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Class Notes

"If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation, then Marx must collapse into a bottomless abyss."
(Jürgen Habermas Theory and Practice)

"For to this end also did I write, that I might know the proof of you, whether ye be obedient in all things. 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 2:9-11  emphasis added

“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: A Therapist View of Psychotherapy)

“Freud speaks of religion as a ‘substitute-gratification’ – the Freudian analogue to the Marxian formula, ‘opiate of the people.’”  (Norman O. Brown  Life Against Death: The Psychoanalytical Meaning of History)

Democracy, Socialism, and Communism are all one and the same "in which the free development of each is the condition for the free development of all."  "'the advent of practical humanism,' for which it was no longer just a matter of fighting religious alienation, but also  the concrete social alienation and poverty that give rise to the need for religion"  Daniel Bensaïd [Money is the retainer and the restrainer of pleasure, with it pleasure is attainable, without it is inaccessible.  Dialectically it is the means to pleasure only when removed from religion, i.e. higher authority.  "For the love of money is the root of all evil: which while some coveted after, they have erred from the faith, and pierced themselves through with many sorrows." 1 Timothy 6:10]

"But I fear, lest by any means, as the serpent beguiled Eve through his subtlety, so your minds should be corrupted from the simplicity that is in Christ. For if he that cometh preacheth another Jesus, whom we have not preached, or if ye receive another spirit, which ye have not received, or another gospel, which ye have not accepted, ye might well bear with him." 2 Corinthians 11:3-4  emphasis added

“… the result of long practice with affective behavior.” “Views problems in objective, realistic, and tolerant terms.” “Relies increasingly upon the method of science in finding answers to question … about society.”  “Judges problems in terms of situation, issues, purposes, and consequences involved rather than in terms of fixed, dogmatic precepts ….” "The major ingredient required in such instruments is that the problem be sufficiently subtle and complex … that the generalized set which we wish to observe can be brought into play.”  “We are not interested in whether the problem is solved accurately or with elegance.”  “… ones view of the universe, one’s philosophy of life, one’s Weltanschauung–a value system having as its object the whole of what is known or knowable.”  “A consistency in behavior … among all the social roles .. between the public and private domains of his life.” “… his philosophy … pervades all of his behavior.”  “A basic tenet of liberal education is that it is by means of intellectual effort that a philosophy of life in large measure is formed.”  “We want the student to lead the good life and become a good man in all his parts.” “… the greatest good for the greatest number.” “Develops for regulation of one’s personal and civic life a code of behavior based on ethical principles consistent with democratic ideals.” “The style of integrity developed by his culture or civilization thus becomes the ‘patrimony of his soul,’ the seal of his moral paternity of himself.” “Before this final solution, death loses it sting.”  (David Krathwohl, Benjamin Bloom  Taxonomy of Educational Objectives: Book II  Affective Domain)  emphasis added

"Now this I say, brethren, that flesh and blood cannot inherit the kingdom of God; neither doth corruption inherit incorruption.  Behold, I shew you a mystery; We shall not all sleep, but we shall all be changed,  In a moment, in the twinkling of an eye, at the last trump: for the trumpet shall sound, and the dead shall be raised incorruptible, and we shall be changed.  For this corruptible must put on incorruption, and this mortal must put on immortality.  So when this corruptible shall have put on incorruption, and this mortal shall have put on immortality, then shall be brought to pass the saying that is written, Death is swallowed up in victory.  O death, where is thy sting? O grave, where is thy victory?  The sting of death is sin; and the strength of sin is the law.  But thanks be to God, which giveth us the victory through our Lord Jesus Christ."  1 Corinthians 15:50-57  emphasis added

"For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9

"He that cometh from above is above all: he that is of the earth is earthly, and speaketh of the earth: he that cometh from heaven is above all." John 3:31

“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)

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & postpotency." (The Journals of Abraham Maslow, ed. Richard J. Lowry)

“A natural step in the present study, therefore, was to conceive of a continuum extending from extreme conservatism to extreme liberalism, and to construct a scale which would place individuals along this continuum."  (Adorno)

"At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous. At the other end he lives openly and freely in relation to the therapist and to others, guiding his behavior on the basis of his immediate experiencing – he has become an integrated process of changingness.” (Carl Rogers)

"The qualities of the client’s expression at any one point might indicate this position on this continuum, might indicate where he stood in the process of change.” (Carl Rogers)

"Trust in the Lord with all your heart, and lean not unto your own understanding."  Proverbs 3:5

"It is better to trust in the Lord than to put confidence in man." Psalms 118:8
"The fear of man bringeth a snare: but whoso putteth his trust in the Lord shall be safe." Proverbs 29:25
"Thus saith the LORD; Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5

"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9

“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.” “The affective domain is, in retrospect, a virtual ‘Pandora’s Box.  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” “… a single powerful experience may have as much impact on the individual than many less powerful experiences.” “… Newcomb (1943) suggests that social liberalism is likely to be retained after college only when the environment reinforces these attitudes.”  “Darley (1938) the retention of affective changes … how early in the individual’s career the objective was developed, how deep-seated the learning has been, and the environmental forces to which the individual is subjected over the school and postschool years.”  “Asch (1952) … the shaping of attitudes … the process of interaction between the individual and the environment which brings about major changes.”  “… cognitive and affective objectives … determined by the learning experience….”  “… increased emphasis on affective objectives … will enable education research workers to resolve … both theoretical and more practical … educational situations.”  “… what learning experience produce what changes in the affective domain … attacked on a theoretical as well as a practical basis.”  “… Bruner (1960) …it is not so much what is learned, but how it is learned, which will determine the affective objectives that will be attained at the same time as the cognitive objectives.”  “… learning experiences which are highly organized and interrelated may produce major changes in behavior related to complex objectives in both the cognitive and affective domain.”  (David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 54, 91)  emphasis added

    "If ye then be risen with Christ, seek those things which are above, where Christ sitteth on the right hand of God. Set your affection on things above, not on things on the earth. For ye are dead, and your life is hid with Christ in God. When Christ, who is our life, shall appear, then shall ye also appear with him in glory.
    Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate affection, evil concupiscence [desires], and covetousness, which is idolatry: For which things’ sake the wrath of God cometh on the children of disobedience: In the which ye also walked some time, when ye lived in them.
    But now ye also put off all these: anger, wrath, malice, blasphemy, filthy communication out of your mouth. Lie not one to another, seeing that ye have put off the old man with his deeds; and have put on the new man, which is renewed in knowledge after the image of him that created him."  Colossians 3:1-11 

    "For what man knoweth the things of a man, save the spirit of man which is in him? Even so the things of God knoweth no man, but the Spirit of God. Now we have received, not the spirit of the world, but the spirit which is of God; that we might know the things that are freely given to us of God. Which things also we speak, not in the words which man’s wisdom teacheth, but which the Holy Ghost teacheth, comparing spiritual things with spiritual.
    But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him: neither can he know them, because they are spiritually discerned. But he that is spiritual judgeth all things, yet he himself is judged of no man. For who hath known the mind of the Lord, that he may instruct him? But we have the mind of Christ."  1 Corinthians 2:11-16

"For all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life, is not of the Father, but is of the world." "If any man love the world, the love of the Father is not in him."  1 John 2:16

"In all your ways acknowledge him, and he will direct your paths." Proverb. 3: 6

“In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives.” “A major function of education in such a society is to achieve the internalization of this philosophy.”
    “This is not to suggest that education in an open society does not attempt to develop personal and social values.” “It does indeed.” “But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹”  (David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 166)  emphasis added

“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, ... that we can find a pathway toward the open society.”  (Carl Rogers on becoming a person)

"The first task of believers in democratic ethics is, therefore, the theoretical job of translating democratic values into methodological norms for the control of processes of planned change. The second task is the practical one of devising ways, in training teachers or others as social engineers, to develop the skills and techniques for effective stimulation and induction of change in persons and groups and the social-psychological knowledge required for accurate diagnosis of change-situations in integral relation to developing commitments to the norms of democratic methodology."  "The practical task of intelligence in this kind of case—for Pearl Harbors do not often come—is to rediscover the basic character of the community, its common ideals, beliefs, and goals." (Kenneth Benne  Human Relations in Curriculum Change)

“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”  (David Krathwohl, Benjamin Bloom, Book II  Affective Domain  p. 166)  emphasis added

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)

“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.” (Erick Fromm You shall be as gods: A radical interpretation of the old testament and its tradition 1966)

“Man knows about God only in so far as God knows about himself in man;” (G. W. F. Hegel in Karl Friedrich Hegel)

“The only practically possible emancipation is the unique theory which holds that man is the supreme being for man.” (Karl Marx  Critique of Hegel's Philosophy of Right)

“The more of himself man attributes to God, the less he has left in himself.” (Karl Marx Selected Reading in Sociology and Social Philosophy by T. B. Bottomore)

"Kant was certainly correct in claiming that we can never fully know nonhuman reality." (Abraham Maslow  Motivation and Personality 1954

"Tillich is telling those Christians who can hear that they can accept humanism without relinquishing Christianity if they will accept man as the true meaning of God."  "Humanism asserts that the test of human conduct must be found in human experience; concern for man replaces concern about pleasing God. Humanism elevates man to the rank of God. Tillich’s message is that God is man, mankind, humanity. Tillichian salvation is a symbol, a symbol for becoming ultimately concerned about humanity―salvation in an 'eternal' present. The answer to man’s predicament lies in the realization by individual man, that all men are essentially one and that the one is God. This self-realization is a 'return' to union: potential becomes actual.  One reason Tillich is unwilling to openly disavow religion is that he must be accepted as a theologian in order to formulate and gain acceptance of an imaginative Grand Synthesis of theology and philosophy. Tillich is actually directing an apologetic humanistic message to a Christian audience." (Leonard Wheat Paul Tillich's Dialectical Humanism: Unmasking the God above God)

"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." "Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love."  (Bronner)

"Work done by Horkheimer in the thirties identified 'neurosis as a social product, in which the family was seen as a primary agent of repressive socialization.'"  (Bronner)

"Man is free from all ties binding him to spiritual authorities, but this very freedom leaves him alone and anxious, overwhelms him with a feeling of his own individual insignificance and powerlessness." (Erick Fromm Escape from Freedom)

"A logical connection emerges with the anthropological perspective of the young Marx wherein ‘the eye becomes the human eye, the ear the human ear.’" (Bronner quoting Erich Fromm, Marx’s Concept of Man in Bronner)

“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.” (Herbert Marcuse Eros and Civilization: A philosophical inquiry into Freud) 

“To experience Freud is to partake a second time of the forbidden fruit; and this book cannot without sinning communicate that experience to the reader."  (Norman O. Brown  Life Against Death: The Psychoanalytical Meaning of History)

"Not feeling at home in the sinful world, Critical Criticism must set up a sinful world in its own home." "However, Criticism falls into an inconsistency by thus having its opinion of itself represented as the opinion of the world and by its concept being converted into reality."  (Karl Marx The Holy Family Chapter VII Critical Criticism’s Correspondence 1; The Critical Mass)

“Criticism is now simply a means. Indignation is its essential pathos, denunciation its principle task. Criticism is criticism in hand-to-hand combat. Criticism proceeds on to praxis.” (Karl Marx Critique of Hegel's Philosophy of  Right)

" ... the central problem of democracy is not the discovery of some optimal solution or standard for ranking incommensurate values; ... The central problem of democracy is instead the formation of a somewhat vaguely defined ‘postconventional’ consensus through which everyone affected by a decision must be able to participate in reaching it.” (Bronner)

"The ideal of democratic deliberation is an intelligent and uncoerced consensus concerning what should be done. This consensus will attempt to incorporate the valid insights and values of all parties in the conflict. The validity of these various insights and values is to be tested by the common study, deliberation, and discussion of the group and ultimately by the consequences of the common plan as it works out in action and as these consequences are evaluated by the common judgment of the group. It cannot be stressed too emphatically that the ideal goal of democratic co-operation is a consensus in the group concerning what should be done—a consensus based on and sustained by the deliberation of the group in the planning, execution, and evaluation of the common action of the group. No other method of social control depends so crucially on the deliberation of the whole group concerned in resolving the conflicts which for the time impede and prevent community of action. And, as a corollary, no other method of social control depends so centrally for its effective working-out upon the habituation and responsible discipline of all of its members in conscious methods of deliberation and discussion." (Benne)

“The ideal of the group is consensus in action.”  (Benne)

"... from Fichte and Hess of the philosophy of action as the completion of the philosophy of understanding. ... repudiated the utopian program of realizing an ideal created solely by the imagination. ... A new feeling of passionate indignation and sympathy for the struggle of the dispossessed was deepening and inspiring his spirit of revolt." "the "essence" of man is not therefore as idealists imagine, something constant, but is constantly changing."  (John Lewis, The life and Teaching of Karl Marx)

"If the 1789 French Revolution was a failure it was because the most numerous part of the mass, the part distinct from the bourgeoisie, did not have its real interest in the principle of the Revolution, did not have a revolutionary principle of its own, but only an 'idea', and hence only an object of momentary enthusiasm and only seeming uplift." (Karl Marx The Holy Family Chapter VI Absolute Critical Criticism, Or Critical Criticism As Herr Bruno 1) Absolute Criticism’s First Campaign a) 'Spirit' and 'Mass')

“The Christian religion has been deeply affected by the process of Enlightenment and the conquest of the scientific spirit.” "Although these latter ideas (unconscious trends such as expressed in idea of the crucifix and the sacrifice of blood) have been more or less successfully replaced by 'Christian Humanism,' their deeper psychological roots have still be to reckoned with."  “It is a well-known hypothesis that susceptibility to fascism is most characteristically a middle-class phenomenon, that it is ‘in the culture’ and, hence, that those who conform the most to this culture will be the most prejudiced.” “Superstition indicates a tendency to shift responsibility from within the individual onto outside forces beyond one’s control . . . the ego has ‘given up,’ renounced the idea that it might determine the individual’s fate by overcoming external forces... dominated by the authoritarian aspects of the parent‑child relationship or by a more democratic type of relationship, the ability of the subject to appraise his parents objectively, as contrasted with an inclination to put the parents on a very high plane.”  “Some of the formal properties of religion, such as the rigid antithesis of good and evil, … still exercise considerable power.”    “Confronted with the rigidity of the adult ... , one turns naturally to the question of whether the prospects for healthy personality structure would not be greater if the proper influences were brought to bear earlier in the individuals life, and since the earlier the influence the more profound it will be, attention becomes focused upon child training.” "According to the present theory, the effects of environmental forces in molding the personality are, in general, the more profound the earlier in the life history of the individual they are brought."   “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)

"If we follow this train of thought beyond Freud, and connect it with the twofold origin of the sense of guilt, the life and death of Christ would appear as a struggle against the father—and as a triumph over the father."  "The message of the Son was the message of liberation: the overthrow of the Law by Agape." (Marcuse)

“A new emphasis on civic participation and social interaction alone seemed capable of confronting the crisis. And, that is precisely what Fromm provided in his notion of ‘communitarian socialism.’” (Bronner)

Bloom's Cognitive Taxonomy was dedicated to Ralph Tyler: “To Ralph W. Tyler, whose ideas on evaluation have been a constant source of stimulation to his colleagues in examining, and whose energy and patience have never failed us.”   (Benjamin Bloom,  Taxonomy of Educational Objectives Book I:  Cognitive Domain)

"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:  1) The importance of every human being. 2) Opportunity for wide participation in social groups in society. 3) Encouragement of variability of life styles. 4) 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."  (Ralph W. Tyler, “Achievement Testing and Curriculum Construction,” Trends in Student Personnel Work)

"Prior to therapy the person is prone to ask himself  ‘What would my parents want me to do?’ During the process of therapy the individual comes to ask himself ‘What does it mean to me?’” (Carl Rogers)

“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.” (Erick Fromm  Escape from Freedom)

"Now the serpent was more subtle than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden?  And the woman said unto the serpent, We may eat of the fruit of the trees of the garden:  But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. And the serpent said unto the woman, Ye shall not surely die:  For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil. And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat."  Genesis 3;1-6

“Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature.” (Karl Marx MEGA I/3, p. 123) bolded emphasis added

“The struggle against religion is therefore indirectly a struggle against that world whose spiritual aroma is religion.” (Karl Marx MEGA I/1/1)

"Ideologies are, expressions of the structure and are modified by modifications of the structure."  (Gramsci  The Prison Notebooks)

"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)

 "1. All human behavior is directed toward the satisfaction of needs, 2. the individual will change his established ways of behaving for one of two reasons: to gain increased need satisfaction or to avoid decreased need satisfaction, and 3. 'augmentation' in the possibilities of needs satisfaction" (Kenneth Benne Human Relations in Curriculum Change)

“Driving forces are those forces or factors affecting a situation which are “pushing” in a particular direction; they tend to initiate a change and keep it going.  Restraining forces may be likened to walls or barriers.  They only prevent or retard movement toward them.”  “The component forces can be modified in the following way:  (1) reducing or removing the forces; (2) strengthening or adding forces; (3) changing the direction of the forces.”   “The specific goal is not an achievement goal per se but is rather a socialization goal which must be reached before the achievement goal can be adequately facilitated.”  (Kurt Lewin quoted in Kenneth Benne Human Relations in Curriculum Change)

“A change in the system of how the people in a family give and receive messages from one another is the goal of family therapy, not the solution of problems.” “We are speaking specifically of the process and not of the content.”  (Benne)

"Thus, for instance, once the earthly family is discovered to be the secret of the holy family, the former must itself be annihilated [vernichtet] theoretically and practically." (Karl Marx Theses On Feuerbach #4)

“God is conceived more directly after a parental image and thus as a source of  support and as a guiding and sometimes punishing authority.”  “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.”  "The conception of the ideal family situation for the child:  (1) uncritical obedience to the father and elders, (2) pressures directed unilaterally from above to below, (3) inhibition of spontaneity, and (4) emphasis on conformity to externally imposed values." (Adorno)

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50
"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven." Matthew 7:21
"For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak.  And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 12: 49, 50

“I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately.” “The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards.”   (Abraham Maslow, Maslow on Management)

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

"The environment consists of those conditions that promote or hinder, stimulate or inhibit, the characteristic activities of a living being."  "The problems are such things as the relations of mind and matter; body and soul; humanity and physical nature; the individual and society; theory—or knowledge, and practice—or doing."   "... between mind as the end and spirit of action and the body as its organ and means.... the connection of mental activity with that of the nervous system." " ... the measure of worth" is "animated by a social spirit ... presented only when certain conditions are met.... a common experience ... work and play in association with others."  "The absence of a social environment ... renders ... knowledge inapplicable to life and so infertile in character."  (John Dewey  Democracy and Education)

"Self-perfection of the human individual is fulfilled in union with the world in pleasure. Eros is fundamentally a desire for union with objects in the world. Eros is the foundation of morality.” "In the words of Thoreau: 'We need pray for no higher heaven than the pure senses can furnish, a purely sensuous life.  Our present senses are but rudiments of what they are destined to become.'" (Brown)

“Universal Reconciliation - where reconciliation includes the interaction of human beings with nature, with animals, plants, and minerals.” (Jürgen Habermas The Theory of Communicative Action)

"Eros belongs mainly to democracy."  (Adorno)

"Life, at its best, is a flowing, changing process in which nothing is fixed." "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 appears to have a certain universality."  (Carl Rogers)

“Alienation is the experience of ‘estrangement’ (Verfremdung) from others, . . .” “Alienation has a long history. Its most radical sense already appears in the biblical expulsion from Eden.” “Alienation, according to Feuerbach, derives from the externalization (Entausserung) of human powers and possibilities upon a non-existent entity: God. . .” “God is thus the anthropological source of alienation . . .” “Alienation will continue so long as the subject engages in an externalization (Entausserung) of his or her subjectivity.”  (Bronner)

“An attitude of complete submissiveness toward ‘supernatural forces’ and a readiness to accept the essential incomprehensibility of ‘many important things’ strongly suggest the persistence in the individual of infantile attitudes toward the parents, that is to say, of authoritarian submission in a very pure form.” “Authoritarian submission was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures, parents, older people, leaders, supernatural power, and so forth.”  “Family relationships are characterized by fearful subservience to the demands of the parents and by an early suppression of impulses not acceptable to them.”  (Adorno)

"Every form of objectification results in alienation"  (Bronner)

"The life which he has given to the object sets itself against him as an alien and hostile force."  (Karl Marx MEGA I/3, pp. 83-84)

"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) emphasis added

"Meyers in his study emphasizing group think, Higher Horizons 1961, stated that 'to develop attitudes and values toward learning which are not shared by the parents and guardians or by the peer group in the neighborhood' produces 'conflict and tension between parents and children, between students, and peer groups who are not participating in the special opportunities." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." "… Coleman (1961) demonstrates very clearly that during the adolescent periods, under some conditions, the peer group has a greater effect on the students than do teachers and, perhaps, parents.” (David Krathwohl, Benjamin Bloom, Book II Affective Domain 1964, p 83, 84, 82)  emphasis added

“The manner in which the prisoner came to be influenced to accept the Communist’s definition of his guilt can best be described by distinguishing two broad phases

(1) a process of 'unfreezing,' in which the prisoner’s physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and

(2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people’s standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure.

Most were put into a cell [group] containing several who were further along in reforming themselves and who saw it as their primary duty to 'help' their most backward member to see the truth about himself in order that the whole cell might advance.  Each such cell [group] had a leader who was in close contact with the authorities for purposes of reporting on the cell’s progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image. 

 Once this process of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others.

The Chinese have drawn on their cultural sensitivity to the nuances of interpersonal relationships to put together some highly effective but well-known techniques of indoctrination.  Their sophistication about the importance of the small group as a mediator of opinions and attitudes has led to some highly effective techniques of destroying group solidarity, as in the case of the POW’s and of using groups as a mechanism of changing attitudes, as in the political prisons.”  (Warren G. Bennis, Edgar H. Schein ed. Interpersonal Dynamics:  Essays in Readings on Human Interaction) 

". . . any intervention between parent and child tend to produce familial democracy regardless of its intent.  The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching."  "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken.  The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore."  (Bennis)

“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)

"One school of political philosophy, originating in Kant and developed by John Rawls and Jurgen Habermas, argues that citizens, even when they strongly disagree, can at least agree to deliberate rationally over their differences. Two contemporary political philosophers, Amy Gutmann and Stephen Macedo, in particular have extended this position to some of our contemporary controversies; both insist, for example, that because good citizens ought to be thoughtful and deliberative ones, public schools can legitimately turn down requests by fundamentalist parents not to have their children exposed to literature they consider irreligious or immoral. (Macedo goes further and suggests that liberal democracies ought to prevent fundamentalist parents from enrolling their children in private schools that teach from a fundamentalist perspective.) There is, in this tradition, a strong affirmation of a common morality, one rooted in the Enlightenment and then applied in the United States through our commitments to liberal democracy."  (Alan Wolfe,  Boisi Center for Religion and American Public Life, Boston College)

"Religious communities are entitled to be called 'reasonable' only if they renounce the use of violence as a means of propagating the truths of their faith.  They must translate their religious convictions into a secular language before their arguments have the prospect of being accepted by a majority ... to translate the 'in the image of God' character of the human creature into the secular language of constitutional law.  In Kant we find the authority of divine command reestablished in the unconditional validity of moral duty. In this we hear an unmistakable resonance. With his conception of autonomy, Kant certainly destroyed the traditional conception of being 'a child of God.'  Something was lost when sin became guilt ... The lost hope of resurrection has left behind a palpable emptiness." (Jürgen Habermas accepting the Peace Prize of the German Publishers and Booksellers Association Paulskirche, Frankfurt, 14 October 2001)

“Acceptance of religion mainly as an expression of submission to a clear pattern of parental authority is a condition favorable to ethnocentrism.” “... ethnocentrism takes the form of pseudopatriotism; ‘we’ are the best people and the best country in the world, and we should either keep out of world affairs altogether (isolationism) or we should participate ‑‑ but without losing our full sovereignty, power, and economic advantage (imperialism). And in either case we should have the biggest army and navy in the world, and atom bomb monopoly.” “Confronted with the rigidity of the adult ethnocentrist, one turns naturally to the question of whether the prospects for healthy personality structure would not be greater if the proper influences were brought to bear earlier in the individuals life, . . .”“For ethnocentric parents, acting by themselves, the prescribed measures would probably be impossible.” (Adorno)

"Religion and science can be kept apart, indeed, one is able to do conscientious screening and not let one activity impede the other―in short, it is an exercise in 'role playing.'" (Moreno)

“Philosophy as theory . . . establishes the basis of its reality as praxis; it serves to distinguish it from religion, the wisdom of the other world.”  (Karl Marx Critique of Hegel's 'Philosophy of Right')

"It may be said that Philosophy first commences when ... a gulf has arisen between inward strivings and external reality, and the old forms of Religion, &c., are no longer satisfying; when Mind manifests indifference to its living existence or rests unsatisfied therein, and moral life becomes dissolved."  (Hegel’s Lectures on the History of Philosophy Introduction B. Relation of Philosophy to Other Departments of Knowledge)

“Philosophers view the world with critical eyes, measuring existence against essence, the actual against the ideal, ‘is’ against ‘ought.’” “The philosopher appeals to reason not faith, teaches rather than dogmatizes, demands and welcomes the test of being doubted, promises truth, and aims at the achievement of a world ‘become philosophical.’”  (Karl Marx Critique of Hegel's 'Philosophy of Right')

"Praxis becomes the form of action appropriate to the isolated individual, it becomes his ethics."  "Marx urged us to understand ‘the sensuous world,’ the object, reality, as human sensuous activity."  (György Lukács History & Class Consciousness What is Orthodox Marxism? 1919)

"Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship.  For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, an overweening interest in the future development of the child-- in other words, a child centered orientation."  (Bennis)

"The goals of democratic education can be nothing else but development toward psychological health."  (Maslow, The Journals of Abraham Maslow, ed. Richard J. Lowry)

"If there is a universal neurosis, it is reasonable to suppose that its core is religion. Psychoanalysis must treat religion as a neurosis."  (Brown)

Bloom's 'Taxonomy' is “… a psychological classification system.  Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy. …consistent with relevant and accepted psychological principles and theories.” (Benjamin Bloom,  Taxonomy of Educational Objectives Book I:  Cognitive Domain, P. 6)

“Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear.”  (David Krathwohl, Benjamin S. Bloom Book 2 Affective Domain 1964)

“Certainly the Taxonomy was unproven at the time it was developed and may well be ‘unprovable.’” (Bloom's Taxonomy: A Forty Year Retrospect)

"No hypothesis in this body of writings has been fully tested. Nor will it be tested fully until it has been used widely in thoughtful experimentation with actual social changes. The school offers an important potential laboratory for the development of a truly experimental social science. Experimentally minded school workers can develop and improve the hypotheses suggested in these readings as they put them to the test in planning and evaluating changes in the school program." (Benne)

“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 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  Book 1 Cognitive Domain) emphasis added

"Social environmental forces must be used to change the parents behavior toward the child." (Adorno)

“God's work is a source of corruptions in individuals.”  (John Dewey Democracy and Education 1919)

"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth.  If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not?  But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons.  Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live?  For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness.  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 12:5-11

"Salvation is a byproduct of Self-Actualization Duty."  "Seeking for personal salvation is anyway the wrong road to salvation."  "Meaningful work comes very close to the religious quest in the humanistic sense."  (Abraham Maslow, Maslow on Management)

"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow The Further Reaches of Human Nature)

“This voice which really isn’t you but tells you the way the world works is a direct attack on creativity. We have to work to remove it.” “When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas.” (Michael Ray in Maslow)

"‘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.” (Sigmund Freud in Marcuse)

"Freud noted that ... patricide and incest ... are part of man's deepest nature."  (Irvin Yalom The Theory and Practice of Group Psychotherapy)

"One day, the brothers who had been driven out came together, killed and devoured their father and so made an end of the patriarchal horde" ( Freud, Totem and taboo  1912-1913a, p. 141)

“... the hatred against patriarchal suppression—a ‘barrier to incest,’ ... the desire (for the sons) to return to the mother—culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan, which in turn deifies the assassinated father and introduces those taboos and restraints which, ..., generated social morality.”  (Marcuse)

“In a democratic society a patriarchal culture should make us depressed instead of glad; it is an argument against the higher possibilities of human nature, of self actualization.” “In our democratic society, any enterprise--any individual--has its obligations to the whole.” “Tax credits would be given to the company that helps to improve the whole society, and helps to improve the democracy by helping to create democratic individuals.” (Abraham Maslow, Maslow on Management)

"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence."  (Bradford, Gibb, Benne  T-Group Theory and Laboratory Method: Innovation in Re-education)

 "Parents have no right upon their offspring except a psychological right. Literally the children belong to universality." "A creator, as soon as his work has emanated from him, has no right to it any longer except a psychological right.  He had all rights upon it as long as it was growing in him but he has forfeited these as soon as it is gone out of him and becomes a part of the world.  It belongs to universality."  "We propose, therefore, the specialization of the notion of parenthood into two distinct and different functions-the biological parent and the social parent.  They may come together in one individual or they may not.  But the problem is how to produce a procedure which is able to substitute and improve this ancient order." "...we have described roleplaying as diagnostic method but it can also  be used as 'role therapy' to improve the relations between the members of a group."  (Moreno)

“We must develop persons who see non-influencability of private convictions in joint deliberations as a vice rather than a virtue.” (Benne)

“The scientific study of ideology can only be made on the basis of theory.” (Adorno)

“... to grasp philosophies and other ideological systems in theory as realities and to treat them as such in praxis .” (Karl Korsch quoted in Bronner)

“Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature.” (Karl Marx MEGA I/3, p. 123) bolded emphasis added

"The community needs, therefore, to be explored and, if necessary, purged from undesirable cultural conserves .... The community must be 'deconserved' from the pathological excesses of its own culture, or at least, they must be put under control." (Moreno)

“The real nature of man is the totality of social relations.” Karl Marx Thesis on Feuerbach # 6

“The essence of man is not an abstraction inherent in each particular individual.”  Karl Marx Thesis on Feuerbach # 6

“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  

“The individual is emancipated in the social group.” “Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged.” (Brown)

"It is usually easier to change individuals formed into a group than to change any one of them separately."  (Kurt Lewin in Benne)

Cognitive Dissonance: “The lack of harmony between what one does and what one believes.”  “ The pressure to change either one’s behavior or ones belief.” (Introduction to Psychology Ernest R. Hilgard, Richard C. Atkinson)

"… few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance.  To question the value or activities of the group, would be to thrust himself into a state of dissonance.  Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority." “The person must be helped to reexamine many cherished assumptions about himself and his relations to others.” “The familiar must be made strange; many common props, social conventions, status symbols, and ordinary procedural rules are eliminated ..., and the individual’s values and beliefs about himself are challenged.” "By shifting the group’s attention from ‘then-and-there’ [the family] to ‘here-and-now’ [the group] material, he performs a service to the group … focusing the group upon itself.  Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself.  Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking.  Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse."  (Yalom)

“There is evidence in our data that once a change in behavior has occurred, a change in beliefs is likely to follow.”  (Kurt Lewin in Benne)

"Human rights and duties are grounded in the institutions and ideologies of a culture, not in a nature independent of man’s social relationships. If human rights are to be guaranteed, they must be guaranteed by appropriate social, political, and economic controls of human behavior, not by opposition to these." "The rights of private judgment can be defensibly defined and enforced on a democratic basis only by processes of collaborative planning. They cannot be guaranteed by dogmas concerning the nature of man." "To the democratic planner 'dogmas' are seen methodologically as 'intellectual' attempts to save some privileged position from open collective criticism and modification." "How to convert the perception of favored principles by those who hold them from dogmas to 'hypotheses' remains a central problem for democratic social engineers." "... changing human relations; for, inevitably, it must consider not only what 'is' and what 'can be' but also, what 'ought to be'." (Benne)

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

UN Charter:  "As the global centre for consensus-building, the UN has set priorities and goals for international cooperation to assist countries in their development efforts and to foster a supportive global economic environment. "   "The UN has played a crucial role in building international consensus on action for development."  "The historic United Nations conferences and summits held in the 1990s and 2000s generated an unprecedented global consensus on a shared vision of development." (UN Website,  About development:  www.un.org/en/development/other/overview.shtml; Conferences and Summits: www.un.org/en/development/devagenda/devagenda.shtml ) “It is proposed that no facts or opinion be considered by the Congress unless the facts and opinions be the established consensus of a group of collaborators." (Harry Stack Sullivan, The Fusion of Psychiatry and Social Science) [The word consensus is used over 26,000 times in UN documents on their website.]

"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 [necessity] of the family.” (David Krathwohl, Benjamin Bloom,  Affective Domain, p. 31)

“The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself.” (Brown)

“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.”  "Children have not acquired that sense of shame which, according to the Biblical story, expelled mankind from Paradise, and which, presumably, would be discarded if Paradise were regained."  "The new guilt complex appears to be historically connected with the rise of patriarchal religion (from the Western development the Hebrews are decisive)."  (Erick Fromm Escape from Freedom)

"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)

“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.’” (Brown)

"From this we may conclude that social perception and freedom of choice are interrelated. Following one’s conscience is identical with following the perceived intrinsic requirements of the situation. Only if and when the new set of values is freely accepted, only if it corresponds to one’s superego, do those changes in social perception occur which, as we have seen, are a prerequisite for a change in conduct and therefore for a lasting effect of re-education. We can now formulate the dilemma which re-education has to face in this way: how can free acceptance of a new system of values be brought about if the person who is to be educated is in the nature of things, likely to be hostile to the new values and loyal to the old?"  (Benne)

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

“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, Book 2: Affective Domain, p. 39)

“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') 

“It is not the will or desire of any one person which establish order but the moving spirit of the whole group. Control is social.” (John Dewey Experience and Education 1931)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence."  (Jürgen Habermas Knowledge & Human Interest, 1968, publ. Polity Press, 1987. Chapter Three: The Idea of the Theory of Knowledge as Social Theory)  

“The individual accepts the new system of values and beliefs by accepting belongingness to the group.” (Kurt Lewin in Benne)
 
"Small groups are the most effective way of closing the back door of your church."  Rick Warren

"The group seems to know only two techniques of self-preservation, fight or flight. . .the kind of leadership that is recognized as appropriate is the leadership of the man who mobilizes the group to attack somebody, or alternatively to lead it in flight. . .leaders who neither fight nor run away are not easily understood." (W. R. Bion Experiences in groups  pp. 63,65) 

"'Experiences in Groups' is probably the shortest and most influential text in psychoanalytic group psychotherapy. Whether you agree or disagree with Bion, ignore him you cannot for he looms up at you from the darkness of the deepest areas of human experience, illuminating it with his 'beams of darkness.'” (M. Pines Bion and group psychotherapy p. xi)  bold added

"Take heed therefore that the light which is in thee be not darkness."  Luke 11:35

"For such are false apostles, deceitful workers, transforming themselves into the apostles of Christ. 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 11:13-15

"We must return to Freud and say that incest guilt created the familial organization."   (Brown)

“Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overtly docile, but secretly in his unconscious unconvinced, and therefore neurotic.” (Brown)

"The individual may have ‘secret’ thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for here may lie the individual’s potential for democratic or antidemocratic thought and action in crucial situations.”   (Adorno)

"We have to study the conditions which maximize ought-perceptiveness." "Oughtiness is itself a fact to be perceived." "If we wish to permit the facts to tell us their oughtiness, we must learn to listen to them in a very specific way which can be called Taoistic."  "Here the fusion comes not so much from an improvement of actuality, the "is," but from a scaling down of the "ought," from a redefining of expectations so that they come closer and closer to actuality and therefore to attainability."  (Abraham Maslow, The Farther Reaches of Human Nature)

"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 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." (Lukacs')

“The philosophical effort to mediate, in the aesthetic dimension, between sensuousness and reason thus appears as an attempt to reconcile the two spheres of the human existence which were torn asunder by a repressive reality principle.” “... the aesthetic reconciliation implies strengthening sensuousness as against the tyranny of reason and, ultimately, even calls for the liberation of sensuousness from the repressive domination of reason.”  “... on the basis of Kant’s theory, the aesthetic function becomes ... the philosophy of culture ... a non-repressive civilization, in which reason is sensuous and sensuousness rational ...[according to Schiller] the possibility of a new reality principle.”  (Marcuse)

“The basic task of re-education is to change the individual’s social perception, thereby changing the individual’s social action.”  “Re-education aims to change the system of values and beliefs of an individual or a group.”  “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.”  “New facts and values have to be accepted as an action-ideology, involving that particular, frequently non-conscious system of values which guides conduct—the way I really feel—the super-ego.”  “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.” (Benne)

“The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult. If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears.” (Kurt Lewin; A Dynamic Theory of Personality, 1935)

“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,” Child Behavior and Development)

"When the dialectical method destroys the fiction of the immortality of the categories it also destroys their reified character and clears the way to a knowledge of reality.  (György Lukács History & Class Consciousness What is Orthodox Marxism? 1919)

“Those forces in the individual and in the society that are natural and vial must be clearly separated from all the obstacles that operate against the spontaneous functioning of this natural vitality.” “It is the elimination of all obstacles to freedom that has to be achieved.” “Natural sociability and morality are present in men and women. What has to be eliminated is the disgusting moralizing which thwarts natural morality and then points to the criminal impulses, which it itself has brought into being.”  (Wilhelm Reich The Mass Psychology of Fascism)

“All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical.”  (Fromm)

“In the aesthetic imagination, sensuousness generates universally valid principles for an objective order. The two main categories defining this order are 'purposiveness without purpose' — i.e. beauty,  'lawfulness without law' — i.e. freedom.  'Zweckmässigkeit ohne Zweck; Gesetzmässigkeit ohne Gesetz'” “Whatever the object may be (thing or flower, animal or man), it is represented and judged not in terms of its usefulness, not according to any purpose it may possible serve, and also not in view of it ‘internal’ finality and completeness." (Marcuse)

“[Human] emancipation lies in fantasy and the language of experience irreducible to linguistic rules: mimesis. . . . Marcuse thus could write that ‘the realm of freedom lies beyond mimesis.’” (Stephen Bronner Of Critical Theory and Its Theorists)

“Universal Reconciliation relies on a reason that is before reason-mimesis or ‘impulse.’” (Jürgen Habermas The Theory of Communicative Action)

“Impulse, the primary fact, back of which, psychically we cannot go.” John Dewey, “Social Psychology,” Psychological Review, I (July, 1894), p. 404

"Feelings, joy, and pleasure [Empfindung, Lust und Genuss] are sanctioned and justified so that nature and freedom, sensuousness and reason, find their unity their right and their gratification." (Hegel Vorlesungen über die Aesthetik Volume 1)

"Without exception, patients enter group therapy with the history of a highly unsatisfactory experience in their first and most important group--their primary family."  ". . . 'to expose the patient, under more favorable circumstances, to emotional situations which he could not handle in the past.  ... undergo a corrective emotional experience suitable to repair the traumatic influence of pervious experience.' (Franz Alexander) "Through the therapist's continued willingness to verbalize and to confront the calamity calmly, patients gradually realize the irrationality of the feared calamity."  "The therapist assists the patient to clarify the nature of the imagined danger and then ... to detoxity, to disconfirm the reality of this danger."  "What better way to help the patient recapture the past than to allow him to re-experience and reenact ancient feelings toward parents in his current relationship to the therapist? The therapist  is the living personification of all parental images.  Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group to explore and to employ its own resources. The group [must] feel free to confront the therapist, who must not only permit, but encourage, such confrontation." He reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied.  ... the patient changes the past by reconstituting it."  (Yalom)

"Walden Two: 'Now that we know how positive reinforcement works, and why negative doesn't' ... 'we can be more deliberate and hence more successful in our cultural design.  We can achieve a sort of control under which the controlled, 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)

“Freedom becomes anchored in the subject. Nevertheless, what this means remains open to question. Freedom is now content to contest power and thus forgets that power is necessary to constrain its arbitrary exercise. The ethical and practical function of freedom is lost. Indeed, since subjective freedom is a social phenomenon, maintaining sanity depends upon the ability of the individual to fill a social role and affirm his or her fullest potential.” Bronner

“Such conditions tend to make performance rather variable if not downright unstable.”   (David Krathwohl, Benjamin Bloom, Book 2 Affective Domain  p.174)

“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)

“In psychology, Freud and his followers have presented convincing arguments that the id, man’s basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes.” “The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic.” (Carl Rogers)

"By dialectic, I mean an activity of conscious, struggling to circumvent, the limitations imposed by the formal-logical law of contradiction."  (Brown)

"Formal logic and the law of contradiction are the rules whereby the mind submits to operate under general conditions of repression." "The key to the nature of dialectical thinking may lie in psychoanalysis, more specifically in Freud’s psychoanalysis of negation."  "There is first the theorem that ‘there is nothing in the id which can be compared to negation,’ and that the law of contradiction does not hold in the id."  "The dream does not seem to recognize the word ‘no.’ There is an important connection between being ‘dialectical’ and dreaming." (Brown)

“Perversions ... show a deep affinity to phantasy. Freud's Collected Papers 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 with the highest products of consciousness, 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]”  (Marcuse)

“Freud, Hegel, and Nietzsche are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression.”   (Brown)

“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.” (Brown)

"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." (Adorno)

"An act of violence is any situation in which some men prevent others from the process of inquiry ...any attempt to prevent human freedom is an 'act of violence.' Any system which deliberately tries to discourage critical consciousness is guilty of violent oppression. Any school which does not foster students' capacity for critical inquiry is guilty of violent oppression." (Freire, P.1970. Pedagogy of the Oppressed. p.74) [Education therefore must be built upon the Questioning of Authority or it is Indoctrination)

"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."  (Brown)

"Through the repression of needs and wishes, it translates this constraint into a compulsion of internal nature, in other words into the constraint of social norms. That is why the relative destruction of the moral relation can be measured only by the difference between the actual degree of institutionally demanded repression and the degree of repression that is necessary at a given level of the forces of production. This difference is a measure of objectively superfluous domination. It is those who establish such domination and defend positions of power of this sort who set in motion the causality of fate, divide society into social classes, suppress justified interests, call forth the reactions of suppressed life, and finally experience their just fate in revolution." (Jürgen Habermas Knowledge & Human Interest)

“But, as has been pointed out before, we recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places.” (Benjamin Bloom,  Book 1: Cognitive Domain, 1956  p. 32)

"In the eyes of the dialectical philosophy, nothing is established for all time, nothing is absolute or sacred." (Karl Marx)

"According to the philosopher Hegel, truth is not found in the thesis, nor the antithesis, but in the emerging synthesis which reconciles the two."  (Martin Luther King Jr. Strength to Love.)

Human rights "brings us face to face with the most challenging dialectical conflict ever, between 'identity' and otherness, between the 'myself' and 'others.'  Thus the human rights that we proclaim ... can be brought about only if we transcend ourselves. . . . to find our common essence beyond our apparent divisions, our temporary differences, our ideological and cultural barriers. "  (Boutros Boutros-Ghali  former Secretary General of the UN speaking at the UN conference on human rights in 1993 in Vienna)

"I’ve decided to get into the World Federalists, become pro-UN . . . One World.   A world government with world-shared values . . . Until sovereignty is given up little by little by 'nations.' This is a realistic combination of the Marxian version and the Humanistic." (Abraham Maslow The Journals of Abraham Maslow)

"Truth is a moment in correct praxis." (Antonio Gramsci  Selections from the Prison Notebooks) [Dialectically, truth is every person's moment in the Garden in Eden, Genesis 3:1-6]

"'The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history.'  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.” (Gramsci )

"The dialectical method was overthrown―the parts were prevented from finding their definition within the whole."  (Lukacs')

"And the whole earth was of one language, and of one speech."  "And they said, Go to, let us build us a city and a tower, whose top may reach unto heaven; and let us make us a name, lest we be scattered abroad upon the face of the whole earth.  And the LORD came down to see the city and the tower, which the children of men builded.  And the LORD said, Behold, the people is one, and they have all one language; and this they begin to do: and now nothing will be restrained from them, which they have imagined to do.  Go to, let us go down, and there confound their language, that they may not understand one another’s speech.  So the LORD scattered them abroad from thence upon the face of all the earth: and they left off to build the city.  Therefore is the name of it called Babel; because the LORD did there confound the language of all the earth: and from thence did the LORD scatter them abroad upon the face of all the earth."  Genesis 11:1, 4-9

"B. L. Whorf  helped Thomas S Kuhn recognize how language effects one’s world view, as compiled in John B. Carroll’s book Language, Thought, and Reality.  Thomas S Kuhn concludes 'Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it.'” (Kuhn, Thomas S. The Structure of Scientific Revolutions)

“The best way to destroy democratic society would be by way of industrial authoritarianism, which is anti-democratic in the deepest sense.” (Maslow)

"To deny rights to 'democratic' leadership in influencing the course of current change is, in effect, to sell out control of required changes to non-democratic leadership ."  (Benne)

A "more powerful enemy, the bourgeoisie [the middle class-traditional family run, small business system], whose resistance … and whose power lies ... in the force of habit, in the strength of small-scale production." "Unfortunately, small-scale production is still widespread in the world, and small-scale production engenders capitalism and the bourgeoisie continuously, daily, hourly, spontaneously, and on a mass scale." "... the peasantry constantly regenerates the bourgeoisie—in positively every sphere of activity and life." "... gigantic problems of re-educating ..." "... eradicating their bourgeois habits and traditions...." "... until small-scale economy and small commodity production have entirely disappeared, the bourgeois atmosphere, proprietary habits and petty-bourgeois traditions will hamper proletarian work both outside and within the working-class movement, … in every field of social activity, in all cultural and political spheres without exception." "We must learn how to eradicate all bourgeois habits, customs and traditions everywhere." (Vladimir Lenin’s Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks’ Success May 12, 1920)  emphasis added.  Millions died from this type of thinking.

"... which the consciousness of the proletariat has striven to create ever since its inception. The workers’ council spells the political and economic defeat of reification. In the period following the dictatorship it will eliminate the bourgeois separation of the legislature, administration and judiciary."  György Lukács History & Class Consciousness March, 1920  (emphasis added)

"It is important, likewise, that the habits of thinking in a free country should inspire caution, in those entrusted with its administration, to confine themselves within their respective constitutional spheres, avoiding in the exercise of the powers of one department to encroach upon another.  The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism.  A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position.  The necessity of reciprocal checks in the exercise of political power, by dividing and distributing it into different depositories, and constituting each the guardian of the public weal against invasions by the others, has been evinced by experiments ancient and modern;  some of them in our country and under our own eyes.  To preserve them must be as necessary as to institute them."  (George Washing Farewell Speech)  bold emphasis added

" I hold that in contemplation of universal law and of the Constitution the Union of these States is perpetual. Perpetuity is implied, if not expressed, in the fundamental law of all national governments. It is safe to assert that no government proper ever had a provision in its organic law for its own termination. Continue to execute all the express provisions of our National Constitution, and the Union will endure forever, it being impossible to destroy it except by some action not provided for in the instrument itself.
Again: If the United States be not a government proper, but an association of States in the nature of contract merely, can it, as a contract, be peaceably unmade by less than all the parties who made it? One party to a contract may violate it—break it, so to speak—but does it not require all to lawfully rescind it?
Descending from these general principles, we find the proposition that in legal contemplation the Union is perpetual confirmed by the history of the Union itself. The Union is much older than the Constitution. It was formed, in fact, by the Articles of Association in 1774. It was matured and continued by the Declaration of Independence in 1776. It was further matured, and the faith of all the then thirteen States expressly plighted and engaged that it should be perpetual, by the Articles of Confederation in 1778. And finally, in 1787, one of the declared objects for ordaining and establishing the Constitution was 'to form a more perfect Union.'
But if destruction of the Union by one or by a part only of the States be lawfully possible, the Union is less perfect than before the Constitution, having lost the vital element of perpetuity.
It follows from these views that no State upon its own mere motion can lawfully get out of the Union; that resolves and ordinances to that effect are legally void, and that acts of violence within any State or States against the authority of the United States are insurrectionary or revolutionary, according to circumstances."  (Abraham Lincoln , first Inaugural address.  Monday, March 4, 1861)

"The individual states of the American Union could not have possessed any state sovereignty of their own.  For it was not these states that formed the Union, on the contrary the Union which formed the great part of the so-called states."  (Adolph Hitler  Mein Kampf)

“Our two continents (North & South America) are becoming more than neighbors united by the accident of geography. We’re becoming a community linked by common values and shared interests in the close bonds of family and friendship. These growing ties have helped advance peace and prosperity on both continents.”  (Former President George W. Bush, March 5, 2007)

"It is in our interest to work harder to build on areas of common concern and shared opportunities."  (Secretary of State Hillary Clinton, speaking in South Korea Feb 12, 2009)

"Yes, there have been differences between America and Europe.  No doubt there will be differences in the future, but the burdens of global citizenship continue to bind us together.  A  change of leadership in Washington will not lift this burden.  In this new century,  Americans and Europeans alike will be required to do more not less.   Partnership and cooperation among nations is not a choice.  It is the only way,  the one way to protect our common security and advance our common humanity.  That is why the greatest danger of all is to allow new walls to divide us from one another. The walls between old allies on either side of the Atlantic cannot stand.   The walls between the countries with the most and those with the least cannot stand.  The walls between races and tribes, natives and immigrants, Christians and Muslins and Jews cannot stand.  These now are the walls we must tear down."  (Barak Obama speaking in Berlin summer of 2008)

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

“Much stress is laid on the creation of an atmosphere of freedom and spontaneity—voluntary attendance, informality of meetings, freedom of expression in voicing grievances, emotional security, and avoidance of pressure.”  “Carl Rogers’ emphasis on self-decision by the patient stresses the same point for the psychotherapy of the individual.”  “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.”  “Feelings of not belonging can be forestalled by making everyone feel welcome and wanted from the very beginning.”  “It is probable that the individual who does not belong will act in ways not conducive to good group action.”  “The best approach is to help him feel that he does belong and that he is wanted, whether or not his ideas are similar to those of the group.”  “Give him a ‘we’ feeling if possible, and avoid any ‘you vs. us’ attitude by word or gesture.”  “For re-education seems to be increased whenever a strong we-feeling is created.”  “The words ‘seem to’ are significant; it is the perception which functions in guiding behavior—Carl Rogers”  (Benne)  bold emphasis added

“It seemed to me it would be a horrible thing to have to profess a set of beliefs, in order to remain in one’s profession.” “The inner core of man’s personality is the organism itself, which is essentially both self-preserving and social.” “Do we dare to generalize from this type of experience that if we cut through deeply enough to our organismic nature, that we find that man is a positive and social animal? This is the suggestion from our clinical experience.” “We try to create a relationship with him in which he is safe and free. . . To accept him as he is, to create an atmosphere of freedom in which he can move in his thinking and feeling and being, in any direction he desires." “The individual in such a moment, is coming to be what he is. He has experienced himself."  “The individual increasingly comes to feel that this locus of evaluation lies within himself.” (Carl Rogers On Becoming a Person)

The objective is to get rage (the 'death instinct' which lies in the Ego) on the side of the affective domain (the 'life instinct' which lies within Eros), out from under the control of the cognitive domain (higher authority with its commands and rules restraining human nature), where the id (sensuousness) would be liberated from the control of the conscience (the super-ego under the control of the higher authority), aligned with and supported by the ego (revolution against parental authority, the patriarchal paradigm, and in support with human nature, the heresiarchal domain), resulting in a healthy super-ego (the id, ego, and the natural environment, i.e. the affective domain, the cognitive domain, and the psycho-motor domain in harmony only with that which proceeds from nature), the Id and the Ego now willing united in social justice, liberating the spirit of vendetta (pent up hostility) against the patriarchal paradigm, the restrainer of carnal desires and behavior (theory and practice).  To accomplish this 'desired' outcome the Taxonomy must include the desired objective, that of achieving the higher order (new world order of human carnal nature emancipated from Godly restraint) of incorporating the praxis of the synthesis of the affective and cognitive domains in collaborative action with others on a common social crisis (praxis).  While the traditional paradigm, the patriarchal paradigm would only seek after the knowing of a command (God's law) and the comprehension of obedience to the one in authority (God), the transformational paradigm, the heresiarchal paradigm must overcome the environment where the application of that knowledge in obedience would be analyzed as righteous, by approval (reward) by the one in authority, and the disobedience of the command would be analyzed as wicked, by disapproval (chastening) by the one in authority (a top-down, above-below system), by creating an environment where the fear (negative valence) of threat (chastening) would be removed from the environment of learning (open ended―"we can talk about anything" without fear of punishment and non-directive―"I will not tell you what you must or must not say as long as it encourages an open ended environment.") so the person can re-experience sensuous needs, i.e. desires within his internal carnal nature with those things which stimulated them from external nature itself (feel free to use sense perception to find common ground with that object in the environment which attracts him to it―narcissus).  By being encouraged (facilitated) to synthesize sensuous need (internal affective domains desire to freely express itself―Orpheus) with sense perception (external cognitive domain―consciousness of the object which in the environment stimulated the sensuous need) sense experience would only proceed from Nature (the students feelings, thoughts, and actions would be momentarily detached, i.e. liberated from that which is not from nature―the "negation of negation," the negation of Godly restraint upon carnal human nature).  By his newly (experientially) learned ability to evaluate life, by the subtle and complex dialectical process (the "scientific" process), he can 'rationally' justify for himself, 'needing neither revelation from God nor the church,' what is rational (real) and what is irrational (illusionary) in a rapidly changing world (good and evil no longer defined rigidly, by higher authority, but situation in an ever changing world).  In this way the next generation would be detached from the patriarchal paradigm, willing to turn its rage (vendetta) against any authority which it perceived as interfering with its identity with nature, i.e. the "village," the world, and the collective experience.  All we have thereafter is love (Eros) for the world and hate towards Godly restraint, i.e. the patriarchal paradigm, all put into collective praxis.

"O Timothy, keep that which is committed to thy trust, avoiding profane [and] vain babblings, and oppositions of science falsely so called: which some professing have erred concerning the faith. Grace be with thee. Amen." 1 Timothy 6:20-21  bold emphasis added

"Flee also youthful lusts: but follow righteousness, faith, charity, peace, with them that call on the Lord out of a pure heart.  But foolish and unlearned questions avoid, knowing that they do gender strifes.  And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient, in meekness instructing those that oppose themselves; if God peradventure will give them repentance to the acknowledging of the truth; and that they may recover themselves out of the snare of the devil, who are taken captive by him at his will."  (2 Timothy 2:22-26)

“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 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 a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives.” “A major function of education in such a society is to achieve the internalization of this philosophy.”
    “This is not to suggest that education in an open society does not attempt to develop personal and social values.” “It does indeed.” “But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹” “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”
    “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) bolded emphasis added

    "… 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 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."
    "With the devaluation of the epistemic authority of the God’s eye view, moral commands lose their religious as well as their metaphysical foundation." "The fact that moral practice is no longer tied to the individual’s expectation of salvation and an exemplary conduct of life through the person of a redemptive God and the divine plan for salvation has two unwelcome consequences. On the one hand, moral knowledge becomes detached from moral motivation, and on the other, the concept of morally right action becomes differentiated from the conception of a good or godly life." "Discourse ethics correlates ethical and moral questions with different forms of argumentation, namely, with discourses of self-clarification and discourses of normative justification (and application), respectively.… justice and … solidarity." "… uncoupling morality from questions of the good life leads to a motivational deficit. Because there is no profane substitute for the hope of personal salvation, we lose the strongest motive for obeying moral commands." "Discourse ethics intensifies the intellectualistic separation of moral judgment from action even further by locating the moral point of view in rational discourse. There is no direct route from discursively achieved consensus to action." "With the loss of its foundation in the religious promise of salvation, the meaning of normative obligation also changes. The differentiation between strict duties and less binding values, between what is morally right and what is ethically worth striving for, already sharpens moral validity into a normativity to which impartial judgment alone is adequate. The shift in perspective from God to human beings has a further consequence." "This agreement expresses two things: the fallible reason of deliberating subjects who convince one another that a hypothetically introduced norm is worthy of being recognized, and the freedom of legislating subjects who understand themselves as the authors of the norms to which they subject themselves as addressees. The mode of validity of moral norms now bears the traces both of the fallibility of the discovering mind and of the creativity of the constructing mind." "… moral commands were previously justified in a metaphysical fashion as elements of a rationally ordered world. As long as the cognitive content of morality could be expressed in esoteric statements, moral judgments could be viewed as true or false." "But if moral realism can no longer be defended by appealing to a creationist metaphysics and to natural law (or their surrogates), the validity of moral statements can no longer be assimilated to the truth of esoteric statements." (Jürgen Habermas 1998 Communicative Ethics Source: The inclusion of the Other. Studies in Political Theory)  emphasis added

"Public space becomes for liberals an extension of their private living room.  Liberals tend to colonize all spaces they are in."  Elizabeth Powers  [They find what they have in common to any space and seek to make all things fit into that space, creating a erotic materialistic orgy called consensus, a moment of collective self-centeredness.]

who can diliver me from this body of death?

"the law of sin"

God created man with a nervous system which can realize, recognize, respond to, and relate with the environment in which he resides.  He can thereby know of its existence, comprehend its importance, apply himself into it, analyze the consequence of his actions and its effects upon him and its actions and effects upon him, synthesize those parts of it which can be related and evaluate his ability to change it and its effect upon changing him.  In his way man is able to become conscious not only of the world around him but of his own relationship with it.  These stages of awareness or identified as the "cognitive" domain and effect how a person perceives what is real and what is not.  With his mind, also a part of the nervous system he is therefore able to determine what his purpose in life is, but only on a materialistic, humanistic, environmental level.  His feelings, called the "affective" domain, biblically known as the heart, helps him to give value to the environment which surrounds him and effects him.  By being able to receive information from the environment he is able to attend to it, respond to it, and determine its worth to him or value it.  Within his own understanding he is thereby able to organize its worth for a more complex reciprocal purpose of finding oneness with the environment (inter-personal relationship with it).  But in none of this can he come to know who he really is.  Only through God revealing himself to man can he come to know that he is more then a material object, subject to environmental conditions and his impulses in response to them, that he is an eternal soul destined for eternity in Heaven with God or for eternity in Hell with those who have rejected and opposed Him.  It is only in the true light of the gospel, and not the 'light' of human reasoning, that we can come to know Jesus Christ as our savior from eternal Hell, that we can be restored in righteous relationship to our loving Heavenly Father, our creator, and that we can be lead by his Holy Spirit, living according to God's holy will and not according to our sinful carnal human nature.   Thus we must daily die to ourselves and do as God has revealed in his Holy word. "Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6
 

© Institution for Authority Research, Dean Gotcher 2010