When You Spare The Rod, You Destroy The Children and the Nation. by Dean Gotcher

When You Spare The Rod,
You Destroy The Children and the Nation.

by
Dean Gotcher

The guilty conscience for doing wrong, disobeying, sinning is the result of the father's authority to chasten his children when they do wrong, disobey, and in God's case, sin, teaching them to do "right" and not "wrong" that they might become mature in their thoughts and actions. When you negate the father's authority, i.e., his right to chasten his children when they do wrong, disobey, sin you end up with a citizenry no longer having a guilty conscience when they do wrong, disobey, sin, i.e., you end with a nation full of immature citizens full of hate, violence, and corruption, demanding (and taking) what they want, i.e., what they think is owed them (now), requiring the use of force by the state (upon its own citizens), in order to keep peace and order (known as a police state).

"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." (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)

The father's/Father's authority is antithetical to the child's/man's carnal nature. Without the father's/Father's authority in the child's life, the child's carnal nature, i.e., his love of pleasure and hate of restraint will rule his life, resulting in him creating a "new" world order when he "grows up," a world dedicated to "lusting" after the carnal pleasure of the 'moment,' hating restraint (accountability), requiring a police state to keep him (and his "friends") in power—"serving the peoples interests," i.e., his interests, "protecting the people," i.e., himself from the father's/Father's authority, i.e., from rule of law (which he hates), which gets in his way.

Have you notice how 'liberal's' act when they do not get, i.e., are prevented from getting their way—immature. Having rejected accountability, i.e., the father's/Father's authority in their thoughts and actions, they make their desires and dissatisfactions of the 'moment,' i.e., anarchy—which they equate with all mankind—the standard for life, requiring all to think and act, i.e., be like them, demanding they get what they want (now), questioning, challenging, disregarding, defying, attacking authority when it gets in their way.

"The affective domain is, in retrospect, a virtual 'Pandora's Box .'" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives, Book 2: Affective Domain)

"Pandora's box" is a story about a "box" (originally a jar) full of evils, which once opened can not be closed. The children's "feelings" of the 'moment,' i.e., their heart, i.e., their desire for the carnal pleasures of the 'moment' which the world stimulates and their dissatisfaction with restraint, i.e., their resentment (hatred) toward the father/Father and his authority when it gets in their way is "Pandora's Box," i.e., a "box" full of evils, which once opened, i.e., once 'justified' in the child's mind, can not be closed. Knowing this, you should be concern that curriculum, referred to as "Bloom's Taxonomies," is being used to train teachers on how to 'liberate' children's "feelings" from their parent's authority, turning students against their parent's commands, rules, facts, and truth, so they can be controlled by their "feelings" of the 'moment,' which are being manipulate by the "teacher" in the classroom, turning the student's into 'liberals,' i.e., socialists..

"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 [personal-social issues]." ibid.

Who gave teachers the right to challenge "the student's fixed beliefs" and who gave student's the right to set aside, i.e., suspend (as on a cross) their parent's commands, rules, facts, and truth? The parent's did the moment they put their children in the "affective domain," consensus, "relationship building," "group grade," facilitated classroom.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." ibid.

All teachers are certified and schools are accredited today based upon their use of "Bloom's Taxonomies" in the classroom, 'changing' how teachers and students communicate, making teachers therapists, i.e., counselors, i.e., social-ist engineers, i.e., facilitators of 'change,' i.e., 'change' agents, 'changing' traditional minded students into 'liberals' i.e., socialists.

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

By making children's "feelings," i.e., their affective domain the focus of attention in the classroom (with children being pressured into being "positive" and not "negative," i.e., setting aside "right and wrong," i.e., facts and truth, i.e., their parent's authority in order to "get along," i.e., "build relationship," i.e., come to a consensus) the father's/Father's authority and the guilty conscience for doing wrong, disobeying, sinning is negated in the students thoughts and actions, turning the children against their parent's authority when the get home, resulting in them acting as 'liberals,' rejecting and fighting against the rule of law—which is the basis of civil government—when they "grow up." This "new practice" of student's dialoguing their opinions to a consensus in the "group grade," "group psychotherapy," facilitated classroom, rejecting the traditional classroom of preaching, teaching, and discussing facts and truth which demands students do right and not wrong, engenders a citizenry who will no longer have a guilty conscience for doing wrong, disobeying, sinning, since they have learned to 'justify' their carnal desires of the moment' and their resentment toward restraint (which they hold in common with all children, which is the basis of common-ism) over and therefore against their parent's authority, negating rule of law in their thoughts and actions, requiring a police state to keep order, i.e., to control the "masses" when they gain power over the home, the state, the nation, the world, including the "church."

"The superego 'unites in itself the influences of the present and of the past [making the child's "feelings"—past and present—not the parent's commands, rules, facts, and truth the bases from which to determine right from wrong behavior].'" (Brown)

Kurt Lewin explained how the guilty conscience is created and how it can be negated, i.e., replaced with the so called "super-ego." He wrote: "The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality) According to Kurt Lewin, since the guilty conscience, what he called a "negative valance," is the result of the father's/Father's authority, i.e., his threat of punishment for doing wrong or for disobeying, what Lewin called "an induced field of force of an adult," preventing the child from doing what he desires, i.e., preventing from having what he wants 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 simply putting the child in a "safe zone," i.e., a "safe space" where he can question, challenge, defy, disregard, attack authority 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 child's mind in the process, i.e., "the negative valance also disappears." In two sentences Kurt Lewin explained how the guilty conscience is 'created' and how it can be negated, i.e., how it can be replaced with the "super-ego"—which incorporates the child's carnal "feelings" of the 'moment,' i.e., his "attraction" toward "a forbidden object," in deciding right from wrong, i.e., how he should think and act in the current situation.

If you follow Kurt Lewin's line of 'reasoning,' a "positive" environment would be one which is 'liberated' from the father's/Father's authority, not making people "feel bad," i.e., feel guilty for doing wrong, disobeying, sinning and a "negative" environment would be one which includes the father's/Father's authority, making people "feel bad," i.e., feel guilty for doing wrong, disobeying sinning. Thus by simply insisting upon having a "positive" environment, i.e., a "safe zone," i.e., a "safe space" sympathetic of and supportive of the child's desire for the carnal pleasures of the 'moment' which the world stimulates and his hatred toward restraint, the father's/Father's authority is negated in the thoughts and actions of all participants, allowing them all to do wrong, disobey, sin with impunity, i.e., with no sense of guilt.

Warren Bennis explained the consequence of these "new practices" in the classroom. "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing [liberalizing] impact on that relationship." (Warren Bennis, The Temporary Society)

When our highest court removed the paddle (the father's/Father's authority, i.e., the "fear of God") from the classroom, affectively negating the father's authority in the home, it guaranteed the creation of a police state—destroying the nation, i.e., rule of law in the process.What is needed today is young father's to be trained up in how to properly use the rod of correction, i.e., the paddle. Then, and only then will order be restored in the home, and in the nation. This also has eternal consequences.

"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." Jeremiah 6:16
"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