Three Children. by Dean Gotcher

Three Children.
(Which one are you?)
(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

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50

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

"Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11 While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as children of disobedience, 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.

There are two "types" of father's. Those who preach commands and rules to be obeyed as given, teach facts and truth to be accepted as is, by faith, and discuss with their children any questions they might have regarding the commands, rules, facts, and truth being taught (at the father's discretion: providing he deems it necessary, has time, the children are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking his authority) and those who refuse to ever discuss with their children any questions they might have regarding their commands, rules, facts, and truth. The former father being benevolent. The latter being authoritarian.

As will be clear after reading the following, those rejecting discussion, insisting upon dialogue instead, classify all father's as being authoritarian, even the benevolent, The only exception for them is the "father" who is a father in name only, i.e., a father (whether a biological father or not) having only one 'drive' and 'purpose' in life (which applies to his "self" and all children), that of enjoying, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., permissiveness. Therefore any act that prevents the child from actualizing his "self," i.e., from 'discovering' his "self" as he is, thinking and acting accordingly to his carnal nature, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint is an act of violence against the child, i.e., humanity. As a facilitator of 'change' this "father" sees his "self" as being the personification of all children/"the people," i.e., any act that prevents him from actualizing his "self," i.e., from 'discovering' his "self" as he is, thinking and acting accordingly to his carnal nature, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint is not only an act of violence against him, it is an act against "his" children, i.e., "the people," i.e., humanity.

1) An obedient child who humbles, denies, dies to, controls, disciplines his (or her) "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. Patriarchal paradigm (paradigm is the way a person feels, thinks, and acts regarding "self," other, and the world, and how he responds to authority). The gospel message is all about the only obedient child, Jesus Christ, who obeyed the Father in all things commanded, 'redeeming' all children who believe upon him from the Father's judgment upon them for their sins, with the Father 'reconciling' them to himself to partake in his holiness throughout eternity—those children who in this life, deny their "self," endure the rejection of men (for not affirming their sins), and following him, do the Father's will.

"Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." Ephesians 2:2,3

2) A disobedient child who, recognizing the father's/Father's authority yet compromising his/His established commands, rules, facts, and truth, has 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 (trying not to get caught). Matriarchal paradigm. Caught between his carnal desires and wanting to do the father's/Father's will ("private convictions") he either, repenting and asking the father/Father for forgiveness, humbles, denies, dies to, controls, disciplines his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will or dialoguing with his "self," 'justifies' his "self" (in private, so as not to be judged, chastened, etc., by the father/Father) 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 a guilty conscience (trying not to get caught).

"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, 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)

"Let no man deceive you with vain words: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:5-7

"And through covetousness shall they with feigned words make merchandise of you:" 2 Peter 2:3 Through dialogue, gaining access to your "lusts," i.e., your "self interests" they are able to gain your trust in order to lead you down their pathway, i.e., as charlatans, pedophiles, pimps they seduce, deceive, and manipulate you, turning you, as one of Thorndike's chickens, Skinner's rats, Pavlov's dog into "human resource" so they can sell your soul on the open market of the world for their own pleasure and gain (you sold your soul to them the 'moment' you entered into dialogue with them regarding right and wrong behavior).

3) A disobedient child who, rejecting established commands, rules, facts, and truth, i.e., rejecting the father's/Father's authority, i.e., affirming, 'justifying,' "esteeming" his "self," i.e., his "lust" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating before others, establishing "self" as the determining agent of what is right and what is wrong, with "self," i.e., "lust" being "right" and the father's/Father's authority being "wrong," is void of 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. Heresiarchal paradigm (of 'change').

"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 'logic' being, if you start with the child's carnal nature ("feelings," i.e., "lust" for pleasure and hate of restraint), making it the ground from which to know right from wrong, there is no father's/Father's authority, i.e., established laws to obey, therefore there is no guilty conscience for disobeying him/Him—Immanuel Kant's "lawfulness without law" paradigm (way of thinking and acting) where, 'justifying' (establishing) the child's carnal nature over and therefore against the father's/Father's authority negates (voids) the father's/Father's authority, thereby negates 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—so all children can be their "self," i.e., do wrong, disobey, sin, i.e., "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with impunity. (Immanuel Kant, Critique of Judgment) Georg Hegel, sounding more like Karl Marx than Karl Marx himself, who was not yet born, then wrote: "On account of the absolute and natural oneness of the husband, the wife, and the child [their common "lust" for pleasure including their "lust" for the approval (affirmation) of men], where there is no antithesis [no "top-down" right-wrong way of thinking and acting] of person to person or of subject to object, the surplus is not the property of one of them, since their indifference is not a formal or a legal one [their property, business, etc., does not belong to them but to the Universe, i.e., to the collective, the "community," "society," etc., i.e., the facilitator of 'change']." (Georg Hegel, System of Ethical Life)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

In other words, for Karl Marx et al. "Lust reconciles you to the world," 'justifying' the negation (killing) of anyone who gets in the way, including the unborn, the elderly, the innocent, and the righteous. The road to "Utopia" is paved with the bodies of those who got in the way. In the dialoguing of opinions to a consensus (affirmation) process "lust" negates the father's/Father's authority in the children's thoughts and actions, negating their having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the process.

"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 they become father's themselves, doing what they want, when they want.

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

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., engendering a guilty conscience in them 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 instead, preventing 'change.' It is here that the guilty conscience and dialogue come into play. With dialogue bypassing (negating) the guilty conscience and discussion initiating and sustaining it, without "help" from outside (siding with dialogue) the child is forever caught between the two, engendering "neurosis."

"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 (the child's "feelings" toward authority) of the present and of the past.'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) Discussion reinforces the guilty conscience, i.e., the father's/Father's authority, while dialogue reinforces the "superego," i.e., the child's carnal nature.

"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) In order to have a discussion you must suspend, as upon a cross your "self," i.e., your "self interest," i.e., your "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating in order (as in "old" world order) to hear and receive the truth, i.e., you must humble, deny, die to, control, discipline your "self" in order to do right and not wrong according to established commands, rules, facts, and truth, which engenders a guilty conscience in you when you do wrong, disobey, sin, i.e., when you "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. In discussion you fellowship with others based upon established commands, rules, facts, and truth, inhibiting or blocking 'change.'

"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." (Bohm) In order to dialogue you must suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., that prevents you and the other person's from sharing your and their "self interests," i.e., your and their "lusts" of the 'moment that the world, i.e., that the current situation and/or people are stimulating. In dialogue you "build relationship" with others based upon "self interest," i.e., "lust," initiating and sustaining 'change.'

Without creating a world of dialogue, the child, privately (out of fear of being judged, chastened, condemned, and/or cast out) dialoguing within (with) his "self" his love of ("lust" for) pleasure and hate of restraint, i.e., resentment toward the father/Father will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough to overthrow the father/Father and his/His authority system by his "self." "Alienated" from the other children he is unable to unite with them (through dialogue), overthrowing the father's/Father's authority system itself. It is in the dialoguing of opinions to a consensus (affirmation) process the deed (the praxis), i.e., the negation of the father's/Father's authority is put into motion. It is here that Karl Marx and Sigmund Freud unite as one, 'liberating' the children (the proletariat) from the father's/Father's authority (the bourgeoisie/King)

"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority over his family]." "... 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)

"Once the earthly family [with children having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the Holy family [with the Son, Jesus Christ, and all following Him having to humble and deny their "self" in order to do His Heavenly Father's will], the former [the earthly father's authority system, with children having to trust in (have faith in) and obey the father (their parents)] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [negated in the children's personal thoughts and social actions—resulting in their 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 common carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment']." (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] 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 of the 'moment' and the 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)

It is in dialogue children are 'liberated' from their parent's/God's, i.e., the father's/Father's authority, making them "of the world" only. All dialogue associates a person to the world, i.e., to the current situation and/or people who are stimulating pleasure in him. Therapy and dialogue are one and the same, i.e., have the same 'drive' and 'purpose,' 'liberating' men, women, children, and the therapist (the main objective) from the father's/Father's authority so they/he can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience, with affirmation (impunity).

"Without exception, patients enter group therapy with the history of a highly unsatisfactory experience in their first and most important group—their primary family." (Irvin Yalom, Theory and Practice and Group Psychotherapy)

"What better way to help the patient recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change']? The therapist is the living personification of all parental images. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong according to established commands, rules, facts, and truth], they urge the group to explore and to employ its own resources [dialogue their 'feelings,' i.e., their carnal desires and dissatisfactions of the 'moment' in the "light" of the situation]. The group feel free to confront the therapist [authority], who must not only permit, but encourage, such confrontation [rebellion and anarchy]." "He [the "patient"] reenacts early family scripts in the group and, if therapy [brainwashing—washing the father's/Father's authority from the persons brain, i.e., thoughts] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father/Father, i.e., doing the father's/Father's will] he once occupied. … the patient changes the past by reconstituting it." (Yalom)

"In the group not only must the individual strive for autonomy [permissiveness] but the leader must be willing to allow him to do so. … an individual's behavior cannot be fully understood without an appreciation of his environmental press. …one member's behavior is not understandable out of context of the entire group. …there is no more important issue than the interrelationship of the group members. … few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority. One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial. The 'third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group … The therapist assists the patient to clarify the nature of the imagined danger and then … to detoxify, to disconfirm the reality of this danger. By shifting the group's attention from 'then-and-there' to 'here-and-now' material, he performs a service to the group … focusing the group upon itself. Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking. Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse." (Irvin Yalom, Theory and Practice and Group Psychotherapy)

The process works best in a group, with the facilitator of 'change' "encouraging" the children to dialogue with one another regarding right and wrong behavior, deciding right and wrong behavior from their "feelings" and "thoughts" of the 'moment,' in the "light" of the given situation and/or people present, i.e., deciding right and wrong behavior from/for their "self," "helping" them 'liberate' (actualize) their "self," i.e., their "lust" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating from the father's/Father's authority, negating the guilty conscience the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the process.

"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 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." (ibid.) The individual, 'loyal' to the father's/Father's authority, while being in "the group," can stand alone against "the group," while the individual 'loyal' to "the group" must negate the father's/Father's authority that gets in the way of "the group."

"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)

Which paradigm the child finds his "self" under and which he embraces (discussion, no discussion, or dialogue) directly affects the world you live in, either "rule of law," i.e., individualism under God, despotism, i.e., dictatorship, or socialism, i.e., totalitarianism (where everyone must participate or it is not successful).

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

By placing a child in an environment determining right and wrong behavior through dialogue the discussion based child is exposed, converted or censored, i.e., negated (if he resists or fights against the process), turning the converted child against his parent's authority.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism) into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right, i.e., the father's/Father's authority, 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 wrong.

"Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (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) Benjamin Bloom simply meant, we "recognize" Karl Marx, i.e., teach Marxism in the classroom ("In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." Karl Marx) There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the children's "self interest," i.e., "lust" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. In the second "taxonomy," Taxonomy of Educational Objectives Book 2: Affective Domain Benjamin Bloom noted that his "taxonomies" were built off of the work, i.e., the "weltanschauung" (world view) of two Marxists, Theodor Adorno and Erick Fromm.

"My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' [the parent's authority] …can be replaces by ... affective behaviors [the child's carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating]." (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) Whoever controls this "box" controls the world.

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (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. 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.

"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)

"To experience Freud is to partake a second time of the forbidden fruit;" ( Brown) Brown is saying: it is at the "tree of knowledge" (in defiance to the father's/Father's authority), i.e., it is through dialogue that "feelings," i.e., 'reasoning' from the child's carnal nature become the basis of determining right from wrong, good from evil. It is at the "tree of knowledge" that "self" 'justification,' i.e., the 'justification' of "human nature" becomes "actualized."

"We must return to Freud and say that incest guilt [the Father's authority engendering a "guilty conscience" ("neurosis") in the child while he is doing (or thinking about doing) that which comes naturally to him, becoming at-one-with the world in pleasure, i.e. following after his carnal nature, i.e. satisfying his urges and impulses of the 'moment, i.e. "lusting" after the pleasures of the 'moment' that the world stimulates] created the familial organization [having to do the father's/Father's will against his will]." "Eros [the child's carnal nature ('liberated' from the father's/Father's authority)] is the foundation of morality." "The basic structure of Freud's thought is committed to dialectics [dialogue, where the child 'reasons' from his "feelings," i.e., dialogues with his "self," 'justifying' his desire for the carnal pleasures of the 'moment' which the world stimulates and his hate of restraint]." "His [Freud's] finest insights are incurably 'dialectical.'" (Brown)

"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