(see also Soviet-Politburo System)
|1) A diverse group of people (which must include the deviant),
2) dialoguing their opinions to a consensus,
3) over social issues,
4) in a facilitated meeting,
5) to a pre-determined outcome.
"Has authority been banished in these later days? Has the world reached a point where it will condone the formation of pupil soviets?" (Will C. Woods, Superintendent of Public Instruction of the State of California, March 1921, responding to the dialectic process and the soviet system which was creeping into California's school system back in the 20's.) The "group grade" in your child's classroom is a soviet.
Blooms' Taxonomies (or Marzano's or Webb's taxonomies), which all certified teachers are required to use in the classroom and all accredited schools are required to use in their system, states its "testing" and "grading" system as a "psychological classification system." It is the same classification system and procedure (pattern) as "was," i.e., is still being used in the "former" Soviet Union, called a soviet, where
1) a diverse group of people (in this case students)—inclusive of deviant (perverse) students (who are antithetical to patriarchal authority),
2) dialoguing their opinions to a consensus (to a feeling of "oneness")—there is no father's/Father's authority in dialogue and in an opinion, only the child's feelings and thoughts of the 'moment (with their thoughts being subject to their feelings of the 'moment—with their feelings of the 'moment' being subject to the situation or environment of the 'moment' which is being manipulated by the facilitator of 'change'—i.e., their love of pleasure and hate of restraint, i.e., their love of the world, which includes the love of approval from others who approve their love of the world, and their hate of the father's/Father's authority which inhibits or blocks them from becoming at-one-with it, as well inhibits or blocks them from building relationship with those who are in love with it, in the 'moment'),
3) over social issues—where "relationship" with self and others (according to their natural impulses and urges of the 'moment' or "self interest") becomes the focus of life (instead of doing things right and not wrong according to the father's/Father's commands, rules, facts, or truth),
4) in a facilitated meeting—since according to all the training manuals this process (globalism/universalism based upon dialectic 'reasoning') does not come naturally but needs an "expert" trained in how to seduce, deceive, and manipulate all 'willing' participants into "right praxis," i.e., into right social action—not only negating the father's/Father's authority in themselves but in others, i.e., in society as well,
5) to a pre-determined outcome—that no decision is to be made without the forgoing procedure (inducting from personal feelings and thoughts of the 'moment' rather than deducting from the father's/Father's authority, i.e. thinking and acting, i.e. responding to the given situation according to his own feelings and thoughts of the 'moment,' i.e. living in the 'moment' rather than thinking and acting, i.e. responding to the given situation according to the father's commands, rules, facts, and truth, i.e. according to dialectic 'reasoning,' living in the "past").
The soviet, i.e. the consensus process (with its emphasis upon regionalizing, i.e. generalizing) is used by all departments of government, such as the "department of human resource," to network all branches of government together as one (from the local, county, state, national, as well as the international level, regionalizing as it goes to prevent a return to local control)—circumventing the separations of power (the limiting, representative form of government granted us by the Constitution)—making sure that the different branches of government are all on the same page in regards to social 'change,' manipulating the "feelings" and "thoughts" of the people (especially focusing upon those who are in government or in positions of influence, as well as those who are aiding them in the setting of policy) in order to initiate and sustain the process of 'change.' Kurt Lewin wrote: "Hitler himself has obviously followed very carefully such a procedure. The democratic reversal of this procedure, although different in many respects, will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change—what Phil Ring calls "a cookbook for humans," i.e., a training manual developed for the advancement of Marxism not only in America but around the world)
"Bypassing the traditional channels of top-down decision making, our objective centers upon transform public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)
The is the same message that Lenin offered the Russian people during the Russian Revolution, with millions dying a violent death because of it.
What begins in celebration, having 'liberated' yourself from Godly restraint, ends in your death, having 'liberated' yourself from His protective hand (His Mercy and Grace). "There is a way which seemeth right unto a man, but the end thereof are the ways of death." Proverbs 14:12
© Institution for Authority Research, Dean Gotcher 2015