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    You will not be able to read through the following unless you are upset, i.e., upset with someone coming between you and your children. It explains how and why children are being 'liberated' from their parent's authority, i.e., 'liberated' from the father's/Father's "top-down" authority system with government approval and support, i.e., with government departments, agencies, institutions (including the "church") initiating and sustaining the process of 'change.' From the home to the top positions in our nation, children (including your elected representatives) have become obstinate and defiant to parental authority (to their constituents, who sent them to represent them and to abide by the constitution, which limits their, i.e., the representative's as well as the judge's and president's powers), disregarding it, serving their own "self interests" instead. 
    The following will require you to think.  University professors, after looking at my class syllabus, would ask me, "And how many students dropped out after your first class?" I was amazed (shocked) to discover how many students, though intelligent, could not think, i.e., could not put two plus two together and get four, or were not interested in thinking, thinking through their "feelings," i.e., through their desires of the 'moment' instead.
    Having spend five years reading over 600 social-psychology books (on my own)—many of which are required reading for a PhD in Education, Psychology, Sociology, Philosophy, etc.—taught in a University (on the dialectic process and its affect upon American institutions), and, for the past twenty years, traveled from coast to coast given over 5000 lectures (including radio and TV), the following (cutting through the philosophical-sociological-psychological jargon*) explains what using the dialectic process to 'liberate' children (including college students) from parental authority, i.e., from the father's/Father's "top-down" authority system is all about—so that children can be "normal" again, therefore able to become united as one ("build relationship") upon their natural (carnal) desires of the 'moment' ("self interest"). (*Believe me I have cut through the jargon. If you have ever read George Hegel's, Karl Marx's or Sigmund Freud's writings, or any of their followers writings, or the writings of those who proceeded them, you know what I mean.)
    The "new" world order is a society of children (in adult bodies), guided by their "feelings" of the 'moment,' being seduced, deceived, and manipulated by facilitators of 'change,' who, being seduced, deceived, and manipulated themselves, are 'purposed' in "helping" children (including those in adult bodies) 'liberate' themselves from the "old" world order of parental authority, i.e., negating the father's/Father's "top-down" authority system in their feelings, thoughts, and actions, and in their relationship with one another and the world, so that they can do wrong without having a guilty conscience, i.e., so that they can sin with impunity. "There is no fear of God before their eyes" sums up our current Facebook, "living in the 'moment,'" 'driven' by pleasure, 'purposed' in augmenting pleasure, culture. (Romans 3:18) In essence (for example) the marriage vow, which used to be "for better or for worse" has now added "or until something better comes along." It is the difference between the "old" commands and rules, facts and truth, preaching and teaching, "top-down," i.e., father/Father based world order and the "new" feelings, opinions, dialogue, and consensus, "Liberté, Equalité, Fraternité," i.e., children-facilitator of 'change' based world order. As you will see, education (or rather re-education) is at the heart of the "new' world order, with "Bloom's Taxonomies" its bible (chart).

As strange as it may seem, the so called "new" world order, i.e., the dialectic process, i.e., the consensus process is based upon this primes—as stated by George 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." (George Hegel, System of Ethical Life) George Hegel's "once again as such" means, once the child's feelings, thoughts, and actions and relationship with others and the world, through dialectic 'reasoning,' i.e., through "self" 'justification' (the system of Genesis 3:1-6)—which requires sight, i.e., that which is of the world only (including the imagination), questioning what is not of the world (that which is not rational, i.e., reasonable, i.e., practical, i.e., actual, i.e., common to all mankind), is 'liberated' from the father's/Father's "top-down" authority system (the system of Hebrews 12:5-11)—which requires faith in and obedience to that which is not (He who is not) "of and for" the child's world only. According to Hegel, through dialectic 'reasoning,' i.e., through "self" 'justification,' i.e., through "reasoning," according to "good sense" (according to what seems practical to the child in the 'moment'), evaluating the world from (for) himself or herself (aufheben), according to his or her own "sensuous needs" and "sense perception," i.e., "sense experience," the child is able to be himself again, as he was (carnal, of the world only) before the father's/Father's first command, rule, fact, or truth came into his life—preventing him from being normal, i.e., inhibiting or blocking him from satisfying his natural (carnal) desires of the 'moment'—with the child's use of dialectic 'reasoning,' i.e., "self" 'justification," i.e., Genesis 3:1-6 negating the guilty conscience (Romans 7:14-25), i.e., negating his need to ask for forgiveness and repent for doing wrong, i.e., for sinning, i.e., for being "normal" (for being "reasonable," "practical," etc.), i.e., for disobeying the father's/Father's commands and rules, negating his need to believe in (having faith in) the father/Father—in the Father's only begotten Son, Jesus Christ, who was obedient to His Heavenly Father in all things commanded (who, by His shed blood on the cross, 'redeemed' us from His Heavenly Father's wrath upon us for our disobedience, with his righteousness being imputed to us according to our faith in Him, and who by His resurrection 'reconciled' us to His Heavenly Father in order for us to take part in His holiness). Dialectic 'reasoning,' i.e., children 'justifying' themselves (with themselves), "reasoning" with one another through dialogue, thus becomes the means to (the spirit of) world unity, negating the father's/Father's "top-down" authority system which divides—above-below, saved-lost, light-darkness, sheep-goats, etc.
    This means, for 'change' to take place, i.e., for the facilitator of 'change' to take the place of the father/Father in the child's life, the child's opinion (his thoughts taken captive to his feelings of the 'moment,' making him subject to sight, i.e., to sensuousness) must be accepted as the Thesis, as the issue of importance, instead of the father/Father's commands, rules, facts, and truth (requiring faith, i.e., righteousness, i.e., doing the father's/Father's will despite the pain, including the pain of missing out on the pleasures or desires of the 'moment'). If the father's/Father's "top down" authority system, i.e., the pattern of Hebrews 12:5-11 is made the Thesis, i.e., the way it "is," then the child's nature, i.e., his carnal desires of the 'moment' along with his thoughts upon how the world "ought" to be (satisfying his carnal desires of the 'moment') remains the source of conflict, i.e., the Antithesis. With the father's/Father's authority to preach commands and rules to be obeyed and teach facts and truth to be accepted as is (by faith), to "reward" or "bless" the child for doing good, i.e., for doing his/His will, to "chasten" the child for doing wrong, i.e., for not doing his/His will, discussing with his child what he is to do (in greater detail) or what he has done wrong (at the father's/Father's discretion), and to "cast out" the child who rejects his/His authority, a guilty conscience for disobedience, i.e., for doing wrong, i.e., the pattern of Romans 7:14-25 is engendered in the child, preventing 'change,' i.e., preventing Synthesis, i.e., preventing the child from becoming at-one-with the children of the world, i.e., inhibiting or blocking him from becoming subject to the seduction, deception, and manipulation of the facilitator of 'change.'
    The father's/Father's "top-down" authority system can only be overcome (negated) through the child's use of dialectic 'reasoning, i.e., through "self" 'justification,' i.e., through the pattern of Genesis 3:1-6, allowing the child to be at-one-with, i.e., in Synthesis (consensus) with nature, i.e., "of and for self" and the world only, in thought and in action, i.e., "in theory and practice," where all children, with their personal desires, i.e., their "self interests" can become at-one-with one another, i.e., in a "group," with their actions (building relationships and building projects) become one and the same, i.e., unite in a consensus, i.e., in a "feeling" of "oneness," 'creating' a world of "can"—where nothing is impossible in their eyes. Thus they no longer need a savior, having saved themselves (with themselves), i.e., having, through dialectic 'reasoning,' i.e., through "self" 'justification' 'reconciled' their "self" with their "selves," in a world of pleasure (Eros), 'redeeming' their "self" from the father's/Father's "top-down" authority system in the process, calling it agape.
    Hegel's "Particular" is bound up in the isolated child being "repressed," i.e., having to humble, deny, control, discipline his "self," i.e., thinking and acting according to his father's/Father's commands, rules, facts, and truth, having to do the father's/Father's will, "alienating" his "self" from himself as well as from others. Hegel's "Universal" is all children uniting their "self," i.e., becoming at-one-with each other and the world through their use of dialectic 'reasoning,' i.e., 'justifying' their "self," 'liberating' their "self" from the father's/Father's "top-down" authority system.
    By dialoging their opinions to a consensus and putting it into practice, i.e., into social action (praxis) they are able to "actualize" their "self," finding their identity in the "whole," i.e., in the "absolute," i.e., in that which is "of and for self," i.e., in that which is "of and for nature," i.e., in that which is "of and for the world" only, establishing themselves over and therefore against the father's/Father's "top-down" authority system. If you understand this, you understand the 'drive' and the 'purpose' of the so called "new" world order, which is not new, being as "new" as Genesis 3:1-6, where a facilitator of 'change' came into the Garden in Eden, i.e., into the "room" per se, coming between the Father and his "children," "helping" them 'justify' themselves, i.e., to be themselves, i.e., to be of the world only, "helping" them 'liberate' their "self" from the Father's "top-down" authority system.
    "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." 1 John 2:16 When children 'justify' their "self," i.e., their "sensuous needs," i.e., their "lust of the flesh," and their "sense perception," i.e., their "lust of the eyes," approving or affirming their "selves" in the consensus process, i.e., in what is "the pride of life," they harden their hearts against the father/Father and his/His authority, blinding themselves to the consequence of their praxis in the process. "The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9 "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." Luke 16:15 "Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished." Proverbs 16:5 "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 "O LORD, I know that the way of man is not in himself: it is not in man that walketh to direct his steps." Jeremiah 10:23 "Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6 While the earthly father is not perfect (he could be a downright tyrant or absent), his office is, having been given to him by God, to serve under Him in. Yet division comes between the child and the earthly father when the Heavenly Father, through His Son, becomes the Father, unless both accept Him as their Father. "And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
   The so called "new" world order is in essence facilitators of 'change,' i.e., group psychotherapists "helping" children praxis (practice) dialectic 'reasoning,' i.e., Genesis 3:1-6, i.e., "self" 'justification' in order to negate the father's/Father's "top-down" authority system, i.e., Hebrews 12:5-11, i.e., the "old" world order in order to negate the guilty conscience, i.e., Romans 7:14-25, making the law of the flesh, i.e., the law of sin, i.e., "human nature" the law of the land, so that man can sin, i.e., praxis unrighteousness and abomination with impunity, i.e., without having a guilty conscience. In other words, the 'purpose' of those promoting dialectic 'reasoning' (the "new" world order), i.e., the facilitators of 'change,' i.e., the group psychotherapist is to 'liberate' children from the affect the father's/Father's "top-down" authority system ("doing right and not wrong" according to the father's/Father's will, i.e., "prejudice") has upon them, i.e., upon their feelings, thoughts, and actions, and upon their relationship with one another and the world.
     According to dialectic 'logic,' the father's/Father's "top-down" authority system creates neurosis in children—creates a "guilty conscience" in them when they are doing or are thinking about doing what comes natural to them, disobeying or thinking about disobeying their father's/Father's commands, rules, facts, and truth—resulting in children repressing themselves against their own nature which then leads to them preaching and teaching their father's/Father's commands, rules, facts, and truth to one another, defending their father's/Father's position, "prejudicing" themselves against one another, judging one another for doing wrong, making one another "feel bad," i.e., feel guilty, thus alienating themselves from one another. Unless the child is able to freely (safely, i.e., with approval or affirmation) express his feelings and thoughts (his observations or evaluation, i.e., aufheben) through dialogue, what he is doing within himself already, he will remain neurotic, repressed, and alienated.
     According to dialectic 'logic,' only by facilitators of 'change' "helping" children 'justify' their carnal nature, i.e., their impulses and urges of the 'moment, only through children learning to use dialectic 'reasoning,' i.e., "self" 'justification,' only by facilitators of 'change' 'creating' a "healthy environment" for children, i.e., a "safe zone," i.e., an "experiential chasm" for children, void of the father's/Father's authority system—where children, through dialogue, i.e., through sharing their opinions (their "thoughts" of the 'moment,' which are taken captive to their "feelings" of the 'moment,' which are stimulated by the situation of the 'moment,' which is manipulated by the facilitator of 'change') with one another without "prejudice," i.e., without insisting upon or defending their father's/Father's commands, rules, facts, and truth, i.e., without being "negative"—can children find "common ground," i.e., can they through affirmation experience consensus with one another, and putting it into practice, called praxis, be restored to the way they felt, thought, and acted, and related with themselves and the world before the father's/Father's first command, rule, fact, or truth came into their lives, learning to relate with one another in the same way, according to their "sensuous needs" and "sense perception" of the 'moment,' i.e., according to that which is "of and for nature Only." "In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest)
     According to dialectic 'logic,' only through children learning to use dialectic 'reasoning,' i.e., learning to 'justify' themselves (with one another) through the dialoguing of their opinions to a consensus can the father's/Father's authority system , i.e., the preaching and teaching of commands, rules, facts, and truth to be accepted as is, i.e., by faith (equated to nationalism, i.e., fascism) be negated in their feelings, thoughts, and actions and in their relationship with one another and the world, negating neurosis, repression, and alienation, i.e., negating the guilty conscience for doing wrong, i.e., for disobeying the father/Father, for questioning and challenging the father's/Father's commands, rules, facts, and truth, for disrespecting and defying the father's/Father's authority system. Thus, only through children (the next generation of citizens) learning to use dialectic 'reasoning,' i.e., 'justifying' themselves as "children of disobedience" and putting it into practice, can they (united as one over and therefore against the father's authority system) create a world (a "new" world order) of Liberté, Equalité, Fraternité, i.e., can they initiate and sustain a world of perpetual 'change,' i.e., a world void of ('liberated' from) parental/Godly restraint, i.e., a world "of and for self," i.e., "of and for" human nature (the child's carnal nature) only, i.e., "of and for" unrighteousness and abomination.

If this is accepted, i.e., making "human nature," i.e., the child's carnal nature, i.e., his desires (impulses and urges) of the 'moment,' i.e., his desire for pleasure, including the pleasure which comes from the approval of men, approving of his pleasure and his dissatisfaction with pain, including his dissatisfaction with (the pain which comes with) the father's/Father's restraints and disapproval—inhibiting or blocking him from participating in the pleasure of the 'moment,' imagined or real—the standard for life, instead of the father's/Father's commands, rules, facts, and truth, then George Hegel's next statement, sounding more like Karl Marx (who was not yet born), becomes 'reality.'
    "On account of the absolute and natural oneness of the husband, the wife, and the child, ... the surplus is not the property of one of them ... all contracts regarding property or service and the like fall away ... the surplus, labour, and property are absolutely common to all, inherently and explicitly." (George Hegel, System of Ethical Life) In this way, through the use of dialectic 'reasoning,' facilitators of 'change' ("big brother"), coming between the father and his children, i.e., negating the father's "top-down" authority system in the children's feelings, thoughts, and actions, and in their relationship with one another (in society), gain control over the children, making them their slaves, living off their inheritance. As Carl Rogers put it: "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." "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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) "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." (Wilbur Brookover, A Sociology of Education) "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) "Group therapists [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group [the students] to explore and to employ its own resources. The group [the students] [must] feel free to confront the therapist [the facilitator], who must not only permit, but encourage, such confrontation. He [the child] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient [the student] changes the past by reconstituting it." (Irvin Yalom, Theory and Practice and Group Psychotherapy) "There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain)

The scriptures warn us: "But evil men and seducers shall wax worse and worse, deceiving, and being deceived." turning man away from the Father and the Son. (2 Timothy 3:13) The only way to not be seduced and deceived is to have faith in and follow after Christ Jesus, doing His Heavenly Father's will. "And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily [be willing to be rejected by others], and follow me." Luke 9:23 "For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50 "For though we walk in the flesh, we do not war after the flesh: (For the weapons of our warfare are not carnal, but mighty through God to the pulling down of strong holds;) 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;" 2 Corinthians 10:3-6 "But whosoever shall deny me before men, him will I also deny before my Father which is in heaven." Matthew 10:33 While some claim that they "know God," they live contrary. "They profess that they know God; but in works they deny him, being abominable, and disobedient, and unto every good work reprobate." Titus 1:16 "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 7:21 Negate the father's/Father's authority system and you negate faith. "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." Hebrews 11:6

Important information for all parents (and children) to know—whether homeschooling or not.
Homeschooling and the Dialectic Process. (pdf) Exam. (pdf)

It is no wonder then why Karl Marx and Sigmund Freud focused upon negating the father's/Father's "top-down" authority system in society—Karl Marx—and in the individual—Sigmund Freud.
    Karl Marx wrote: "once the earthly family [with the earthly father's "top-down" authority system restraining the children] is discovered to be the secret of the holy family [with the Heavenly Father's "top-down" authority system restraining man], the former [the earthly father's "top-down" authority system] must itself be annihilated [vernichtet] theoretically and practically [in the child's feelings, thoughts, and actions and in his relationship with himself, others, and the world]." (Karl Marx, Theses On Feuerbach #4)
    Karl Marx wrote: "It is not individualism [the child under the parent's/God's authority system, being personally held accountable to them for his thoughts and actions, having a guilty conscience (neurosis) for disobeying or thinking about disobeying them, in order to do what he wants to do in the 'moment,' "repressing" himself in order to do their will, "alienating" himself from others and others being "alienated" from him because of his ridged (parent's or God's) position on issues, or isolating himself, doing what he wants to do when he wants to do it, but for himself alone] that fulfills the individual, on the contrary it destroys him. Society ["the group," "human relationship based upon 'self interest,'" 'compromising' or setting aside the father's/Father's commands, rules, facts, and truth in order to "get along" with one another, in order to come to a consensus, i.e., in order to come to a "feeling" of "oneness"] is the necessary framework through which freedom and individuality [freedom from the father's/Father's authority system and freedom to do as one desires in the 'moment,' i.e., to be carnal, i.e., to be of the world only, with group approval, ,i.e., with "affirmation"] are made realities." (Karl Marx, quoted in John Lewis, The Life and Teachings of Karl Marx) For Marx, instead of "human nature," i.e., the child's carnal nature, and therefore society being restrained by the father's/Father's "top-down" authority system, "human nature," i.e., the children questioning, challenging, disrespecting, and defying the father's/Father's "top-down" authority system must become the foundation upon which the home and society are built. "Not feeling at home in the sinful world, Critical Criticism must set up a sinful world in its own home." (Karl Marx, The Holy Family)
    Sigmund Freud wrote: "'it is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [that is, the father's/Father's "top-down" authority system no longer has relevance to the child]." (Sigmund Freud as quoted in Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
    "Freud noted that patricide [the children killing and "devouring" their father, negating his authority over them] and incest [the children carrying out their carnal impulses and urges of the 'moment,' i.e., having sensual (sexual) relationship with their mother and one another] are part of man's deepest nature." (Irvin Yalom, The Theory and Practice of Group Psychotherapy) Freud, believing that all children were sexually active, saw sex as being the greatest pleasure of all. Therefore, according to Freud, the only way to 'liberate' man, i.e., to 'liberate' the sexual nature of the child in man, was to 'create' a "new" world order based upon the nature of the child, "helping" the child 'liberate' his "Self" from the father's/Father's authority system, making his "Self," i.e., his carnal desires of the 'moment' ("of 'Self'") the 'drive' of life and the augmentation of pleasure ("for 'Self'") the 'purpose' of life. Explaining Freud's "historiography," Herbart Marcuse wrote : "the hatred against patriarchal suppression—a ‘barrier to incest,' ... the desire (for the sons) to return to the motherculminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan [what Freud called "the neuroses of civilization"]," (Herbart Marcuse, Eros and Civilization: a psychological inquiry into Freud) "The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

It took Transformational Marxists, i.e., facilitators of 'change,' i.e., group psychotherapists (who merged Marx with Freud and Freud with Marx) to overcome (negate) the father's/Father's "top-down" authority system, not only in the individual, i.e., in the child, but in society, i.e., in "the group" as well (including the "church"), with the child finding identity, i.e., finding purpose for life in "the group" instead of in doing the father's/Father's will. This is the heart and soul of the consensus (soviet) form of government.

"Bypassing the traditional channels of top-down decision making, our objective centers upon transform public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)

"Education" has "shifted" away from (and therefore against) "right-wrong" based thinking, i.e., away from authority, i.e., away from the father's/Father's "top-down" authority system—righteousness/doing right and not wrong according to the parent's standards, i.e., traditional education, where teachers, reflecting the parent's authority (in loco parentis), preach rules and commands to be obeyed and teach facts and truth to be accepted as is, by faith toward where now the children's "feelings" of the 'moment' are the basis of thinking, i.e., toward "opinion" based thinking, i.e., toward the children's desire of the 'moment'—sensuousness/approaching pleasure and avoiding pain/love of self and the world and hate of restraint (with children thinking about how their world "is," still subject to their parent's authority, how it "ought" to be, affirming their "feelings" of the 'moment,' and how it "can be," 'liberated' from parental authority—read all of philosophy, psychology, sociology, anthropology, etc., i.e., man's understanding and "wisdom," i.e., sight based 'reasoning' and "management"), i.e., transformational education, where facilitator's of 'change' "encourage" children to dialogue their opinions amongst one another—to a consensus—and put it into practice, i.e., into praxis. This so called "shift" is known as a "Paradigm 'shift'"—a 'shift' away from (and therefore against) the Patriarchal Paradigm of self control and discipline, humbling and denying of self and obedience to parents (being rewarded in the future, in the "there-and-then" for "doing right and not doing wrong" in the "here-and-now," according to the parents' commands, rules, facts, and truth) to the Heresiarchal Paradigm of children 'liberating' and esteeming their "self," i.e., "actualizing" themselves (desiring and demanding reward, i.e., pleasure, including the pleasure of "'group' approval" or affirmation in the "here-and-now"), therefore questioning, challenging, and defying their parent's authority, engendering a culture of "children of disobedience," i.e., of patricide and incest, the hallmark of psychotherapy.

Every parent should know about their child's classroom experience and reading material (from grade school to College): how and why facilitators of 'change' are coming between the father and his children, as the Serpent came between "the Father and His 'children'" in the garden in Eden, "helping" children praxis dialectic 'reasoning, i.e., '"self ' justification,'" i.e., "helping" children 'liberate,' i.e., save (preserve) their "self" from the father's/Father's authority system through their use of dialectic 'reasoning' (Selbst Erhaltung, i.e., self preservation through their use of Vernunft, i.e., Reasoning, i.e., "good sense"), "progressively" moving their feelings, thoughts, and actions, and relationship with one another and the world away from "doing right and not wrong" (according to their parent's standards) toward not just thinking about but also doing what they "feel" like doing in the 'moment,' i.e. uniting "theory and practice." If, in the classroom, you "help" children 'justify' their carnal desires of the 'moment,' ("peace and affirmation," i.e., pleasure and group approval) they will establish their "feelings" of the 'moment' over and therefore against the father's "top-down" authority system, i.e., they will question and challenge their parents, i.e., their parent's authority, when they get home. Again, if you create (stimulate) the right environment in the classroom, the response will manifest itself in the home, with the children, in the kitchen, challenging their parent's authority, calling their parent's irrational ("You don't understand"), treating them as irrelevant (their way of thinking and behaving as being "out of date" in a 'changing' world), i.e., demanding their own way, doing "their own thing," in defiance to their parents authority (with "'group' approval" or affirmation). While the father and mother are not perfect, they could be down right tyrants, their office of authority is perfect. It is given to them by God, to serve under Him in, doing right and not wrong according to His will. It is not how far down the dialectic road of self 'justification' the children have gone, it is that they are on it that engenders 'change,' i.e., that engenders disrespect and defiance toward authority, i.e., that engenders unrighteousness and abomination. It is how we have arrived at where we are today as a culture.

Through the use of dialogue in a "group" setting ("dialogue group," "consensus group," "group therapy," "youth group," etc.), children, with "'group' approval" or "affirmation," are able to ''liberate' and 'justify' their "thoughts" (opinions, i.e., desires and dissatisfactions) of the 'moment,' i.e., have pleasure or "peace" initiating and sustaining relationship with themselves and the world in the 'moment' without having a "guilty conscience" while questioning and challenging their parent's authority, i.e., disobeying their parents, i.e., doing wrong. By putting their 'common' opinions, i.e., their common "feelings," i.e., their common desire for pleasure and common dissatisfaction toward restraint (consensus) into "group," social, or "community" action (praxis) they are able to satisfy (actualize) their own and others "feelings" (desires or self interests) of the 'moment,' negating the father's/Father's authority system (the "guilty conscience" for disobedience and/or for doing wrong) in their feelings, thoughts, and actions, and in their relationship with one another in the process.

Through their use of dialectic 'reasoning' in the "group grade," i.e., "group psychotherapy" classroom environment—with "educators," i.e., facilitators of 'change,' i.e., psychotherapists, i.e.., Transformational Marxists "helping" them (the father's children) "discuss" (dialogue with one another) personal-social "problems," i.e., openly share their desires and dissatisfactions (making them subject to the "carrot" of attaining their desires which are blocked or inhibited by the father's/Father's authority system but which are approved or affirmed by the "group," including their desire for "group" approval or affirmation and the "stick" of "group" disapproval—fearing their missing out on the pleasures they desire, including the pleasure of "group" approval or affirmation—choosing the approval or affirmation of the "group" over and therefore against the parent's approval)—children no longer have a "guilty conscience" questioning and challenging their parent's authority, i.e., disobeying their parents, i.e., doing wrong. Establishing their desires ("self interest") of the 'moment (including their desire for "group" approval or affirmation) over and therefore against "doing right and not wrong" (according to their parent's standards), students (the father's children) in the "group grade" classroom end up establishing the "groups" "feelings" of the 'moment' over and therefore against the father's/Father's authority system., i.e., doing right and not wrong, i.e., thinking and acting according to their parent's and/or God's standards. With "educators," i.e., facilitators of 'change, i.e., group psychotherapists "re-educating" the father's children in the classroom, the "Educational Objective" of the school system today is to "help" children (the next generation of citizens) negate (wash from their brain) the father's/Father's authority system in their feelings, thoughts, and actions, and in their relationship with one another, so that they can do wrong without having a guilty conscience, i.e., so that they can sin with impunity. "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?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) This praxis in the classroom carries over into all fascists of society, 'creating' a world of 'change,' i.e., a world 'liberated' from parental/Godly restraint, i.e., initiating and sustaining a culture of 'lusts' and 'pride,' i.e., a world of unrighteousness and abomination.

    "In fact, a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives ['liberating' the children's' feelings, i.e., their desires of the 'moment' and their dissatisfaction with restraint] through challenging the student's fixed beliefs [getting the students to question and challenge the father's/Father's authority system in order to initiate and sustain 'change,' i.e., in order to be a part of the "group"]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain)
    Both Cognitive and Affective Domain Books (Book 1 and Book 2), commonly referred to as "Bloom's Taxonomies," have been updated by Marzano and Webb. All teachers must learn how to apply them ("Bloom's Taxonomies") in the classroom if they are to be "certified." All institutions of learning, including "Christian" (from the pre-school to the University and beyond—including the workplace, i.e., the military, police, medical/"health care"/child to elder "care," political, legal/judicial, contractual with the government/"public-private partnerships," etc.,) must use them (their method) as their curriculum if they are to be "accredited." Replacing the preaching of commands and rules to be obeyed and the teaching of facts and truth to be accepted as is (by faith) in the classroom with the students dialoguing their opinions to a consensus 'changes' the students,' i.e., 'changes' the way they feel, think, and act and relate with one another and the world, negating respect for authority and having a guilty conscience for disobedience, directly affecting the next generation of citizens and the laws they initiate and sustain—engendering laws of unrighteousness and abomination.

All facilitators of 'change' are liars, backing down as far as is necessary (when exposed) in order to maintain their position of authority, i.e., in order to, as pedophiles, seduce, deceive, and manipulate children for their own pleasure and gain. "If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) The Word of God warns us of this praxis: "And through covetousness shall they with feigned words make merchandise of you ;" 2 Peter 2:22 Through knowing your "lusts" or "carnal desires" of the 'moment,' i.e., what you "covet"—'discovered' through your dialoguing your opinion with others—facilitators of 'change' are able to seduce you. Then, using "feigned words," i.e., "plastic words," i.e., saying they are "helping you" when in reality they are "helping" themselves to you, they are able to deceive you. Gaining your trust, they are then able to use you for their own gain, getting you to 'justify' and work to initiate and sustain their carnal ways, manipulating you, buying and selling you as "merchandise" for their own pleasure and gain. This is the roll of the facilitator of 'change.'

Diaprax is the dialectic process, i.e., the 'justification' of "Self" (Selbsterhaltung—'self' preservation), i.e., the dialoguing of opinions ("self interests") to a consensus (to a "feeling" of "oneness") over and therefore against the father'/Father's authority system being put into social action (praxis). It is the praxis of using dialectic 'reasoning,' i.e., "good sense" (Vernunft) in order to establish the child's "feelings" over and therefore against "unnatural" restraints (that which requires faith and obedience), i.e., over and therefore against parental authority—which prevents (inhibits or blocks) the child from satisfying (actualizing) his or her natural (carnal) desires of the 'moment,' that which he has in common with all the children of the world. It is the same procedure (dialectic, consensus, or soviet process) being used on adults in local, state, and national, secular and religious meetings today where policy is being made in order (as "new" world order) to initiate and sustain 'change'—'liberating' man from Godly (the Father's) restraint, i.e., opening "Pandora's box," a box full of evils (wickedness), which, once opened, can not be closed—resulting in government no longer "serving and protecting" the traditional family (the father's authority over his family, property, and business) but "serving and protecting" unrighteousness and abomination (socialism, i.e., the diverse or rather deviant impulses and urges of society) instead. "The affective domain is, in retrospect, a virtual 'Pandora's Box." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain) The scriptures warn us of our "affective domain." "The heart is deceitful ... and desperately wicked ...?" Jeremiah 17:9

The father's/Father's authority system (parental/Godly restraint) engenders a "guilty conscience" in children, making them "feel bad" for doing wrong—in their feelings, thoughts, and actions, and in their relationship with one another—thus (according to those promoting dialectic 'reasoning,' i.e., facilitators of 'change') engendering "repression" and "alienation." It is the objective of those promoting dialectic 'reasoning' to 'liberate' the children's natural (carnal) desires of the 'moment,' thus 'liberating' their natural dissatisfaction (resentment or hatred) toward authority, not only in their feelings, thoughts, and actions of the 'moment,' but in the relationship they have with one another as well. It is therefore the praxis of dialectic 'reasoning,' i.e., "building relationship upon 'Self interest,'" i.e., putting dialectic 'reasoning' (questioning and challenging authority—without having a "guilty conscience," i.e., without "feeling" bad in doing so—with "'group' approval" or "affirmation") into social action (called praxis) that results in unrighteousness and abomination (sinning with impunity) becoming the law of the land (with man serving the laws of the flesh and sin over and therefore against the commands of God—what Immanuel Kant called "lawfulness without law," i.e., the law of the man's carnal nature 'liberated' from the commands or restraints of God, resulting in man loving the pleasure of the 'moment, i.e., himself and the world [that which is "positive"], hating those who preach and teach Godly restraint [those who are "negative"). "No servant 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." Luke 16:13 "If any man love the world, the love of the Father is not in him." 1 John 2:15b

No father gives his children commands, rules, facts, and truth to be accepted as is (by faith) and obeyed and then tells them to 'compromise' them if they get in the way of their initiating and/or sustaining relationship with others. The consensus (dialectic) process does just that, "encouraging" children to "set aside" the father's commands, rules, facts, and truth (negate the father's/Father's authority system in their feelings, thoughts, and actions, and in their relationship with others) in order to "get along" with others, i.e., in order (as in "new" world order) to become at-one-with the world, negating the father's voice in them, i.e., the "guilty conscience" for doing wrong in the process.

"Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate affection, evil concupiscence, and covetousness, which is idolatry: For which things' sake the wrath of God cometh on the children of disobedience: In the which ye also walked some time, when ye lived in them." Colossians 3:5-7

World peace and social harmony ("Worldly peace, i.e., pleasure and Socialist harmony, i.e., 'justification'" ), i.e., globalism i.e., "Making the world safe for Democracy," "Building relationship upon self interest" can not be initiated and sustained while the father's/Father's authority system (the "guilty conscience" for disobeying and/or for doing wrong) is still in place in the children's' thoughts and actions, initiating and sustaining "private convictions," preventing, i.e., inhibiting or blocking 'change.' A little dialectic 'reasoning' goes a long ways. If 'justified' and practiced in one area of the child's life (even for "good"), it will eventually be 'justified' and practiced in all areas of the child's life.

Communism (common-ism) is the praxis of "building relationship" or "community" through the use of dialectic 'reasoning,' i.e., through "Self" 'justification,' using the dialoguing of opinions to a consensus process, i.e., using the groups "feelings" (desires and dissatisfactions) of the 'moment' to establish policy, i.e., to determine "right" from "wrong" for the 'moment,' i.e. for the current situation, making 'change' the law of the land. "Jurisprudence of terror takes two forms; loosely defined rules which produces unpredictable law, and spontaneous changes in rules to best suit the state [i.e., to best suit those facilitating the consensus 'meeting']." (R. W. Makepeace and Croom Helm, Marxist Ideology and Soviet Criminal Law) While hard line Marxists, i.e., Traditional Marxists used outright force to initiate and sustain Communism (common-ism), "contemporary" Marxists, i.e., Transformational Marxists, facilitator's of 'change, psychotherapists (all four being the same) use the dialoguing of opinions to a consensus to achieve the same end (using force or the threat of it, i.e., crime only to move the process along, claiming they are against "violence" all the while). The Berlin wall did not come down because communism was defeated. It came down because communism had succeeded, in the form of a "velvet revolution," i.e., through the use of the classroom, the consensus process (bipartisanship), the use of crime and crisis, and social media to influence (control) "the people."

The following information explains how and why the dialectic process ("Self" 'justification') is being put into social action (praxis). Praxis is the consensus process (dialectic 'reasoning,'"Self 'justification,'" i.e., you evaluating your "Self" and the world around you according to your "Self interest," i.e., according to your carnal desires of the 'moment' and responding accordingly—aufheben) being put into social, i.e., "group" or "community" action, 'changing' the way you, and when they participate, your children, spouse, relatives, neighbors, educators, employer, fellow workers, police and police chief, sheriff, representatives, judges, mayor, governor, president, and even minister feels, thinks, and acts toward authority and relates with others—with "in and for 'Self,'" i.e., "What can I get out of this for me?" "'Self' esteem," i.e., "group affirmation," i.e., "the pride of life" 'justifying' your negation of humbling, denying, controlling, and disciplining your "Self" (under authority), letting "Self" direct ("enlighten," "illuminate") your paths instead. "Take heed therefore that the light which is in thee be not darkness." Luke 11:35

While "intellectuals," i.e., the "enlightened," i.e., the "illuminated" laud dialectic 'reasoning,' i.e., man 'justifying' his sinful nature so that he can sin with impunity (deceiving himself and those who listen to him into believing that it is just "academics," worshiping those who have advanced dialectic 'reasoning, i.e., promoted "Self" 'justification' down through the ages), none dare expose it for what is, "an abomination in the sight of God." Luke 16:15

God did not create evil. He is good and created that which is good. When we 'justify' our "Self" over and therefore against His will, i.e., when we think dialectically, i.e., according to our flesh and the world, according to our heart's desire of the 'moment', i.e., deceiving ourselves, believing that our wicked heart is "good," and act accordingly, i.e., disobey Him, we create evil, calling it "good." Being holy, pure, and righteous (in and of Himself), the Father is the same yesterday, today, and forever, i.e., unchanging (with "no shadow of turning"), the same is true of His only begotten Son, Jesus Christ—who, though being equal with God, yet being sent by the Father, humbling himself and taking on the form of a man, i.e., being born of the Spirit and the flesh, was obedient to His Heavenly Father in all things commanded, but we, being born of the flesh (sensuous), with life's situations affecting our "feelings" of the 'moment,' are ever subject to 'change,' i.e., are born into sin. Dialectic 'reasoning' establishes ('justifies') "human nature," i.e., the lust of the flesh and eyes, and the pride of life ("self-'justification'"), i.e., our sinful nature over and therefore against the Father's authority, turning "good" (the Father's authority) into "evil" and "evil" (our carnal nature, i.e., that which is of the world) into "good." Rejecting the preaching and teaching of the truth, i.e., the Word of God, accepting it as is, by faith and obeying without question, we, according to our carnal inclination (carnal desires) turn to dialoguedialoguing our opinion, i.e., how we are "feeling" in the 'moment,' in the "light" of the current situation, with ourselves and with others—in order to do and/or get what we want, perceiving it as being "good" (when we get our way).

We are all born into this world with our carnal nature—approaching pleasure and avoiding pain, i.e., desiring pleasure and resenting restraint. It is our parent's authority system (their restraint, i.e., their rewarding and chastening of us for our actions) that introduces us to doing right—having to obey their commands, rules, facts, and truth (by faith), and not doing wrongwrong being our disobeying their commands, rules, facts, and truth, i.e., doing what we want to do when we want to do it, i.e., "'living' in the 'moment'," i.e., being "of and for ourselves" instead. According to dialectic 'reasoning,' we can not be our "Self," i.e., as we were before our parent's first command, rule, fact, or truth came into our lives, restraining us, preventing us from being ourselves, i.e., carnal (of the world only) until we learn to "accept" ('justify') our carnal nature again, i.e., regard it as being "normal," perceiving their commands, rules, facts, and truth as being "irrational" ("out of touch with the times") and therefore their authority system as being "irrelevant" ("out of date") in a world of "rapid 'change.'" Instead of our parent's "top-down" authority system being the structure of society, with us being personally held accountable to a "higher authority," i.e., to our parents, to our teacher, to our boss, , , to the Lord God for our thoughts and actions (engendering individualism, under God and a guilty conscience for doing wrong), those possessed with dialectic 'reasoning,' i.e., perceiving us as being "equal " in nature, i.e., carnal (as "blank tablets," coming into this world neither evil nor good, recognizing only our affections, needing proper conditioning in order to become "good," instead of our sinful nature, i.e., our disposition or propensity to love the pleasures of the world over and therefore against any authority which restrains us), are intent in 'liberating' us, our children, etc., i.e., all of mankind from the father's/Father's authority (and restraint), thereby engendering anarchy and socialism (unrighteousness and abomination) in the name of "worldly peace and socialist harmony," placing themselves, as facilitator's of 'change,' psychotherapist's, Transformational Marxist's (all three being the same), in authority instead, replacing the Father of mercy and grace with "children of disobedience," i.e., children of hate and violence—when they do not or can not get their way. With pleasure becoming the 'drive' of life and the augmentation of pleasure its 'purpose' (instead of doing right and not wrong), killing anyone (be it the unborn, the elderly, the innocent, the helpless, or the righteous) who gets in the way (of pleasure, i.e., progress) becomes the way of "life."

Replacing the preaching of commands and rules, the teaching of facts and truth to be accepted as is, by faith (and obeyed "or else"), and the discussing of things misunderstood or done wrong (at the discretion of the one in authority), i.e., replacing the "top-down" (hierarch) pattern or system of the "old world order" (with children knowing right from wrong because they have been told) with the dialoguing of opinions with one another ('discovering' what we all have in common, i.e. what we all do privately within our "Self," talking to our "Self" about our desires and dissatisfactions of the 'moment,' i.e., about how the world "is"—with parents restraining us, preventing us from being ourselves, and how it "ought" to be—tolerant of our carnal/natural desires, 'justifying' our resentment toward restraint and our dissatisfaction with authority, sharing with others how we are "feeling" and what we are "thinking" in the 'moment') to a consensus (to a "feeling" of "oneness"), i.e., initiating and sustaining the pattern or system of the so called "new world order," we become subject to "the group," i.e., to the society of impulses and urges instead. No longer having to hold our "Self" accountable to our parents, , , the Lord God (practicing "self" control, "self" discipline, "self" restraint, humbling and denying our "self" in order to do right and not wrong, i.e., doing that which is lacking in society today) we become, through dialectic 'reasoning,' i.e., through "Self 'justification,'" i.e., through "esteeming" our "Self," 'liberated' from Godly restraint, no longer having a "guilty conscience" for doing wrong, engendering, i.e., 'justifying' a culture of unrighteousness and abomination, sinning with impunity instead. We discuss what we know, i.e., what we have been told, i.e., what we have been taught or have learned in the past. We dialogue our opinion, i.e., how we "feel" in the 'moment.' By evaluating God's Word, the world, and our "Self" from our 'reasoning' (according to our opinion, i.e., according to our feelings, thoughts, and actions of the 'moment,' i.e., according to our desires and dissatisfactions), instead of evaluating our 'reasoning,' i.e., our "Self" and the world from God's Word (according to truth, requiring faith), we turn God into the image of man, 'liberating' man from Godly restraint, i.e., 'liberating' him from knowing the truth, turning our children over to those who are "of and for their 'Self'" only, with God letting us and our children have their way (untill judgment day). "My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6 In other words, because we have refused to "trust in the Lord with all our heart," "acknowledging Him in all our ways," he will remove his hand of protection over our children, turning them over to the world, which knows no mercy or grace.

Dialectic 'reasoning,' i.e., "Self 'justification'" 'liberates' our personal "feelings" of the 'moment' from the restraints of the "past," i.e., from the knowledge which we learned from our father/Father—which prevents (inhibits or blocks) 'change'—making us subject (reactive) to the situation, i.e., to the "crisis" of the 'moment' instead. It is what mental and social health (the so called "Health Care Package") is all about. The distance between you (your feelings, thoughts, and actions of the 'moment,' including your relationship with others) and the father's/Father's authority system (doing right and not wrong, i.e., 'judgmentalism,' i.e., "prejudiced" to facts and not the "feelings" of the 'moment') determines where along the spectrum of mental and social health you (and your children) reside in any given 'moment.' The closer you, i.e., your feelings, thoughts, and actions and the father's/Father's authority system, i.e., the standards of the "past" are, the "less healthy" you are. The farther they are apart (in other words: the closer your "feelings," thoughts, and actions of the 'moment' are—desire/augmenting pleasure, i.e., desiring "group approval," i.e., augmenting community-socialism, and resenting/attenuating restraint, i.e., resenting and working to over come [negate] the father's/Father's authority system—in the 'light' of the and through the current situation), the "more healthy" you are. In a "globalist minded society," i.e., in a democratic, bipartisan, tolerant of deviancy environment, the individual (under God) becomes of little or of no worth or value unless he is willing to "repent" ('compromise') and serve and protect the collective, i.e., "the people," i.e., at least tolerating (if not participating in) the depravity of man. If you are silent in the midst of unrighteousness, refusing to reprove, correct, or rebuke unrighteousness, because you desire the approval of men, i.e., approval or affirmation of "the group," unrighteousness becomes the "norm," i.e., "abomination" becomes the law of the land.

Diaprax is man's praxis or social action of using dialectic 'reasoning, i.e., Genesis 3:1-6—the dialectic process, i.e., "Self 'justification,'" i.e., aufheben, i.e., "enlightenment," i.e., evaluating himself, the world, and God's Word according to his carnal desires of the 'moment,' revealing ('liberating') his resentment toward restraint, negating the father's/Father's authority system, i.e., negating Hebrews 12:5-11 in order to negate the guilty conscience for doing wrong (for sinning), i.e., in order to negate Romans 7:14-25. By negating (denying) the deceitfulness and wickedness of his heart and God's judgment upon him for his sins, the need for a savior (faith in the Son of God and obedience to His Heavenly Father) is negated in man's feelings, thoughts, and actions, i.e. in the relationship he has with himself and the world. Despite all the "academics," this is what the dialectic process has always been about—man, through dialoguing his opinion with himself and with others, 'justifying' himself, i.e., 'justifying' his carnal desires of the 'moment' in defiance to authority. No matter what 'liberals' might say (in denial), Socrates was, and they (and anyone else who 'reasons' dialectically) are guilty of two things, corrupting the morals of the youth and destroying their respect for (toward) authority. The same is true for all who praxis philosophy, sociology, and psychology. Their objective is not to attack religion or authority outright (keeping authority in place), but rather to 'change' the way children think. Their dialectic 'logic' being: "help" children 'justify' "human nature," i.e., 'justify' their carnal desires of the 'moment' and their resentment toward authority, and faith in God will "wither away." The objective of dialectic 'reasoning' is never to let a crisis (personal and/or social) go to waste—using it to "bring people together" (to "build community") based upon their "feelings" of the 'moment' (sensuousness), i.e., based upon being concerned about pleasure and sight, i.e., 'living' in the 'moment,' instead of being concerned about where they will spend eternity (individual accountability before God) based upon doing right and not wrong (righteousness), i.e., faith and obedience.

An Overview of the Dialectic Process (pdf), Endnotes (pdf)
Diaprax Exposed: Exposing the formula for 'change.' (pdf, dbl. sp.)note
Introduction to the Dialectic Process: how the dialectic process affects you.

By focusing upon the child's "feelings" of the 'moment,' by making the child's nature the ground of being, his desires and dissatisfactions of the 'moment' (his desire or "lust" for the pleasures of the 'moment' and his dissatisfaction toward restraint and the restrainer), i.e., the child's opinion of the world (thinking about how the world "is"—under parental and/or Godly restraint, and how it "ought" to be—tolerant of his carnal desires of the 'moment,' i.e., philosophy, i.e., man's opinion) supersedes the authority of the parent and God, making their commands, rules, facts, and truth "irrational" (impractical) and therefore their authority "irreverent" (of the past), thereby negating the "guilty conscience" in the child (the father's voice, i.e., his commands, rules, facts, and truth in the child) for doing wrong, i.e., for sinning, allowing the child to sin with impunity, allowing him to think and act (called theory and practice) according to his perception of the "new" world order that he has created out of his own imagination, a "new" world order subject to his carnal nature, "of and for 'Self"' only over and therefore against the "old" world order which is subject to the father's/Father's authority, i.e., subject to his preaching and teaching of commands, rules, facts, and truth to be accepted and obeyed as given (by faith), teaching his children to humble, deny, control, and discipline themselves in order to do right and not wrong, despite their missing out on the pleasures of the 'moment' and having to endure pain, including the pain of missing out on the pleasures of the 'moment' ("repression") and the rejection of men ("alienation"), for judging them, i.e., for making them "feel" bad, i.e., "feel guilty" for doing wrong, i.e., for sinning, i.e., for being "normal," i.e., for being "human," i.e., for being children ("children of disobedience") in adult bodies, i.e., for being "of and for their 'Self'" and the world only.

There is a price to pay when you base 'reality' upon the nature of the child (and your desire for their approval), basing right upon the pleasures of the 'moment,' pain or wrong being the lack thereof. Anyone (especially those with have the power of government in hand) who attains or desires to attain pleasure from your spouse, your children, your property, your business, or you, has as much "right" to them (or you) as you do, i.e., you have not right to restrain them. If you try, you will be restrained or "removed."

"And I will give children to be their princes, and babes shall rule over them. And the people shall be oppressed, every one by another, and every one by his neighbour: the child shall behave himself proudly against the ancient, and the base against the honourable." "As for my people, children are their oppressors, and women rule over them. O my people, they which lead thee cause thee to err, and destroy the way of thy paths." Isaiah 3:4-5, 12 "... and children shall rise up against their parents, and shall cause them to be put to death." Mark 13:12

"For the time will come when they will not endure sound doctrine [Godly restraint]; but after their own lusts shall they heap to themselves teachers [facilitators of 'change,' i.e., psychotherapists], having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables [unto their own imaginations]." 2 Timothy 4:3, 4

"Because that, when they knew God, they glorified him not as God, neither were thankful; but became vain in their imaginations, and their foolish heart was darkened. Professing themselves to be wise, they became fools, And changed the glory of the uncorruptible God into an image made like to corruptible man, and to birds, and fourfooted beasts, and creeping things. Wherefore God also gave them up to uncleanness through the lusts of their own hearts, to dishonour their own bodies between themselves: Who changed the truth of God into a lie, and worshipped and served the creature more than the Creator, who is blessed for ever. Amen. For this cause God gave them up unto vile affections: for even their women did change the natural use into that which is against nature: And likewise also the men, leaving the natural use of the woman, burned in their lust one toward another; men with men working that which is unseemly, and receiving in themselves that recompence of their error which was meet. 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." Romans 1:21-32

© Institution for Authority Research, Dean Gotcher 1997-2016