It Is ALL About The father/Father and his/His Authority. by Dean Gotcher

It Is ALL About The father/Father and his/His Authority.
(Personal note.)

by
Dean Gotcher

It is ALL about the father/Father and his/His authority, i.e., the negation of it. If you do not understand this, you do not understand what is going on in your life, in the lives of others, in education, in the workplace, in government, etc., and even in the "church."

What the Word of God says about the father/Father and his/His authority.

"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

"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven." Matthew 7:21

What the Word of God says about you.

"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, and desperately wicked: who can know it?" Jeremiah 17:9

Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust" is the standard for "good," i.e., 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 they way of your "lusts." You can not see your resentment or hatred toward the father/Father and his/His authority as being wicked because your "lust" for pleasure (dopamine emancipation) that the world stimulates, i.e., your "lust" for "lust" is standing in the way. It is in your dialoguing with your "self" and with others you express your "lusts" and your hate, 'justifying' them.

"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

"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

What Karl Marx said about the father/Father and his/His 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)

What Karl Marx, et al. said about "lust" and that which gets in "lust's" way. (You can not control "lust." "Lust" controls you.)

"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." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"... lawfulness without law," (Immanuel Kant, Critique of Judgment)

"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

In other words, according to Karl Marx, et al., "It is 'lust' that reconciles man to the world." If "lust" (that which all men have in common) reconciles man to the world then, according to Karl Marx, et al. it is man's duty to negate whatever/whoever is preventing man from becoming at-one-with the world via "lust," i.e., the father's/Father's authority.

"The peasantry constantly regenerates the bourgeoisie [the father's/Father's authority system, the traditional "middle-class" family] 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)

"Eradication means re-education, scientifically planned." (Theodor Adorno, The Authoritarian Personality)

While Karl Marx, et al. advocated killing the father outright there was a "kinder, gentler" way to negate the father's/Father's authority in man's thoughts and actions, through the use of psychology in the classroom.

"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)

What Sigmund Freud said about the father/Father and his/His authority.

"'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 in his home or in his business]." "... 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)

"The individual is emancipated in the social group [in what all men, women, and children have in common, i.e., "lust"]." "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." (Brown)

"It is not individualism [the child having to humble, deny, die to, discipline, control (capitulate) 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 carnal 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 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)

"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)

"Freud commented that only through the solidarity of all the participants could the sense of guilt [having a guilty conscience for disobeying the father/Father] be assuaged [negated]." (Brown)

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

What Sigmund Freud said about "lust."

"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." "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, i.e., in "lust"]; the foundation has to be recovered ["lust" must be 'liberated' from the father's/Father's authority]. " (Brown)

What the Marxist Theodor Adorno said about the father/Father and his/His authority.

"Authoritarian submission [the children having to humble, deny, die to, control, discipline (capitulate) their "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 [to parental authority, to local control (culture), to the Nation (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." (Adorno) In other words for the Marxist, the father's/Father's authority in the home engenders Fascism, i.e., "racism" in the world.

What the Marxist Erick Fromm said about the father/Father and his/His authority.

"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." (Erick Fromm, Escape from Freedom)

What the Marxist Carl Rogers said about the father/Father and his/His authority.

"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." "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)

What the Marxist Abraham Maslow said about the father/Father and his/His authority.

"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." "In a democratic society a patriarchal culture should make us depressed instead of glad; it is an argument against the higher possibilities of human nature, of self actualization." "In our democratic society, any enterprise—any individual—has its obligations to the whole." (Abraham Maslow, Maslow on Management)

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

"Marxian theory needs Freudian-type instinct theory 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." "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, The 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, Human Nature)

What the Marxist Benjamin Bloom said about his Marxist Curriculum (known as "Blooms' Taxonomies") and its effect upon the father/Father and his/His authority in the home.

"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)

All "educators" are certified and schools accredited based upon their use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom, which is based upon Theodor Adorno's and Erick Fromm's Marxist ideology ("Weltanschauung¹" - "¹Cf. Erich Fromm, T. W. Adorno," Book 2, Affective Domain)).

"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 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)

"The affective domain contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Book 2: Affective Domain)

Any teacher who questions the use of "Bloom's Taxonomies," i.e., Marxism in the classroom today puts their employment at risk.

"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)

In fact Bloom admitted his "Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) That is why it is called putting "theory into practice." As long as you call it "science" and follow the proscribed procedure you are not accountable for the outcome if it fails.

"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Book 2: Affective Domain)

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority (the father's authority in the home) 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 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.

"Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. But whosoever shall deny me before men, him will I also deny before my Father which is in heaven. Think not that I am come to send peace on earth: I came not to send peace, but a sword. For I am come to set a man at variance against his father, and the daughter against her mother, and the daughter in law against her mother in law. And a man’s foes shall be they of his own household. He that loveth father or mother more than me is not worthy of me: and he that loveth son or daughter more than me is not worthy of me. And he that taketh not his cross, and followeth after me, is not worthy of me. He that findeth his life shall lose it: and he that " Matthew 10:32-39 The Lord did not negate the father's/Father's authority he simply placed His Father's authority above all, making all subject to Him.

For more on the subject see: Teacher Training, Violence In The Classroom, Using "Education" To Destroy The Traditional, "Middle-Class" Family, (Why and how it is being done.), Making Your Child A Marxist, Creating Anarchists In The Classroom, Marxism In The Classroom, Vladimir Lenin 1920 - American Politics 2020, The Marxist Bait And Hook, (How the youth are turned into Marxists.), Marxism. A Religion Of Hate, Marxism And Psychology Are In The Scriptures, Marxist Media, Welcome To The New "Democratic" America (pdf), Communism, The State, And The "Church" (pdf) (Do not worry about us becoming a Communist Nation. We are. Here is how it was done.)

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

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

"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9

ALL that is going on is the negation of the father's/Father's authority in the classroom, in the workplace, in government, in the "church," i.e., in the home so you, your spouse, your children, your neighbors, your boss, your legislators, your minister, etc., can "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, i.e., with impunity, i.e., with everyone's (your) affirmation. How is the Father's authority in your life? Are you like everyone else .... "as in the days of Noah?" or doing the Father's will.

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

"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