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Why Homeschooled Students So Quckly Become Marxist In College.

by
Dean Gotcher

I have noticed that many homeschooled children become "flaming" Marxists within a few months after attending college. If while they are being homeschooled they are "looking at the door," i.e., just waiting to get out from under their parent's authority, despite their full involvement in homeschooling, even promoting it, i.e., if they have not truly given their life to the Lord, their love of the carnal pleasures of the 'moment,' which the world stimulates and their hate of restraint, i.e., their hate of the father's/Father's authority i.e., the Karl Marx in their heart will quickly make its appearance in college, where their love of the carnal pleasures of the 'moment' (dopamine emancipation), which the world stimulates and their hate of restraint, i.e., the Karl Marx in their heart is 'liberated' from their parent's authority, i.e., the father's/Father's authority. Literally, there is a way, i.e., a method of education that can be used to 'liberate' children, i.e., the Karl Marx in your child from your authority as a parent, i.e., from the father's/Father's authority.

When children grow up, having children of their own (who they have authority over) they are no longer under their parent's authority. The objective Karl Marx had in mind was to 'change' how children think and act, no longer accepting (tolerating) the father's/Father's authority system itself—not only in their lives but in society as well. This is what Karl Marx meant by 'change,' i.e., dialogue, where the children's "feelings" of the 'moment,' which are being stimulated by the world (society) supersedes (negates) the father's/Father's authority in their thoughts and actions (commonly referred to a "theory and practice," where the children's opinion, i.e., the children's "feelings," i.e., "sensuous needs" and "sense perception" are put into practice or social action—instead of "belief-action dichotomy" where the parents, i.e., the father's/Father's established commands, rules, facts, and truth, which conflict with the children's "feelings," i.e., their carnal desires of the 'moment' which are being stimulated by the world, are put into practice or social action). (Karl Marx, MEGA I/3)

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) In other words, children ("philosophers"), dissatisfied with how the world "is," subject to their parent's authority, thinking about how the world "ought" to be, subject to their carnal nature, where they can do what they want when they want, when they grow up and have children of their own, like their parents tend to force their children to obey their established commands, rules, facts, and truth, maintaining parental authority in society. The objective is therefore, through dialogue and force (group pressure, i.e., desire for group approval, i.e., affirmation, i.e., fear of rejection), to negate the parent's authority in the children's thoughts and actions before they "grow up"—why socialists, 'liberal's,' etc., never grow up, thinking that others "owe" them, i.e., should take care of their carnal needs, i.e., make them "feel" good, i.e., like god, i.e., not hurt their "feelings."

Karl Marx understood that his ideology, i.e., a world without the father's/Father's authority could not become a reality while the father's/Father's authority remained in the children's personal thoughts, reappearing in society when they grew up having children of their own. It is in dialogue, where there is no father's/Father's authority, where only the child's carnal desires of the 'moment' resides, that 'change,' i.e., 'liberation' from the father's/Father's authority resides. To get to that dialogue, according to Marx the father's/Father's authority which prevents dialogue (when it comes to doing right and not wrong according to established commands, rules, facts, and truth) had to be removed from society first (thus the violence, since the fathers were not willing to cooperate, i.e., willing to abdicate their authority, i.e., willing to dialogue).

"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

In the dialoguing of their opinions to a consensus with other student in college classes (as is also being done in grade schools and high schools—public and private, as well as in some homeschooling conferences, co-ops, programs, and material), where their "lust" for the carnal pleasures of the 'moment,' which the world is stimulating and their hate of restraint is being 'justified,' i.e., is being affirmed by the other students in the classroom, with the "help" ("encouragement") of their professor(s), they will quickly reject and turn against their parent's authority (with no guilty conscience), dedicating their lives to 'liberating' their siblings from their parents authority (if there are any at home still being homeschooled). When they come home from college for visits (or communicate with their siblings in private) they will do all they can to get them to question, challenge, defy, disregard, attack their parent's authority, i.e., the father's/Father's authority so they can do wrong, disobey, sin with impunity, 'like' them.

"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

Basing education on 1) the preaching of commands and rules to be obeyed as given, the teaching of facts and truth to be accepted as given, by faith, and discussing with the students any question(s) they might have regarding the commands, rules, facts, and truth being preached and taught, at the one in authority's discretion (providing there is time, those under authority are able too understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) blessing and/or rewarding those students who obey and do things right, 3) chastening or correcting those students who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and obey and/or do thing right according to established commands, rules, facts, and truth, and 4) casting out any student who questions, challenges, defies, disregards, attacks authority, in order to maintain order, the father's/Father's authority system is initiated and/or sustained in the students thoughts and actions, engendering a guilty conscience in them when they do wrong, disobey, sin. Basing education on the dialoguing of opinions to a consensus, the student's (your child's) desire for ("lusting" after) the carnal pleasures of the 'moment' which the world stimulates (and the group affirms) turns him or her against your authority as a parent, i.e., turns the child against the father's/Father's authority.

"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)

The group is not the problem. It is how the group is being lead, i.e., is thinking and acting. Whoever controls the classroom, i.e., the curriculum or policy making environment controls the outcome, how the next generation is to think and act, either thinking and acting according to established commands, rules, facts, and truth, desiring to do or be right and not wrong according to them or thinking and acting according to their carnal desires ("self interests") of the 'moment' which are being stimulated by the world, which is being manipulated by those in control of their classroom experience.

"A change in the curriculum [method of teaching] is a change in the people concernedin teachers, in students, in parents." (Kenneth D. Benne, Human Relations in Curriculum Change)

When traditional education, i.e., preaching, teaching, discussion, rewarding, chastening, casting out is used in the classroom, established commands, rules, facts, and rules justify your child's thoughts and actions (when they obey and/or do things right), reasoning is from (subject to) established commands, rules, facts, and truth (using deductive reasoning). When transformational education, i.e., the dialoguing of opinions to a consensus  is used in the classroom your child's carnal nature, i.e., his or her love of pleasure and hate of restraint is 'justified,' even when they do wrong and/or disobey—using inductive reasoning where "appropriate information," i.e., information (selected information) that favors the child's carnal nature is introduced, recognized, and encouraged and "inappropriate information," i.e., information that "hurts" the child's "feelings," i.e., that judges the child's thoughts and behavior as being wrong or prevents, i.e., inhibits or blocks him from 'justifying' his carnal nature is excluded, not recognized, and discouraging. This correlates to being "positive" and not "negative," where being "positive" means you are 'justifying' the child's carnal nature and being "negative" means you are judging it.

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth, taking pleasure in doing the father's/Father's will instead of yours], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure blinds you to it, i.e., gets in the way.

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

In other words, reality, i.e., what is "actual" resides in the student's (your child's) "self" and the world which stimulates pleasure in him, i.e., in his "lusting" after the carnal pleasures of the 'moment' which the world stimulates instead of in humbling, denying, dying to, controlling, disciplining 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/Father's will. This is what Abraham Maslow meant by "self-actualization."

"Self-actualizing people have to a large extent transcended the values of their culture [negating doing the father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost ["lusting" after the carnal pleasures of the 'moment' which the world is stimulating, hating the father's/Father's authority that "gets in the way"]." (Abraham Maslow, The Farther Reaches of Human Nature)

This 'reasoning' is antithetical to the gospel message, which is not just about the Son, but about the Father as well, with the Son obeying the Father in all things commanded, demanding that we do the same.

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

The same process, i.e., the dialoguing of opinions to a consensus with other children, is being used in the "youth group" in church today. It has the same effect, 'liberating' the children from the father's/Father's authority, turning them against the father's/Father's authority. Even when there is no father's/Father's authority in the home, i.e., when the mother "runs the show" (rules over the father/Father or leaves the father's/Father's authority out in making decisions)—making the children's "feelings" of the 'moment,' which the world stimulates her focus of attention instead of doing right and not wrong according to established commands, rules, facts, and truth—the Karl Marx in the children's heart is 'liberated' from the father's/Father's authority, negating the father's/Father's authority in the home.

"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parents or God's authority] in the face of apparent group unanimity [in the dialoguing of opinions to a consensus process, where the fear of group rejection pressures the child into participation—choosing the pleasure of group approval, i.e., affirmation, who approve of their carnal nature instead of the parent's approval, who restrain it]." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

This is what Karl Marx had in mind (killing the father's/Father's authority in and over the individual and society—everyone focuses upon the over without including the in—by) using "the group" ("the people") to "help" the children (the proletariat) 'liberate' their "self" from their parents authority, i.e. from the father's/Father's authority (the bourgeoisie). By replacing discussion (doing right and not wrong according to established commands, rules, facts, and truth) with dialogue (the child's carnal nature, i.e., the child's "lust" for the carnal pleasures of the 'moment,' which the world stimulates, which includes his desire for "the groups" approval, i.e., affirmation and his hate of restraint) the deed (praxis) is done.

"It is not individualism [the child subject to the father's/Father's authority, having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will and doing his will when they are in conflict with one another]. Society ["human relationship based upon self interest," i.e., building relationship with others based upon the child's carnal desires, i.e., finding one's identity, i.e., "self" in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"In the dialogic relation of recognizing oneself [love of pleasure and hate of restraint, i.e., the Karl Marx] in the other, they experience the common ground of their existence [they come to a consensus, i.e., to a "feeling" of "oneness," affirming one another based upon their carnal nature, i.e., what they have in common, i.e., their "lust" for the carnal pleasures of the 'moment' which the world stimulates (including the pleasure which comes with being accepted, i.e., affirmed by "the group," i.e., the "pride of life")]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

The dialoguing of opinions to a consensus process (in a group setting) is therapy, 'liberating' the children from their parent's authority, i.e., from the father's/Father's authority so they can be their "self," i.e., "of and for self" and the world only, which brings them pleasure. By making pleasure, i.e., the children's "feelings," i.e., their desire for the carnal pleasures of the 'moment' which the world stimulates the standard for "good," the father's/Father's authority, which restrains the children, getting in the way of pleasure becomes "evil," i.e., the enemy.

"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 individual accepts the new system of values and beliefs ['liberation' from the father's/Father's authority, i.e., 'liberated' to be his "self," "lusting" after the carnal pleasures of the 'moment' which the world is stimulating—including the pleasure which comes with the affirmation of others, who like him, "lust" after the carnal pleasures of the 'moment' which the world is stimulating] by accepting belongingness to the group." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

"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 "Bloom's Taxonomies" in the classroom, i.e., Marxist curriculum that is designed to 'liberate' children to be their "self," 'liberating' them from their parent's authority, i.e., from the father's/Father's authority, i.e., from Godly restraint. While dad and mom are not perfect, they may be (or may have been) down right tyrants, using the office of authority which is given to them by God (in which to serve Him) for their own "self," i.e., for their own carnal desires of the 'moment,' the office itself is perfect. That office is negated in dialogue, i.e., in the carnal desires (Karl Marx) of the child's heart—"lusting" after the carnal pleasures of the 'moment,' which the world is stimulating, hating restraint, i.e., hating the father's/Father's authority that "gets in the way."

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

College professors are just waiting for your children to show up to class (paying them huge sums of money to "educate" them, your children and you going into debt to support the professors) so they can 'liberate' your children from your authority, i.e., from the father's/Father's authority so your children, like their professor(s), can do wrong, disobey, sin without having a guilty conscience, i.e., so they can do wrong, disobey, sin with impunity, believing the lie that they are "good" or can become "good" by doing "good" works, not needing to humble, deny, die to their "self," i.e., repent, pick up their cross, i.e., endure the reject of the other students, and following after the Son—who obeyed His Heavenly Father in all things commanded—do His Heavenly Father's will. If your child insist upon preaching, teaching, discussing established commands, rules, facts, and truth in a classroom that is based upon the dialoguing of opinions to a consensus, he will be martyred for "getting in the way," i.e., for preventing, i.e., inhibiting or blocking dialogue —where he must suspend the truth, as upon a cross in order to initiate and sustain dialogue, 'justifying' the other students carnal nature over and therefore against the father's/Father's authority.

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

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

Homeschoolers, who go off to college, easily buy into the "fable," i.e., the lie that they are right ("good") in their "self" and their parent's are wrong ("evil")—for "repressing" their carnal nature, "alienating" them from the world—when they participate in classes that requires them to dialogue their opinions (their carnal desires and hate of restraint) with the other students, to a consensus. Their grade, i.e., "group grade" depends upon their participation, i.e., their 'liberating' of the Karl Marx in their "self" from their parent's authority, i.e., the father's/Father's authority—for the sake of society, i.e., the community, i.e., the group, i.e., the educator, so the educator can do wrong, disobey, sin with impunity while being paid by you and/or your child (your child's soul being bought and sold, supporting, i.e., 'justifying' the "educator's" "fable" that their and your child's carnal pleasures of the 'moment' are the standard for "good"—making them both "good," i.e., God in their eyes).

"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 student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval 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 child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" 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 information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—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-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin 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 desires) 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 2019