Obama: "Building relationships upon self interest." (Marxism).Proverbs 3:5, 6 "Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths."
Lengthy Overview.
(Sources: only names of authors provided.)
Until you realize discussion and dialogue are two different political systems, one having to rule over the other when it comes to behavior you will not understand what is happening in education. Discussion is the Father (your father in the home and the Heavenly Father above), who authors commands, rules, facts, and truth to be obeyed or applied, holding you accountable for doing or being wrong, with you going to Him for answers (discussion) when you have any questions, with Him having the final say. Dialogue, on the other hand is you, sharing how you feel and what you think (what you like and what you do not like, which is subject to the current condition), making right that which is pleasurable to you and wrong being anyone who gets in the way. In discussion the Father tells you what is right and what is wrong behavior. In dialogue you establish your behavior on what makes you feel good or hurts your feelings. In discussion, God is God, having the final say. In dialogue you are god, having the final say (at least in your mind). Traditional education is based upon discussion (covered way below), with the teacher having the final say while in transformational (socialist, Marxist, globalist) education the children have the final say, having to remove the Father (any child 'loyal' to the Father) from the classroom since He demands that they behave according to what He says. Twenty students in a traditional classroom are twenty soverighn nations, each student subject to his or her father's standards or morals (which differ between the fathers) while in the Marxist classroom, where the students find their identity in what they have in common, their lust for pleasure and their hatred toward restraint (immorality) they unite as one based upon their feelings, having to remove their father's standards which divide them from one another, turning them against their father and his authority when they get home, with what the group thinks (who justify what they want to do) now being more important than what the father says (who gets in the way of what they want to do). All the following is to prove the point and how it (making the students Marxists, lusting after pleasure, full of immorality and hating restraint, full of hate) is being done.
Discussion: "In an ordinary discussion people usually hold relatively fixed positions and argue in favor of their views as they try to convince others to change." (Bohm and Peat)
Dialogue: "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)
Discussion is the result of God (a "living God") breathing the breath of life into the flesh, making man a "living soul," able to be told and to tell others, read and write books, something nothing else on earth can do while dialogue is man's ability to reason from that which God formed of the dust of the ground.
Genesis 2:7 "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 2:16, 17 "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."
Only being able to discuss with God, not able to dialogue (making himself equal with God) Adam was miserable with no one to dialogue with. The woman was created to resolve the dialogue issue.
Genesis 2:18 "And the LORD God said, It is not good that the man should be alone; I will make him an help meet for him."
The serpent, the master "facilitator of 'change,'" the master "group psychotherapist," the master "social-psychologist" went to the woman (dialogue) with a question (an embedded statement in a question, known as "neuro-linguistics," a hypnotic technique used in therapy, which brings dialogue to the surface, out from under the control of discussion, out from under the fear of not doing what you have been told, resulting in her making dialogue, her lusting after pleasure the basis from which to reason, from which to establish behavior, with Adam following after her, choosing relationship with her instead of fellowship with God. You fellowship around what the Father says. You build relationship around what you and the other person want, what you and they are lusting after.
Obama: "Building relationships upon self interest." (Marxism).
Genesis 3:1-6 (emphasis added): "Now the serpent was more subtle than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden? And the woman said unto the serpent, We may eat of the fruit of the trees of the garden: But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. And the serpent said unto the woman, Ye shall not surely die: For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods. And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat."
When God confronted them, neither repented of their use of dialogue when it came to behavior (you have to admit you are guilty of doing wrong in order to repent and there is no wrong in dialogue, only "better"), with Adam, 'justifying' himself, his behavior by "throwing the woman under the bus" for leading him astray, doing the same with God for 'creating' an "unhealthy" environment for him to live in, in essence saying to God "Could you not have done better?" The woman did the same to the serpent for talking her into doing "what she wanted to do." In dialogue there is no wrong (and therefore there is no guilty conscience for doing wrong, and therefore there is no need of repentance for doing wrong) since there is no Father's authority in dialogue in which to disobey. Wrong, when it comes to dialogue is anyone who brings the Father's authority into the environment, getting in the way of dialogue, in the way of what a persons wants to do. They did not die physically from eating the fruit of the "forbidden" tree. The fruit of the tree did not kill them. God said they would live forever if He did not remove them from having access to the tree of life. They died spiritually the 'moment' they made dialogue their means of reasoning when it came to behavior, negating discussion, circumventing, "bypassing," "suspending" what they were told, doing their will instead of God's, making the garden theirs instead of God's ("You can't tell us what we can and can not do").
While in discussion what the Father says protects you from the world (prevents you from doing what you want to do) in dialogue there is no Father's authority getting in the way of what you want to do. This is the reason those who are only "of and for the world" go to dialogue when it comes to defining and establishing the rules for behavior, silencing, censoring, removing those who insist upon discussion.
Nationalism establishes discussion over dialogue, making dialogue (what you want to do) subject to discussion (to what the Father says, "Rule of Law") while socialism established dialogue over discussion, making discussion (right and wrong behavior) subject to dialogue (to the children's feelings; tyranny, anarchy, and revolution; constant 'change'). All of human reasoning begins with dialogue making all discussion subject to man's feelings "What can I get out of this situation, object, people, person for my self?" Only God's Word is based upon discussion, being God breathed, requiring faith.
Ephesians 2:8, 9 "For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast."
Hebrews 11:6 "But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him."
Romans 10:17 "So then faith cometh by hearing, and hearing by the word of God."
Matthew 4:4 "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."
1 Timothy 6:20, 21 "O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called: Which some professing have erred concerning the faith. Grace be with thee. Amen."
Proverbs 16:25 "There is a way that seemeth right unto a man, but the end thereof are the ways of death."
Matthew 6:24 "No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon."
Romans 6:16 "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?"
Isaiah 55:8, 9 "For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts."
1 John 2:16 compares the two: "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."
"Behavior science," being subject to only that which is of the nature (dialogue) makes man subject to "the law of the flesh." to only that which "is of the world."
Concerning education:
Martin Luther (founder of the Protestant Reformation): "I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell. I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God's word becomes corrupt."
Karl Marx (speaking of the classroom of his day): "Education as yet is unable and unwilling to bring all estates and distinctions [only that which is of the world] into its circle. Only Christianity and morality are able to found universal kingdoms on earth."
Max Horkheimer (a Marxist, former director of the "Frankfurt School," the precurser [originator] of the NTL's, Tavistock, et al.): "Protestantism [doing as the Son of God, Jesus Christ did, doing the Heavenly Father's will no matter what, "Individualism, under God"] was the strongest force in the extension of cold rational individualism."
Karl Marx, rejecting the Heavenly Father's authority, set out to destroy the earthly father's authority as he perceived it as initating and sustaining the Heavenly Father's authority, absolutes, morals and religion:
Karl Marx: "It is not individualism [doing the Father's will; individualism under God] that fulfills the individual, on the contrary it destroys him. Society [the "group grade"] is the necessary framework through which freedom and individuality are made realities [freeing 'the group' of students of the father's authority so they can do what you want instead; be immoral, purging (cleansing) society (the group) of Christianity and morality, of having to do the Father's will, replacing "What does my Father want me to do?" with "What will the 'group think?'" "Class Consciousness"]."
György Lukács (the founder of the "Frankfurt School," a group of Marxists advancing Marxism through the use of dialogue [psychology] when it comes to defining and establishing behavior, turning the children against the Father and His authority in the process): "... the central problem is to change reality... reality with its 'obedience to laws.'"
Immanuel Kant: "lawfulness without law [the law of the flesh without the law of God getting in the way]."
Replacing the focus being upon the Father (doing what you are told) with it being upon the children instead (doing what you want).
Georg Hegel: "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" as he was before the Father's first command, rule, fact, and truth came into his life, preventing him from being himself, only of the world.
Karl Marx: "Once the earthly family is discovered to be the secret of the Holy family, the former [the father's authority in the home] must then itself be destroyed in theory and in practice [in the students minds and in their actions]."
Traditional Marxist's "tell" you to be a Marxist, retaining discussion; National Socialism or Fascism while Transformational Marxist's, through the use of dialogue (psychology) in a "group setting" (sources to prove the point:
Jürgen Habermas, a Marxist, a member of the "Frankfurt School": "In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence."
György Lukács: "Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary."
Kurt Lewin an editor of the "Frankfurt School's" magazine; Zeitschrift für Sozialforschung, Journal for Social Research, along with (the pervert) Wilhelm Reich: "The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions." "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." "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." "Change in methods of leadership [I add, replacing the father with the facilitator of 'change'] 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." ["Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis)] [". . . few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance." "To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority." (Irvin D. Yalom)] [Cognitive dissonance - "The lack of harmony between what one does and what one believes." "The pressure to change either one's behavior or ones belief."]
Jürgen Habermas: "The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers [the parent's].") seduce, deceive, and manipulate the students into becoming Karl Marx (Marxists, Globalists). "Don't just study Marx. Be Marx."
Martin Jay: "As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'"
Abraham Maslow (a Marxist, explaining the merging of Marxism and psychology, 'the group' and the individual): "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, including the most basic scheme as true-good social conditions [group affirmation] are necessary for personal growth, bad social conditions [the 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.." "In a democratic society a patriarchal culture should make us depressed instead of glad; it is an argument against the higher possibilities of human nature, of self actualization." "Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost."
Antonio Gramsci (an Italian Marxist Mussolini threw in jail, who wrote 21 notebooks before he died there which we are putting into praxis in academics, not only here but around the world): "The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." The name for the National test for teachers is PRAXIS.
Norman O. Brown (a Marxist explaining Freud/psychology, the use of "Bloom's Taxonomies" in the classroom): "To experience Freud is to partake a second time of the forbidden fruit;"
Herbert Marcuse (a Marxist explaining Freud/psychology, the use of "Bloom's Taxonomies" in the classroom): "If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom [if the child is ever to be 'liberated' from the Father's authority, having to do doing what he has been told instead of what he wants], then 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 .'"
Carl Rogers (a Marxist): "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 comes to ask himself, 'What does it mean to me?'" "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." "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "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." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." 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." "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."
"Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." (Benjamin Bloom (a Marxist) in Taxonomy of Educational Objectives Book 2: Affective Domain references two Marxists, members of the "Frankfurt School," Theodor Adorno and Erick Fromm as the "Taxonomies" political system ("Weltanschauung"). Forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives Book 1: Cognitive Domain Bloom admitted it "was unproved at the time it was developed and may well be 'unprovable.'" It is not a true "taxonomy." It is Marxist indoctrination posing as being scientific. Bloom dedicated his first "taxonomy" to Ralph Tyler (a Marxist) who&339;s student Thomas Kuhn, applied the same method to the fields of science, replacing discussion (true science) with dialogue (men's opinions):
"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." "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 "an increasing shift in the distribution of professional allegiances" whereupon "the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." In his book it is noted that "Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler, 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 every field of science, "climate change" being one of them.
In this way two plus two can be any number you want to make it, an XX chromosome can be any sex or thing you want to make it (same with the XY chromosome) and life begins whenever you think it does. This is the source of all the madness that has invaded our classrooms, the nation, and the world.
Erick Fromm: "We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do."
Stephen Bronner: "In fact, it is probably fair to say that Erich Fromm's Marx's Concept of Man introduced the young Marx to America and provided the dominant interpretation of this thinker for the students of the New Left." "…Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love."
Theodor Adorno: "Our aim is not merely to describe prejudice [what the Father says] but to explain it in order to help in its eradication. Eradication means re-education [replacing discussion, what the Father says with dialogue, how the child feels and what he thinks in his classroom experience]."
Theodor Adorno: "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: ". . . a tendency to transmit mainly a set of conventional rules and customs, may be considered as interfering with the development of a clear-cut personal identity in the growing child."
Theodor Adorno: "Family relationships are characterized by fearful subservience to the demands of the parents and by an early suppression of impulses not acceptable to them." "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."
Fascism, as all forms of socialism, uses the power of "the group" to crush individualism, destroyed the father's authority in the home and the Father's authority over man.
Kurt Lewin: A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization." (in Kenneth Benne, Human Relations in Curriculum Change)
Paul Lazarsfeld (a member of the Frankfurt School) was James Coleman's professer at Columbia University. Coleman (a Marxist) was the man our Supreme Court turned to to "solve" the race issue in education. If you bother to read his works his agenda was to destroy the Father's authority in the black family while doing the same in the white family (all families), using "Bloom's Taxonomies" (Marxist curriculum or political system) in the classroom to accomplish the deed. Their message: all children are entitled, and are being oppressed by their parents ("Rule of Law").
Irvin D. Yalom: "Without exception, [children] enter group therapy [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 with parents telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," that is their desires and dissatisfactions of the 'moment' in the "light" of the current situation, that is their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. [The child] reenacts early family scripts in the group and, if therapy [that is brainwashing] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's authority, that is doing the father's will] he once occupied. . . . the patient [the child] changes the past by recreating it ['creating' a "new" world order from his "ought," that is a world which "lusts," that is a world void of the father's authority and the guilty conscience which the father's authority engenders for doing wrong, disobeying, sinning, that is for "lusting . . ."]."
Warren Bennis: "Any non-family-based collectivity [that is "group psychotherapist," facilitator of 'change'] that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "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." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken."
Brainwashing:
Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele: "In brief, unfreezing is the breaking down of the morels, customs and traditions of an individual – the old ways of doing things – so that he is ready to accept new alternatives." (Personal and Organizational Change Through Group Methods: The Laboratory Approach)
Warren Bennis: "The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to 'help' their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self-re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction)
Benjamin Bloom, the author of what are called "Bloom's Taxonomies" in his second book, Taxonomy of Educational Objectives, Book 2: Affective Domain wrote: "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."
Strauss Vs. Strauss., 1941 wrote: "Every system of law known to civilized society generated from or had as its component one of two well-known systems of ethics, stoic or Christian. The COMMON LAW draws its subsistence from the latter, its roots go deep into that system, the Christian concept of right and wrong or right and justice motivates every rule of equity. It is the guide by which we dissolve domestic frictions and the rule by which all legal controversies are settled."
Heraclitus: "Every grown man of the Ephesians should hang himself and leave the city to the boys." (Heraclitus's ideology, based upon dialogue influenced the Stoics, Karl Marx's hero).
Karl Marx, Critique of Hegel's 'Philosophy of Right' wrote: "The justice of state constitutions is to be decided not on the basis of Christianity, not from the nature of Christian society but from the nature of human society."
ROE v. WADE, 1973 : "there has always been strong support for the view that life does not begin until live birth. This was the belief of the Stoics."
Our Constitution with its "Bill of Rights" (God given rights) did not get rid of the King. It makes your father King over his family, over his property, over his business, ruling over them according to his convictions, creating a civil society, the next generation of citizens having a guilty conscience when they do what they want (do wrong) instead of what they are told, retaining "Rule of Law." The Marxist's have to destroy the father's authority in the home (starting at both the Federal and the local level at the same time), focusing upon the children (coming between the children and their parents) if they are to destroy the nation and rule over the world. The take-away in the Marxist's own words,
Jürgen Habermas: "If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation, then Marx must collapse into a bottomless abyss." Marxist's want to control the money, as long as the father has control of it they can not do what they want (use the father's money to satisfy [actualize] their immoral [perverse] thoughts and immoral [perverse] actions, having to do what they are told instead).
"Bloom's Taxonomies" and the "group grade" classroom are the breeding ground of the Socialists, the Marxists, the Communists, the Globalists (the NGO's, the "deep state," the "shadow government," the "swamp," the "international cooperates"). Without them ("Bloom's Taxonomies" and the "group grade" classroom) they would die. Like a drug addict (the drug cartel) they will do whatever it takes to keep them in place. Their fancy car(s), fancy house(s), fancy boat(s), fancy plane(s), fancy trip(s), hanging around fancy men and women depent upon it. You can be in the group (in the world) without having the group (the world) in you, controlling your thoughts and your actions. There is nothing wrong with having a "better" life but you need to do right and not wrong in order to have it ("Old School"). The problem is the heart:
Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"
Karl Marx defining dialogue, the language of the human (carnal) heart: "Not feeling at home in the sinful world, Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." ( Karl Marx, The Holy Family)
Luke 16:15 "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."
The Father's authority is biblical and is the solution:
John 12:47-50 "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." "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."
Matthew 12:50 "For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother."
Matthew 23:9 "And call no man your father upon the earth: for one is your Father, which is in heaven."
Matthew 7:21 "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."
Hebrews 12:5-11: "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."
Contrast between traditional and transformational (Marxist) education.
The problem is not the office. It is the person in it. The contrast in education:
In traditional education ("old school") the teacher replicates (reinforces) the Father's authority in the home:
1. preaches established commands and rules to be obeyed as given, 2. teaches established facts and truth to be accepted as is, by faith, and 3. discusses any question(s) the students might have regarding the commands, rules, facts, and truth being taught, at the teacher's discretion, providing he or she deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 4. rewards the students who do right and obey, 5. corrects the student who is wrong 6. chastens the student 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, in order to do the Fathers' will, in order to do what he is told, and 7. casts out (expels/grounds) any student who questions, challenges, defies, disregards, attacks the Father's authority system, which retains the Father's authority system in the students thoughts, directly effecting their actions.
The facilitator of 'change' on the other hand creates an environment where he and those under his influence are 'liberated' from the Father's authority system so they can think and act according to their carnal nature, so they can lust after the carnal pleasures of the 'moment' that the current situation, object, people, or person is stimulating without having a guilty conscience (which is engendered by the Father's authority system), with one another's approval aka affirmation. Karl Marx and (as you will see) Sigmund Freud had this as their main agenda: the 'liberation' of mankind (themselves) from the Father's authority system so they could do wrong, disobey, sin, that is lust after the carnal pleasures of the 'moment' that the current situation and or people or person is stimulating without having a guilty conscience (which is engendered by the Father's authority system). The formula for the so called "New World Order" which is a new as Genesis 3:1-6, what the facilitator of 'change,' the woman and Adam did in the garden in Eden is called the "scientific method" ("oppositions of science, falsly so called") where dialouge, "We feel" and "We think" is used to define and establish right and wrong behavior, only finding and 'justifying' the law of the flesh, establishing lust (immorality or unrighteousness) over and therefore against the Father and His authority (morality or righteousness) is:
1. a diverse group of people. Who differ from one another based upon position of what is right and what is wrong behavior, which causes division, yet being dissatisfied with having to do what they are told, wanting to do what they want instead are ready to 'change,' to do wrong, disobey, sin, to do that which comes naturally to them instead of having to do what they are told. 2. Dialoguing their opinions to a consensus. a. There is no Father's authority in dialogue. b. There is no Father's authority in an opinion. c. There is no Father's authority in the consensus process (Ervin Laszlo: "Bypassing the traditional channels of 'top-down' decision making our objective center's upon transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common [lust] 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."). a. In dialogue the person is 'liberated' from the Father's authority. b. All are 'equal' in having the right of having an opinion. c. And all become 'as-one' in the consensus process, based upon what they all have in common, their lust for pleasure and hatred toward restraint, what they have been dialoguing with themselves about. There is only the person's carnal desires (lusts) being 'justified' in dialogue, in an opinion, and in the consensus process. These are the principles of the French Revolution: Liberté, Égalité, Fraternité. Norman O. Brown: "Human consciousness can be liberated from the parental complex only by being liberated from its cultural derivatives, the paternalistic state and the patriarchal God." 3. Over personal-social issues. Making the individual subject to "the group" (having to experience, imprint setting aside the Father's authority for the sake of harmony with "the group"p). 4. In a facilitated meeting. The process can not take place without the serpent in the garden, the facilitating 'change.' 5. To a pre-determined outcome. That no decision from then on, regarding behavior is to be made without using the process, resulting in everyone no longer thinking "What would my Father want me to do?" but instead "What does it mean to me?" leading to "What will 'the group' think?" as self (lust) is liberated from the Father's authority in "the group" environment. "Behavior science" is only "of the world." Psychology is the praxis of Genesis 3:1-6 (of 'self 'justification,' 'justifying' the child's natural inclination to lust after the carnal pleasures of the 'moment' that the world is stimulating, hating and removing anyone who gets in the way) negating Hebrews 12:5-11 (the Father' authority, being told what is right and wrong behavior, being held accountable for doing wrong, with the Father having the final say), in the process negating Romans 7:14-25 (the guilty conscience for doing wrong, disobeying, sinning) so all (being right in their own eyes, no longer needing a savior) can sin with impunity. The Marxist can not rule over ("own") 'the people' until he finds out, through dialogue what they are lusting after (coveting) and offer to "help" them "actualize" it.
2 Peter 2:3 "And through covetousness shall they with feigned words make merchandise of you."
What is missing in dialogue: Since there is no Father's authority dialogue, there therefore no inheritance, no posterity, no history, no tradition, no unalienable rights, no sovereignty, no representative government, no limited government, no local control, no culture, no heritage, no absolutes or established commands, rules, facts, and truth, no private convictions, no private property, no private business, no "limits and measures," no being wrong, no having to humble, deny, die to, discipline, control, capitulate your "self" in order to do right and not wrong according to established commands, rules, facts, and truth, therefore there is no contrition, no repentance, no forgiveness, no salvation, no conversion, no redemption, and no reconciliation necessary for doing wrong, disobeying, sinning, fellowship is replaced with relationship, position is replaced with feelings, etc. They are all missing (negated) in and through dialogue. Your lust for the pleasure of the 'moment' blinds you to all you are giving up.
Dialogue, when it is used to define and establish behavior ("Bloom's Taxonomies") sears the conscience, damns the soul, and curses the nation.
© Institution for Authority Research, Dean Gotcher 2025