You Can Not Put A Fire Out Without Getting To Its Source.
(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
"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
"The heart is deceitful above all things [thinking pleasure (lust, i.e., dopamine emancipation) is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating whoever prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' it desires (lusts after)]: who can know it?" Jeremiah 17:9 It can not see its hatred toward the father's/Father's authority as being evil, i.e., "wicked," i.e., "desperately wicked" because it's lust for pleasure is standing in the way, 'justifying' the hate.
You can not put a fire out without getting to its source. Fire needs fuel, oxygen, and heat (ignition). This nation is on fire and everyone is dealing with the smoke, i.e., the symptom, when its source is the human heart. The curriculum used in the classroom deals directly with the human heart. While traditional education restrains it, transformational education 'justifies' it. Traditional education sustains the father's/Father's authority, i.e., the Patriarchal paradigm, which restrains the human heart, i.e., the Heresiarchal paradigm (of 'change'). Transformational education 'justifies' the human heart, i.e., the Heresiarchal paradigm (of 'change'). which negates the father's/Father's authority, i.e., the Patriarchal paradigm.
"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
"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
"From whence come wars and fightings among you? come they not hence, even of your lusts that war in your members? Ye lust, and have not: ye kill, and desire to have, and cannot obtain: ye fight and war, yet ye have not, because ye ask not. Ye ask, and receive not, because ye ask amiss, that ye may consume it upon your lusts." James 4:1-3
Paradigm is the way a person feelings, thinks, and acts toward his self, others, the world, and authority, with the Patriarchal minded person humbling, denying, dying to, controlling, disciplining, capitulating 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/Father's (the Patriarch's) will holding others accountable to doing the same, not letting the world, i.e., the current situation and/or people around him sway him from (pressure him into compromising) his position, doing the father's/Father's will despite all that comes his way, having a guilty conscience (which the father's/Father's authority engenders) when he does wrong, disobeys, sins, i.e., when he lusts after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., that the current situation and/or people are stimulating, while the Heresiarchal ('change') minded person esteems his self, i.e., his lusting after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., that the current situation and/or people are stimulating, 'justifies' the thoughts and actions of others who think the same way, establishing the world and the lusts it stimulates (lust for pleasure and lust for the affirmation of others, 'justifying' his and their lusts) over and therefore against the father's/Father's authority, i.e., the Patriarchal paradigm, negating the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating—that gets in the way of, i.e., that inhibits or blocks, i.e., prevents him from "actualizing" his self, i.e., his natural inclination to lust after the carnal pleasures of the 'moment' that the world is stimulating. The Patriarchal paradigm makes being told the means to knowing right from wrong behavior while the Heresiarchal paradigm (of 'change') makes the persons carnal nature, i.e., his "sense experience," i.e., his lust for pleasure and his resentment toward restraint, i.e., his hatred toward the father's/Father's authority the means to knowing right from wrong behavior, with lust for pleasure and hatred toward restraint being right and the father's/Father's authority, i.e., the Patriarchal paradigm (doing the father's/Father's will) being wrong. The Matriarchal paradigm, caught between the two, i.e., the Patriarchal and Heresiarchal paradigms, while wanting to do the father's/Father's will sides with the Heresiarchal, i.e., with the children's feelings, wanting to have peace "around the house," i.e., between the two, i.e., for its self—it is the "half way house" to 'change.' This all correlates to traditional, transitional, and transformational thinking, i.e., capitalism (doing the father's/Father's will), laissez faire (doing your own will while having a guilty conscience for doing wrong, disobeying, sinning), socialism (doing your and "the groups," i.e., the facilitator of 'change's' will, negating the father/Father and his/His or anyone else who gets in the your, i.e., "the groups," i.e., the facilitator of 'change's' way, without having a guilty conscience). How the child is raised in the home or taught in the classroom greatly influence his paradigm.
"And the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul." Genesis 2:7
"And the LORD God commanded the man, saying, Of every tree of the garden thou mayest freely eat: But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die." Genesis 2:16, 17
When God created Adam (man) he made him, unlike any other living thing in the creation, a living soul. He then told ("commanded") him what he could and could not do, i.e., what was right and what was wrong behavior, i.e., which trees he could eat the fruit of and which one he was not (lest he die). No animal, being subject only to stimulus-response (approach pleasure - avoid pain) and impulses and urges (instincts) can read or write a book, i.e., can be told or tell others what is right and what is wrong behavior, i.e., what they can and can not do. To apply science, i.e., "behavioral science" to man is to make him an animal, subject to stimulus-response and impulses and urges (which can only know from "sense experience," i.e., pleasure-pain), negating (damning) his soul (which can only KNOW from being told, i.e., by the Word of God).
"... it is not in man that walketh to direct his steps." Jeremiah 10:23
"But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." Matthew 4:4
While traditional education (like the law) can save no one it reinforces God's order of being told right from wrong behavior (and being held accountable for one's actions), i.e., the father's/Father's authority, inhibiting or blocking 'change,' i.e., compromise. Change, in traditional education is to change one's thoughts and behavior via being told, changing the person from being or doing wrong to being or doing right, from believing a lie to knowing the truth, from ignorance or speculation (theory or opinion) to KNOWING, where being told established commands, rules, facts, and truth, i.e., limits and measures the father's/Father's authority is sustained, directing the child's thoughts and actions.
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
'Change, in transformational education is rejecting having to be told to know the truth (to know right from wrong behavior), i.e., rejecting having to humble, deny, die to, control, discipline, capitulate your self in order (as in "old" world order) to do right and and not wrong according to established commands, rules, facts, and truth, replacing it with "sense experience," i.e., stimulus-response (approaching pleasure, including the pleasure that comes with the act of removing that which engenders pain, and avoiding pain, including the pain that comes with missing out on pleasure), impulses and urges (instincts) directing your thoughts and actions in order (as in "new" world order) for you to respond to the environment, i.e., the situation and/or people present, with the situation and/or people who stimulate pleasure, i.e., lust being "good," i.e., right and the situation and/or people stimulating pain (including the pain of missing out on pleasure) being "bad" or "evil," i.e., being wrong. Transformational education replaces the father's/Father's authority, i.e., KNOWING right from wrong behavior from being told with the facilitator of 'change' "helping" the students 'discover' right from wrong behavior from their self, i.e., their own carnal nature, 'justifying their lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, 'justifying' their hate toward restraint, i.e., toward the father's/Father's authority for inhibiting or blocking them from enjoying the pleasures of the 'moment' that the world is stimulating. One is bound to the past, present, and future (eternal, absolute, indicative of the father's/Father's authority). The other is bound to the present only (temporary, relative, i.e., situational, i.e., the "eternal present," indicative of the child's carnal nature). One is bound to the soul (which is eternal)—that KNOWS from being told. The other is bound to the flesh (which is passing away).
"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:18
"For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9
"I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7
"For we know that the law is spiritual: but I am carnal, sold under sin. For that which I do I allow not: for what I would, that do I not; but what I hate, that do I. If then I do that which I would not, I consent unto the law that it is good. Now then it is no more I that do it, but sin that dwelleth in me. For I know that in me (that is, in my flesh,) dwelleth no good thing: for to will is present with me; but how to perform that which is good I find not. For the good that I would I do not: but the evil which I would not, that I do. Now if I do that I would not, it is no more I that do it, but sin that dwelleth in me. I find then a law, that, when I would do good, evil is present with me. For I delight in the law of God after the inward man: But I see another law in my members, warring against the law of my mind, and bringing me into captivity to the law of sin which is in my members. O wretched man that I am! who shall deliver me from the body of this death? I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7:14-25 The law of God—which is spiritual—conflicts with the law of the flesh—which lusts after the carnal pleasures of the 'moment' that the world stimulates. Apart from God's law, which is from above all other laws are of the flesh, i.e., are of the world. Only the Lord Jesus Christ fulfilled the law, imputing his righteousness to all who put their faith in Him. "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
The father's/Father's authority (traditional education) is based upon the father/Father (the teacher) 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) those under his/His authority might have regarding the commands, rules, facts, and truth being taught, at the father's/Father's discretion, providing he/He deems it necessary, has time, those under his/His authority are able to understand, and are not questioning, challenging, defying, disregarding, attacking his/His authority, 2) rewarding those under his/His authority who do right and obey, 3) correcting and/or chastening those under his/His authority who do wrong and/or disobey, that they might learn to humble, deny, die to, control, discipline, capitulate their "self" in order to do right and not wrong according to his/His established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out (expelling/grounding) anyone under his/His authority who questions, challenges, defies, disregards, attacks his/His authority, i.e., 1-4 above. This follows a biblical structure, with the Lord Jesus Christ setting the example.
"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 5:30; 12:47-50
"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
"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
The Heavenly Father is the ultimate authority, making you accountable to Him above all other authorities, engendering individualism, under God, i.e., "the priesthood of all believers," etc.,.
"Protestantism was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung)
While dad (the "earthly father") is not perfect, he may be (or may have been) a down right tyrant (or MIA/AWL), as a spoiled, rebellious, carnally minded child lusting after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating, doing so without restraint, his office of authority is perfect, having been given to him by God (the "Heavenly Father"), who is perfect, in which to do His will. The role of the father, besides providing food, clothing, safety, and a roof over his families head is to train up his children in the admonition of the Lord—doing the Father's will—and teach them how to "pull weeds," i.e., work (get off their duff, expecting someone to wait on them). A father, in the true sense of the word, i.e., a benevolent father loves his children while hating their doing wrong, disobeying, sinning, holding them accountable for their actions—chastening them when they do wrong, disobey, sin that they might learn to humble, deny, die to, control, discipline their "self" and do right, obey, not sin, grounding them when they reject his authority but not hating them, wanting to kill them as the carnally minded, i.e., lust seeking child does when the father gets in his way, i.e., in the way of his "lust" for pleasure.
"Despotism ... predominates in the human heart." (George Washington, Farewell Address)
"Every system of law known to civilized society generated from or had as its component one of two well known systems of ethics, stoic or Christian. The COMMON LAW draws its subsistence from the latter, its roots go deep into that system, the Christian concept of right and wrong or right and justice motivates every rule of equity. It is the guide by which we dissolve domestic friction's and the rule by which all legal controversies are settled." (Strauss Vs. Strauss., 3 So. 2nd 727, 728, 1941)
Even George Washington understood the nature of "the human heart," i.e., why the power of those in government had to be limited so fathers of the nation could train their children up according to their standards, 'justifying' freedom of the conscience, religion, and speech, i.e., private convictions, property, and business, i.e., unalienable rights, under God. Local control exudes from the traditional family, with the father in control, which progressively is weakened as county, state, and national government demand compromise. Our nation, unique amongst all the nations of the world, made the father of the home, king, ruling over his family, property, and business, restrained only by laws which prevented him from infringing upon this neighbors rights as they prevented his neighbor from infringing upon his. The same being true of the citizens and those in government—not infringing upon each others rights. In essence the citizen (the constituent) is the father figure. The representative is the child sent to the store to re-present the father, buying the father's goods. If he spends his father's money on his self, i.e., on his self interests instead he is no longer sent to the store—another child is sent in his place who will re-present the father. If the children, uniting as one pass laws to satisfy their own lusts, i.e., self interests they can, driving the fathers into debt destroy the freedom the fathers (the citizens) once had.
"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
"... seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6
When children rule, the people are oppressed.
"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 for self" and the world only]." (Georg Hegel, System of Ethical Life)
"Lawfulness without law." "Purposiveness without purpose." (Immanuel Kant, Critique of Judgment)
In other words: the law of the flesh, i.e., the child's natural inclination to lust of the carnal pleasures of the 'moment' that the world is stimulating without the law of the father/Father, i.e., the father's/Father's authority getting in the way makes the "purpose" of life the augmentation of lust, 'justifying' the negation of the father's/Father's authority, i.e., having to do the father's/Father's will.
"Laws must not fetter human life [lust]; but yield to it; they must change as the needs [lusts] and capacities of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
Whenever a socialist, Marxist, psychotherapist, facilitator of 'change' says "the people," he means his self—since he perceives his self as being the personification of "the people," who like him lust after the carnal pleasures of the 'moment' that the world stimulates and hate restraint, i.e., hate the father's/Father's authority for getting in the way.
" Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." (Karl Marx, MEGA I/3)
By making man subject to science, i.e., subject to that which is only "of the world," i.e., "only ... from Nature," i.e., stimulus-response and impulse and urges, i.e., instincts, i.e., approach pleasure and avoid pain, Karl Marx made "the lust of the flesh," i.e., "sensuous needs," "the lust of the eyes," i.e., "sense perception," and "the pride of life," i.e., "sense experience," i.e., the child's carnal nature the foundation for which to know right from wrong, with lust being right and the father's/Father's authority (inhibiting or blocking lust) wrong.
"... the central problem is to change reality.… reality with its 'obedience to laws [with the child submitting to the father's/Father's authority].'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
In other words, "reality," according to the Marxist is not found in laws restraining lust, i.e., restraining human nature but in laws initiating and sustaining ('liberating') lust, i.e., laws that are only "of the world."
"The justice of state constitutions is to be decided not on the basis of Christianity, not from the nature of Christian society [from the father's/Father's authority] but from the nature of human society [from the child's carnal nature, i.e., lust]." (Karl Marx's Critique of Hegel's 'Philosophy of Right')
In transformation education "reality" is what all children have in common, i.e., their natural inclination to lust after the carnal pleasures of the 'moment' that the world stimulates and their natural inclination to hate anyone who gets in their (lusts) way. That being the case anyone getting in the way of lust in the classroom environment must either be converted or be silenced, censored, or removed for the "good," i.e., for the "health" (physical, mental, and social health) of the children—since the environment (stimulus-response) determines the outcome—a "healthy" environment producing a "healthy" child and an "unhealthy" environment producing an "unhealthy" child with the "healthy" child being able to be his self (of the world only) and the "unhealthy" child not being able to be his self (being subject to that which is not of his world).
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
Rejecting the Heavenly Father and His authority, who does not lust after the things of the world, demanding other's not lust after the things of the world, and seeing the earthly father demanding his children not to lust after the things of the world, while he himself lusts after the carnal things of the world, Karl Marx, along with Sigmund Freud made him equal with the children, who, like him lust after the things of the world, negating the father's/Father's authority, i.e., the "Thou shalt not," "It is written," "Because I said so" office itself.
"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)
Both the Heavenly Father and the earthly father require those under their authority to humble, deny, die to, control, discipline, capitulate their self in order (as in "old" world order) to do right and not wrong according to their established commands, rules, facts, and truth, i.e., in order to do their will. According to Karl Marx's "logic," by 'liberating' children from the earthly father's authority, both the earthly and the Heavenly Father's authority are negated in their thoughts, 'justifying' their carnal 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." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
Sigmund Freud's history of the prodigal son is not of the son coming to his senses, humbling his self, returning home, submitting his self to his father's authority, learning his inheritance was not his father's money but his father's love for him, but of the son joining with his "friends," returning home, killing the father, taking all that was his (the father's), using it to satisfy their carnal desires, i.e., their lusts of the 'moment' that the world stimulates, killing all the fathers in the land so all the children could be the same, lusting after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, removing anyone who gets in their way, without having a guilty conscience.
"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 so it must be "important."
The father's/Father's authority, i.e., having to humble, deny, die to, control, discipline, capitulate one's 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/Father's will inhibits or blocks, i.e., prevents 'change.' Only when a person is stimulated by and responds to the world, i.e., to the current situation and/or people around him, according to his carnal nature (lusting after pleasure and hating restraint) can 'change' be initiated and sustained, requiring the negation of the father's/Father's authority and the guilty conscience (which the father's/Father's authority engenders) in the persons thoughts and actions. Therefore for the Marxist, when the child submits his self to the father's/Father's authority he 'creates' "an alien and hostile force," i.e., an "object set ... against him," i.e., "repressing" him, i.e., his carnal nature, "alienating" him from the other children "of the world," engendering "neurosis," i.e., a guilty conscience in him for wanting to be his self, i.e., "of the world" only.
"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, for Karl Marx, while children resent the father's/Father's authority, i.e., established commands, rules, facts, and truth for getting in the way of their lusts, when they grow up and have children of their own they establish commands, rules, facts, and truth, i.e., the father's/Father's authority over their children, preventing 'change,' i.e., preventing their children from becoming their self—lusting after the carnal pleasures of the 'moment' that the world stimulates—having a guilty conscience instead, when they do wrong, disobey, sin, i.e., when they lust. While Karl Marx established the killing of fathers (the King and all who supported his way of thinking and acting) as the pathway to 'liberty,' he was not able to negate the guilty conscience in those doing it, who then, when left to their self, restored the father's authority system, only this time with "the group"—known as Fascism. It was the guilty conscience that needed to be 'change' (to the "super-ego") if 'change' was to be permanent. (The "super-ego" unites the persons lust for pleasure and hatred toward restraint in the past to the present, making lust for pleasure and hatred toward restraint the foundation from which to evaluate and respond to the current situation and/or people present.) Herein psychology makes it happen, i.e., kindles the fires of 'change,' i.e., 'justifies' "the human heart."
"Marxian theory ["the group"] needs Freudian-type instinct theory [the individuals lust for pleasure, including his lust for approval from others, affirming his lusts, and his hatred toward restraint, i.e., toward the father's/Father's authority] to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] 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." (Abraham Maslow, The Journals of Abraham Maslow)
It is the guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world stimulates that must be negated if the children are to become one—according to their carnal nature, i.e., that which is of the world only.
"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)
"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:'" (Brown) A definition of the guilty conscience from a Marxist's perspective.
If education is based upon "human nature," i.e., the child's carnal nature, i.e., the child's lust for pleasure and hatred toward restraint then the father's/Father's authority must be removed from the classroom in order to negate the guilty conscience (which the father's/Father's authority engenders) for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world stimulates.
"The negative valence of a forbidden object which in itself attracts the child [the guilty conscience] thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality)
Here is where language comes into play.
"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 divides upon being right and not wrong, i.e., KNOWING, which is formal, i.e., judgmental, i.e., the father/Father retains his authority in discussion, i.e., has the final say, i.e., "Because I said so," "Never the less," "It is written." Majority vote retains the father's/Father's authority system although the father might loss out on the particular issue at hand.
"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." (Bohm and Peat, Science, Order, and Creativity)
Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental, i.e., the child retains his carnal nature in dialogue, having the final say (against authority, i.e., absolutes, i.e., the father's/Father's authority). There is no father's/Father's authority in dialogue, or in an opinion, or in the consensus process. There is only the child's natural inclination to lust after pleasure and hate restraint being 'justified.' Dialogue moves opinions to a consensus, negating the father's/Father's authority and the guilty conscience it engenders in the process.
"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)
"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)
"Dr. Skinner says: 'We must accept the fact that some kind of control of human affairs is inevitable. We cannot use good sense in human affairs unless someone engages in the design and construction of environmental conditions which affect the behavior of men.'" (Rogers)
When it comes to establishing right and wrong behavior, by replacing discussion, which retains the father's/Father's authority with dialogue, which retains the child's carnal nature, i.e., the child's lust for pleasure and hatred toward restraint, the classroom environment is changed, establishing the child's carnal nature, i.e., lust over and therefore against the father's/Father's authority, i.e., the child's self interest over and therefore against having to humble, deny, die to, control, discipline, capitulate your 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/Father's will. This is the role of the facilitator of 'change' ('changing' communication, regarding right and wrong behavior from discussion, i.e., "I know" to dialogue, i.e., "I feel," "I think").
"Without exception, [children] 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] 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 facilitator of 'change]? The [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 from established commands, rules, facts, and truth], they urge the group [the children] 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 current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] 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] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the child 'justifying' his lust for pleasures and his hatred toward restraint. This is why transformation education uses the "group grade" classroom where the student's grade is based upon his or her willing participation in the dialoguing of opinions to a consensus process (therapy), directly effecting his view toward authority.
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual comes to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) Without the self interest, i.e., the lust (responding to the stimulation, i.e., the situation or person), i.e., the "What can I get out of this situation and/or person for my self?" 'change' can not be initiated or sustained—which makes the person subject to "the group" and the facilitator of 'change' (fear of man for not affirming his lusts instead of fear of the father/Father for not obeying him, inhibiting or blocking, i.e., preventing lust), i.e., "What will happen to me if they reject and turn on me?" ("Doing to me what I did to the father/Father for getting in my way.")
"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) This process goes directly into the home.
Mao's long march across America began in earnest in the fifties and sixties with the introduction of Marxist curriculum in the classroom—called "Bloom's Taxonomies." We are seeing its effect in America today. All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" i.e., Marxist curriculum in the classroom. By 1971 over one million of Bloom's "taxonomies" were published for the Communist Chinese education system. (Benjamin Bloom, Forty Year Evaluation) Ask any teacher today if they have ever heard of "Bloom's Taxonomies" and they will probably smile, thinking you are a fellow comrade ready to inform them on some not way of applying it in the classroom. Any teacher questioning and/or challenging their use in the classroom will be looking for another job, if they can find one—having been labeled "unfit" to teach.
"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." (Book 1: Cognitive Domain and Book 2: Affective Domain)
"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." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." (Book 2: Affective Domain)
The following section is from a book explaining how the Communist Chinese brainwash their victims.
"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' [see the issues on Kurt Lewin, Unfreezing, Moving or Changing, Refreezing People, Force Field Analysis, and Group Dynamics; "Unfreezing. This term, also adopted from Lewinian change theory, refers to the process of disconfirming an individual's former belief system." (Irvin Yalom, The Theory and Practice of Group Psychotherapy) "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." (Kurt Lewin) "In brief, unfreezing is the breaking down of the mores, customs and traditions of an individual – the old ways of doing things – so that he is ready to accept new alternatives." (Edger Schein and Warren Bennis, Personal and Organizational Change Through Group Methods: The Laboratory Approach) ] in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to "help" their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)
"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world, including "the group" stimulates and hate restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed—once the father's/Father's authority, i.e., fear of judgment, i.e., "the lid" is removed it is difficult if not impossible to put it back on again].' 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 ['liberating' the child's carnal thoughts from the father's/Father's authority] through challenging the student's fixed beliefs [challenging the father's/Father's commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through their carnal desires, i.e., their "lusts," i.e., their "self interests" of the 'moment']." (Book 2: Affective Domain)
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain)
Erich Fromm and T. W. Adorno, who Bloom noted as his world view (weltanschauung) were members of what are known as the "Frankfurt School," transformational Marxists (Marxists who merge Marx with Freud, i.e., socialism with psychology) who came to America from Frankfurt Germany in the early thirties, fleeing Fascist Germany—entering our Universities, training up students and professors in Marxist ideology, who then "assisted" our government and schools in initiating 'change.'
"We are proud that in his conduct of life man has become free from external authorities [the father's/Father's authority], which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity [lust] be restored to the individual; that the purposes of society [to lust] and of his own [to lust] become identical." "... to give up 'God' and to establish a concept of man as a being ... who can feel at home in it [the world] if he achieves union with his fellow man and with nature." (Erich Fromm, Escape from Freedom)
"Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." (Stephen Eric Bronner, Of Critical Theory and its Theorists)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining, capitulating one's "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." (Theodor Adorno, The Authoritarian Personality)
"Our aim is not merely to describe prejudice [the father's/Father's authority system] but to explain it in order to help in its eradication. Eradication means re-education." (Adorno)
"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) Millions (hundreds of millions) have died a violent death as a result of this ideology (agenda).
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ["Using social-environmental forces to change the parent's behavior toward the child." (Adorno)]" "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 [paradigm] of an individual or a group." (Kenneth Benne, Human Relations in Curriculum Change)
"It is true that people cannot be trained for democracy by autocratic methods. But it is equally true that to be able to change a group atmosphere toward democracy the democratic leader has to be in power and has to use his power for active re-education. The more the group members become converted to democracy and learn to play the roles of democracy as followers or leaders, the more can the power of the democratic leader shift to other ends than converting the group members." (Benne)
"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 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." 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." (Rogers)
Replacing the father/Father and his/His authority (who has mercy and grace toward his/His children) with the facilitator of 'change,' i.e., the psychotherapist, i.e., "big brother" (who does not care what happens to anyone, i.e., their death if they get in his way) replaces "freedom" (from lust) with lust (the affective domain) making everyone subject to him. When he says "It is not about you" as a response to your questioning his actions he is simply saying "It is all about me. So I can lust after the carnal pleasures of the 'moment' that the world stimulates (like you) with your affirmation. If you question me any more or get in may way I will have to negate you. I will have to keep an eye on you from now on anyway." That is why it is called "sight based management" aka "total quality management."
"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
The "educator" (facilitator of 'change') 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, i.e., "lust" over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents 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. The same outcome applies to all adults, in any profession who participate in the process. Once you are 'labeled,' you are 'labeled' for life. In the soviet union, once you were 'labeled' "psychological," no matter how important you were in the past, your life was over, your career was done.
"It is usually easier to change individuals formed into a group than to change any one of them separately." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Benne)
"It is not individualism [the child, humbling, denying, dying to his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Brown)
"In the dialogic relation of recognizing oneself [one's lusts] 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)
"(T)he group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)
"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)
"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)
"Group members must be able to synthesize individual 'felt' needs [lusts] with common group 'felt' needs [lusts]." (Warren Bennis, The Temporary Society)
"Only when the immediate interests [lusts, i.e., self interests] are integrated into a total view and related to the final goal of the process do they become revolutionary [overthrowing the father's/Father's authority]." (Lukács)
"Bypassing the traditional channels of top-down decision making [the father's/Father's authority] our objective centers upon transforming public opinion into an effective instrument of global politics." "Individual values must be measured by their contribution to common interests and ultimately to world interests transforming public consensus into one favorable to the emergence of a stable and humanistic world order." "Consensus is both a personal and a political step. It is a precondition of all future steps." (Ervin Laszlo, A Strategy for the Future: The Systems Approach to World Order)
"The Communist Manifesto makes the point that the bourgeoisie [the father's/Father's authority system] produces its own grave-diggers [their children, dissatisfied with their authority, 'justifying' their "self" before one another, killing their parents (at least not caring what happens to them) without having a guilty conscience)].'" (Lukács)
Where is the fire you might ask? It is in the "group grade" classroom where children are selling their souls for the "good" of "the group," i.e., for the "good" of society," i.e., for the "good" of the facilitator of 'change, i.e., the psychotherapist, being united as one, 'creating' a "new" world order 'liberated' from the father's/Father's authority, where they no longer have a guilty conscience for their carnal thoughts and carnal actions, i.e., for removing anyone who gets in their way, including the unborn, the elderly, the innocent, the righteous. Transformational education is not academics.
"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history [where the child's carnal nature (lust) rules, void of the father's/Father's restraint]." (Antonio Gramsci, Selections from the Prison Notebooks)
"Now the serpent was more subtle than any beast of the field which the LORD God had made. And he said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden? And the woman said unto the serpent, We may eat of the fruit of the trees of the garden: But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. And the serpent said unto the woman, Ye shall not surely die: For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil. And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to make one wise, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat." Genesis 3:1-6
Transformational education is Genesis 3:1-6 being put into praxis, where the master facilitator of 'change,' i.e., the master psychotherapist "helped" two "children" 'justify' their self, thereby establishing lust as being the means to knowing right from wrong behavior, with lust being right and the father's/Father's authority, getting in the way of lust being wrong, thereby establishing their/his self, i.e., their/his lust for pleasure over and therefore against the "Father's" authority (as was done in a garden in Eden). Perceiving his self as being the personification of "the people," who like him lust after the carnal pleasures of the 'moment' that the world stimulates, hating restraint, the facilitator of 'change,' i.e., the psychotherapist is 'justified' in his eyes in removing anyone who gets in "the people's" way, i.e., his way—doing it in the name of and for the "good" of "the people," i.e., his self.
"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)
Question the use of psychology, even in the "church" today and you will quickly realized how Marxist (hateful toward the Father's authority) we have become (as a Nation). The children will burn the house down if they can not have their way (be entertained). The fire is raging and it is coming out of the classroom (including the so called "Bible studies" in the "church") where facilitators of 'change,' i.e., psychotherapists have replaced preaching, teaching, discussing, rewarding for doing right, chastening for doing wrong, casting out for rebellion with dialogue (the dialoguing of opinions to a consensus process), i.e., self (lust) 'justification, negating the father's/Father's authority, negating the guilty conscience in the process so children, including the facilitator of 'change,' i.e., the psychotherapist can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' that the world stimulates and hate restraint, i.e., hate the father/Father and his/His authority and anyone else who gets in their, i.e., "the group's" way with no sense of accountability for their carnal thoughts and carnal actions. All the facilitator of 'change,' i.e., the psychotherapist can say is (if he is honest): "It's not about you, wanting me (like you) to do the Father's will. It's about me ('liberated' from the Father's authority) doing my will instead, with your approval, i.e., your affirmation. So do not 'judge' me or I will negate you." Rejecting the Father's authority all he wants is for you to join him (affirm him) in his lusts in this life, 'joining' him after death in the lake of fire that is never quenched, prepared for the master facilitator of 'change, i.e., the master psychotherapist and his followers. "Conservative" are dealing with the symptoms of the fire, i.e., the political and social crisis at hand but are not dealing with the fire itself, i.e., their heart (and the heart of the children in the classroom) which is subject not only to the father's authority in the home, but also subject (above all) to the Father's authority above. Until that becomes their concern the fire will rage on, unabated (without restraint). (Home schooling tried to remedy the situation but mother, not the father rules the nest, resulting in the children quickly "converting" to the Heresiarchal paradigm when they go off to college or the University—"Christian" included. It only takes one professor, i.e., facilitator of 'change.' This includes the "youth group," "Bible study group," etc., in the "church." The 'moment' dialogue comes into the room, establishing right and wrong behavior 'change' is about to happen, i.e., the fire is being ignited. On judgment day your opinion will not count. What makes you think it counts today?)
"[E]very one of us shall give account of himself to God." Romans 14:12
"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
"He is antichrist, that denieth the Father and the Son." 1 John 2:22
"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 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," "open ended, non-directed," 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)—as predators, charlatans, pimps, pedophiles, 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
© Institution for Authority Research, Dean Gotcher 2021