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Violence In The Classroom.
(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. And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16, 17

A facts based student placed in a "feelings" base classroom is going to be martyred.

Living in (enamored with, i.e., intoxicated with, addicted to, and possessed by) the "eternal present," i.e., the here-and-now, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating blinds you to the there-and-then, i.e., to where you will spend eternity (after death), i.e., to the consequence of your actions (praxis). It is "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the here-and-now that blinds you to the father's/Father's authority, i.e., to the there-and-then, making the here-and-now reality, rational and the there-and-then an illusion, i.e., irrational. Therefore, to be 'rational,' i.e., to live in the here-and-now, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, that which is irrational, i.e., that which gets in the way of the here-and-now, i.e., the there-and-then, i.e., the father's/Father's authority must be negated, that which is "positive," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" must negate that which is "negative," i.e., the father's/Father's authority, "appropriate information," i.e., "feelings," i.e., that which supports the child's carnal nature must negate "inappropriate information," i.e., commands, rules, facts, and truth that support the father's authority system—getting in the way of "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the child's carnal nature. This 'logic' justifies' violence in the classroom against those who adhere to the father's/Father's authority (violence being not only emotional, i.e., rejection by "the group" for the persons adherence to the father's/Father's authority but also physical, i.e. the child giving "the group" a bad grade since the "group grade" depends upon his willing participation in the process, not only effecting his reputation in the classroom but also his employability, i.e., being a "team player" in the future). "Education" today is not about learning and applying established commands, rules, facts, and truth but about negating the father's/Father's authority in the students thoughts and actions in the classroom, in order (as in "new" world order) for all students to "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., without having that which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, following after, serving, protecting, praising, and worshiping "leadership" that establishes their canal nature over and therefore against the father's/Father's authority that "gets in the way." By making the "affective domain," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" the curriculum in the classroom, the student adhering to the father's/Father's authority system is going to be (has to be) martyred.

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

For Karl Marx et al. it is the child's carnal nature in you, i.e., "lust" "that reconciles you to the world," 'justifying' the negation of (violence against) those—including the unborn, the elderly, the innocent, and the righteous—who get in the way of the carnal pleasures, i.e., "lusts" of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating. According to Karl Marx, et al. anyone standing in the way of the child's carnal nature, i.e., "lust" is committing an act of violence against humanity. Therefore, following this 'logic, i.e., ideology it is the father's/Father's authority system, i.e., the Patriarchal paradigm, i.e., the traditional ("middle-class") family with children having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to their parent's established commands, rules, facts, and truth, i.e., having to do the father's/Father's will—that gets in the way of their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., that engenders a guilty conscience in them when they have done, are doing, or are thinking about 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—that has to be negated (violence has to be done against) if children are to become their "self," i.e., "of the world" only, i.e., "self actualized."

"Self-actualizing people have to a large extent transcended the values of their culture [Nationalism]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost [Globalists]." (Abraham Maslow, The Farther Reaches of Human Nature)

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

"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." ibid.

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining one's "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, 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." (Theodor Adorno, The Authoritarian Personality)

"The foundation on which the man of the future will be built is already there, in the repressed unconscious [i.e., in the child's carnal nature, i.e., in the child's impulses and urges which are being "repressed" by the father's/Father's authority]; the foundation has to be recovered [i.e., the child's carnal nature must be 'liberated' from the father's/Father's authority if the child is to become his "self" again]." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." "Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"God is the anthropological source of alienation." "Every form of objectification ... results in alienation. Transcending alienation involves transcending objectification." (Stephen Eric Bronner, Of Critical Theory and Its Theorists)

When objective truth (the father's/Father's authority) is rejected, all that is left is subjective truth (the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life.")

A Fascist or "racist" therefore becomes anyone who "represses" human nature, i.e., who prevents the child from "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, forcing him to embrace commands, rules, facts, and truth that "alienate" him from the other children of the world. Therefore, a Fascist or a "racist" is anyone preventing others from becoming their "self," i.e., inhibiting or blocking them from "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., from becoming at one with the world according to their carnal nature, i.e., disenfranchising them from resources, i.e., capital that engenders pleasure—with capital, in the father's/Father's hands making them subject to his/His authority, doing his/His will instead of theirs, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.

"... the attack on antieroticism, the Christian & Jewish foundations" ... "is absolutely right." (Abraham Maslow, The Journals Of Abraham Maslow)

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

"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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

It is therefore "sense experience," i.e., "the pride of life," in the two forms of "sensuous need," i.e., "the lust of the flesh" and "sense perception," i.e., "the lust of the eyes" that must be established over and therefore against the father's/Father's authority if "self' is to become "actualized." "Behavior 'science'" has only one objective (despite what anyone might say), the 'liberation' of "self," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" from the father's/Father's authority, negating the 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., that the current situation and/or people are stimulating. When you focus on the family you are not focusing upon doing the father's/Father's will, you are focusing upon the children, i.e., "human relationship."

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the superego 'unites in itself the influences of the present and of the past [the child's "sense experience"].'" (Brown)

The "superego" is the child's carnal nature, i.e., the child's "feelings" of the ''moment,' i.e., his or her love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present. It is the child dialoguing with his "self" his desires, i.e., "lusts" of the 'moment' as well as his hate of restraint, i.e., his hatred toward the father's/Father's authority for getting in the way.

"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." "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 and Peat, Science, Order, and Creativity)

In a discussion you must suspend, as upon a cross your carnal desires, i.e., your "self," i.e., your "self interest," i.e., your "lusts" of the 'moment' in 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 command, rule, fact, or truth. Truth is objective. In dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of, i.e., that inhibits or blocks dialogue, i.e., that prevents people from sharing their opinion (their "feelings") of the 'moment,' 'justifying' your "self" over and therefore against the father's/Father's authority. 'Truth' is subjective. By "behavior 'scientists'" 'shifting' communication away from discussion, which supports the father's/Father's authority to dialogue, which supports the child's carnal nature, i.e., the child's "sense experience" of the past and present, 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 is "replaced" (negated) with the "super-ego," 'justifying' the child's carnal nature, i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. This is why all communication in therapy, i.e., psychotherapy, i.e., psychology is based upon dialogue, i.e., the child's "sense experience" of the past and present, negating discussion, i.e., the father's/Father's authority.

"The shift in perspective from God [from the father's/Father's authority, i.e., from "What does the father/Father want me to do?"] to human beings [to the child's carnal nature, i.e., to "What can I get out of this for me?"] has ... a consequence." (Jürgen Habermas, The inclusion of the Other. Studies in Political Theory)

"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?'" (Rogers)

In the dialoguing of opinions to a consensus ("self actualizing") process the father's/Father's authority is negated. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the carnal nature of the child, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, which all children have in common (the basis of common-ism). Dialogue, i.e., "feelings," i.e., the child's carnal nature, i.e., "lusting" after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating "bypasses" (negates) discussion, i.e., established commands, rules, facts, and truth, i.e., the father's/Father's authority.

"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)

When it comes to knowing the difference between right and wrong behavior, all who pass from the land of discussion, i.e., knowing right from wrong according to established commands, rules, facts, and truth to the land of dialogue, i.e., 'justifying' their carnal desires of the 'moment' that the world, i.e., the currents situation and/or people are stimulating, i.e., making pleasure, i.e., "lust" right and restraint, i.e., the father's/Father's authority wrong must experience the death of their soul, i.e., knowing right from wrong by being told.

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) Only when the individual 'discovers' his "self interest" in others and others 'discover' their "self interest" in him (via dialogue), putting their "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life" into praxis "do they become revolutionary," united as one in overthrowing the father's/Father's authority, not only in their "self" (in their thoughts) but also in society (in the thoughts of others—the basis for "thought police").

"The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) In other words, not only must children 'liberate' their "self" from the father's/Father's authority, they must 'liberate' society, i.e., the rest of the children in the world from the father's/Father's authority as well, in doing so "ruling" over the other children of the world, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating with their approval (affirmation), having made their "self" the personification of "the people," negating all who get in "the peoples" way, i.e., their way, without having a guilty conscience.

"The philosophy of praxis ["self actualization," i.e., "self" 'justification,' i.e., negation of the father's/Father's authority, i.e., negation of "can not," "must not," "Thou shalt not," "Because I said so," "It is written," "Thou shalt surely die" in the child's/person's thoughts and therefore actions] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)

"Lie not one to another, seeing that ye have put off the old man with his deeds [praxis];" Colossians 3:9 The "lie," i.e., "the old man" being, you can do wrong, disobey, sin, i.e., you can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating and not be held accountable ("Ye shalt not surely die") for your carnal thoughts and your carnal actions, i.e., abominations.

For 'change,' i.e., 'liberation' from the father's/Father's authority system to take place, i.e., for "self" to become "actualized," i.e., for "the lust of the flesh, the lust of the eyes, and the pride of life" to become the "norm," it is not only the father's/Father's authority that has to be negated, i.e., that violence has to be committed against, it is also the guilty conscience that the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. It is the guilty conscience (the fear of chastisement, judgment, condemnation, damnation) 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 that restores the father's/Father's authority in the next generation of citizens. Without negating it (doing violence against the guilty conscience, i.e., those who bring the father's/Father's authority into the classroom), 'change' (though initiated by negating the father's/Father's authority in society) can not be sustained since the father's/Father's authority still resides in the individual via 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, thus restoring the father's/Father's authority in the next generation of citizens, resulting in them, according to Karl Marx, et al. following after a father figure, i.e., a dictator, i.e., a "Hitler" instead of the facilitator of 'change,' i.e., "big brother," i.e., him/them.

"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)

According to Kurt Lewin, since the guilty conscience, what he called a "negative valance" is the result of the father's/Father's authority, i.e., the father's/Father's threat of punishment ("Thou shalt surely die") 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, what Lewin called "an induced field of force of an adult," preventing the child from having or doing what he desires to do or from having what he wants to have in the 'moment,' what Lewin called "a forbidden object which in itself attracts the child," by simply removing, in the mind of the child, the father's/Father's authority, i.e., by putting the child in a "safe zone, space, or place," i.e., in a "Be positive, not negative," "group grade," "affective domain" ("Ye shalt not surely die") environment where he can question, challenge, defy, disregard, attack authority without fear of being judged, chastened, condemned, and/or cast out, negating that which is "negative" (called "the negation of negation") without fear of reprimand or punishment, i.e., "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" i.e., the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment that the world stimulates is negated.

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

"Who is God's God?" (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy) Yalom's concern about the "inordinately high suicide rate" associated with his profession.

Putting the "Lifeboat Dilemma" into praxis: One of the dilemma questions students have had to solve in class was to decide who they would kill in a lifeboat where all would die if such action did not take place. They could not come up with another solution of their own. They had to participate in the death of someone on the raft, including, if they choose, their own. In such a praxis they become God, choosing life or death for someone else or for their "self." In the dialoguing of opinions to a consensus process decisions are made that directly impact the lives of others, i.e., lose of job, reputation, even death which would not have taken place if the process was not used. What do you do when you come to realize you took part in someone else's demise, in other words when you develop a guilty conscience for your participation (praxis). Someone has to keep a "black book" of your "hidden secrets" ('discovered' via the process) in order to keep you in line, i.e., in order to "convince" you to keep quiet (keep it to your "self"), suggest you take your own life, or take your life for you, putting the "Lifeboat Dilemma" into praxis. It is not a game. When you play "God," doing violence to others in the praxis (putting into praxis the nature of the carnal child, loving pleasure hating restraint, i.e., hating the father, i.e., hating anyone getting in the way of pleasure) what do you do when you come to realize you are not God (and the other "Gods" are out to get you if you get in their way, doing to you what you did to others who got in your way)? There is no mercy or grace from these "Gods." The "Lifeboat Dilemma" proved that, with your participated. To participate in doing an abominable thing is to 'justify' your own demise (in the eyes of the person next to you who is considering getting rid of you). Instead of "Doing unto others what you would want them to do to you," in this "game" you learn to "Do unto others what you do not want them to do to you" for the sake of "self" preservation and/or the approval of "the group," i.e., the fear of rejection by "the group." Rejection is one of the most painful experiences in life. People will do abominable things in order to avoid it—like participate in the "Lifeboat Dilemma" when they KNOW it is wrong.

"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 [denying of "self" in order to do the father's/Father's will]." (Yalom)

Only by negating the father's/Father's authority in the children's thoughts in the classroom can they "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., behave according to their carnal nature, i.e., act naturally without having a guilty conscience., i.e. a "negative valence." This requires the negation of any student who attempts to initiate or sustain the father's/Father's authority system in the classroom, done by the other students (with the encouragement of the "educator," i.e., the facilitator of 'change'), committing emotional violence against the traditionally minded student, accusing him of ('labeling' him as) being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' a resister of 'change,' not a "team player," a lower order thinkers, in denial, phobic, prejudice, judgmental, a racist, a Fascist, a dictator, anti-social, psychological, mental, unreasonable, irrational, impractical, etc., when he holds them accountable to established commands, rules, facts, and truth, either "converting" him (pressuring him to become a part of "the group," i.e., tolerant of "lust") or silencing, censoring, and/or removing him (if not physically, emotionally, removing "the group" from having any "relationship" with him) for the sake of the rest of the students, i.e., "the group," so all the students 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. In other words, your child can not hurt the "feelings" of those students who "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating by telling them they are wrong, but they can hurt your child's "feelings" for preaching, teaching and attempting to discuss established commands, rules, facts, and truth that get in the way of their "lusts." An environment of dialogue, opinions, and the consensus process, which negates the father's/Father's authority, i.e., negates established commands, rules, facts, and truth, 'justifies' "lust." Discussion, which is concerned about doing or being right and not wrong according to established commands, rules, facts, and truth, does not (unless "lust" has been established through dialogue as being "right" and the father's/Father's authority has been established through dialogue as being "wrong"—making all discussion subject to dialogue). A commands, rules, facts, truth, i.e., preaching, teaching, discussion, i.e., respect, honor, and obey authority based student placed in a "feelings," i.e., dialoguing of opinions to a consensus, i.e., question, challenge, defy, disregard, attack authority based classroom—if he refuses to be silent ("shut up"), go away (abdicate "the group," i.e., society to the process), or participate (be "converted")—is going to be martyred.

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

What goes on in the classroom, goes into the home, and ends up in the streets, retaining or 'changing' the culture (for Karl Marx 'changing' the culture by all means). The road to "Utopia" is paved with the bodies of those who got in the way. It is a roadway of "worldly peace and socialist harmony," i.e., of "lust," violence (emotional and physical), and death. It is the father's/Father's authority (and the 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) that is under attack in the "contemporary" school system, requiring all students in the "group grade" classroom to identify ('label'), convert, silence, censor, and/or remove any student who adheres to the father's/Father's authority system, removing it from the classroom and therefore from society. According to Karl Marx, et al. any act of restraint against "human nature," i.e., the child's carnal nature, i.e., "lust" is an act of violence against humanity, 'justifying' violence (emotional and physical—being censored, demoted, or fired for holding to established commands, rules, facts, and truth is an act of violence to the person) against any student, teacher, or parent who attempts to initiate and/or sustain the father's/Father's authority system and the 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.

The father's/Father's authority is antithetical to the child's carnal nature. The child's carnal nature is antithetical to the father's/Father's authority. Synthesis requires the father/Father to negate (abdicate) his authority in order to initiate and sustain "relationship" with the child, 'liberating' the child from having a guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Discussion sides with commands, rules, facts, and truth, i.e., the father's/Father's authority. Dialogue sides with "feelings," i.e., the child's carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating. This is why, in order to determine right from wrong behavior, dialogue is used in the consensus process—in order to "prevent someone who KNOWS from filling the empty space"—engendering 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. (Wilfred Bion, A Memoir of the Future)

Violence against culture, i.e., the traditional family and traditional business that you see going on today begins with violence against any student who brings the father's/Father's authority into the classroom. Education is no longer about academics. It is about paradigm 'change,' i.e., the negation of the father's/Father's authority in the children's thoughts and actions so all children (especially "educators," legislators, leaders, and judges) 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, creating a culture that can do abominable things without having a guilty conscience. When you "tolerate" unrighteousness, i.e., Karl Marx, i.e., "lust," violence against the father's/Father's authority becomes the "norm." If you do not take care of the Karl Marx in your children, i.e., teach them 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, the Karl Marx in them will "take care of you." It is all about "how you define 'is,'" in this case "violence" in the classroom. Whoever defines "violence" for your children controls your life. Either "violence" is taking from others that which is not yours to take (their time, children, family, money, property, business, liberty, life), i.e., claiming what is theirs is yours or it is the father/Father holding his children/mankind accountable to his/His established commands, rules, facts, and truth, insisting they do right and not wrong according to his/His standards. The former requires the child to humble, deny, die to, control, discipline his "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 while the latter requires the negation of the father's/Father's authority so children can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., can do their will, taking from others that which is not theirs, without having a guilty conscience.

"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)

How the classroom environment is structured determines the outcome. As will be explained in detail below, an environment of dialogue, regarding right and wrong behavior does violence against (negates) the father's/Fathers' authority, meaning any environment of discussion, regarding right and wrong behavior does violence against the child's carnal nature, needing to be negated in order for the child to become his "self," i.e., "of the world" only, "lusting" 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. The facilitated classroom, where the child's carnal natue is 'liberated' from the father's/Father's authority is antithetical to the traditional classroom where the father's/Father's authority restrains the child's carnal nature.

"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24

"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?" Romans 6:16

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. 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."

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as children, using the office of authority they occupy for their own carnal desires, i.e., pleasures, i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating—the office they occupy is perfect, having been given to them by God, who is perfect, in which to serve Him, teaching their children to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to His established commands, rules, facts, and truth. A father, in the true sense of the word is a "benevolent father" loving and caring for his children while hating their doing wrong, disobeying, sinning, holding them accountable for their actions—chastening them when they do wrong, disobey, sin that they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin, casting out (not putting in his will) any child who rejects his authority but not hating them, wanting to kill them (as the child does when the father gets in the way of his "lust" for pleasure).

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

When a parent hates his child it is the child in him, "lusting" after "the things that are in the world" that is hating the child. It is that fact (that the carnally minded parent, i.e., "authoritarian/despotic parent" does not have "the love of the Father" in him) those "of and for the world" ("of and for self") seek to exploit, focusing upon using the children (including those in an adult bodies) for their agenda, i.e., 'liberating' the children of the world from the father's/Father's authority so they can rule over the world, i.e., the children themselves without having a guilty conscience for doing wrong, disobeying, sinning, removing, i.e., negating (silencing, censoring, or even killing) any who get in the way of their "self interests," i.e., their carnal desires, i.e., the pleasures, i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, claiming any violent act they are doing is for the "good" of "the people," i.e., for "worldly peace and socialist harmony" when it is really for their "self." We can all sympathize with the child being chastened, , i.e., being taught to humble, deny, die to, control, discipline his "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, but without the chastening all the child will learn in life is that his carnal desires, i.e., pleasure, i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., the Karl Marx in him ("lusting" after pleasure, hating restraint) is all there is to life.

"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

"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

"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

"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, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away? For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26

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

The gospel message is all about the Father's authority, i.e., the Father sending His only begotten Son, Jesus Christ to 'redeem' us from His judgment upon us for our sins, with His Son, in obedience to His Heavenly Father, covering our sins with His shed blood on the cross, with the Father 'reconciling' us to Himself in the resurrection of His Son from the grave, that we might "partake of his holiness" throughout eternity. Without the benevolent Father there is no Son. Without the obedient Son there is no salvation from sin, i.e., from our "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—that leads to eternal death. "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 "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 truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3 "He is antichrist, that denieth the Father and the Son." 1 John 2:22

"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

According to Karl Marx, et al. once the traditional family, with children having to humble, deny, die to, control, discipline their "self" in order (as in "old" world order) to do the father's will, i.e., in order to do right and not wrong according to the father's established commands, rules, facts, and truth "is discovered to be the secret of the Holy family," with the Son, Jesus Christ, humbling, denying, dying to, controlling, disciplining his "self" in order to do the Father's will, i.e., in order to do right and not wrong according to the Father's established commands, rules, facts, and truth, "the former," i.e., the earthly father's authority, i.e., the system itself with children having to trust in (have faith in) and obey the father (their parents), their teacher, the laws of the land, etc., "must then itself be destroyed," i.e., negated "in theory and in practice" ("theoretically and practically"), i.e., in the children's thoughts as well as in their actions (doing what "seems to" be "reasonable," i.e., "rational," i.e., practical to them instead of doing that which gets in the way of their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating)—resulting in children no longer "fellowshipping" with one another based upon preaching, teaching, and discussing the father's/Father's (their parent's/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating. In order (as in "new" world order) for children to be their "self," "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating a "new" world order of "lawfulness without law," i.e., "lawlessness" must be 'created,' where the child's carnal nature can "rule" without parental restraint," i.e., where children can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., without being held accountable for their carnal thoughts and carnal actions.

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3)

Therefore, for Karl Marx, et al. ("turning the world upside down") it is the child who 'creates' the father's/Father's authority, i.e., it is the child who 'creates' "an alien and hostile force' when he humbles, denies, dies to, controls, disciplines his "self" in order to do the father's/Father's will. Without negating the father's/Father's authority, i.e., capitalism (capitulation), i.e., the traditional, "middle-class" family, i.e., the bourgeoisie (with their 'loyalty' to authority), the children, being only "of the world," can not become their "self," "lusting" 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. Capital, i.e., stored up pleasure, according to Karl Marx, et al. is not to be under the control of the father/Father, restraining the child's carnal nature but to be under the control of the children, i.e., those "helping" the children 'liberate' their "self" from the father's/Father's authority, so they can use it to "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.

"'Capital' … is, according to Marx, 'not a thing but a social relation between persons mediated through things [should not be used to divide people from people, dividing them from the things they "lust" after].' 'These relations,' Marx states, 'are not those between one individual and another, but between worker and capitalist, tenant and landlord [children and their parents], etc. Eliminate these relations and you abolish the whole of society; …… a scientifically acceptable solution does exist [replacing discussion, which keeps the capitalist in authority, i.e., in power with dialogue, which makes the "worker and capitalist," i.e., the children and the father equal, negating the capitalist's, i.e., the father's/Father's authority system, i.e., negating the capitalist's, i.e., the father's/Father's power—In other words: if capital is not mediated though the Communist's hands, i.e., subject to their "self interests," it is not being used properly for "the peoples" "self interest."].'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori)

"... use social-environmental forces to change the parent's behavior toward the child." (Theodor Adorno, The Authoritarian Personality)

The objective of the "new" world order, i.e., "contemporary" education is to "change the parent's behavior toward the child." By "encouraging" parent's to be "positive," i.e., to enter into dialogue with their children regarding right and wrong behavior instead of 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is, by faith, and discussing with their children any questions their children might have regarding the commands, rules, facts, and truth being taught (at the parent's discretion: providing they deem it necessary, have time, the children are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking their authority), 2) rewarding the children who obey, 3) chastening the children who disobey, and 4) rejecting (leaving out of their will) the child who questions, challenges, defying, disregards, attacks their authority, the parent's are talked into abdicating their authority, i.e., negating that which is "negative" to the child's carnal nature in order to "building relationship" with them, 'justifying' their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—abdicating the father's/Father's authority on their own (in order to be a part of the "community") instead of being imprisoned ("remediated") or shot. For the father/Father, dialogue, i.e., the child's carnal nature does violence against discussion, i.e., his/His authority when it comes to matters of right and wrong behavior. For the child, discussion, i.e., the father's/Father's authority (resulting in "Because I said so" when the child refuses to enter into discussion, insisting upon dialogue) does violence against dialogue (his "Why?" i.e., his "'why'-ning" in response to the father's/Father's command), i.e., his carnal nature when it prevents him from being his "self," i.e., when it inhibits or blocks him from "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Only by getting the father into dialogue , i.e., into abdicating his authority can the parent, i.e., the father and the children become "one," i.e., "build relationship upon common self interests," i.e., find their identity in what they have in common, i.e., "lust" ("lust of the flesh," "lust of the eyes") and affirmation ("pride of life").

"For to accept that solution [where all citizens, including parents, must participate in the dialoguing of opinions to a consensus, i.e., stop telling one another they are wrong—in order to build relationship with one another (based upon "feelings," i.e., upon everyone's carnal desires, i.e., upon everyone's "self interest" of the 'moment')], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, i.e., from the child's carnal nature] other than that of the bourgeoisie [from the parent's authority, i.e., from the father's/Father's authority system]. And no class can do that-unless it is willing to abdicate its power freely [chose relationship with those who are wrong instead of holding them accountable for doing wrong—correcting, reproving, chastening them when they do wrong, casting them out when they reject, i.e., question, challenge, deny, disregard, attack right-wrong thinking, i.e., the father's/Father's authority]." (Lukács)

"It takes a village to raise a child." (African proverb)

Individuals, under God is anathema to the "new" world order, i.e., the father's/Father's authority is anathema to the process of 'change.' For those of the "new" world order it is only in the individual finding his identity in the collective, i.e., in "the group," i.e., in society, i.e., in "the community," i.e., in "the village," i.e., in compromise that he can 'liberate' his "self" from the father's/Father's authority system, i.e., from the Patriarchal paradigm and the guilty conscience it engenders (for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating).

"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, i.e., missing out on pleasure, 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 fathers, "doing what they want then they want." The problem, according to Karl Marx, et, al, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change.' Without "help" from outside the family, i.e., without the facilitator of 'change' creating a world of dialogue for the child, the child (out of fear of being judged, chastened, condemned, and/or cast out, privately dialoguing with his "self" his love of pleasure and hate of restraint) will remain forever "repressed" by the father's/Father's authority system—since he is not strong enough to overcome the father/Father authority system in his "self" on his own.

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

"It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

For Karl Marx et al., the child is not "fulfilled" when he has to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning, i.e., when they are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, "on the contrary" he is "neurotic"—caught between doing the father's/Father's will and doing his own will instead, when his will, i.e., his carnal desires ("lusts") of the 'moment' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another. "Building relationship with others based upon common self interests," i.e., based upon the child's carnal nature which they have in common (the basis of common-ism), i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society, i.e., in "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating "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."

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

In other words: it is when you compromise the standards you keep your children to, in order to keep relationship with others, that you reveal your true nature. According to Karl Marx et al., society is not based upon commonly held belief, i.e., established commands, rules, facts, and truth but upon compromise in order to "get along." Belief, i.e., the father's/Father's authority divides. Compromise, i.e., 'justifying' the child's carnal nature in us, i.e., "lust" which we all have in common unites.

"'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 the 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)

"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Brown)

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

"In October, 1919, Lenin called upon Ivan Pavlov in Petrograd, for the answer to the question: 'How can human behavior be controlled?' As a result of this meeting, Pavlov's research laboratories became out of bounds for even the super-powerful Soviet Cheka. Pavlov and his disciples were able to exercise complete freedom in their experiments [laboratories] to fulfill Lenin's dream of standardizing the Russian people by destroying their individualism through education using Pavlov's mind-conditioning techniques [Boris Sokoloff, The White Night—Pages from a Russian Doctor's Notebook]." (Gene Birkeland (pen name Ellen McClay), in her article "Deliver Us From Evil—Is there a 'new morality' displacing the old in America?" 1959)

"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

People thought the "Berlin Wall" came down because Communism was defeated. It came down because Communism had succeeded, with Transformation (global) Marxism—which requires everyone to dialogue their opinions to a consensus when making personal-social decisions, negating the father's/Father's authority and the guilty conscience it engenders in the process—replacing Traditional (national) Marxism—which used the father's authority system, demanding citizens obey them without question, in order to sustain power (making them Fascist in structure). All forms of socialism (local, national, global) have to negate the father's/Father's authority in order to initiate and sustain power over the people, replacing individualism, under authority with "the group," i.e., the collective, i.e., "the people."

A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure [Marxist's] will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

Traditional (local) democracy recognizes the traditional family with the father's authority. Transformation (international) democracy does not. By the 50's the democratic party had become international (Transformational, i.e., Marxist). This is why President Ronald Reagan stated "I did not leave the Democratic Party the Democratic Party left me."

"The antithesis of the 'authoritarian' [traditional, recognizing the father's authority in the home] type was called 'revolutionary' [transformational, i.e., Marxist, rejecting the father's authority in the home]." "By The Authoritarian Personality [Theodore Adorno, 1950] 'revolutionary' had changed to the 'democratic' [the democratic party had become Marxist, i.e., "revolutionary"]." "As the Frankfurt School [Theodor Adorno, Erick Fromm, etc., including Kurt Lewin, who edited their newspaper] wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

"Frauds individual psychology is in its very essence social psychology." (Marcuse) What the Transformational Marxist's realized was that Marx and Freud were both on the same page, i.e., the negation of the father's/Father's authority, one in society, the other in the individual. Their objective was to link the two in praxis (in social, i.e., "group" action). Instead of one leader leading "the group," "the group" would be "helped" (facilitated) in leading it's "self," thinking and acting according to its carnal nature, protecting its "self," i.e., the individual in "the group" and "the group" in the individual from the father's/Father's authority. Without the individual 'discovering' his "self," i.e., his identity in "the group," he would remain divided, i.e., estranged from "the group," i.e., from his "self." When the 'drive' of life becomes "lust," the 'purpose' of life becomes making sure everyone else can praxis it, i.e., making sure they are not inhibited by the father's/Father's authority and the 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.

"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)

Apart from "the group," the child can only find his identity in the father/Father, i.e., in the father's/Father's authority, retaining a guilty conscience (which the father's/Father's authority engenders) 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.

"It is usually easier to change individuals formed into a group than to change any one of them separately." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Lewin in Bennie)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." "There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Yalom)

By 'creating' an environment of "cognitive dissonance" where a person is caught between their belief ("barrier behavior"), i.e., their desire to do right and not wrong according to established commands, rules, facts, and truth in order to do the father's/Father's will and their desire to be accepted by (relate with) others ("play behavior")—having to compromise or set aside (suspend, as upon a cross) any established command, rule, fact, and truth that gets in the way of initiating and sustain "relationship"—they have to 'choose' between one or the other before they can have "peace" within their "self." By bringing dialogue into an environment deciding right from wrong behavior, discussion, i.e., belief, i.e., the father's/Father's authority is negated, i.e., is sacrificed upon the alter of "lust," i.e., of "self interest," i.e., of sin.

"Not feeling at home in the sinful world , Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family) It is in dialogue, i.e., in "Critical Criticism" we 'liberate' our "self" from the father's/Father's authority.

The child, finding his "self" in a world where he is told he is a "sinner" "must set up a sinful world in its own home," i.e., must in private dialogue with his "self," i.e., 'justify' his "self," i.e., his "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, questioning, challenging, defying, disregarding, attacking authority for getting in the way. Dialogue, i.e., "Critical Criticism," unless acted upon can not 'liberate' the child from the world of restraint. Until dialogue, i.e., "Critical Criticism" is put into social action (praxis), 'change,' i.e., the child's carnal nature 'liberated' from the father's/Father's authority can not become a reality. Whoever resists dialogue, i.e., "Critical Criticism" must therefore be silenced, i.e., negated. "Critical Criticism," when supported (affirmed) by others is like critical mass, where things are about to happen, i.e., things are about to 'change,' i.e., hatred toward authority is about to be put into action, i.e., praxis.

"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 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 dialogue, sharing his "feelings," i.e., his 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 "self" and the world only'liberated' his "self" from the father's/Father's authority]." (Adorno)

By moving classroom communication, regarding right and wrong behavior, away from discussion (doing right and not wrong according to established commands, rules, facts, and truth) to dialogue (the students carnal desires and resentments of the 'moment') the commands, rules, facts, truth based student is neutralized, i.e., identified, marginalized, censored, silenced, cast out, i.e., negated (no longer a concern for those in the process; "Am I my brother's keeper").

"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 dynamics of "the group" ("group dynamics"), i.e., the person's desire for "the groups" approval (affirmation) has a direct effect upon his thinking and acting. The individual, 'loyal' to the father's/Father's authority, while being in "the group," can stand alone against "the group" when "the group" is doing wrong, while the individual 'loyal' to "the group" must negate the father's/Father's authority that gets in the way of "the group" when "the group" is doing wrong. Only by "helping" the individual and "the group" 'discover' their common identity, i.e., their common "self interest," i.e., "lust" can the individual be 'liberated' from his 'loyalty' to the father's/Father's authority. It is in dialogue the individual discovers his commonality with others, i.e., discovers his and their common "self interests," 'justifying' his and their "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which he and they have in common, i.e., that which is "of the world" only.

"When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation have come to him." (G. F. W. Hegel in Carl Friedrich, The Philosophy of Hegel)

In affirming, i.e., 'justifying' each others carnal nature, i.e., each other's "lust of the flesh," "lust of the eyes," and "pride of life," any who accuse them of being wrong, i.e., who 'judge' them for their carnal nature become wrong themselves instead— having committed a criminal act, i.e., an act of prejudice against "humanity" (which is to be punished). The worst they can do, when they do things wrong, is do things "better" the next time, having only done things "badly" (which is not a crime). Doing things wrong is punishable. Doing things "badly" is not. Georg Hegel's "peace" mean's "lusting" 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. His "affirmation" means "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating with everyone's approval. When applied in the courtroom for example, the person who does wrong, i.e., the perpetrator is only at the most to be remediated, while the one who accuses him of doing wrong, i.e., the victim, wanting him to be punished, is to be punished. "Jurisprudence of terror takes two forms; loosely defined rules which produces unpredictable law, and spontaneous changes in rules to best suit the state." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law) By making right and wrong behavior subject to dialogue, i.e., to opinion, i.e., to "feelings" (instead of to facts and truth, i.e., discussion) the "the lust of the flesh," "the lust of the eyes," and "the pride of life" are right and holding people subject to established commands, rules, facts, and truth, i.e., "prejudice," that gets in the way of the "lust of the flesh," "lust of the eyes," and "pride of life," is wrong. When "peace and affirmation" becomes the 'drive' and 'purpose' of a persons life they have not only become intoxicated with, but addicted to, and possessed with the process of 'change,' i.e., Marxism, i.e., "the lust of the flesh, the lust of the eyes, and the pride of life."

"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, i.e., the current situation and/or people are stimulating 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, i.e., the current situation and/or people are stimulating, 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, i.e., the current situation and/or people are stimulating. 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, i.e., the current situation and/or people are stimulating 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 (are) preventing or trying to prevent you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning, i.e., when you are "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—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, i.e., the current situation and/or people are stimulating, 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 "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, which engenders the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the getting in the way of pleasure being "wrong." (Karl Marx, MEGA I/3) All the "behavior scientist" can do is "help" you become (actualize) your "self," i.e., 'liberate' you from the Father'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)

In "contemporary" "education" with its use of dialectic 'reasoning,' i.e., the dialoguing of opinion to a consensus process, i.e., the "Be positive, Not negative," "group grade" classroom where children learn (are "encouraged") to 'reason' from/through their "feelings," 'justifying' their "self," i.e., their "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating, 'justifying' their hatred toward restraint, i.e., toward the father's/Father's authority (for getting in the way), "violence" is anyone preventing, i.e., inhibiting or blocking them from becoming their "self," i.e., getting in the way of their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' their questioning, challenging, defying, disregarding, attacking the father's/Father's authority when they get home from school, after learning how, with the "help" of their fellow students, i.e., "the group" and the facilitator of 'change' to martyr (silence, censor, remove) any student who insists upon holding them accountable to the father's/Father's authority in the classroom. Unlike in a discussion, where you must suspend, as upon a cross your "self," i.e., your "self interest," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in 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, i.e., in order (as in "old" world order) to do the father's/Father' will, which is indicative of the father's/Father's authority in order to dialogue you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of dialogue, i.e., that gets in the way of your effort to 'justify' of your "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, in order (as in the "new" world order) for you to do wrong, disobey, sin, i.e., to "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 (which the father's/Father's authority engenders), which is indicative of the child's carnal nature. In dialogue, as in an opinion and the consensus process there is no father's authority, there is only the child's carnal nature, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint. "Being positive, Not negative" establishes the child's carnal nature over and therefore against the father's/Father's authority, i.e., that which gets in the way of "the lust of the flesh," "the lust of the eyes," and "the pride of life." The "group grade" is based upon how much of the process of 'change'—violence against the father's/Father's authority and anyone embracing it—the child has internalized and is putting into praxis in the classroom.

"Blooms' 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, Taxonomy of Educational Objectives Book 1, Cognitive Domain)

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

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed." "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (Book 2: Affective Domain)

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, i.e., the student's carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection—his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and his actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "the group's" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth. Benjamin Bloom's "weltanschauung," i.e., world view (paradigm) was that of two "Transformational" Marxists (Theodor Adorno and Erich Fromm) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy. Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives, Book 1, Cognitive Domain, "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain Benjamin Bloom wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." After all it was about putting "theory," i.e., the children's opinions ("feelings") into "practice," negating any command, rule, fact, or truth, i.e., the father's/Father's authority that got in the way.

"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." (Book 2: Affective Domain)

The more the "affective domain" is fed, i.e., the more the child's "lust" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating is 'liberated,' the more the "cognitive domain" is used to 'justify' it, i.e., support it, attacking anyone who gets in the way. There comes a time (critical mass) when restraint no longer blocks the child, resulting in him putting his rage into action, destroying all that stands in his way. Violence 'justified' in the classroom, put into practice in the home, ends up in the streets, being put into practice against any and all who get in the way of pleasure, i.e., "lust," including the unborn, the elderly, the innocent, and the righteous—the "rule of law," i.e., doing the father's/Father's will is replaced with "lawfulness without law," i.e., the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" without the father's/Father's restraints. (Immanuel Kant, Critique of Judgment)

"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." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950 [two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany, in the early 30's—who entering our universities and "assisted" our government in making policies]." "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." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized."
(Book 1: Cognitive Domain and Book 2: Affective Domain)

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

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

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the superego 'unites in itself the influences of the present and of the past.'" (Brown)

"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." "To create effectively a new set of attitudes and values, 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." (Book 2: Affective Domain)

The guilty conscience is engendered from the father's/Father's authority, the "superego" from the child's "sense experiences" of the past and present, i.e., 'justifying' his love of pleasure and hate of restraint. By 'changing' the classroom curriculum (learning environment) from the preaching, teaching, and discussing of established commands, rules, facts, and truth in order for the students to learn to do right and not wrong according to them, to where the students dialogue their opinions to a consensus, the students paradigm, i.e., their way of feeling, thinking, and acting toward their "self," others, and the world, as well as how they respond to authority is 'changed'—from honoring and respecting authority to questioning, challenging, defying, disregarding, attacking it instead.

"Without exception, [children] 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] 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 [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 from established commands, rules, facts, and truth], they urge the group [the children] 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 current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] 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] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Yalom)

The "educator" (facilitator of 'change') 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. The same outcome applies to all adults, in any profession who participate in the process.

"All cooperative schemes which provide equal remuneration to the skilled and industrious and the ignorant and idle must work their own downfall. For by this unjust plan they must of necessity eliminate the valuable members and retain only the improvident, unskilled, and vicious." (Robert Dale Owen, Robert Owen's son; Robert Owen was the founder of socialism. His son observed the results.)

While Robert Owen's let those who refused to participate leave, resulting in socialism collapsing under its own weight (due to corruption), from the French Revolution on socialists have required all to participate, understanding that socialism can not be successful until no one can escape—all must participate in the dialoguing of opinions to a consensus process if socialism is to succeed, including your child in the classroom, you and/or your spouse in the workplace, your leaders, elected officials, and judges in government, your "minister" in the "church." Without applying the dialoguing of opinions to a consensus process in all facets of life, justifying' the child's carnal nature, i.e., your natural inclination to "lust" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating over and therefore against the father's/Father's authority, 'change,' i.e., Marxism can not be sustained. While Marxism can be initiated by killing the fathers in society (physically) it can not be sustained without killing the father's/Father's authority in the individual's thoughts, i.e., 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. This requires all citizens, including parents and children to "willingly" participate in the process of 'change,' i.e., in the dialoguing of opinions to a consensus process in the classroom, in the home, in the workplace, in the media, in entertainment, in the medical profession, in the police, in the military, in government, etc., and even in the "church."

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

The dialoguing of opinions to a consensus process engenders violence against the soul, i.e., against anyone adhering to the Father's authority. Why would you put your children in an environment of violence against their soul if you cared about their soul? Maybe you do not care—being more concerned about "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., "enjoying the present." Maybe your are a Marxist.

"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)

The 'moment' the woman in the garden in Eden entered into dialogue with the master facilitator of 'change,' regarding right and wrong behavior, he had her.

When you leave God out of your conversation with your "self" you become god yourself, deciding right and wrong according to your carnal nature. When you leave God out of your conversation with others, you and they become god, deciding right and wrong according to your and their carnal nature. The only role of the facilitator of 'change' is to get you into dialogue regarding right and wrong behavior, 'liberating' you from the Father's authority so you 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., so you can follow, serve, support, protect, praise, and worship him as your savior, so he 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 your approval, i.,e., with "peace and affirmation."

"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

"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 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

"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

"It is not in man that walketh to direct his steps." Jeremiah 10:23

"[E]very one of us shall give account of himself to God." Romans 14:12

© Institution for Authority Research, Dean Gotcher 2020