love pleasure and hate restraint, so to does your "friends" who will hate you when you get in their way (to pleasure). "Building relationship" upon "self interest" is a risky business. It can cost you your life if/when their "self interest" takes precedence over yours in the future.

"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thinking and acting.

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

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

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

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

"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)

"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' and anyone 'justifying' them]." (Adorno)

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

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

"The 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, Life Against Death)

It is in our desire, i.e., "lust" for approval, i.e., affirmation from others that we suspend, as upon a cross any established command, rule, fact, or truth that gets in the way of dialogue, i.e., our means to initiating and sustaining relationship with them. Relationship is initiated and sustained via dialogue. Fellowship via discussion, i.e., humbling, denying, die to, controlling, disciplining our "self," i.e., suspending as upon a cross our "feelings," i.e., our carnal desires ("lusts") of the 'moment' which the world is stimulating in order to hear and receive the truth, i.e., in order to do right and not wrong according to established commands, rules, facts, and truth.

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

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

"So then faith cometh by hearing, and hearing by the word of God." Romans 10:17

"But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him." Hebrews 11:6

Therapy, i.e., psychology (so called "study of the soul"), i.e., dialogue is dependent upon "sense experience" in order to know the 'truth,' i.e., in order to know right from wrong behavior, negating faith in the father's/Father's authority, i.e., knowing right from wrong behavior by being told. There is no faith in dialogue, other than in one's carnal nature, i.e., one's carnal desires ("lusts") of the 'moment' which the world is stimulating (which is not faith, but sight). When it comes to knowing right from wrong behavior, dialogue, which ties you to the world, i.e., to "sense experience" negates faith in the father/Father, i.e., in God the Father, i.e., in knowing right from wrong behavior—by being told.

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

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

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

"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)

Freud's history of "civilization" is of children (children of disobedience), after being cast out by the father for their incestuous behavior, coming to a consensus, returning home, joining with the rest of the children, "killing and devouring" the father so that history no longer contained any semblance of his authority. According to Freud, the "neurosis of civilization" was created when the children, now in power, having a guilty conscience for "killing and devouring" the father, restored a semblance of his authority back into civilization. The father's/Father's authority (in the mind of the children) is only devoured (negated) in the dialoguing of opinions to a consensus process—thus the need for therapy, i.e., continuous therapy (even for the leaders of the nation).

"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)

"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)

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

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse, Eros and Civilization)

"In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent―the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (Erick Fromm, You shall be as gods: A radical interpretation of the old testament and its tradition)

The only 'drive' for therapy is the child's (the therapist's) "lust" for the carnal pleasures of the 'moment' (dopamine emancipation), i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" which the world stimulates. It's only 'purpose' is to 'liberate' the child's (the therapist's) carnal nature, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" from the father's/Father's authority so children (the therapist) can do wrong, disobey, sin, i.e., "lust" without having a guilty conscience (which the father's/Father's authority engenders)—having done it in a group, now being able to do wrong, disobey, sin, i.e., "lust" with impunity, i.e., with "the groups" approval, i.e., affirmation.

Therapy in the classroom:

"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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" ("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.") in the classroom, incorporating through dialogue Marxist ideology into the classroom curriculum, 'liberating' children from the father's/Father's authority. Benjamin Bloom's "weltanschauung," i.e., world view was that of two Marxists, Theodor Adorno and Erick Fromm (Book 2: Affective Domain). One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system ("educators") back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) today would put their job, i.e., their employment in jeopardy.

"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." (Book 2: Affective Domain)

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

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

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

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

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)

"[W]e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Book 1, Cognitive Domain)

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

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 "mental health" is unattainable.

"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation)

"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Book 2, Affective Domain)

We are doing it anyway, i.e., therapy (Marxism) in the classroom, 'changing' the home, the nation, and the world, 'liberating' the world from the Father's authority so children (therapists) can do wrong, disobey, sin, i.e., kill the unborn, the elderly, the innocent, the righteous and anyone else who gets in the way of pleasure ("lust") without having a guilty conscience, i.e., so they can "lust" with impunity, i.e., with "the groups" (your) approval. See the issue "Teacher Training" for more on the use of therapy in the classroom.

"Enter ye in at the strait gate: for wide is the gate, and broad is the way, that leadeth to destruction, and many there be which go in thereat: Because strait is the gate, and narrow is the way, which leadeth unto life, and few there be that find it. Beware of false prophets, which come to you in sheep's clothing, but inwardly they are ravening wolves. Ye shall know them by their fruits." Matthew 7:13-16

The moment dialogue (the broad path) comes into the "church," making God's Word, i.e., the Father and his Son Jesus Christ subject to the opinions (the "feelings," i.e., the "sense experiences") of men it, i.e., the "church" becomes apostate, with its facilitators of 'change,' i.e., "wolves in sheep skin" leading the way, 'justifying' the "lusts" of men ('justifying' their own "lusts," which includes their "lust" for the praises of men). Question the use of therapy aka psychology in the "church" and you will quickly learn how apostate (Marxist) it has become.

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities ["lusts"] of the people change." (Marx, Critique)

"What shall we say then? Is the law sin? God forbid. Nay, I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7

"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3

By gaining access to your "self interest," i.e., your carnal desires ("feelings," i.e., "lusts") of the 'moment,' i.e., what you "covet" (through dialogue) using "feigned words," i.e., plastic words, Gr., giving you what you want to hear in order to gain your trust thereby being able to move you down their pathway, they are able to turn you into "human resource," i.e., "merchandise" so they can use you for their own pleasure and gain (profit), buying and selling your soul on the open market of trade with your approval. It is not how far down the pathway you have traveled, i.e., "I am not a bad as he is," it that you are on it in the first place. One step on it (as in a pig pen) and you stink.

"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, on becoming a person)

When, through dialogue, the therapist gains access to your carnal desires, i.e., your "self interests," i.e., your "lusts" of the 'moment' which the world stimulates, he owns you, i.e., your soul, using you, as "human resource" for his own pleasure and gain, with your affirmation, casting you aside once you no longer create pleasure in him or you get in the way of his "lust" for pleasure (no longer affirming him)—without having a guilty conscience for his thoughts toward and actions against you.

"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)

Replacing 'loyalty' to the father/Father, i.e., the father's/Father's authority system, i.e., humbling, denying, dying to, controlling, disciplining your "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 (preventing, i.e., inhibiting or blocking 'change') with 'loyalty' to the therapist, i.e., to the 'justification' of "self," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" before men (initiating and sustaining 'change').

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

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.

"The dialectical method was overthrown—the parts [the children] were prevented from finding their definition within the whole [within "the group"]." "... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Without the aid of the therapist, i.e., the "group psychotherapist," i.e., "the vanguard party" the child, unable in his "self" to overcome the effect of the father's/Father's authority in his own life, i.e., unable to receive affirmation from other children, will remain alienated from the world, i.e., unable to overcome "obedience to laws," i.e., unable to become his "self" as he is, i.e., "of the world" only. The sole role of the therapist is to achieve this goal, 'liberation' of the child (the therapist) from the father's/Father's authority so he can be "of the world" only, i.e., be his "self," "lusting" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience, i.e., doing wrong, disobeying, sinning, i.e., "lusting" with affirmation, i.e., with group approval—"the group," i.e., "the village" now being in his head instead of the father's/Father's voice.

"lawfulness without law" (Immanuel Kant, Critique of Judgment)

Immanuel Kant wrote of a time where "lawfulness without law" would become the law of the land. We have now arrived, with the laws of the flesh, i.e., the child's carnal nature, i.e., children of disobedience , i.e., therapists now ruling the world, with children (lead by therapists)—'liberated' from the father's/Father's authority, i.e., from having a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting"—doing wrong, disobeying, sinning, i.e., "lusting," i.e., doing unconscionable things (killing the unborn, the elderly, the innocent, the righteous, and anyone else who happens to get in their way to pleasure) with impunity, i.e., with "no fear of God before their eyes." This is the duty of the therapist. There is no other 'purpose' for his office (profession).

"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

There is no such thing as a "Christian" therapist. There is only a therapist who calls himself a "Christian" so he can seduce, deceive, and manipulate "Christians" into doing wrong, disobeying, sinning, i.e., "lusting," i.e., into becoming like him—worshiping, praising, supporting, defending him. Question psychology in the "Church" today and you will know what I mean. Through therapy one becomes not only intoxicated with, but addicted to and possessed by the affirmation of men, 'justifying' his "lusting" after the carnal pleasures of the 'moment' which the world stimulates.

"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

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9