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The Institution Of Authority Research.

Notes 12 Radio - Sort Of

Dean Gotcher
deangotcher@gmail.com

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."

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."

Romans 3:23-26 "For all have sinned, and come short of the glory of God; Being justified freely by his grace through the redemption that is in Christ Jesus: Whom God hath set forth to be a propitiation through faith in his blood, to declare his righteousness for the remission of sins that are past, through the forbearance of God; To declare, I say, at this time his righteousness: that he might be just, and the justifier of him which believeth in Jesus."

Titus 3:3-7 "For we ourselves also were sometimes foolish, disobedient, deceived, serving divers lusts and pleasures, living in malice and envy, hateful, and hating one another. But after that the kindness and love of God our Saviour toward man appeared, Not by works of righteousness which we have done, but according to his mercy he saved us, by the washing of regeneration, and renewing of the Holy Spirit; Which he shed on us abundantly through Jesus Christ our Saviour; That being justified by his grace, we should be made heirs according to the hope of eternal life."

7/7/2025 Everybody Is Carrying A Stick Of Dynamite Thinking It Is A Candle. ("It's Party Time, Time To Light The Candles.")

1 John 2:16 "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."

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, Science, Order, and Creativity)

Discussion ties us to the Father, to doing the Father's will.

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, Science, Order, and Creativity)

Dialogue ties us to the world, to doing what we "want." When you use dialogue, "What can I get out of this situation, object, person or these people for my self?" to define and establish behavior you are searing your conscience and damning your soul, and searing the conscience and damning the soul of all who listen to you. In dialogue we 'create' a world we "want," a world we lust after, a world of our heart's desire and live in it without restraint, without having a guilty conscience removing anyone or anything that gets in our way, because in dialogue we are "God," ". . . intolerant of any influence from without," having the final say. (Karl Marx, The Holy Family) Without the Father's authority, without discussion, where the Father has the final say all we have is our lust for pleasure and hatred toward restraint to evaluate ourself, others, the world, and authority from, dying in our sins. 2 Corinthians 10:4 "Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ;" Romans 7:14-25 "I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." "For I know that in me (that is, in my flesh,) dwelleth no good thing." "So then with the mind I myself serve the law of God; but with the flesh the law of sin." Psalms 10:3, 4 "For the wicked boasteth of his heart's desire, and blesseth the covetous, whom the LORD abhorreth. The wicked, through the pride of his countenance, will not seek after God: God is not in all his thoughts."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being wicked ("desperately wicked") because your lust for pleasure ("What can I get out of this situation, object, person or these people for my self?" dialogue) is standing in the way, 'justifying' the hate.

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."

Matthew 16:24 "For what is a man profited, if he shall gain the whole world, and lose his own soul?"

Psalms 36:1-4 "The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil."

Psalms 10:3, 4 "For the wicked boasteth of his heart's desire, and blesseth the covetous, whom the LORD abhorreth. The wicked, through the pride of his countenance, will not seek after God: God is not in all his thoughts."

2 Timothy 4:3, 4 "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."

Jeremiah 6:16 "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."

When you make dialogue (your natural propensity to lust after pleasure and hate restraint) your means to defining and establishing behavior you can not hear from God, repent, and be saved, having become God yourself (in your eyes), not needing a savior.

Carl Rogers (As Karl Marx perceiving that the Heavenly Father is created as children obey their earthly father): "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." (on becoming a person: A Therapist View of Psychotherapy)

Karl Marx: "Once the earthly family [where children do the father's will] is discovered to be the secret of the Holy family [where the Son of God and all who follow Him do the Father's will], the former [the earthly father's authority] must then itself be destroyed in theory [in the children's thoughts] and in practice [in their relationship with one another]." (Fourth Thesis on Feuerbach)

Jürgen Habermas: "In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Knowledge and Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

Bohm and Peat: "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." (Science, Order, and Creativity)

Karl Marx: "Not feeling at home in the sinful world, Critical Criticism [dialogue] 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." (The Holy Family)

Irvin D. Yalom: "There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established." (The Theory and Practice of Group Psychotherapy)

When dialogue is used instead of discussion (where the Father has the final say) the carnal nature of the child is 'justified,' 'justifying' his hatred toward restraint, toward the Father for getting in his way.

Benjamin S. Bloom, et al.: "Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values . . . which are not shaped by the parents," "There are many stories of the conflict and tension that these new practices are producing between parents and children." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." "The affective domain is, in retrospect, a virtual 'Pandora's Box.' [Pandora's box, the "affective domain," is a box full of evil, which opened (once the Father's restraint is removed) cannot be closed]. " "... a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs . . ." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Taxonomy of Educational Objectives Book 2: Affective Domain)

Erick Fromm (A Marxist, a member of the "Frankfurt School," a group of Marxists who came to America in the 30's, entered our Universities, and 'changed' the nation though the use of "Bloom's Taxonomies" in the classroom): "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." (Escape from Freedom)

Stephen Bronner (A Marxist, explaining how the Democratic party embraced Marxism, the ideology of the "Frankfurt School" in the 50's): "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." (Of Critical Theory and its Theorists)

Theodor Adorno (A Marxist, a member of the "Frankfurt School"): "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."

Kurt Lewin (A Marxist who, though not being a member of the "Frankfurt School's" edited their paper: "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." 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." (Kenneth Benne, Human Relations in Curriculum Change)

Abraham Maslow: "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, that is including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions stunt human nature, ... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy." (The Journals of Abraham Maslow)

The group (Karl Marx) needs the individual (Sigmund Freud) and the individual (psychology) needs the group (Marxism).

Karl Marx: "It is not individualism [doing the Father's will] that fulfills the individual, on the contrary it destroys him. Society ["suspending" (setting aside) what the Father says in order to build relationship with others upon common self interest] is the necessary framework through which freedom and individuality are made realities[freedom from the Father's authority, doing what one wants instead]." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

Kurt Lewin: "Change in methods of leadership 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." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)

Kurt Lewin: "The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Resolving social conflicts: Selected papers on group dynamics)

Kurt Lewin: "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)

Irvin D. Yalom: There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "… 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." (The Theory and Practice of Group Psychotherapy)

Cognitive dissonance—Ernest R. Hilgard: "The lack of harmony between what one does and what one believes." "The pressure to change either one’s behavior or ones belief." (Introduction to Psychology)]

All forms of socialism (including Fascism) uses the power of "the group" to crush individualism, under God, to "destroy" the father's authority in the home and the Father's authority over man.

2 Thessalonians 2:11, 12: "And for this cause God shall send them strong delusion, that they should believe a lie: That they all might be damned who believed not the truth, but had pleasure in unrighteousness." Psalms 81:12 "So I gave them up unto their own hearts' lust: and they walked in their own counsels."

"Behavioral Science" (a "We can share here how we 'feel' and what we 'think' without fear of being judged, condemned, cast out," "Let's be 'positive' and not 'negative,'" "Ye shalt not surely die" environment) is of the devil (Genesis 3:1-6), searing the conscience of all who participate, damning their soul. It is what the master "facilitator of 'change,'" the master "group psychotherapist," the master "social psychologist" did with the woman in the garden in Eden, getting her to use dialogue, how she 'felt' and what she 'thought' instead of discussion, what the Father said to define and establish behavior, with Adam following, searing their conscience, damning their soul. Dialogue, when used to define and establish behavior is a stick of dynamite everyone thinks is a candle. In the dialoging of opinions to a consesus, facilitated meeting ("group grade," "Bloom's Taxonomies" classroom) "It's Party Time, Time To Light The Candles."

Luke 11:35 "Take heed therefore that the light which is in thee be not darkness."

Matthew 24:38, 39 "For as in the days that were before the flood they were eating and drinking, marrying and giving in marriage, until the day that Noe entered into the ark, And knew not until the flood came, and took them all away; so shall also the coming of the Son of man be."

7/3/2025 It Is All About The Conscience.

Capitalism (doing right and not wrong according to established commands, rules, facts, and truth, according to what you have been told, being held accountable [judged, condemned, chastened or cast out] when you do what you want instead of what you are told, thus having a guilty conscience when you do wrong, disobey, sin) rewards "good work" while Socialism (doing right and not wrong according to what you want, according to your "feelings" of the 'moment,' according to what you are lusting after in the 'moment' that the world, that is that the current situation, object, people, or person is stimulating, not having a guilty conscience when you do wrong, disobey, sin, when you do what you want instead of what you are told) rewards "bad work." While "good works" can not save you without your having a guilty conscience for doing wrong, disobeying, sinning and capitulation you can not be saved.

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."

Consensus ("with feelings") establishes a person's "feelings" (in harmony with other's "feelings") as the foundation from which to 'reason.' Affirming each other's "feelings" 'justifies' their carnal thoughts and carnal actions, their doing what they want instead of what they are told. It is the guilty conscience that carries the Father's authority into the world, preventing consensus, "worldly peace and socialist harmony" thus they are 'justified' in their silencing, censoring, and removing anyone who insists upon them doing what they are told, doing what the Father says so they can do what the want without having a guilty conscience.

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."

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."

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."

There is no Father's authority (and therefore no need of a savior) in dialogue. There is only the child's carnal nature, his lusts of the 'moment' being 'justified.'

1 John 2:22 "He is antichrist, that denieth the Father and the Son."

1 John 2:16 "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."

In discussion God is God, God has the final say. In dialogue you are God, you have the final say. Discussion sides with the Father's authority, with the child doing the Father's will while dialogue sides with the child's carnal nature (lust, the human heart), with the child doing his will, what he wants instead. While discussion can not save you, without it you can not be saved. In dialogue you can never be saved (being God, not needing a savior).

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

Karl Marx: "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." (The Holy Family)

The "spirit of dialogue" is a "spirtualistic lord," "intolerant of any influence from without," intolerant of the Father's authority. It was the serpent, the master facilitator of 'change,' the master group psychotherapist, the master social psychologists who drew (seduced, begiled) the woman in the garden in Eden into dialogue when it came to defining and establishing behavior. Through dialogue, in a "We can talk about your lusts here without fear of being judged, condemned, cast out," in a "positive," "Ye shalt not die," not "negative," "Thou shalt surely die" environment he was able to "help" her 'justify' her lusts with Adam following, doing his will instead of God's.

Discussion sides with capitalism (with doing the Father's will, with doing what you are told) while dialogue sides with Socialism (with the child's carnal nature, with doing what you want instead). While the earthly Father can be wrong, doing his will instead of God's, his office of authority is right, with him doing the Heavenly Father's will instead of his. Discussion and dialogue are two different political systems. They can not occupy the same space at the same time. Which one you turn to when defining and establishing behavior determines the outcome. One must rule over the other, with discussion (what the Father says, with the Father having the final say) making "feelings" (dialogue, what the child wants) subject to established commands, rules, facts, and truth and dialogue (what the child wants, with the child having the final say) making commands, rules, facts, and truth (discussion, right and wrong) subject to the child's "feelings" that the world (that "the group") is stimulating, with lust (group affirmation) being right and the Father's authority (authoring and enforcing established commands, rules, facts, and truth) being wrong.

The objective of the Marxist is to come between the children and the Father (from the Federal level down into the local), though the use of dialogue (in a group setting) to replace the guilty conscience, the moral standards of the Father with the "super-ego," the moral standards of "the group." In order to do that they first have to identify that which they want to 'change' (negate), the guilty conscience for doing wrong, disobeying, sinning, for not doing the Father's will, for not doing what they are told.

Dr. Robert Trojanowicz (a Marxist, promoting the ideology of the "Frankfurt School" in policing, explaining where the guilty conscience comes from in order to overcome its effect on society. You have to clearly define that which you want to remove if you want to be successful in its removal): "The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (The meaning of "Community" in Community Policing)

Norman O. Brown (A Marxist, advancing the ideology of the "Frankfurt School", the merging of Marxism and psychology): "The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:'" "Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." ". . . the individual is emancipated in the social group." "Freud speaks of religion as a 'substitute-gratification'-the Freudian analogue to the Marxian formula, 'opiate of the people.'" "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the Father] be assuaged." (Life Against Death: The Psychoanalytical Meaning of History)

Hebrews 12:5-11 "And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. 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."

Remove the fear of being judged, condemned, cast out for lusting after pleasure and you remove the guilty conscience for doing wrong, disobeying, sinning. Dialoguing opinions to a consensus over personal-social issues in a facilitated, "lets be 'positive' and not 'negative,'" "Ye shall not surely die" environment accomplishes the deed.

Kurt Lewin (A Marxist who edited the "Frankfurt School" paper: "The negative valence of a forbidden object which in itself attracts the child[the guilty conscience] thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears."

When you remove the threat of being judged, condemned, cast out ("Thou shalt surely die") for doing wrong, disobeying, sinning the guilty conscience "disappears." In the facilitated, dialoguing of opinions to a consensus meeting (or classroom) there is no Father's authority (threat of judgment, condemnation, being cast out for doing wrong, disobeying, sinning) therefore there is no guilty conscience for doing wrong, disobeying, sinning.

Martin Jay: "As the Frankfurt Schoolwrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

Abraham Maslow: "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 are necessary for personal growth, bad social conditions 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." (The Journals of Abraham Maslow)

Karl Marx: "It is not individualism [individualism, under God aka doing the Father's will] that fulfills the individual, on the contrary it destroys him. Society ["suspending" (setting aside) what the Father says in order to build relationship with others upon common self interest] is the necessary framework through which freedom and individuality are made realities [freedom from the Father's authority, doing what one wants instead]." (John Lewis, The Life and Teachings of Karl Marx)

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

Carl Rogers: "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." (on becoming a person: A Therapist View of Psychotherapy)

Ervin Laszlo (A Marxist, advancing the ideology of the "Frankfurt School" around the world through the "fable" of 'climate change'): "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 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 Strategy For The Future: The Systems Approach to World Order)

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."

György Lukács (the founder of the "Frankfurt School"): "Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary." (History and Class Consciousness: What is Orthodox Marxism?)

In dialogue, when it comes to behavior the child (mankind) is 'liberated' from the Father's authority, dying in his sins. A culture of dialogue can not hear the truth since in dialogue truth is found in what it "wants." In dialogue you have to "suspend" the truth in order for you to "feel" good about yourself and not be offensive to others (all for the sake of relationship, finding what you have in common with those "of the world" and what they have in common with you).

2 Thessalonians 2:11, 12: "And for this cause God shall send them strong delusion, that they should believe a lie: That they all might be damned who believed not the truth, but had pleasure in unrighteousness."

6/30/2025 What Is Orthodox Marxism? Anti-Christ And "Bloom's Taxonomies," Marxism In The Classroom. In The Use Of Dialogue, When It Comes To Defining And Establishing Behavior The Father's Authority Is Removed In The Students Thoughts, Resulting In The Students Removing Anyone Who Gets In The Way Of What They Are Lusting After, Including The Unborn, The Elderly, The Innocent, The Righteous Without Having A Guilty Conscience, With One Anothers Affirmation. It Is Called "Class Consciousness" or "Group Think."

1 John 2:16 "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."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

Karl Marx: "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Critique of Hegel's 'Philosophy of Right')

Karl Marx: "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." (Critique of Hegel's 'Philosophy of Right')

Karl Marx based his ideology, his political system upon the ideology of Heraclitus which was the foundation of the Stoics.

Heraclitus: "Every grown man of the Ephesians should hang himself and leave the city to the boys."

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

In other words lust, doing what you want is what is"actual," not the Father's authority, doing what the Father says.

Karl Marx: "Education as yet is unable and unwilling to bring all estates and distinctions into its circle. Only Christianity and morality are able to found universal kingdoms on earth." (The Holy Family)

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

Karl Marx: "The unspeculative Christian also recognizes sensuality as long as it does not assert itself at the expense of true reason, that is of faith, of true love, that is of love of God, of true will-power, that is of will in Christ. Not for the sake of sensual love, not for the lust of the flesh, but because the Lord said: Increase and multiply." He then explained what could be used to negate the Christian's faith in God. "It is not sensuality which is presented . . ., but the attraction of what is forbidden." (The Holy Family)

Karl Marx: "Sense experience 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." (MEGA I/3)

Carl Rogers: "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." (on becoming a person: A Therapist View of Psychotherapy)

The group (Karl Marx) needs the individual (Sigmund Freud) and the individual (psychology) needs the group (Marxism).

Kurt Lewin: "The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Resolving social conflicts: Selected papers on group dynamics)

Irvin D. Yalom: "There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established." (The Theory and Practice of Group Psychotherapy)

John 5:30 (Jesus Christ) "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 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."

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

Norman O. Brown: "By dialectic, I mean an activity of consciousness, struggling to circumvent the limitations imposed by the formal-logical law of contradiction. (Life Against Death: The Psychoanalytical Meaning of History)

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."

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 . . ."]." (The Theory and Practice of Group Psychotherapy)

Norman O. Brown: "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is fundamentally a desire for union (being one) with objects in the world." "Eros is the foundation of morality." "Adult sexuality, restricted by rules, to maintain family and society, is a clear instance of that subordination of the pleasure-principle to the reality principle which is repression; and therefore leads to neurosis." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "To experience Freud is to partake a second time of the forbidden fruit;" (Life Against Death: The Psychoanalytical Meaning of History)

Herbert Marcuse: "... 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.'" (Eros and Civilization: a psychological inquiry into Freud)

Karl Marx: "Once the earthly family [where children have to do the father's will] is discovered to be the secret of the Holy family [where the Son of God and all who follow Him have to do the Father's will], the former[your father's authority] must then itself be destroyed in theory [in your thoughts] and in practice [in your actions or behavior with others]." (Fourth Thesis on Feuerbach)

Karl Marx: "The philosophers have only interpreted the world in different ways, the objective however, is change." (Eleventh Thesis on Feuerbach)

Karl Marx: "The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I-3)

Benjamin S. Bloom, et al.: "Bloom's Taxonomies"are "a psychological classification system"used "to develop attitudes and values . . . which are not shaped by the parents," "There are many stories of the conflict and tension that these new practices are producing between parents and children." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." "The affective domain is, in retrospect, a virtual 'Pandora's Box.' "[Pandora's box, the "affective domain," dialogue without restraint, without the Father's authority (without the lid) is a box full of evil, which opened (once the Father's restraint is removed) cannot be closed.] "... a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs . . ." "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Taxonomy of Educational Objectives Book 2: Affective Domain)

Erick Fromm (A Marxist, a member of the "Frankfurt School"): "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." (Escape from Freedom)

Theodor Adorno (A Marxist, a member of the "Frankfurt School"): "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, with how the children feel in their classroom experience]." (The Authoritarian Personality)

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.

In the dialoguing of opinions to a consensus, facilitated, "group grade" ("Bloom's Taxonomies" - Marxist) classroom, where students share how the "feel" and what they think (which is subject to their "feelings" of the 'moment') without fear of being judged, condemned, cast out their lust for pleasure replaces their obedience to the Father with "What will the group think" ("group think"), "class-consciensness," (Marxism), searing their conscience, damning their soul.

The soul intent of the use of "Bloom's Taxonomies" in the classroom is the negation of the Father's authority in the thoughts and actions of the students.

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." (The Temporary Society)

Kenneth Benne: "A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." "For actual changes in 'content' and 'method' we must change the people who manage the school program. To change the curriculum of the school means bringing about changes in people—in their desires, beliefs and attitudes, in their knowledge and skill . . . curriculum change should be seen as a type of social change, change in people. Curriculum change means a change in the established ways of life, a change in the social standards. It means a restructuring on knowledge, attitudes, and skills in a new pattern of human relations. Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process." (Kenneth Benne, Human Relations in Curriculum Change)

Benjamin S. Bloom: "We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Taxonomy of Educational Objectives Book 1: Cognitive Domain)

Friedrich Engels (explaining Marxism) wrote: "In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred."

Benjamin Bloom: "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Forty Year Evaluation)

Benjamin S. Bloom: "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. It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals ... observe(able) and discrib(able) therefore classifi(able)." (Taxonomy of Educational Objectives Book 1: Cognitive Domain)

Benjamin S. Bloom, et al.: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Taxonomy of Educational Objectives Book 2: Affective Domain)

Book 1 was dedicated to Ralph Tyler. Thomas Kuhn worked under Tyler's supervision: "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 the scientific fields of astronomy, physics, chemistry, and biology" "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." (The Structure of Scientific Revolution)

György Lukács: "'Capital' … is, according to Marx, 'not a thing but a social relation between persons mediated through things.' 'These relations,' Marx states, 'are not those between one individual and another, but between worker and capitalist, tenant and landlord, [children and their parents] etc. Eliminate these relations and you abolish the whole of society; …… a scientifically acceptable solution does exist … For to accept that solution, even in theory, would be tantamount to observing society from a class standpoint other than that of the bourgeoisie. And no class can do that-unless it is willing to abdicate its power freely. ' '... the ideological history of the bourgeoisie was nothing but a desperate resistance to every insight into the true nature of the society it had created and thus to a real understanding of its class situation.… the Communist Manifesto makes the point that the bourgeoisie produces its own grave-diggers .'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

The Marxist Kurt Lewin, the father of Unfreezing, Moving or Changing, Refreezing People, Force Field Analysis, and Group Dynamics wrote "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level."

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 authority 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."

Every "teacher" using "Bloom's Taxonomies," Genesis 3:1-6, the dialoguing of opinions to a consensus, regarding personal-social issues, facilitated, "group grade," "Be positive, Not negative," Marxist curriculum (political system) in the classroom is searing the conscience of all who participate, damning their soul.

1 John 2:22 "He is antichrist, that denieth the Father and the Son."

A culture of dialogue can not hear the truth since in dialogue truth is found in what it "wants." In dialogue you have to "suspend" the truth in order for you to "feel" good about yourself and not be offensive to others (all for the sake of relationship, finding what you have in common with those "of the world" and what they have in common with you).

2 Corinthians 11:3 "But I fear, lest by any means, as the serpent beguiled Eve through his subtilty, so your minds should be corrupted from the simplicity that is in Christ."

Jeremiah 10:23 "... it is not in man that walketh to direct his steps."

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."

Romans 5:12 "Therefore being justified by faith, we have peace with God through our Lord Jesus Christ:"

Galatians 3:13 "Christ hath redeemed us from the curse of the law, being made a curse for us: for it is written, Cursed is every one that hangeth on a tree:"

Hebrews 12:2 "Looking unto Jesus the author and finisher of our faith; who for the joy that was set before him endured the cross, despising the shame, and is set down at the right hand of the throne of God."

Luke 9:23 "And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me."

2 Corinthians 10:4 "Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ;"

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."

6/28/2025 In Dialogue You Are God (A God Amongst Gods). In Dialogue The Serpent, The Master Facilitator Of Change, The Master Social-Psychologist, The Master Group-Psychotherapist, 'Justifying' Your Natural Inclination To Lust After Pleasure (Making Pleasure The 'Purpose' Of Life) Is Your Savior, Saving You From The Father And His Son, Saving You From The Law, Saving You From Being Judged, Condemned, And Cast Out For Your Sins, Therefore Saving You From Needing A Savior. There Is No Guilty Conscience For Disobeying God In Dialogue. There Is Only Self Being 'Justified.'

Karl Marx: "Not feeling at home in the sinful world, Critical Criticism [dialogue] must set up a sinful world in its own home. Critical Criticism [dialogue] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (The Holy Family)

1 John 2:22 "He is antichrist, that denieth the Father and the Son."

When You Use Dialogue To Define And Establish Behavior You Are Putting The Spirit Of AntiChrist (The Denial Of The Father And The Son) Into Praxis. It Is An Absolute. You Can Deny It But You Can Not Refute It. The Use Of Dialogue To Define And Establish Behavior (To 'Justify' Sin) Is Now Everywhere You Turn; In The Classroom ("Bloom's Taxonomies"), In The Workplace, In Government, In The Media, In Entertainment, Even In The "Church." It Is Now The Law Of The Land That You Are God, A God Amongst Gods, Praising And Worshiping The Master Facilitor Of Change, The Master Social-Psychologist, The Master Group Psychotherapist, The Serpent, The Anti-Christ For Saving You From The Law (From The Father) And Therefore From The Need Of A Savior (From The Son; The Son Now Being Seen As Someone Fighting Against The Establishment, No Longer Needing The Father).

Bohm and Peat: "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." (Science, Order, and Creativity)

Since in dialogue the children have the final say the Father's authority must be removed from the room, from the environment.

György Lukács (the founder of the "Frankfurt School" advancing Marxism around the world through the use of psychology): "... the central problem is to change reality.… reality with its 'obedience to laws.'"

Karl Marx: "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Critique of Hegel's 'Philosophy of Right')

Our framing fathers did not get rid of the King. Through the "Bill of Rights" they made your father King, ruling over his family, property, and business according to his convictions, engendering a guilty conscience for doing wrong, disobeying, sinning in the next generation and all who worked under his authority, producing a civil society.

Strauss Vs. Strauss, 1941: "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."

Dr. Robert Trojanowicz (a Marxist, promoting the ideology of the "Frankfurt School" in policing, explaining where the guilty conscience comes from in order to overcome its effect on society): "The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (The meaning of "Community" in Community Policing)

Karl Marx based his ideology, his political system upon the ideology of Heraclitus which was the foundation of the Stoics.

Heraclitus: "Every grown man of the Ephesians should hang himself and leave the city to the boys."

In other words dialogue, what the children want to do ("sense experience") must become the basis of law (behavior) instead of discussion, what the Father says (what the parents want them to do). Therefore the children can remove whatever gets in the way of pleasure, their lusts, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience since there is no guilty conscience for doing wrong, disobeying, sinning since in dialogue there is no Father's authority. This ideology is made manifest in the Supreme Courts decision regarding birth, replacing Christianity, "rule of law," life begins at conception with stoicism, the "law of the flesh," life begins whenever you think it does.

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."

Carl Rogers: (A Marxist, using psychology to advance Marxism, the ideology of the "Frankfurt School" around the world): "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." (on becoming a person: A Therapist View of Psychotherapy)

Marxism and psychology have the same agenda, the replacment of the Father's authority (discussion) with the child's carnal nature (dialogue) when it comes to defining and establishing behavior (making discussion subject to dialogue, right and wrong subject to the child's carnal nature, resulting in the Father's authority being wrong, the child's lust for pleasure and hatred toward restraint being right) in order for the Marxist, the psychotherapist to do wrong, disobey, sin without having a guilty conscience (without fear of being judged, condemned, and cast out for their immoral teachings and behavior), with the children's affirmation (participation).

Abraham Maslow (A Marxist, explaining the merging of Marxism and psychology, the ideology of the "Frankfurt School"): "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, that is including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions stunt human nature, ... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy." (The Journals of Abraham Maslow)

When you are "asked" (pressured out of fear of group rejection; "group dynamics") to be "positive" and not "negative" in a facilitated group meeting (classroom), defining and establishing right and wrong behavior, you are being pressured to replacing the Father's authority (that which is "negative" to the child, that is that which gets in the way of, that restrains the law of the flesh) with your lust for pleasure and hatred toward restraint (that which is "positive" to the child, that is that which subject to, that exhonerates the law of the flesh), 'justifying' your sins.

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

In other words lust, doing what you want is what is"actual," not the Father's authority, doing what the Father says.

Norman O. Brown (A Marxist, explaining the merging of Marxism and psychology, the ideology of the "Frankfurt School"): "By dialectic, I mean an activity of consciousness, struggling to circumvent the limitations imposed by the formal-logical law of contradiction. (Life Against Death: The Psychoanalytical Meaning of History)

Brown is simply explaining that in dialectic reasoning the person is trying to figure out how he can get around what he has been told to do in order for him to do what he wants instead. This is what the "consensus" process is all about (replacing the guilty conscience, the moral standards of the Father, no compromise, no "tolerance of ambiguity" with the "super-ego", the moral standards of society, compromise, "tolerance of ambiguity."

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." (Knowledge and Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

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."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

Replacing the Father (the Father's authority) with the facilitator of 'change,' (with the dialoguing of opinions to a consensus, "Lets be 'positive' and not 'negative'" process) when it comes to defining and establishing behavior makes the child's carnal nature the law of the land. The facilitator of 'change's' agenda is to replace discussion (where the Father establishes law and enforces it, and has the final say) with dialogue (where the children define and establish law according to their carnal nature, their lust for pleasure and hatred toward restriant, and have the final say) in order for him to "own" the world and all that is in it with "the children" from then on following after, supporting, serving, protecting, defending, praising, and worshiping him for 'justifying' their propensity to lust, saving them from the Father so they can sin with impunity, no longer fearing being judged, condemned, or cast out for their lusting after pleasure instead of doing the Father's will, silencing, censoring, and removing anyone who gets in the way of their lusts, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience, with "the groups" affirmation.

Kurt Lewin: "The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Resolving social conflicts: Selected papers on group dynamics)

Irvin D. Yalom: "There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established." (The Theory and Practice of Group Psychotherapy)

Ephesians 2:2, 3 and Ephesians 5:5-7 "Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." "Let no man deceive you with vain words: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them."

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."

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

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."

6/26/2025 Discussion And Dialogue Are Two Different Political Systems.

Which one you choose when it comes to defining and establishing behavior determines your paradigm: the way you feel, think, and act toward your self, toward others, toward the world, and toward authority. Individualism, Under God is subject to discussion, where the Father, establishing commands, rules, facts, and truth to be accepted as is and applied or obeyed has the final say while Marxism, Communism, Socialism, Globalism is subject to dialogue where the child's carnal nature, his natural inclination to lust after pleasure and hate restraint controls his thoughts and actions, with the child having the final say removing anyone who gets in his way, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience, insisting that everyone 'justifying' his actions, follow after, support, serve, protect, defend, praise, and worship him. Traditional education is based upon discussion, where the parents have the final say while "contemporary" (Marxist, communist, socialist, globalist) education is based upon dialogue, where the children have the final say.

All "educators" are certified and schools (including Christian) are accredited based upon their use of what are called "Bloom's Taxonomies," Marxist curriculum (political system) in the classroom, replacing traditional education (the preaching of commands and rules to be accepted as is and obeyed and the teaching of facts and truth to be accepted as is and applied, any questions being made by discussion, with the parents having the final say) with the dialoguing of opinions to a consensus process where the students establish their behavior upon their carnal nature, their lusting after pleasure and hating restraint, negating the father's authority in their thoughts, directly effecting their actions. In the process searing their conscience, damning their soul.

The soul intent of the use of "Bloom's Taxonomies" in the classroom is the negation of the Father's authority in the thoughts and actions of the students. Benjamin S. Bloom: "Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values . . . which are not shaped by the parents," "There are many stories of the conflict and tension that these new practices are producing between parents and children." "The student must feel free to say he disliked _____ [having to do what the parent says] and not have to worry about being punished for his reaction." "The affective domain is, in retrospect, a virtual 'Pandora's Box.'" [Pandora's box, the "affective domain," is a box full of evil, which once opened (once the Father's restraint is removed) can not be closed.] "... a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs." (Taxonomy of Educational Objectives Book 2: Affective Domain)

6/25/2025 Textus Receptus

Discussion ⇒ copy characters ⇒ no words changed ⇒ the Word of God remains the Word of God ⇒ "What did God say?" "What does God, my Father want me to do?"

Dialogue ⇒ copy words ⇒ words 'change' ⇒ the Word of God is now subject to the opinions of men ⇒ "What can I get out of this situation, object, people, or person for my self?"

Original Copy --------> Discussion -------> Textus Receptus (God's Word as originally written.)

Original Copy --------> Dialogue ---------> Heretical Copies (God's Word now subject to man's opinion.)

Martin Luther: "Aristotle is to theology as darkness is to light." "Virtually the entire Ethics of Aristotle is the worst enemy of grace." (Luther's Works: Vol. 31, Career of the Reformer: I, p.12)

Luke 11:35 "Take heed therefore that the light which is in thee be not darkness."

Proverbs 16:25 "There is a way that seemeth right unto a man, but the end thereof are the ways of death."

The error of human reasoning ("the Ethics of Aristotle") is man, believing by his 'creating' a "healthy" environment (removing that which is not "healthy") he can 'create' a "healthy" person. Man's definition of "health" is subject to his carnal nature, having to remove that which is not of his carnal nature, having to reject God or redefine Him, making God subject to man's carnal nature. Only God can create a "healthy" person.

John 3:3 "Jesus answered and said unto him, Verily, verily, I say unto thee, Except a man be born again, he cannot see the kingdom of God."

1 Peter 1:23 "Being born again, not of corruptible seed, but of incorruptible, by the word of God, which liveth and abideth for ever."

John 3:6 "That which is born of the flesh is flesh; and that which is born of the Spirit is spirit."

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."

Dad (the Father) has the final say in discussion. He "tells" you what you can and can not do, what is right and what is wrong behavior and the consequence if you do wrong or disobey (he authors and enforces). Unlike Bohm and Peat, who are only subject to the world in their definitions, the position you have is not your position (your point of view). It is a postion your Father has given you. Thus (as a shield of faith) the Father's position protects you from your "position" which is subject to your "feelings" and thoughts (which are subject to your "feelings"), which are ever subject to 'change' based upon the current situation you find your self in. Your natural inclination is to lust after pleasure and resent or hate restraint, hate the missing out on pleasure. This is the "law of the flesh." This is where dialogue resides. Thus "What does my Father want me to do?" the "law of the God," what the Father says protects you from what you want, from "What can I get out of this situation, object, people, or person for my self," from your flesh and the world that stimulates it, from the "law of the flesh." Discussion deals with your soul, the soul KNOWS from being told while dialogue deals with your flesh, the flesh knows from "sense experience." "Make me feel good and I will listen to you. Hurt my feelings and I will not hear a word you say" resides in dialogue.

Jesus brought discussion, what the Father says into the temple. The priests, scribes, and pharasies were based upon dialogue, upon "What can we get out of this situation for our self." The money on the tables Jesus turned over and threw on the floor was from dialogue, from "What can we get out of this situation for your self?" When the room is full of dialogue, anyone bringing discussion into the room must be "suspened," put on a cross, removed from the environment in order for man to "feel" good about himself and not be offensive to others. It is an absolute.

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."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

Martin Luther: "Miserable Christians, whose words and faith still depend on the interpretations of men and who expect clarification from them! This is frivolous and ungodly. The Scriptures are common to all, and are clear enough in respect to what is necessary for salvation and are also obscure enough for inquiring minds . . . let us reject the word of man." (Luther's Works: Vol. 32, Career of the Reformer)

Martin Luther: "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." (Luther's Works: Vol. 1, The Christian in Society)

You put no man (object, opinion, "church," person, or people) between you and God. All man says are subject to Him. This is the foundation for "individualism, under God," freedom of the conscience, speech, and religion, our unalianable rights.

Max Horkheimer (director of The "Frankfurt School"): " Protestantism was the strongest force in the extension of cold rational individualism." (Reasoning and Self Preservation)

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."

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."

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."

When you bring dialogue, how you "feel" and what you "think" to the Word of God, you make it subject to your opinion, to your carnal nature. You weigh the Word of God with the Word of God. It is His "Will," His Word, not yours. You have no right to evaluate it. It evaluates you.

6/23/2025 Dopamine, Dialogue, And The Drug Cartel. What They All Have In Common.

Our body naturally produces a chemical (a neurotransmitter) call dopamine that is emancipated (liberated) into a small gap (called a synaptic gap) between nerves (the posterior of the first nerve emancipating it - the anterior of the next nerve receiving it) sending (transmitting) information to the brain (and in the brain - via dendrites) that we have come in contact with something in the environment (in the world) that is pleasurable, that stimulates or emacipates dopamine into the synaptic gap (from now on only refered to as dopamine). For example, when a child comes in contact with something that is pleasurable in the environment (via the senses of touch, taste, sight, smell, and sound), say in this case a toy that "feels" good, that stimulates dopamine, the child's natural inclination is to look into the environment to find out what it was that stimulated dopamine. Once located the child then moves in the direction of the toy (the object) in order to gain control of it (with controlling the toy or the environment in which the toy exists guaranteeing dopamine emancipation, not only in the present but also in the future, thus the child's natural inclination to approach pleasure and to avoid pain, in this case to avoid the emotional or mental pain of missing out on pleasure). When the toy is not the child's, when the child is told the toy is not his to play with and he continues to play with it, the "lust of the flesh," that is stimulus-response, the "lust of the eyes," that is the coveting or lusting after the thing of pleasure in the environment, in the world (that stimulate dopamine), and "the pride of life," that is the ability to control the environment, control the situation, the people, person, or object that stimulates dopamine (lust) controls the child's thoughts and thus his actions, controling his life. If there is no restraint, no Father's authority, no fear of accountability you do not control dopamine, it controls you.

This is where the difference between discussion and dialogue come into play with discussion being the result of the Father telling the child what he can and can not do, with the Father enforcing the established command, rule, facts, or truth having the final say and dialogue being the child justifying his natural inclination to lust after dopamine and hate restraint, that is hating the missing out on dopamine, having the final say (at least in his mind), hating the Father for getting in the way. This is where the carnal heart comes into play, siding with dialogue, what the child wants instead of discussion, what the Father says.

1 John 2:16 "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."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

"Critical Criticism" is dialogue, the children murmuring amongst themselves their hatred toward the Father and His authority for telling them what they can and can not do according to His established commands, rules, facts, and truth, holding them accountable if they do wrong, disobey, sin, for getting in the way of what they are lusting after, resulting in the children dialoguing their opinions to a consensus, over personal-social issues, in a facilitated meeting plotting how to remove the Father and those who think like Him from the face of the earth in order for them to do wrong, disobey, sin, to lust after the carnal pleasures of the 'moment' that the world is stimulating without being judged, condemned, or cast out, "proud in heart" "owning" whatever they see.

In discussion the Father has the final say. His children are divided from other children since His position differs from their father's position. In dialogue, where the children have the final say, their lust for pleasure, what they have in common with all children unites them as one with all children, turning them against their Father and His authority.

Psalms 94:11 "The LORD knoweth the thoughts of man, that they are vanity."

Ecclesiastes 1:2; 11:9, 10 "Vanity of vanities, saith the Preacher, vanity of vanities; all is vanity." "Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment. ...: for childhood and youth are vanity."

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?"

Hebrews 12:5-11 "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."

This is where the "drug cartel" comes into play. By gaining access to what the people are lusting after, what they are dialoguing with their self about, offering to "help" them attain it, they "own" them.

2 Peter 2:3 "And through covetousness shall they with feigned words make merchandise of you."

György Lukács: "... the central problem is to change reality.… reality with its 'obedience to laws.'"

Romans 7:14-25 "I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." "ForI know that in me (that is, in my flesh,) dwelleth no good thing." "So then with the mind I myself serve the law of God; but with the flesh the law of sin."

Karl Marx: "Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Critique of Hegel's 'Philosophy of Right')

Those who come between the Father and the children (Genesis 3:1-6), finding what the children are lusting after and offering to "help" them turn it into reality end up "owning" the children, turning the children against the Father and His authority so they can rule over them and the world instead, using them and the world as a drug addict to feed their habit. The NGO's, the "deep state," the "shadow government," the "swamp," the "military establishment," the use of"Bloom's Taxonomies" (Marxist curriculum) in the classroom, and the men and women in office (judicial, legislative, and executive), making laws serving and protecting them is the "drug cartel." Money to them is stored up pleasure (dopamine), drug money. None dare get in the way of their control over the people, their source of money, drug money.

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

6/22/2025 "But they said, We will not walk therein."

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

Once you are on the drug of pleasure (dopamine emancipation), on "What can I get out of this situation, object, people, or person for my self, to satisfy my lusts?" as a drug addict you can not get off your dependents upon the drug, stealing from all who are around you to support your addiction. When it comes to defining and establishing behavior, when dialogue, "What can I get out of this situation, object, people, or person for my self?" (with the children having the final say) replaces discussion, "What does my Father want me to do?" (with the Father having the final say) the children, "the group," "the people" only hearing what they want to hear, what satisfies their lusts they can not hear the truth. Money to the drug addict is stored up drug, doing all he can to gain access to it and use it, putting everyone else into debt to continue his habit. While the Father gets the children off the drug (Hebrews 12:5-11), the Marxist's agenda is to gain access to the children, by 'justifying' their lusts (Genesis 3:1-6) turning them against the Father, resulting in them defending, protecting, supporting, worshiping, praising and even dying for him for 'justifying' their lusts, 'loyalty' to "the group" now replacing their 'loyalty' to the Father, removing anyone, including the unborn, the elderly, the innocent, the righteous who get in their way to pleasure without having a guilty conscience (Romans 7:14-25).

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

"The group", compromising in order to "get along," in order to build relationship is antithetical to the Father, to doing the Father's will.

John 3:3 "Jesus answered and said unto him, Verily, verily, I say unto thee, Except a man be born again, he cannot see the kingdom of God."

1 Peter 1:23 "Being born again, not of corruptible seed, but of incorruptible, by the word of God, which liveth and abideth for ever."

John 3:6 "That which is born of the flesh is flesh; and that which is born of the Spirit is spirit."

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."

Romans 1:28-32 "And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient; Being filled with all unrighteousness, fornication, wickedness, covetousness, maliciousness; full of envy, murder, debate, deceit, malignity; whisperers, Backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, Without understanding, covenantbreakers, without natural affection, implacable, unmerciful: Who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them."

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

You can not see your heart as being "wicked," "desperately wicked" because what you want, what you are lusting after (dopamine) is standing in the way 'justifying' the hate.

Mao Zedong: "Words and actions should help to unite, and not divide, the people."

Romans 7:14-25: "I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." "ForI know that in me (that is, in my flesh,) dwelleth no good thing." "So then with the mind I myself serve the law of God; but with the flesh the law of sin."

György Lukács: "... the central problem is to change reality.… reality with its 'obedience to laws.'"

Karl Marx: "Laws must not fetter human life; but yield to it; they must change as the needsand capacities of the people change." (Critique of Hegel's 'Philosophy of Right')

Relacing discussion, where the Father has the final say with dialogue, where the children, lusting after the carnal pleasures of the 'moment' that the world, that is that the current situation, object, people, or person is stimulating (which is constantly changing) have the final say accomplishes the deed.

2 Peter 2:3 "And through covetousness shall they with feigned words make merchandise of you."

It is what the serpent in the garden in Eden did with the woman, with Adam following after her. Once the serpent, the master facilitator of 'change,' the master group psychotherapist, the master social-psychologists finds out what you are dialoguing with your self about (what you are lusting after, what you are coveting in defiance to the Father and His authority) and gets you to share it in a non-judgmental, "Ye shalt not surely die" environment he "owns" you. It is how your legislators are "owned."

While discussion can not save you, without it you can not be saved. In dialogue, when it comes to defining and establishing behavior you can not be saved (your name is not written in the "lambs book of life") since in dialogue (in your eyes) you are God, not needing a savior.

Revelation 10:15 "And whosoever was not found written in the book of life was cast into the lake of fire."

When it comes defining and establishing behavior the whole world has gone to dialogue, to "What can I get out of this situation, object, people, or person for my self?" It is no longer able to hear the truth, rending (silencing, censoring, crucifying) anyone who brings the Father's authority, what the Father says into the room instead. Any time you are in a "Lets be 'positive' and not 'negative.'" environment you are in the room of the lost, saving themselves from the Father's authority and their need of a savior, their salvation.

Obama: "Relationships built on self interest." Obama, hating the Father's authority, loving the pleasures of the moment that the world stimulates instead, 'created' a world where your father's money (your inheritance) flowed out of your father's pockets up into the NGO's (the "Deep State") and into his pockets, with him and those thinking like him controling the cash flow from then on.

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."

Norman O. Brown (A Marxist, explaining the merging of Marxism and psychology, the individual and the group, the political system of the "Frankfurt School"): "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is fundamentally a desire for union (being one) with objects in the world." "Eros is the foundation of morality." "Adult sexuality, restricted by rules, to maintain family and society, is a clear instance of that subordination of the pleasure-principle to the reality principle which is repression; and therefore leads to neurosis." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "To experience Freud is to partake a second time of the forbidden fruit;" (Life Against Death: The Psychoanalytical Meaning of History)

Herbert Marcuse (A Marxist, explaining the merging of Marxism and psychology, the individual and the group, replacing the Father's authority, individualism under God with the group, with socialism, through lust, the political system of the "Frankfurt School"): "... 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.'" "... the hatred against patriarchal suppression—a 'barrier to incest,' . . . the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Eros and Civilization: a psychological inquiry into Freud)

Carl Rogers (A Marxist, using psychology to advance Marxism around the world): "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." (on becoming a person: A Therapist View of Psychotherapy)

Abraham Maslow (A Marxist, explaining the merging of Marxism and psychology, the ideology of the "Frankfurt School" ): "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, that is including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions stunt human nature, ... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy." (The Journals of Abraham Maslow)

2 Corinthians 11:3 "But I fear, lest by any means, as the serpent beguiled Eve through his subtilty, so your minds should be corrupted from the simplicity that is in Christ."

Doing the Father's will, doing what you are told is simple. 'Justifying' your self, your lusts takes effort on your part where you are never satisfied, but are always stuggling to get around what you have been told.

Jeremiah 17:9 "The heart is deceitful above all things, and desperately wicked: who can know it?"

John 5:30 Jesus said: "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."

1 John 2:17 "And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever."

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."

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."

James 4:1-3 "From whence come wars and fightings among you? come they not hence, even of your lusts that war in your members? Ye lust, and have not: ye kill, and desire to have, and cannot obtain: ye fight and war, yet ye have not, because ye ask not. Ye ask, and receive not, because ye ask amiss, that ye may consume it upon your lusts."

James 1:14, 15 "But every man is tempted, when he is drawn away of his own lust, and enticed. Then when lust hath conceived, it bringeth forth sin: and sin, when it is finished, bringeth forth death."

Proverbs 16:25 "There is a way that seemeth right unto a man, but the end thereof are the ways of death."

James 4:4 "Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God."

Martin Luther (The founder of the Protestant Reformation, which restored the Father's authority in the individual's life, in his thoughts, directly effecting his actions, creating individuals, under God, changing the world): Martin Luther: "Miserable Christians, whose words and faith still depend on the interpretations of men and who expect clarification from them! This is frivolous and ungodly. The Scriptures are common to all, and are clear enough in respect to what is necessary for salvation and are also obscure enough for inquiring minds . . . let us reject the word of man." "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." (Luther's Works: Vol. 32, Career of the Reformer; Vol. 1, The Christian in Society)

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

Curriculum is a political system. Traditional education sustains the father's authority. Contemporary education negates it.

Kenneth Benne (A Marxist, promoting the ideology of the "Frankfurt School" in education): "A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." "For actual changes in 'content' and 'method' we must change the people who manage the school program. To change the curriculum of the school means bringing about changes in people—in their desires, beliefs and attitudes, in their knowledge and skill . . . curriculum change should be seen as a type of social change, change in people. Curriculum change means a change in the established ways of life, a change in the social standards. It means a restructuring on knowledge, attitudes, and skills in a new pattern of human relations. Educators and others in the role of change agents must have a method of social engineering relevant to initiating and controlling the change process." (Human Relations in Curriculum Change)

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."

Fascism, as all forms of socialism, uses the power of "the group" to crush individualism, destroying the father's authority in the home and the Father's authority over man. Twenty students in a traditional classroom are recognized as twenty soverign nations, loyal to their Father's authority (Father-consciousness), the teacher only teaching established commands, rules, facts, and truth. In contemporary education the students resentment toward their Father's authority (dialogue) is used to unit them as one (Class-Consciousness, "Group Think") making them Marxists, turning them against their Father's authority.

"Bloom's Taxonomies" (Marxist curriculum, using social-psychology, the "group grade" in the classroom as its political system) have since the 50's turned students against their Father's authority and against Nationalism, turning them into Marxists instead, supporting, serving, and defending the "Deep State."

Benjamin S. Bloom, et al.: "Bloom's Taxonomies" are "a psychological classification system"used "to develop attitudes and values . . . which are not shaped by the parents," "There are many stories of the conflict and tension that these new practices are producing between parents and children." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." "The affective domain is, in retrospect, a virtual 'Pandora's Box.'" [Pandora's box, the "affective domain," is a box full of evil, which once opened (once the Father's restraint is removed) can not be closed.] "... a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs" . . . "The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Taxonomy of Educational Objectives Book 2: Affective Domain)

When you replace what the Father says with what the children want, with the "affective domain" in the classroom you 'create' a "new" world order (Genesis 3:1-6) where lust, that is "human nature" rules over and therefore against righteousness, over and therefore against doing the Father's will. The whole world has gone to dialogue, to "What can I get out of this situation, object, people, or person for my self?" when it comes defining and establishing behavior. It is no longer able to hear the truth, rending (silencing, censoring, and crucifying) anyone who brings the Father's authority into the room instead. Any time you are in a "Lets be 'positive' and not 'negative.'" environment you are in a room of Marxists, of the lost, saving themselves from the Father's authority and therefore ('justifying' their sins) saving themselves from the savior, their salvation, wanting you to join with them.

1 John 2:22 "He is antichrist, that denieth the Father and the Son."

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."

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

6/20/2025 Part 2 - Individualism Under God VS. "The Group": "Group Think," "Class Consciousness." The Father (The One) Above, The Children (As Individuals) Below, Doing What They Are Told VS. The Children (As A Group) Below, Doing What They Want.

1 John 2:16 "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."

A crash course on Marxism (the religion of sin): Karl Marx: "The unspeculative Christian also recognizes sensuality as long as it does not assert itself at the expense of true reason, that is of faith, of true love, that is of love of God, of true will-power, that is of will in Christ. Not for the sake of sensual love, not for the lust of the flesh, but because the Lord said: Increase and multiply." He then explained what could be used to negate the Christian's faith in God. "It is not sensuality which is presented . . ., but the attraction of what is forbidden." While in discussion what the Father says determines the outcome in dialogue, how a person feels, "sensuousness," "sense experience" does. According to Karl Marx, the law of the flesh, "sensuosness" must replace the law of God, must replace doing the Father's will. György Lukács: "... the central problem is to change reality.… reality with its 'obedience to laws.'" (History and Class Consciousness: What is Orthodox Marxism?) Karl Marx: "Sense experience 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." (MEGA I/3) Since, according to Karl Marx, to those "of and for the world," "sensuality," "sense experience" is what man has in common it becomes the only ground from which man can build relationship. Without "sensuality," what man has in common, man can not become one. Jürgen Habermas: "In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Knowledge and Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) Therefore that which gets in the way of "sensuality," in the way of "sense experience," in the way of "human nature," in the way of what man has in common, his "lust for pleasure and hatred toward restraint," that which is "negative" to the flesh has to be removed from the environment. In order for mankind to have "peace and affirmation," in order for him to have relationship with others, in order for there to be "worldly peace and socialist harmony" the Father's authority has to be removed from the individual's thoughts and his social actions. Sigmund Freud had the same point of view. Norman O. Brown: "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is fundamentally a desire for union (being one) with objects in the world." "Eros is the foundation of morality." "Adult sexuality, restricted by rules, to maintain family and society, is a clear instance of that subordination of the pleasure-principle to the reality principle which is repression; and therefore leads to neurosis." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "To experience Freud is to partake a second time of the forbidden fruit;" (Life Against Death: The Psychoanalytical Meaning of History) Herbert Marcuse: "... 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.'" (Eros and Civilization: a psychological inquiry into Freud) Carl Rogers: "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." (on becoming a person: A Therapist View of Psychotherapy) Abraham Maslow had the same point of view as Karl Marx and Sigmund Freud: "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, that is including the most basic scheme as true-good social conditions are necessary for personal growth, bad social conditions stunt human nature, ... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy." (The Journals of Abraham Maslow) By replacing discussion, what the Father says (that which is 'negative') with dialogue, with how the children feel (with that which is 'positive') when it comes to defining and establishing behavior the deed is done.

6/16/2025 Part 1 - Individualism Under God VS. "The Group": "Group Think," "Class Consciousness." The Father Above, The Children (As Individuals) Doing What They Are Told VS. The Children (As A Group) Below, Doing What They Want (What They Have In Common).

John 3:16 "For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life."

1 John 2:16 "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."

You have only one Father. Being born of the earthly (biological, temporal) you can accept, by faith the Heavenly (soul, eternal), establishing Him above the earthly. Discussion, when there are any questions regarding the Father's established commands, rules, facts, and truth requires you to go to the Father for the answer, with Him having the final say. You are not equal with the Father. He is above you.

In discussion you have a position which is given to you, with a right-wrong outcome. Either you are right or you are wrong based upon what you have been told. There is no in-between, no ambiguity, no confussion. You try to persuade others when there is a differanece between your position and their's that their position, the position that is given to them is wrong and your position, the one that has been given to you is right. The same is true for them toward you. Position is based upon being told. You do not defend your position. It defends you, protecting you from doing wrong. In discussion the Father does not hate the child, he hates the child doing wrong, having to hold him accountable in order for him to do right and not wrong from then on.

Dialogue, on the other hand is subject to your feelings, your natural inclination to lust after the carnal pleasures of the 'moment' that the world is stimulating, that is that the current situation, object, people, or person is stimulating, naturally also hating restraint, that is missing out on pleasure, thus hating anyone who gets in pleasures way. In dialogue you are equal with others, thy also having the same natural inclination to lust after pleasure and hate restraint as you. This is why those 'of and for the world' turn to dialogue when it comes to defining and establishing behavior, 'justifying' the child's, man's, and their natural inclination to lust after pleasure and hate restraint, making discussion, right-wrong subject to dialogue with right being anyone or anything stimulating and augmenting pleasure and wrong being anyone or anything getting in the way. In dialogue there is no wrong, only right and "better," with the augmentation of pleasure being "better." In dialogue you can not see what you want, what you are lusting after as being wrong. In dialogue the language is from "I like" to "I do not like," from extreem love or lust, Eros to extreem hate ("Critical Criticism"), a spectrum of feelings based upon what the current situation or environment is stimulating. AI when it comes to behavior, that is marketing is based upon dialogue.

The meaning of change in discussion is from one position to another, making dialogue, what you want subject to doing what the Father says, to what you have been told, having a guilty conscience when you do wrong, disobey, sin thus sustaining the Father's authority when you go out into the world. In dialogue 'change' is subject to what or who in the environment is stimulating pleasure and what or who is stimulating pain, that is who is engendering hate, making 'change' instant, building relationship with others based upon what you and they have in common, your and their common "self interest," silencing, censoring, removing, that is rejecting those who get in the way. While the guilty conscience is based upon discussion, upon what the Father says, holding to position, refusing to compromise in order not to be judged, condemned, cast out for doing wrong, disobeying, sinning the 'super-ego' is based upon dialogue, the moral standard of society, man's lust for pleasure and hatred toward restraint, requiring compromise, the 'suspension' of position in order to build relationship with one another upon what they both want, based upon their common carnal desires.

Rule of Law is based upon discussion, the Father's authority. Tyranny is based upon dialogue, with the child's carnal nature being unrestrained, no longer fearing being judged, condemned, or cast out for doing wrong, disobeying, sinning, in defiance to the Father's authority doing what they want, having to remove the Father and His authority from the enviornment in order for them to be their self, of the world only without restraint.

Case in point: all the books of the Bible are written by individual men, the prophets speaking and writing as God gave them what to say and write down. Noah, alone did God's will, his son's told to 'scatter' built a city instead. Abraham, Moses, to the Son of God all doing the Father's will, doing as they were told. The same being true of the Apostles. No collective, dialoguing of opinions to a consensus process being allowed. All believers are to put no one between them and the Father, His Son Jesus Christ, and the Holy Spirit, all being one, God's Word having the final say.

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."