When Facilitators Of 'Change' Rule In the Classroom. by Dean Gotcher

When Facilitators Of 'Change' Rule In the Classroom.
(Personal note.)

by
Dean Gotcher

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

When facilitators of 'change' rule (are in control of) the classroom (the workplace, government, the church, etc.), silencing any opposition to their agenda, total domination, totalitarianism is what you get. All commands, rules, facts, or truth that get in the way of the facilitators of 'change' "opinion" and/or the "opinions" of others is classified by them as being "negative," while (in control of the room) treating their "opinion" and/or the opinions of others as fact or truth, i.e., "positive," i.e., practical, reasonable, rational, silencing any command, rule, fact, or truth that gets in the way of their agenda, total domination, i.e., totalitarianism.

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) Inscribed on Karl Marx's tomb.

All children are "philosophers," 1) dissatisfied with how the world "Is," where they, having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according to established commands, rules, facts, and truth are subject to their parent's authority, not being able to do what they want when they want, i.e., missing out on pleasure (the opportunities of the 'moment'), 2) thinking (dialoguing with their "self") how the world "Ought" to be, where they can do what they want, when the want, and 3) imagining how it "Can" be once they grow up and are on their own, "doing what they want then they want."

"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

The father's/Father's authority system, i.e., "rule of law" is structured upon 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing he deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) grounding or casting out (expelling) any child who questions, challenges, defies, disregards, attacks authority.

"If any man love the world, the love of the Father is not in him." 1 John 2:15

The "problem," according to Karl Marx, et, al, (not having "the love of the Father" in them) is that once children grow up and become parents themselves, i.e., have children of their own they, "having interpreted the world in different ways" (families divided against one another based on standards they embrace), tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change.' The same behavior appears when they own property or run a business, "forcing" those under their authority to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according to their established commands, rules, facts, and truth, firing those who do wrong, disobey, sin.

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

"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority over his children]." "... 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)

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parent's 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, Journals of Abraham Maslow)

"The foundation on which the man of the future will be built is already there, in the repressed unconscious [i.e., in the child's carnal nature, i.e., in the child's impulses and urges which are being "repressed" by the father's/Father's authority]; the foundation has to be recovered [i.e., the child's carnal nature must be 'liberated' from the father's/Father's authority if the child is to become his "self" again]." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) History is not the commands, rules, facts, and truth parents hand down to their children. According to Brown (Marxists), history is children 'liberating' their "self" from their parents authority.

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy [dialogue] the individual comes to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

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

All "educators" (trained as facilitators of 'change') are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom. Moving communication in the classroom from discussion, i.e., from the father's/Father's authority to dialogue, i.e., to the students "feelings," i.e., to their "affective domain," when it comes to right and wrong behavior 'liberates' the students from their parent's authority, turning them against their parents authority, i.e., against the father/Father and his/His authority system.

"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)

"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, et al., "It is lust that reconciles man to the world."

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown)

"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." (Erich Fromm, Escape from Freedom)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining (capitulating) one's "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [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 [having to obey established commands and rules and accept facts and truth as is, by faith] 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." "A natural step in the present study, therefore, was to conceive of a continuum extending from extreme conservatism to extreme liberalism and to construct a scale which would place individuals along this continuum." (Theodor Adorno, The Authoritarian Personality) The Marxist equates the father's authority (dividing family from family) as "racism," inhibiting or blocking "worldly peace and socialist harmony."

According to Karl Marx, Sigmund Freud, et al. it is "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., the "affective domain" (what all men have in common) that is the only platform from which man can build unity. Until the father's/Father's authority is negated (silenced aka censored) there can be no "worldly peace and socialist harmony."

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

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

"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