Mao's Long March Across America.
(Newer issue)
(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
Mao's long march across America began in earnest in the fifties and sixties with the use 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. Any teacher questioning and/or challenging their use in the classroom will be looking for another job.
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"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)
"Bloom's 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." [In other words how the child is educated will directly effect how he thinks and responds to the world around him, including how he will respond to authority (parental authority).] "Ordering and relating the different kinds of affective behavior" "... we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind" "organized into value systems and philosophies of life" "many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"Prior to therapy [prior to the child's classroom experience in Bloom's Marxist-psychological classroom] 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)
Bloom's Marxist agenda was to 'change' the student's classroom experience (the classroom "environment") from that of supporting (reinforcing) the father's/Father's authority to questioning, challenging, defying, disregarding, attacking it instead. Rather than the child learning facts and truth by being told he will learn "facts" and "truth" based upon his own understanding, i.e., from his own "sense experience" which makes facts and truth subject to his "feelings" and him subject to "stimulus-response," i.e., to whoever is manipulating the environment he is "learning" in.
"We recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Book 1: Cognitive Domain)
"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx) Benjamin Bloom simply paraphrased Karl Marx (without giving him credit, for obvious reason).
Bloom openly stated that his Marxist world view, i.e., his "Taxonomy's" "Weltanschauung1" was fashioned after that of two Marxists, Theodor Adorno and Erick Fromm—"1Cf. Erich Fromm, 1941 [Escape from Freedom]; T. W. Adorno et al., 1950 [The Authoritarian Personality]." (Book 2: Affective Domain) Erick Fromm and Theodor Adorno wrote the following regarding the necessity of negation the father's/Father's authority in society, i.e., in the life of the child (in the classroom).
"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." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." "... 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." (Erick Fromm, Escape from Freedom)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth" "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." (Theodor Adorno, The Authoritarian Personality)
"The dialectical method was overthrown—the parts [the children] were prevented from finding their definition within the whole [within "the group"]. "... the central problem is to change reality." "reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) In other words, not until the children are able to openly share their "feeling" in the classroom, regarding right and wrong behavior (without fear of judgment and/or punishment)—no longer having to submit to their parent's authority, i.e., having to obey their parent's established commands and rules and accept their facts and truth as give, by faith in the classroom—can they become their "self," i.e., of the world only.
"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words laws must not be supportive of the father's/Father's authority but subject to the child's ever changing "felt needs," i.e., the child's "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"'Capital' [stored up pleasure, i.e., dopamine]… is, according to Marx, 'not a thing but a social relation between persons mediated through things.' 'These relations,' Marx states, 'are not those between one individual and another [personal, which makes all equal], but between worker and capitalist, tenant and landlord [children and their parents, the worker and his boss, man and God, with the parent, boss, God determining which child, worker, man will receive payment (reward) and/or inheritance and which will not (based upon their behavior toward authority)], etc.,. Eliminate these relations and you abolish the whole of society ['civil society,' which to socialists is a problem]; …… a scientifically acceptable solution does exist ["behavior science"—through the use of dialogue (affirming the children's carnal nature of loving pleasure and hating restraint over and therefore against their parent's authority) 'liberating' the children from their parents authority so they can do wrong, disobey, sin, i.e., to "lust" without having a guilty conscience—without fear of losing financial support of their carnal desires, i.e., "lusts"]… For to accept that solution, even in theory [for parents to go into or think about going into dialogue with their children regarding right and wrong behavior they must abdicate their authority to their children's carnal nature], would be tantamount to observing society from a class standpoint [from the children's perspective, making facts and truth subject to their children and their "feelings" of the 'moment,' i.e., subjective] other than that of the bourgeoisie [from the parent's perspective, doing right and not wrong according to established commands, rules, facts, and truth]. And no class can do that-unless it is willing to abdicate its power freely [if parents are to observe the world, including their authority from their children's perspective, they must first abdicate their authority to their children's "feelings," i.e., carnal desires, i.e., "lusts"—this is all accomplished through dialogue, i.e., there is no parental authority in dialogue, or in an opinion, or in the consensus process, there is only the "feelings" ("lusts" and hates) of the people participating]." (Lukács)
"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) Karl Marx simply renamed "lust of the flesh," "lust of the eyes," and "pride of life," "sense experience," "sensuous needs," and "sense perception," making the child's carnal nature, "only that which 'proceeds from Nature'" the foundation from which to determine right and wrong behavior, with "positive" being the child's carnal nature and that which 'justifies' it and "negative" being parental authority which inhibits or blocks the child from becoming his "self," i.e., of the world only ("self-actualized"), engendering neurosis in the child, i.e., a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting," i.e., repression (not finding his identity in his "self," in that which he has in common with all the children of the world) and alienation (being divided from other children because of established commands, rules, facts, and truth he has accepted which they can not accept).
"In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes. The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner [socialist control, i.e. sight based management, portfolios on the citizens, tracking, and a police state], rather than in the costly fashion of the neurotic [where parental restraint of the child's "id," i.e. his carnal nature makes the child subject to the Father's authority (against his nature), engendering a guilty conscience when he does wrong, disobeys, sins, i.e., when he "lusts" after the carnal things of the world, i.e., when he does that which comes naturally]." (Rogers)
"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.
| The soul KNOWS by being told. The flesh by "sense experience." |
All children are "philosophers," 1) dissatisfied with how the world "Is," where they, having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth are subject to their parent's authority, not being able to do what they want when they want, i.e., missing out on pleasure (the opportunities of the 'moment'), 2) thinking (dialoguing with their "self") how the world "Ought" to be, where they can do what they want, when the want, and 3) imagining how it "Can" be once they grow up and are on their own, "doing what they want then they want."
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
"The problem," according to Karl Marx, et, al, is that once children grow up and become parents themselves, i.e., have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change.'
"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)
"... once you can identify a community [where parent's are willing to 'compromise' their standards (which they keep their children subject to) in order to initiate and sustain relationship with those outside of the immediate family], you have discovered the primary unity of society above the individual and the family that can be mobilized ... to bring about positive social change." (Robert Trojanowicz, The meaning of "Community" in Community Policing) Traditional family is dependent upon established commands, rules, facts, and truth (to which all are held accountable, which is "negative" to community, i.e., which inhibits or blocks unity) while "community" is dependent upon 'compromise' (which is "positive" to community, i.e., which initiates and sustains unity). The father's/Father's authority divides (family from family) while the child's carnal nature, i.e., "lust" for pleasure, which all children have in common, unites.
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words it is "lust" that 'reconciles' man to "the world."
"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)
In other words, according to Karl Marx, Benjamin Bloom, et al., "reality," i.e., what is "actual" is found in the child's "lust" for the things of "the world," not in the father's/Father's authority restraining (repressing/alienating) him, i.e., getting in the way of "human nature" and "Nature" ("the world") that stimulates it. According to Marxist "reasoning," not until the child can find his identity in his "self," i.e., in that which he has in common with all the children of the world, i.e., in his and their love ("lust") for pleasure and resentment (hatred) toward restraint (toward missing out on pleasure) can he become his "self," i.e., "of and for his self" and the world only. This therefore necessitates the negation of the father's/Father's authority (which alienates the child from his "self" and the world) in the child's thoughts and actions (in the classroom) if he is to become "normal." According to Karl Marx, Benjamin Bloom, et al. instead of the father's/Father's established commands, rules, facts, and truth being taught as is, to be accepted as given (by faith), the child must be 'liberated' in the classroom from the father's/Father's authority so he can share his "feelings," i.e., his desires and dissatisfactions (his love/"lusts" and hate), i.e., his "affective domain" in regard to the situation and/or people he finds his "self" in/around, including in the home.
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils ("lusts"), 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)
It is the father's/Father's authority that engenders the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. It is therefore the guilty conscience (that gets in the way of 'change,' i.e., that prevents the child becoming his "self," i.e., subject to an ever 'changing' world) that has to be negated.
"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)
"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 negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality)
In other words, not until you negate the father's/Father's authority in the environment where children are learning right and wrong behavior can the guilty conscience, i.e., the "negative valence" for do wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' which the world stimulates be negated, i.e., "disappear."
"[T]he superego 'unites in itself the influences ["sense experiences," i.e., "lusts"] of the present and of the past." (Brown)
"Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (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,' 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)
"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)
"In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." ". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken." "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, an overweening interest in the future development of the child—in other words, a child centered orientation." (Warren Bennis, The Temporary Society)
The use of "the group." The dynamics of "the group" ("group dynamics"), i.e., the persons desire for "the groups" approval (affirming his carnal desires) has a direct effect upon his thoughts and actions.
"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"…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 [where the person is caught between his carnal desires ("feelings," i.e., "self interests") of the 'moment' and his belief (established commands, rules, facts, and truth)]." "Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's and/or God's authority] in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"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) This includes in the "youth group."
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs [paradigm] of an individual or a group." (Benne)
By replacing traditional education with transformational education the children's paradigm, i.e., how they feel, think, and act is 'changed,' 'changing' how they relate with their "self," others, and the world as well as how the respond to authority. In traditional education, the father's/Father's authority system is replicated in the classroom with 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) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, that he might learn to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Fathers' will, and 4) casting out any child who questions, challenges, defies, disregards, attacks authority.
"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. In discussion the person must suspend, as upon a cross his carnal desires, i.e., his "feelings," i.e., his "lusts" of the 'moment' in order to hear and receive the truth being presented.
"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. In dialogue all must suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, i.e., that prevents the child from sharing his "feelings," i.e., his opinion regarding right and wrong behavior, making his "self," i.e., his "feelings" the ground for which to determine right and wrong behavior (not his parents authority).
"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
By introducing to the classroom the child's "feelings" regarding what is right and what is wrong behavior, making it a part of the curriculum, the father's/Father's authority system is called into question. This is accomplished by 'creating' an "open-ended" (we can talk about anything without fear of punishment), "non-directive" (you will not be "told" what you can and can not say), "positive" (supportive of the child's carnal nature) not "negative" (not supportive of the father's/Father's authority) classroom where the students can dialogue their opinions to a consensus while working on a "group project." There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the child's carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"Without exception, [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the "educator," i.e., the facilitator of 'change]? The ["educator," i.e., facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong], they urge the group [the children/the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it [called role-playing]." (Yalom)
With the children 'discovering' their carnal nature is what they all have in common, their parent's authority is negated. The "group grade" is based upon their willingness to participate in the process of 'change, i.e., their willingness to question, challenge, defy, disregard, attack authority in "the group" which inhibits or blocks group consensus.
"The whole system of Marxism stands and falls with the principle that revolution is the product of a point of view in which the category of totality [group think, what all children have in common] is dominant." (Lukács)
"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." "The only practically possible emancipation is the unique theory which holds that man is the supreme being for man." (Karl Marx, Critique of Hegel's 'Philosophy of Right)
The consensus process negates the father's/Father's authority in any decision being made, whether in the home, in the classroom, in the workplace, in government, or in the "church."
"Bypassing the traditional channels of top-down decision making 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 "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 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)
"Eradication" of the father's/Father's authority in the home and in society is what Mao's long march was all about. Where is the father's/Father's authority in the home today? To focus on the family is to negate it (the father's/Father's authority), making relationship the agenda of the home (not doing the father's/Father's will). From Genesis to Revelation all the scriptures are about the Father's authority, and the Son's obedience to it. The Father's authority, and the Son's obedience to it is the basis of the gospel message.
"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
"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 loseth his life for my sake shall find it." Matthew 10:34-39
While the Lord, Jesus Christ established his Heavenly Father's authority over all authority, he did not negate the father's authority system in the home. While the earthly father is not perfect, he may be a down right tyrant (using his God given office of authority for his own carnal pleasures, i.e., "lusts"), the office itself is perfect, having been given to him by God in which to do His will. Negate the office and you negate the guilty conscience which the office engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. "Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6
"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
"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
"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) Herein lies the 'drive' and the 'purpose' of "Bloom's Taxonomies," i.e., the negation of the father's/Father's authority in the children's (next generation of citizens) thoughts, directly effecting their actions in the home, in the community, etc.,.
"... 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)
"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
In Freud's history of mankind the sons (cast out by the father for their perverse behavior) come to a consensus, return home, talked their other siblings into joining them in not only killing the father but eating him as well—so there was no trace of him and his authority for the next generation to restore. As you will see there is no father's/Father's authority in dialogue. The father's/Father's authority is "killed and devoured," i.e., negated in dialogue. Freud's history and agenda is not of the prodigal son coming to his senses, humbling his "self," returning home, submitting to his father's authority, discovering that his inheritance was not his father's money but his father's love for him but of the "prodigal son" along with his "friends" returning home, killing (and devouring) the father, taking all that was his, using it for their own carnal pleasures, i.e., "lusts," i.e., "self interests."
"Likewise, ye younger, submit yourselves unto the elder. Yea, all of you be subject one to another, and be clothed with humility: for God resisteth the proud, and giveth grace to the humble. Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time:" 1 Peter 5:5, 6
What the Heavenly Father and the earthly father have in common is their requirement that those under their authority humble, deny, die to, control, discipline, capitulate their "self" in order to do right and not wrong according to their established commands, rules, facts, and truth. Marxists knew that by negating the system itself you negate both the Heavenly and the earthly father's authority in the thoughts and therefore the actions of the children/mankind. This is antithetical to the gospel message, which is not only about the Son, but the Father, who the Son humbled his "self" to obey in all things commanded, calling all to follow him, after they have humbled their "self" and picked up their cross, doing the same. Salvation is not the result of man's work for Christ but the work of Christ in him, accepted by faith. "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
"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
"Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6
"... and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3
"... He is antichrist, that denieth the Father and the Son." 1 John 2:22
"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 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart as being wicked because your "lust" for pleasure (your "lust" for "lust") is standing in the way. Karl Marx is in your heart, waiting for you to 'justify' him, i.e., your "self" over and therefore against having to humble, deny, die to, control, discipline your "self" in order (as in the "old" world order) to do the father's/Father's will, so you can do wrong, disobey, sin, i.e., 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., so you can become like him, i.e., become "self actualized." "Lust" blinds you to the consequence (cost) of "lusting" after pleasure. You can not control "lust." "Lust" controls you. This is why those who want to use you for their own pleasure and gain, i.e., "lusts" use dialogue to get you to expose it in you. By gaining access to your "self interests," i.e., your "lusts," i.e., what you "covet" and then affirming ('justifying') it, thereby gaining your trust, they own you. "And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
"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," 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
© Institution for Authority Research, Dean Gotcher 2021