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Carl Rogers and Karl Marx, i.e., "group psychotherapy,"
living from and for the "sense experience" of the 'moment,'
i.e., the carnal nature of the child,
negating the father's/Father's authority in the process.

by
Dean Gotcher

"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)

"Sense experience [sensuousness, i.e. the child's "feelings" of the 'moment" in response to the world] 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

For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life [the child 'justifying' his "self," i.e., 'justifying' "human nature," i.e., 'justifying' his propensity to "lust" after the carnal pleasures of the 'moment' (of the world) in disobedience/defiance to the father's/Father's will], is not of the Father, but is of the world." 1 John 2:16

All educators are trained to apply "Bloom's Taxonomies," which are based upon Rogers and Marx's "sense experience" agenda, in the classroom, 'changing' how the next generation of children think and act toward authority. "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) They are based upon the "theory" that all there is is of the world only and therefore must be evaluated and responded to according to Georg Hegel's "scientific method," which makes all things (including people) subject to nature only. "It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain) "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (David Krathwohl, Benjamin S. Bloom Book 2 Affective Domain) "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In applying this "scientific process" on children in the classroom, Benjamin Bloom's "Educational Objective" was the same as Karl Marx's, to produce children who were loyal to their carnal nature and the world only. Applying this "scientific process" in the natural sciences has wracked havoc as well. "Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler [who Benjamin Bloom dedicated his first Taxonomy to], where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied . . . (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolutions; the last quotation is Max Planck's famous dictum)

True science is based upon the established laws of nature (their limits and measures established by God). Apply the "scientific method" to the child and you will only end up with the carnal nature (desires and dissatisfactions) of the child , that which all children have in common (the basis of common-ism). Start with the child's opinion of the 'moment,' i.e., the child's affective (feelings, i.e., "sense experience"') domain (which is ever 'changing' according to the situation of the 'moment,' making the child subject to whoever is manipulating the situation) and the outcome will be the "new" world order, with facilitators of 'change,' i.e., "group psychotherapists," i.e., Karl Marx and Carl Rogers (Sigmund Freud) and the child's carnal nature ruling the day. "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." (Georg Hegel, System of Ethical Life) "Without exception, patients enter group therapy [children enter 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]." (Irvin Yalom, Theory and Practice and Group Psychotherapy)

"The affective domain [the child's desire for the carnal pleasures of the 'moment'] is, in retrospect, a virtual 'Pandora's box [a box full of evil, which once opened can not be closed—the lid being the father's/Father's authority (restraint)].'" The objective of education today is to open the lid, i.e., 'liberate' the child's carnal nature from the father's/Father's authority, i.e., 'liberating' in the child's feelings, thoughts, and actions as well as in his or her relationship with others and the world from the father's/Father's restraints, resulting in the child (when he or she gets home) questioning, challenging, disregarding, defying, attacking his or her parent's and their authority whenever they/it gets in the way. "In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas." (Warren Bennis, The Temporary Society)

Brainwashing is the washing of the brain, i.e., the clearing of the mind (of the child) of any fear, respect, and honor of/for the father's/Father's authority. The purpose of the soviet, i.e., the consensus process was to accomplish that end in the praxis of "group psychotherapy." "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 word of God warns us of the consequence of this way of thinking, i.e., making knowledge subject to our "feelings" of the 'moment,' i.e., subject to sensuousness instead of to the truth, i.e., righteousness: "My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6 "For they being ignorant of God's righteousness [doing the Father's will], and going about to establish their own righteousness [thinking and acting according to their own carnal nature, i.e. their "felt" needs, i.e. pleasures, enjoyments, "lusts," desires of the 'moment'], have not submitted themselves unto the righteousness of God." Romans 10:3 "For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who hold the truth in unrighteousness [who make the truth subject to their "feelings," i.e., their carnal desires and dissatisfactions of the 'moment'];" Romans 1:18

"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions [Gr, antithesis] of science falsely so called:" 1 Timothy 6:20

© Institution for Authority Research, Dean Gotcher 2017