The Nemesis To Socialism. by Dean Gotcher

The Nemesis To Socialism.
(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

"If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation [the Father's authority], then Marx must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)

The nemesis to socialism is the father's/Father's authority.

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

Both the "earthly family," with the father (earthly father) in authority and the "Holy family," with the Father (Heavenly Father) in authority are based upon the same structure, i.e., paradigm, i.e., way of feeling, thinking, acting, responding to self, others, the world, and to authority—with those under authority having 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's/Father's will.

"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

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

"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

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

The gospel message is based upon the Father's authority.

"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

"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

"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

"He that hateth me hateth my Father also." John 15:23

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

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

"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

"Father, I will that they also, whom thou hast given me, be with me where I am; that they may behold my glory, which thou hast given me: for thou lovedst me before the foundation of the world." John 17:24

Not only is Marxism hostile toward the father's/Father's authority so is psychology. Sigmund Freud's rendition of the prodigal son is not that of the scriptures (where the son comes to his senses, humbles his self, returns home to submit his self to his father's authority, only to discover that his inheritance was not his father's money but his father's love for him) but that of the son joining with his "friends" (in consensus) returning home to "kill" (and "devour") the father and live off his money and his possessions to satisfy his and their carnal pleasures ("lusts").

"... 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)

"Experience is, for me, the highest authority." "Neither the Bible nor the prophets, neither the revelations of God can take precedence over my own direct experience." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

" 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 "the lust of the flesh," "sensuous need," "the lust of the eyes," "sense perception," and "the pride of life," "sense experience" in order to make all that "is" only of "the world," i.e., only "from Nature." Sigmund Freud, likewise made man's nature and the world that stimulates it (stimulus-response) the basis of reality. If the environment determines the person then for a "healthy" person to be developed (become) the environment must be made "healthy," i.e., detoxed of any unhealthy elements (detoxed of the father's/Father's authority). This involves not only physical health but mental and social as well (making all things material, i.e., of the world only, negating the issue of sin, i.e., accountability to the Father—"[E]very one of us shall give account of himself to God." Romans 14:12). This is why freedom of speech, freedom of religion, freedom of conscience, i.e., private convictions, private family (in loco parentis), private property, private business must be negated, i.e., made subject to public control, i.e., made subject to public-private partnership. If private is nobodies business and public is every bodies business. Then in public-private partnership, that which is private, i.e., nobodies business becomes every bodies business and that which is public, i.e., every bodies business becomes nobodies business, other than those administrating the public-private partnership. The question is: Are we really this stupid?

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

"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)

Socialism, in all its forms must negate the father's/Father's authority in order (as in new world order) for facilitators of 'change' (the vanguard party) to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience (which the father's/Father's authority engenders), with affirmation by others, i.e., by society, i.e., by the children (the proletariat). Whether a cult, fascist, or communist (globalist) in form all must negate the father's/Father's authority in order to rule over (control) the children, i.e., "the citizens."

"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)

"I have found whenever I ran across authoritarian students [students who adhere to the father's/Father's authority] that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow On Management)

"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)

Praxis is a world void of the father's/Father's authority, i.e., a world where all children/mankind 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., without being held accountable. The name for the national test for teachers is "Praxis."

"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3)

According to Karl Marx it is the children (the citizens) who create the father's/Father's authority when they 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's/Father's will—that goes against their nature, i.e., that inhibits or blocks their impulses and urges of the 'moment,' i.e., their natural inclination to lust after ("enjoy") the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Therefore according to Karl Marx et al. the driving force behind socialism is "the lust of the flesh, and the lust of the eyes, and the pride of life"—what all men have in common (common-ism).

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, according to Karl Marx et al. it is "lust" that "reconciles" man to "the world," necessitating the negation of the father's/Father's authority and the guilty conscience that the father's/Father's authority engenders (that gets in the way of lust, i.e., human nature) in order for self to become actualized.

"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 ['liberated' from the father's/Father's authority]. " (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

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

"Lawfulness without law" where the law of the flesh rules (the children rule) 'liberated' from the rule of law/the law of God, i.e., from the father's/Father's authority. (Immanuel Kant, Critique of Judgment)

Therefore, according to Karl Marx et al., it is the child's carnal nature, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" that has to become the basis of reality, not the father's/Father's authority. Communication must therefore be based upon the child's carnal "feelings," i.e., the child's lusts of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., human nature, i.e., subjective (dialogue) instead of based upon doing the father's/Father's will, i.e., obeying established commands, rules, facts, and truth which are being inculcated from above, i.e., objective (discussion), restraining human nature.

"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)

If "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the child's carnal nature, unrestrained by the father's/Father's authority is the driving force behind socialism then it is the father's/Father's authority that must be negated in order for children to become their self, i.e., self actualized.

"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." "The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "An attitude of complete submissiveness toward 'supernatural forces' and a readiness to accept the essential incomprehensibility of 'many important things' strongly suggest the persistence in the individual of infantile attitudes toward the parents, that is to say, of authoritarian submission in a very pure form." "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." "It is a well-known hypothesis that susceptibility to fascism is most characteristically a middle-class phenomenon, that it is 'in the culture' and, hence, that those who conform the most to this culture will be the most prejudiced [racist]." (Theodor Adorno, The Authoritarian Personality) Adorno's error is that he equated the father's authority, nationalism, and Fascism as one and the same when in truth, while the father's authority in the home might lead to nationalism (limited government, from local to national—unique to America, leaving the father to rule over his home, property, business) for Fascism, i.e., National Socialism to function, i.e., to control "the people" the father's authority in the home/the Father's authority in the individual must be negated, i.e., replaced with, i.e., made subject to the dictator. Adorno's et al. fear (paranoia) being that of the fathers, i.e., the "middle-class" looking to a man, i.e., to a father figure to rescue them from his (Marx's) agenda of initiating and sustaining International Communism aka Globalism. While both National and Global Socialism use "the group" process to negate the father's/Father's authority, i.e., negate individualism, under God, Global Socialism, with the facilitator of 'change' in control prevents a father figure, i.e., "Hitler" from leading "the group."

"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 [in the world] if he achieves union with his fellow man and with nature." (Erick Fromm, Escape from Freedom)

"Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." (Stephen Eric Bronner, Of Critical Theory and its Theorists)

"The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality [Theodor Adorno's book] 'revolutionary' had changed to the 'democratic.'" [This is why President Ronald Reagan made the statement. "I did not leave the democratic party. The democratic party left me," i.e., became Marxist] "Through the sudden popularity of Herbert Marcuse in the America of the late 1960's, the Frankfurt School's Critical Theory (Kritische Theorie) has also had a significant influence on the New Left in this country." "Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx ["The use of 'critical theory' as a code word, which already becomes evident in Horkheimer's early writings, enabled a certain interpretation of Marxism to enter academic discourse. Horkheimer's purpose in critical theory was to militate against all attempts to construct a fixed system." (Stephen Eric Bronner, Of Critical Theory and its Theorists) Karl Marx wrote of "Critical Criticism" where the child, dialoguing with his self, sets up a world ("sinful world") of his own, i.e., a world in harmony with his carnal Nature only, i.e., void of the father's/Father's authority, i.e., "intolerant" of any judgment from outside for his thoughts: "Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)]." (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950) It is in the child's dialogue with his "self," freed of the father's/Father's "influence from without" he begins the process of becoming "self-actualized." The traditional classroom, structured after the father's/Father's authority prevented the students from becoming one via dialogue, where they could establish their self, i.e., their carnal nature over and therefore against the father's/Father's authority. "The dialectical method [the dialoguing of opinions to a consensus process; there is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only the children's carnal desires (lusts)] was overthrown—the parts [the children] were prevented from finding their definition [their identity, i.e., their self] within the whole [within "the group" and the consensus process]." (Lukács)

"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)

It is the guilty conscience, that the father's/Father's authority engenders, that has to be negated in order for "the citizens," i.e., the facilitators of 'change' to rule without restraint.

"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." (Trojanowicz, The meaning of "Community" in Community Policing)

In order to negate the guilty conscience, which inhibits or blocks 'change,' the father's/Father's authority must be negated (in the thoughts of the children—when it comes to right and wrong behavior).

"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 [the father's/Father's authority]." "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)

How we communicate with one another, regarding right and wrong behavior reveals our way of thinking. By 'changing' the way we communicate, regarding right and wrong behavior, we 'change' the way we think. "I feel" and "I think" (opinion) negates "I know" (position; because I have been told—the soul knows by being told, the flesh by sense experience). Dialogue negates discussion.

"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.

Discussion in its true form engenders individualism. As the father/Father deals with each child on an individual bases regarding their actions, individualism is engendered.

"It is not individualism [the child having to humble, deny, die to, discipline, control (capitulate) his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's carnal desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"Protestantism was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung, i.e., Reasoning and Self Preservation, in Martin Jay The Dialectical Imagination: The History of the Frankfurt School and the Institute of Social Research 1923-1950) The hallmark of Protestantism is the priesthood of all believers, doing your best as unto the Lord, personal accountability to the Lord for your thoughts and actions—which was based upon the Textus Receptus. "Miserable Christians, whose words and faith still depend on the interpretations [opinions] of men and who expect clarification from them! This is frivolous and ungodly. The Scriptures are common to all, and are clear enough in respect to what is necessary for salvation and are also obscure enough for inquiring minds ... let us reject the word of man." (Martin Luther, Luther's Works: Vol. 32, Career of the Reformer)

Dialogue engenders socialism.

"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.

"Once you can identify a community [where people are willing to 'compromise,' i.e., set aside the father's/Father's established commands, rules, facts, and truth in order to "get along," i.e., in order to "build relationships"], you have discovered the primary unity of society above the individual and the family that can be mobilized ... to bring about positive social change." (Trojanowicz)

Therefore the objective in building community (in initiate and sustain socialism) is to "prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

"KNOWING" gets in the way of 'change.' By moving communication away from discussion toward dialogue, when it comes to right and wrong behavior the person's paradigm is 'changed.' The contemporary classroom, with its use of dialogue in "helping" the students determine right and wrong behavior has played a key roll in negating the father's/Father's authority in the children's/mankind's thought and actions—"washing" the father's/Father's authority from the students thoughts and actions. There is only the child's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating in dialogue, unlike discussion which retains the father's/Father's authority, i.e., established commands, rules, facts, and truth in determining right and wrong behavior. In discussion, which emanates from established commands, rules, facts, and truth which were preached and taught, God is God, i.e., the father/Father has the final say ("Because I said so"/"It is written"). In dialogue, which manifests your carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating, you are god ("I feel"/"I think"). Bring dialogue, i.e., "I feel" and "I think" into an environment where right and wrong behavior is being determined and the child's carnal nature, i.e., "lust," i.e., "self interest" predominates. Put another way the outcome, i.e., the intended purpose or "Objective" of education depends upon whether discussion, which retains the father's/Father's authority in determining right and wrong behavior (with the father/Father, i.e., the teacher having the final say) or dialogue, where the children's carnal desires, i.e., "lusts," i.e., "self interests" of the 'moment' which are being (stimulated by the classroom environment, i.e., by the current situation and/or students who are present) manipulated by the facilitator of 'change' is being used in determining right and wrong behavior. Dialogue engenders socialism. Discussion engenders individualism, under authority, with the father/Father having the last word, i.e., the final say. Insert dialogue in an environment establishing right and wrong behavior and the father's/Father's authority is automatically negated since there is no father's/Father's authority in dialogue (or in an opinion, or in the consensus process). Dialogue, when used to determine right and wrong behavior automatically turns the child against the father's/Father's authority since dialogue 'justifies' the child's carnal nature, i.e., the child's "lust" for pleasure, i.e., the child's "self interest" over and therefore against the father's/Father's authority, 'justifying' the child's hatred toward restraint, i.e., hatred toward the father's/Father's authority.

"Change in organization can be derived from the overlapping between play and barrier behavior ["overlapping" dialogue (the child's carnal desires, i.e., lusts) and discussion (the father's/Father's authority) when it comes to determining right and wrong behavior—creating confusion (the fussing of opposites, i.e., feelings and facts)]. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)

"'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], but between worker and capitalist, tenant and landlord [children and their parents], etc.,. Eliminate these relations and you abolish the whole of society; …… 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 (the facilitator of 'change') to 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 [replacing discussion with dialogue, i.e., the father's/Father's authority with the child's carnal desires], even in theory, would be tantamount to observing society from a class standpoint [from the children's perspective] other than that of the bourgeoisie [from the parent's perspective]. 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"]." (Lukács)

By bringing children together, through dialogue encouraging them to "discuss" personal-social issues, i.e., right and wrong behavior, bringing them to a consensus, i.e., to a "feeling" of "oneness" ('justifying' their carnal nature—negating the father's/Father's authority) the world is 'changed.' By participating in the process the world is 'change,' therefore the child is 'changed.'

"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

"It is usually easier to change individuals formed into a group than to change any one of them separately." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)

"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

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

"Persons will not come into full partnership in the process until they register dissatisfaction [with authority]." (Benne)

"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)

"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)

"(T)he group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)

"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 [a key component of the brainwashing (re-education) process]." "… 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." "Coleman (1961) demonstrates very clearly that during the adolescent periods, under some conditions, the peer group has a greater effect on the students than do teachers and, perhaps, parents." (Book 2: Affective Domain)

"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." (Bennis)

"One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates." (James Coleman, The Adolescent Society)

"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)

"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)

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

"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)

A "hierarchy of leaders has to be trained which reach out into all essential sub-parts of the group." "Hitler himself has obviously followed very carefully such a procedure." "The democratic procedure will have to be as thorough and as solidly based on group organization." (Kurt Lewin in Kenneth Benne)

"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)

Education is the means to socialist control.

"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)

"Our aim is not merely to describe prejudice [for the socialist, prejudice, racism, the father's/Father's authority are one and the same] but to explain it in order to help in its eradication. Eradication means re-education." (Adorno)

"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)

"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 …" ["A natural step in the present study, therefore, was to conceive of a continuum extending from extreme conservatism to extreme liberalism and to construct a scale which would place individuals along this continuum." (Theodor Adorno, The Authoritarian Personality)] "...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)

"... to talk freely ... by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." (Adorno)

"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world stimulates and hate restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed—once the father's/Father's authority, i.e., fear of judgment, i.e., "the lid" is removed it is difficult if not impossible to put it back on again].' It is in this 'box' that the most influential controls are to be found." "In fact, a large part of what we call "good teaching" is the teacher's ability to attain affective objectives ['liberating' the child's carnal nature from the father's/Father's authority] through challenging the student's fixed beliefs [challenging the father's/Father's commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through their carnal desires, i.e., their "lusts," i.e., their "self interests" of the 'moment']." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain).

"There are many stories of the conflict and tension that these new practices are producing between parents and children." ibid.

Mao's long march across America began in earnest the 50's and 60's with the introduction of Marxist curriculum ("Bloom's Taxonomies") into the school systems across America (and around the world, Benjamin Bloom, Bloom's Taxonomy: A Forty Year Retrospect). All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" in the classroom, curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. In short, what divides students between one another is the father's/Father's authority system, i.e., having to do right and not wrong according to established commands, rules, facts, and truth (standards which differ amongst the students since they come from different homes with different standards). What unites students is what they have in common with one another, "the lust of the flesh, and the lust of the eyes, and the pride of life"—which is the basis of common-ism. Discussion (which sustains the father's/Father's authority—the father/Father having the final say) divides between those students who are right and those who are wrong—according to the father's/Father's established commands, rules, facts, and truth. Dialogue (which makes all students the same, i.e., "equal"—everyone is entitled to their own opinion) unites them upon their natural inclination to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates and their natural inclination to hate restraint. Replace discussion, i.e., the father's/Father's authority, which is formal with dialogue, i.e., the students carnal desires and dissatisfactions of the 'moment,' which is informal in an environment establishing right and wrong behavior and the students paradigm is 'change.' 'Justified' in what they have in common (common-ism), i.e., 'justified' in their "lusting" after the carnal pleasures of the 'moment' that the world stimulates they are, in their mind 'liberated' from the father's/Father's authority, with the class's, i.e., "the group's" affirmation they are 'justified' in their 'rejection' of the father's/Father's authority in their actions (praxis).

"We are not entirely sure that opening our 'box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." (Book 2: Affective Domain)

Question the use of "Blooms' Taxonomies" in the classroom today and you will be quickly attacked by most educators (having been intoxicated with, addicted to, and possessed by its use in the classroom). Hiding Marxism under Psychology, both of which attack the father's/Father's authority system, Marxism was able to become the core of education, 'liberating' the children from their parent's, i.e., the father's/Father's authority system.

"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)

"The superego 'unites in itself the influences of the present and of the past.'" (Brown) The "superego" is the child's "lusts" of the past and the present and the child's resentment toward the father's/Father's authority in the past and in the present (that got/gets in the way of his "lusts") becoming his means to determining right and wrong behavior.

"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)

By bringing the "affective domain," i.e., the children's love of pleasure, i.e., their "lust" for the carnal pleasures of the 'moment' that the world stimulates and their resentment (if not hatred) toward the father's/Father's authority (for getting in the way) into the classroom, making it a part of the curriculum the classroom became an environment of therapy, 'liberating' the children from their parents authority, i.e., the father's/Father's authority system. with the "educator," i.e., the facilitator taking their parent's, i.e., the father's/Father's place.

"Without exception, [children] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapym)

The "educator" (facilitator of 'change') does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature, i.e., "lust" over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. The same outcome applies to all adults, in any profession who participate in the process. Once you are 'labeled,' you are 'labeled' for life. In the soviet union, once you were 'labeled' "psychological," no matter how important you were in the past, your life was over, your career was done.

"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." "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 can be more deliberate and hence more successful in our cultural design. 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) emphasis added.

Freedom from the father's/Father's authority is freedom to 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, doing what two "children" did in a garden called Eden, blaming someone else when they got caught, refusing to repent, i.e., admit they were wrong (with Adam throwing the woman "under the bus," the woman the master facilitator of 'change') as all socialists do today.

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

"The 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse)

"In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (Erick Fromm, You shall be as gods: A radical interpretation of the old testament and its tradition)

"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