The So Called "New" World Order.
"Authoritarian submission [nationalism, or Fascism in the mind of 'liberals' and socialists] 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 ['liberation' of children (society), i.e., the child's carnal nature from the father's/Father's authority, i.e., Fascism]." (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 ["self interest"] be restored to the individual; that the purposes of society ["the group"] and of his own become identical ['liberating' him and society from the father's/Father's authority— which separates him from his "self," repressing him and divides him from society, alienating him]." (Erich Fromm, Escape from Freedom)
"It is not individualism [the child having to humble, deny, die to his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society ["human relationship based upon self interest," i.e., finding one's identity in "the group," i.e., in society, in what he has in common with "the people," i.e., his carnal nature] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [being "of and for self" and the world] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6)
"In the traditional society each child is at the mercy of his parents [with parents teaching their children right from wrong according to their established commands, rules, facts, and truth]. The 'natural processes' by which they socialize him makes him a replica of them." "The family has little to offer the child in the way of training for his place in the community." "Equality of Opportunity [socialism] becomes ever greater with the weakening of family power." (James Coleman, The Adolescent Society) Link added. The parent's, i.e., the father's/Father's authority prevents, i.e., inhibits or blocks the creation of socialism, i.e., "equality of opportunity," since the father's/Father's authority prevents everyone from doing wrong, disobeying, sinning, i.e., being "human," i.e., since the father's/Father's authority, i.e., the father's/Father's established commands, rules, facts, and truth engenders the guilty conscience which separates the child from his "self" and the world he wants to "build relationship" with—according to his carnal desires ("lusts"), i.e., "self interests."
"The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination. The foundation on which the man [the child] 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 must be 'liberated' from their parents, i.e., the father's/Father's authority]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') If lusting after the carnal pleasures of the 'moment,' which the world stimulates is the standard for "good" then doing the father's/Father's will becomes "evil." There is a direct correlation.
"Nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (Abraham Maslow, The Journals of Abraham Maslow)
The so called "New" World Order is based upon the child's "Why?" in response to the father's command, rule, fact, or truth that gets in the way of his carnal desire of the 'moment,' which the world is stimulating. It is based upon the child's carnal nature, 'liberated' from the father's/Father's authority (Hebrews 12:5-11). It is as "new" as what happened in the garden in Eden (Genesis 3:1-6), where the master facilitator of 'change' "helped" two "children" 'liberate' their "self" from the Father's authority, so they could do wrong, disobey, sin with impunity, i.e., without having a guilty conscience—which the father's/Father's authority engenders (Romans 7:14-25). The so called "New" World Order begins with the child's carnal nature, i.e., being "positive," rejecting the father's/Father's authority, i.e., that which is "negative," inhibiting or blocking "human nature," i.e., that which is "of the world" only. Dialogue 'liberates' the child from the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth, discussion hold him accountable to it, i.e., them. In dialogue you must suspend, as upon a cross established commands, rules, facts, and truth that gets in the way of dialogue. That is why all counselors use dialogue to get to the "truth," 'liberating' all participants (their carnal nature) from the father's/Father's authority.
"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, "of and for his self" and the world only]." (Georg Hegel, System of Ethical Life)
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
By starting with the child's desire for the carnal pleasures of the 'moment' (dopamine emancipation), which the world stimulates, making his "feelings" the foundation for communication, the child is 'liberated' from the father's/Father's authority. This is why the child, with his "Why?" tries to get his father into dialogue, since there is no father's/Father's authority in dialogue (what is lost in dialogue is the guilty conscience for doing wrong, disobeying, sinning—since there is no doing wrong, disobeying, sinning in dialogue). It is the father's/Father's "Because I said so"/"It is written" that cuts off dialogue, maintaining the father's/Father's authority over the child/mankind—preventing 'change.' It is through dialogue the child 'discovers' "common ground" with those who are of the world only, i.e., who are in harmony (consensus) with his carnal nature, i.e., his love of pleasure and hate of restraint. With the father/Father in control, preventing dialogue, that "harmony" with the world can not be 'discovered,' i.e., consensus can not become "reality." Only by removing the father's/Father's authority can the child become his "self," i.e., "self" actualized, doing wrong, disobeying, sinning without having a guilty conscience.
"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)
"The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult. If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality) The "negative valence" is the guilty conscience for doing wrong, disobeying, sinning against commands, rules, facts, and truth which are established by the father/Father. Remove the father's/Father's authority, i.e., insisting upon everyone doing (or being) right and not wrong according to established commands, rules, facts, and truth from our communication with one another, go to dialoging our opinions to a consensus with one another instead and the guilty conscience (the "negative") is negated (called the negation of negation).
"The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." "For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) It is the father's/Father's authority in the thoughts and the actions of the children that prevents, i.e., inhibits or blocks '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) It is only in the children 'discovering" through dialogue, their common identity with one another, i.e., their love of pleasure and hate of restraint that 'change,' i.e., 'liberation' of their "self" from the father's/Father's authority can become 'reality,' i.e., 'actualized,' i.e., "self" can be 'actualized.'
"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)
"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 Bennie, Human Relations in Curriculum Change) The desire to be approved (affirmed) by others we 'like' (or we have something to gain in initiating or sustaining relationship with) and the fear of being rejected (disaffirmed) by others we 'like' (or we have something to lose in not having or losing relationship with) is one of the greatest motivates (stimulants) for 'change.' Affirmation is not only intoxicating, it is addictive and possessive as well. Affirmation ("belongingness to the group") is an essential ingredient to the "New" World Order. It initiates and sustains 'change,' i.e., negation of the father's/Father's authority, so all can do wrong, disobey, sin (be "human") with impunity, i.e., without having a guilty conscience.
"Few individuals, as Asch has shown, can maintain their objectivity [their belief, i.e., their faith in authority, be it in their parent's, their teacher's, their boss's, their leader(s), or God's authority] in the face of apparent group unanimity [especially when they fear "the group" excluding, i.e., rejecting them because of their "ridged," i.e., "prejudiced," i.e., unadaptable to 'change,' i.e., "negative" attitude, i.e., their holding onto the father's/Father's established commands, rules, facts, and truth]." "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy)
How we communicate with others reveals our paradigm i.e., our way of feelings, thinking, acting, i.e., how we relate with our "self," others, and the world, and how we respond to authority. By 'shifting' communication away from the preaching of commands and rules to be obeyed as given, the teaching facts and truth to be accepted as is, by faith, and discussing any questions those under authority might have regarding any command, rule, fact, and truth being applied to a situation (at the one in authority's discretion: providing he has time, those under his authority can understand, and they are not questioning, challenging, defying, disregarding, attacking his authority) to the dialoguing of opinions to a consensus (affirmation) our paradigm is 'changed.' Changing ("shifting") a persons paradigm requires the changing of the educators paradigm—changing them from being preachers of absolutes to being facilitators of 'change.'
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Re-education aims to change the system of values and beliefs of an individual or a group." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." (Kenneth D. Benne, Human Relations in Curriculum Change)
"By educational objectives, we mean explicit formulations of the ways in which students are expected to be changed by the educative process . . . change in their thinking, their feelings, and their actions [change in their paradigm]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
With the introduction of "Bloom's Taxonomies" ("a psychological classification system") into the classroom in the 50's (all "educators" are certified and schools accredited today based upon their knowledge and use of these so called taxonomies in the classroom—40 years after their publication Bloom still did not know if they were a true taxonomy), the curriculum was 'change' from the teaching of facts and truth to the dialoguing of opinions to a consensus, making the children's "feelings," i.e. the affective domain a part of their classroom learning experience, 'liberating' the students from their parent's authority, 'changing' the next generations paradigm. While those of father's/Father's authority insist upon doing right and not wrong according to established commands, rules, facts, and truth, holding themselves and others accountable (punishable) for doing wrong, those who believe in the dialoguing of opinions to a consensus, when having done wrong, can only see themselves as having done things "badly," which is not punishable, punishing those of the father's/Father's authority instead (without having a guilty conscience).
"[W]e recognize the point of view [Karl Marx's point of view] that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain)
"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)
"What we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the student's fixed beliefs [parental authority] and getting them to discuss issues [their "lusts" and hate of restraint]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"Persons will not come into full partnership in the process until they register dissatisfaction." (Kenneth Benne, Human Relations in Curriculum Change)
"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)
The "educator," as a psychologist, psychotherapist, facilitator of 'change,' Transformational Marxist (all being the same in paradigm) 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 are not doing that already), all they will have to do, as charlatans, pimps, and pedophiles, is seducible, deceivable, manipulatable them, get them to dialogue their opinions to a consensus in the "safe zone/space/place," "positive," soviet, brainwashing ("Bloom's Taxonomy") classroom and they will do that automatically when they get home from school. The classroom experience is all about negating the father's/Father's authority (call "the negation of negation"), 'liberating' the next generation of citizens from having a guilty conscience for doing wrong, disobeying, sinning so they can do wrong, disobey, sin with impunity—especially the "facilitators of 'change.'"
"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, The Journals of Abraham Maslow)
Any student who resists and exposes, i.e., attacks the "group grade" classroom (insisting upon the father's/Father's authority instead) will be persecuted and martyred, i.e., will be 'labeled' as being irrational, unreasonable, paranoid, phobic, a lower-order thinker, maladjusted, negative, divisive, hateful, prejudiced, intolerant, psychological, neurotic, "in denial," "mentally ill," "not a 'team player,'" a Fascist, "a resister of 'change,'" anti-social, racist, etc.,. After all, in order (as in "New" World Order) to initiate and sustain dialogue you must suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks the praxis of dialogue, i.e., 'reasoning' through/from "feelings." Immanuel Kant, Georg Hegel, Karl Marx and Sigmund Freud would not want it any other way.
"Once the earthly family [with the children having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the holy family [with the Son, and all following Him having to humble and deny their "self" in order to do His Father's will], the former [the earthly father's authority system, with children having to trust in and obey the father] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's personal thoughts and social actions—no longer having fellowship with others based upon the father's/Father's established commands, rules, facts, and truth but, through dialogue, "building relationships" upon common "'self interests'" (their carnal desires of the 'moment') instead]." (Karl Marx, Feuerbach Thesis #4)
"'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 hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother—[which] culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan." "According to Freud, the drive toward ever larger unities belongs to the biological-organic nature of Eros itself." "Frauds individual psychology is in its very essence social psychology." "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.'" (Herbert Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
"The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." "Freud's finest insights are incurably 'dialectical [based upon dialogue].'" "The entry into Freud cannot avoid being a plunge into a strange world and a strange language—a world of sick men, ....It is a shattering experience for anyone seriously committed to the Western traditions of morality and rationality to take a steadfast, unflinching look at what Freud has to say." "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." "To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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 [being of the world only] are necessary for personal growth, bad social conditions [obeying the father/Father] 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)
"If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow." "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. That's the source of the tremendous power of positive reinforcement [children affirming each others carnal desires and dissatisfactions over and therefore against their parent's, i.e., the father's/Father's authority]—there's no restraint and no revolt." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to disintegrate a man's personality structure, dissolving his self-confidence, destroying the concept he has of himself, and making him dependent on another. … brainwashing." (Carl Rogers, as quoted in People Shapers, by Vance Packard)
Science, according to Karl Marx is not bound to established commands, rules, facts, and truth (external to human nature) but is the product of a persons own experiences, making him subject to nature (to his carnal nature) only, which is always subject to 'change,' i.e., subject to the seduction, deception, and manipulation of the 'change' agent—turning people into chickens, rats, and dogs so they can be bought and sold, i.e., used as "human resource" for their own pleasure and gain..
"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
"Sense experience [sensuousness, i.e. the child's "feelings" of the 'moment" being stimulated by the world around him, responding to it according to his own carnal nature, thinking he is in control, i.e., "the pride of life"] 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 ["lust of the eyes"] and sensuous need ["lust of the flesh"], that is, only when it proceeds from Nature [from "all that is in the world"]." (Karl Marx, MEGA I/3) Karl Marx simply made "the lust of the flesh," "the lust of the eyes," and "the pride if life" the laws of nature, making them academic, i.e., science, using them to determine a persons worth. Since all sin, anyone against sin becomes the enemy of human nature, i.e., behavior science, therefore not academic.
"Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler [who Benjamin Bloom dedicated his first Taxonomy to], where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied . . . (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." "A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolutions) Once you make theory or opinion ("feelings") fact or truth than anything that gets in the way of theory or opinion ("feelings"), like facts or truth, becomes irrational, and therefore irrelevant.
The so called "New" World Order is built upon the heart of the child—loving the carnal pleasures of the 'moment,' which the world stimulates, hating whoever restrains him.
"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, i.e., "lusts" after]: who can know it?" Jeremiah 17:9 You can not see your "heart" as being deceitful and wicked because your love of "self," i.e., your love of pleasure, i.e., "lust" is standing in the way blinding you to your hate. Not until you humble, deny, die to your "self" can you see your "heart" as being deceitful and wicked, i.e., loving pleasure and hating restraint.
"Every one that is proud in heart [who 'justifies' his "self," i.e., who 'justifies' his carnal desires and dissatisfactions of the 'moment,' i.e. who establishes "self," as being equal with, therefore above or greater than, therefore against God, i.e., the Father's authority, thus negating the Father's authority, i.e., the fear of God in his thoughts and actions] is an abomination to the LORD: though hand join in hand, he shall not be unpunished." Proverbs 16:5
"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
"But my people would not hearken to my voice;" "So I gave them up unto their own hearts' lust: and they walked in their own counsels." Psalms 81:11, 12
"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." Jeremiah 6:16, 17
"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
While those of the "New" World Order think they own the day, there will come a time when they will not be able to reject the truth—with truth judging them for their deceitful and wicked ways.
"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions [Gr, antithesis] of science falsely so called:" 1 Timothy 6:20
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., their love of the carnal pleasures of the 'moment,' i.e., "lusts," 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 ("lust") 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 ("lusts") of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
"Be ye not unequally yoked together with unbelievers: for what fellowship hath righteousness with unrighteousness? and what communion hath light with darkness? And what concord hath Christ with Belial? or what part hath he that believeth with an infidel? And what agreement hath the temple of God with idols? for ye are the temple of the living God; as God hath said, I will dwell in them, and walk in them; and I will be their God, and they shall be my people. Wherefore come out from among them, and be ye separate, saith the Lord, and touch not the unclean thing; and I will receive you, And will be a Father unto you, and ye shall be my sons and daughters, saith the Lord Almighty." 2 Corinthians 6:14-18 Link added.
"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 call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50
"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my Father which is in heaven.." Matthew 7:21-23
© Institution for Authority Research, Dean Gotcher 2019