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Liberation Theology has infiltrated the home school movement: 
What every Home schooling parent should know about the current trends in home schooling.

replacing the praxis  (practice) of the patriarch WITH THE PRAXIS OF the heresiarch (PATRICIDE AND INCEST—change)
replacing the PRACTICE OF obedience to the father WITH  the practice of disobedience toward circumventing  parental authority, i.e. the Negation of the father's will, BY MAKING THE center of attention the children's will—FOCUSING UPON THE "felt" needs of the parents, the children and the community. in other words, when you make the DESIRES OF THE children, their pleasure, the center of attention in the community—"DEMOCRATIC ETHICS"—the father's  responsibility to rule over the home, god authorized, becomes irrelevant—his god given office is in effect NEGATED.

The "negation" of the praxis of obedience by the praxis of dialogue—to either obey or disobey (antithesis—contrast) is negated by the circumvention of disobedience (synthesis—similar);
"Can to" supplants "can not" when "is" and "ought" unite in consensus i.e. community unity supplants the traditional family, along with with its restraints against "polymorphously perverse behavior," when parents and children unite through dialogue ("formal logical law of contradiction" is supplanted with informal theoretical laws of commonality—capitulation is supplanted with equality and partnership).

Capitulation is "bringing into captivity every thought to the obedience of Christ;"  2 Corinthians 10:5

"What would my parents say?" is replaced with "What does it mean to me?" making "What would the group think?" possible.

We have now moved away from the praxis of evaluating ourselves and the world around us from God's word, what God says i.e. the praxis of self restraint—the praxis of obedience to God, obedience to parents, etc. despite the evidence provided by the environment (temptations)—what the "village" says, what the world says—
and have moved into the praxis of evaluating God's word from our perception of the what the world (the environment) around us is telling us, what the world says i.e. the praxis of self actualization—the praxis of self-group justified disobedience to God, to parents, etc. because of the evidence provided by the environment, thus making God's commands, and parents commands (in the "light" of the times) irrelevant (if their commands do not line up with what our senses are telling us then their commands are "nonsense"—baloney, twaddle, claptrap, drivel, gobbledygook, gibberish, hot air, noise, babble, jabber, etc.).  In this way, Objective Truth is treated as immaterial (irrational) in the "illumination" of the material (rational) world i.e. Theory ("I think") is treated as "truth" and Truth ("I know") is treated as theory, belief (what you know by hearing; "faith cometh by hearing, and hearing by the world of God." Romans 10:17) is treated as an opinion (how you feel and you think about someone else's "truth") and all opinions are treated with respect, as if they were truth (opinions deliver us from the judgment of the truth. "Then said the chief priests of the Jews to Pilate, Write not, The King of the Jews; but that he said, I am King of the Jews." John 19:21), material is treated as spiritual, and Spiritual is treated as material, and thus good is treated as evil and evil is treated as good.

We have moved our praxis from "Because God commanded it." (Creator directed praxis) to the praxis of "Because the situation justifies it." (Creation i.e. environment "driven" praxis) From being led to being driven. From finding our purpose in God (meditating upon the originator's words), led by his spirit, to finding our "purpose" (reflection upon our own origins) in the creation, driven by our desires to find identity within the environment i.e. within the group, within the community, within society.
This is the difference between the praxis of Jesus in the wilderness and the praxis of the woman in the Garden in Eden.
One praxis espoused obedience, the other praxis opposed obedience through the praxis of dialogue, overthrowing the existing order by willfully living out her own feelings and thoughts in the "light" of the environment at hand, liberating herself from the Status Quo ("Jesus Christ the same yesterday, and to day, and for ever." Hebrews 13:8  "Every good gift and every perfect gift is from above, and cometh down from the Father of lights, with whom is no variableness, neither shadow of turning.  James 1:17) turning instead to the praxis of "practical discourse"—change.

Self-justified disobedience (situation ethics: see Genesis 3:1-6) makes disobedience, in the eyes of the disobedient, irrelevant (searing the conscience), that is until God or the parent shows up.

Any way you put it, it is the praxis of the children of disobedience, i.e. the Proletariat, liberating themselves from the parent of Right and Wrong (liberated from absolutes, objective truth),  ("For which things' sake the wrath of God cometh on the children of disobedience." Colossians 3:6) conspiring (through the use of the consensus procedure, making decisions upon common feelings through collective though, circumventing top-down organization: As stated by Ervine Laszlo out of Princeton, founder and mover of the environmental movement (greening) which oppresses us today, "Bypassing the traditional channels of top-down decision making, our objective centers upon .... transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests.... transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps..."  Ervin Laszlo  A Strategy for the Future: The Systems Approach to World Order.) to overthrow the praxis of the children of obedience, i.e. the Bourgeoisie, those who subject themselves to the authority of the parent of Right and Wrong. It is, through trickery (played out upon the guillotine of change, "being on the cutting edge" whose power lies in the rapid collective momentum of the masses, known today as "speedy trust," i.e. the tyranny of the masses; unstable mass of people moving in the same direction, like an avalanche, a true precursor of approaching change), the decapitate of the Patriarchal paradigm by a Heresiarchal paradigm. On the road of equality there is no room for those who believe in absolute right and wrong, for those who praxis discrimination: good vs. evil, above vs. below, light vs. dark, heaven vs. hell, etc. (the true issue is not a race, economic, or social issue, it is a sin issue). Either you believe in the system (in other words you are "certified"—you believe there is only one road, a broad road with room for all, for all except for those who believe in two roads, those who walk only on the straight and narrow road i.e. classified by those on the broad road as intolerant) or you will not be eligible to buy or sell in the "village" (live in the certified zone).  "Due to authoritarian system and ideologically narrow prescriptions of society, people have not gone through, not experienced for example the era of psychoanalysis, missing is the experience of plurality [more than two choices, beyond right and wrong ], but there is the experience, that someone is out there who can decide and knows that is right, what is wrong, what is forbidden (religion...). What follows is under-developed  reflective capacity and weak capacity for long-term projective view."  Ene - Silvia Sarv  Teacher education in a postmodern society: an Estonian perspective  For people to change from a fixed paradigm into a change paradigm, where personal opinions, which conflict with the established way of doing business, can be practiced within a diverse group (social setting), they must be coerced (manipulated) into willful participation.  Facts and feelings can not be united (opinions or theories practiced—experienced) without the willful ("What can I get out of this for me?") participation (praxis) of all participants. Known as participation hypothesis "people will be more committed to goals that they articulate and establish themselves ... participation builds a new social identity.  Reflexive practice must take theory seriously and that good theory must find strong support in practice." Marc Howard Ross ACTION EVALUATION IN THE THEORY AND PRACTICE OF CONFLICT RESOLUTION  Interestingly Ross indentifies social change projects as "schemas, which is used to interpret what the new information means and its consequences for action" ibid. "Feedback loops" are key to the sustaining the process of change, once begun i.e. all those poles and surveys you fill out exposing your "felt" needs—your hearts desires.  Wow, where a person could take you if they had that information. Pedophiles, pimps, and such know that praxis well. "Postmodernity ... describes a world where people have to make their way without fixed referents and traditional anchoring points. It is a world of rapid change, of bewildering instability..." Usher, Edwards

“…The ideas of the Enlightenment taught man that he could trust his own reason as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation nor that authority of the church in order to know good and evil.”  Stephen Eric Bronner Of Critical Theory and Its Theorists

“Experience is, for me, the highest authority.” “Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience.” Carl Rogers On becoming a person

This all applies to the home school families since the society we live in has changed from the traditional way of thinking (where there is absolute right and wrong, a patriarchal paradigm) into an unstable postmodern society with a transformational way of thinking (where there is no absolute right or wrong, a heresiarchal paradigm of change, a paradigm only reachable through a matriarchal paradigm which is based upon the senses—built upon mans ever changing feelings, man who desires acceptance and finds his identity from the environment around him).  Thus, not only do the parents no longer find support for the traditional upbringing of children, their children are being encouraged to join in the overthrow of the traditional home (with its top-down way of doing business)—through their contact with "enlightened" home schooled children and their "enlightened" Christian parents, attending "enlighten" (apostate) churches, reading "enlightened" Christian books, and attending "enlightened" home school conventions with their "enlightened" Christians speakers.

"Honour thy father and mother; (which is the first commandment with promise;) That it may be well with thee, and thou mayest live long on the earth."  Ephesians 6:2, 3 

Dad may not be perfect, but his office "Is." To trample upon (mock, ridicule, undermine, etc.) that office is to destroy the soul of of the next generation. "... seeing thou hast forgotten the law of thy God, I will also forget thy children."  Hosea 4:6b  When children learn to obey their fathers commands, which make no sense to them at the time, they are learning the same way with which God leads those who are his, daily depending upon his leading for the directing of their steps. For example: when the father tells his son he can not play with someone with whom he played with yesterday, without explaining why, and expects the son to obey without a fuss. 

"Once the earthly family [the father who demands obedience and chastens disobedience] is discovered to be the secret of the heavenly family,
the former must be destroyed in theory and practice [children liberated to act out, praxis, critical feelings and thoughts towards authority, theory]."
Thesis #4 on Feuerbach by Karl Marx

Isn't it amazing, that those who hate God recognize the importance of the role of the father, a God created office, while Christians don't. It makes it easier to destroy the true believer, which is their intent. The praxis of patricide is in essence "the withering away of the state."

by Dean Gotcher 

April, 2008
(revised 07-07-2008)

Things are not as they appear.
"And in them is fulfilled the prophecy of Esaias, which saith, By hearing ye shall hear, and shall not understand; and seeing ye shall see, and shall not perceive: For this people’s heart is waxed gross, and their ears are dull of hearing, and their eyes they have closed; lest at any time they should see with their eyes, and hear with their ears, and should understand with their heart, and should be converted, and I should heal them."  Matthew 13:14, 15

Believing despite the evidence—a patriarchal praxis.

“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."  Behavior Science in Teacher Education Program (BSTEP) Federal Education Grant, Dec. 1969 BSTEP is a benchmark Federal Grant for all Federally funded Educational Grants.  While this procedure above was used by the Federal Government (the NEA) for the purpose of public school takeover, as well as private schools (through the accreditation process), it is now being used to undermine and take over the home school movement, usurping the role of the parents in training up their children (all personnel in "Child Protection Services" are trained to think this way). The moment you put community in the home, displacing the father as the head of the home, the traditional family is negated.  The act of invading the home (circumventing the authority of the father) to help the child, which may "seem right" in a particular case  (But let there be no change by usurpation; for though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed.  Farewell Address by George Washington, Sept. 19, 1796.), but once it is done you won't know what hit you.  If you do find out what hit you it will be to late i.e. like "letting the camels nose in the tent ...." try undoing the damage which has been done to your child, if you get them back, and if you do get them back, see what damage they will do to the rest of the home, "a little leaven leavens the whole lump." Galatians 5:9

In other words, during the time of solving a problem (in an effort to realize your hearts desire i.e. the "affective domain," your "felt" needs), the method which is used for overcoming a barrier to your dreams, a method which seems justifiable at the time, will become the means (the justification) for overcoming barriers to your dreams to the end of your life—it will become a theology of liberation.  When at first the barrier to your desires was punishment or pain, exercised by the parent, exercised for the sake of teaching you right from wrong, in the end the liberation from the barrier to your hearts desires becomes punishment or pain exercised by the community (for the sake of your desires) upon the parent's office of authority—it is not an attack upon the parent per se it is an attack upon the office of authority he insists upon occupying (Jesus spoke with authority and has called us to occupy, to stand—in him i.e. to endure the wrath of the world system because you stand in his authority, in his obedience to his father, which the world hates).  When at first, the justification for your position (the cognitive domain or truth given to you from above, beyond your personal feelings and thoughts) was the command of the parent (the parents desires known as objective truth, above your feelings and thoughts, expressed by you as "Because my parents said so" when questioned by others), in the end, the justification for your position (the affective domain, your desires known as subjective truth including your feelings and thoughts; expressed as "Because I say so" and the "village" agrees),  will justify the removal of your parent's and their office of commands to be obeyed. The key to the change in paradigms (ways of thinking) was the inclusion of the community in the resolution of the parent-child conflict, a community on the side of the child's desires. It is not that children's desires can not be fulfilled, it is at what cost to the office of authority to the parents, set by God and subject to God's commands, are they acquired.  Get rid of the office of authority of the parent you in essence get rid of the office of authority of God (that is from the perception of man i.e. no fear of God and judgment for disobedience toward him).  When at first the environment (human desire) was under the control of authority in the end the environment (human desire) becomes the authority. The change in environments or paradigms is hard to understand, particularly the results of environment or paradigm change.  Not until the change has taken place will the means to the end (the method used to acquire your desires) become apparent, but at that time it may be to late to get the camel out of the tent, to get the leaven out of the loaf of bread.

Some very popular home school conference speakers are presenting messages of Liberation Theology (turning theology from liberation from the flesh and consequently judgment in hell, thus a focus upon individual/personal obedience toward God, into a theology of liberation from authority, making theology a social and a political praxis, turning Jesus' death on the cross, a praxis of obedience to his father's commands for the purpose of redeeming us from his fathers wrath against our sin, to his death on the cross as a praxis of defiance against authority, a praxis of non-cooperation with the establishment, a praxis of civil disobedience for the "purpose" of initiating and sustaining social justice), turning the home school movement upside down.  By focusing upon the feelings of the children and not upon the authority of the father, they are turning home school families against their own.  This is expediting the annihilation of the patriarchal family—Marx's praxis (explained below).  This action (praxis) is subtle and requires some explanation, particularly regarding education, the father's duty in instituting it, and the effort being made to undo his God mandated responsibility—to "rule."

"And no marvel; for Satan himself is transformed into an angel of light. Therefore it is no great thing if his ministers also be transformed as the ministers of righteousness; whose end shall be according to their works."  2 Corinthians 11:14, 15

The "affective" domain

To understand what is happening to the home school it is important to understand what happened to the public (and private) schools when they incorporated the "affective domain" into their educational curriculum. When feelings (the "affective" domain) become the basis of determining "right and wrong"—focusing on our senses, our "felt" needs in the "here-and-now," when those feelings contain our earthly desires and/or our human fears, it is next to impossible to detect the change in our system of thought which is being engineered (facilitated).  This system change from "right and wrong" to situational ethics is called by some a paradigm "shift." Actually it is a paradigm change—a paradigm change just like Adam and Eve experienced (praxised) in the Garden in Eden—Genesis 3:1-6. 

Specifically, personal desires (and the behaviors which are produced in an attempt to fulfil them—for example, bad behavior i.e. manifestation of natural inclinations not approved of by parents), along with the fear of rejection by others also seeking to attain those same desires (say in a group meeting, a facilitated meeting, be it in a classroom, in a town hall meeting, in a business meeting, in a fellowship meeting, etc.)—have such strong control in our lives that we can easily "shift" from a "closed system" of right and wrong to an "open system" of relativism.  This so called "shift" (from a system—a way of thinking—established upon obedience, with self restraint as its foundation i.e. built upon faith—a patriarchal paradigm), to a system established upon questioning authority, "question everything," with permissiveness as its foundation i.e. built upon doubt—a heresiarchal paradigm), can have such an affect upon us that we can be changed without being aware of the change taking place and the consequence the change will have upon ourselves and others. 

“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.” Carl Rogers, as quoted in People Shapers, by Vance Packard, Bantam Books, 1977, reprint 1979.

Bloom's Taxonomies: Taxonomies for change.
The development of class consciousness, "I have my rights!"

All certified teachers (Christian teachers included), and all accredited schools (Christian schools included) are certified/accredited only after they have learned how to apply Bloom's methods in the classroom.  These books are designed to assist in the development of curriculum (paradigm development— development of the way the next generation will think, developing a paradigm the next generation will use to identify, classify, and solve life's problems) which negates the patriarchal paradigm of obedience to parents (and God) by making the practice (praxis) of the evaluation of the environment the basis of discovering truth.  This is a heresiarchal paradigm based upon uncertainty (theory or opinions) and change (acted out or practiced in therapy {praxis}—what Rogers called "Therapy for 'normal's.'"). Their "purpose" for the development and the application of these so called taxonomies ("unproven at the time and may be un-provable" Bloom) is to humanize the soul of teachers, students, parents, etc. by applying scientific methods on man, methods which are properly used on material things such as rocks, plants, and animals but when used on man produce a materialistic, humanistic outcome—an outcome based upon the flesh of man (his "felt" needs) and the material world (the environment) he lives in.

When the God appointed duty of the parent, the duty to direct the child's ever changing desires through the use of force or the threat of removal of relationship when necessary, is negated by the community, the traditional family is moribund—the "affective domain" of the child (the desire of the child to relate with and find identity within the environment, based upon his own "felt" needs) can then be employed in the annihilate of the patriarchal home.

By changing the environment of learning, from a top-down system (a patriarchal paradigm) to a partnership system (a heresiarchal paradigm), where human relationship predominates, where the child's ever changing desires to relate with and find identity within the "here-and-now" is liberated from parental restraint, the environment negates the praxis of the patriarchal paradigm, where love for approval is changed from being under the control of parents to where all participants, students, teachers, parents, etc. i.e. the community, is discovered, analyzed, and then manipulated into a  predetermined outcome, through the consensus of change, a predetermined outcome of a process of perpetual change i.e. "continuous improvement," "sustainable development," etc.  The environment supporting change puts pressure upon the traditional participants to change their behavior, due to the pressure of social rejection.   If they refuse to accept the "special opportunity" provided i.e. the freedom to change, resulting in an outcome of the practice of change when they participate in the "special opportunity," they will be labeled by the community as the cause of dissention.  In this way the praxis of obedience to God and parents is negated in favor of the praxis of questioning the praxis of obedience to God and parents—the liberation from a theology of absolutes into a theology of human relationship with its diverse lifestyles.

“… to develop attitudes and values toward learning which are not shaped by the parents" results in "conflict and tension between parents and children" which produces conflict between those who participate and those "who are not participating in the special opportunities.” David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p.  83

These Taxonomies (Taxonomy of Educational Objectives Book 1: Cognitive Domain; Taxonomy of Educational Objective Book 2: Affective Domain) were skillfully designed so as to prevent the average person from knowing their real objective (they are written in the language of social-psychologists).  They were organized in such as way as to assist in the communication amongst "professionals,"  (certified teachers, the "professional managerial class," psychiatrist managed, facilitated, classrooms, etc. around the world) upon a universal attack upon faith in God and his word—Marx's "opiate" i.e. Marx's opiate being the Father consciousness ("What would my parents say?") in praxis, evaluating personal deeds (praxis) and others behavior based upon the father's commands (what he will say to you and do to you if you go against his will).

The method of taxonomising or classifying behavior (developing class consciousness, a key element of Marxism—being able to classify 1. who is father obedience based, who has an "Authoritarian Personality" {seen as set in their ways, religious, where the fathers office is treated as sacred and to be honored; know historically as the Bourgeoisie}, 2. who just "does their own thing" {seen as rebellious against the father's will, but not as yet organized for social ends, i.e. brain as of yet not washed of respect for or fear of the father and his commands, still reflected in the vestige of the conscience, causing confusion in an environment of change, resulting in a reaction of violence or avoidance, resulting in an "Escape from Freedom" if "professional" assistance is not provided "Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others." Bloom, Book 2 p. 166 fn1.}, and 3. who thinks properly {rationalizes, theorizes and the acts "reasonable," does not just think about change but does it, practices or acts out his theory i.e. adaptable to change for the sake of social or community "good," revolutionary, known historically as the Proletariat}) requires the development of a controlled laboratory type setting (a facilitated meeting, lead by a person or persons skilled in initiating and sustaining an environment conducive to making change easy i.e. not bound by rules and restraints against "life styles"—"less is more," where less rules means more lifestyles can be incorporated in the outcome), utilizing social issues or environmental crisis (used to refocus participants from object truth above the common human praxis i.e. "shifts" the mind from the father and his command, "there-and-then" or cause and effect to the "here-and-now," feelings based moment), pressuring participants (a diverse grouping of people which must be willing to incorporate the deviant in the problem solving process if catastrophe is to be averted) to set aside belief (to either "rationally" explain their belief to everyone's comprehension—an act which in itself destroys faith, the moment you dialogue a belief, it becomes an opinion and you lose your "religious foundation"— or suspend your faith for the moment {become more human and the less inhuman, "The 'more divine', in other words, the more inhuman, something is, the less we shall be able to admire it." Fredrick Engels}) in an effort to initiate and sustain group (social) cohesiveness—the initiation and sustaining of communism i.e. uniting upon the common "good" by negating that which is not common to all men, and thus not attainable for all men (thus the negation of all truth above human praxis, where upon all truth is truth which can be known i.e. experienced in the moment by all—known as consensus).  In this way, traditional thinking children, teachers, parents, etc., are easily classified, based upon their reaction to the facilitation environment—classified according to their willingness in participate in or their resistance toward participation in the "special event, " in the "special opportunity," in the "moment," as they are being softened up i.e. prepared for change by becoming aware of their "freedom" to participate in the praxis of heresy, freedom to question authority, to question what "is" and what "is not." Science, when applied to human behavior, particularly in a social setting, will always classify man as materialistic (that which science can identify) and thus identify that which in the person is not human (what science can not identify as common to all mankind and thus is not protected under the banner of "human rights").  Once the latter is detected, the only option is to assist the person in the removal of all that which is not "good" for his own health and the health of the community, by helping him to overcome his "shortcomings" i.e. his belief in a God of absolutes: "Thou shalt have no other gods before me." Exodus 20:3 "for there is none other name under heaven given among men, whereby we must be saved." Acts 4:12 that name being "Jesus Christ of Nazareth" vs. 10, through his willful participation in re-education, where "truth" is learned, this time in a "healthy environment" of group approval. It should be concerning to know that former Gov. Bush of Texas mandated this form of education for all the children of the State of Texas (TEKS: Texas Essential Knowledge & Skills, where for example Kindergarten children learn to evaluate, compare and contrast, their home experiences with that of others "compare family customs and traditions" which may sound harmless but in the "right" environment is deleterious to the traditional home structure i.e. don't be deceived by the usage of "patriotic" language in the program, rat poison contains only 2% or less poison in the formula, the rest of the bait is harmless, yet the consequences are deadly. In this case the poison is the process being used in the classroom.).

“The Christian religion has been deeply affected by the process of Enlightenment and the conquest of the scientific spirit.” Theodor Adorno The Authoritarian Personality

“Some tolerant people are fighters. . . they are intolerant of intolerance.” “Only when life is free from intolerable threats [chastening], can one be at ease with all sorts and conditions of men.” Gordon Allport  The Nature of Prejudice

Under the pressure of a facilitated meeting, striving for consensus (group cohesiveness built upon the pre-determined outcome of intolerance toward rigid belief i.e. a worldly outcome), over social issues (heightening anxiety is produced if change does not take place to avert a crisis), in a diverse group (deviancy must be incorporated into the outcome, putting aside differences for the cause, putting aside "Because God, parent, etc. said so." to resolve the crises thus making the outcome a social cause, "Because the community said so." a consensus), the traditional minded student will either remain silent, to prevent exposure to hostile reaction toward his belief (fearful of an attack upon who and what he believes in) or fight against the temptation to compromise his belief, by raising his voice, by verbally or possibly physically striking out against those who pressure him to "change" his position (refuse to move off of his thesis i.e. refuse to put down "the shield of faith" for group approval, or as a last resort leave the classroom, etc.  He will then be classified as anti-social or asocial. We can not use anger or violence to defend our faith, our faith defends us, "Put on the whole armour and stand."

The only option available to the child against such a hostile environment towards his belief is either to be a witness of his faith (get martyred) or to join in the groups questioning of his belief, becoming like them, "open minded" i.e. enlightened.  In this way, only opinions which stand the test (the pressure) of the present time become the basis of communication in the resolution of personal and social issues.  Thus, as Gramsci wrote:  "Truth is a moment in correct praxis."  In this "special opportunity," what is discerned by child and adult (that "something is wrong") but not understood in the moment, is that their way of thinking, their paradigm is being attacked.  A war to the death is being waged, a war against the patriarchal paradigm, a paradigm which is based upon faith, with Bloom's goal (as was Marx's) its annihilation. You can not keep your faith in God, and do his will, and praxis the dialectical process—Liberation Theology.  For that matter you can not swear to "defend" any document or position "against all enemies foreign and domestic" and practice this way of thinking. This praxis is treasonous to all documents which restrain earthly government from having total control over men's souls.

“Re-education must be clever enough in manipulating the subjects to have them think that they are running the show.”  “The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen.”  “An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil.”  "The individual accepts the new system of values and beliefs by accepting belongingness to a group.”  “A feeling of complete freedom and a heightened group identification are frequently more important at a particular stage of re-education than learning not to break specific rules.”  Kenneth Benne Human Relations in Curriculum Change (HRCC), 1950; Chapter 3 Principles of Re-education Kurt Lewin and Paul Grabbe “Conduct, Knowledge, and Acceptance of New Values” The Journal of Social Issues, 1:3:56-65 August, 1945

“Hand in hand with the destruction of the old social interactions must go the establishment (or liberation) of new social interactions.” HRCC

“It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences.” “It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable.”  “Only those educational programs which can be specified in terms of intended student behaviors [what the student wanted to do] can be classified.” “What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction.” “Educational procedures are intended to develop the more desirable rather than the more customary types of behavior.” “The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction.” Benjamin S. Bloom Taxonomy of Education Objectives Book 1 Cognitive Domain 1956 

    “The affective domain is, in retrospect, a virtual ‘Pandora’s Box.'” “We are not entirely sure that opening our ‘box’ is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff.” “It is in this ‘box’ that the most influential controls are to be found.”  “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 [closed 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 [transformational 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” “¹Often this is too challenging a goal for the individual to achieve on his own, and the net effect is either maladjustment or the embracing of a philosophy of life developed by others.  Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950”
    “Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear.”
    “The learning environment must give major emphasis to the … opportunities to practice the behavior.” “… grade students with respect to their interests, attitude, or character development.” “One’s beliefs, attitudes, values , and personality characteristics are more likely to be regarded as private matters, except in the most extreme instances already noted.” “My attitudes toward God, home and family are private concerns.” “The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judaeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world.”  “Closely linked to this private aspect of affective behavior is the distinction frequently made between education and indoctrination in a democratic society.”
    “Education opens up possibilities for free choice and individual decisions." “Indoctrination, on the other hand, is viewed as reducing the possibilities of free choice and decision.” “Indoctrination is regarded as an attempt to persuade and coerce the individual to accept a particular viewpoint or belief, to act in a particular manner, and to profess a particular value and way of life.” “Indoctrination has come to mean the teaching of affective as well as cognitive behaviors.” “Perhaps a reopening of the entire question would help us to see more clearly the boundaries between education and indoctrination, and the simple dichotomy expressed above between cognitive and affective behavior would no longer seem as real as the rather glib separation of the two suggests.”
    “… the Taxonomy will provide a bridge for further communication among teachers and between teachers and evaluators, curriculum research workers, psychologists, and other behavioral scientists.” “As this communication process develops, it is likely that the ‘folklure’ …can be replaces by a somewhat more precise understanding of how affective behaviors develop, how and when they can be modified, and what the school can and cannot do to develop them in particular forms.”
    “… ordering and relating the different kinds of affective behavior.” “… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind.” “… organized into value systems and philosophies of life …”  David Krathwohl, Benjamin S. Bloom Taxonomy of Education Objectives Book 2 Affective Domain 1964  All emphasis added except underlined words were italics in original.

Most American's have been educated under the influence of Bloom's Taxonomies (Marxist-Freudian training manuals), including most "Christians."  These tools of patricide—liberation from a patriarchal paradigm, who tells us what to believe but also how we must feel regarding our belief—have also had their effect upon speakers at home school conventions, in the form of psychology and sociology i.e. social psychology. (influence: "an emanation of occult power held to derive from stars." Merriam-Webster's Dictionary)

 "For God hath not given us the spirit of fear; but of power, and of love, and of a sound mind."  2 Timothy 1:7

This internal fear of rejection by others—"If I join them I can have what it is I desire, if I oppose them I will lose what it is I desire."—can only be overcome if we have an established praxis of "right and wrong" i.e. when our "affective" domain (our feeling for approval from others based upon what we can get out of the relationship with the other person or group) is under the control of our "cognitive" domain (our knowledge of what is right and what is wrong).  For this to happen, for us to keep our original belief, we must be willing to be in opposition to our own internal desires to be accepted by others and the same desires expressed by others (pressure from others not to lose your relationship with them i.e. what they can gain in having relationship with you) to be accepted by us, to receive our love—camaraderie. 

In other words, our established principles of right and wrong (taught to us from someone higher than us, stored in the "cognitive" domain i.e. again, our "affective" domain, our "felt" needs are under control of the conscience) will have to be stronger than our personal desires and the desire for approval by others. For the evaluation to "synthesis" to become a part of our lives (see chart above) our valuing can not be on things above, but upon things which we have in common below, of this world, as Bloom books teach.  God has not given us this fear of rejection by others, of things of this world, but rather power, not over others, but over ourselves (self-control), love for others, not manipulating others to have them "love" us (self-esteem), and a clear mind, only possible when we know what is right and what is wrong according to his will (not a mind of confusion filled with methods of trickery and deception—self-actualization). 

Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby."  Hebrews 12: 11

These are the same actions taken by of a Godly home schooling parent with their child, getting their child to practice self control (sometimes requiring chastening of the child's flesh externally, by the parent, until the child learns to take control over his self internally, by the conscience.  It is here that the psychomotor domain becomes so important, without control of the flesh internalized through external direction—"it is not in man that walketh to direct his steps." Jeremiah 10:23b—the flesh, with its "affective" desires will control the child's life and all mental activates will be used to manipulate others into a fleshy outcome—making it possible to move the child into accepting a common "felt" needs unity with the world, comm-unity through consensus).  Without self control, having power over one's own self, the child (or adult) can not love others apart from a heart of manipulation (for his own fleshly selfish gain, "What can I get out of this relationship for me."), and thus knowing what is right and what is wrong thinking and behavior, having a clear mind, will not be possible. Yet these actions can not become truly a part of the child's life without humbling himself before God, dying to himself, repenting of his sin, receiving Christ into his heart, and making him lord of his life, living and walking in his Spirit, knowing from whom and at what cost his praxis is built upon.

"For ye are bought with a price: therefore glorify God in your body, and in your spirit, which are God’s." 1 Corinthians 6:20 "And being found in fashion as a man, he humbled himself, and became obedient unto death, even the death of the cross. Wherefore God also hath highly exalted him, and given him a name which is above every name:  That at the name of Jesus every knee should bow, of things in heaven, and things in earth, and things under the earth;  And that every tongue should confess that Jesus Christ is Lord, to the glory of God the Father."  Philippians 2:8-11 In Christ he must die to himself daily knowing what following Christ means—daily obedience, even to death, of self and flesh, to his Heavenly father. "Now this I say, brethren, that flesh and blood cannot inherit the kingdom of God; neither doth corruption inherit incorruption." 1 Corinthians 15:50  In Christ, in his praxis alone (obedience to his heavenly father even to death) are we "reconciled." "For if, when we were enemies, we were reconciled to God by the death of his Son, much more, being reconciled, we shall be saved by his life." Romans 5:10  "And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it.  For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away?  For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father’s, and of the holy angels." Luke 9:23-26 "Know ye not, that so many of us as were baptized into Jesus Christ were baptized into his death?  Therefore we are buried with him by baptism into death: that like as Christ was raised up from the dead by the glory of the Father, even so we also should walk in newness of life." Romans 6:3, 4  "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16  "For to be carnally minded is death; but to be spiritually minded is life and peace." Romans 8:6  The byproduct of faith then is works of obedience to the fathers will, both temporally and spiritually.  While works can not save (works can be done for "What can I get out of this for me?"—"leaning to your own understanding." Proverbs 3:5—In this way (not trusting "in the Lord with all your heart" Proverbs 3:5) works are hypocritical, two faced, deceitful), faith without works reveals the lack or absence of faith in the father and fathers commands.  "And the scripture was fulfilled which saith, Abraham believed God, and it was imputed unto him for righteousness: and he was called the Friend of God. Ye see then how that by works a man is justified, and not by faith only." James 2:23, 24  While our earthly fathers can not save us, the pattern of the office (obedience) prepares us to understand the pattern of our heavenly father (obedience), who sent his son who can save us, whose praxis is obedience.  What we can not do in the flesh we can do in the Spirit—obey in faith, "Just because my father said so." i.e. "It is written...." Luke 4:1-14 (Note Luke 4:10. Even Satan used the phrase "It is written ...", in his attempt to entrap Jesus, therefore be discerning of who is using scripture and for what end.)  In the flesh we rebel against obedience when we have nothing to gain from it.

“Be careful [anxious] for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God.  And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ.” Philippians 4:6, 7

Anxiety is due to our focus upon things of this world, what we have to gain or lose based upon our action, our praxis, with others.  Our relationship with God, through Christ Jesus, "setting our mind on things above." based upon prayer "with thanksgiving," for what it is we need from him, is a top-down relationship, a patriarchal paradigm.  It is our desire for a vertical relationship, when it is at the forefront of our thoughts and passion, which draws us to the things of this world, what we have to gain (or lose) in keeping (or losing) our relationship with it. "If thou doest well, shalt thou not be accepted? and if thou doest not well, sin lieth at the door. And unto thee shall be his desire, and thou shalt rule over him." Genesis 4:7  By our attending to the things of this world, what we can gain in having relationship with it—our "desire" for worldly pleasure, and thus approval by others becoming foremost in our mind, our worldly desires controlling our "affective" domain—we are easily move into the same praxis of Cane, the annihilation of the person  or persons who does things right, i.e. lives according to a "do right, not wrong" patriarchal paradigm.

"For our rejoicing is this, the testimony of our conscience, that in simplicity and godly sincerity, not with fleshly wisdom, but by the grace of God, we have had our conversation in the world, and more abundantly to you–ward." "To whom ye forgive any thing, I forgive also: for if I forgave any thing, to whom I forgave it, for your sakes forgave I it in the person of Christ; Lest Satan should get an advantage of us: for we are not ignorant of his devices." 2 Corinthians 1:12, 2:10,11

Satan's first step in gaining a foothold in our lives is to get us to think about ourselves, "What about me?," what we can gain from our relationship with the things of this world. When our worth is based upon human approval, based upon what we can gain from relationship with others (true even for the altruist), we will do anything for the god of human approval—humanism, the haters of the righteous—we will become an aletheiaphobe, paranoid of those with the truth, haters of those with the truth.  You can always tell when you are talking to a liberal, when you bring them to truth they accuse you of being argumentative.  They do not have the peace of God, "which passeth all understanding," and therefore can only place their hope in man (and the wisdom of this world) for the hope of "peace" in and of this world, based upon the organization of the "affective" domain on the flesh and its desire to unite with the things of this world, built upon the foundation of pleasure (lust).  This is as true for children as it is for leaders of nations.

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

The conscience is seared when "right" and "wrong" is guided by the "affective" domain, i.e. the approval of man, and his ever changing desires, relatives' "right" and "wrong." The conscience ties us to the fathers commands, a feeling of guilt when we disobey or contemplate disobeying his established commands, now part of us, while the superego incorporates our internal struggle with the fathers commands in the light of the current setting and desires, i.e. when we are drawn to something in the environment which conflicts with the fathers commands. The change in education has moved us from the development of the conscience, to the development of the superego.   Education is putting the community (finding our identity in our own human nature and its focus upon human relationship, belonging—longing to be or have identity—found within the changing environment) in the place of the father's will (finding our identity, above our human nature, through obedience to higher authority, belonging found within the established environment of "right" and "wrong" above our "felt" needs of the moment).  "Bondage," of our flesh's "felt" needs (due to God's or parent's commands), is overcome by the "influence" of others (Dictionary: demonic spirits from the stars) with similar "felt" needs, bonding, fining consensus in the moment. Thus the conscience is superseded by the superego due to environmental changes. The patriarchal environment develops the conscience, the heresiarchal environment develops the superego. The former paradigm knows life is about two road, one right and the other wrong, one from above and the other from below, the later simply sees only one road on which some dwell in the past and others hope in the future.

“What we call ‘conscience’ perpetuates inside of us our bondage to past objects now part of ourselves: the super-ego ‘unites in itself the influences of the present and of the past.’” Norman O. Brown LIFE AGAINST DEATH

"Freud's concept of superego definition, … that the child internalizes the father figure to form the superegos as a way of resolving the pressures of exigencies of the family.” David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 31

“The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values.” “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.” T. W. Adorno, The Authoritarian Personality

"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated.” “The family is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior.” Dr. Robert Trojanowicz The meaning of “Community” in Community Policing

“The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself.” Norman O. Brown LIFE AGAINST DEATH

“The superego is conceived in psychoanalysis as functioning substantially in the same way as the conscience. Superego development is conceived as the incorporation of the moral standards of society.  Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development.” David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 39

Blooms taxonomies are instruments used to sear the conscience (destroy the traditional home with its praxis of the use of chastening i.e. the same praxis as God) by focusing upon the development of the superego in the next generation (develop "village" control—"It takes a Godly parent 'village' to raise a child."—social control by the use of group rejection and group approval, i.e. avoid pain, group rejection, and approach pleasure, group hug). These works are the result of social-engineers, Marxist ideologists, foreigners who came to America in the 30's, propagating a synthesized Marx-Freud praxis, men such as Theodor Adorno and Erick Fromm. (source: Bloom  Book 2: Affective Domain pg. 166)  These were two of many Marxists who synthesized the sociology of Karl Marx with the psychology of Sigmund Freud i.e. known as "Transformational Marxism" or social-psychology.

". . . a tendency to transmit mainly a set of conventional rules and customs, may be considered as interfering with the development of a clear-cut personal identity in the growing child." Theodor Adorno  The Authoritarian Personality The author and book Bloom uses to justify his Taxonomies.

“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.” “The most important symptom of the defeat in the fight for oneself is the guilty conscience.” Erick Fromm  Escape from Freedom  The author and book Bloom uses to justify his Taxonomies.

“Freud, Hegel, and Nietzsche 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.” “The abolition of repression would only threaten patriarchal domination.” Norman O. Brown  Life Against Death

From the late 1930s through the 1950's education was centered upon the text, a carryover from the Bible being used in education, which was accepted as certain.  This required teachers to analyze their students on their attentiveness to the precision of learning—self-control, self-discipline (the temporal domain) correlating with humbling yourself, and denying yourself (the spiritual domain).  Students who questioned the text, who voiced personal disagreement with it, were labeled as disrespectful to authority.  Such behavior was discouraged.  It was met with chastening or, if necessary, by dismissal. By the 40's this was all changing.  The focus was changing in the classroom from obedience to the standards of right and wrong, set by the parents (the influence of the home, in loco parentis), to the feelings of all the children in the classroom environment, including those students who would normally be considered as deviant in behavior—actual and potential "trouble makers." Thus the shift from the one room school house, with the focus upon facts (right-wrong), to the separation into same age groups, with the focus upon common social development (physiological needs, human relationships, common "felt" needs).

"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo."  "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." Robert Havighurst and Hilda Taba  Adolescent Character and Personality 1949

During the 1960's and early 1970's, teachers indoctrinated on Bloom's Taxonomies—echoing Adorno and Fromm's Weltanschauung (a Marxist-Freudian dialectical world view), began replacing traditional thinking (middle-class) teachers in the classroom.  Students were encouraged to express their personal feelings (opinions) regarding the text—"How did you feel when ...?" or "What do you think ...?" as teachers developed (from Bloom's Taxonomies  a change in curriculum {or paradigm development} from traditional outcomes, facts and truth, to transformational outcomes, change) an environment conducive to a teacher-student partnership in the classroom, where both could express their feelings and thoughts, the teacher by allowing (encouraging) the students to communicate them (the "special opportunity") and the students then feeling free to express (praxis—role play) them. Remember Columbine.  "Question authority"—freedom to challenge parental authority i.e. the establishment, those with a right-wrong, win-lose attitude—became the curriculum for both "teachers" (properly called facilitators), and students alike. Thereby the school system, supported by parents' tax dollars, was used to encourage and assist their children in overthrowing the patriarchal office of restraint, foundational to the traditional home and a sound and stable (moral and religious) middle-class society.

As Jürgen Habermas put it, "if moral realism can no longer be defended by appealing to a creationist metaphysics then moral statements can no longer be assimilated to the truth of assertoric statements." [If morals can not be defended by the voice of God or the parent in the classroom, because not every one in the "special opportunity" can understand or relate with them, then morals can not longer be associated with commands from God or parents and are now to be determined by man (the children of Eros) alone.] "… Kant … tacitly assumes that in making moral judgments each individual can project himself into the situation of everyone else through his own imagination. But when the participants can no longer rely on a transcendental pre-understanding grounded in more or less homogeneous conditions of life and interests, [the morals of society are no longer based upon a patriarchal practice, since they must be based upon an experience common in the community, thus a patriarchal praxis is no longer a source for common unity i.e. comm-unity and must be treaded as an enemy of the common unity]…… the moral point of view can only be realized under conditions of communication that ensure that everyone tests the acceptability of a norm, implemented in a general practice, also from the perspective of his own understanding of himself and of the world ... " "... in this way the categorical imperative [the commands of God and parents, unquestionable, and as far the the child is concerned universal (applying to all children)] receives a discourse-theoretical interpretation [treated as an opinion amongst many opinions] in which its place is taken by the discourse principle (D), according to which only those norms can claim validity that could meet with the agreement of all those concerned in their capacity as participants in a practical discourse. … the collapse of its religious foundation." "With the devaluation of the epistemic authority of the God’s eye view, moral commands lose their religious as well as their metaphysical foundation."  When the father's power of authority in the home is no longer revered, his commands lose their function, to control human behavior.

Whoever controls the curriculum of education controls the paradigm of the next generation.
(And "educators" insist there is no conspiracy!)

"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."   An NEA and National Training Laboratory manual edited by Kenneth D. Benne,  Human Relations in Curriculum Change, 1951.  Emphasis added.

According to dialectical praxis, a person's belief  is what prevents him from having a "healthy" clarity of perception regarding the current environmental (social) conditions i.e. his mind and habits (cognitive and psycho-motor domains) are prejudiced against the conditions which "require" change—they praxis "intolerance of ambiguity" (suspicious of the "affective domain").  Therefore, according to dialectical reasoning, without a clarity of perception (without overcoming the "denial" of their suppressed desires—cataleptic proclivity), a person can not recognize and then, under proper conditions, "actualize" their "purpose" in life.  "Purpose" can only be actualized through the evaluation of oneself in the "light" of current social changes taking place in the environment, realized only by his own willingness to adapt to change.  Therefore, any act of restraint, any act which inhibits spontaneity (his own spontaneity as well as others) hinders the discovering of a person's "purpose" in the community of change.  Any such resistance to change will be seen as a danger to society, whether it be to the community, or to the "church."  Class consciousness, based upon the taxonomising or classifying of those who accept change as a part of life and those who resist change, thus makes all participants self conscious of association with those who are labeled as "fundamental religious extremist," i.e. enemies of change, and therefore enemies of the community. 

In this praxis, society is programmed with the need (fear) to identify and report on those who need to be watched (be careful about)—seen as "potential fascists" (Adorno's and Fromm's view of the patriarchal family, abusers of the mental and social health of children i.e. creating potential terrorists, defenders of nationalism, isolationism, etc.—fighting against the humanistic "quest" for social-global unity, harmony, and peace).  This was the same method used to control the citizens of the Soviet Union, only not quite as deceptive. The use of overt force (against the will of the people), as used by traditional Marxists, prevented a complete willingness of all to participate in their lose of personhood for the sake of the "village." “Citizens are obliged to concern themselves with the upbringing of children, to train them for socially useful work, and to raise them as worthy members of socialist society.” Soviet Constitution (former?)

By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished.  The curious thing is that in that case the question of freedom never arises."  Carl Rogers On Becoming A Person  underline in original as italics.

With participation in the praxis of the dialectical process, the quantity of truth, the accumulation of facts to support a person's position, is superseded by the quality of relationships i.e. all participants must "temporarily" suspends their position to retain relationship—only later will they permanently remove (count as insignificant) their position, in the light of the pleasure of relationship (camaraderie, group approval by group hug, or applause—awards; stuffed toys will work as well).  Through the pushing of quantity until it fails to supply the answer to current conditions, quantity collapses under the weight of the "felt" need of resolution, and refocuses the group upon the quality of relationships, "If this problem is going to be solved, we need everyone's input, including yours."  Fixed positions are seen as an obstacle to "success." Reality is now based upon a person's adaptability to change, while illusion is identified as a person's refusal to recognize his own need for change to keep up with the ever changing environment (changing times)—he is seen as being in "denial," refusing to see his "purpose" in life, refusing to work for and therefore working against community success, lacking the democratic experience and global understanding that when the community succeeds, he succeeds, a resistor to change. Therefore change can not take place without a restructuring of the environment in such a way as to expose a persons resistance to change and then pressure, via the group, a person to refocus his perception upon the "felt" need to change—for the "felt" need of the group to survive and succeed, commonly referred to as "group think."  In this praxis a person finds his "purpose" within the the group.  Outside the group he has no identity and therefore no "purpose." This is the basis on which "Church Growth" and the "Emergent Church" function.

Whoever controls the environment controls the curriculum controls the paradigm. 
Therefore "climate control" is the issue. 

If the environment determines a person's paradigm then curriculum must be initiated and sustained which will produce and maintain the appropriate environment within which the next generations paradigm can be developed.  To change the curriculum (the procedure use to help determine what issues to attend to in the environment) means a change in the environment (an environmental change in favor of the new curriculum) which results in a change in a person's paradigm (his mind will be on things in the environment the curriculum guides him into attending to).  If the curriculum is built on human relationships then an environment must be created which focuses upon dialoguing the "felt" needs of all individuals, producing a heresiarchal paradigm in the next generation—a "scientific," materialistic, humanistic, anti-belief way of thinking, a way of thinking which can not be loyal to any established institution or contract which interferes with a persons natural inclinations and his quest for cosmic oneness (wholeness). This curriculum deliberately produces stress in whatever environment it comes into, particularly a traditional one, for the sake of producing a need for change ""Groups and organizations should be helped to define and redefine those areas of life in which common values and standards are necessary and where efforts to build common out of contrasting beliefs and practices are required." Benne . If the curriculum is built on obeying higher authority, with God at the head, with self-discipline and self-control being a key component (requiring chastening when necessary), than an environment must be created in the classroom which focuses upon the learning of truths and facts, producing a patriarchal paradigm in the next generation—a religious, faith in God, belief in God way of thinking.

"Dr. Skinner says: 'We must accept the fact that some kind of control of human affairs is inevitable.  We cannot use good sense in human affairs unless someone engages in the design and construction of environmental conditions which affect the behavior of men."   "Environmental changes have always been the condition for the improvement of cultural patterns, and we can hardly use the more effective methods of science without making changes on a grander scale . . ." Carl Rogers On becoming a person

"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed.”...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized.” David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 84

In education, prior to the 50's, the emphasis was upon the cognitive domain, the teaching of truth, facts, and the development of a strong conscience (doing what is right and not doing what is wrong).  This way of thinking (a patriarchal curriculum built upon and supportive of a patriarchal paradigm—engendering a patriarchal way of thinking into the next generation) was the same way of thinking as the traditional home. (It was in fact the result of the traditional home as well as for the preservation of the traditional home, something our framing fathers recognized as essential for a free society, that the power of government was limited, i.e. giving the greatest power of government to the home.) It was expected that a person's affective domain, his personal feelings, would be held under the control of his knowledge of what is right and what is wrong, knowledge taught to him by his parents, his teachers, his minister, i.e. anyone in a position of authority.  A deductive method of reasoning was prevalent not only in the home but also in the classroom and throughout the land.

"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ."  Colossians 2:8

In the 50's, as already stated, this all changed. It was then that the "affective" domain, a person's "felt" needs, his flesh needs (individual and social)—formerly shaped by higher authority, where the child's feelings, his inclinations (his lust for pleasure), were under the control of the parent i.e. through the use of chastening if and when necessary—was seized by the "educational establishment." The parental control of the "affective" domain was actually abdicated by the fathers, who over the years had "learned" to trust government, putting his trust in "educated" man rather than putting his trust in God and his word. 

"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called:"  1 Timothy 6:20

The liberal minded educated person, with a "scientific" mind, "a questioner of all things," an open minded teacher, Christians included (thinking with their feelings, using their pro-"affective" domain, pushing a pro-active agenda), were seen as "literate" while "simple" Bible believing, close minded Christians (thinking upon the commands of God, of parents,  and not thinking through their own feelings, seen as using an anti-"affective" domain, pushing a pro-cognitive domain, anti-active/pro-passive, pro-aggressive agenda), were progressively seen as illiterate. The "professionally," educated in the art-craft of social-psychology (the "oppositions of science falsely so called") have become deceived by their own wisdom and acerbic to the soul of others,  "... which some professing have erred concerning the faith." 1 Timothy 6:21a.  Simply by emphasizing the "affective" domain as an outcome in curriculum, focusing upon the child's feelings or opinions regarding his home life, and showing them how to evaluating the diversity of the community to map out their own future society, the paradigm of the next generation has turned from respecting authority to questioning authority. Today's youth (and adults), because of this "special" experience in the "scientifically" minded classroom "... lives openly and freely in relation to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness.”  Carl Rogers On becoming a person.

 "for a real state and a real government only develop when a situation arises where a great number of people can no longer satisfy its needs in the accustomed way." 
Hegel Source: Carl Friedrich The Philosophy of Hegel

“‘Have you merely released the beast, the id, in man?’ There is no beast in man. There is only man in man, and this we have been able to release.” “I can be whatever I deeply am.” “I don’t know exactly who I am, but I can feel my reactions at any given moment, and they seem to work out pretty well as a basis for my behavior from moment to moment.” “The innermost core of man’s nature, the base of his ‘animal nature,’ is positive in nature.” Carl Rogers On Becoming A Person

Under the new system of education the next generation turned from a patriarchal paradigm to a heresiarchal paradigm, from "right and wrong," to "there is no absolute 'right or wrong,' i.e. the standards of life are situational.  "Post modernism" means "no standards," no "accustomed way" in doing things.  Therefore, in their mind, the situation—the environmental press—determines the morals.  Under these terms materialism flourished and humanism prevailed.  Now ambiguity and change, rather than a higher voice above man  (establishing his rules, restraining mans carnal human nature, i.e. "interfering" with his common "felt" needs), determined the course of life. A new form of government was created from within—the "New World Order" "seemed to" emerge from within the people ("grass roots movement," the Proletariat) rather than being forced upon them.  In this way the curriculum change in education was used to change the environment of the classroom, liberating the children from their parents "oppressive" office with its "repressive" commands, producing a  paradigm change within the next generation, a paradigm change in the next generation who would "willingly" participate in, if not encourage, an environmental change (a governmental change from a limited government to a "New World Order" i.e. totalitarianism) in the world outside the classroom.

"Walden Two: 'Now that we know how positive reinforcement works [dialogue to consensus], and why negative doesn't' [chastening]... 'we can be more deliberate and hence more successful in our cultural design.  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.  That's the source of the tremendous power of positive reinforcement―there's no restrain and no revolt.  By a careful design, we control not the final behavior, but the inclination to behavior―the motives, the desires, the wished.  The curious thing is that in that case the question of freedom never arises."  Carl Rogers On Becoming A Person  underline in original as italics.

There is a way which seemeth right unto a man, but the end thereof are the ways of death. Proverbs 14:12

INNOVATION (CHANGE), WHAT DOES IT MEAN?
A dopamine, adrenalin, endorphin moment of discovery and change. The transcending of the status quo i.e. liberation from authority—liberation from the rules of the past, which restrain common "human" inclinations with which world unity is to be built upon, and liberation from their author, who sidetracks man from his common cause. 
The intoxication of the moment blinds us to the potential dangers approaching.

“When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas.” Michael Ray in Maslow on Management, written by Abraham Maslow.

“Another aspect of traditionalism is the tendency to oppose innovations or alterations of existing politic‑economic forms.” Theodor Adorno The Authoritarian Personality (Marxist)

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." Ronald Havelock, A Change Agent's Guide to Innovation in Education. Federal Granted Document

"What we need to learn, it seems, are ways of gaining acceptance for a humanistic person-centered venture in a culture more devoted to rule by authority."   Carl Rogers Some Disappointments in Innovation A Pattern of Failure in his book Freedom To Learn FOR THE 80’S 

"Liberals tend to colonize all spaces they are in." Elizabeth Powers

When the schools shifted their focus from local parental control of the curriculum (in loco parentis) to a "professional" control of the curriculum by "educators" trained in the art craft of psychology and sociology (this applies to home schooling as well), the family as a unit is weakened.   Transformational Marxists, i.e. social-psychologists,  utilizing education for a paradigm "shift", established an educational system based upon an inductive method of reasoning, (the individual's social "well being" is recognized in the light of the "villages well being," and then his "felt" needs are "actualized" by identifying the "village" in the individual and then helping the individual find his purpose in the "village," i.e. purpose driven—"one for all, and all for one"—based upon the sensuous aspect of human nature—consensus—with the use of a person's desire for human identity, based upon approval from the group).  Self esteem comes from group esteem.  As Karl Marx so clearly stated his belief “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… only in a socialist society.” Karl Marx “Only within a social context individual man is able to realize his own potential as a rational being.” Karl Marx Critique of Hegel's 'Philosophy of Right' 

Relative: "What about your child's social life?"
Parent:   "That is a problem.  But we are trying to keep them away from as many people as possible."

A socialist, anti-biblical, attitude is revealed in the statement "What about your child's social life?" A statement many home schooling parents hear from relatives and neighbors when they find out that they are home schooling their children.  With this "shift" in values from the knowing of the difference between "right and wrong" to values based upon a "tolerance of ambiguity," the traditional home found itself outside the approval and support of not only education but the community as well ("Christian community" included).  "Unfortunately, because of the reduction of influence exerted by neighbors, the extended family and even the family, social control is now often more dependent on external control, than on internal self-control.” Dr. Robert Trojanowicz  Community Policing  The meaning of “Community” in Community Policing   The traditional family was now under direct attack from the "village-global" establishment—"Think global, act local."  Control was now in the hands of those who believed "all spaces," including the traditional home, was theirs, especially the traditional home's children—pedophilia: Freud believed all children were sexually active, that all the senses, touch, taste, sight, smell, sound, were involved in the greatest of pleasures, sexual relationship, and that the act leading to procreation, unless desired, was an act of castration, interfering with social identity built on sexual pleasure, Eros, common to not only men with women, but men with men, women with women, adults with children, mankind with animals, etc. Psychology can not escape this homosexual, pedophilia, bestiality foundation, despite some naive "professionals" trying to do so in a futile effort to rescue their conscience from the deviancy of their profession.  “In no other case does Eros so plainly betray the core of his being, his aim of making one out of many; but when he has achieved it in the proverbial way through the love of two human beings, he is not willing to go further.”  Freud Civilization and Its Discontents

 "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 (1955)  pp. 329-330

“Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns.” Kenneth D. Benne,  Human Relations in Curriculum Change

As James Coleman, advisor to the liberals on the Supreme Court,  put it:  “Parents are ‘out of touch with the times,’ and unable to understand, much less inculcate, the standards of a social order that has changed since they were young.” “The family has little to offer the child in the way of training for his place in the community.” James Coleman, The Adolescent Society: the Social Life of the Teenager and its Impact on Education. 1961  The Marxist James Coleman earned his Doctorate from Columbia University under the supervision the Marxist professor Paul Lazarsfeld (a "transformational" Marxist of the "Frankfurt School" fame, many of whom Bloom used to develop his Taxonomy of Educational Objective Books).

“In fact, 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 and getting them to discuss issues.” David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain, p. 54

“What The Authoritarian Personality was really studying was the character type of a totalitarian rather than an authoritarian society ─ fostered by a familial crisis in which traditional parental authority was under fire.” Theodor Adorno The Authoritarian Personality

The question is: "Who gave those student's their 'fixed beliefs?'" and "Who gave 'teachers' the right to help students to 'challenge' them?"  It is certain the parents—who gave their children those "fixed beliefs," did not give teachers the "right" to foster in their children the "right" to "challenge" them. By introducing into the minds of the children the "right" to question their parent's rules and laws, education reform would produce a strong reaction from the parents toward their children, as children carried their newly found "right" back into the home.  The stern reaction by the parents, to impress upon their rebellious children the authority structure of the home, would then "justify" to the children that "traditional parental authority" is in actuality "totalitarianism."  The arrogance of teachers and administrators, washed of respect for the patriarchal home and trained in the methods of destruction of patriarchal authority (this is the true definition and intent of brainwashing), is reflected in Kenneth Benne's statement: “If the school does not claim the authority to distinguish between science and religion, it loses control of the curriculum and surrenders it to the will of the electorate.” Society as Educator in an Age of Transition, Ed. Kenneth Benne, Eighty-sixth Year of the National Society for the Study of Education, Chicago Press. Ill. 1987, p. 259  In other words "If the humanists can not initiate and sustain their control over the school system (the cultivator of paradigms, reshaping the curriculum to humanize the next generation), the citizens of the community (under control of a patriarchal paradigm, a religious paradigm of antithesis; "good-evil," "right-wrong," etc.), will maintain control of the curriculum and continue to pattern the next generation upon belief—faith in a higher authority than man."  As Karl Marx wrote: “The only practically possible emancipation [from belief, from the patriarchal paradigm and from God] is the unique theory which holds that man is the supreme being for man.” Karl Marx  Critique of Hegel's Philosophy of Right.  Translated by Joseph O’Malley  As the famous humanist, Carl Rogers, stated it:

“Life, at its best, is a flowing, changing process in which nothing is fixed.” “The more that the client [student] perceives the therapist [educator] as empathic, as having an unconditional regard for him, the more the client will move away from a static, fixed way of functioning, and the more he will move toward a fluid, changing way of functioning.” “Consciousness, instead of being the watchman over a dangerous and unpredictable lot of impulses, becomes the comfortable inhabitant of a society of impulses and feelings and thoughts.” “Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process.” Carl Rogers On Becoming a Person  

“The good life is not any fixed state. The good life is a process. The direction which constitutes the good life is psychological freedom to move in any direction [where] the general qualities of this selected direction appear to have a certain universality.” “When the individual is inwardly free, he chooses as the good life this process of becoming.” “The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group.” “the whole emphasis is upon process, not upon end states of being … to value certain qualitative elements of the process of becoming, that we can find a pathway toward the open society.” ibid

"a change in the curriculum is a change in the people" Kenneth Benne

"For, whatever else it may include, a change in the curriculum is a change in the people concerned—in teachers, in students, in parents and other laymen,. in administrators. The people concerned must come to understand and accept the different pattern of schooling. This means change in their knowledge pertinent to the school and its programs and purposes. Typically, people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new. This means change in their values with respect to education. Moreover, the people concerned must do some things differently from the way in which they did them before the change. This means changes in their skills. And, most difficult to predict and control, are changes in the relationships among personnel which changes in the program typically require. A changed way of working for the teacher in the classroom, for example, means changed expectations on the part of the teacher with respect to the students and their behavior as well as changed expectations on the part of the students with respect to the teacher and his behavior. If the change is a sizable one, new reciprocal relations between teachers and parents, students and parents, teachers and supervisors will also have to be worked out. This means changes in the relations of people."  Kenneth D. Benne,  Human Relations in Curriculum Change

By the synthesis of the cognitive domain and the affective domain, by letting the child's personal feelings, outside of  parental control (feelings conflicting with parental standards but in harmony with others in the group with similar feelings of resentment toward parental authority), shape the curriculum,  a change in the course of education took place.  No longer was the traditional home, with its father figure at the top, to be treated as a system to be admired and respected.  Now the "felt" needs of society (freedom from the "establishment," with its restraints and limitations) became the paradigm (the way of thinking) for all "educated" citizens of the future.  “Freedom, as Fromm argued in Escape from Freedom meant ‘freedom to,’ not merely ‘freedom from.’”  Martin Jay  The Dialectical Imagination

“It is Satan, the god of all dissension, who stirs up daily new sects, and last of all, which of all others I should not have foreseen or once suspected, he has raised up a sect such as teaches that man should not be terrified by the law but be gently exalted by the grace of Christ.” Martin Luther

When the focus shifted from the patriarchal paradigm (doing the father's will or else) through the matriarchal paradigm (doing what makes everyone feel good, what we all have in common—affective domain), it eventually resulted in the desired outcome of socialist "educators," a heresiarchal paradigm (the justification of social "felt" needs—synthesis of the cognitive and the affective domain, the head and the heart—superseding the traditional home with the purpose "what is good for the village, the globe, and the environment is good for everyone."  Any family today which does not accept this "good for the environment," "good for the community," green peace praxis is look upon with suspicion.  There is a fear gripping this nation as has not been experienced before, not fear of an invading foreign power, but fear of ones neighbor, as in Nazi Germany, turning the socially "unfit" into the authorities—the unelected powers such as the Department of Human Services and its sub departments—under the unconstitutional "protection" of anonymity.  Their children are assumed to be victims of oppression and all efforts will be made to emancipate them; "We will leave no child behind."  and "All children are at risk."  Where this paradigm is "actualized," the traditional family is moribund, in other words, the father figure has already been beheaded.  Bloom's Taxonomies are teaching all participants, from the grade schools to the graduate schools, through "special opportunities," how to identify the socially "unfit," the protractors of historical "neurosis."

  "The pattern of history exhibits a dialectic of neurosis. The core of the neurosis of individuals lay in the ‘memory-traces of the experiences of former generations.’" "Adult sexuality, restricted by rules, to maintain family and society, is a clear instance of repression; and therefore leads to neurosis.” "Human consciousness can be liberated from the parental (Oedipal) complex only be being liberated from its cultural derivatives, the paternalistic state and the patriarchal God."  Norman O. Brown  Life Against Death  [Life Against Death—The children's desires (Life) against parental restraints (Death).]

"My work on motivations come from the clinic, from a study of neurotic people. This carry-over from the study of neurosis to the study of labor in factories is legitimate. The main support of this theory has come mostly from psychotherapists like Rogers and Fromm. Work is not about paying the rent anymore--it is about self-fulfillment. The United States is changing into a managerial society. The evidence upon which Theory X management is based [patriarchal, top-down, private business ownership] is practically nil. In our democratic society, any enterprise--any individual--has its obligations to the whole.  Any company that restricts its goals purely to its own profits, its own production, and its own sales is getting a kind of a free ride from me and other taxpayers. Tax credits would be given to the company  [and church] that helps to improve the whole society, and helps to improve democracy by helping to create democratic individuals. [The] goal is simply to build group companies [and churches] where people can self-actualize.” Abraham Maslow Maslow on Management Information in brackets added.

By the "educator" connecting with a student's affective domain (via. teacher-student partnerships)—the students "felt" needs being articulated apart from parental restraint—the "teacher" (facilitator) is able to create an "experiential chasm" where the next generation can learn how to live outside the patriarchal paradigm ("outside the box") through the praxis of  role-playing.  Thus the next generation, no longer emotionally controlled by the fear of parental authority (the dread of punishment for doing what the parent calls wrong, i.e. As God stated "You will die." yet what the child feels is "not" wrong, as Satan stated "You will not die."), is free to "question authority." They are no longer respectful if cognizant of the praxis (practice) of parental control (the formal-logical law of contradiction) within the home and the community. 

Through the praxis of heart grabbing, affective laden, techniques, (emphasis upon human relationship stories and illustrations) home schooled youth are being liberated from their traditional home praxis as easily as the youth who attend the public and private schools.  Through the use of selected scripture (extrapolated, scriptures taken out of context), mingled with human affective illustrations (half-truths) some home school conference speakers are presenting a theology of "liberation" from the patriarchal paradigm. Parents who have stood the test, who have faithful trained up their children "in the nurture and admonition of the Lord" (Ephesians 6:4) are experiencing grief over their children's rejection of them, their teaching, and their office. It is for those parents, who are witnessing this betrayal to the cause by their own, I write the following article.

Where have all the father's gone?

"This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God; Having a form of godliness, but denying the power thereof: from such turn away." 2 Timothy 3:1-5

Somewhere along the way the father has become feminized, even homo-nized, if he is still around.  "‘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.” Herbert Marcuse quoting Sigmund Freud in Eros and Civilization, 1955.   Paraphrased, this means: "'It makes no difference if the father is gone from the home or is still around as long as his attitude of "Obey me or else ..." or "Because I said so." is irrelevant, is negated, is circumvented.  In this way the dread of chastening is silenced—achieved through the praxis of dialoguing to consensus.

"Come now, and let us reason together [rebuke, reprove, to be chastened], saith the LORD: though your sins be as scarlet, they shall be as white as snow; though they be red like crimson, they shall be as wool. If ye be willing and obedient, ye shall eat the good of the land:  But if ye refuse and rebel, ye shall be devoured with the sword: for the mouth of the LORD hath spoken it."  Isaiah 1:18-20

You can not dialogue (dialogue is between equals) and be chastened (not to be equal) at the same time. Instead of obeying a higher authority (focusing upon objective truth i.e. utilizing deductive reasoning), our culture is now dialoguing to a common cause (focusing upon subjective truth i.e. utilizing inductive reasoning—humanism-materialism), through the art craft of facilitation—making human relationship, where temporal "feelings," "and "And when the woman saw ..." Genesis 3:6 (from that which is from below, from the earth) the purpose in life, and rejecting "every word that proceedeth out of the mouth of God" Matthew 4:4 (from that which is from above, from heaven).  This so called shift in reasoning, is used to help us in determining the "desired" outcome of human behavior in all areas of life, not according to God's will but according to man's desires.  (For an understanding of inductive reasoning utilized by liberals, Karl Marx lived and breathed it, to do away with deductive reasoning see the three articles on Deductive-Inductive Reasoning, part 1, part 2, and part 3.)

"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. And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16, 17

"For I delight in the law of God after the inward man: But I see another law in my members, warring against the law of my mind, and bringing me into captivity to the law of sin which is in my members. O wretched man that I am! who shall deliver me from the body of this death? I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 1:25

This replacement of the patriarchal paradigm (husband/father rule) with a heresiarchal