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Why Marxism, Socialism, Communism Moves So Quickly Through And Is So Easily Embraced By The Youth.
(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

"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 (pleasures) 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 "self interest," which includes your hate of restraint, as being evil, i.e., "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" 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.

"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

"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, 'liberating' us from the Father's authority." According to Karl Marx, dialectic 'reasoning, i.e., 'reasoning' from our "feelings" ("sense experience"), i.e., from our carnal desires ("lusts") of the 'moment,' i.e., 'reasoning' from "human nature," i.e., 'reasoning' through dialogue (which 'justifies' "human nature," i.e., "lust") our "lusting" after the carnal pleasures of the 'moment' which the world stimulates reconciles us to the world. In this way of "thinking," i.e., 'reasoning' through dialogue, i.e., through "self" 'justification' mankind becomes "good," i.e., God in his eyes (since only God is good) by doing good works for one another, making mankind "feel" "good," i.e., like God, deciding right and wrong according to his carnal nature, i.e., his impulses and urges ("lusts") of the 'moment' which the world stimulates.

Tying pleasure, which is stimulated by the world, to "good" makes you subject to "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., to that which is "of the world" only. "For I know that in me (that is, in my flesh,) dwelleth no good thing:" Romans 7:18 God declares, through His law, there is no good in man. God's law, which is good, condemns man's law (of the flesh). Only God is good. Therefore, according to God "It is not in man that walketh to direct his steps." Jeremiah 10:23 Yet the Lord demands: "Be ye therefore perfect, even as your Father which is in heaven is perfect." Matthew 5:48 Good works can therefore only proceed from God's work in man, that God would receive praise from man, not in man's work for God, where man receives praise from man. Giving food to the needy, for example, is good only to the flesh (for the here-and-now), apart from the Word of God (which is for the soul) having no eternal value in and of itself (for the there-and-then). "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 When you direct your steps (even in the name of the Lord, i.e., doing "good works" for the Lord) all you can do is "build relationship" with others (the world) based upon what you and they have in common, i.e., "the lust of the flesh," "the lust of the eyes, and the pride of life," i.e., only that which is "of the world," making your "enjoying the present," i.e., "lust" the standard for "good"—which is the basis of common-ism. After all, according to your flesh a "good" day is a day of "pleasure," a day of missing out on pleasure, especially as a result of 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, i.e., having to do the Father's will is a "bad" day. In Karl Marx's simple statement he makes your carnal nature, i.e., "sense experience," i.e., your love of pleasure ("lust") and your hate of restraint, i.e., hate of missing out on pleasure the foundation from which to "know" right from wrong, good from evil, making your "sensuous needs," i.e., "the lust of the flesh," your "sense perception," i.e., "the lust of the eyes," and your "sense experience," i.e., "the pride of life" the standard for "good" and the father's/Father's authority, i.e., 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, that get in the way of pleasure (being unable to know the joy, peace, and love which comes from the Holy Spirit, which the world can not receive) the source of evil. Therefore, according to Karl Marx, only by negating the father/Father, i.e., the father's/Father's authority can man become his "self," i.e., of the world only—"lusting" after the carnal pleasures of the 'moment' which the world stimulates, which all children can understand. "Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

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

"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)

As explained in the issue "The Marxist Waltz" the first step (in turning the youth into Marxists, Socialists, Communists) is finding, through dialogue (in a group setting) their carnal desires ("lusts") of the 'moment,' i.e., their "self interest" that the situation, i.e., "the group," i.e., the world is stimulating. Not only is their "lust" for the carnal pleasures of the 'moment' which the world stimulates intoxicating, addictive, and possessive but also their desire for approval, i.e., affirmation from others (in "the group") who they like and/or who have the some carnal desires, i.e., "self interests"—probably more so. Then, because of the 'diversity' (deviancy) within "the group" of youth, the youth are pulled into areas of thoughts and actions they are not comfortable with, which they can not accept (at the 'moment'), exposing them to thoughts and actions which they are "encouraged" to tolerate (for the sake of group approval and out of fear of group rejection), and (over time) will more than likely embrace, making deviancy the "norm." It is the training of facilitator's of 'change' to take "the group" two steps forward into this area of deviancy beyond their "comfort zone," i.e., beyond their desired (approved) deviancy, then move "the group" back one step (to its "approved" deviancy) in order to keep "the group" together, i.e., from turning against its "self" and causing division. Thus in the mind of the youth, with the one step back, they have returned to their comfort zone, i.e., the level of deviancy they have been thinking about (are desiring to do). Having taken one step beyond the established commands, rules, facts, and truth of the "past," i.e., their parent's standards, i.e., being 'justified' by others in doing and thinking on things their parents would not approve of but which they have desired to do, they have embraced the dialoguing of opinions to a consensus (affirmation) environment (classroom) as their means of 'liberation' from their parents authority (from the father's/Father's authority system), making the facilitator of 'change' their new voice of authority. Each "new" classroom experience, with the youth working together as "a team" on a "group grade" project, takes them two steps forward (exposing them to their potential, i.e., to what they can become if only they would "let go"), then one step back (maintaining group cohesiveness, i.e., consensus), progressively moving them down the pathway of Marxism, Socialism, Communism (Liberté, Égalité, Fraternité). The issue "Teacher Training" goes into greater detail on how this is done in the "group grade" classroom.

"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 have to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., where they are subject to their parent's authority, not being able to do what they want when they want, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once the father's/Father's authority is no longer in their way (something most children are not willing to think about without outside help, i.e., "encouragement" from others). "The problem," according to Karl Marx, et, al, is that once children grow up and have children of their own they 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, re-establishing the father's/Father's authority system, getting in the way of their carnal development, 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.' Without creating a world of dialogue, the child, privately dialoguing within (with) his "self" his love of pleasure and hate of restraint (out of fear of being judged, chastened, condemned, and/or cast out) will remain forever "repressed," i.e., subject to the father's/Father's authority, "alienated" from the world of the deviant.

"We have to study the conditions which maximize ought-perceptiveness." "Oughtiness is itself a fact to be perceived [where "feelings" become facts, i.e., the pathway to truth, i.e., to knowing what "is"]." "If we wish to permit the facts to tell us their oughtiness, we must learn to listen to them in a very specific way which can be called Taoistic ["sense experienced"]." "Discovering one's real nature is simultaneously an ought quest and an is quest. An 'Ought-Is-Quest' is a religious quest in the naturalistic sense. Is [being of the world] becomes the same as ought [desiring to be in the world; i.e., desire ("lust") and the world that stimulates it become one]." "Here the fusion comes not so much from an improvement of actuality, the is [the world, making the world subject to your desire, i.e., your ought], but from a scaling down of the ought [your desire, making it subject to the world that "is", the group experience of the 'moment' being manipulated by the facilitator of 'change'], from a redefining of expectations so that they come closer and closer to actuality and therefore to attainability." (Abraham Maslow, The Farther Reaches of Human Nature) Without the "help" of the facilitator of 'change' the child's ought will become the world that is forcing all the other children to do as he says (if he gains power, i.e., a following), restoring the father's/Father's authority in "the group." The role of the facilitator of 'change' is to prevent this from happening. It is in dialogue (where all can participate in sharing their desires and dissatisfactions, i.e., their "oughtiness," i.e., their "lusts" without fear of judgment, condemnation, rejection) that this is achieved (there is no father's/Father's authority in dialogue, only the child's carnal desires of the 'moment'—which are subject to 'change,' i.e., the situation).

Unlike traditional education, where the youth learn to humble, deny, die to, control, discipline their "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/Father's will, in class consciousness, i.e., the dialoguing of opinions to a consensus process (classroom) they learn to restrain their "self," i.e., their impulses and urges, i.e., their carnal desires ("lusts") of the 'moment' when they inhibit or block, i.e., prevent others from expressing (dialoguing) their carnal desires ("lusts") of the 'moment' that are being stimulated by the situation, i.e., by "the group," i.e., by the world, thereby (no longer fearing judgment, condemnation, and/or rejection) 'discovering' (creating) common ground with one another based upon their common "self interests," i.e., their common impulses and urges, i.e., their common carnal desires ("lusts") of the 'moment' that the situation, i.e., "the group," i.e., the world is stimulating. In this praxis all "external" authority is negated by and in all participants, both from within and from without, i.e., in their personal thoughts and in their social actions. Through dialogue, 'justifying' their "self," i.e., their carnal nature, i.e., their "lusts" of the 'moment' before one another, the youth are 'liberated' from the father's/Father's authority and the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., "lusting" so they can do wrong, disobey, sin, i.e., "lust," i.e., be their "self" (individually and collectively) with impunity.

Therefore, according to Marxist 'reasoning,' without "intervention," i.e., "help" from psychotherapists, i.e., facilitators of 'change,' i.e., "human resource" personnel ("the vanguard party") the next generation of citizens will be separated (divided), i.e., "alienated" from one another (within the neighborhood, the workplace, government, etc.,) because of their adherence to their belief, the result of the father's/Father's authority system which they have embraced (by faith), unable to become their "self," "lusting" after the things of the world, doing that which they all have in common. Capital, which is stored up pleasure, under the father's/Father's control must be removed from the father's/Father's control and come under the control of those who advocate "lust," i.e., "human nature," evenly distributing it to the citizens (to those who participate, especially to their "self") if citizens are to become their "self," i.e., of and for the world only, serving, protecting, and worshiping those who have 'liberated' them from the father's/Father's authority system—who, "lusting" after the things of the world, negate all who get in their way (of pleasure), something they have learned how to do in the dialoguing of opinions to a consensus (affirmation) classroom.

"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)

"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)

"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]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"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)

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism) into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Bloom's Taxonomies" are "a psychological classification system" (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain) based upon the "weltanschauung," i.e., world view of Marxists, two of whom Bloom sights in his second 'taxonomy,' i.e., Book 2: Affective Domain. "Educators" might say, "There is a lot of good which comes from using "Bloom's Taxonomies," even though we know there are some problems with it," i.e., "Marx was more right than wrong." There is a lot of harmless stuff in rat poison (98%) but I don't eat rat poison for lunch. You can put on the tombstone of the demolition expert, "He was more right than wrong," despite the fact that what he did was wrong. Dialogue, when it comes to right and wrong, i.e., using "Blooms' Taxonomies" as your curriculum leads you down the pathway of Marxism, Socialism, Communism, whether it is done in the public school, the private school, the "Christian" school, or even in the home school classroom (or even in the "church," in the name of the Lord).

"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