Children Of Hate. by Dean Gotcher

Children Of Hate.
(Personal note.)

by
Dean Gotcher

"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

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

History has shown us that children of hate, as those who commit "treason" against "rule of law," hate those who get in their way. Unlike the father/Father who, loving his children, hates it when they do wrong, disobey, sin, chastening them that they might learn to humble, deny, die to their "self" and do right, obey, not sin, i.e., that they might come to know and embrace his love for them, children of hate carry out vendetta ('just dues') on all who resist them, i.e., who get in the way of their "lusting" after the carnal pleasures of the 'moment' that the world stimulates, showing no compassion for them, having no mercy on them at their suffering and death.

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

"... and children shall rise up against their parents, and shall cause them to be put to death." Mark 13:12

Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust" is the 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart, i.e., hatred toward the father's/Father's authority as being wicked because your "lust" for pleasure (your "lust" for "lust," i.e., dopamine emancipation) is standing in the way.

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

Marxism and psychology have this one thing in common: children of hate negating the father/Father, i.e., the father's/Father's authority in their thoughts so they can do wrong, disobey, sin, i.e., so they can "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates without having a guilty conscience (that the father's/Father's authority engenders) with impunity.

"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)

The "Frankfurt School," officially The Institute of Social Research, which was begun by György Lukács in the twenties (Vladimir Lenin based his speech off of György Lukács' writings, which 'justified' the killing of millions of citizens for the "good" of "the people"), in the early thirty's fled Nazi Germany (Frankfurt Germany specifically—thus the name). Coming to America they entering our Universities as professors and changed our education system and influenced those in government, including the Supreme Court in making public policy. According to Martin Jay by the fifties and sixties the Democratic Party (at least the upper echelon) had embraced their ideology. This is why President Ronald Reagan made the statement. "I did not leave the democratic party. The democratic party left me." They differ(ed) from "traditional" Marxists or Communists in that they merge(d) Karl Marx and Sigmund Freud, hiding Marxism in psychology. Sigmund Freud and Karl Marx had (Marxist's and psychologist's have) the same agenda, negating the father's/Father's authority in the individual's ;and in society's thoughts and actions. For Freud, the individual. For Marx, society.

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

Sigmund Freud's history of mankind is of children "killing and devouring" the father after coming together (coming to a consensus, i.e., to a "feeling" of "oneness"), 'justifying' their "lust" for the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, what Freud calls "incest," 'justifying' their hatred toward restraint, i.e., their hatred toward the father/Father and his/His authority that gets in the way—having been cast out by the father for their immoral behavior and disrespect toward his authority. Sigmund Freud's definition of the 'drive' and 'purpose' for psychology: through dialogue 'liberating' the children from the father's/Father's authority so they can be their "self," "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, hating restraint, i.e., hating the father's/Father's authority without having a guilty conscience, i.e., with impunity. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the child's carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' being 'justified.' The 'moment' the father goes into dialogue with his child(ren) regarding right and wrong behavior he negates his authority, i.e., he abdicating his authority to the child(ren)'s "lusts" of the 'moment that the world stimulates. Focusing on the family negates the father's/Father's authority.

"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)

Karl Marx's agenda was to negate (annihilate, eradicate) the father's/Father's authority, i.e., the individual having to humble, deny, die to, control, discipline (capitulate) his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, so the individual and all society could "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, with impunity. "To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, according to Karl Marx, et al., "It is lust that reconciles man to the world." Therefore the father's/Father's authority (that gets in the way of, i.e., that inhibits or blocks "lust") must be negated if man is to become his "self," i.e., "self-actualized," i.e., of the world only.

"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 "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 parent's 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.)" (Abraham Maslow, Journals of Abraham Maslow)

"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 Further Reaches of Human Nature)

"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)

"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." (Rogers)

"... the attack on antieroticism, the Christian & Jewish foundations" ... "is absolutely right." "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." (Maslow, Journals)

"I have found whenever I ran across authoritarian [traditional minded] 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)

Mao's long march across America began in earnest (in the fifties and sixties) with the injection of Marxist curriculum, i.e., "Blooms' Taxonomies" into the school systems across America and around the world. One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) All "educators" are certified and schools accredited today based upon their use of "Blooms' Taxonomies" in the classroom, curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. In short, what divides students between one another is the father's/Father's authority system, i.e., having to do right and not wrong according to established commands, rules, facts, and truth (standards which differ amongst the students since they come from different homes with different standards), what unites students is their "lust" for pleasure and hatred toward restraint, i.e., their hatred toward the father's/Father's authority system which gets in the way of their "lusts."

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "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 [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "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." "… 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 …" "...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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

Those using "Bloom's Taxonomies" in the classroom have only one agenda (despite what they might think or say), the negation of the father's/Father's authority in the students thoughts and actions, so they can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, the current situation and/or people are stimulating without having a guilty conscience, with "the groups" affirmation. There is no respect for dad, i.e., the office he occupies in the home today, mostly due to the use of "Bloom's Taxonomies," i.e., Marxism, i.e., psychology in the classroom with "educators," i.e., facilitators of 'change,' i.e., group psychotherapists leading the way.

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

"[E]very one of us shall give account of himself to God." Romans 14:12

By removing the father's/Father's authority, i.e., accountability for being or doing wrong from the classroom "lust" prevails, negating the father's/Father's authority, i.e., capitalism (capitulation) in the student's thoughts and actions, 'justifying' their hatred toward authority.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)

"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' that the most influential controls are to be found." "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." (Book 2: Affective Domain)

Benjamin Bloom's "weltanschauung," i.e., world view (paradigm) was that of two "Transformational" Marxists (Theodor Adorno, The Authoritarian Personality and Erich Fromm, Escape from Freedom, with Kurt Lewin who edited their papers) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy.

"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." (Book 2: Affective Domain)

The traditional classroom is structured after the father's/Father's authority in: 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing he deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out or expelling any child who questions, challenges, defies, disregards, attacks authority.

"Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6

"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

"Children, obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; That it may be well with thee, and thou mayest live long on the earth." Ephesians 6:1-3

By "shifting" the classroom "environment" from the educator reflecting and reinforcing the father's/Father's authority system to where the emphasis is upon the children's opinion, i.e., "feelings" regarding right and wrong behavior the children's paradigm (way of thinking) is 'changed.'

"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth Benne, Human Relations in Curriculum Change)

Discussion retains the father's/Father's authority, i.e., the father/Father, i.e., the teacher has the final say, preventing 'change.' Dialogue manifests the child's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, engendering 'change.' In discussion children divide from one another upon who is right and who is wrong according to established (the father's/Father's) commands, rules, facts, and truth. In dialogue children are united ("build relationships") based upon common carnal desire, i.e., "lust," i.e., "self interests." Communism is based upon "the building of relationships upon common self interests, i.e., felt needs, i.e., lusts," resulting in the children hating the father's/Father's authority system for getting in the way, i.e., for engendering "repression," "alienation," and "neurosis."

"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 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., carnal desires ("lusts") 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]." This was accomplished by "encouraging" students "to talk freely ... by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." (Adorno)

"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)

"The whole system of Marxism stands and falls with the principle that revolution is the product of a point of view in which the category of totality [what "the group" has in common] is dominant." "Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary."(György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"Freud commented that only through the solidarity of all the participants could the sense of guilt [for disobeying the father/Father] be assuaged." "The individual is emancipated in the social group." "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." "Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile but secretly in his unconscious unconvinced , and therefore neurotic." "If society imposes repression, and repression causes the universal neurosis of man , . . . there is an intrinsic connection between social organization and neurosis." "The bondage of all cultures to their cultural heritage is a neurotic construction." "The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the carnal nature of the child]; the foundation has to be recovered [the children have to be 'liberated' from the father's/Father's authority]. " "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

In other words, according to Marx/Freud, the child becomes "repressed," i.e., hostile to his own nature the 'moment' he has to humble, deny, die to (capitulate) his "self" in order to do the father's/Father's will. Holding his "self" accountable to the father's/Father's standards (against his will) he not only "represses" his "self" he "alienates" his "self" from others as he holds them accountable to his father's/Father's standards. Desiring to be his "self," "lusting" after the carnal pleasures of the 'moment' that the world stimulates while at the same time desiring to obey the father/Father, i.e., to do the father's/Father's will he develops a guilty conscience, i.e., he becomes "neurotic." Only by 'discovering' his "self" in other children, i.e., in their "lusting" after the carnal pleasures of the 'moment' that the world stimulates and their hatred toward restraint can he overcome his identity in the father/Father and his/His authority, i.e., in doing right and not wrong according to established commands, rules, facts, and truth, finding his identity in what he has in common with all the children of the world instead. From that 'moment' on he is 'justified' in his "lusting" after the carnal pleasure of the 'moment' that the world, i.e., the current situation and/or people are stimulating and his hatred toward restraint, i.e., his hatred toward the father's/Father's authority that gets in the way.

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3) In other words when the child makes the father/Father his object of attention (to identify with and obey) he 'creates' an "alien and hostile force" against his own nature.

"Every form of objectification ... results in alienation. Transcending alienation involves transcending objectification." (Stephen Eric Bronner, Of Critical Theory and Its Theorists)

"In psychology, Freud and his followers have presented convincing arguments that the id [the child's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world stimulates and his natural inclination to hate restraint, i.e., to hate missing out on pleasure], 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 [parental authority, i.e., the father's/Father's authority and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., for being your "self"]." (Rogers)

"The whole system of Marxism stands and falls with the principle that revolution is the product of a point of view in which the category of totality [group think] is dominant." "Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary." (Lukács)

"'Now that we know how positive reinforcement works [dialoguing our feelings (our carnal desires of the 'moment') to a feeling of oneness], and why negative doesn't' [having to humble, deny, die to, control, discipline our "self" in order to do the father's/Father's will]... 'we can be more deliberate and hence more successful in our cultural design." (Rogers)

"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

What unites students is what they have in common with one another, "the lust of the flesh, and the lust of the eyes, and the pride of life"—which is the basis of common-ism. Moving communication in the classroom from discussion, i.e., from the father's/Father's authority to dialogue, i.e., to the students "feelings," when it comes to right and wrong behavior 'liberates' the students from their parent's authority, i.e., from the father's/Father's authority system. All the "educator," i.e., facilitator of 'change' has to do, when it comes to right and wrong behavior is remove the "negative," i.e., "Ye shalt surely die" (you will be held accountable for your thoughts and actions), replacing it with the "positive," i.e., "Thou shalt not surely die" (you will not be held accountable for your thoughts and actions), and the die or rather the lie is cast (the lie being you will not be held accountable for your thoughts and actions when in truth you will be held accountable for your thoughts and actions if you do not reject the father's/Father's authority, i.e., if you do not 'justify' [tolerate] everyone's "lusts," including your own, establishing "lust" over and therefore against the father's/Father's authority). Instead of right and wrong according to established commands, rules, facts, and truth being the issue of life, the value of life, i.e., your value is based upon how far you have moved away from 'loyalty' to the father's/Father's authority to 'loyalty' to "lust" and those advocating it.

"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." "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 [love of "lust" and hatred toward the father's/Father's authority] – he has become an integrated process of changingness." (Rogers)

"The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers." (Habermas)

"The Communist Manifesto makes the point that the bourgeoisie produces its own grave-diggers.'" (Lukács)

"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parent's authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parent's standards) pressures students to 'justify' their and the other students love of pleasure and hate of restraint, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parent's standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. Marxism, Communism is found in the heart of the child, unrestrained in its hatred toward restraint, i.e., hatred toward the father's/Father's authority.

"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)

"... 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.'" (Marcuse)

"He is antichrist, that denieth the Father and the Son." 1 John 2:22

"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 students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation 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 children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" 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 "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—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 resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" 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 nature) 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.

"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 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 pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12