Why Marxists Hate And Seek To Destroy The "Middle-class."
(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
The "middle-class" pulls weeds, i.e., knows that if you do not do the job yourself, NOW!—instead of waiting till later or depending upon others to do it, others, wanting to play or not wanting to work by "the sweat of the brow" may not do it—tomorrow it may be to late (the garden may be overgrown, and the plants all dead). The "lower-class," wanting to get to the "upper-class" (the American dream) can only get there through the "middle-class," doing the job at hand, and doing it right the first time, knowing that it may not have the time or resources to do it again—the "middle-class" being a state of mind (a particular way of thinking and acting). It is not that the "lower-class" and "upper-class" are necessarily lazy, incompetent, or vicious it is that in both "conditions" there is a tendency to depend upon others to do the job, "lust," i.e., the carnal pleasures of the 'moment' that the world stimulates taking precedence over spending the time and effort to do the job, i.e., pull the weeds yourself, i.e., setting aside pleasure in order to get the job done, finding satisfaction in doing the job, and doing it right—usually afterwards). While access to money effects the size of the project it is your heart, i.e., your willingness to humble, deny, die to, control, discipline (capitulate) your "self" in order to do the job (doing it right and not wrong the first time, according to established commands, rules, facts, and truth, so as not to have to do it again) that is the hallmark of the "middle-class," which is indicative of children/men submitting their "self" to the father's/Father's authority, i.e., doing his/His will instead of theirs. This mindset, which resides in the "lower-class" as well as in the "upper-class" is overshadowed by those who would rather play, i.e., "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, wanting others to pull weeds for them—they have more important things to do, like managing those pulling weeds for them so they do not have to do it themselves ("human resource" comes to mind). At the end of the day it is not that you got what you wanted that brings satisfaction, i.e., peace of mind (although that definitely helps), but that you did what was right and not wrong in getting it done (you got off your dairy air and pulled weeds)—that is what is at the heart of the "middle-class." Marxists and psychologists have to negate the "middle-class," i.e., the father's/Father's authority (which inhibits, blocks, or prevents "lust" in order to get the job done right) if they are to rule over the "the people"—who have to work (pull weeds) for them and like doing it (of course in the name of "the people").
"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: "Lust 'reconciles'" man to "the world," 'justifying' the negation of the father's/Father's authority that inhibits or blocks "lust."
"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." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History) In other words, according to Sigmund Freud: "Lust' is the foundation" for determining right and wrong behavior, right being that which stimulates, 'justifies,' and/or satisfies "lust," wrong being that which inhibits or blocks the stimulation of, condemns, and/or prevents the fulfillment of "lust," 'justifying' the negation of the father's/Father's authority that inhibits or blocks "lust."
Marxist (as psychologists), making pleasure, i.e., "lust" the 'drive' of life, making the augmentation of pleasure, i.e., "lust" the 'purpose' as a result, live off of those pulling weeds for them so they do not have to work by "the sweat of the brow," "helping" "the people" 'liberate' their "self" from the father's/Father's authority so they can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world stimulates, removing (negating) anyone who gets in their way, including the unborn, the elderly, the innocent, the righteous without having a guilty conscience (what the father's/Father's authority engenders).
"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 negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin; A Dynamic Theory of Personality) In other words: the guilty conscience ("The negative valence") is the product of the father's/Father's authority. Negate the father's/Father's authority in the classroom and the guilty conscience is negated.
It is the guilty conscience for not doing the job or for not doing it right according to the father's/Father's established commands, rules, facts, and truth (individualism, under God, i.e., under the father's/Father's authority which is indicative of the "middle-class")—holding others accountable to the same way of thinking and acting—that Marxists hate. Marxists and psychologists have this in common—hatred toward the father's/Father's authority, i.e., hatred toward having to humble, deny, die to, control, discipline (capitulate) their "self" (missing out on pleasure, i.e., "lust") in order to do the father's/Father's will, i.e., having to pull weeds that gets in the way of "human nature," i.e., in the way of their carnal desires "lusts" of the 'moment' that the world stimulates. To focus on the family (human relationship) is to negate the father's/Father's authority, i.e., "Because I said so"/"It is written."
"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)
"'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 over his children]." "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
"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 [an environment void of the father's/Father's authority where children can "actualize" their "self" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parent's will] 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, Journals of Abraham Maslow)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining (capitulating) one's "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice [having to obey established commands and rules and accept facts and truth as is, by faith] 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." "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) The idea being, since all "lust," including the earthly father (the Heavenly Father is rejected outright or redefined as a reflection of the earthly father) by building the "actual" upon "lust," i.e., the child's carnal nature, the father's/father's authority (which gets in the way of "lust," i.e., in the way of "human nature") is negated. It is then only a progression from 'loyalty' to the father to 'loyalty' to the facilitator of 'change,' i.e., to the Marxist/psychologist and "the people" following him, according to an increasing acceptance (tolerance) of and willful participating in "lust" over and therefore against the father's/Father's authority that "the people," i.e., "the group" is graded (the individual in "the group" are graded). Adorno's error, regarding "the Nazi creed," i.e., Fascism is that all forms of socialism, including Fascism must negate the father's/Father's authority (individualism, under God) in order to rule over "the people."
"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, Maslow On Management)
"The peasantry constantly regenerates the bourgeoisie [the father's/Father's authority system, the "middle-class"] 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)
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"Laws must not fetter human life; but yield to it; they must change as the needs and capacities ["lusts"] of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Our aim is not merely to describe prejudice [the father's/Father's authority system, i.e., having to obey established commands and rules and accept established facts and truth as is, by faith that get in the way of "lust"] but to explain it in order to help in its eradication. Eradication means re-education, scientifically planned." (Adorno)
"'Capital' [stored up pleasure, i.e., dopamine]… is, according to Marx, 'not a thing but a social relation [a "top-down" order] between persons mediated through things.' 'These relations,' Marx states, 'are not those between one individual and another ["feelings," i.e., "human relation" based], but between worker and capitalist, tenant and landlord [children and their parents, i.e., "top-down"], etc.,. Eliminate these relations [the father's/Father's authority] and you abolish the whole of society; …… a scientifically acceptable solution does exist ["behavior 'science,'" which, through the use of dialogue 'justifies,' i.e., affirms the children's natural inclination to "lust" after pleasure and hate restraint, i.e., establishes the children's carnal nature over and therefore against their parent's authority, 'liberating' the children (the facilitator of 'change') to do wrong, disobey, sin, i.e., to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience—without fear of losing financial support for being their "self"]… For to accept that solution [discovering common ground through dialogue], even in theory, would be tantamount to observing society from a class standpoint [from the children's perspective, i.e., "lust"] other than that of the bourgeoisie [from the parent's perspective, i.e., doing right and not wrong according to established commands, rules, facts, and truth]. And no class can do that-unless it is willing to abdicate its power freely [when parents observe the world, including their authority from their children's perspective, they abdicate their authority to their children's "feelings," i.e., to their children's carnal desires, i.e., to their children's "lusts," negating their authority—you do not have to kill them that way, they just negate themselves]." (Lukács)
"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)
"For one class to stand for the whole of society, another must be the class of universal offense and the embodiment of universal limits. A particular social sphere must stand for the notorious crime of the whole society, so that liberation from this sphere appears to be universal liberation. For one class to be the class par excellence of liberation, another class must, on the other hand, be openly the subjugating class." "The only practically possible emancipation is the unique theory which holds that man is the supreme being for man." (Karl Marx, Critique of Hegel's 'Philosophy of Right) Not until children find their identity in one another (in what they have in common with one another, i.e., "lust") can they unite as one in overcoming the effect the father's/Father's authority has had upon them and society. Not until the "middle-class," i.e., "doing your best as unto the Lord," i.e., doing the father's/Father's will is replaced with "What can I get out of this situation or person for my 'self?'" i.e., "What about me?" can children be 'liberated' from the father's/Father's authority, i.e., can they be turned against the "middle-class," i.e., the father's/Father's authority, so the Marxist-psychologist can rule over the children without having a guilty conscience, which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, thereby being able to get rid of anyone who gets in their way, including the unborn, the elderly, the innocent, and the righteous with impunity, i.e., with "the people's" affirmation (since those now in "authority" perceive themselves as being the personification of "the people," how they "feel" and what they think and do is right—anyone questioning, challenging, defying, disregarding, attacking them becomes an "enemy" of "the people," i.e., an "enemy" of the children and must therefore must be negated, i.e., silence, censored, and/or removed for the "good" of the children, i.e., so they do not develop a guilty conscience for their wicked/unrighteous thoughts and wicked/unrighteous deeds; this is what "thought police" are looking for, i.e., anyone with a guilty conscience for doing wrong, disobeying, sinning, i.e., "lusting" or who might be abandoning ship, i.e., developing a guilty conscience).
"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) Gaining access to the children guarantees the Marxist-psychologist outcome.
"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) Dialogue, i.e., dialectic 'reasoning' ('reasoning' from/through your "feelings," i.e., from/through your "sense experience," i.e., from/through your "lusts") is the means to 'liberation' from the father's/Father's authority, where "self," i.e., "lust" is 'justified' before others, i.e., "the group." Dialogue establishes your identity in the creation, i.e., in the world, i.e., in "I feel" and "I think" instead of in the creator, i.e., in the father/Father, i.e., in "I know" because dad said so ("Because the teacher/the Bible/God says so"/"It is written").
"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 to dialogue, i.e., to share his "feelings," i.e., his carnal desires and dissatisfactions of the 'moment' with others (that he is internally, i.e., privately thinking about)] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his "self" and the world only—'liberated' from the father's/Father's authority]." (Adorno)
"Group members must be able to synthesize individual 'felt' needs ["lusts'] with common group 'felt' needs ["lusts"]." (Warren Bennis, The Temporary Society) Not until children can find their identity in one another, i.e., in society, i.e., in "lust" can they overcome their identity in the father's/Father's authority, i.e., in the "middle-class," i.e., in doing right and not wrong according to established commands, rules, facts, and truth.
"(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) It is not what "is" (the father's/Father's authority in control) that the children must focus on, but what "ought" to be (their desire to "lust") that engenders 'change.' It is their "perception," i.e., what "seems to" be (everyone is "lusting") that moves them away from the father's/Father's authority ("Do it my way or else") so they "can" become their "self," i.e., "self actualized," 'liberated' and 'liberating' others from the father's/Father's authority, and the guilty conscience it engenders for doing wrong, disobeying, sinning, i.e., for "lusting."
"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 ['loyalty' to the father's/Father's authority] in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"The whole system of Marxism stands and falls with the principle that revolution is the product of a point of view in which the category of totality [what "the group" thinks] is dominant." "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) This is why the "Democrat" party is so unified in its defiance to the father's/Father's authority, i.e., to "rule of law," i.e., to the "middle-class." To be outside "the group" makes you their enemy, i.e., subject to their wrath ("eradication").
"The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers." (Habermas)
"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)
"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, subject to their desire for "the groups" 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., having to do 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 "self," i.e., his "Ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating without having a 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]." (Yalom)
All "educators" are certified and schools accredited based upon their use of "Bloom's Taxonomies" (Marxist curriculum) in the classroom. By 1971 over one million of the "taxonomies" were printed for the Communist Chinese education system. (Benjamin Bloom, Forty Year Evaluation) The use of "Bloom's Taxonomies" in the classroom is Mao's long march across America, begun in earnest in the 50's and 60's, the effects of which we now see (hatred and rebellion, i.e., revolution against the father's/Father's authority, i.e., "rule of law," i.e., the "middle-class") all across America. Your "teachers" are using them in the classroom today. If they are not their job is in jeopardy. "We are not entirely sure that opening our 'box' [using this curriculum in the classroom] 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 [traditional, "middle-class" teachers being upset with its use, having to us it or teach somewhere else, i.e., submit, "shut up," resign, or be fired—bringing Christ up and/or reading from the Bible, i.e., advocating the father's/Father's authority regarding right and wrong behavior will get you instantly fired]." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objective Book 2: Affective Domain)
"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and Book 2: Affective Domain)
"The affective domain [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']." (Book 2: Affective Domain)"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain and Book 2: Affective Domain)
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain) Erich Fromm and T. W. Adorno were two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany in the early 30's—who entering our universities and "assisted" our government in making policies.
Traditional education is based upon the father's/Father's authority system, demanding students 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, engendering a strong "middle-class" in the culture. For Marxism and psychology to succeed that "top-down" form of education has to be negated, i.e., has to be replaced with a facilitated, dialoguing of opinions to a consensus (Marxist) form of education. There is no father's/Father's authority, i.e., "middle-class" in dialogue, in an opinion, or in the consensus (group therapy) process. There is only the students "lusts," i.e., "self interests" of the 'moment' that the world, i.e., the current situation and/or people are stimulating, which makes the students subject to the facilitator of 'change' who is manipulating the situation (the students). Being "positive," i.e., 'justifying' "lust" and not "negative," i.e., supportive of the father's/Father's authority negates the "middle-class" in the classroom.
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth Bennie, Human Relations in Curriculum Change)
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"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) How the "educator" teaches directly effects how the students think.
"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) By replacing traditional education, which supported the father's/Father's authority with the facilitated, dialoguing of opinions to a consensus process the next generation of citizens way of thinking and acting (paradigm) was changed from "Nationalist," i.e., individualism, under God (Patriarch) to Socialist, Marxist, Communist (Heresiarch), making "self," i.e., "lust," i.e., "self interest" the standard for life instead of their parent's/God's established commands, rules, facts, and truth.
The "educator" 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 over and therefore against their parent's authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parent's standards) pressures students to 'justify' their and the other students love of pleasure and hate of restraint, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parent's 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.
"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." (Erich Fromm, Escape from Freedom)
Marxists/psychologists can not rule over "the people"/"the individual" with the father's/Father's authority influencing "the people's"/"the individual's" thoughts and effecting their actions.
"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9
Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust" is the 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart as being wicked because your "lust" for pleasure (your "lust" for "lust") is standing in the way. It is in your dialogue, with your "self" and with others, you express your "lusts" and your hate, 'justifying' them.
"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
Instead of the prodigal son coming to his senses, humbling himself, returning home, honoring his father's authority—learning that his inheritance was not his father's money but his father's love for him—for Karl Marx and Sigmund Freud he joins with his "friends," returns home, joins with the other children, and kills and eats the father, i.e., negates the father's authority in the children's thoughts and actions so the father's authority does not reappear in the future—taking all that was the father's, using it for their own pleasures, i.e., to satisfy their "lusts" without the father's restraints (accountability for their thoughts and actions, i.e., a guilty conscience) getting in the way.
"... I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
By finding, through dialogue your "self interest," i.e., what you covet, i.e., what you "lust" after and 'justifying' it (creating a "safe place/space/zone," i.e., "Thou shalt not surely die" where you can share it without being judged or cast out), those "of and for the world," i.e., "of and for their self" "own" you, i.e., are able to buy and sell your soul. The moment the master facilitator of 'change' got the woman in the garden into dialogue (regarding right and wrong behavior) he "owned" her. The same applies to you, your spouse, your children, etc.,.
"If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers) For the flesh, "freedom" is "freedom" from the father's/Father's authority, i.e., "freedom" from having a guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting." You can not control "lust." "Lust" controls you.
"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God; not of works, lest any man should boast." Ephesians. 2:8, 9
The only way to be "free" from the power/control of "lust" is in the Son of God, i.e., in Jesus Christ, resulting in you doing the Father's will out of a clear conscience. The world can only offer you "freedom" from the conscience, negating your God given right of freedom of the conscience. While the Son of God, Jesus Christ (doing the Father's will) shed His blood on the cross for us, covering our sins by his blood—'redeeming' us from the Father's judgment upon us, i.e., saving us from the "curse of the law" (not that the law was evil, it only exposed us as being evil, "wicked," i.e., "desperately wicked")—with the Father, raising Him from the grave 'reconciling' us to Himself, Marxists-psychologists, 'justifying' our (their) "self," i.e., our (their) "lusts," 'redeem' us (themselves) from the law, i.e., from the Father's authority, 'reconciling' us (themselves) to the world, so we (along with them) can die in our sins—spending eternity with them in the lake of fire that is never quenched.
"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)
"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2021