Concerning Bloom's Taxonomies

The following information is a compilation of excerpts taken from prier articles concerning Bloom's Taxonomies, with additions and corrections. It is a work in progress, and thus a rough draft. If you comprehend this article you comprehend contemporary education as it is being applied around the world today. Although there is redundancy throughout the article it is best if you read though to the end of the article then go back to areas of interest for better understanding if necessary. It is written to help you understand the material being used to control our educators and the education system for the expressed purpose of creating a "New World Order" i.e. globalism, the negation of our inalienable rights, the Constitution and the Bill of Rights with the humanist, globalist "human rights." When it is all said and done then we will be like Humpty Dumpty, which once he fell off the wall, "All the kings horses and all the kings men could not put Humpty Dumpty back together again." Once its gone, its gone.

How we can be so easily deceived is of interest to social-psychologists, i.e. with the intent of producing a "better society." But certain environmental conditions are necessary if social change is to ensue. This is because people by their very nature are reluctant if not outright resistant to change. “During the period of innovation [revolution or change for the promise of the "better life"], an environment is invisible [the means being used to achieve the desired end and the consequence for using it is unnoticed]. The present is always invisible because the whole field of attention is so saturated with it [the hope or promises of change the new environment promises for the betterment of life, for getting what you want, i.e. for attaining or keeping pleasure and avoiding or removing pain is so strong in the "here and now" that any warning concerning the means being used to attain it is perceived as nonsense or irrational and therefore irrelevant—people glaze over]. It becomes visible only when is has been superseded by a new environment [only when the paradigm has changed, and what you had in the past, your conscience, is lost, does the reality of what has happened appear, providing you ever realize it, but then it is to late, . The only option left then is to justify the change process and the new environment and bring into disrepute finger pointers ("process commentators"), accusing them of being hateful, unprogressive, relics of the past, etc.]" Behavior Science in Teacher Education Program (BSTEP) Federal Education Grant, Dec. 1969 (information in brackets added for clarity) BSTEP is the benchmark for all Federal education grants and a product of the type of men who Bloom used to develop and justify his Taxonomies of innovation and change. As Carl Rogers, an American Marxist professor, another source for Bloom and his Taxonomies, put it: "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." Carl Rogers On Becoming a Person

If you start analyzing the errors of Bloom's Taxonomies from within the books themselves you will perceive as much as a person seeking to understand a nuclear explosion at ground zero, at the time of detonation. To evaluate evaluation, with the very tools of evaluation which you are evaluating is cyclical reasoning. Those who use the process will only take you into the abyss with them. When everything you consider worthy of measuring is moving in the same direction at the same speed it is impossible to know the rate of decent with which you are traveling into the abyss. By the act of "negation of negation," the praxis of the dialectical process, which Bloom uses, the achievement of synthesis can only take place by the act of evaluating the act of compromise you made for the sake of social-personal approval. With the rejection of any extrinsic input, which blocks social unity, you will forever cycle downward into the abyss. The question then is, how far into the abyss do you need to go to know that's where you are going. Without God's word you will never know, that is until it is a done deal. Without God's word you can not know what is happening to you i.e. where you came from, where you are going, and who you are. It is my hope that by reading the following article you will understand the evil of Bloom's Taxonomies and the diabolical effect they have had upon American education. They are more evil than most "educated" Christians realize.

Many of the Home School publishers are changing their educational material as more and more Christian Education Institutions hire personnel trained with Bloom's Marxist, materialist, humanistic based material. See the Diaprax article Benjamin Bloom and his Taxonomies compared to Karl Marx. Many religious institutions are using Bloom’s Taxonomies as the basis for their curriculum outcomes. These books are nothing more than what I call "secularized Satanism," "intellectualized witchcraft," since they follow the same pattern of reasoning Satan drew the woman in the Garden in Eden and Adam to praxis. They are being used in home schooling classes as well. Christian institutions using Bloom's Taxonomies evidently have not bothered to read 2 Corinthians 6:14-18.

Educational institutions be it the home, the church or the community which have embraced "Academic Freedom" as their password, have sold their soul to enlightenment and like those "thinking outside the box," have not considered Noah and the Ark in their praxis. As an American Marxist professor, Stephen Bronner put it: “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 p. 212, 231 According to enlightenment reasoning when Adam and Eve ate of the tree of the knowledge of good and evil they performed an act of virtue, the virtue of man taking independent action for himself, establishing morals and ethics from human reasoning rather than from an authoritarian position. "And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually." Genesis 6:5 "The imagination of the thoughts of his heart was only evil continually" is the same praxis as a "dialectical imagination." As another American Marxist professor Norman O. Brown put it: “Psychoanalysis, mysticism, poetry, the philosophy of organism, Feuerbach, and Marx. Common to all of them is a mode of consciousness that can be called the dialectic imagination.” Norman O. Brown Life Against Death pp. 318-319

The dialectical imagination is what Martin Luther called a "Dialectical Phantasy." And as another American Marxist professor Herbart Marcuse put it: “perversions ... show a deep affinity to phantasy. Freud's Collected Papers [on Phantasy] links perversions with the images of integral freedom and gratification. Phantasy plays a most decisive function in the total mental structure: it links the deepest layers of the unconscious [the Eros of self] with the highest products of consciousness [the Eros of the material world], the dream with the reality ... the perpetual but repressed ideas of the collective and individual memory, the tabooed images of freedom. ‘Imagination envisions the reconciliation of the individual with the whole, of desire with realization, of happiness with reason.' [quoting Freud]” Herbart Marcuse Eros and Civilization As the scriptures put it: "And as it was in the days of Noah, so shall it be also in the days of the Son of man. They did eat, they drank, they married wives, they were given in marriage, until the day that Noe entered into the ark, and the flood came, and destroyed them all. Likewise also as it was in the days of Lot; they did eat, they drank, they bought, they sold, they planted, they builded; But the same day that Lot went out of Sodom it rained fire and brimstone from heaven, and destroyed them all. Even thus shall it be in the day when the Son of man is revealed." Luke 17:26-30

The purpose of the taxonomic approach is that once one form of education (a form of education which is considered as ideal i.e. didactic, which teaches to truth or facts—two paths one right the other wrong) is place on a scale above or below another (on the same path—just ahead of or just behind), all forms of education become subject to the taxonomies definition of terms. Any form of education which considers itself the true and best form, as the ideal, is from then on only considered as an option among options, an opinion amongst opinions, and thus all who hold strong to its ideal form are perceived as intolerant, hateful, narrow-minded, and therefore irrelevant in the light of a "tolerance" based, evaluative, taxonomising, "scientifically" minded, society. Thus academic freedom negates truth, treating established truth as an opinion. As the Transformational Marxist, Georg Lukacs put it: "In order to progress from these ‘facts’ to facts in the true meaning of the word it is necessary to perceive their historical conditioning as such [did God or parent or teacher expect you to accept these facts without question or were you allowed freedom to discover them for yourself] and to abandon the point of view that would see them as immediately given: they must themselves be subjected to a historical and dialectical examination." Georg Lukacs' book History & Class Consciousness Class Consciousness What is Orthodox Marxism? March, 1919

Marx wrote: "The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. Hence this doctrine is bound to divide society into two parts, one of which is superior to society. The coincidence of the changing of circumstances and of human activity or self-change [Selbstveränderung] can be conceived and rationally understood only as revolutionary practice." (underline added for emphasis) Hilda Taba, a Marxist professor who taught in American Colleges, (originally trained in Communist Estonia) wrote: "No matter what views people hold of the chief function of education, they at least agree that people need to learn to think. In a society in which changes come fast, individuals cannot depend on routinized behavior or tradition in making decisions... In such a society there is a natural concern that individuals be capable of intelligent and independent thought." Taba, Hilda. Curriculum Development: Theory and Practice, New York; Harcourt, Brace, 1962 In other words, for change to take place, all ideals people bring to the table must be cut up, those parts which are perceived as not in harmony with or disadvantageous to the desires or "felt" needs of society, in rapidly changing times, are left out (the platform that the contrast of above-below divides relationships and is thus divisive to creating and sustaining social harmony in dealing with changing times), and are thus treated as irrelevant, and those parts of ideals which are perceived as usable or necessary, those parts which all can understand and relate with, are left in (those issues which are similar which unite relationships), are treated as relevant, and added to any new theories to be put into praxis. In this way "absolutes" can be synthesized into a paradigm of relativism, into a world of changingness. Thus rigid individuality is swallowed up by a society of change. It is thus everybody's duty to instigated and sustained social change. “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 Thus a taxonomy of change was necessary to monitor and assist those exposed to the change process, to incrementally assist them in joining in the cause of change. "The philosophers have interpreted the world in different ways, the objective is to change it." Karl Marx Feuerbach Thesis #11

The taxonomy provides a common-ist language for the universal application of a "dialectical examination," the incorporation of the language of how one feels, i.e. freedom to incorporate their feelings of resentment or disapproval regarding actions or rules which block the actualization of their sensuous needs, in the light of their sense perception, in their evaluation, through sensuous experience, of all "truths." In this way, those defending their ideal way of thinking in any environment using Bloom's taxonomising language "must translate their religious convictions into a secular language [human sensuous language] before their arguments have the prospect of being accepted" (Speech by Jürgen Habermas accepting the Peace Prize of the German Publishers and Booksellers Association Paulskirche, Frankfurt, 14 October 2001) and through the manipulation of language (the abdication of God or parents commands) the idealists and his language of idealism (judgmental, disapproving, divisive) is thereby manipulated into a relativistic, socialistic, outcome (unity, acceptance, tolerance). In this way the outcome becomes the process of changingness, and the process of changingness becomes the outcome. “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.” Carl Rogers on becoming a person

"Our real choice is between holy and unholy madness: open your eyes and look around you--madness is in the saddle anyhow." "It is possible to be mad and to be unblest, but it is not possible to get the blessing without the madness; it is not possible to get the illuminations without the derangement," "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." Norman O. Brown about his book Life Against Death

"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud'" Phil Worts quoting Martin Jay The Dialectical Imagination

If one studies in depth contemporary methodology in education, business, politics, and religion, all research will eventually lead to at least one of three famous European Transformational Marxists. Men who hung their lives and their hope for the whole world on the dialectical process. They are Karl Korsch, Georg Lukacs, and Antonio Gramsci. Karl Korsch befriended and influenced the transformational Marxists Kurt Lewin, the father of “Group Dynamics.” Georg Lukacs, the philosophical backbone of Mikhail Gorbachev and Tito (Founder and Director of the Communist Party of former Communist Yugoslavia), along with Karl Korsch laid the groundwork for the “Institution for Social Research.” Members of this Institution have had a major impact upon American society, men such as Max Horkheimer, Jürgen Habermas, Erick Fromm, Paul Lazarsfeld, Herbert Marcus, Theodore Adorno and others. Bloom’s Taxonomies are based upon these men's works. Antonio Gramsci, the third famous European Transformational Marxist, is a must reading for anyone seeking a deeper understanding of contemporary education, business, politics, and religion in America. His influence is immense in today's "rapidly changing world" despite the fact his material did not become popular until the late 60's in America.

Taxonomy of Educational Objectives Handbook I: Cognitive Domain by Bloom and Krathwohl, 1956 and Taxonomy of Educational Objectives Handbook I: Affective Domain by Krathwohl and Bloom, 1964 are the culminating work of all the books listed below. Although some of the books may not be listed in Bloom's Taxonomies, their authors are. These are the bedrock works for programs such as OBE, TQM, STW, CG & EC, etc.

Pandora's Box, the affective domain, is defined by the scriptures as the heart of unregenerate man, the heart of "the child within": "The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9 "For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies: ..." Matthew 15:19 (What comes out of the unregenerate heart of man is what I call "the shopping list of iniquity.") Marx saw any condition which interfered with the heart of man, his "affective domain," as an opiate. “Religion [adherence to categorical imperatives above the hearts desire, above natural inclinations, above human nature] is the sigh of the oppressed creature, the sentiment of a heartless world, and the soul of soulless conditions. It is the opium of the people.” “The critique of religion is the prerequisite of every critique.” “The critique of religion ends with the categorical imperative to overthrow all conditions in which man is a debased, enslaved, neglected, contemptible being.” “The critique of religion ends in the doctrine that man is the supreme being for man;” Karl Marx Critique of Hegel's Philosophy of Right ed. Joseph O’Malley Marx preached unceasingly that “No class of civil society can play this role ["emancipators of society" ibid: freeing the heart's desire of the child from the authoritarian rule of parent, freeing mans mind and heart from submission to God, freeing the oppressed from the oppressor, freeing the laws of the flesh from the law of God, “Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change.” ibid] unless it arouses in itself and in the masses a moment of enthusiasm, a moment in which it associates, fuses, and identifies itself with society in general [known as general systems theory, synergy, etc.], and is felt and recognized to be society's general representative, a moment in which its demands and rights are truly those of society itself, of which it is the social head and heart.” Karl Marx Critique of Hegel's Philosophy of Right ed. Joseph O’Malley

By the use of illusion i.e. role-playing imagination and Phantasy, Marx believed that the "illusion" of religious thought could be negated. “The abolition of religion, as the illusory happiness of men, is a demand for their real happiness. The call to abandon their illusions about their condition is a call to abandon a condition which requires illusions.” Karl Marx MEGA I/1/1 In other words whatever is not of the material world, is not measurable, is an illusion. “Everything that is not reducible to number becomes illusion for the Enlightenment.” Stephen Erick Bronner Of Critical Theory and its Theorists By the use of dialectical evaluation, the method used by Bloom's Taxonomies, it is believed, the illusion of religion can be overcome by the actualization of the "reality" of world peace and harmony, i.e. the universal quest for identity, for "purpose," for acceptance, recognized in others and desired from them and no longer legitimizing a source which blocks such a quest. Marx saw the traditional family as the source of deductive reasoning, the source of a guilty conscience, and knew that the "ultimate solution" in the quest for world peace was the termination of the traditional family. As an opiate impedes a persons consciousness of his surroundings, the religious makeup of the home obstructs the next generation from social experiences. While the conscience may be noted as a deterrent of deviancy, its promotion interferes with the social engineer's hope of social harmony, i.e. total world domination. "When the dialectical method destroys the fiction of the immortality of the categories [God's Law over man, parents law over child, etc.] it also destroys their reified character [Fear of God above man, parent above child, etc.] and clears the way to a knowledge of reality [Social unity built upon common quest for pleasure i.e. Eros, the satisfaction of sensuous needs.] Georg Lukacs History & Class Consciousness What is Orthodox Marxism? 1919 [brackets added]

When Christians determine right and wrong based upon how they "feel" and what they "think" or how others "feel" or what they "think," instead of upon what God says, they follow in the same pathway as that of Karl Marx "Marx urged us to understand ‘the sensuous world,’ the object, reality, as human sensuous activity." Georg Lukacs History & Class Consciousness What is Orthodox Marxism? 1919 Thus a secular language of "sensuous needs" must be allowed freedom of expression in the persons "sense perception" i.e. the "sensuous world," if their "religious foundation" is to "collapse" and a humanistic morality is to become reality. "… 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 receives a discourse-theoretical interpretation 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 ... " Jürgen Habermas 1998 Communicative Ethics The inclusion of the Other. Studies in Political Theory. In this way their "religious foundation" is not taken away by force, but rather by willful participation, this can and is being done by "Christians" as well today.

Bloom's Taxonomies were developed by social-psychologist to achieve this outcome, the "collapse" of "religious foundations" and the realization of a secular world where they "sacred" can participation only if it goes into partnership with the secular. For Christian Schools to fall pray to this scam shows how subtle the Taxonomy is and how effective it has been in changing the American mind. It is the language of professionals today, including professionals in church administration, a professional managerial class. You need these people and their skills if you want to grow a mega-church.

WARNING: Christian colleges and universities are training the future teachers for Christian Schools on David Krathwohl and Benjamin Bloom’s affective domain book (built upon the heart of man). On page 166 they refer to Erick Fromm as an example of their weltanschauung (world view or paradigm) from which they build their taxonomies. Erick Fromm, in his book You Shall Be As Gods: a radical interpretation of the Old Testament and its tradition, explained his weltanschauung this way: “In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself.” Fromm's philosophical view of the events in the Garden in Eden was that when Adam and Eve ate of the tree of the knowledge of good and evil they performed an act of virtue, the virtue of man taking independent action for himself, establishing morals and ethics from human reasoning rather than from an authoritarian position. Fromm was a member of the Frankfurt School, a group of transformational Marxist's who came from Frankfurt Germany to America in the early 30. These Marxists synthesized the ideology of Karl Marx with that of Sigmund Freud, creating the field of Social-Psychology or Transformational Marxism.

Norman O. Brown, an American professor promoting the Frankfurt School's agenda on U.S. campuses wrote: "To experience Freud is to partake a second time of the forbidden fruit;" Norman O. Brown Life Against Death: The Psychoanalytical Meaning of History Mike Connor commentating on Brown, after his death, stated: "But Brown believed that the payoff was worth the price of sin--namely, that alienation would be overcome, and the return of the repressed completed, rendering problems of sin permanently moot." John Dewey saw the same problem with mankind's "blind" adherence to God's commands, i.e. not thinking for himself, and put it this way "God is the source of corruption in individuals." John Dewey Democracy and Education

Herbart Marcuse, another member of the Frankfurt School wrote: “If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then the ‘original sin’ must be committed again: ‘We must again eat from the tree of knowledge in order to fall back into the state of innocence." Herbart Marcuse Eros and Civilization: A psychological inquiry into Freud

Martin Jay, a Marxist professor at Berkley wrote: “In Escape from Freedom, Fromm offered the sado-masochistic character as the core of the authoritarian personality.” Martin Jay The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950

Fromm believed that the “. . . definition of religious experience as experience of absolute dependence is the definition of the masochistic experience in general.” “The most effective method for weakening the child’s will is to arouse his sense of guilt.” “The most important symptom of the defeat in the fight for oneself is the guilty conscience.” Erich Fromm Escape from Freedom He believed that "Hegel and Marx ... laid the foundation for the understanding of the problem of alienation." ibid. Stephen Bronner stated the issue most clearly when he wrote in his college textbook: "God is the anthropological source of alienation" Stephen Eric Bronner Critical Theory and its Theorists

Irvin D. Yalom, in agreement with Fromm, identified Freud's definition of human behavior in this way: "Freud noted that patricide and incest are part of man’s deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy. [Patricide means kill the father figure so the children can practice incest with themselves and their mother—consensus. Without psychological help the later can not be actualized, due to the residue of the father figure in the conscience.]

Without men like Fromm, along with other members of the Frankfurt School, the liberal movement whose hope it was to take over the U.S. through their praxis of a "culture war" would not have been achieved for decades to come. “…Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love.” “In fact, it is probably fair to say that Erich Fromm’s Marx’s Concept of Man introduced the young Marx to America and provided the dominant interpretation of this thinker for the students of the New Left.” Stephen Eric Bronner Critical Theory and its Theorists

By replacing the words "Revolutionary" with "Democratic," "Marxist Theory" with "Critical Theory," these men were able to propagandize their ideology, under the radar so to speak, and change the course of American history, moving it from its former foundation, based upon biblical authority, to its new foundation of Karl Marx and Sigmund Freud. “Through the sudden popularity of Herbert Marcuse in the America of the late 1960’s, the Frankfurt School’s Critical Theory (Kritische Theorie) has also had a significant influence on the New Left in this country.” “Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx.” Martin Jay The Dialectical Imagination

The issue at hand was how to undue the effects of history upon the general public, a history of dependence upon God for direction in the affairs of man. To simply turn man from trust in God was not enough, he also had to turn from his trust in any authority figure, particularly his own conscience. "‘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.” (Freud quoted by Marcuse in Eros and Civilization) The radicalization of American culture in the 60's was the ending of traditional education in America by the indoctrination of Marx and Freud (social-psychology) in our school systems, particularly the universities, but not exclusively to them, and the propagation of critical theory events by the media where, for example "If if feels good, just do it." (Herbart Marcuse Eros and Civilization: A psychological inquiry into Freud ) became a popular catch phrase even in commercials.

“Freud’s theory is in its very substance ‘sociological.’” Herbart Marcuse Eros and Civilization: A psychological inquiry into Freud

So, when Bloom states on page 6 of his first book that it is “… a psychological classification system.” and then later referring to men from the Frankfurt School as his weltanschauung it becomes very clear the direction his curriculum development was aiming to taking the American education system.

Bloom's Taxonomies are Marxist training manuals which were designed for teachers and administrators, regarding the necessary method of curriculum change ("paradigm change") required in education with the intent of developing a common socialist based language across all professional fields, a socialist language negating the language of a traditional family, patriarchal paradigm with what is called a heresiarchal paradigm or way of thinking. The one language is didactic while the other is dialectic in reasoning. One is a language of truth and fact, a language of "is" and "not," as in two plus two "is" four and "can not" be any other number (which alienates you from someone who might think there could be some other number sometimes), while the other is the language of theory ("seems to be"), a language of uncertainty.

Certainty is out, uncertainty is in.
The traditional family structure, which chastens for disobedience, is out, the social family, which questions authority and dialogues to consensus, is in.
The conscience is out, the superego is in.
Objective truth is out, subjective truth is in.

As I have been explaining over the last few years, our whole society is being pulled down into the abyss, losing control to socio-psychologists and their Phantasy of world peace. When departments such as Health, Education, Welfare, and Labor control the development, promotion, implementation, and enforcement of the laws of the land, the citizens will always find themselves in a Soviet form of Government (Communism or communitarianism or common-ism, they are all the same in the end i.e. it's Comminkaze to the individual who participates). All the reinventing of education (OBE), reinventing of the workplace (TQM), the reinventing of government (STW), and the reinventing of the church (mega-church AKA Church Growth, Emergent Church) taking place in the United States today is being done through the use of departments controlled by socio-psychologists trained in social-engineering methods learned from Bloom's Taxonomies.

Marxists such as J. L. Moreno, Kurt Lewin, Theodore Adorno, Erich Fromm, and Abraham Maslow were interested in using socio-psychology to control the world. They were all Marxists—Transformational Marxists (J. L. Moreno: Who Shall Survive: Foundations of Sociometry, Group Psychotherapy and Sociodrama, J. L. Moreno, Beacon House, Inc., Beacon, NY, 1953, p. xxxix. Kurt Lewin: The Practical Theorist: The Life and Work of Kurt Lewin. New York: Basic Books, inc., 1969. Karl Korsch a famous Transformational Marxist worked with Kurt Lewin both in Berlin and in the United States on the socio-psychological measurements of people in a dialectic-praxis setting. Theodore Adorno and Erich Fromm: The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950, Martin Jay, Boston, Little, Brown, 1973. Abraham Maslow: The Journals of Abraham Maslow. Richard J. Lowry, ed., Lexington: Lewis Pub. Co., 1982, p. 132.)

What these men all had in common was their desire to create an environment which would promote the use the dialectic process (the same process Satan used on the woman in the Garden in Eden to induce change behavior), a process used by socialists, particularly communists, to solve social and personal problems (a user friendly form of Marxism, Communism with a smile, in this case a person can die in dignity, they still die but now the village feels good about them going so that must make them feel good also. A celebration of the comatose, "It is a far better place they go to, we wish them well").

By getting everyone to focus upon what they have in common (by force or by manipulation), they are able to move people from turning to objective truth (objective truth which alienates man from his own carnal nature and therefore alienates him from the world) to subjective truth (subjective truth which can be used to find what man has in common with himself and the world) resulting in common-ism. What the woman in the garden in Eden was able to reason out was that all the trees in the garden including the tree of the knowledge of good and evil were all common to one another as: 1 good for food, 2 pleasurable to look upon except that the "forbidden" tree, God's tree, would not kill her but instead would make her wise, able to evaluate what was good and what was evil for herself. Except that this wisdom would not come from God himself, it would come from her ability to find what was common and what was good for herself, resulting in her ability of making "good sense" decisions. Through personal evaluation, via sight or sense perception she knew that there was no difference between the trees in the garden, including the "forbidden" tree, scientifically and materially. The only difference was God's warning concerning the "forbidden" tree, which, according to enlightened reasoning, did not make any scientific sense and thus was irrational and therefore irrelevant.

Thus, when it came to mans observable (sense perception) and sensuous subjective truth (sensuous needs), God's objective truth, out of touch with the times, is irrational and therefore irrelevant. In this way, through the use of reasoning upon what things have in common in the environment, alienation from the forbidden tree was overcome and materialism, that which is from below (of the world), overcame spiritualism, that which is from above (God), at least for a brief moment. Without the sensuous experience of eating the "forbidden" fruit, self consciousness could not become possible, and man could not be free of God and his authority, free to think for himself i.e. God the author of a self-environmental dialectical rift, "the anthropological source of alienation."

The objective of those who use the dialectical process (what Satan got the woman in the garden in Eden to praxis) is how to initiate it and sustain its use continually in the praxis of reconciliation of man with man, in overcoming human conflict, overcoming that which divides with that which unites, overcoming that which is negative with that which is positive, overcoming that which is above with that which is below (by bringing that which is above into partnership with that which is below through the praxis of identifying what they have in common and not bringing up their differences i.e. being positive and not negative), overcoming sin, that which alienates man from man, with love, that which unites man with man, overcoming the Bourgeoisie with the Proletariat. The key to success was the ability to gain control of the environment, an environment of sense perception and overcome that which is above (commands which is not sensuously comprehendible i.e. incomprehensible to all but a few, the redeemed that is) by laying emphasis upon sensuous need, that which is below (that which is experientially comprehendible to all), the desire for belonging and love, for "purpose."

The environment of learning that these transformational Marxists set out to develop (missing in hard line traditional Marxism) is the concept which Marx called praxis. Antonio Gramsci called this form of Marxism the philosophy of praxis. "Philosophy of praxis is both a euphemism for Marxism and an autonomous term used by Gramsci to define what he saw to be a central characteristic of the philosophy of Marxism, the inseparable link it establishes between theory and practice, thought and action." Introduction to Selections from the Prison Notebooks, Antonio Gramsci “In short, philosophy as theory finds the ‘ought’ implied within the ‘is’, and as praxis seeks to make the two coincide.” Joseph O’Malley, editor of Marx's work Critique of Hegel 'Philosophy of Right What this means is that if the "ought," the voice of the child or the proletariat (who resent authority) which still resides within the "is," the parent or the Bourgeoisie (the voice of authority) can be brought out in a positive laden environment, it will assists the parent in willingly dropping his "not," the negative voice of restraint, to join with the positive praxis of the moment to achieve and maintain social harmony—to keep relationship with the children without (be they adults in size and age it does not matter) and their child within. "... he 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. According to this way of thinking, truth does not lie above man, to be obeyed without question, truth lies within man, to be experienced collectively in the moment of consensus, in the sensuous experience of social unity. In this moment the authoritarian God and the authoritarian parent withers away and a classless society is born. "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." Irvine D. Yalom Theory and Practice and Group Psychotherapy When mankind no longer practices his beliefs but rather practices his thoughts in harmony with others thoughts, he becomes freed from the repression of forced obedience to incomprehensible truth in the moment, freed from the voice above, the voice who chastens when his truths are not obeyed, freed from the source of alienation. Thus Marx's fourth thesis on Feuerbach is fulfilled “Once the earthly family is discovered to be the secret of the heavenly family, the former must itself be destroyed in theory (theoretically) and in practice (practically).” Karl Marx Feuerbach Thesis # 4

This praxis is the method of creating and making use of a "transformation" environment, an environment advantageous to the changing of a persons way of thinking, including their values and beliefs, "a diverse group of people, dialoguing to consensus, over social issues, in a facilitated meeting," is the socialist visualization of how to overcome human conflict. This praxis is commonly called a "public-private partnership pertaining to social issues in a facilitated meeting" known formally as a soviet. OBE, TQM, STW, COPS, HMO's, as well as the contemporary church are all using this same soviet praxis to "mediate" their "citizens" to social harmony (by redefining patriarchal words with humanistic language, with "I feel" and "I think" questions and answers—sensuous need and sense perception, patriarchal commands given from above are to be rejected by all mankind, these commands are considered "divisive" in a dialectical paradigm). Instead of shooting men, killing your social infrastructure, as Lenin, Mao and others did, the hope is to create an environment which will assist all mankind into changing their loyalty to that which is above to that which is below by redefining that which is above as equal with that which is below and that which is below as equal with that which is above.

Through enlightened reasoning man can have a form of Godliness yet the power is being denied thereof because of their lose of faith. You can not have faith in God (It is impossible to please God without faith) and praxis the dialectical process. Our sense perception of the world, which forever stimulates our sensuous needs, blinds us from knowing or understanding God. They will be forever learning, but not able to understand. For true understanding begins with the fear of God, accepting him and his word as is. Evaluating the environment, himself included, from it. All other understanding comes from man evaluating himself, the world around him, along with God and his word, from his own sensuous needs and his own sense perception, from his own human reasoning, which closes his ears and his eyes from hearing from God and seeing the truth of his word, thus justifying his sensuous experience of eating of the fruit, no longer the "forbidden" fruit in his mind, "forbidden" isn't even cognizant in his mind.

Literally every facet of America is using the dialectic process (sensitivity training) in an environment of praxis to make decisions and set policy. It is a process being used in the classroom, in teacher training, in the workplace, in politics, in the legal system, in the day care, in the nursing home, and even in the church. The police use it in the DARE and the COPS program. The military even use it; the Navy calls it TQL.

Consensus is at the heart of it all, and the searing of the conscience is its goal (Patricide—Freud believed that it was not important whether the father was dead or still alive as long as he no longer gave irrational orders, in the child's mind, and expected obedience to them. The problem for Freud was not the death of the father, it was his residue, the conscience the father left in the mind of his protégé). “The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself.” "We must return to Freud and say that incest guilt created the familial organization." Norman O. Brown LIFE AGAINST DEATH In other words, once the child accepted the hierarchy of the family system with its demand for obedience to rules from above, rules which interfered with his natural inclinations (incest), his conscience was formed and guilt overtook his true nature and its desire to unite with nature, a guilt he would carry with him into the making of the next family.

The books which have been written to lay the infrastructure for this dialectic (diabolical) transformational society are referred to as Bloom’s Taxonomies. In book 2 page 39 (Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 2, Affective Domain) the following quotation is found: “They further state that ‘the superego. . .is conceived in psychoanalysis as functioning substantially in the same way as conscience.’ Superego development is conceived as ‘. . . the incorporation of the moral standards of society…’ Internalization (incorporating as one’s own) is thus a critical element in superego development and in the development of conscience. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development.”

Notice that the heart of Bloom's curriculum is built upon the development of the superego ("the incorporation of the moral standards of society") and not upon the development of conscience which comes from the traditional family structure. The conscience ties the child to the standards of the past generation i.e. the parents, the electorate, the citizens, and God and their commands, given in the past to be obeyed in the future.

Don't be deceived, Trojanowicz was not advocating a return to a patriarchal curriculum which emphasizes obedience to parents and traditional teachers (seen as the source of alienation) but instead was identifying what needed to be removed from society if perpetual social change (the removal of the source of alienation) was to be initiated and sustained. He then wrote: "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.” ibid. His ideology is that of Karl Marx, where the influence of community is the "true" source for the development of the family structure (which is furtherest from the truth). He removed any extra natural system from consideration i.e. from God and his order for the husband to rule, the desire of the wife to be toward her husband, and the children to obey their parents, in the Lord. God stated that it was not good that man be alone but in no way did he ever negate a patriarchal paradigm in that statement or his response to it in making for Adam the woman. Marx, who always regarded the patriarchal paradigm with contempt since it produced an individualism subject to authority, an authority detached from and above the individuals natural inclinations, put it this way: “The essence of man is not an abstraction inherent in each particular individual.” “The real nature of man is the totality of social relations.” Karl Marx Thesis on Feuerbach # 6 (Bottomore) “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 Therefore in contempt-orary counseling, built upon Marx and Freud,

“The individual is emancipated in the social group.” Norman O. Brown Life Against Death: The Psychoanalytical Meaning of History "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." “Few individuals, as Asch has shown, can maintain their objectivity [belief in parent or God, "the anthropological source of alienation" Bronner] in the face of apparent group unanimity; ...” Irvin D. Yalom Theory and Practice and Group Psychotherapy “The individual accepts the new system of values and beliefs by accepting belongingness to the group.” Kurt Lewin in Kenneth Benne Human Relations in Curriculum Change "Small groups are the most effective way of closing the back door of your church." Rick Warren “Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged.” Norman O. Brown LIFE AGAINST DEATH "Incest guilt" therefore separated a person from his true nature and moved him to judge others as perverse in nature if they did not also have "incest guilt" created by "the familial organization." The objective of Freud and therefore psychology was to overcome the effects of the traditional home, with its rules over the flesh, and to assist man in liberating himself from the guilt of incest (his true nature seeking spontaneity of reaction from the stimulation of world around him, freed from rules of restraint) and thus free him to be himself again i.e. promoting homosexuality, pedophilia, bestiality etc., an environment tolerant of "ambiguity," another word used by those in the "know," the "down-low" for homosexuality. "Freud noted that … patricide and incest … are part of man’s deepest nature." Irvin D. Yalom Theory and Practice and Group Psychotherapy.

No, Mr. Trojanowicz's "Unfortunately" was not a concern about the decline of the traditional home, with all its restraints upon the flesh (mans fallen human nature), it was instead the same concern which Lenin had about the power of the traditional home, what he economically identified as "small-scale production," had upon society.

Although Bloom recognized the conscience, as he quickly passes over it, treating it (incorrectly) as a vestige like an appendix, as worthless and to be removed if it becomes noticed and nurtured and thus interfering with the development of a healthy social body. Freud did not consider it at all, tying the conscience directly to the super-ego, as an agent of the body linking man to the "village." In his mind the super-ego was intercepted by the father figure before it had a chance to be properly developed, i.e. developed socially, as stated by Bloom "Freud's concept of superego definition, … that the child internalizes the father figure to form the superego 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 It was through the fathers chastening, or fear thereof, that the child turned his dynamically pliable super-ego into a statically hardened conscience. Thus Bloom's agenda, through the use of his books, was the same as that held by Freud, the negation of the conscience i.e. the negation of the effects of chastening and the fear thereof by the traditional home upon shaping the thought process of the next generation. Bloom's use of "contemporary" methods of psychology, for which his books are built upon, was to undue "Western traditions of morality and rationality," to get the next generation to "partake a second time of the forbidden fruit." This time in an "experiential chasm" called the classroom. As Warren Bennis (a quoted source for R&D material for the mega-church) wrote: "In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas. If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." Warren Bennis The Temporary Society

From the classroom (The Adolescent Society) to the school system itself (Public School-Private School) to politics (Equality of Opportunity), James Coleman, a student of transformational Marxist Kurt Lewin and Ralph Tyler, earning his Doctorate under the tutelage of the Frankfurt School Marxists, Paul Lazarsfeld. He has played a major role in the restructuring of America, bringing America into the New World Order (he was a major advisor to the Supreme Court on matters of Education).

In his book The Adolescent Society, a book which Benjamin Bloom uses to build his educational Taxonomies (Cognitive and Affective), Coleman writes: “In the traditional society each child is at the mercy of his parents. The ‘natural processes’ by which they socialize him makes him a replica of them.” “Strengthening the family to draw the adolescent back into it faces serious problems, as well as some questions about its desirability.” “Equality of Opportunity becomes ever greater with the weakening of family power.” “Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood.” “In order to [improve those institutions], one must know how adolescent societies function, and beyond that, how their directions may be changed.” “The family has little to offer the child in the way of training for his place in the community.”

In Public School-Private School, Coleman writes: “Public schools represent an orientation that sees the school as an instrument of the society to free the child from constraints imposed by accident of birth.” Coleman “sees schools as society’s instrument for releasing a child from the blinders imposed by accident of birth into this family or that family.” [Our tendency is to agree, thinking he is talking about traditional education and the learning of facts to get ahead, when in truth he is talking about paradigms, where some children are born into traditional homes of "right-wrong" thinking while others are born in progressive homes of "tolerance of ambiguity."] “Schools transcend the limitations of the parents’ disparate [different, dissimilar, diverse] cultural backgrounds.” “They have been a major element in social mobility, freeing children from the poverty of their parents and the low status of their social origins. They have been means of stripping away identities of ethnicity and social origin and implanting a common American identity.” “The young are seriously at risk because of the decline in strength of the family and those institutions that spring from it. [Don't be fooled, he is not regretting the decline of the traditional family, just noting its decline to justify taking up where it left off] It is important that government policy by made in full recognition of this risk and of potential ways of reducing it.” [A National At Risk]. The reason children are at risk today, according to Coleman’s reasoning, is because they are under the influence of traditional-minded parents and teachers who insist upon a "right and wrong" way of thinking (patriarchal paradigm) and chasten for doing wrong. The fear behind his way of thinking is that when communist totalitarianism tries to take control of America, a reaction by authoritarians, i.e. traditional minded families, will, as what happened in Germany, seek to establish a man (Hitler) to help them "escape" from the "New World Order."

Coleman’s values are not traditional but rather transformational. Equality of Opportunity, Social Class, and Social Mobility were the concerns of his mentor, Ralph Tyler (Tyler advised 6 American Presidents on matters of socialist education, headed up a part of the Delphi project and wrote articles on developing and maintain a politburo form of Government in America. These are the goals of transformational Outcome Based Education, the Outcome being a socialist society—transformational Marxism on a global scale).

Coleman worked hard to identify how a traditional-minded community seeks to protect its values. He was instrumental in helping to identify forces of resistance by conservatives and methods on how to neutralize them. So when his protégées (facilitators) come up to you, smiling and saying, “Trust us we are here to help you,” beware, your freedom is at risk.

“Child development experts [mental hygienists] have discovered that the most important step in producing a mentally healthy child is to select for him parents. . .” [emphasis added. Source: Educational Measurement and Evaluation, H. H. Remmers and N. L. Gage; Harper & Brothers, NY, 1943, 1955, p. 299. Bloom uses Remmers book as part of the foundation for his Taxonomies.]

Regarding Lewin’s use of this method for social change, several words need to be explained (decoded). Lewin’s “play behavior” represents feelings, spontaneity, impulse, “I ought to be able to . . .,” antithesis, affections, etc. Benjamin Bloom builds on Lewin’s definition of play behavior in his Affective Domain Taxonomy. “Barrier behavior” represents knowledge, facts, truths, thesis, rules and standards, right and wrong set by higher authority, i.e. “can not, must not, will not, thou shalt not,” cognition, etc., which restrain play behavior must be negated in the mind of all people. Bloom’s Cognitive Domain Taxonomy was developed with Lewin’s “barrier behavior” in mind.

Neither Bloom or Lewin support the traditional definition of cognition. They make cognition development dependent upon the affective domain (play behavior). In this way Bloom, for example, can conclude that “truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and all places.” (p. 32) Categorical Imperatives, which are commands that are unquestionable and universal in the mind of the child, must be negated. This can only be done when they are brought into dialogue. They then become opinions and their religious foundation is gone. When play behavior is elevated as equal in importance as barrier behavior, barrier behavior (the parents commands and fear of judgment for disobediance) is thereby negated.

According to Lewin and Bloom, where the cognitive and affective (knowing and feelings) connect or overlap social change can be induced. For instance we may say we believe such and such (cognitive), yet feel like doing something different (affective). When we act (psycho-motor) on our feelings (a) which are different than our beliefs (c) we manifest what is called belief-action dichotomy. When someone points out or we notice the difference between what we say we believe and how we behave, a state of disorganization results. According to these men, this condition must be developed before change can take place. In this way a person is willing to participate in his own change to avoid the pain of dissonance (alienation from ones "felt" need of acceptance by others, originally found in the parent, who provided food and shelter and love, now being found in the group).

Lewin defines this state of disequilibrium (the existence of two conflicting controlling heads within the organism) as one being “governed by two strong goals.” The conflicting goals being identified with the past (our belief) and the present (our feelings). This produces a weakening of the hierarchy of the cognitive or the knowing position one has with his belief, resulting in a loss of “hierarchical organization.” Simply put the person is in a state of “cognitive dissonance” since he has temporarily lost contact with his former source of authority, as he participates in an environment which does not allow a traditional structure of authority to develop. With the loss of his former position and identity, frustration sets in.

Frustration develops when “the cognitive-motor system loses to some degree its character of a good medium,” when cognitive instability occurs (when one’s “I know” becomes “I’m not sure”), or when the structure of cognitive authority (the former authority structure) is missing. This condition, when sustained, produces regression. In this way, facilitators (change agent) are able to seduce, deceive, and manipulate anyone caught in their web (the environment of facilitated meetings). All across America and around the world change, through brainwashing, is taking place for the sake of social harmony and peace, for civic-social cosmic “health.”

Lewin wrote that “change in organization can be derived from the overlapping between play and barrier behavior. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective.” (Barker, Dembo, & Lewin, “frustration and regression: an experiment with young children” found in Child Behavior and Development, p. 457.)

When one realizes how pervasive this practice is, a state of numbness can set in. It can be quite overwhelming. Our silence though will only allow the process to continue. The answer is to not answer their questions. To get rid of the questionnaire/questioner. This is hard to do since parents, bosses, and legislators have already abdicated their positions of authority. By participating in the dialogue social-engineers engender we have already empowered them in the public mind. How to undue their power of influence over the public, via media and education, is next to impossible. The only option left to us is not to personally participate in their dialogue, instead we must expose their cunning scheme and speak the truth in love, so others might see.

Gordon Allport’s book, The Nature of Prejudice, used by Benjamin Bloom to support his Taxonomies, bears witness to the socialist agenda contemporary education is based on. Some statements from Allport’s book follow.

“Prejudice tends to be a personality trait.” “We note that this form of the California Ethnocentrism Scale [Theodor Adorno. The Authoritarian Personality] has four subscales, 1. Jews, 2. Negroes, 3. Other minorities, and 4. Patriotism.”

“’Patriotism’ as tested by these particular items obviously does not refer to loyalty to the American creed. It has rather a flavor of ‘isolationism’” “The California research found further, as we might now expect, a tendency for these ‘safety-islanders’ [patriots] to be vigorously loyal to their churches, sororities, families, and other in-groups.” “All who live outside the ethnocentric circle of safety are viewed with suspicion.” “The same restrictiveness is seen in correlations between ethnocentrism and social and political ‘conservatism—pseudoconservative’ or selective traditionalists.’”

“Tolerant children, it seems, are likely to come from homes with a permissive atmosphere.” “Early training is an important agent in slanting a child toward tolerance.” “Tolerance [is] the result of several forces pressing in the same direction. The greater the number of forces that press in this one direction (temperament, family atmosphere, specific parental teaching, diversified experience, school and community influences), the more tolerant the developed personality will be.” “Character-conditioned tolerance is set in a positive worldview.”

“Some tolerant people are fighters. . . they are intolerant of intolerance.” “Sometimes they form a group (e.g., Committee on Racial Equality) to test restaurants, hotels, and public conveyances, to see whether discrimination is practiced.” “They make themselves into spies to study and eventually expose agitators and intolerant profascist organizations.” “Whether the tolerant person is militant or pacifistic, he is very likely to be liberal in his political views.”

“Prejudiced individuals are more often conservatives.” “The fact that liberalism and radicalism both correlate positively with ethnic tolerance places a strong weapon in the hands of bigots (who are likely to be political conservatives).” “Tolerant people are more accurate in their judgments of personality.” “Perhaps the best single phrase is that suggested by Else Frenkel-Brunswick, ‘tolerance for ambiguity.’” “There is a tolerant pattern, not merely a tolerant attitude.” “A pattern is a synthesis or ‘total style.’”

“Self-love is compatible with love of others.” “This disposition grows naturally out of the early dependent relationship of mother and child, of earth and creature.” “Affiliation is the source of all happiness.” “Only when life is free from intolerable threats, can one be at ease with all sorts and conditions of men.”

Gordon Allport worked with the UN in helping develop and promote UNESCO’s globalist education program. Bloom’s Taxonomies encourage and sustain this world view.

BSTEP

(Behavioral Science Teacher Education Program)
Building upon the utilization of Bloom's Taxonomy for change.

A review of the final report of US dept. of HEW contract no. OEC-0-9-320424-402 (010), by Michigan State University, East Lansing, Michigan, Dec. 31, 1969.

BSTEP, a “comprehensive program” (Gestalt-perpetual culture change, performance-based, evaluation) for the restructuring of Michigan State University into a NTL, through its curriculum (“Behavioral Science paradigm”) was initiated on Dec. 31, 1967. With the use of “measurable” “laboratory-centered experiences” (developmental experiences” for the purpose of “systematizing of teacher behavior”) BSTEP would provide “alternative solutions” to traditional education (“goodness,” “badness,” time-based, measurement) programs (referred to as “the slum of the American educational system.”)

With the development of “a new kind of school teacher . . . engaged in teaching as clinical practice,” where teachers “function as a responsible agent of social change” (ability to relate with, manipulate, and evaluate student behavior), “old value systems” would be modified and new ones developed. Student teachers would be “sensitized” to “diversity,” and “non-Western thought and values, . . . promoting an understanding of human behavior in humanistic terms.” (“How do children from upper-class, middle-class, lower-class homes behave? What are their respective needs?” The NTL developed program “facilitates” learning experiences with the “prescriptive” (not just descriptive) cycle of “reflecting (describing, analyzing), proposing (hypothesizing, prescribing), and doing (treating, and observing consequences).” Faculty Orientation and In-Service Education programs would be build on BSTEP experiences.

A “coalition among educational agencies, professional organizations, community resources, and business and industry” would be built upon the philosophical position of “adaptability to change,” requiring “non-school resources” to join in partnership with educational agencies with “the most modern technology available” in “information storage and retrieval,” for “tracks” of “behavioral attitudes and achievements” (“The BSTEP information retrieval system will store records on the personal characteristics of all BSTEP students”), “ERIC Clearinghouse on Teacher Education.” “Major additional resources” according to the study, would be necessary to “restructure the total curriculum.” Funded on March 1, 1968, BSTEP united with the U.S. Ofc. Of Ed. on October 31, 1968.

“Systems analysis” was incorporated in the scheme, under contract with HEW. The development for the design of this project was the work of the Southwest Regional Laboratory for Education Research and Development. Workforce development is a major concern of “Systems Thinking.” The Teaching Research Laboratory at Monmouth, Oregon piloted “low cost simulated programs dealing directly with classroom management.” Bloom’s Taxonomies were used to define the instructional variables involved with instructional planning, i.e. the “Professional Use of Knowledge.” They provided the evaluation tool needed for data collection on both staff and student behavior and content.

According to the report, HEW studied “the possibilities of a social state-of-the-union” in the future based on a consumer (not producer) or service driven economy to answer the question “Can educational institutions change rapidly enough to meet the needs of a changing society?” The Rand Corporation, the Air Force, General Electric Company, and the United Nations were but a few of the organizations which attempted to forecast the future in accordance to NTL evolving outcomes. “Rand use[d] the ‘Delphi’ method in which a wide range of experts have confrontations and arrive finally at a near-consensus.” The years 1984, 2000, and 2100 were predicted or conceived with the later year being a time when “gravity may be controlled through some modifications of gravity fields,” as an example. The future is a time when man “must effectively forge human and natural resources to serve his fellow man and help create uniqueness.”

It was projected that the “technological-scientific elite” would “strain the democratic fabric to a ripping point,” that “regionalism” would “create tensions and strained public services,” that “the Young in age or in attitude” would be confronted by “Older members” over social change, that the “quality of living” would produce conflicts over “values and priorities,” that mass media would be used to prevent social disintegration as the American “melting pot” and separatists conflicted, that cooperations will form international groups, vast data banks on society will be in operation, that the flow of information will be such that “few individuals will be able to maintain control over their opinions,” being controlled by “competing opinion molders,” and that society would do a shift in values as a result of social mobility. The solution for all these problem areas, according to the study, was the use of laboratory experiences, interdisciplinary studies, encounter experiences, seminars on futurism, “Think-tanks,” conflict resolution group negotiations training, cybernetic experienced in non-school work, etc.

BSTEP was the first major attempt to bring an entire education institution under the control of the NTL program with the agenda of bringing all educational institutions under the same program. BSTEP was a federally funded pilot program for a global education system.

Taxonomy of Educational Objectives Book I: Cognitive Domain and Book II: Affective Domain are THE BOOKS for teacher certification in America and around the world. They are result of the work done by the Frankfurt School, Kurt Lewin, and J. L. Moreno (all Marxists). John Dewey's Students, Kenneth Benne, Ralph Tyler, etc. Kenneth Benne edited Human Relations In Curriculum Change, a Marxist training manual from the previously mentioned men. Bloom simply redesigned Benne's book for use in teacher training.

The Strategy of Inductive Reasoning ― a "bottoms up" tactic. as advocated by Karl Marx.

1. First make a list of items found in the visual environment―discernable items―(begin with perception, material, earthy; "and Eve saw ...").

2. Find items from the list which relate with one another and group them appropriately―(focusing on what is similar-positive-sensually agree-common, "good for food, pleasing to eyes, etc.", physical needs, aesthetic needs, etc.- example: Maslow's hierarchy of needs―this is to circumvent dualism, antithesis, "right-wrong," spirit-material. "By 'dialectical' I mean an activity of consciousness struggling to circumvent the limitations imposed by the formal-logical law of contradiction." Norman O. Brown Life Against Death―The "formal-logical law of contradiction" is the parent.)

3. Classify each group with a short characterization. (uncertain hypothesis-labeling, grouping―keep everything fluid, in opinion format―developed synthesis.)

4. Conclude by fleshing out a few general assumptions, suppositions, conclusions or theories. (Synthesis redefined as a soft thesis with a tension for future re-evaluation so the process can continue on, and on, and on, etc.―Values clarification, Situation ethics, etc.)

Note: Bloom's Taxonomies follow the same line of thought. Knowing, Comprehending, Application, Analysis, Synthesis, Evaluation. Benjamin S. Bloom, Ralph Tyler, and Hilda Taba knew and worked with each other.

The Eight-Year Study, directed by Ralph Tyler, which Taba was involved in, was an effort to evaluate how progressive education could be more effective at the college level. It was noted that youth coming out of the progressive education school systems were entering and exiting high school changed but were entering and exiting college unchanged in regard to their traditional way of thinking. Jacobs study in the following years was the justification for Bloom's Taxonomies―the incorporating of a new form of progressivism (transformational Marxism) in the grade schools and high schools as well as the College and University classrooms. The use of inductive reasoning to bring the class to the upper end of the Taxonomy, the synthesis, evaluation level of thought, was the missing link. The inductive reasoning environment, with its engaging problem solving environment, uniting feelings (affective domain―social) and thinking (cognitive domain―individual), was recognized as the connecting praxis. The key was to create an environment where the students feelings would be rationally attached to the group, to the social experience. The focus was not from the lower end of the taxonomy scale, but the upper, not from knowledge to evaluation, but rather from evaluation to knowledge. In this way perception ruled the outcome instead of set standards of the past.

“Perhaps one of the most dramatic events highlighting the need for progress in the affective domain was the publication of Jacob’s Changing Values in College (1957).” David Krathwohl, Benjamin Bloom; Taxonomy of Educational Objectives: Book II Affective Domain 1964

Whenever re-education involves the relinquishment of standards which are contrary to the standards of society at large the feeling of
group belongingness seems to be greatly heightened if the members feel free to express openly the very sentiments which are to be dislodged through re-education.” Kenneth Benne Human Relations in Curriculum Change

"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." Freedom To Learn FOR THE 80’S Carl Rogers, Charles E Merrill Co, Columbus OH. 1969

Adolescent Character and Personality

Robert Havighurst and Hilda Taba

This investigation is supported by the Lilly Endowment Incorporated. Ralph W. Tyler, Chairman The Committee on Human Development Chicago, Illinois January, 1949

CORRELATIONS BETWEEN STUDENT BELIEFS AND LIFE PROBLEMS

Although these instruments were derived from techniques developed from the Eight-Year Study, their application to the field of personal beliefs, where “right” and “wrong” is strongly emphasized, represented a new venture. [Eight-Year Study] Eugene R. Smith and R. W. Tyler Appraising and Recording Student Progress, Chap. 3. New York: Harper & Brothers, 1942

This volume and Elmtown’s Youth may be viewed as companion pieces since they have been based upon research in the same community, and in part on the same boys and girls. They differ in that each volume is focused upon a different facet of adolescent life. R. J. H. H. T. August B. Hollingshead, Elmtown’s Youth: The Impact of Social Classes on Adolescents, New York, John Wiley & Sons, Inc., 1949

The school must itself be changed if it is to serve more effectively in the formation of good character. It must make room for the deviant student.* This person will be able to discriminate among values and to deviate from the moral status quo of the community, when such deviation is necessary to the realization of higher moral principles. 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. (emphasis added)

*... deviants because of their interpersonal behavior in the group sessions and not because of a deviant life style or past history. There is no type of past behavior too deviant for a group to accept once therapeutic group norms are established. Irvin Yalom Theory and Practice and Group Psychotherapy.

Bloom's Cognitive Taxonomy was dedicated to Ralph Tyler: ". . . adopted Ralph W. Tyler's idea of an educational objective as a change in behavior; ways of acting, thinking, and feeling, [which included] covert as well as overt states and responses." Benjamin Bloom Forty Year Retrospect

Education for Responsible Citizenship by Frank Brown

CHAPTER 2 EDUCATIONAL OBJECTIVES AND CURRICULUM DEVELOPMENT
The content of this section has been largely drawn from Ralph W. Tyler, “Achievement Testing and Curriculum Construction,” Trends in Student Personnel Work, E. G. Williamson, Ed., Minneapolis, Minn.: Univ. of Minnesota Press, 1949, pp. 391-407

Citizenship is not merely a matter of inculcating moral and social precepts. The school furnishes opportunities to discover and use facts, principles, and ideas that are more accurate, balanced, and comprehensive than what is provided in most homes, work places, or other social institutions. The school is usually an environment that represents the American social ideals more closely than the larger society.

In most schools, each student is respected as a human being without discrimination, the transactions in the classroom are guided by an attempt to be fair and dispense justice, and the class moral is a reflection of the fact that the members care about the welfare of others.

In the recent period of rapid social change, the educational roles of the home, the community, the religious institutions, and employment have been greatly changed. Generally, they have been reduced. [There is a] need to keep closely in touch with the out-of-school experiences of the students in order to focus on the real ethical situations these children confront in learning to be good citizens.

The school can encourage students* to reflect on the problem situations they encounter, to analyze these situations, to try to predict the consequences of several possible courses of action, to compare their thinking with what they actually did, and to note the consequences they experienced. [*Same system of Bloom's Taxonomies dedicated to Ralph Tyler, where the person is taxonomized according to learning paradigms, one starts with knowledge of rules and standards (patriarchal paradigm) and moves up to analysis through comprehension and application and the other starts in reverse order with evaluation (perception-heresiarchal paradigm) and moves backward to knowledge (information relevant to the situation) through synthesis, analysis, application, and comprehension.]

The school can also continue its long-accepted role of providing within its environment a democratic society closer to the ideal than the adult community has yet been able to achieve. It can provide a setting in which young people can experience concretely the meaning of our democratic ideals. It is crucially important for children to see firsthand a society that encourages and supports democratic values.

Educational philosophies in a democratic society are likely to emphasize strongly democratic values. These four values are:

The importance of every human being.
Opportunity for wide participation in social groups in society.
Encouragement of variability of life styles.
Faith in intelligence rather than authority.

“Should the school develop young people to fit into the present society as it is or does the school have a revolutionary mission to develop young people who will seek to improve the society?” Perhaps a modern school would include in its statement [that] it believes that the high ideals of a good society are not adequately realized in our present society and that through the education of young people it hopes to improve society.

The Experimental Classroom

“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

“Physical experiences cause a change in our theories and concepts about the physical world.” “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.” 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

“There is evidence in our data that once a change in behavior has occurred, a change in beliefs is likely to follow.” Leon Festinger

"The individual accepts the new system of values and beliefs by accepting belongingness to the group." Kurt Lewin in Human Relations in Curriculum Change.