Why Marxism, Socialism, Communism, Globalism, And Psychology Are Antithetical To God And His Word.

Why Marxism, Socialism, Communism, Globalism, And Psychology Are Antithetical To God And His Word.
(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

"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

"The heart is deceitful above all things [thinking pleasure (lust) is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating whoever prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' it desires (lusts after)]: who can know it?" Jeremiah 17:9 It can not see its hatred toward the father's/Father's authority as being evil, i.e., "wicked," i.e., "desperately wicked" because it's lust for pleasure is standing in the way, 'justifying' the hate.

Marxism, et al. requires you to 1) esteem your self, i.e., your lusts, 2) identify with "the group," affirming, i.e., 'justifying' your and their lusts, and 3) follow the facilitator of 'change, doing your-the group's-his will, i.e., supporting his lusts (which requires you to negate the Father's authority that gets in the way of his lusts)—dying in your sins, spending eternity with him in the lake of fire that is never quenched. Marxism, et al. is Liberté, Égalité, Fraternité.; , i.e., 1) liberation of self, i.e. lust from the father's/Father's authority, 2) all are equal in lust (only those who lust are equal), and 3) are united in negating the father's/Father's authority from the face of the earth—so "the people," i.e. the facilitator of 'change' can lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with "the people's" affirmation., i.e., their praise, support (time, labor, and money), protection (defense), and worship.

"We are proud that in his conduct of life man has become free from external authorities [the father's/Father's authority], which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity [lust] be restored to the individual; that the purposes of society [to lust] and of his own [to lust] become identical." (Erich Fromm, Escape from Freedom)

"... it is not in man that walketh to direct his steps." Jeremiah 10:23

"In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 6

God requires you to 1) deny your self, i.e., your lusts, 2) endure the rejection of others, i.e., "the group" for not affirming their lusts, and 3) follow the Lord, doing the Father's will—inheriting eternal life. The gospel message is based upon the Father's authority, i.e., doing the Father's will.

"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 5:30; 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

"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

"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

The father's/Father's authority (system) requires the child to humble, deny, die to, control, discipline, capitulate his self in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will. The father's/Father's authority (the Patriarchal paradigm) is based upon the 1) preaching of established commands and rules to be obeyed as given, the teaching of established facts and truth to be accepted as is, by faith, and the discussing of any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the father's/Father's discretion, i.e., providing he/He deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking his/His 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, capitulate 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) casting out (expelling/grounding) any child who questions, challenges, defies, disregards, attacks the father's/Father's authority. (This is the structure or curriculum of traditional education, i.e., "old school," where commands and rules are to be accepted and obeyed and facts and truth are to be learned and applied.)

"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," i.e., dad is not perfect, he may be (or may have been) a down right tyrant (or MIA/AWL) lusting after the things of the world without restraint, his office of authority is perfect, having been given to him by God (the "Heavenly Father"), who is perfect, in which to do His will. The role of the father, besides providing food, clothing, safety, and a roof over his families head is to train up his children in the admonition of the Lord—doing the Father's will—and teach them how to "pull weeds," i.e., work (get off their duff, expecting someone to wait on them).

"Children, obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; That it may be well with thee, and thou mayest live long on the earth." Ephesians 6:1-3

A father, in the true sense of the word, i.e., a benevolent father 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, grounding them when they reject his authority but not hating them, wanting to kill them as the carnally minded, i.e., lust seeking child does when the father gets in his way, i.e., in the way of his "lust" for pleasure.

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

"[E]very one of us shall give account of himself to God." Romans 14:12

It is for this reason that all fathers, as well as all wives (mothers) and children are personally accountable to God, who loves everyone but 'judges' each individual man, woman, and child for his or her thoughts and actions, holding them personally accountable for their behavior toward His standards, i.e., toward Him, having mercy and grace on them, i.e., forgiving them when they repent, turn away from their lusts, and obey. The love of the father/Father is toward his children, forgiving them when the repent, turn from their lusts, and obey. The love of the child is toward pleasure, i.e., lust and the world that stimulates it, hating anyone who gets in his way.

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

"Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. But whosoever shall deny me before men, him will I also deny before my Father which is in heaven." Matthew 10:32, 33

"... He is antichrist, that denieth the Father and the Son." 1 John 2:22

Marxism, socialism, Communism, globalism, and psychology, rejecting the father's/Father's authority are antithetical to God and His Word, i.e., the gospel message because they are based upon "human nature," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," with man (the Marxist, the socialist, the Communist, the globalist, the psychologist and anyone following him) 'justifying' his self, i.e., 'justifying' his natural inclination to lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., that the current situation and/or people are stimulating, establishing his self, i.e., his lust for pleasure, including the pleasure that comes from the affirmation of others (affirming his lusts) and his resentment toward restraint, i.e., toward the father's/Father's authority for getting in the way over and therefore against the father/Father and his/His authority, thereby 'justifying' his removal (negation) of the father/Father and his/His authority and anyone else who gets in his way, including the unborn, the elderly, the innocent, the righteous, for the "good" of "the people," i.e., for the "good" of his self, since he perceives his self as being the personification of "the people," who like him lust after the carnal pleasures of the 'moment' that the world stimulates and hate restraint, i.e., hate the father's/Father's authority. Because the "earthly father" is not perfect, i.e., as his children, he to lusts after the carnal pleasures of the 'moment' that the world is stimulating, the Marxist, socialist, Communist, globalist, and psychologist establish lust (what all men, women, and children have in common) as the basis life. Synthesis, i.e., "worldly peace" and unity can not be accomplished with the father's/Father's authority in place—which divides upon right and wrong behavior (according to established commands, rules, facts, and truth). It can only be accomplished upon what all men, women, and children 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."

"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 for self" and the world only]." (Georg Hegel, System of Ethical Life)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

In other words it is lust, i.e., the child's carnal nature, according to Karl Marx that "reconciles" man to "the world," i.e., that "reconciles" man to that which is "actual," requiring the negation of the father's/Father's authority in order for man to become himself, only that which is "of the world."

"Once the earthly family [where children have to humble, deny, die to, control, discipline, capitulate their self in order to do the father's will] is discovered to be the secret of the Holy family [where the son of God, Jesus Christ humbled, denied, died to, controlled, disciplined, capitulated his self in order to do the Father's will], the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's thoughts, directly effecting their actions, i.e., their behavior toward their self, others, the world, and authority]." (Karl Marx, Feuerbach Thesis #4)

The "problem," for the Marxist is the father's/Father's authority and the guilty conscience it engenders. Before the child can become his self, i.e., i.e., self-actualized, i.e., "of the world" only, the father's/Father's authority must be negated in his thought and in his actions. Therefore it must be identified (defined).

"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." (Theodor Adorno, The Authoritarian Personality)

"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) While the law can save no one, i.e., it condemns us for our sins, it makes us aware we need a savior, i.e., someone to save us from our sin, i.e., from judgment and eternal death—since the soul is eternal, unlike the flesh which is temporary, i.e., of this life/world only.

"Laws must not fetter human life [lust]; but yield to it; they must change as the needs [lusts] and capacities of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16

"Our aim is not merely to describe prejudice [children 'judging' one another from their father's/the Father's established commands, rules, facts, and truth] but to explain it in order to help in its eradication. Eradication means re-education." (Adorno)

To put this in context, this ideology has been attempted in the past, with devastating results.

"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

Without "help" from outside the home, the child who, according to Karl Marx created the father's/Father's authority, i.e., "an alien and hostile force" when he humbled his self, i.e., set aside ("repressed") his lusts in order to do the father's/Father's will, can not escape the world he has created.

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3, pp. 83-84)

All science, i.e., that which is "of the world" is based upon stimulus-response (for every action there is an equal reaction). When God created Adam (man) he made him, unlike any other thing in the creation, a living soul. "And the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul." Genesis 2:7 He then told ("commanded") him what he could and could not do, i.e., what was right and what was wrong behavior, i.e., which trees he could eat the fruit of and which one he was not (lest he die). "And the LORD God commanded the man, saying, Of every tree of the garden thou mayest freely eat: But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die." Genesis 2:16, 17 No animal, being subject only to stimulus-response (approach pleasure - avoid pain) and impulses and urges (instincts) can read or write a book, i.e., can be told or tell others what is right and what is wrong behavior, i.e., what they can and can not do. To apply science, i.e., "behavioral science" to man is to make him an animal, subject to stimulus-response and impulses and urges (which can only know from "sense experience," i.e., pleasure-pain), negating (damning) his soul (which can only KNOW from being told, i.e., by the Word of God).

"But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." Matthew 4:4

"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

" Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." (Karl Marx, MEGA I/3)

Establishing lust as the 'drive' of life, making its augmentation the 'purpose,' Karl Marx made man's "sense experience," i.e., his "sensuous needs" and "sense perception" (that which the world stimulates) the foundation from which to determine right and wrong behavior. In doing so he simply made "the lust of the flesh" ("sensuous needs"), "the lust of the eyes" ("sense perception"), and "the pride of life" ("sense experience"), only that which is "of the world" ("from Nature") academics, i.e., the foundation from which behavior is to be evaluated. This 'logic,' i.e., "reasoning" was in line with that of Sigmund Freud, who like Karl Marx, sided with the child's carnal nature, i.e., lust and hated the father's/Father's authority for getting in the way.

"... 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." "'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 in his home or in his business]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

Sigmund Freud's history of the prodigal son is not of the son coming to his senses, humbling his self, returning home, submitting his self to his father's authority, learning his inheritance was not his father's money but his father's love for him, but of the son joining with his "friends," returning home, killing the father, taking all that was his (the father's), using it to satisfy their carnal desires, i.e., their lusts of the 'moment' that the world stimulates. Like Karl Marx, for Sigmund Freud it is lust that defines "human nature," requiring the negation of the father's/Father's authority, i.e., the 'liberation' of the children from the father's/Father's authority in order for them to become self-actualized.

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the carnal nature of the child]; the foundation has to be recovered [the child has to be 'liberated' from the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"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." "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)

The sole agenda of the Marxist, the socialist, the Communist, the Globalist, the psychologist is to seduce, deceive, and manipulate everyone into 'justifying' their natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates, establishing their lust for pleasure over and therefore against the father's/Father's authority so the Marxist, the socialist, the Communist, the Globalist, the psychologist can lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience (which the father's/Father's authority engenders), with everyone's approval, i.e., affirmation. If everyone is doing it (or does it), and stimulus-response is all there is, then it must be right.

"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

"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 ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

The need of "the group" to pull it off.

"It is usually easier to change individuals formed into a group than to change any one of them separately." "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)

"It is not individualism [the child, humbling, denying, dying to his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Brown)

"In the dialogic relation of recognizing oneself [one's lusts] 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)

The difference between discussion and dialogue, especially when it comes to establishing right and wrong behavior.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion divides upon being right and not wrong, i.e., KNOWING, which is formal, i.e., judgmental, i.e., the father/Father retains his authority in discussion, i.e., has the final say, i.e., "Because I said so," "Never the less," "It is written." Majority vote retains the father's/Father's authority system although the father might loss out on the particular issue at hand.

"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity) Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental, i.e., the child retains his carnal nature in dialogue, having the final say (against authority, i.e., absolutes, i.e., the father's/Father's authority). There is no father's/Father's authority in dialogue, or in an opinion, or in the consensus process. There is only the child's natural inclination to lust after pleasure and hate restraint being 'justified.' Dialogue moves opinions to a consensus, negating the father's/Father's authority and the guilty conscience it engenders in the process.

Discussion unites upon doing right and not wrong according to established commands, rules, facts, and truth, dividing or uniting with one another based upon who is right and who is wrong. Discussion, on the other hand, unites upon common "felt" needs, i.e., lusts, i.e., self interests. Fellowship is based upon discussion, i.e., established commands, rules, facts, and truth that individuals can agree and unite on. Relationship is based upon dialogue, i.e., the feelings of the 'moment' that the current situation and/or people are stimulating, making self interest, i.e., lust, i.e., "What can I get out of this situation and/or person for my self" the foundation from which to build relationship; "Building relationship upon self interest, i.e., upon common 'felt' needs."

"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary [overthrowing the father's/Father's authority]." (Lukács)

"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." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

The issue of 'change:'

While for God, change is the individual repenting of his sins, turning to the Lord for direction every moment of his life (doing the Father's will), for the Marxist, et al. 'change' is everyone being subject to stimulus-response, lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint, i.e., hating anyone who gets in the way.

"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 so it must be important. In other words, for Karl Marx, while children resent the father's/Father's authority, i.e., established commands, rules, facts, and truth for getting in the way of their lusts, they establish commands, rules, facts, and truth, i.e., the father's/Father's authority over their children when they grow up, preventing 'change,' i.e., preventing the children from becoming their self, lusting after the carnal pleasures of the 'moment' that the world stimulates, without having a guilty conscience, with their parent's and siblings approval, i.e., affirmation.

It is the guilty conscience that inhibits or blocks, i.e., prevents 'change,' i.e., lust.

"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 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:'" (Brown) A definition of the guilty conscience from a Marxist's perspective.

How the guilty conscience ("negative valence") is engendered, preventing 'change,' i.e., lust and how to negate it, emancipating 'change,' i.e., lust.

"The negative valence of a forbidden object which in itself attracts the child [the guilty conscience] 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) In other words, the "negative valence," i.e. the guilty conscience (which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting") is negated when the father's/Father's authority is negated in the child's thoughts, thus 'justifying' his carnal actions, i.e., lusts—with "the group's" support, i.e., affirmation.

Therefore who the child turns to in determining right and wrong behavior must be 'changed.'

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

"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"(T)he group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)

"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 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)

"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 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." (Benne)

Mao's long march across America began in earnest the 50's and 60's with the introduction of Marxist curriculum, i.e., the introduction of lust , i.e., the "affective domain" into the curriculum in the classroom, not only across America but around the world, including Communist China—Benjamin Bloom, Bloom's Taxonomy: A Forty Year Retrospect). All "educators" are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom, curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. In short, what divides students between one another is the father's/Father's authority system, i.e., having to do right and not wrong according to established commands, rules, facts, and truth (standards which differ amongst the students since they come from different homes with different standards). What unites students is what they have in common with one another, "the lust of the flesh, and the lust of the eyes, and the pride of life"

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and David Krathwohl, Benjamin Bloom, Taxonomy of Educational Objective, Book 2: Affective Domain)

"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 create effectively a new set of attitudes and values, 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." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." (Book 2: Affective Domain) See the issue "Brainwashing: How It Is Done And Why." to put this procedure into proper perspective.

The "educator" (facilitator of 'change') 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, i.e., "lust" 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. The same outcome applies to all adults, in any profession who participate in the process of 'change,' i.e., of 'justifying' compromise for the sake of lust. Once you are 'labeled,' you are 'labeled' for life. In the soviet union (as in Communist China), once you were (are) 'labeled' "psychological" (a resister to 'change'—refusing to compromise to the lusts of the 'moment' for the sake of relationship with others) no matter how important you were in the past (are in the present), your life was over, your career was (is) done.

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

"... 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)

Question the use of psychology (Marxism) today, especially in the "church" and you quickly discover how intoxicated, addicted, and possessed people have become to its praxis, silencing, censoring, removing (martyring) you for "the group's," i.e., for their lust's sake if you persist.

"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

"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," "open ended, non-directed," 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)—as predators, charlatans, pimps, pedophiles, 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