Training Up The Next Generation Of Troops. by Dean Gotcher

Training Up The Next Generation Of Troops.

by
Dean Gotcher
(personal note regarding the following.)

"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)

While many know there is something wrong going on in education, i.e., in the classroom, including many teachers, they do not know what it is. Like Mao's "long march" liberals, socialists, globalists are using dialogue in the classroom to train up their next generation of troops. All they need is 1) a crisis (fabricated or real) where traditional authority (local, state, and/or national) is called into question, 2) the media (making it a social "issue"), and 3) dialogue in the classroom (to determine right and wrong behavior) and the next generation of students will become activist, i.e., revolutionaries, questioning, challenging, disregarding, defying, attacking traditional authority—starting with their parents' authority when they get home. The "educator" does not have to tell "their" students (their troops) to question, challenge, disregard, defy, attack their parents' authority when they get home (if they were not already doing that), their students (the next generation of liberals, socialists, globalists) will automatically do that when they get home after participating in their dialoguing of opinions to a consensus (affirmation), i.e., Marxist training, i.e., "Bloom's Taxonomy" classroom environment. The "long march" began in earnest in the 50's and 60's with the introduction of the socialist (Marxist) curriculum, "Bloom's Taxonomies" in education (in the classroom). It continues to this day, unabated.

"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)

By replacing the 1) preaching of established commands and rules to be obeyed as given, the teaching of facts and truth to be accepted as is (by faith), and the discussing of any questions those under authority might have regarding the established commands, rules, facts, and truth (at the one in authorities discretion—providing they have time, those under authority are able understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those who do right and obey, 3) chastening or correcting those who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey, and 4) casting out or expelling any who question, challenge, defy, disregard, attack authority, in order (as in "old" world order) to keep order,

.... with the dialoguing of opinions to a consensus (affirmation) in the classroom, the child's way of thinking (called paradigm) is 'changed' from respecting and obeying authority to questioning, challenging, defying, disregarding, attacking authority instead—making the child's carnal nature of loving pleasure and hating restraint (the Karl Marx in your child) the 'drive' of life, making the 'purpose' of life the augmentation of pleasure and the attenuation of pain (which includes the pain that comes with missing out on pleasure as a result of the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., having do the father's/Father's will), negating the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning in the process, so "educators" and all who follow them, i.e., their troops can do wrong, disobey, sin with impunity.

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

All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Marxist indoctrination—programming—in the classroom, with the media giving them the material, i.e., the crisis of the 'moment' in which to dialogue. While the public is concerned about the issues of the day, with traditional minded parents rejoicing when corruption in government is exposed and judged, "educators" are using the stories—fabricated by the corrupt, which are then presented as fact by the media—as the material from which to dialogue in their classroom, established (imprinting in the students' minds) the medias fables as the truth, resulting in the students hating anyone who tells the truth, t.e., who exposes the corrupt, so they can do wrong, disobey, sin with impunity, i.e., so they can do wrong, disobey, sin without having a guilty conscience, which is the real agenda.

"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 student's "feelings" of the 'moment,' in the "light" of their desire for group approval 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 child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' (using the students "feelings," i.e., their "lusting" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., "self interest," i.e., "sense experience," i.e., "selective/appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any information that gets in the way of their desired outcome—in determining right from wrong behavior), "Bloom's Taxonomy," affective domain, French Revolution (Liberté, Égalité, Fraternité) classroom in order (as in "new" world order) to 'liberate' children from parental authority—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., "human resource" in order to turn them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin 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 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, negating having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"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