Engendering a world of 'change' through the creation and manipulation of an "Adolescent Society"
Adolescence is an artificially created condition created for the 'purpose' of 'change.' Education (for the purpose of learning the basics of life) went up to the eighth grade, at the time when the child entered the age of adulthood. Under the "old" structure the child either went on to higher education or went to work for his father or worked for someone else learning a trade in a period of apprenticeship, continuing to learn to do right and not wrong according to authority. While "child labor laws" are an important issue concerning the abuse of children, putting them in harms way, the reason for creating the "adolescent society," i.e.,, extending education for four more years, with boys and girls learning together, had as much to do with learning morals (or rather immorality) as it did with learning a trade or going into higher education. They went hand in hand, replacing the issue of morality (doing right and not wrong according to established commands, rules, facts, and truth of parents, teachers, ... and/or God in the workplace) and competence (ability to do the job at hand correctly i.e., right and not wrong) with structure of thought, i.e., whether the child is learning to do what authority tells him to do (considered the source of "repression" and "alienation" according to those possessed with the 'change' process) or questioning and challenging authority and its commands, rules, facts, and truth when they get in the way of what he wants to do, when he wants to do it, i.e., in the 'moment,' learning to think for his "self," i.e., according to his "feelings," i.e., his desires and dissatisfactions, i.e., his "felt needs" of the 'moment.'
Under the "old" system the child moved into adulthood under a patriarchal paradigm's tutelage, the boy's morals being guided by his father or his boss, the girl's by her mother (under her father's authority) in the home, keeping a "top-down" system in place. Thus social 'change' (socialism) was inhibited or blocked. By keeping the children in the classroom for four more years, with both girls and boys working together on personal-social issues (including in the "church" with its use of the "youth group" to "grow" the "church")—during the time of puberty on—the next generation was more easily made adaptable to a "new" social order (socialism). Emotions, being as they are, the youth were placed in a state of confusion (caught between parental authority and their newly acquired carnal desires, i.e., natural urges and impulses), engendering the "felt need" for 'change,' i.e., 'liberation' from parental authority and its commands, rules, facts, and truth. While still being treated as children, remaining in the classroom, they had bodies of an adult. It was in this condition of conflict (within and without the child), the young adult was exposed to developing morals external to their parent's values. Thus the "top-down" system was intercepted (circumvented) and negated for the 'purpose' of socialist 'change,' under the banner of "equality of opportunity."
James Coleman, in his book Adolescent Society: wrote: "In the traditional society each child is at the mercy of his parents. The 'natural processes' by which they socialize him makes him a replica of them." "Strengthening the family to draw the adolescent back into it faces serious problems, as well as some questions about its desirability." "Equality of Opportunity becomes ever greater with the weakening of family power." "Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood." "In order to [improve those institutions], one must know how adolescent societies function, and beyond that, how their directions may be changed." "The family has little to offer the child in the way of training for his place in the community." "Mass media, and an ever-increasing range of personal experiences, gives an adolescent social sophistication at an early age, making him unfit for the obedient role of the child in the family." "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, and to consider itself no longer subject to the demands of parents and teachers." "The old ‘levers' by which children are motivated―approval or disapproval of parents and teachers―are less efficient." "In the industrial society, committed to equality of opportunity, adults cannot afford to shape their children in their own image."
Coleman earned his Ph.D. in education under Paul Lazarsfeld, a member of the Frankfurt School—a group of Marxists, i.e., Transformational Marxists who came from Europe to America in the 30's, who, merging Marx and Freud, created "group psychotherapy." Coleman's works were (and continue to be) instrumental in the Supreme Court's secularization of education, i.e., 'liberating' children from their parent's authority.
The purpose of education, according to Benjamin Bloom—whose "taxonomies" are required learning for teacher certification and application in the classroom for school accreditation today—was for 'change.' He wrote in Taxonomy of Educational Objectives: Book II Affective Domain, that education was "'to develop attitudes and values toward learning which are not shaped by the parents' [thus producing] 'conflict and tension between parents and children who are not participating in the special opportunities.'" "… 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." (Check out my article on brainwashing.)
The issue was to control the environment "the peer group" experienced in the classroom, thus effected the students. By 'changing' the classroom environment from a "top-down," right-wrong structure of preaching and teaching to a structure of "equality, where the dialoguing of opinions amongst the youth, how they "feel" and what they "think" regarding the morals of the times, their hormones in full gear (not conducing to initiating and sustaining the "top-down" system of thinking and acting of the traditional home or traditional work environment), socialist 'change' could be initiated and sustained through the education system itself.
Wilhelm Reich (an immoral man of highest caliber)—whose name keeps coming up with "respect and honor" amongst social-scientists of "repute," i.e. Maslow, Rogers, Moreno, Adorno—who edited the Transformational Marxists Frankfurt Schools newsletter, along with Kurt Lewin, while they were both in Germany (before coming to the States in the early 30's), wrote: "The more gratifying one's sexual life is, the more fulfilling and pleasurable is one's work." "It is necessary to establish not only the best external conditions of work, but also to create the inner biologic preconditions to allow the fullest unfolding of the biologic urge for activity." "Hence, the safeguarding of a completely satisfying sexual life for the working masses is the most important precondition of pleasurable work." [Thus the necessity of providing an adolescent period of upbringing or training (re-education), freed of parental "moralizing," to prepare the worker to think and act according to a "healthy" environment in the future workplace.] "Sex-economy sociology was born from the effort to harmonize Freud's depth psychology with Marx's economic theory." "Since work and sexuality (in both the strict and broad senses of the word) are intermately interwoven, man's relationship to work is also a question of the sex-economy of masses of people." "Every effort must be made and all means employed to guard future generations against the influence of the biologic rigidity of the old generation." "The principle weapon on the arsenal of freedom is each new generation's tremendous urge to be free. The possibility of social freedom rests essentially upon this weapon and not upon anything else." "Every physician, educator, and social worker etc., who is to deal with children and adolescents will have to prove that he himself or she herself is healthy from a sex-economic point of view and that he or she has acquired exact knowledge on human sexuality between the ages of one and about eighteen." "… the education of the educators in sex-economy must be made mandatory." "Work and sexuality derive from the same biologic energy." "Psychoanalysis is the mother, sociology the father, of sex-economy." "The child's and adolescent's natural love of life must be protected by clearly defined laws." "Those forces in the individual and in the society that are natural and vial must be clearly separated from all the obstacles that operate against the spontaneous functioning of this natural vitality." "It is the elimination of all obstacles to freedom that has to be achieved." "Natural sociability and morality are present in men and women. What has to be eliminated is the disgusting moralizing which thwarts natural morality and then points to the criminal impulses, which it itself has brought into being." "Sexually awakened women, affirmed and recognized as such, would mean the complete collapse of the authoritarian ideology." "the right of the woman to her own body." "The termination of pregnancy is at variance with the meaning of the family, whose task it precisely the education of the coming generation – apart from the fact that the termination of pregnancy would mean the final destruction of the large family." "The preservation of the already existing large families is a matter of social feeling; . . the large family is preserved because national morality and national culture find their strongest support in it." (Wilhelm Reich, The Mass Psychology of Fascism)
I am not trying to take up space and your time in entering these statements. They have been the foundation statements for the "new" world order for decades.
"These were the years when America first came to be regarded as a 'filiarchy,' a society ruled by its children....In this society money was the primary index of one's power. Yet the young had no true economic clout. Industrial society had defined adolescence as a time of extended childhood rather than one of beginning maturity; and so the only fiscal power teens had was on sufferance from adults." (Douglas T. Miller, Marion Nowak, The Fifties: The Way We Really Were)
Jacob found in his research (evaluating the students at Michigan State University that during the 50's) college still "strengthened respect for the prevailing class," (parent's, bosses, etc.) while those in lower education were attempting 'change.' His work Changing Values in College was instrumental in the changing of how college's did business from the 50's on. Bloom wrote: "Perhaps one of the most dramatic events highlighting the need for progress in the affective domain [augmenting the students feelings over and against the parent's restraints] was the publication of Jacob's Changing Values in College (1957)." (David Krathwohl, Benjamin Bloom, Taxonomy of Educational Objectives: Book II Affective Domain)
There is a diabolical current moving this process of 'change.' "The interest of restoring a youth-adult homosexuality culture, an undercurrent growing around the world, pushing for global equality, carries with it an interest in the boys of adolescent age. This is true of almost all social-psychology material today. For example: HANDBOOK of PARENTING Theory and research for practice Edited by MASUD HOGHUGHI NICHOLAS LONG with support for their research from researchers like Charlotte J. Patterson Charlotte J. Petterson
Hilda Taba, who came from communist Estonia to America and was rescued from deportation as a communist during the McCarthy era by Ralph Tyler, wrote: "The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." (Robert Havighurst and Hilda Taba, Adolescent Character and Personality)
"Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund [the father no longer rules over his family once he becomes fearful of what "the authorities" will do to him for chastening his children when they disobey his orders], regardless of whatever countermeasures may be taken." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "Any non-family-based collectivity [any dialectic 'reasoning' organization or department that focuses upon the 'rights' of the child] that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing [liberalizing, i.e. the children "emancipated" from parental authority] impact on that relationship [negating the authority of the father to rule over his home, his property, and his business]. 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 [from the parents]." "An overweening interest in the future development of the child―in other words, a child centered orientation [destroys the traditional family]." (Warren Bennis, The Temporary Society)
Adolescence is all about the negation of the "top-down" Patriarchal Paradigm of established right and wrong, good and evil, which we find man first encountered in a garden in Eden. It was there that the first Adolescent Society was "created" (by a master 'facilitator' of 'change') to augment "human nature" over and against righteousness, negating the Father's authority. It is not that we do not grow up and marry, leaving our parent's home. It is that we keep "respect and honor" for the office our parents occupy, that which God created. As I keep saying. Dad and mom are not perfect but their office is. It is an office given to them by God at their first child's birth. "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
© Institution for Authority Research, Dean Gotcher 2012-2017