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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."

What Every Christian Teacher (And Professor) Should Know But Most Do Not.

by

Dean Gotcher

The following are a few of the twenty-one hundred quotations I collected from the over six hundred social-psychology books I studies over a six year period (evaluating them from the Word of God), trying to understand the education system I was taught in a Christian College, of which I had to repent. After taking over eight and a half years of college, seminary, and University classes, mostly on European history and philosophy and then teaching in a University, a 480 level class on the dialectic process, and then giving five thousand lectures on the subject, including TV and radio from coast to coast (over a eighteen year period) on what has happened to our American education system I am now explaining the subject through my website authorityresearch.com, including doing Radio (sort of) presentations (almost daily on the subject), the following is a "short" summation of the dialectic process that has taken over our education system - its effect upon you and the Nation. For anyone who wants to KNOW.

When you replace discussion (the Father TELLING his children what is right and what is wrong behavior, holding them accountable for doing wrong - for not doing what they were TOLD - with the Father having the final say) with dialogue (with his children DECIDING for themselves what is right and what is wrong behavior, according to what they WANT, with his children having the final say) Marxism (Genesis 3:1-6 - Praxis, "intolerance of any influence from without" Karl Marx, The Holy Family) is the outcome. To avoid any confusion both Fascism and Communism, both using "the group" must destroyed the earthly father's authority in the home and the Heavenly Father's authority over man in order to rule, with the Communist, thinking only "group think," improperly calling parental authority "authoritarianism," the seedbed of Fascism. Most people do not realize that our framing fathers did not get rid of the King (the one authoring commands, rules, facts, and truth to be obeyed or applied, hold those under his authority, who do wrong or disobey accountable for their actions (and thoughts expressed - in defiance to authority). While the Constitution limited the power of those in government it was the "Bill of Rights" which made your father King, ruling over his family, his property, and his business according to his convictions, holding those under his authority accountable for their thoughts (expressed) and actions creating a culture where right and wrong are established from being TOLD, creating a guilty conscience for doing wrong or disobeying, creating a civil society where disagreements were not resolved by silencing, censoring, and removing people but by majority vote. I know I am commenting constantly on the difference between discussion, where one in authority authors what is right and what is wrong behavior, having the final say, holding those under his authority accountable for disobeying, doing wrong, or sinning and dialogue, where everyone is doing what they want, having the final say (at least in their mind). The Supreme Court, in 1941 pointed out the difference between the two, between discussion (Christian) and dialogue (Stoic) in Strauss Vs. Strauss: "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." (Emphasis in original.) By 1971 dialogue had replaced discussion when it came to the Supreme Court "making" law, where in ROE v. WADE the Supreme Court wrote: "there has always been strong support for the view that life does not begin until live birth. This was the belief of the Stoics." Karl Marx based his ideology, his political system upon the ideology of Heraclitus (which was the foundation of thought for the Stoics): "Every grown man of the Ephesians should hang himself and leave the city to the boys." In other word dialogue (what "the boys" WANT) has to replace discussion (what the "grown man," the Father says) when it comes to defining and establishing behavior. Over time individualism, under God, our unalianble rights (discussion) have been replaced with socialism, human rights (dialogue) where life, liberty, and property (Jefferson used "persuit of happiness" which is dialectic in structure) has become persuit of happiness, liberty, and life. "'Quality' of life," men's opinion, in position of power now define and establish your worth. "What can I or WE get out of this situation for MY self or OUR self?" now influences rules, policies, and laws, negating "Rule of Law." The corporate now rules over the land, no longer the citizens (the parents). In traditional education twenty students represented twenty sovereign nations, the students remained accountable to their parents authority. By the 50's, as the result of Marxists (the "Frankfurt School" who came to America in the 30's) that had all changed. Parents now no longer have control over their children (and the citizens over the land), the corporate (as the "drug cartel") now are in control of those making law. (National corporate is Fascism, Global corporate is Communism) The "group grade" "Bloom's Taxonomies," facilitated (Marxist) classroom (the breeding ground of the corporate, the NGO's, the "deep state," the "shadow government," the "swamp," the military establishment, the educational establishment, the medical establishment, the media establishment, et al.) now garantees that outcome. Abraham Maslow (a Marxist explaining the "Frankfurt School's" merging of Marxism and psychology, the removal of the father's authority in the children's thoughts [Freud] and in their relationship with one another [Marx]): "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 [removal of the Father's authority from the life experience of the children in order for the children to become themselves, of the world only] are necessary for personal growth, bad social conditions [the Father telling the children what they can and can not do, inhibiting the children from becoming themselves according to their carnal nature, preventing them from finding their identity in "the group," in "the people," in "society")] stunt human nature." (The Journals of Abraham Maslow) Abraham Maslow: "I have found whenever I ran across authoritarian students [that is those who adhere to the Father's authority] that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Maslow on Management) Rejecting the Heavenly Father and His authority outright, those of and for the world perceive the earthly father (when children obey him) as being the source for the belief in God (the law of faith inhibiting the law of the flesh; "the opiate of the masses"). Karl Marx: "The life which he has given to the object [to the Father, when the child obeys the Father instead of doing what he wants] sets itself against him as an alien and hostile force." (Karl Marx, MEGA I-3) Knowing that in discussion God is God, the father is God, the teacher is God, the boss is God, etc., with all authoring commands, rules, facts, and truth to be accepted as is and applied or obeyed, holding those under their authority accountable for their behavior when they do wrong, disobey, sin, when they, lusting after pleasure do what they want (Karl Marx: "To enjoy the present reconciles us to the actual." Critique of Hegel's 'Philosophy of Right' - In other words it is lust that "reconciles" us to the world.) instead of what they are told, by replacing discussion with dialogue, where the children are god, doing what they want, having the final say the world is 'changed.' Children, the next generation of citizens can then think and act (theory and practice) according to their carnal nature, no longer being restrained by authority telling them what they can and can not do. By replacing discussion with dialogue when it comes to behavior the Father's authority is negated, making the child's carnal nature (lusting after pleasure and hating restraint and the restrainer) the foundation from which to reason. The liberation of children from the father's authority (and thus man from God's) is the core of dialectic reasoning. What the woman did in the garden in Eden was academics, she was right in everything she said. She just left what the Father said out of the classroom. When you leave the Father out all you end up with is that which establishes itself as being equal with and therefore above and therefore against the Father and His authority. That is how it works - from the garden in Eden on. The difference between traditional education and Marxist (contemporary) education. In discussion two plus two is four and can not be any other number, an XX chromosome is a girl and and a XY chromosome is a boy, and life begins at conception. It is an absolute, observable and repeatable, the same yesterday, today, and tomorrow, with no shadow of turning and not a respector of persons. In dialogue two plus two can be any number you think it is, an XX and an XY chromosome can be anything you want it to be, and life begins whenever you want it to begin. Which one you start with when it comes to behavior determines the outcome.

Norman O. Brown (a Marxist, promoting the ideology of the "Frankfurt School," the merging of Marx and Freud, Marxism and psychology): "By dialectic, I mean an activity of consciousness, struggling to circumvent the limitations imposed by the formal-logical law of contradiction." In other words "I'm trying to figure out how to get around what my parents [my teacher, my boss, the Constitution, . . . God] told me to do since it gets in the way of what I "want."

Therapy is all about liberating children from their parent's authority and man from God's. There is only one reason for psychology (therapy), the liberation of man from sin in order for him to do what he wants, in order for him to sin without having a guilty conscience, with impunity, the affirmation of men.

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, the Karl Marx in you is standing in the way 'justifying' your hate.

Thanks to Psych 101 College is "party time."

I stuggle some times why I should bother myself with all this. No one wants to think any more, especially the intellectual. Dialectic reasoning is built upon the foundation of lust and hate, justifying violance against the Father and His authority (and everyone adhearing to it) for getting in the way. Since children come from different families, all differing in what is right and what is wrong behavior (with God above, establishing Himself above all, Matthew 23:9 "And call no man your father upon the earth: for one is your Father, which is in heaven." resolving the issue) those of and for the world, rejecting God, the Heavenly Father above (only seeing the father's authority in the home - reflected in the King's authority over the Nation, the boss's authority over the workers, the teacher's authority over the students, etc.,) perceive the father's authority in the home as being the source of division, dividing the children from their carnal nature and from one another. Karl Marx: "The philosophers [the fathers] have only interpreted the world in different ways, the objective however, is change." (Feuerbach Thesis #11; inscribed on Karl Marx's tomb.) The only solution is to unite the children (the twenty sovereign students) upon what they have in common, (Eros), their natural inclination to lust after pleasure and hate restraint, hating the missing out on pleasure, making dialogue ("What can I or WE get out of this situation, this object, these people, this person, this office, this position for MYSELF or OURSELF?" or "Building relationship upon self interest." Obama) the ground from which to reason, instead of reasoning from what the Father says.

Norman O. Brown: "Freud and Hegel are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "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." (Life Against Death: The Psychoanalytical Meaning of History)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') The cure for Neurosis is psychology (therapy), removing the Father's authority from the person's mind, resolving the conflict between being at-one-with his carnal nature and at-one-with the world and having to do the Father's will, which gets in the way.

Replacing one God above, telling children how they are to think and act with the many gods below, through dialogue uniting the children as one below (in gnostic construct, god discovering himself) as they discover what they have in common, their natural inclination to lust after pleasure and hate restraint - requiring that the God above, the father's authority has to go. By replacing discussion (KNOWING from being told) with dialogue (knowing from sense experience) when it comes to defining and establishing behavior, the deed (praxis) is done. Antonio Gramsci (an Italian Marxist who Mussolini put in prison where he wrote twenty-one notebooks before he died, now popular reading material in our Universities): "The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Selections from the Prison Notebooks)

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

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?'" (on becoming a person: A Therapist View of Psychotherapy)

Georg Hegel: "The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such" once he is 'liberated' from the Father's authority, the Father's commands, rules, facts, and truth that got in the way of his carnal nature. (System of Ethical Life) Immanuel Kant: "lawfulness without law" and "purposiveness without purpose" where the law of the flesh reigns (facilitator's of change rule over the children) without the law of God (the Father) getting in the way and the purpose of life is the augmentation of pleasure, the children no longer having to do the Father's will, no longer having to do what they are told-thus missing out on pleasure. (Critique of Judgment)

Karl Marx: "Once the earthly family [the children having to do what their father tells them to do] is discovered to be the secret of the Holy family [man having to do what God, the Heavenly Father tells him to do], the former [the father's authority in the home] must then itself be destroyed in theory and in practice [in the children's thoughts as well as in their relationship with one another, in their social actions]." (Fourth Thesis on Feuerbach)

Replacing discussion, what the Father says (which is formal) with dialogue, with what the children want (which is informal) when it comes to defining and establishing behavior makes the child's carnal nature the foundation upon which to establish behavior instead of what the Father says - replacing the one above (individualism, under God; unalienable rights) with the many below (socialism; human rights).

Bohm (known for quantum physics, is it a particle of an energy wave) and Peat: "A dialogue is essentially a conversation between equals [focused upon what all children have in common, their lust for pleasure and their hating the missing out on pleasure aka the "eternal present"]." "The spirit of dialogue [what Karl Marx called "a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." The Holy Family)] is in short, the ability to hold many points of view in suspension [the children disregarding (treating as irrelevant) what they have been told that gets in the way of what they want, leaving it out, not responding to it or dismissing it as being non-essential when it is brought up in the conversation], along with a primary interest in the creation of common meaning [discovering what they all have in common, their propensity to lust after pleasure, to enjoy the present (pleasure) and hate restraint (hating the missing out on pleasure)]." (Science, Order, and Creativity)

The "Frankfurt School" was a group of Marxists who came to America in the early 30's, advancing Marxism-the praxis of Genesis 3:1-6-through the use of psychology, through the use of dialogue-there is no Father's authority in dialogue; the Father's authority has to be excluded-circumvented or bypassed-in psychology-turning the children against the Father and His authority as the outcome.

György Lukács (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?)

The guilty conscience, the result of the Father's authority ("the field of force of an adult") is the enemy of pleasure, of human nature.

Norman O. Brown (a Marxist explaining the source of the guilty conscience): "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:'" (Life Against Death: The Psychoanalytical Meaning of History)

Robert Trojanowicz (a Marxist explaining the effect the guilty conscience has upon the individual and 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)

The Marxist Kurt Lewin, in his book A Dynamic Theory of Personality explained in two sentences how the guilty conscience, what he called "the negative valence" is 'created' and how it can be destroyed, that is replaced with the "super-ego," which is the moral standards of society, which requires compromise in order to build relationship with others, necessitating the suspension (as upon a cross) anyone insisting that everyone abide by the Father's commands, rules, facts, and truth, doing the Father's will instead of their own. Kurt Lewin: "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 (that is, if the adult goes away or loses his authority) the negative valence also disappears."

Benjamin Bloom in his curriculum (political system), by which all teachers are certified and are being used in all schools across the nation and around the world, including "Christian," known as "Bloom's Taxonomies" wrote: "Superego development is conceived as the incorporation of the moral standards of society (compromise). Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain) Following the same method used by the Serpent on the woman, with Adam following in the garden in Eden I call them secularized Satanism, intellectualized witchcraft. Which they are. Searing the conscience of all who participate, damning their soul, cursing the Nation. Doing what they were developed by Marxists to do - known as the "velvet revolution."

As Carl Rogers stated: "If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (on becoming a person: A Therapist View of Psychotherapy)

All I have to do is find out what you are dialoguing with yourself about, what you want that you have been told you can not have, 'justify' your having it, and, like the Serpent in the garden I "own" you. 2 Peter 2:3 "And through covetousness shall they with feigned words make merchandise of you."

Marxism is children lusting after the carnal pleasures of the 'moment' that the world is stimulating without having a guilty conscience, with "the people's" affirmation, hating God the Father and anyone believing in and obeying Him. This is the contemporary "be positive, not negative," classroom (which has to silence, censor, and remove that is reject "freedom of speech," "freedom of religion," "freedom of the conscience" in order to function) which uses "Bloom's Taxonomies," Marxist indoctrination as its curriculum - its political system - with the students dialoguing their opinions to a consensus, in the facilitated, "group grade" classroom, silencing, censoring, and casting any student out who (refusing to participate) insists upon everyone doing the Father's will instead. The process is not successful until everyone participates (no one can escape). To participate you must leave the old (the "old world order") behind and put on the new ("the new world order"), which once done can not be undone. "Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education) The key word here is the word "innovation," found in the title of the book. Ronald Havelock: 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 [of change]." (A Change Agent's Guide to Innovation in Education) B-STEP (a Federal Grant by which all Federal Grants are based): "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." (Federal Education Grant, Dec. 1969, Behavior Science in Teacher Education Program) In other words you will not know what happened to you until it is to late to turn back. As what happened in the garden in Eden.

"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 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)

Both Fromm and Adorno were members of the "Frankfurt School."

Erich Fromm: "We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." (Escape from Freedom)

Erich Fromm: "In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent-the symbol of wisdom and rebellion-promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (You shall be as gods)

Stephen Eric Bronner: "In fact, it is probably fair to say that Erich Fromm's Marx's Concept of Man introduced the young Marx to America and provided the dominant interpretation of this thinker for the students of the New Left [the democratic party]." " . . . Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." (Of Critical Theory and its Theorists)

Martin Jay (giving a history of the Frankfurt School): "In Escape from Freedom, Fromm offered the sado-masochistic characher [the Father demanding the children obey Him and the children accepting obediance to the Father, thus their missing out on pleasure in order to do His will instead of theirs as being the norm] as the core of the authoritarian personality." (The Dialectical Imagination)

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." "should fascism become a powerful force in this country, it would parade under the banners of traditional American democracy. . . 'rugged individualism'" (The Authoritarian Personality)

Martin Jay: "The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality 'revolutionary' had changed to the 'democratic' [the democractic party was now a revolutionary party; this is the reason Ronald Reagan stated: "I did not leave the democratic party. It left me."]." (The Dialectical Imagination)

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

It was Protestantism, doing the Father's will above all, that stood in the way of socialism-Marxism-Globalism. Individualism, under God (denying your self-quit the dialoguing, justifying your self, picking up your cross, get "the group" out of you head, and following the Son of God, Jesus Christ, by the power of the Holy Spirit doing the Father's will; Luke 9:23) prevents "group think." Karl Marx: "It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx) Again, replace discussion, what the Father says with dialogue, with what the children think (their opinion) when it comes to defining and establishing behavior and the deed (the praxis) is done.

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)

John 5:30 "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."

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

Hitler destroyed the earthly father's authority in the home and The Heavenly Father's authority in the hearts of men through the use of "the group." Both National corporate (Fascism) and Global corporate (Communism), through the use of "the group" destroy the father's authority in the home and the Father's authority over man. While the earthly father is not perfect (he might be a tyrant) his office is perfect, having been given to him by God to do God's will in. The facilitator of 'change,' on the other hand perceiving his self as being the personification of "the people," who, like him lust after the carnal pleasures of the moment the world stimulates, hating restraint, sees it as his duty to take the Father's position of authority in order to use it to 'justify' "the people's" natural inclination to lust after pleasure in order to 'justify' "his" natural inclination to lust after pleasure. When you question the facilitator of 'change's' actions he will respond with "It is not just about you," really meaning "It is all about me, so I can lust after pleasure without having a guilty conscience, with your affirmation. If you refuse to affirm me, that is my lusts or get in my way 'the people' will remove (negate) you since having 'justified' their lusts I now 'own' them. It appears I must keep an eye on you from now on for the 'good' of 'the people,' that is for my 'good.'" The role of the facilitator of 'change' is to make behavior subject to dialogue, how you "feel" and what you "think" ('reasoning' from your feelings) instead of discussion, reasoning from what the Father says in order for "him" to do wrong, disobey, sin, that is so he can lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, with your affirmation. By the facilitator of 'change' 'creating' an environment (a "positive," safe place-zone-space) which removes the Father's threat of judgment, condemnation, and being cast out for immoral behavior from the environment (the classroom, the workplace, the conference room), you are now free to "be yourself." From then on the facilitator of 'change' "owns" you. It is all the serpent, the master facilitator of 'change' did with the woman in the garden in Eden, replacing "thou shalt surely die," what the Father says with "ye shalt not surely die," that is "We can talk about anything here without being judged, condemned, or cast out" and he "owned" her - with Adam following after her (dialogue not only 'justifying' his lust for the "forbidden fruit" but also his lust for her, human relationship).

Kurt Lewin: A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization." "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." (Kenneth Benne, Human Relations in Curriculum Change)

By replacing the one up front (above) with the group when it comes to defining and establishing behavior the individual is changed.

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." (Wilbur Brookover, A Sociology of Education)

Instead of using physcial torture (as was done to our soilders in North Korea - "brainwashing" is "washing" the Father's authority, equated to Nationalism from the mind of the person) the agenda is to use emotional torture, placing each student in an environment where they are caught between doing what the Father says, missing out on what they want, with the group turning on them (rejecting them) when they bring up and defend what the Father says and going with the group, doing what they want, having to reject the Father's authority in the process. Loyalty to one has to be the outcome. What the Father says has to be replaced with what the "group thinks" aka "group think" (Karl Marx: "class consciousness")

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 by 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)

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)

Isolated in (and by) the group the child has to choose between doing the Father's will (not being able to do what he wants) and being rejected by the group or rejecting the Father's authority, being accepted by the group (being able to do what he wants).

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)

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

Herbert Marcuse: "... 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)

Norman O. Brown: "To experience Freud is to partake a second time of the forbidden fruit;"

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)

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." (Human Relations in Curriculum Change)

All the woman did in the garden in Eden, with Adam following was leave the Father out when it came to defining and establishing right and wrong behavior. Leave the Father out and all you have is the carnal nature the children, their lusting after the carnal pleasures of the moment that the current situation is stimulating and their hating anyone getting in the way.

Martin Luther warned us of what happens when we leave what the Father says out of academics: "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." It is what Christian teachers and professors are doing every day, leaving the Father's authority out of their classroom when it comes to academics doing what the woman did in the garden in Eden, with Adam following, choosing relationship with one another and the world over and therefore against doing the Father's will. Even doing it in "the name of the Lord."

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

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

Relationship with the world must leave the Father out when it comes to behavior - in order not to be an offense to others - suspending the reason the Son came, to redeem us from our sins against the Father. If you are more concerned about your children's social life than where they will spend eternity you are a socialist, a Marxist, a Globalist. You can deny it but you can not refute it.

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."

"Bloom's Taxonomies" are secularized satanism, intellectualized witchcraft, searing the conscience of all who participate, damning their soul, cursing the Nation, doing what they were designed to do. While discussion, like the law can not save you, without it (admitting you are wrong and repenting) you can not be saved. In dialogue, where you are god, not needing salvation (except from the Father) you can never be saved.

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."

Institution for Authority Research, Dean Gotcher 1997 - 2026