Theodor Adorno gaining access to your feelings

Gaining access to your feelings and thoughts of the 'moment.'

Without gaining access to your private feelings of the 'moment, i.e. toward yourself, society, and authority, the facilitation of 'change' is limited in his ability to manipulate the environment in order to seduce you into participating ('willingly') in the process of 'change. "Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Kenneth Benne ,Human Relations in Curriculum Change)

"The individual may have ‘secret' thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for here may lie the individual's potential." (Theodor Adorno, The Authoritarian Personality)

"The learning environment must give major emphasis to the … opportunities to practice the behavior. [to 'liberate' themselves, i.e., their feelings, thoughts, and actions and relationship with others from the standards and conditions of parental authority]" "… grade students with respect to their interests, attitude, or character development." "One's beliefs, attitudes, values , and personality characteristics are more likely to be regarded as private matters, except in the most extreme instances already noted." "My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world [the "old" world order]." "Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society [socialist's need to gain access to your feelings, i.e. your desires of the 'moment' and your dissatisfaction toward authority in order to seduce you into participating in the 'change' process]."
"Education opens up possibilities for free choice and individual decisions." "Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision." "Indoctrination is regarded as an attempt to persuade and coerce the individual to accept a particular viewpoint or belief, to act in a particular manner, and to profess a particular value and way of life." "Indoctrination has come to mean the teaching of affective as well as cognitive behaviors." "Perhaps a reopening of the entire question would help us to see more clearly the boundaries between education and indoctrination, and the simple dichotomy expressed above between cognitive and affective behavior would no longer seem as real as the rather glib separation of the two suggests [right and wrong will become subject to the individual's feelings of the 'moment' making it easier for facilitator's of 'change' to manipulate them into fulfilling their desired outcome, ownership of their father's property and business, i.e. control over their lives without them known it, at least at first, until it is to late to turn back to the "old" world order]." (David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain)

By gaining access to a persons private "feelings" and "thoughts" of the 'moment,' Carl Rogers wrote: "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." (Carl Rogers, quoted in Vance Parker, People Shapers) "‘Now that we know how positive reinforcement works ['justifying' the child's feelings' of the 'moment], and why negative [parental restraint] doesn't … ‘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. That's the source of the tremendous power of positive reinforcement—there's no restraint and no revolt. 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. . . .we will inevitably find ourselves moving toward the chosen goal, and probably thinking that we ourselves desired it. …it appears that some form of completely controlled society … is coming." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)