Kurt Lewin by Dean Gotcher

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Kurt Lewin
Seducing, Deceiving and Manipulating People Through the Use of:
Force Field Analysis, Group Dynamics, and Unfreezing, Moving, and Refreezing—the three steps of brainwashing, washing the father's authority (Nationalism) from the thoughts and the actions of the next generation.

While the earthly father is subject to the flesh and the Heavenly Father is not both have the same authority system, authoring commands, rules, facts, and truth to be obeyed and applied, holding those under their authority accountable for their thoughts and actions.

The agenda is to liberate the person from the father (the father's authority system which requires no compromise, no tolerance of ambiguity) by replacing him with the facilitator of 'change' and "the group," (in a group setting) when it comes to defining and establishing behavior, which requires compromise, tolerance of ambiguity (deviancy) aka "change."

Karl Marx: "Once the earthly family is discovered to be the secret of the Holy family, the former [your father's authority] must then itself be destroyed [eradicated] in theory and in practice [what the father says must be "washed" from your mind, directly affecting your actions]."

Having rejected the Heavenly Father and His authority those "of and for the world" have the many fathers below (who disagree with one another) as the source of division, which they must eradicate if worldly peace and socialist harmony is to become reality. Unity therefore can only be found in the commonality of the children, in their natural inclination to lust after pleasure and hate restrain (the missing out on pleasure).

Jürgen Habermas (a member of the "Frankfurt School"): "In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence."

Dialogue (the dialectic process) ties us to the world of pleasure, to doing what we want while discussion ties us to the Father and His authority, to doing what we are told. Replacing discussion (what the Father says) with dialogue (with what the children want) when it comes to defining and establishing behavior eradicates the Father and His authority from the outcome, leaving only the children's carnal nature, only that which is of the world in place.

Karl Marx: "To enjoy the present reconciles us to the actual."

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

György Lukács (founder of the Frankfurt School), History and Class Consciousness: What is Orthodox Marxism?: "... the central problem is to change reality. . . reality with its 'obedience to laws.'" (Kurt Lewin was the editor of their magazine; Zeitschrift für Sozialforschung, Journal for Social Research).

Karl Marx: "Laws must not fetter human life; but yield to it; they must change as the needs and capacities [LUSTS] of the people change."

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."

Karl Marx: "The philosophers [the fathers] have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Eleventh Thesis on Feuerbach, which is inscribed on Karl Marx's tomb)

Ronald Havelock in A Change Agent's Guide to Innovation in Education wrote: A "change agent... should know about the process of change, how it takes place and the attitudes, values and behaviors that usually act as barriers.... He should know who in his system are the 'defenders' or resisters of innovations."

Federal Grant called BSTEP, Behavior Science in Teacher Education Program (December 31, 1969) which reads: "During the period of innovation, an environment is invisible. The present is always invisible because the whole field of attention is so saturated with it. It becomes visible only when is has been superseded by a new environment."

Abraham Maslow (a Marxist): "When we learn to silence the inner voice that judges yourself and others [when you get rid of the father's authority], there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas." (Maslow on Management)

In getting what you want, what the father said "NO" to the world is 'changed,' it is no longer the same, there is no going back to the way it was.

"A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (source: Kenneth Benne, Human Relations in Curriculum Change)

Edger Schein and Warren Bennis explained what "unfreezing" is. "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." (Edger Schein and Warren Bennis, Personal and Organizational Change Through Group Methods: The Laboratory Approach)

Warren Bennis, Interpersonal Dynamics: Essays in Readings on Human Interaction: "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, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)

Benjamin Bloom in his book second "taxonomy," 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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

Describing the Father's authority and the effect it has upon the child, the guilty conscience, Kurt Lewin explained what must be done in order to negate its effect upon the child, 'liberating' the child, the child's carnal nature from the Father's authority.

"The negative valence of a forbidden object which in itself attracts the child 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." (Kurt Lewin, A Dynamic Theory of Personality)

He explained how to overcome the effect the Father's authority has upon a meeting, how to destabilize those loyal to the Father's authority in order to initiate change. By bringing dialogue (which has no Father's authority in it, is informal and subjective, is subject to the persons "feelings" of the 'moment,' is subject to the persons desires or "self interest" of the 'moment') into a discussion (which supports the Father's authority, is formal and objective, is subject to being right and not wrong according to established commands, rules, facts, and truth) confusion is engendered, requiring either moving to discussion, rejecting dialogue, retaining the Father's authority or moving to dialogue, rejecting the Father's authority, 'liberating' the participates (and the outcome) from being subject to the Father's authority, "rule of law." By forcing the meeting into dialogue, with the objective of coming to a consensus (a "feeling" of "oneness"), any who insist upon discussion, holding onto the Father's authority, insisting upon doing right and not wrong according to established commands, rules, facts, and truth become the source of "controversy," are labeled as being negative, divisive, hateful, intolerant, maladjusted, lower order thinkers, unadaptable to 'change,' intolerant of diversity (deviance), irrational, unreasonable, phobic, in denial, resisters to 'change,' not team players, phobic, racist, fascist, psychological, immoral, uncaring, etc., and are either converted (willingly participate in dialogue), are silenced (told not to be "negative"), censored (blocked from having access to communication with others), or are cast out (not invited back into the meeting or even "unlived").

"Change in organization can be derived from the overlapping between play and barrier behavior. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)

He explained the importance of the group, the desire for approval (affirmation) which includes the fear of rejection, in changing an individuals way of thinking and acting. Dopamine, a chemical our body (nervous system) automatically produces, called a neurotransmitter, is emancipated into the gap between nerves, called a synaptic gap when we come into contact with an object of pleasure in the environment (or even when we think upon it), wanting it, attempting to control it or the environment it is in to have more access to dopamine emancipation (pleasure). The child is not in love with the toy. He or she is in love with the dopamine that the toy stimulates. Discussion is formal, thus no dopamine emancipation. Dialogue is informal, thus emancipating dopamine. The Father telling us what we can not do does not stimulate dopamine emancipation. Other's doing what we want or telling us we can do what we want (affirming us) stimulate dopamine emancipation in us. Thus the dynamic power of "the group."

Karl Marx: "It is not individualism [you doing what your father says, thus no dopamine emancipation] that fulfills the individual, on the contrary it destroys him. Society [you being affirmed by the group, what the 'group thinks'] is the necessary framework through which freedom and individuality are made realities [with you being able to do what you want with "the group's" affirmation, emancipating dopamine]."

"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." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

Kurt Lewin explained the importance of desire (lust) being put into action (setting aside restraints), and group affirmation in order for 'change' to become reality. The dynamics of the group ("group dynamics"), the desire for approval from those in the group moved a persons focus from holding to established principles to how the group was perceiving him, how it was behaving toward him, affirming or disaffirming him.

"A change in action-ideology, a real acceptance of a changed set of facts and values, a change in the perceived social world—all three are but different expressions of the same process," "Social action no less than physical action is steered by perception." "... the new system of values and beliefs dominates the individual's perception." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

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

"Kurt Lewin emphasized that 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." "It changes his cognitive structure, the way he sees the physical and social worlds, including all his facts, concepts, beliefs, and expectations." "It modifies his valences and values, ... his attractions and aversions to groups and group standards, his feelings in regard to status differences, and his reactions to sources of approval or disapproval." (Wilbur Brookover, A Sociology of Education)

According to Lewin, by 'liberal's focusing the meeting upon being "positive," tolerant of all viewpoints, suspending the truth, as upon a cross, in order to continue the dialogue, those who come from a "negative" background, insisting upon one point of view, can be disarmed until their desire for approval (affirmation) from those in "the group" ("a strong we-feeling") overwhelms their desire for approval from the authority figure they came into the room, originally loyal to.

"Feelings of not belonging can be forestalled by making everyone feel welcome and wanted from the very beginning." "It is probable that the individual who does not belong will act in ways not conducive to good group action." "The best approach is to help him feel that he does belong and that he is wanted, whether or not his ideas are similar to those of the group." "Give him a 'we' feeling if possible, and avoid any 'you vs. us' attitude by word or gesture." "For re-education seems to be increased whenever a strong we-feeling is created." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

It is imperative that all participants willingly take part in social action (group projects) if their new beliefs and values are to become a permanent part of their thoughts and actions.

"Physical experiences cause a change in our theories and concepts about the physical world." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues) If you preach and teach (and then chasten those who are disobedient) in order to initiate and sustain order, you engender a "top-down," Patriarchal Paradigm (righteousness) order of absolutes ('fixity'). But if you dialogue opinions to a consensus (insisting upon "tolerance of ambiguity") in order to initiate and sustain order, you engender an "equality," Heresiarchal Paradigm (sensuousness) order of permissiveness ('changingness').

"The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)

"... the new set of values he is expected to accept does not assume in him the position of super-ego, and his re-education therefore remains unrealized." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

The difference between the guilty conscience and the so called "super-ego."

"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:" (Norman O. Brown, Life Against Death : The Psychoanalytical Meaning of History)

"Social control is most effective at the individual level. 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." "Unfortunately, because of the reduction of influence exerted by neighbors, the extended family and even the family, social control is now often more dependent on external control, than on internal self-control." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)

Since parental authority is out and socialist control is in, the past must become subject to the impulses and urges of the present, making children subject to the socialists dreams and hopes for the future, a world or carnal pleasures, 'liberated' from Godly restraint.

". . . the super-ego . . . unites in itself the influences of the present and of the past.'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"It is a function of the ego to make peace with conscience, to create a larger synthesis within which conscience, emotional impulses, and self operate in relative harmony." "When this synthesis is not achieved, the superego has somewhat the role of a foreign body within the personality, and it exhibits those rigid, automatic, and unstable aspects discussed above." (Theodor Adorno, The Authoritarian Personality)

"The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience." "Superego development is conceived as the incorporation of the moral standards of society." "Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Benjamin S. Bloom, Taxonomy of Educational Objectives: Book I Cognitive Domain)

"This voice which really isn't you but tells you the way the world works is a direct attack on creativity. We have to work to remove it." "When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas." (Michael Ray, Maslow on Management, Abraham Maslow, John Wiley & Sons, Inc, 1998. p. 223, 225)

"Re-education" (a key word for brainwashing) requires the subject to be manipulated into thing he is in control of what is going on when in fact he is subject to the influences of the facilitator of 'change' and people who are already intoxicated with, addicted to, and/or possessed by the process of 'change.'

"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)

Carl Rogers explained it this way: "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood."
"We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine."
"'Now that we know how positive reinforcement [group affirmation] works, and why negative [enforcing commands, rules, facts, and truth] doesn't' ... 'we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled [the manipulated] though they are following a code much more scrupulously [more government regulations and oversight (sight based management)] than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do. That's the source of the tremendous power of positive reinforcement—there's no restrain and no revolt. By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

Lewin's agenda was to initiate a "culture war," where, through "group psychotherapy," the consensus process culture would forever be 'liberated' from the Father's authority, creating a new world order where all could do wrong, disobey, sin with impunity.

"The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

"A feeling of complete freedom and a heightened group identification are frequently more important at a particular stage of re-education than learning not to break specific rules." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)

Lewin developed the three key elements of brainwashing , i.e., "unfreezing, moving, and refreezing" in order to not only 'change' America but the world as well. It was essential a trained facilitator of 'change' lead the meeting or 'change,' while being initiated, would not be sustained.

"A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." "... general principles for changing group culture" [are]" change of group atmosphere, (the system of values which governs the ideology of a group), changes of power constellation within the group (change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group.)" (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

His "force field analysis" was simply how to evaluate the people in the room, those loyalty to the Father's authority, those loyal to their self only, those loyal to "the group," and those loyal to the process of 'change,' in order to know how best to initiate and sustain control of the meeting, for the 'purpose' of 'change.'

"Driving forces are those forces or factors affecting a situation which are 'pushing' in a particular direction; they tend to initiate a change and keep it going." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

"Restraining forces may be likened to walls or barriers. They only prevent or retard movement toward them.... the first step may be to determine what forces, if any, must be dealt with before a change can occur." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

Lewin recognized Hitler's use of the group process in order to engender 'loyalty' to himself and Fascism, traditional authority without the right of discussion (which is tyrannical) and his need to use dialogue in order to negate traditional authority, making everyone subject to global-socialism aka common-ism. (see The Liberal Mind)

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." (Kurt Lewin in Kenneth Bennie Human Relations in Curriculum Change)

National corporate is Fascism. Global corporate is Communism. "Relationships built upon self-interest" (upon dopamine emancipation; upon "What can I or WE get out of this situation, this object, these people, this person, this office for MY or OUR SELF?" ) in the corporate world is Marxism. The individual has no worth outside of his following after, serving, protecting, definding, praising, worshiping, and even willingly dying for the corporate and the facilitator of 'change' who rules over it (who "owns" all the souls in it).