The Three Step Program Of The "New" World Order.
(Personal note.)
by
Dean Gotcher
"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." 1 John 2:16
1) Do right, i.e., do the father's/Father's will, 2) do wrong, i.e., do your will yet with a guilty conscience, 3) do wrong, i.e., do your will without having a guilty conscience., i.e., with men's approval (affirmation). Step one is the father's/Father's authority, where you have to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do right according to established commands, rules, facts, and truth. Step two is 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. Step three is 'justifying' your "self," i.e., your carnal desires, i.e., the child's carnal nature in you, i.e., your "lusts," i.e., your "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, before others who have the same carnal desires, i.e., "lusts," i.e., "self interests," 'justifying' your (and their) hate of restraint, i.e., your (and their) hate the father's/Father's authority for getting in the way of pleasure, negating the father's/Father's authority in your (and their) thoughts and actions, negating the guilty conscience in the process (called "the negation of negation" since the father's/Father's authority and guilty conscience it engenders 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 are "negative" to the carnally minded child), so you (and they) can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with impunity, i.e., with each others affirmation, doing abominable things, i.e., killing anyone, including the unborn, the elderly, the innocent, and the righteous who get in the way, without having a guilty conscience. It "takes a village," i.e., "the group," i.e., the "community" to negate the father's/Father's authority, i.e., to negate the guilty conscience in the child for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, so all the villagers, especially the leader(s) can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., with impunity, i.e., with everyone affirmation. Without the affirmation, i.e., step three, i.e., the dialoguing of opinions to a consensus process the guilty conscience for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating remains, leading people back to step one, i.e., restoring the father's/Father's authority.
"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15
"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)
Discussion (commands, rules, facts, and truth) only, discussion (commands, rules, facts, and truth) in conflict with dialogue ("feelings"), or dialogue only (with any "discussion," i.e., command, rule, fact, and truth being subject to, i.e., the product of dialogue, i.e., "feelings," i.e., opinion first):
In a discussion you must suspend, as upon a cross your carnal desires, i.e., your "lusts," i.e., your "self interest" of the 'moment' that the world, i.e., the current situation and/or people are stimulating , i.e., you must humble, deny, die to, control, discipline your "self" in order to hear and receive the truth. To dialogue you must suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., that prevents the other person from 'justifying' their "self," i.e., their carnal desires, i.e., their "lusts," i.e., their "self interest" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' your "self," i.e., your "lusts," i.e., your "self interest" of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the process.
Discussion only:
"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:'" (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 father's/Father's authority is based upon 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, discussing any questions those under authority might have regarding the commands, rules, facts, and truth being preached and taught, at the one in authority's discretion (providing he deems it necessary, has time, those under authority are able or capable to understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those who obey and/or do right, 3) correcting and/or chastening those who do wrong and/or disobey, so they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin, i.e., not "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 4) casting out or expelling those who question, challenge, defy, disregard, attack authority. The child's carnal nature is to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, yet the child has a natural desire for the father's/Father's approval as well. This engenders a guilty conscience in the child when he does wrong, disobeys, sins, i.e., when he "lusts" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"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
Discussion vs. Dialogue:
"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)
In dialogue the child attempts to 'justify' his "self," i.e., his "feelings," i.e., his carnal desires, i.e., his "lusts," i.e., his "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' his hate of restraint, i.e., hate of the father's/Father's authority for getting in the way, but discussion, i.e., doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth brings him back to doing the father's/Father's' will, getting in the way, engenders a guilty conscience in him when he does wrong, disobeys, sins, i.e., when he "lusts" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Caught between discussion, i.e., doing the father's/Father's will and dialogue, i.e., doing his will he can not escape having a guilty conscience when he does his will instead of the father's/Father's. "Private convictions" is your struggling within, between doing the father's/Father's will, i.e., discussion or doing your will, i.e., dialogue instead. By making it public, i.e., through dialogue your will, i.e., your carnal desires, i.e., your "lusts," i.e., your "self interests" will win out.
"Persons will not come into full partnership in the process until they register dissatisfaction [with authority]." "[We] must develop persons who see non-influencability of private convictions in joint deliberations as a vice rather than a virtue." (Kenneth D. Benne, Human Relations in Curriculum Change)
Dialogue only.
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)
"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)
The solution, for those of the "new" world order, is to place the child in an environment of dialogue only, when the issue is right and wrong behavior, establishing the child's carnal nature, i.e., his "self," i.e., his "lusts," i.e., his "self" interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., establishing his will (which is "positive") over and therefore against discussion, i.e., the father's/Father's authority, i.e., doing the father's/Father's will (which is "negative"). Not only is the child's "lust" for pleasure 'liberated' in the dialogue, i.e., in the dialoguing of opinions to a consensus environment, his "lust" for acceptance by the other children (affirmation) is realized as well, negating his having a guilty conscience (which the father's/Father's authority engendered) 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. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the child's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating. By negating the father's/Father's authority in a group setting (dealing with right and wrong behavior), the guilty conscience is negated, allowing the child to do wrong, disobey, sin, i.e., to "lust" after his carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, with the other's children's affirmation, becoming "at-one-with" his "self," them, and the world, 'justifying' his questioning, challenging, denying, disregarding, attacking authority, i.e., the father's/Father's authority when he gets home, without having a guilty conscience, i.e., need to repent.
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"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)
The three step program is being used in the classroom, 'liberating' children from their parent's authority. All "educators" are certified and schools accredited today based upon their use of "Blooms' Taxonomies" in the classroom.
"Blooms' Taxonomies" is curriculum by which all teachers are certified and schools accredited today. They are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain).
"To create effectively a new set of attitudes and values [paradigm], the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' that the most influential controls are to be found." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs and getting them to discuss issues." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain)
"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 standards, customs, and belief's] … can be replaced by ... affective behaviors [the child's carnal nature]." (Book 2: Affective Domain)
"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)
Benjamin Bloom's "weltanschauung," i.e., world view (paradigm), he admitted in Book 2, Affective Domain was that of two "Transformational" Marxists, Theodor Adorno and Erich Fromm, two members of the "Frankfurt School" (the Institute for Social Research) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. "As the Frankfurt School [Theodor Adorno, Erich Fromm, et al., including Kurt Lewin who edited their newspaper Zeitschrift für Sozialforschung] 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's view of history was of children, who by "killing and devouring" the father 'liberating' their "self" from the father's/Father's authority ("... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother [incest] 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).
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." (Erick Fromm, Escape from Freedom)
"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)
"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," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment' and those 'liberating' them from the father's/Father's authority]." (Adorno)
"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)
"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse, Eros and Civilization)
The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority (in order to be or become a part of "the group"). Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure ("lusts") and hate of restrain (dissatisfaction with, resentment toward, hatred of the father's/Father's authority), doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. Placing a child in a dialoguing of opinions to a consensus classroom reveals his way of thinking, with the conservative child resisting the process—insisting upon preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and attempting to discuss any command, rule, fact, and truth that is being questioned, challenged, defied, disregarded, attacked in order for "the group" to do right and not wrong according to established commands, rules, facts, and truth—and the liberal child instantly joining in—martyring the conservative child. Being "open-ended," i.e., "non-judgmental," i.e., "positive" makes all students judgmental of the student who holds them accountable and judges them according to established commands, rules, facts, and truth, i.e., upon that which is "negative" to the flesh. By joining in the dialoguing of opinions to a consensus process the child/student is progressively moved from conservatism to liberalism in his thinking and in his actions—questioning, challenging, defying, disregarding, attacking authority. (see "Group Dynamics," "Force Field Analysis," and "Unfreezing, Moving, and Refreezing" by Kurt Lewin)
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
Step One: Seduce.
By the 'change' agent 'discovering' your "self interest," i.e., what you covet, i.e., what you "lust" after he is able to draw you into participation, i.e., seduce you.
Step Two: Deceive.
By the 'change' agent gaining your trust—your perceiving his interest being in you—he is able to lead you down his pathway, i.e., to his desired outcome.
Step Three: Manipulate.
Having placing your life, i.e., your future in the 'change' agent's hands he is able to as a charlatan, pedophile, pimp use you as one of Thorndike's chicken's, Skinner's rats, or Pavlov's dog, i.e., as "human resource" for his own pleasure and gain.
"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) emphasis added.
"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong], they urge the group [the children/the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"A successful change includes, therefore, three aspects: unfreezing the present level [seduction], moving to the new level [deception], and freezing group life on the new level [manipulation]." "... general principles for changing group culture" [are]" change of group atmosphere, (the system of values which governs the ideology of a group), changes of power constellation within the group (change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group.)" (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)
"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [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)
By 'shifting' education away from the father's/Father's authority system, i.e., doing right and not wrong according to established commands, rules, facts, and truth to the facilitator of 'change's' three step program, i.e., the dialoguing of opinions to a consensus, children are 'liberated' from the father's/Father's authority so they can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with "the groups" affirmation, dying in their sins.
"The words 'seem to' are significant; it is the perception which functions in guiding behavior." (Rogers)
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25
"But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death." James 1:14, 15
The woman in the garden in Eden "perceived" "the tree of the knowledge of good and evil" to be like the other trees, only better, making her wise, i.e., like God, eating of its fruit, resulting in her death (not because the fruit itself was poisonous, but by her disobedience to God, the Father, no longer having access to "the tree of life"), with Adam following, i.e., "lusting" after her instead of obeying God, i.e., doing the Father will. The Serpent, i.e., the master agent of 'change' knew he had the woman when she entered into dialogue (regarding right and wrong behavior), with her "nor touch" revealing her "lust," i.e., her "self interest," with her 'reasoning' (from her "perception") in a "positive" ("Ye shall not surely die") environment sealing the deal, putting theory (opinion, i.e., "seem to") into practice (praxis). "The lust of the flesh," i.e., her desire to "touch" the tree, "the lust of the eyes," i.e., her seeing (perceiving) that "the tree of the knowledge of good and evil" was like all the other tree's "good for food and pleasing to the eyes," and "the pride of life," i.e., her desire to be like God knowing good and evil for (from) her "self" was countered by the Lord's response to the devil in the temptations in the wilderness, refusing to go into dialogue instead quoting God's word "It is written" three times, he declared: "Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God [don't let the cares of this life take you away from God's word]," "Thou shalt worship the Lord thy God, and him only shalt thou serve [don't worship the world around you and those who rule over it]," and "Thou shalt not tempt the Lord thy God [don't force God to choose between his love for you and his love for his word, despite his love for you he will go with his word first]." Matthew 4:1-11
"For as by one man's disobedience many were made sinners, so by the obedience of one shall many be made righteous." "For in that he died, he died unto sin once: but in that he liveth, he liveth unto God. Likewise reckon ye also yourselves to be dead indeed unto sin, but alive unto God through Jesus Christ our Lord. Let not sin therefore reign in your mortal body, that ye should obey it in the lusts thereof. Neither yield ye your members as instruments of unrighteousness unto sin: but yield yourselves unto God, as those that are alive from the dead, and your members as instruments of righteousness unto God." "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" "For the wages of sin is death; but the gift of God is eternal life through Jesus Christ our Lord." Romans 5, 19, 6:10-13, 6:16, 23 "For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast." Ephesians 2:8, 9
"And he said to them all, If any man will come after me, let him deny himself [his "lusts"], and take up his cross daily [endure the rejection of other's for not affirming their "lusts"], and follow me [the Lord, doing the Father's will]." Luke 9:23
"For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10
God's three steps are 1) deny yourself (love not your life), 2) endure the rejection of men (love not this world), and 3) follow the Lord, doing the Father's will which are "repression," "alienation," and "authoritarianism" in the mind of those of the "new" world order, i.e., those "of the world," who, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, through dialogue 'justifying' their "self" before one another, hate the Father's authority. In dialogue, i.e., "behavioral science," i.e., psychology, i.e., psychotherapy, i.e., facilitation there is no denying your "self," taking up the cross, or following the Lord, doing the Father's will there is only "the lust of the flesh, and the lust of the eyes, and the pride of life" being 'justified' before men. While some psychologists claim to be "Christians" they are "Christians" in name only, i.e., they are not believers, having rejected by their profession the Father's authority. "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)
"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
"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
"Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6
"Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. But whosoever shall deny me before men, him will I also deny before my Father which is in heaven." Matthew 10:32, 33
"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
© Institution for Authority Research, Dean Gotcher 2020