What The Liberal Media And Communist China Have In Common. by Dean Gotcher

What The Liberal Media And Communist China Have In Common.
(Personal note.)

by
Dean Gotcher

While researching the dialectic process back in the early 90's, reading over six hundred social-psychology books over a five year period, weighing all that I was reading from the Word of God, with the Lord giving me understanding, I spent several evenings talking to a news anchor for NBC, in Tulsa, Oklahoma, Jerry Webber. Over a span of several phone calls, explaining the process to him, with the hope he would address it or let me address it on the news (the issue for me at the time was its use in education, i.e., Goals 2000), he explained to me he could not present the news without first doing it, i.e., dialoguing opinions to a consensus with others in order to determine what was newsworthy and what was not. Twice, he stated, he went out on his own, telling the news from his perspective (without going through the process), almost losing his job. Needless to say, he did not allow me to present it on the news or present it himself.

"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

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, according to Karl Marx: "Lust" "reconciles us to" "the world," requiring the negation of the father's/Father's authority in order to enjoy it without having a guilty conscience.

There is no father's/Father's authority (King, "bourgeoisie," etc., all under God) in an opinion, in dialogue, or in the consensus (affirmation) process, i.e., in "Liberté, Égalité, Fraternité." There is only the carnal nature of the child, i.e., "self interest," i.e., "lust" (the "proletariat"). See the issues: Lenin's Speech: By questioning, challenging, defying, disregarding, attacking the father's/Father's authority, i.e., 'liberating' "self" from having to do right and not wrong according to established commands, rules, facts, and truth, i.e., putting into praxis the dialoguing of opinions to a consensus process (all three being the same), the carnal nature of the child, i.e., "human nature," i.e., "lust," i.e., "self" is 'justified' over and therefore against the father's/Father's authority, negating not only the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline "self" in order to do right and not wrong according to established commands, rules, facts, and truth, but negating the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning ("lusting") in the process, so leaders and their followers (the media) can do wrong, disobey, sin ("lust"), i.e., kill (or disregard, i.e., not care about the killing of) the unborn, elderly, innocent, righteous and anyone else who gets in the way their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment,' doing so with impunity, i.e., group approval, i.e., 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

Communism aka Globalism is based upon the dialoguing of opinions to a consensus (the dialectic) process. It is not only the 'reasoning' process of the Communist Chinese (and the 'liberal' "news" media in America) it is the 'reasoning' process used in contemporary education. "Bloom's Taxonomies," which came into use in education in the 50's and 60's, by which all teachers are certified and schools accredited today (including Christian, private, and charter schools, and even some Home-schooling curriculum publishers and coops; all colleges, universities, trade, and business school are using it, even "conservative" and "Christian"—do not accept their word, if you do not know what to look for you will not see it, the same being true for them), are the basis of the Communist Chinese education system. According to Benjamin Bloom himself, by 1971 over one million of his books were printed by the Communist Chinese for their "education" system. (Benjamin Bloom, Forty Year Evaluation) Read the issue: Teacher Training for an understanding of the process. How students are educated will not only effect how they will think and act toward their parents when they get home from school but also how they will think and act toward (vote for) leadership when they they grow up, i.e., respecting authority or questioning, challenging, defying, disregarding, attacking authority. The 'liberal' "news" media are a product of a Communist, socialist, globalist, environmentalist, Marxist method or form of education where their "feelings," i.e., their carnal nature, i.e., their love of pleasure ("lust") and hate of restraint (hate of the father's/Father's authority) is established over and therefore against parental, i.e., the father's/Father's authority, 'justifying' in their mind and with their actions the negation of anyone who gets in the way of their, i.e., "the peoples" pleasure (including the unborn, elderly, innocent, and righteous). Since money is stored up pleasure (dopamine emancipation) it comes directly into play regarding how it is used—for the sake of the individual or for the sake of "the group," i.e., "the people," and of course for the sake of the leader(s) of "the group," i.e., "the people," who decide how it is to be used. See the issue: How Socialists View And Use Taxes.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives [the child's opinion] through challenging the student's fixed beliefs and getting them to discuss issues [which, in a group setting, based upon the children's "affective domain," i.e., their "self interest" is actually the praxis of dialogue]." "The affective domain [the child's carnal nature, i.e., "self interest"] 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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"To create effectively a new set of attitudes and values [paradigm, i.e., way of thinking], 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)

What is chilling and sobering to know, this is the very same pattern or method (process) which was developed by the Communist Chinese, that was used by the North Koreans on our soldiers, i.e., POW's during the Korean war (later used by the North Vietnamese on our soldiers, i.e., POW's during the Vietnam war)—known as brainwashing (washing the father's/Father's authority, i.e., Nationalism, i.e., individualism, under God from our soldiers thoughts and actions, turning them into socialist/communist/globalist sympathizers). Warren Bennis, who was heavily involved in the development of this process for our education system, wrote:

"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of "unfreezing," in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of "readiness" to be influence; and (2) a process of "change," in which the prisoner discovered how the adoption of "the people's standpoint" and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure." "Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to "help" their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image." "Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele, Interpersonal Dynamics: Essays in Readings on Human Interaction)

P.O.W. Major David F. MacGhee, responding to brainwashing attempts by the North Korean's, wrote on a cell wall where the guards could not see (to help himself and other soldiers who were imprisoned there): "Black is black and white is white. Neither torture, maltreatment nor intimidation can change a fact. To argue the point… serves no useful purpose." With the use of dialogue and the peer pressure of "the group," where resisting or fighting against the process, i.e., insisting upon absolutes that inhibit or block group harmony, i.e., preventing the consensus (a "feeling" of "oneness") process from developing results in group rejection and participating in and promoting the consensus process,i.e., the dialoguing of opinions to a consensus process results in group approval, i.e., affirmation, outright physical force was found to be detrimental (replicating the father's/Father's authority system) yet the objective was the same, making sure two plus two might not always be four but could be five or any other number as well, based upon the opinion of "the group" at the time, for the sake of initiating and sustaining group harmony, i.e., consensus—where "feeling," i.e., group belongingness (group identity) supersedes established commands, rules, facts, and truth that get in the way of "human nature," i.e., "lust." As the Marxist, i.e., transformational Marxist (merging Marx and Freud, i.e., socialism and psychology), György Lukács put it: "... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thinking and acting.

"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-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)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

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 will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

Carl Rogers stated: "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 disintegrate a man's personality structure, dissolving his self-confidence, destroying the concept he has of himself, and making him dependent on another." He called it "brainwashing." (Carl Rogers, as quoted in People Shapers, by Vance Packard, Bantam Books, 1977, reprint 1979)

Rogers wrote: "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "'Now that we know how positive reinforcement works [dialoguing opinions to a consensus, i.e., dialoguing our feelings (our carnal desires of the 'moment') to a feeling of oneness ('discovering' through dialogue the carnal desires, i.e., "self interests" we have in common, thereby affirming ourselves, and working together, as one, in fulfilling them, we establish our carnal desires of the 'moment,' i.e., ourselves over and therefore against the father's/Father's authority, i.e., his/His restraints)], and why negative doesn't' [the father's/Father's authority which gets in the way of our carnal desires, i.e., "self interest" of the 'moment']... 'we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled [the manipulated] though they are following a code much more scrupulously [more government regulations and oversight (sight based management)] than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do. That's the source of the tremendous power of positive reinforcement—there's no restrain and no revolt. By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"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 [paradigm] 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 [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture [paradigm] of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)

"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)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." (Adorno)

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain)

In traditional education the teacher (reflecting the father's/Father's authority system, i.e., the Patriarchal paradigm, known as "old" school), 1) preaches commands and rules to be obeyed as given, teaches facts and truth to be accepted as is, by faith, and discuses with the students any questions they might have regarding the commands, rules, facts, and truth being taught, at the teachers discretion, i.e., providing they deem it necessary, have time, the students are capable of understanding, and are not questioning, challenging, defying, disregarding, attacking authority, 2) blesses or rewards those students who obey and do things right, 3) chastens and/or corrects those students who do things wrong and/or disobey, so they might learn to humble, deny, die to, control, discipline their "self" in order to obey and/or do things right, and 4) casts out (expels) those students who question, challenge, defy, disregard, attack authority in order to sustain order, i.e., their authority.

In transformational education (reflecting the Communist, socialist, globalist, environmentalist, Marxist, etc., way of thinking and acting aka "theory and practice") the "educator" "encourages' (pressures—participation in the process results in group approval, refusal to participate or fighting against the process results in group rejection) the students to dialogue their opinions to a consensus (there is no father's/Father's authority in dialogue, opinions, or in the consensus process, there is only the student's carnal desires of the 'moment,' i.e., the student's "self interest" which the classroom environment stimulates, i.e., which the "educator" manipulates), 'liberating' the students from their parent's authority, not only in their thoughts but in their actions as well, with "the group's," i.e., the classroom's (and the "educator's") approval, i.e., affirmation. In this "environment" of 'change' the student 'changes' his 'loyalty' to the "old" world order, i.e., to parental authority, i.e., to the father's/Father's authority, i.e., to humbling, denying, dying to, controlling, disciplining his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, having a guilty conscience when he does wrong, disobeys, sins ("lusts") to 'loyalty' to the "new" world order, i.e., to "the group" and to the facilitator of 'change,' 'justifying' his "self" and others doing wrong, disobeying, sinning ("lusting") with impunity (with group approval aka tolerance, i.e., affirmation). The 'liberal' "news" media are a product of this form of "education," i.e., indoctrination (stimulus-response programming), making their "feelings," as a child, superior to any authority that gets in their way, i.e., rejecting/hating any authority that hurts their "feelings." You can see it in their eyes.

"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong], they urge the group [the children/the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Yalom)

"The heart is deceitful above all things [thinking pleasure, i.e., "self interest" 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], 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 as being evil, i.e., "wicked" because your love of pleasure, i.e., your "self interest," is in the way, blinding you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest" which the world stimulates blinds you to your hatred toward restraint, i.e., blinds you to your "wickedness" which is being expressed toward those who 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—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back. In the praxis of the dialoguing of opinions to a consensus process, you not only become intoxicated with, but addicted to and possessed by your "self" being 'justified' by others, with you then 'justifying' them, affirming your and their carnal nature, i.e., "self interests" over and therefore against the father's/Father's authority.

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15 "Self esteem," i.e., affirming and being affirmed by others, 'justifying' your and their carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" is antithetical to humbling, denying ,dying to, controlling, disciplining your "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., to doing the Father's will.

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) It is in dialogue we discover our commonality with one another, i.e., our common "self interests" in each other, 'justifying' our "self," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," i.e., what which we have in common, i.e., that which is "of the world" only.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth—deductive reasoning is reasoning from and through established commands, rules, facts, and truth (a priories).

"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." (ibid.) Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another—inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees) a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the situation, i.e., his desired outcome, rejecting "inappropriate information," i.e., information (any established command, rule, fact, or truth) that gets in the way of his desired outcome.

In discussion, you must suspend, as upon a cross your "self interest" of the 'moment' in order to hear and receive the truth. In dialogue, you must suspend, as upon a cross any command, rule, fact, or truth that gets in the way of dialogue, i.e., "self" 'justification,' i.e., your "self interest." In discussion your "feelings" are subject to objective truth. In dialogue objective truth is subject to your "feelings."

"[W]e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Benjamin S. 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)

When education incorporates the dialoguing of opinions to a consensus , i.e., the students "affective domain," i.e., the students "lust of the flesh," "lust of the eyes," and "pride of life" in the curriculum, in order to arrive at the 'truth,' it necessitates the negation of the father's/Father's authority and the guilty conscience (which the father's/Father's authority engenders) so children can be their "self," i.e., "of the world" only, "lusting" after the carnal pleasures of the 'moment' which the world stimulates without having a guilty conscience. By simply redefining "the lust of the flesh," "the lust of the eyes," and "the pride of life" as "sensuous needs," "sense perception," and "sense experience," "human nature," i.e., only that which is "of the world" becomes the 'drive' and the 'purpose' of life.

"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) "Behavioral science," by 'discovering' through dialogue the child's own "feelings," i.e., his "sense experiences" of the past and the present, is able to "help" the child recreate the world in accordance to his own carnal nature ("lusts") only, 'justifying' the overthrow of parental authority (equated to individualism-nationalism, under God) without having a guilty conscience. This is the same praxis that took place in the garden in Eden.

"To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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.'" (Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

"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, on becoming a person:)

"Experience is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Rogers, on becoming a person:)

Bloom's Taxonomies are "a psychological classification system." "Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy." "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." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "It was the view of the group that educational objectives stated in the behavior form [capitalist or socialist] have their counterparts in the behavior of individuals [honoring and obeying authority or questioning, challenging, defying, disregarding, attacking authority], observable and describable therefore classifiable [true science defines laws as "observable and repeatable" (objective), not "observable and describable" (subjective)]." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "Obedience and compliance are hardly ideal goals." (Book 1, Cognitive Domain)

Benjamin Bloom admitted years later: "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) Benjamin Bloom's "weltanschauung," i.e., world view (paradigm), as he admitted in Book 2, Affective Domain, was that of two "Transformational" Marxists (Theodor Adorno and Erich Fromm, two members of what is called "the Frankfurt School") who merged Karl Marx and Sigmund Freud, i.e., Marxism and psychology, making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom, the workplace, government, and even the "church."

"As the Frankfurt School [Theodor Adorno, Erich 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)

Sigmund Freud believed "the individual is emancipated in the social group." "Freud speaks of religion as a 'substitute-gratification'—the Freudian analogue to the Marxian formula, 'opiate of the people.'" "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." (Brown)

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle [the child's carnal nature]. The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the child's carnal nature, i.e., in his desire for the pleasures of the 'moment' which the world stimulates and his dissatisfaction with restraint, i.e., the father's/Father's authority]; the foundation has to be recovered [through dialogue, i.e., by putting the child's carnal nature into practice, i.e., into social action (praxis)]." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." (Brown,)

"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)

"The philosophy of praxis [dialogue, i.e., "self" 'justification'] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks) Through the praxis of dialoging opinions to a consensus only that which is of "human nature," i.e., practical to the carnal nature, i.e., "self interest" of man becomes "actual," all else that gets in the way impractical. The dialoguing of opinions to a consensus process is like a filter. Only that which is of "the world," i.e., "self interest," i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" gets through.

"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, Farther Reaches of Human Nature)

Contemporary education with its use of "Bloom's Taxonomies" (Marxism) in the classroom is in essence Mao's long march across America (and around the world), with the 'liberal' "news" media in full support (giving the students the next issues, i.e., crisis to dialogue about in their "group grade" classroom). The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus in regard to current issues, 'justifying' their carnal nature (their "feeling" of the 'moment') over and therefore against their parents authority (established commands, rules, facts, and truth that get in the way of their carnal desires, i.e., "feelings" of the 'moment'). 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, psychological, irrational, unreasonable, etc., (and therefore irrelevant), i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection (what is called "group think") forces him to participate. Once you are labeled, which is subjective, it is impossible to be 'liberated' from the stigma (groveling, i.e., kowtowing to the process, confessing the "sins" of your parents, i.e., the environment you were brought up in becomes your only way out).

"To question the value or activities of the group, would be to thrust himself into a state of dissonance [where the person is caught between his carnal desires (his "feelings," i.e., his "self interests") of the 'moment' and his belief (established commands, rules, facts, and truth)]." (Yalom)

Communist-Socialist-Globalist-Marxist-Environmentalist politicians, "journalists," and educators are not upset with not having instant control (although they would prefer it—with some, over the past few years, definitely having a melt-down, i.e., a pity party). They know, having access to the minds of the next generation (in every crisis) their day of control will eventually come as more and more youth embrace their ideology. See: Why Marxism, Socialism, Communism Moves So Quickly Through And Is So Easily Embraced By The Youth. See Judy McLemore's article (the Aspen Institute): Total Quality Management (Total Quality Management, General System Theory, and Marxist Theory and Praxis to know the history behind the Marxist's control of the media and its infiltration into all professions.

In brief, the father's/Father's authority is a way of thinking and behaving (called a Patriarchal paradigm) where individuals (say children in the family) are personally held accountable to established commands, rules, facts, and truth, requiring them to humble, deny, die to, control, discipline their "self" in order to obey, i.e., to do the father's/Father's will, having a guilty conscience for doing wrong, disobeying, sinning, which prevents, i.e., inhibits or blocks them from doing what they want to do and doing what others want them to do that go against their father's/Father's established commands, rules, facts, and truth—which inhibits or blocks 'change.' The child's carnal nature is to "lust" after the things of the world that stimulate pleasure (dopamine emancipation), resenting restraint, i.e., the father's/Father's authority when it gets in the way. Socialists aka Fascists, Communists, Globalists seek out the child's dissatisfaction, i.e., resentment, i.e., hatred toward the father's/Father's authority, which to them is the source of "repression." Gaining access to it through dialogue, they are able to "help" the students "build relationship" with one another on common "self interests," overcoming "alienation," negating the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders in the process.

Socialism, whether in the form of Fascism (National Socialism), Globalism, or Communism (Traditional Marxism, equated to National Socialism by the Globalist aka Transformational Marxists) requires the individual to 'discover' and establish his identity in what he has in common with society, i.e., with "the group"—which is his carnal nature. This is where the difference between discussion and dialogue come into play, with discussion resulting in the father/Father, i.e., the one in authority having the final say, i.e., "Because I said so" (whether right or wrong), "It is written," "Thus saith the Lord," etc., and dialogue resulting in the father having to abdicate his authority (when it comes to right and wrong) in order to initiate and/or sustain "relationship" with the child. Common-ism is based upon what children have in common with one another, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., that which is "of the world" (1 John 2:16), requiring the negation of the father's/Father's authority in their thoughts and actions (negating the guilty conscience which the father's/Father's authority engenders in the process—called "the negation of negation") in order (as in "new" world order) for children to be their "self," i.e., to do wrong, disobey, sin ("lust"), i.e., to be "of the world only" with impunity (affirmation).

Read the issue The Difference Between Discussion And Dialogue In The Garden In Eden for an understanding of where and how this process of 'change' began. 'Liberals'/socialists can not accept the fact that they are wrong (a structure of thinking which is foundational to the father's/Father's "top-down," "above-below," "right-wrong" authority system), only need to do things "better" the next time when things go wrong, blaming the situation or someone else (for not supporting them). That is why they can do wrong, disobey, sin, i.e., do unconscionable things (kill the unborn, elderly, innocent, righteous, or anyone who gets in their way) without having a guilty conscience, as they do what is "necessary" for "the people," i.e., for their "self," i.e., for "self preservation."

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.

"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12