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Behind Closed Doors:
'liberating' the child's carnal nature from the father's/Father's authority through the use of dialogue in the classroom.

by
Dean Gotcher

"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." ". . . 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." "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." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "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." (Warren Bennis, The Temporary Society)

The following might be tedious (academic) at times (at first) but it is essential to understand how "education" is being used to 'change' your child's attitude toward your authority as a parent. On the other hand I am always leery of using scriptures with believers since they stop thinking—knowing what I am going to explain, when they, in most cases, do not. They then, since this is tedious to them, do not let their children read it, thinking this is to hard for them to understand, when their children, already knowing all about it (experiencing it in the classroom), clearly understand (it is liberating to them—let them read it). This process, i.e., their classroom experience is an attack upon their soul. Their soul is tied to the Father's authority. Their flesh to the world.

"For equality ['change'] to take place the family as a unite must be weakened." (James Coleman, The Adolescent Society)

Those who are of and for the world want 'change,' i.e., to be "at-one-with" the world which is ever 'changing'—without having a guilty conscience for doing wrong, disobeying, sinning. Therefore, for 'change' to become a 'reality,' the traditional authority system, i.e., the father's/Father's authority, which is not subject to 'change' (at least rapid 'change'), must be removed from their lives. This involves the 'changing' of your spouse's, your children's, your relative's. your neighbor's, your educator's, your boss's, your legislator's, leader's, judge's, minister's, etc., and your own thoughts and actions. The following is all about how 'change,' i.e., the removal of the father's/Father's authority is taking place in your child's education, i.e., in the "contemporary" classroom—negating the father's/Father's authority in your child's thoughts and actions.

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

"Contemporary" education ('justifying' "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., "all that is of the world") is antithetical to the gospel message—the "Father's" authority. That is why your child's education is taking place "behind closed doors." You might get upset and stop it—retaining your authority over your children instead, preventing 'change.' To understand why what is happening "behind closed doors" (in the classroom) it is imperative to understand what the gospel message is first—since it is what is under attack in the classroom ("behind closed doors"). It is all about the father's/Father's authority and the child's carnal nature, with the "educator" wanting 'liberation' from the father's/Father's authority so he (along with the children) can do wrong, disobey, sin without having a guilty conscience.

"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." Hebrews 12:5-11

First the gospel message. It is all about the Father's authority.

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "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 5:19, 30; 12:47-50

"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 "Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6 "And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9

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

The gospel message is about the Heavenly Father, i.e., the Son's obedience to His Heavenly Father's every command, calling us to follow Him, doing the same. It is why the Son, Jesus Christ came, obeying His Heavenly Father in all things commanded—even unto death—by His shed blood on the cross 'redeeming' us from eternal damnation (for our sins aka disobedience to the Father), with the Father raising Him from the grave, 'reconciling' us to Himself, resulting in us, by faith in Him, inheriting eternal life, doing His Father's will in all things commanded.

"Neither is there salvation in any other: for there is none other name under heaven given among men, whereby we must be saved." Acts 4:12

While the gospel message is about the Son 'redeeming' us from our sins and the Father 'reconciling' us to Himself, the world's messages is about man 'redeeming' his "self" from the Father's authority, 'reconciling' his "self" to the world instead. If man is "good," or can become "good" by doing "good works" (making him "feel good," i.e., "feel" like God, making himself God, i.e., righteous, i.e., right in his own eyes, since only God is good, i.e., righteous, i.e., right) then there is no need for a savior, i.e., no need for someone to save him from his disobedience to the Father, i.e., for being wrong, i.e., sinning—since he is God, i.e., "good," i.e., righteous, i.e., right in himself. "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 The truth is: man can not be saved by doing "good works," 'justifying' his "self." He does "good works" as a result of being saved.

"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast." Ephesians 2:8, 9

"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15

Rejecting the need for a savior (his 'logic' being: if there is no Father to disobey, there is no sin, there is no need for a savior), i.e., 'justifying' his "self," i.e., his carnal nature, i.e., "human nature," i.e., "sense experience," i.e., "lust" Karl Marx observed that the structure (system) of the "Holy family," with the Son obeying his Heavenly Father in all things commanded was the same structure (system—why it is called "system analysis") as the "earthly family," with children having to obey their earthly father in all things commanded. In Marx's mind, by negating the earthly father's authority structure, the Heavenly Father's authority structure would be negated at the same time, allowing mankind (Karl Marx) to be his "self," i.e., to do wrong, disobey, sin, i.e., "lust" with impunity, i.e., without having a guilty conscience (which is the real agenda). Karl Marx wrote:

"The life [authority system] which he [the child] has given to the object [to the parents and therefore to God—when the child humbles, denies, dies to, disciplines, controls his "self" in order to do the father's/Father's will] sets itself against him as an alien and hostile force [gets in the way of his carnal nature, i.e., doing what he wants, when he wants, creating in him a guilty conscience when he does wrong, disobeys, sins, i.e., lusts"]." (Karl Marx, MEGA I/3) Not being strong enough to beat up the father (when he gets in his way), it "takes a village" to beat up the father for him instead.

"Not feeling at home in the sinful world, Critical Criticism [the child questioning authority] must set up a sinful world in its own home [the child, in his mind must dialogue with his "self," 'justifying' his carnal desires ("lusts") of the 'moment,' which the world is stimulating, 'justifying' this resentment toward restraint, hating the father's/Father's authority when it gets in his way]." "Critical Criticism [the child's "lusting" after pleasure and hating restraint, 'justifying' his "self" over and therefore against the father's/Father's authority, which comes naturally] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

The idea (agenda) is: negate the "earthly family" structure, i.e., the father's authority in the home (and in the community) and the "Holy family" structure, i.e., the Heavenly Father's authority will automatically be negated, 'liberating' the proletariat (the children) from the bourgeoisie (from their parent's authority). But because of the earthly fathers' (the bourgeoisies') resistance to the idea (agenda)—insisting upon retaining their authority—violence (force) must be applied to get them to agree (participate), removing those who resist (disagree). For some, there was a better approach, use the classroom instead—'changing' how the children (the next generation of citizens) think and act toward the father's/Father's authority. It is what "contemporary" education is all about, negating the father's/Father's authority structure, not only in the community, i.e., in society (by 'liberal' judges, legislators, leaders making 'liberal' laws) but in the classroom as well (by 'liberal' "educators" negating the father's/Father's authority system in the children's thoughts and actions, negating the traditional home in the process, overcoming the resistance to 'change'). Karl Marx wrote:

"Once the earthly family [with children having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the Holy family [with the Son, Jesus Christ, and all following Him having to humble and deny their "self" in order to do His Heavenly Father's will], the former [the earthly father's authority system, with children having to trust in (have faith in) and obey the father (their parents)] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [negated in the children's personal thoughts and social actions—resulting in their no longer "fellowshipping" with one another based upon the father's/Father's (their parents/God's) commands, rules, facts, and truth but, through dialogue, "building relationship" with one another based upon their common carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' instead]." (Karl Marx, Feuerbach Thesis #4)

All "educators" are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom—which are "… a psychological classification system," "classifying the intended behavior of students—the ways in which [students] are to act, think, or feel as the result of participating in some unit of instruction," "develop[ing] the more desirable rather than the more customary types of behavior" in the students. (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain) Change the classroom environment (curriculum—how the children are being educated) and you 'change' their paradigm, i.e., their way of thinking and acting, i.e., how they "feel" about their "self," others, and the world, and how they respond to authority. The 'change' has been obvious.

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

"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)

"One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates, and to consider itself no longer subject to the demands of parents and teachers." (James Coleman, The Adolescent Society)

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

The battle is between discussion and dialogue, i.e., doing right and not wrong according to established commands, rules, facts, and truth and doing what we want to do, when we want to do it—choosing dialogue over and therefore against discussion when established commands, rules, facts, and truth get in the way of our carnal desires. Dialogue is the child's "Why?" ("Critical Criticism") in response to the parent's command that gets in the way of his carnal desire(s) of the 'moment,' i.e., what the child "wants" to do. If the parent goes into dialogue with the child instead of discussion (or cuts of dialogue with "Because I said so" aka "It is written...," retaining his authority) he abdicates his authority (commands, rules, facts, and truth) to the child's "feelings." Thereby the child is no longer accountable for disobeying since obedience is not a part of dialogue, i.e., what the child "wants" to do.

"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion is indicative of the father's/Father's authority, subject to established commands, rules, facts, and truth—deductive reasoning is reasoning from and through established commands, rules, facts, and truth (a priories).

"A Dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (ibid.) Dialogue is indicative of the child's carnal nature, loving pleasure and hating restraint, resenting (excluding) any command, rule, fact, or truth that gets in the way of his carnal desires of the 'moment,' something that we have in common with one another—inductive reasoning is 'reasoning' from and through "appropriate information," i.e., selecting, recognizing, and supporting (affirming) only that information that 'justifies' (guarantees) a person's "feelings," i.e., his carnal desires of the 'moment' and his perception of the situation, rejecting "inappropriate information," i.e., information (any established command, rule, fact, or truth) that gets in the way of his desired outcome. "Outcome Based Education" ("Goals 2000," "Common Core," etc., all being the same in method) is based upon this method of "learning" (curriculum), which is being used in the classroom today—replacing discussion, i.e., established commands, rules, facts, and truth with dialogue, i.e., the student's "feelings," i.e., his carnal desires of the 'moment'—when established commands, rules, facts, and truth (his parents standards) get in the way of his (and the classes) carnal desires, i.e., "self interests" of the 'moment.' ['Liberal's' believe in "transparency" as long as they can choose the "appropriate information" beforehand, guaranteeing their desired outcome.]

In a discussion you must suspend, as upon a cross, your "feelings," i.e., your carnal desires, i.e., your "self interest," i.e., "lusts" of the 'moment' in order to hear and receive the truth, i.e., in order to do right and not wrong according to established commands, rules, facts, and truth. In dialogue you must suspend, as upon a cross, any command, rule, fact, or truth that gets in the way of your and others "feelings," i.e., that inhibits or blocks dialogue, i.e., that prevents 'change.' Discussion is objective—a persons "feelings" are subject to the truth (subject to established commands, rules, facts, and truth). Dialogue is subjective—'truth' is (commands, rules, facts, and truth are) subject to a persons "feelings," i.e., his carnal desires, i.e., "self interest," i.e., "lusts" of the 'moment.' Karl Marx explained it this way:

"It is not individualism [the child having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having to stand alone against "the group" when they are doing wrong, disobeying, sinning] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will and doing his own will instead, when his will, i.e., his carnal desires of the 'moment' and his father's/Father's will, i.e., doing right and not wrong according to established commands, rules, facts, and truth are in conflict with one another]. Society ["human relationship based upon self interest," i.e., "building relationship" with others based upon the child's carnal desires, i.e., one's "self interest," i.e., finding one's identity, i.e., "self" in the other, i.e., in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

It is the father's/Father's authority (parental/Godly restraint) that stands in the way of the child being his "self," i.e., "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., being of and for the world only. Discussion keeps the father's/Father's authority in place, preventing 'change' (at least rapid 'change'). There is no father's/Father's authority, i.e., "Can not," "Must not," "Thou shalt not," "It is written," "Because I said so," in dialogue, only the child's carnal desires of the 'moment,' which the world is stimulating, guaranteeing rapid 'change.'

"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) Inscribed on Karl Marx's tomb.

All children are "philosophers," 1) dissatisfied with how the world "Is," where they are subject to their parent's authority, not being able to do what they want when they want, 2) thinking (dialoguing with their "self") aka imagining how the world "Ought" to be, where they can do what they want, when the want, and 3) how it "Can" be once the father's/Father's authority is no longer in their way. The problem, according to Marx, et, all, is that once children grow up and have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being their "self," i.e., preventing 'change.'

"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)

Without the negation of the father's/Father's authority (parental authority) in the children's thoughts, 'change' can not become a reality in society. Under traditional Marxism (traditional Communism) if the father refused to dialogue with the children (refused to negate his authority), i.e., refused to become "equal" with them (there is no father's/Father's authority in dialogue), insisting upon his way, i.e., holding to his authority instead, he got shot. The problem was the children grew up restoring the father's/Father's authority in their thoughts and actions. Without restructuring the classroom, i.e. the children's education, the father's/Father's authority would continue to reappear. Therefore dialogue ("feelings") in the classroom (and in all policy making environments) had to replace the preaching, teaching, and discussing of commands, rules, facts, and truth, in order to be right and not wrong according to them, if continuous 'change' was to become reality.

"The individual accepts the new system of values and beliefs [replacing obeying established commands, rules, facts, and truth, i.e., doing his parent's will with dialogue, 'justifying' his carnal desires of the 'moment,' becoming his "self," of and for the world only] by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)

In fact it is the pressure that "the group" exerts upon the individual, i.e., the individual's desire for "belonging," that 'changes' how he thinks and acts, resulting in his 'loyalty' no longer being with the father/Father and his/His authority (which gets in the way of his carnal desires of the 'moment') but with "the group" (which 'justifies' them). "Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity [especially when "the group" is excluding, i.e., rejecting them because of their "ridged," i.e., "prejudiced," i.e., unadaptable to 'change' "negative" attitude, i.e., their holding onto the father's/Father's restraints while "the group" is heading down the road, hand in hand with one another enjoying the carnal pleasures of the 'moment' they desired, "enjoying" them without them, i.e., excluding them]." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)

"The child [and adult] takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"What we call 'good teaching' is the teacher's ability to attain affective objectives ['liberating' your child's carnal desires ("feelings") of the 'moment' which your standards are (your authority is) getting in the way of] through challenging the student's fixed beliefs [your standards] and getting them to discuss issues [freely dialogue with one another their carnal desires of the 'moment,' as well as their resentment toward restraint aka your authority without fear of judgment, condemnation, and/or punishment—instead of "the group" punishing your child for disobeying your standards, i.e., for disobeying you, as you would, "the group" will punish (reject) your child for obeying your standards, i.e., for obeying you instead—when they tell your child "You can say anything you want without being judged or condemned" they lie]." (David Krathwohl, Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 2, Affective Domain)

"[We] must develop persons [students] who see non-influencability of private convictions [those student's holding onto their parent's, i.e., the father's/Father's authority] in joint deliberations [in the facilitated, consensus, "group grade" "relationship building" classroom] as a vice rather than a virtue [as being "negative," i.e., "the problem," judging and condemning the carnal nature of the students instead of "positive," i.e., contributing to the solution, 'justifying' the carnal nature of the "educator," the students, and their "self"]." (Kenneth D. Benne, Human Relations in Curriculum Change)

Our "private convictions" are when we (internally) battle between doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will and doing what we want to do in the 'moment,' holding onto doing right (or at least attempting to)—with discussion (doing right and not wrong) winning out over dialogue (our carnal desires of the 'moment'). As long as our "private convictions" remain private, i.e., between us and the Lord, within our "self," or with us and the one in authority, we will hold onto established commands, rules, facts, and truth—not only holding our "self" accountable to them but hold others accountable to them as well. "Private convictions" is our internal battle between belief (faith) and opinion (sight), with holding onto belief being our concern. Discussion sides with our belief, i.e., with the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth. Dialogue sides with our opinion, i.e., with our carnal desires of the 'moment' and the world which stimulates them. Whoever gains access to your child's "private convictions," i.e., your child's carnal desires of the 'moment'—when their carnal desires are in conflict with your commands, rules, facts, and truth—can easily gain control over your child, turning them not only against your authority but against belief itself.

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

If, through dialogue we share what we want to do (what we are tempted to do) aka our "self interest" of the 'moment' ("lusts," temptations) with others (who are not in harmony with our "convictions" but in harmony with our "lusts"), their support ('justification' or affirmation) of our "self interest," i.e., our "feelings" will move us in the direction of satisfying our "self interest," i.e., our carnal desires of the 'moment' ("lusts") over and therefore against doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will. "Private convictions" aka a guilty conscience for doing wrong (which the father's/Father's authority engenders) stands in the way of 'change,' i.e., in the way of the so called "new" world order where "feelings" direct a persons thoughts and actions (instead of doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will aka the "old" world order). "Name, rank, and serial number" comes to mind. If your child enters into dialogue, when it comes to doing right and not wrong according to established commands, rules, facts and truth—instead of preaching, teaching, and discussing them, i.e., holding fast to them—"their goose is cooked." After all private does mean private, i.e., nobodies business except your own—when it comes to what you are talking to (discussing, in obedience or dialoguing, in disobedience with) your "self" about—God will be the final judge on that, unless you make it public (everybody's business).

"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong], they urge the group [the children/the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Irvin Yalom, Theory and Practice and Group Psychotherapy)

This is why parents (traditional minded parents) must be prevented from seeing (knowing) what is taking place in the classroom since "education" is all about negating their authority. By 'liberating' their child's "feelings" from their authority (through dialogue) "educators" are now "therapists." It is what the "group grade" is all about.

"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change) The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thinking and acting.

"Behind closed doors" begins with your child's own nature, i.e., his talking to (dialoguing with) his "self," 'justifying' his desire for ("lusting" after) the carnal pleasures of the 'moment,' which the world is stimulating, along with his hate of restraint, murmuring against your authority when it gets in his way—not expressing his dissatisfaction with, resentment toward, hatred against it out of fear of being punished. It is this 'murmuring' "educators" are interested in gaining access to. It is why your child will willing participate in the "group grade" classroom, 'liberating' his or her "self" from your authority (restraints).

"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., desires and dissatisfactions of the 'moment' with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his or her "self" and the world only—'liberated' from the father's/Father's authority]." (Theodor Adorno, The Authoritarian Personality)

"Persons will not come into full partnership in the process until they register dissatisfaction [with authority]." (Kenneth Benne, Human Relations in Curriculum Change)

"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys, instead of rejects and disobeys, established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

On a side note: The "group grade" reveals where along the spectrum of 'change' your child resides at any given moment on any given subject. On one end of the spectrum your child is holding onto your authority, preaching, teaching, and attempting to discuss with the other students, i.e., "the group" why what they are thinking, saying, or doing is wrong, judging them according to your standards, being "negative," in the middle he is silent, out of fear of being rejected by "the group," and on the other end, now being "positive," he not only is willing to participate in compromising your standards he is questioning, challenging, defying, disregarding, and attacking them as well. In essence your child's political system, who he would vote for is revealed (changed) through his participation in the "group grade" process.

"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 [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"Human resource" personnel aka 'change' agents aka agents of 'change, etc., not only in the school but in the workplace are able to identify and keep track of everyone's political position (way of thinking) in this way, where, in the workplace, the worker's "working with the team," i.e., being a "team player," i.e., not judging others for their values, i.e., not being "negative" but "positive" instead, reveals how far he has progressed up the spectrum of 'change,' i.e., which political party he would vote for. If one spouse is progressing up the spectrum of change in the workplace, where their carnal desires of the 'moment' are in control of their thoughts and actions (contracts are just pieces of paper, to be ignored when they get in the way), which are (is) being 'justified' by "the group" and the other spouse is at home, still holding onto established commands, rules, facts, and truth (holding fast to promises made in the past) demanding the other spouse do the same there more than likely will be a separation or divorce in the future, if not a marriage of mistrust, conflict, and tension—not only between the parent's but between the parent's and their children (as their children participate in the same process in school).

"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 come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

By changing the classroom curriculum from the educator 1) preaching commands and rules to be obeyed as given, teaching facts and truth to be accepted as is (by faith), and discussing with the students any questions they might have regarding the commands, rules, facts, and truth (at the one in authority's discretion: providing there is time, the students are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding or blessing those students who obey and do things right, to encourage them to continue doing right and obeying, 3) correcting and/or chastening those students who do wrong or disobey, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey, 4) and casting out or expelling any student who questions, challenges, defies, disregards, attacks authority, in order to keep order in the classroom, all of which is structured after the father's/Father's authority, to where the students are "encouraged" by the "educator" (pressured by "the group") to dialogue their opinions to a consensus, the student's paradigm is 'changed' from respecting and honoring authority to questioning, challenging, defying, denying, attacking it instead.

"The affective domain is, in retrospect, a virtual 'Pandora's Box.'" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

Dialogue, i.e., the child's carnal desires of the 'moment' which are being stimulated by the world, i.e., by the classroom environment, i.e., by his desire to be a part of "the group," when it comes to doing right and not wrong, is "Pandora's 'box,'" i.e., a box full of evils—which once opened can not be closed (as Bloom admitted). By replacing discussion (obeying your established commands, rules, facts, and truth) with dialogue (your child's carnal desires, i.e., "self interests" of the 'moment')—when it comes to matters of doing right and not wrong—"Pandora's 'box'" is opened.

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth, taking pleasure in doing the father's/Father's will instead of yours], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure blinds you to it, i.e., gets in the way. Like a drug, pleasure (dopamine emancipation) which the world stimulates blinds you to your hatred toward restraint, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation)—making you not just wicked but "desperately wicked."

The "affective domain" is the heart of the child being 'liberated' from Godly restraints (the "lid" to the "box," i.e., parental authority/Godly restraint being removed), needing a "safe zone/space/place," i.e., a "positive" environment, where he can 'justify' his "self," i.e., 'justify' his love of pleasure and hate of restraint (parental authority) before other students, i.e., an environment void of "negativity," i.e., parental/Godly restraint. The process will not work with parents (traditional minded parents) in the classroom, getting in the way. It is the same process being used in the workplace and in government. It is why so many children (in adult bodies) act the way the do today, thinking they can do wrong, disobey, sin with impunity, willing to negate anyone who gets in their way.

"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)

"Authoritarian students" are those students who, recognizing and honoring the father/Father and his/His authority, do the father's/Father's will, insisting upon other students doing the same, i.e., doing right and not wrong according to established commands, rules, facts, and truth, thereby getting in the way of the "educator" and those students in the classroom who want to do wrong, disobey, sin with impunity instead. Replacing preaching, teaching, discussion in the classroom with the dialoguing of opinions to a consensus (to a "feeling" of "oneness" based upon the students love of pleasure and hate of restraint aka hate of parental/Godly authority) requires the negation of (suspending, as upon a cross) your child's (your) standards and principles if the class is to accomplish its agenda, the negation of your (and God's) authority in your child's thoughts and actions.

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] 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." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment']." (Theodor Adorno, The Authoritarian Personality)

"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)

"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)

What Karl Marx, Sigmund Freud, and Georg Hegel all had in mind was the negation of the father's/Father's authority in the children's/societies thoughts and actions by making pleasure, i.e., the individual's carnal desires ("lusts") of the 'moment' that the world stimulates the standard ('drive' and 'purpose') of life—instead of doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"'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 [the father/parents no longer exercises his/their authority over the family/their children]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

In fact Herbart Marcuse noted that Sigmund Freud's history of mankind was based upon the children "collectively" 'liberating' their "self" from the father's/Father's authority, not only by their "collective killing" of him but their "devouring" of him as well, leaving no trace of his existence in their and in the next generation's thoughts and actions. "... 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." (ibid.) The very 'drive' and 'purpose' of psychology is to negate the father's/Father's authority system in the thoughts and actions of all "clients." In dialogue, the language of psychology, i.e., "I think" and "I feel" there is no father's/Father's authority, only the "client's" carnal desires of the 'moment' and his dissatisfaction with restraint aka the father's/Father's authority. Irvin Yalom, in his book, The Theory and Practice of Group Psychotherapy, affirmed Marcuse's observation. "Freud noted that patricide and incest are part of man's deepest nature." Thus the 'drive' and 'purpose' of psychology/the psychologists is to focus upon the child's carnal desires of the 'moment,' i.e., the child's "feelings" of the 'moment,' liberating' the child from the father's/Father's (parental) authority, i.e., from having to humble, deny, die to, control, discipline his "self" in order to accept and obey established commands, rules, facts, and truth.

"The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father'/Father's authority to become as he was before the father's/Father's first command, rule, fact, or truth came into his life (separating him from his "self" and the world), of (and now for) "self" and the world only]." (Georg Hegel, System of Ethical Life)

Welcome to the "contemporary" classroom, i.e., how your child is being treated/will be treated when/if he or she gets in the way of the "group grade," i.e., the dialoguing of opinions to a consensus process, holding to your principles, standards, commands, rules, facts, and truth instead. More than likely you would get in the way. This is why the process has to be done behind closed doors, for your child's sake—so he or she can be of and for the world only, doing wrong, disobeying, sinning without having a "guilty conscience," hating, destroying, killing anyone who gets in his or her way, i.e., the way of pleasure (including the unborn, elderly, and the righteous aka your grandchildren, you, and anyone preaching, teaching, and attempting to discuss doing right and not wrong according to established commands, rules, facts, and truth). As Bion so clearly stated it, the objective of using dialogue (your child's carnal desires of the 'moment') instead of discussion (their parent's established commands, rules, facts, and truth) is to "prevent someone who KNOWS from filling the empty space," so they can do wrong, disobey, sin without having a guilty conscience, i.e. so they can do wrong, disobey, sin with impunity. (Wilfred Bion, A Memoir of the Future)

"Nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (Abraham Maslow, The Journals of Abraham Maslow)

Maslow admitted in his journal that 'creating' his new world order, based upon "self actualization"—a world 'liberated' from the father's/Father's authority—would "cost much blood." Maslow noted Freud's goal of 'liberating' your child from your authority (as a parent) was in harmony with Karl Marx's goal of 'liberating' society ("the group") from the father's/Father's authority. "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can be ("actualize") their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents will] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (ibid.) There was no room for the father's/Father's (parental) authority in Maslow's, Rogers', Freud's, Marx's, and Hegel's world nor is there room for the father's/Father's (parental) authority in the contemporary "educators" classroom today. There is only room for the carnal nature of the child, "lusting" after the carnal pleasures of the 'moment' which the world is stimulating, hating the father's/Father's (parental/your) authority for getting in his way.

"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4

Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin with impunity.

"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17

Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal desires) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda. By increasingly focusing upon academics instead of the Word of God, homeschool material is moving away from the father's/Father's authority to "building relationship" with the world.

When people (including those in the "church") ask home-schooling parent's "What about your children's social life" they are speaking the language of Karl Marx, not the language of God. "For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10 "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16 "No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24 "Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4

How your child is educated directly effects how they feel, think, and act, i.e., how they relate with/respond to their "self," others, the world, and how they respond to authority. Rejecting or excluding the father's/Father's authority in the classroom 'liberates' the child be become his "self," i.e., of and for the world only. If those of and for the world know this, why do not you? The Word of God has been explaining it to you—from the first verse to the last. The first thing the world wants to do is come between you and your children, as the first (master) facilitator of 'change' did in a garden called Eden, coming between "two children" and their "Father," 'liberating' them so they could become their "self," of and for the world only.

"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure, i.e., satisfying their carnal desires of the 'moment' that the world is stimulating is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the carnal pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12

© Institution for Authority Research, Dean Gotcher 2019