What Liberals, Socialists, Globalists Have In Common.
(What you have in common with them.)
by
Dean Gotcher
Karl Marx wrote: "To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." 1 John 2:16
"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth, taking pleasure in doing the father's/Father's will instead of yours], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9
You can not see your hate of restraint, i.e., your hatred toward the father's/Father's authority as being evil or wicked, i.e., that you are evil or wicked since the child's carnal nature in you, i.e., your love of pleasure, i.e., love of "self," i.e., your "lust" (including your "lusting" after the approval of men, i.e., affirmation—which is really the fear of rejection by men) stands in the way. Affirmation, i.e., others approving of, i.e., 'justifying' your carnal desires of the 'moment,' i.e., your "self," i.e., your "self interest" which the world stimulates is not only intoxicating, it is addictive as well as possessive, blinding you to the wickedness of your thoughts and actions against any and all who "get in your way," i.e., who prevent, i.e., inhibit or block you from enjoying the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates.
"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
Karl Marx is alive and well in your heart,"lusting" after the carnal pleasures of the 'moment' which the world stimulates, hating restraint, i.e., hating the father's/Father's authority when you establish pleasure, i.e., your "self interest" (instead of doing the father's/Father's will) as the standard for life. Unless you learn (through the father's/Father's chastening of you) to humble, deny, die to, control, discipline your "self" (the Karl Marx in you) and do the father's/Father's will, doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having a guilty conscience (which the father's/Father's authority engenders), repenting for doing wrong, disobeying, sinning and turn from your wicked ways, the Karl Marx in you will, 'justifying' your carnal nature, i.e., establishing your "lust" for the carnal pleasures of the 'moment' which the world stimulates as being the standard for "good," rise up within you, questioning, challenging, defying, disregarding, attacking the father's/Father's authority so you (the Karl Marx in you) can do wrong, disobey, sin with impunity, becoming a liberal, a socialist, a globalist, i.e., a "common-ist" like him.
"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." Hebrews 12:5-11
"But I say unto you, That every idle word that men shall speak, they shall give account thereof in the day of judgment. For by thy words thou shalt be justified, and by thy words thou shalt be condemned." Matthew 12:36, 37
"[E]very one of us shall give account of himself to God." Romans 14:12
Remove the father's/Father's authority (chastening, judgment, damnation, i.e., accountability to the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth, i.e., the consequence of doing wrong, disobeying, sinning) from the life of the child and the guilty conscience for doing wrong, disobeying, sinning (which the father's/Father's authority engenders) will be negated, 'justifying' his negation of the father/Father, i.e., the father's/Father's authority by his actions, doing so without having a guilty conscience.
"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
"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: Selected Papers)
It is the father's/Father's authority (threat of being chastened or cast out for doing wrong, disobeying, sinning) that engenders a guilty conscience ("negative valence") in the child when he is thinking about doing (is being tempted to do), is doing, or has done what he wants that is wrong—wrong according to the father's/Father's established commands and rules. If the child can be placed in a "safe zone/space/place," i.e., in a "be positive not negative" environment where he can share (dialogue—there is no father's/Father's authority in dialogue) with other children his opinion, i.e., his "feelings" and "thoughts," i.e., his carnal desires and dissatisfactions of the 'moment'—being allowed (encouraged) to do so without fear of the father's/Father's authority, i.e., without fear of judgment, condemnation, damnation, i.e., without fear of being chastened or cast out for doing wrong, disobeying, sinning—the guilty conscience for doing wrong, disobeying, sinning will be negated ("disappears"), allowing him (along with the rest of the children dialoguing with him) to do wrong, disobey, sin, i.e., question, challenge, defy, disregard, attack the father/Father and his/His authority—and all who obey the father/Father and accept his/His authority—with impunity, i.e., with no sense of guilt for their thoughts and actions.
"In the dialogic relation of recognizing oneself in the other ["recognizing" the Karl Marx in the other children, i.e., their love of pleasure and hate of restraint, i.e., their hate the father's/Father's authority], they experience the common ground of their existence [they come to a "feeling" of "oneness" with one another, i.e., to a consensus]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
What liberals, Socialists, Globalists all have in common is their "lusting" after the carnal pleasures of the 'moment,' i.e., the child's carnal nature in them which the world stimulates and their hate of restraint, i.e., their hatred toward the father's/Father's authority that gets in their way. Through the praxis of dialogue (there is no father's/Father's authority, i.e., no established commands, rules, facts, and truth, i.e., no "can not," "must not," "Thou shalt not," "It is written," "Thus saith the Lord" in dialogue, only the child's desire for the carnal pleasures of the 'moment,' i.e., dopamine emancipation which the world stimulates) they come to a consensus, i.e., to a "feeling" of "oneness" with one another, affirming their carnal nature, i.e., their love of pleasure and hate of restraint, i.e., their common "self interests," i.e., 'justifying' their "self" in order (as in "new" world order) to negate restraint, i.e., negate the father's/Father's authority not only in their thoughts but in their actions as well, so they can wrong, disobey, sin without having a guilty conscience (which the father's/Father's authority engenders), so they can do wrong, disobey, sin with impunity—doing unconscionable things to anyone who holds to the father's/Father's authority and/or who "gets in their way."
Karl Marx wrote: "Once the earthly family [with the family submitting to the father's authority] is discovered to be the secret of the Holy family [with the Son and those following Him submitting to His Heavenly Father's authority], the former [the earthly family which submits itself to the father's authority] must be destroyed [Vernunft, annihilated] in theory and in practice [in the children's thoughts and actions]." (Karl Marx, Feuerbach Thesis # 4)
Sigmund Freud believed: "'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 "functions" with a fathers authority]." "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother—[which] culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, ..." "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.'" (Sigmund Freud in Herbert Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
In Freud's rendition of history, the prodigal son does not "come to his senses" and returning home, submit his "self" to the father's authority, he instead comes to a consensus with his "friends," and returning home, kills the father, taking all that is his for their self. Instead of the child humbling his "self," being converted, Freud's rendition of the child Jesus used as a example is the child 'justifying' his "self," thinking and acting according to his own carnal nature.
Georg Hegel wrote: "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)
"Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"Authoritarian submission [children humbling, denying, die to, controlling, disciplining their "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice [commands, rules, facts, and truth established by authority] 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." "In pointing toward the importance of the parent-child relationship [the home environment] in the establishment of prejudice or tolerance we have moved one step in the direction of an explanation [of why children continue to resist or readily embrace 'change']." "We must use social-environmental forces to 'change' the parents behavior toward their children." "Few parents can be expected to persist for long in educating their children for a society that does not exist [that no longer supports parental authority], or even in orienting themselves toward goals which they share only with a minority [with children being subject to their authority, obeying their established commands, rules, facts, and truth, i.e., "prejudices"]." (Theodor Adorno, The Authoritarian Personality)
Abraham Maslow wrote: "Nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (Abraham Maslow, The Journals of Abraham Maslow)
He also wrote: "I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow on Management)
"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." "The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
As long as the father's/Father's authority, i.e., "rule of law" remains in place, preventing, i.e., inhibiting or blocking dialogue, the children can not become united as one ('discover' their "self," i.e., Karl Marx in one another)—they can not 'liberate' their "self" from the father's/Father's authority (through the praxis of dialogue, i.e., "self" 'justification') so they can be "of and for" their "self" and the world only instead. By replacing discussion, which focuses upon doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will with dialogue, which focuses upon everyone's "feelings" (carnal desires) of the 'moment,' the student's carnal nature is 'liberated' from "obedience to laws," i.e., from the father's/Father's authority allowing him to discover "common ground" with the other students, and them with him, based upon their carnal nature, allowing them, in consensus to 'actualize' their "self."
"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)
Instead of killing the fathers outright, as is done in Traditional Marxism (Traditional Communism) which is equated to Fascism by Transformational Marxists (Transformational communists, i.e., globalists)—leaving the guilty conscience for doing wrong, disobeying, sinning in place in the individual—the objective is, through the use of dialogue, to bring everyone to a consensus in order (as in "new" world order) to negate the father's/Father's authority in their thoughts first, so they can negate the father's/Father's authority in "the group," i.e., in society with their actions, without having a guilty conscience. By changing communication (establishing policy) from the preaching, teaching, and discussing of established commands, rules, facts, and truth (blessing and/or rewarding those who obey, do things right, do not sin, chastening those who disobey, do things wrong, and/or sin—so they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin—and casting out any who question, challenge, defy, disregard, attack authority) in order (as in "old" world order) to do right and not wrong, i.e., in order to do the father's/Father's will to the dialoguing of opinions to a consensus, "the traditional channels of top-down decision making," i.e., the father's/Father's authority is "bypassed," negating the father's/Father's authority and the guilty conscience it engenders in the thoughts and actions of all who willingly participate in the process. Once "self," i.e., love of pleasure and hate of restraint, i.e., "self interest," i.e., Karl Marx is 'justified,' i.e., is made the standard for "good," anyone who stands in the way of "human nature," i.e., who stands in the way of ("represses") the carnal nature of the child must be negated—if "worldly peace and socialist harmony," i.e., "peace and affirmation" is to be 'actualized,' i.e., is to become reality, i.e., is to become all that there is.
"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)
The objective of liberalism, socialism, globalist is to 'create' a world where immorality (deviancy, i.e., "diversity") reigns, i.e., where the children of disobedience rule without restraint—where the deviant, the perverted, the wicked, the lawless, the criminal, the illegal becomes the victim as the victim accuses him of doing wrong, disobeying, sinning, i.e., is "prejudiced" against him, holding him accountable (judging him according) to established commands, rules, facts, and truth that go against his carnal nature, "hurting" his "feelings." In this way those who obey the laws are punished for judging those who do not, fulfilling Immanuel Kant's' dream of a world where "lawfulness without law" reigns, where the child's carnal nature rules without the father's/Father's restraints (judgment) getting in the way. (Immanuel Kant, Critique of Judgment)
"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)
In other words: as Robert Dale Owen's son defined the results of his father's socialist project: only "the improvident, unskilled, and vicious" prevailed, the thoughtful, skilled, and honest having been chased out. While capitalism (which, while being subject to the father's/Father's authority, having a guilty conscience for doing wrong, disobeying, sinning still retains the child's carnal nature, doing wrong, disobeying, sinning) rewards good work, socialism (which negates the father's/Father's authority, i.e., negates having to humble, deny, die to, control, discipline one's "self" in order to do right and not wrong according to established commands, rules, facts, and truth, negating the guilty conscience for doing wrong, disobeying, sinning in the process) rewards bad work. The key to socialist success depends upon no one escaping from participating in the process of 'change,' i.e., escaping from the dialoguing opinions to a consensus. While capitalists let you leave, without pay, if you disobey, i.e., do things wrong, socialists require all to participate, in order to rid the world of capitalism, i.e., the father's/Father's authority system—where the child, man, the worker must put aside his carnal desires of the 'moment' in order to get the job done at hand—taking on the image of the father'/Father and not his "self," i.e., the Karl Marx in him. Socialism is not successful until no one can escape.
Some thirty years after the United States of America became a Nation, Hegel wrote: "Concerning politics in North America the need of a firm cohesion is not yet present..." "For a state to become a state it is necessary that the citizen cannot continually think of emigrating, but that the class of cultivators, no longer able to push to the outside, presses upon itself and is gathered into cities and urban professions ["it takes a 'village'"]. ... for a real state and a real government only develop when there is a difference of classes, when riches and poverty become very large and a situation arises where a great number of people can no longer satisfy its needs in the accustomed way." "But America does not yet approach this tension . . ." "America is therefore the land of the future. . . . But what has so far happened there is only an echo of the old world and an expression of an alien aliveness, and as the country of the future it does not concern us here." (Georg Hegel as quoted in Carl Friedrich, The Philosophy of Hegel) We have now arrived at Hegel's "tension," where our future is of concern. Like the poem of the French Revolution, once "Humpy Dumpy" falls, there is no putting him back together again.
The Berlin wall did not come down because communism was defeated. It came down because communism had succeeded. Covering itself in psychology, it has become the foundation of thought, i.e., the way of 'reasoning' throughout the land. Question psychology and "the village," including the "church" will turn on you.
"As the Frankfurt School 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)
"Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions 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, at least so far as the guiding goal is concerned." "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)
All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" (as their curriculum, i.e., method of education) in the classroom, replacing the preaching and teaching of commands, rules, facts, and truth, and discussing of any questions those under authority might have regarding them (at the one in authorities' discretion: providing there is time, those under authority are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority) with the dialoguing of opinions to a consensus process—turning the next generation against parental authority, i.e., against the father's/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)
"Bloom's Taxonomies" is "a psychological classification system" which is used in the classroom to classify "the intended behavior of students—the ways in which individuals are to act, think, or feel [toward authority] as the result of participating in some unit of instruction." If the dialoguing of opinions to a consensus process is used in the classroom, instead of the preaching, teaching, and discussing of established commands, rules, facts, and truth in order to do right and not wrong according to them, and the students are not becoming liberals, socialists, globalists the "educator" is not doing his or her job right, needing to be remediated or removed from the classroom.
"By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes [the persons "feelings"]. The curious thing is that in that case the question of freedom never arises." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"Without exception, patients [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home where children are subject to their father's/Father's authority]." "What better way to help the patient [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [to the psychologist, i.e., the "behavioral scientists," i.e., the group psychotherapist, i.e., the facilitator of 'change', i.e., the Transformational Marxist (all being the same in method or formula, i.e., paradigm, i.e., way of thinking and acting)]? The therapist is the living personification of all parental images [takes the place of the parent]. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong according to established commands, rules, facts, and truth], they urge the group [the children/the students] to explore and to employ its own resources [dialogue their "feelings,'" i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for affirmation and fear of being rejected by "the group"]. The group [the children/the students must] feel free to confront the therapist [the "parental image"], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [washing respect for the father's/Father's authority from the child's/students 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/the student] changes the past by reconstituting it." (Irvin Yalom, Theory and Practice and Group Psychotherapy)
By placing a traditional minded child, who believes in doing right and not wrong according to established commands, rules, facts, and truth in a classroom of students who are dialoguing their opinions to a consensus, he will either 1) attempt to preach, teach, and discuss with the students why they are wrong and he is right, and be martyred by the students (rejected and attacked by "the group"), 2) remain silent, out of fear of being martyred by the students, or 3) joining with the students, i.e., "the group" (and their leader, i.e., the "educator") become a liberal, a socialist, a globalists (attacking any who disagree with him). By replacing the honoring of father's/Father's authority system in the classroom with the questioning, challenging, defying, disregarding, attacking of it instead the student's paradigm, i.e., how the student feels, thinks, and acts, i.e., relates with "self," others, and the world, and responds to authority is '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 individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"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)
Are you thinking and acting according to your carnal desires of the 'moment' which the world stimulates, desiring the approval (affirmation) of men or are you thinking and acting according to established commands, rules, facts, and truth in order to do right and not wrong, doing the father's/Father's will. The diversity (deviancy) of society forces you to suspend, as upon a cross, any established command, rule, fact, or truth that gets in the way of your "building relationship" with others based upon your and their common "self interests," i.e., your and their carnal desires, making any and all who do the father's/Father's will the enemy. Dialogue in the "church" makes the Word of God subject to men's opinions, making the believer the enemy of the "church."
"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
"For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" 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 information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "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-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal desires) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2019