Marxism Begins In The Home. by Dean Gotcher

Marxism Begins In The Home.
(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) 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 hate of 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.

Marxism beings in the home, in the heart of the child, i.e., the conflict between the father's/Father's authority, i.e., the child having to humble, deny, die to, control, discipline, capitulate their self in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, i.e., in order to do the father's/Father' will and the child's natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people (imagined or real) are stimulating, hating restraint, i.e., hating the pain that comes with missing out on pleasure.

"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

While the "earthly father," i.e., dad is not perfect, he may be (or may have been) a down right tyrant, using his office to satisfy his lusts (or MIA/AWL) 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).

"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

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

"... 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

"... it is not in man that walketh to direct his steps." Jeremiah 10:23

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' (dopamine emancipation) that the world, i.e., the current situation and/or people (imagined or real) are stimulating. The soul KNOWS by being told. The flesh by "sense experience" (stimulus-response). Only after God created man, making him a living soul ("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) could he tell him right from wrong behavior, i.e., tell him (commanded) which trees he was to eat fruit from and which one he was not ("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).

"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

No animal, being subject only to stimulus-response (approach pleasure-avoid pain) and impulse and urges (instincts) can read or write books, i.e., can be told or tell others what is right and what is wrong behavior, only man (made in the image of God) can, thus engendering a guilty conscience in him for not doing what he was told.

"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:'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) A view of the guilty conscience by a Marxist.

This is why, for the Marxist, et al. the child, i.e., the child's "feelings," i.e., the child's lusts (lust for pleasure and lust for the approval of others, i.e., for affirmation) must become the center of attention, i.e., the focus instead of the father's/Father's authority, i.e., having to do right and not wrong according to established commands, rules, facts, and truth, i.e., having to do the father's/Father' will. If you begin with the father's/Father's authority, making it the thesis (individualism, under God), the child's carnal nature becomes the antithesis (anarchy), preventing "synthesis" with the other children of the world (socialism, communism, globalism, Marxism, Fascism, etc.,, i.e., revolution). But if you start with the child's carnal nature, making it the thesis, thus making the father's/Father's authority the antithesis, synthesis is achievable by uniting the child with the other children of the world, finding his identity not in the father/Father, i.e., in the father's/Father's authority but in his and the other children's carnal nature, i.e., in his and their natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, in the process not only negating the father's/Father's authority but also negating 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, i.e., that the current situation and/or people are stimulating, so all the children (the Marxist) can lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating without having a guilty conscience, with the other children's affirmation.

"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)

Only by negating (in the thoughts of the children) the father's/Father's authority, i.e., accountability 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 (by 'creating' a "positive," "open ended," "non-directive," "safe place/space/zone" where they can share and 'justify' their lusts and hate without fear of being judged, condemned, or cast out) can they be 'liberated' from having a guilty conscience, i.e., a "negative valence" for lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.

"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)

According to Karl Marx, Sigmund Freud, et al. it is lust that "reconciles" the child to the world, requiring the negating of the father's/Father's authority so the child can be his self, lusting after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating without having a guilty conscience (which the father's/Father's authority engenders), i.e., self-actualized.

"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." "The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the carnal nature of the child]; the foundation has to be recovered [the child has to be 'liberated' from the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

According to Karl Marx, et al. only by getting rid of (negating) the earthly father's authority (in the child's thoughts), where the child has to humble, deny, die to, control, discipline, capitulate 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 will, can the Heavenly Father's authority, where the Son and all who follow him have to humble, deny, die to, control, discipline, capitulate their 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' will be negated, allowing the "child within," i.e., the Marxist to do wrong, disobey, sin, i.e., to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating without having a guilty conscience (which the father's/Father's authority engenders), with the other children's affirmation.

"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)

"The life which he has given to the object [the child, by obeying the father/Father, i.e., by humbling, denying, dying to, controlling, disciplining, capitulating his self in order to do the father's/Father's will, according to Karl Marx, et al., 'creates' the father's/Father's authority which then) sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3)

"Every form of objectification results in alienation" "Alienation is the experience of ‘estrangement' (Verfremdung) from others, . . ." "Alienation has a long history. Its most radical sense already appears in the biblical expulsion from Eden." "God is thus the anthropological source of alienation . . ." "Alienation will continue so long as the subject engages in an externalization (Entausserung) of his or her subjectivity." (Stephen Eric Bronner, Of Critical Theory and its Theorists) In other words, apart from "feelings," i.e., lusts and the world that stimulates them man has no identity in and of himself (from which he can unite with one another in the world), only being able to find his identity in that which is not of (in agreement with, i.e., affirming) his carnal nature, alienating him not only from himself (which is equated to "repression") but from others who have the same carnal desires, i.e., lusts that the world stimulates. "Neurosis" is simply the person having a guilty conscience for being his self, i.e., feeling bad, i.e., guilty for doing what comes natural to him, i.e., lusting after the carnal pleasures of the 'moment' that the world stimulates.

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 (and devouring) the father, taking all that was the father's, using it to satisfy their carnal desires, i.e., their lusts of the 'moment' that the world stimulates.

"... 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." "'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]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

"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." (Abraham Maslow, The Journals of Abraham Maslow)

The problem, for the Marxist is the father's/Father's authority in the home, with the father training up his children to do right and not wrong according to established commands, rules, facts, and truth/training up his children in the admonition of the Lord, doing the Father's will.

"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)

"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)

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

The solution to "the father/Father problem," is found in dialogue, 'liberating' the child from the father's/Father's authority so he can become his self, lusting 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. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the child's natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating be 'justified.'

"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."

"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).

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

Only by bringing the children together in dialogue can they 'discover' their self in one another, 'liberating' their self from the father's/Father's authority. If the father/Father retains authority in the home, over his children, that (anarchy, revolution, 'liberation' from his/His authority) can not happen, in and of itself.

"The dialectical method [the dialoguing of opinions to a consensus (affirmation) process] was overthrown—the parts [the children] were prevented from finding their definition within the whole [within each other, i.e., within "the group," because the father's/Father's authority was still in control (of the classroom, i.e., of the learning environment)]." (Lukács)

"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)

Education has moved away from the father's/Father's authority in the classroom, making the child's carnal nature the focus of attention instead. Traditional education (which sustained the father's/Father's authority in the home) was based upon the 1) preaching of established commands and rules to be obeyed as given, the teaching of established facts and truth to be accepted as is, by faith, and the discussing of any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the father's/Father's discretion, i.e., providing he/He deems it necessary, has time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking his/His 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, capitulate 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 (expelling/grounding) any child who questions, challenges, defies, disregards, attacks the father's/Father's authority. The "new" form of education (therapy) is based upon the children dialoguing their opinions (regarding right and wrong behavior, personal and social) to a consensus, negating the father's/Father's authority and the guilty conscience it engenders in the process.

"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?'" (Rogers)

"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)

"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)

"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)

Replacing the father's/Father's authority with the facilitator of 'change' in the classroom 'changes' the outcome of the classroom.

"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)

"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 (in the hundreds of millions) have feared for their lives and died violent, horrible deaths as a result of this message, i.e., this Marxist agenda, not only in Russia but around the world (still going on today)—something to "look forward to" as we journey down this path. The road to 'Utopia,' i.e., Globalism, i.e., "worldly peace and socialist harmony" is paved with the bodies of those who got in the way, including the unborn, the elderly, the innocent, the righteous.

"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." "Changing a group atmosphere from autocracy toward democracy through a democratic leadership means that the autocratic followers must shift toward a genuine acceptance of the role of democratic followers." "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 the more can the power of the democratic leader shift to other ends than converting the group members." (Kenneth Benne, Human Relations in Curriculum Change)

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

"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [for disobeying the father/Father] be assuaged." (Brown)

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (Lukács)

"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)

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.

"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

"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 he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away? For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26 [Deny your lusts, endure the rejection of others (including your "friends") for not affirming, i.e., 'justifying' their lusts, and following the Lord, do the Father's will.]

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

"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

"... do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10

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

"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." Matthew 10:32, 33

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

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

If the father abdicates his authority in the home (abdicates discussion, i.e., doing right and not wrong according to established commands, rules, facts, and truth) to dialogue, i.e., to his children's carnal nature, i.e., lusts and the Father's authority is denied in the "church" (the congregation and leadership turning to men's opinions, i.e., murmur's of the Word of God instead of to the Word of God itself), the child's carnal nature, i.e., Marxism rules (even if it is done "in the name of the Lord").

"To experience Freud [to 'justify' your self, i.e., your lusts] is to partake a second time of the forbidden fruit;" (Brown)

Question the use of psychology in the "church" today and you will quickly discover how Marxist, i.e., in harmony with the master facilitator of 'change' (in the garden in Eden) it has become, not only negating the father's authority in the home (to focus on the family, i.e., building relationship between the parents and the children is to negate the father's authority in the home) but also negating the Father's authority in Heaven (replacing the preaching of the Word of God as is, to be accepted by faith with the opinions of men, making it subject to the "feelings," i.e., carnal desires, i.e., perceptions of men)—so the facilitator of 'change' can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating without having a guilty conscience, with the children's, "the people's," the "church's" affirmation.

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then 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)

"Lawfulness without law [where the law of the flesh, i.e., lust and the world that stimulates it rules without the law of God getting in the way]" (Immanuel Kant, Critique of Judgment)

"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

"Use social-environmental forces to change the parent's behavior toward the child," (Adorno) 'Change' the behavior of the parent's toward the child (when the child does wrong, disobeys, i.e., sins, i.e., lusts after the things of the world)—by getting the parent to think "What can I get out of this situation and/or people for my self, i.e., to satisfy my lusts?" (desire for the child's and "the people's" approval) which leads to "What will happen to me if they reject and/or turn on me?" (fear of men instead of God)—and you 'change' the child i.e., 'liberate' the child from the father's/Father's authority.

The Marxist, i.e., the facilitator of 'change,' i.e., the psychotherapist idea ('reasoning') is, without the law (by negating the father's/Father's authority in the home and in the public arena) he can sin without having a guilty conscience, with "the people's" affirmation. When he says, in response to your questioning his carnal thoughts and carnal actions "It is not about you?" he is really saying "It is about me—perceiving my self as being the personification of 'the people,' lusting after the carnal pleasures of the 'moment' that the world stimulates, so I can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., with your affirmation." Therefore anyone bringing the father's/Father's authority, i.e., established commands, rules, facts, and truth (that get in the way of sin, i.e., that condemn lust) into the room that is defining, i.e., establishing right and wrong behavior must be silenced, censored, and/or removed (martyred/negated) so the facilitator of 'change' can sin, i.e., can lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, i.e., with the room's affirmation. The negation of the father's/Father's authority (fear of judgment for one's thoughts and actions) in the thoughts and actions (praxis) of the children/"the people" is the spirit of antichrist—so the facilitator of 'change,' i.e., the psychotherapist, i.e., the Marxist, along with "the people," can lust after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience—removing (negating) anyone who gets in his (their) way, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience.

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

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

If the Karl Marx in the child is not restrained by the father in the home and the Father in Heaven (individualism, under God, i.e., personal accountability before God), the Karl Marx in the child will rule the world, removing anyone who gets in his way.

"The philosophy of praxis [the negation of the father's/Father's authority, i.e., judgment, i.e., accountability before God in the thoughts and actions of the children/"the people" for doing wrong, disobeying, sinning, i.e., for lusting ...] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)

The name for the national test for teachers is "Praxis" where the teacher must solve problems (including personal-social problems) without prior commands, rules, facts, and truth, i.e., the father's/Father's authority, i.e., answers of the "past" getting in the way, i.e., directing his or her steps.

"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