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What You And Your Children Have In Common With Communism.
How the classroom can be used to turn you and your children into Communists.
(Personal note.)

by
Dean Gotcher

"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." 1 John 2:16

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words: "Lust reconciles us to the world."

"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 In other words: "Lust, justified before others, becomes 'justified' in your eyes."

"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6) In other words: Only by "building relationship" with others based upon common "self interest," i.e., "lusts" can the individual come to know his "self" as he "is," i.e. of the world only. It is in our compromise, i.e., our suspending, as upon a cross any established command, rule, fact, or truth that gets in the way of "relationships" that we "get along" with the world. "Fellowship" is based upon discussion, i.e., suspending, as upon a cross our carnal desires of the 'moment' in order to do or be right and not wrong according to established commands, rules, facts, and truth. "Relationship" is based upon dialogue, i.e., suspending, as upon a cross any command, rule, fact, or truth that prevents, i.e., inhibits or blocks dialogue, i.e., our carnal desires of the 'moment,' i.e., "lusts" which the world (the situation and/or the person) is stimulating—we are not in love with the person, we are in love with the pleasure, i.e., the "lust," i.e., they dopamine they are stimulating (emancipating) in us.

"Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4

"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 "Lust" affirmed by others makes "lust" (including the "lust" for approval from others) not only intoxicating, but addictive and possessive as well.

"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], 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" ("desperately wicked") because your love of pleasure ("self interest"), getting in the way, blinds you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," 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.

"For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies:" Matthew 15:19 21

"For from within, out of the heart of men, proceed evil thoughts, adulteries, fornications, murders, Thefts, covetousness, wickedness, deceit, lasciviousness, an evil eye, blasphemy, pride, foolishness: All these evil things come from within, and defile the man." Mark 7:21-23

"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

"And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient; Being filled with all unrighteousness, fornication, wickedness, covetousness, maliciousness; full of envy, murder, debate, deceit, malignity; whisperers, Backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, Without understanding, covenantbreakers, without natural affection, implacable, unmerciful: Who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them." Romans 1:28-32

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

The objective of Communism is to negate the father's/Father's authority system in the child's/man's thoughts and actions—"theory and practice"—(called "the negation of negation"). If Communism is to become 'reality,' "self," i.e., pleasure, i.e., "lust" must become accepted as the 'drive' of life, making the augmentation of "self," i.e., pleasure, i.e., "lust" the 'purpose' of life, requiring ('justifying') the negation of that which "gets in the way" of "self," i.e., pleasure, i.e., "self interest," i.e., "lust," the father's/Father's authority. Only by negating the father's/Father's authority (in your thoughts and actions) can "self" become "actualized."

"Once the earthly 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 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 [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 [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's thoughts as well as in their actions—resulting in children no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their carnal nature, i.e., their carnal desires, i.e., their "self interests," i.e., their "lusts" of the 'moment,' 'creating' a "new" world order where the child's carnal nature rules without parental restraint]." (Karl Marx, Feuerbach Thesis #4)

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

The father's/Father's authority system:

"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 While the earthly father and Heavenly Father differ in 'purpose,' i.e., the earthly father "chastening us after his own pleasure," the Heavenly Father "chastening us that we might partake in his holiness," they are both the same in "top-down," "right-wrong," "above-below" authority structure (system). Negate the father's/Father's authority system, starting with the earthly father, who we can all find fault with, and you negate the Heavenly Father's authority system in the process, something the Lord, while dividing the son from the earthly father never did, keeping the Father's authority system in place, with His Heavenly Father's authority taking precedence over all authority, engendering individualism, under God.

The gospel message is about the Father's authority:

"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

"Be ye therefore perfect, even as your Father which is in heaven is perfect." Matthew 5:48

"Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ;" 2 Corinthians 10:3, 5

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

"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my father which is in heaven." Matthew 7:21

"and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3

"As many as I love, I rebuke and chasten: be zealous therefore, and repent. Behold, I stand at the door, and knock: if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me. To him that overcometh will I grant to sit with me in my throne, even as I also overcame, and am set down with my Father in his throne." Revelation 3:19-21

The traditional classroom—structured after the father's/Father's authority system aka "old school."

While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as "selfish" children, using the office of authority they occupy for their own carnal desires (pleasures) only—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" and do right and not wrong according to His established commands, rules, facts, and truth. A father, in the true sense of the word, loves 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 them out when they reject his authority in order to maintain 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. When a parent hates his child it is the child in him that is ruling. It is that fact, that children do not have "the love of the Father" in them that those "of and for the world" ("of and for self") seek after, focusing upon using the children (including those in an adult bodies) for their agenda, i.e., 'liberating' the world of the father's/Father's authority so they can rule the world themselves, without having a guilty conscience for doing wrong, disobeying, sinning, removing (silencing, censoring, or even killing) any (including the unborn and elderly) who get in the way of their "self interest," i.e., their carnal desires (pleasures) of the 'moment,' which the world stimulates, claiming they are doing it 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, but without it, all the child learns is that his carnal desires (the pleasure) of the 'moment' (the Karl Marx in him), that the world stimulates is all that life is about.

"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change [making law subjective, i.e., subject to the "felt needs" and perception ("sensuous needs" and "sense perception," i.e., "sense experience," Karl Marx, MEGA I/3) of the children (the proletariat)]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

While capitalism, i.e., "capitulating," i.e., humbling, denying, dying to, controlling, disciplining  your "self" in order to do the job right and not wrong according to established commands, rules, facts, and truth rewards "good" work, Socialism/Communism/Globalism, i.e., "esteeming" your (and others) "self," i.e., your (and their) love of pleasure, i.e., your (and their) "lusting" after the carnal pleasures of the 'moment' which the world (the situation) stimulates, in order to "feel" "good" about your (and their) "self"—no matter how badly the job was/is done—rewards "bad" work.

"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 other words: "peace and affirmation," i.e., being at "peace" with one's "self," with the "affirmation" of others (no matter how badly the job was done) can only become "reality" when man no longer judges man from established standards that go against (are external to) his carnal nature, i.e., that prevent him from "enjoying" the carnal pleasure of the 'moment' (dopamine emancipation) that the world stimulates.

The father's/Father's authority system in education prevents 'change,' i.e., inhibits or blocks Marxism, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life." The misconception is that Fascism reflects the father's/Father's authority system, with one man (despot) in control—the error being, Fascism (National Socialism) as does Communism, Socialism, and Globalism must negate the father's/Father's authority in the children thoughts and actions, making them subject to "the group" and the one(s) leading. All forms of socialism (local, national, and global) can only engender "the laziness, incompetence, and viciousness" of the human heart.

"Education as yet is unable and unwilling to bring all estates and distinctions into its circle. Only Christianity and morality are able to found universal kingdoms on earth." (Karl Marx, The Holy Family)

Education and government go hand in hand. The one directly effects the other. Without 'change' in education, 'change' in government can not be initiated or sustained. Communists/Socialists/Globalists, knowing this, have "concerns" about you.

"If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation [in the Father's authority, i.e., in doing the Father's will, i.e., in being held accountable before the Father for your thoughts and actions—represented in the father's authority in the home], then Marx [those advocating the child's carnal nature, i.e., "lust" over and therefore against the Father's authority] must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice) The father's/Father's authority, represented in limited, constitutional, republic government (with its "Bill of Rights," i.e., local control) is not found in the "self interest," i.e., "lust" of the legislator, the leader, or the judge (in the dialoguing of opinions to a consensus process) but in the constituent, i.e., in the citizen, sending the "representative" (as a parent sends a child to the store) to "re-present" him in office (buying his goods with his money according to his standards). If the child, i.e., the "re-presentative" spends the constituent's, i.e., the father's money on his "self," i.e., on his (and his "friends") "self interests," i.e., on their "lusts" (in the name of "the people," i.e., via the dialoguing of opinions to a consensus process) he is not sent to the store again—he is held accountable for his actions. The danger is, if he (along with his "friends") is able to get ahold of the fathers (the citizens) credit card, spending the fathers money on his (and his "friends") "self interests," i.e., on his (and their) "lusts" (in the name of "the people"), he can run the father (the citizens) into debt, without being held accountable for his actions (more than likely with "the citizens" support aka affirmation). Hum!!! Marxist's, i.e., Communist's, Socialist's, Globalist's, i.e., those rejecting the Father's authority, i.e., "lusting" after the things "of the world," 'justifying' their "self," i.e., their "lusts" before one another (in the dialoguing of opinions to a consensus process) will someday "collapse into a bottomless abyss"—when the Father's authority is "restored," i.e., when the Lord returns. Until then, being a "witness" (martyr in the Greek), continue doing the Father's will.

Immanuel Kant wrote of a world of "lawfulness without law," where the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., "human nature" rules without the father's/Father's authority, i.e., without "obedience to laws" getting in the way, where the child's carnal nature is 'justified' over and therefore against the father's/Father's authority. (Immanuel Kant, Critique of Judgment) In this state of mind a person does not consider his "self" as being above the law, he is the law, i.e., right "in and of his self," i.e., in his own eyes, i.e., in his "sense experience" ("the pride of life"), i.e., his "sensuous needs" ("the lust of the flesh") and "sense perception" ("the lust of the eyes"), with "I feel" and "I think" (opinion, i.e., theory) directing his thoughts and actions instead of "knowing" (from being told). (Karl Marx, MEGA I/3)

"the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

Communism replaces the father's/Father's authority, i.e., replaces having to humble, deny, die to, control, discipline your "self" in order to do right and not wrong according to established commands, rules, facts, and truth with the children's carnal desires, i.e., "feelings," i.e., "self interests," i.e., "lusts" of the 'moment,' which the world (classroom "environment") stimulates. For this 'change' to take place "the educator must himself be" 'changed.'

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

'Change' the curriculum (the learning "environment," i.e., the teaching method) in the classroom and you 'change' the world. Using the dialoguing of opinions to a consensus (affirmation) process to "filter" the father's/Father's authority system out of the students learning experience in the classroom, 'liberating' them from the father's/Father's authority, i.e., from having a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting" in the process. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the child's carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' that the world (the situation) is stimulating.

"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)

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

Taxonomy of Educational Objectives Book 1: Cognitive Domain and Taxonomy of Educational Objectives Book 2: Affective Domain, commonly referred to as "Blooms' Taxonomies," are curriculum ("a psychological classification system"; Book 1: Cognitive Domain) by which all teachers are certified and schools accredited today. Do not be fooled, although marketed as "academics," i.e., teaching "higher order thinking skills," they are all about paradigm 'change,' i.e., 'changing' the way students think about and act toward authority, i.e., toward parental authority.

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain) Who sets the standards? The parent's or the "educators." By "educators" 'justifying' the child's "lusts," they 'justify' their own "lusts," 'liberating' their "self," along with the children, from their parents authority (system).

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

By starting with (focusing upon) the child's "feelings," i.e., the child's carnal desires ("self interests," i.e., "lusts") of the 'moment' which the world (classroom "environment") stimulates, instead of with the father's/Father's authority, the child's carnal nature ("lust") is 'liberated' from the father's/Father's authority.

"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 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)

"Obedience and compliance are hardly ideal goals." The purpose of education, according to Benjamin Bloom was "to develop attitudes and values toward learning which are not shaped by the parents." "Teachers and other adults in the home or school sometimes blithely assume that they are the significant figures in the environment…. becomes less true as the individual frees himself from the domination or control of the adult." (Book 2: Affective Domain)

"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)

"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 carnal nature, i.e., "feelings," i.e., his or her love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present].'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)

"This voice which really isn't you but tells you the way the world works is a direct attack on creativity [on 'change']. We have to work to remove it." "When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas [to 'change']." (Michael Ray in Maslow on Management, Abraham Maslow)

": the superego 'unites in itself the influences of the present and of the past [the child's carnal nature, i.e., "feelings," i.e., his or her love of pleasure and hate of restraint—experienced in the past as well as being experienced in the present 'justifies' the need for 'change'].'" (Brown, Life Against Death:) Without negating the guilty conscience (which is engendered from the father's/Father's authority) for doing wrong, disobeying, sinning, i.e., "lusting" 'change' (impulses and urges of the 'moment'—'justified') can not become a reality. If you 'justify' the child's impulses and urges to "lust" after the carnal pleasures of the 'moment' which the world stimulates, you 'justify' negating the father's/Father's authority which gets in the way. You can not have the one without the other.

"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 threat of punishment for doing wrong or for disobeying, 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," "Don't be negative, be positive" environment where he can question, challenge, defy, disregard, attack authority, negating that which is "negative" without fear of reprimand, 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 guilty conscience is negated in the process, i.e., "the negative valance also disappears."

"[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." (Book 1, Cognitive Domain) Benjamin Bloom simply paraphrased Karl Marx: "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred."

"Bloom's Taxonomies" are all about "ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." (Book 2 Affective Domain) "Feelings" toward authority, pro and con are made manifest in a permissive (dialogue) environment (determining right and wrong behavior) making it possible to grade who is 'loyal' to authority and who is not. By 'justifying' the permissive environment the "educator" is able to turn the children against their parent's authority. The environment affects the outcome.

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

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. 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.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., desires and dissatisfactions of the 'moment' with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his or her "self" and the world only—'liberated' from the father's/Father's authority]." (Theodor Adorno, The Authoritarian Personality)

"In 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.

"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 and Group Psychotherapy)

"It is not individualism [the child having 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., "lusting"] that fulfills the individual, on the contrary it destroys him [makes him "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]. Society ["human relationship based upon self interest," i.e., "building relationship" with others, based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] 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." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"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." "We may call this new order by the name of democratic socialism but the name does not matter." "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)

"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)

"Prior to therapy the person is prone to ask himself, 'What would my parents [or God] 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)

"The person at the peak experience is godlike . . . complete, loving, uncondemning, compassionate and accept[ing] of the world and of the person." (Abraham Maslow, Toward a Psychology of Being)

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, Life Against Death:)

"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, Life Against Death:)

"Infants know no guide except the pleasure-principle." "While adult sexuality serves the socially useful purpose of breeding children, it is for the individual in some sense an end in itself as a source of pleasure – according to Freud, the highest pleasure." "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis ["neurosis," i.e., doing the father's/Father's will in opposition to your carnal desires of the 'moment']." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority].""By the standards of normal adult sexuality [to "maintain family and society"] children are polymorphously perverse ['incestuous,' i.e., immoral]." "Normal adult sexuality [the traditional husband-wife relationship], judged by the standard of infantile sexuality [by the child's natural inclination to become at-one-with nature, in pleasure, in the 'moment'], is an unnatural restriction of the erotic potentialities of the human body." In other words the child's nature is toward enjoying the carnal pleasures of the 'moment' which the world stimulates instead of toward obedience, making obedience by the child toward the parent "an unnatural restriction of the erotic potentialities of the human body." (Brown, Life Against Death:)

"'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 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) According to Sigmund Freud, children, having been cast out by the father for their carnal behavior ("incest"), united as one—in consensus "killing and devouring" the father/Father, negating the father's/Father's authority from the face of the earth—so they could be their "self," i.e., "of and for self" and the world only. There is no father's/Father's authority in dialogue, in the language of psychology (focus on the "family" is antithetical to the father's/Father's authority—requiring the father, through dialogue to become "equal" with the children, forces him to abdicate his authority regarding right and wrong behavior). While discussion, i.e., the language of the father/Father is either-or, right-wrong, absolute ("Because I said so," "It is written"), inhibiting or blocking 'change,' dialogue, i.e., the child's "Why?" (in response to the father's/Father's command), i.e., the language of the child is situational, relative ("I think," "I feel"), i.e., is readily adaptable to 'change' according to the child's carnal desires ("lusts") of the 'moment' that the world (situation) stimulates.

"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)

"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.)" (Maslow, Journals)

"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,  The Farther Reaches of Human Nature)

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown, Life Against Death:)

"We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood."
'...we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers, on becoming a person) emphasis added.

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

"Personal relations between men have this character of alienation. Hegel and Marx have laid the foundations for the understanding of the problem of alienation." "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." "Both the sadistic and the masochistic trends are caused by the inability of the isolated individual to stand alone and his need for a symbiotic relationship [some external authority over him] to overcome this aloneness." [Fromm believed that man could] "not take the last logical step, to give up 'God' and to establish a concept of man as a being who is alone in the world, but who can feel at home in it if he achieves union with his fellow man and with nature." "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)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment']." (Adorno)

"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 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)

"…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 [where the person is caught between his carnal desires ("feelings," i.e., "self interests") of the 'moment' and his belief (established commands, rules, facts, and truth)]." (Yalom)

"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity [especially when "the group" is excluding, i.e., rejecting the child because of his "ridged," i.e., "prejudiced," i.e., unadaptable to 'change' "negative" attitude, i.e., his holding onto his parents, i.e., the father's/Father's standards, i.e., preaching, teaching, and attempting to discuss commands, rules, facts, and truth to/with "the group" while "the group" is heading down the road, hand in hand enjoying the carnal pleasures of the 'moment' which the child desires himself, "enjoying" them without him, i.e., excluding (rejecting) him in the process for the way he is thinking and acting, i.e., for not joining with them, 'justifying' their (and his) carnal nature over and therefore against their (and his) parent's authority, i.e., the father's/Father's authority]." (Yalom)

"Change in organization [paradigm] can be derived from the overlapping between play and barrier behavior [by bringing dialogue into the traditional classroom, creating conflict ("cognitive dissonance") between dialogue, i.e., 'justifying' one's carnal desires, i.e., "self interest" which is informal, fearing judgment, punishment, and rejection by "the group" for "hurting" their "feelings," i.e., for cutting off dialogue and preaching, teaching, and discussing established commands, rules, facts, and truth in order to be or do right and not wrong, which is formal, fearing judgment and punishment by the parents (or traditional teacher) for doing (or being) wrong or being rejected (expelled) for questioning, challenging, defying, disregarding, attacking their authority]. To be governed by two strong goals [being approved by the parents (which requires obedience) and being approved by "the group" (which requires suspend, as upon a cross the parent's commands, rules, facts, and truth that "hurt" other peoples "feelings," questioning, challenging, defying, disregarding, attacking their authority instead)] is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization [desire for approval from the group begins to predominate over and therefore against parental authority]. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads [the child is frozen in the 'moment' no longer defending his father's/Father's authority out of fear of group rejection, "What will happen to me" if the father/Father catches me is replace with "What will happen to me" if the group rejects me]. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective [the child has to choose to either reject the group in order (as in "old" world order) to do the father's/Father's will, missing out on the carnal pleasures of the 'moment,' which the world stimulates, which includes the groups approval (affirmation)—in the midst of group rejection—or reject the father's/Father's authority in order (as in "new" world order) to enjoy the carnal pleasures of the 'moment,' which the world stimulates, which includes the groups approval (affirmation)]." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression) It is a no brainer which "head" (paradigm) will more than likely win out—"win-win" meaning the child is 'liberated' from the father's/Father's authority (a "win" for the student, no longer "repressed" by the father's/Father's authority, having to do the father's/Father's will) as he and "the group" become one, 'liberated' from the father's/Father's authority system (another "win" for the student and "the group" as he and they are no longer "alienated" from one another, because of their parents commands, rules, facts, and truth which divide them from one another).

"It is proposed that no facts or opinion be considered by the Congress unless the facts and opinions be the established consensus of a group of collaborators." (Harry Stack Sullivan, The Fusion of Psychiatry and Social Science) The standard for UN policy as explained by Harry Stack Sullivan.

"I've decided to get into the World Federalists, become pro-UN, & the like." "Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first―it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.'" "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." ". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved." "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.) (Maslow, Journals)

"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)

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

"To experience Freud is to partake a second time of the forbidden fruit;" (Brown, Life Against Death)

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse, Eros and Civilization)

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

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

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

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

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

© Institution for Authority Research, Dean Gotcher 2020