Affirmative Action is:
Marxism being put into social action—praxis.
Affirmation: the dialoguing of opinions to a consensus negates "rule of law," i.e., the father's/Father's authority in making policy, resulting in laws that are in harmony with what we all have in common, i.e., the carnal nature of the child, i.e., "human nature," .
Action: putting consensus (affirmation) into praxis (social action).
(dialoguing opinions to a consensus)
"When a man has finally reached the point where he does not think he knows it better than others, that is when he has become indifferent to what they have done badly and he is interested only in what they have done right, then peace and affirmation have come to him." (G. F. W. Hegel in Carl Friedrich, The Philosophy of Hegel)
Not until the Serpent (the master psychologist, psychotherapist, facilitator of 'change')—by creating a "safe place/zone/space" (a "you will not die," i.e., "positive" environment)—got the woman in the garden into dialogue, i.e., into sharing her heart's desire, i.e., her desire to "touch" the "though shalt not" tree, i.e., her desire to enjoy the carnal pleasures of the 'moment' which the world stimulates, was the woman able to 'justify' to her "self" that there was nothing wrong with the tree (it was just like the rest of the other trees in the garden, i.e., "good for food and pleasing to the eyes"), that it would instead make her "wise" (which is a "good" thing), did she have "peace" in her "self" in eating of it, and then, in getting Adam to eat, "affirm" to her "self" that her thoughts and actions were 'justified,' i.e., were "good," i.e., were "right." Genesis 3:1-6 was Georg Hegel's formula—to 'change' the world, i.e., to 'liberate' the world from the father's/Father's authority. By 'reasoning' from her viewpoint instead of God's commands, rules, facts, and truth, Hegel made what the woman did academics—thereby secularizing Satanism, intellectualizing witchcraft.
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25
"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
"A Dialogue is essentially a conversation between equals." "A key difference between a dialogue and an ordinary discussion is that, within the latter [in a discussion] people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change. At best this may produce agreement or compromise, but it does not give rise to anything creative." "The purpose of dialogue is to reveal the incoherence in our thought ... [requiring the setting aside of our differences, thus creating a] genuine and creative collective consciousness." "What is essential here [in the consensus process] is the presence of the spirit of dialogue, which 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)
In short: discussion is commands, rules, facts, and truth based, formal, objective, dialogue is "feelings" based, informal, subjective. You preach, teach, and discuss commands, rules, facts, and truth, which are to be obeyed, with an emphasis upon humbling, denying, dying to, controlling, disciplining your "self" in order to do right and not wrong according to them. Discussion is indicative of the father's/Father's authority. You dialogue opinions, i.e., your "feelings," i.e., your desires and dissatisfactions of the 'moment,' i.e., your "self interests," making "right" subject to what or who brings you pleasure and "wrong" being anything that or anyone who hurts your "feelings," what/who causes you to miss out on pleasure. Dialogue is indicative of the child's carnal nature, i.e., "human nature."
"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)
(putting consensus into praxis, i.e., political action)
"Bypassing the traditional channels of top-down decision making [through the use of dialogue "bypassing" the father's/Father's authority, i.e., "rule of law"—since there is no father's/Fathers' authority, i.e., "rule of law" in dialogue—you have to suspend the truth, as upon a cross, in order to initiate and sustain dialogue], 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)
(Negation of the father's/Father's authority)
"Once the earthly family [with the family submitting to the father's authority, i.e., humbling, denying, dying to, controlling disciplining their "self" in order to do the father's will, obeying the father's established commands and rules and accept his facts and truth as given, by faith] is discovered to be the secret of the Holy family [with the Son and those following Him submitting to His Heavenly Father's authority, i.e., humbling, denying, dying to, controlling, disciplining their "self" in order to do the Father's will, obeying the Father's established commands and rules and accept his facts and truth as given, by faith], the former [the earthly family, i.e., the father's/Father's authority] must be destroyed [Vernunft, annihilated] in theory and in practice [in the children's personal thoughts and social actions]." (Karl Marx, Feuerbach Thesis # 4)
"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 now for) "self" and the world only]." (Georg Hegel, System of Ethical Life)
"It is not individualism [the child humbling, denying, dying to, controlling, disciplining his "self" in order to the father's/Father's will, i.e., doing right and not wrong according to the father's/Father's established commands, rules, facts, and truth, having a guilty conscience when he does wrong,, disobeys, sins] 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, i.e., in the child's carnal nature, which we all have in common] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [being "of and for self" and the world only] 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)
"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." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
Marxism propagated through psychology.
(the dialoguing of opinions to a consensus process)
"'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 family]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization)
"Marxian theory needs Freudian-type instinct theory [Freud considered all children sexually active] 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' from the father's/Father's authority so children can be their "self"] are necessary for personal growth, bad social conditions [children having to accept the father's/Father's authority, doing the father's/Father'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." (Abraham Maslow, The Journals of Abraham Maslow)
"Freud speaks of religion as a 'substitute-gratification'—the Freudian analogue to the Marxian formula, 'opiate of the people.'" "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." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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)
"The individual may have 'secret' thoughts [dialoguing with his "self," his carnal desires and his resentment toward authority which gets in his way] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being reproved, chastened, or cast out]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings" 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]."
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining your "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." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." (Theodor Adorno, The Authoritarian Personality)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-actualizing people have to a large extent transcended the values of their culture. 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)
"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)
"I have found whenever I ran across authoritarian students [students who insist upon obeying established commands, rules, facts, and truth, expecting others to do the same] 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)
(the praxis of seduction, deception, and manipulation)
"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."
"'Now that we know how positive reinforcement works [affirming the child's carnal nature, 'justifying' his desire for the carnal pleasures of the 'moment' which the world stimulates], and why negative doesn't' [demanding that he obey the father's/Father's commands and rules as preached and accept his/His facts and truth as taught, by faith]... 'we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled [the seduced, deceived, and manipulated] though they are following a code much more scrupulously [more regulations and oversight (sight based management)] 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—there's no restrain and no revolt. 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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
The use of Cognitive Dissonance for the purpose of 'change.'
"Change in organization [a persons paradigm, i.e., the way he feelings, thinks, and acts toward his "self," others, and the world, as well as how he responds toward authority] can be derived from the overlapping between play [following his "feelings"] and barrier [obeying commands, rules, facts, and truth] behavior." "This should lead to a decrease in degree of hierarchical [obeying rules, i.e., doing the father's/Father's will] organization.... a certain disorganization [called "cognitive dissonance," where a person is caught between his belief, i.e., that which is of doing right and not wrong according to the father's/Father's will, i.e., obeying the father's/Father's commands and rules and accepting his/His facts and truth as given by faith and his behavior, i.e., doing that which is of his carnal nature, i.e., his love of pleasure, including and especially the pleasure which comes with affirmation from others he wants to have relationship with, and hate of restraint, i.e., hate of the father's/Father's authority, i.e., hate of established commands, rules, facts, and truth that "get in the way"—"The lack of harmony between what one does and what one believes." "The pressure to change either one’s behavior or ones belief." (Ernest R. Hilgard, Introduction to Psychology)] should result .... [where] the forces under the control of one head have to counteract the forces of the other before they are effective [where either the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth rules, with the child insisting upon preaching, teaching, and discussing commands, rules, facts, and truth to be accepted and obeyed—refusing to dialogue, i.e., refusing to suspend the truth, as upon a cross in order to initiate and sustain dialogue, i.e., refusing to praxis 'change,' i.e., refusing to become a part of "the group"—or the child's nature, i.e., the child desire for the carnal pleasures of the 'moment' which the world stimulates, including (especially) his desire for "the group's" affirmation, and his dissatisfaction with restraint, i.e., hatred toward the father's/Father's authority ruling, with the child joining in the dialogue, i.e., doing the dialectical process, i.e., 'justifying' his "self " ('Reasoning'), negating the father's/Father's authority in his thoughts and actions (called "theory and practice" where "theory," i.e., thought, is now subject to the child's carnal nature only, resulting in the child now being in harmony with the children of the world only]." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development)
The "new" world order:
The negation of the guilty conscience so all can do wrong, disobey, sin, i.e., be "human" with impunity.
"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: the superego 'unites in itself the influences of the present and of the past [the child's carnal "feelings" (resentment) toward authority in the past and in the present].'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing) Trojanowicz then goes on to explain how, since parents no longer are relevant, to be obeyed, in their children's eyes, community control, with community policing must become the means by which to initiate and sustain social order.
"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?)
"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 short: since the guilty conscience for doing wrong, disobeying, sinning is created by the father's/Father's authority, by negating the father's/Father's authority the guilty conscience for doing wrong, disobeying, sinning is negated.
The facilitated meeting
Affirmation ("group think") locks the deal.
"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)
"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)
"It is usually easier to change individuals formed into a group than to change any one of them separately [their desire for group approval, i.e., affirmation drawing them into participation]." "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)
"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)
"Persons will not come into full partnership in the process until they register dissatisfaction." (Kenneth Benne, Human Relations in Curriculum Change)
"Without exception, patients enter group therapy with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home]."
"What better way to help the patient [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings toward parents in his current relationship to the therapist [to the facilitator]? The therapist [the facilitator] is the living personification of all parental images [takes the place of the parent]. Group therapists [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group [the children/the students] to explore and to employ its own resources. The group [the children/the students] [must] feel free to confront the therapist [the facilitator], who must not only permit, but encourage, such confrontation. He [the child/the student] reenacts early family scripts in the group and, if therapy is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient [the child/the student] changes the past by reconstituting it."
"In the group not only must the individual strive for autonomy but the leader must be willing to allow him to do so. … an individual's behavior cannot be fully understood without an appreciation of his environmental press. …one member's behavior is not understandable out of context of the entire group. …there is no more important issue than the interrelationship of the group members. … few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority. One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial. The ‘third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group … The therapist assists the patient to clarify the nature of the imagined danger and then … to detoxify, to disconfirm the reality of this danger. By shifting the group's attention from ‘then-and-there' [parental authority] to ‘here-and-now' [their feelings of the 'moment'] material, he performs a service to the group … focusing the group upon itself. Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking. Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse." (Irvin Yalom, Theory and Practice and Group Psychotherapy)
Affirmative Action (Marxism) in the classroom.
The use of "Bloom's Taxonomies" (Marxism) in the classroom:
"a psychological classification system."
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"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." "Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." "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." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)
"[W]e recognize the 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)
"There are many stories of the conflict and tension that these new practices are producing between parents and children."
"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 may 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."
"What we call 'good teaching' is the teacher's ability to attain affective objectives [through dialogue, 'justifying' the student's desire for ("lusting" after) the carnal pleasures of the 'moment' which the world stimulates, thereby 'justifying' the students hate of restraint] through challenging the students fixed beliefs [challenging their parent's established commands, rules, facts, and truth that interfere with, i.e., prevent, i.e., inhibit or block them from being their "self," i.e., being "of and for self" and the world only] and getting them to discuss issues [to openly share their "feelings," i.e., their "self interest," i.e., their love of pleasure and hate of restraint, in the "light" of the current situation, i.e., in the "light" of their desire for affirmation (fear of rejection), learning to question, challenging, defy, disregard, attack the parent's authority, i.e., the father's/Father's authority in a "safe place/zone/space."]."
"The affective domain is, in retrospect, a virtual 'Pandora's box .'" (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain) "'Pandora's box'" is a "box" full of evils, which once opened, can not be closed.
"The school must make room for the deviant student." "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)
"[We] must develop persons who see non-influencability of private convictions [those holding onto established commands, rules, facts, and truth] in joint deliberations [in the consensus process] as a vice rather than a virtue." (Kenneth D. Benne, Human Relations in Curriculum Change)
"Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." "The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values"; The Journal of Social Issues)
"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)
the negation of the traditional family.
"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 the authoritarian family is moribund, 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 that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "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 ["feelings" of the 'moment'] centered orientation." (Warren Bennis, The Temporary Society)
"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." (James Coleman, The Adolescent Society)
In Affirmative Action
Immorality is the new morality.
"In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes." "The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic [the father's/Father's authority]." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"Freud noted that patricide and incest are part of man's deepest nature." (Irvin Yalom, The Theory and Practice of Group Psychotherapy)
"... 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, and the establishment of the brother clan, which in turn deifies the assassinated father and introduces those taboos and restraints which, ..., generated social morality [restoring the father's/Father's authority, only now in a group, under God ("rule of law"]," (Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
"Nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (Abraham Maslow, The Journals of Abraham Maslow)
"Freud and Hegel are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle. The foundation on which the man of the future will be built is already there, in the repressed unconscious; the foundation has to be recovered." "In the words of Thoreau: 'We need pray for no higher heaven than the pure senses can furnish, a purely sensuous life. Our present senses are but rudiments of what they are destined to become.'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
The praxis of Genesis 3:1-6, negating Hebrews 12:5-11, negating Romans 7:14-25
"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.'" (Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)
"To experience Freud is to partake a second time of the forbidden fruit;" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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)
Affirmative action is the praxis of Genesis 3:1-6, i.e., "self" 'justification," i.e., the dialoguing of opinions to a consensus, i.e., the dialectic process, negating Hebrews 12:5-11, i.e., the father's/Father's authority, negating Romans 7:14-25, i.e., the guilty conscience for doing wrong, disobeying, sinning, so all can do wrong, disobey, sin with impunity. Affirmative action is the praxis of "lawfulness without law," i.e., the law of the flesh, i.e., "human nature" without the law of God, i.e., without the father's/Father's authority, i.e., without "rule of law"—making people "feel" bad for being "human," i.e., for doing wrong, disobeying, sinning. (Immanuel Kant, Critique of Judgment) Affirmative action is the world that Georg Hegel, Karl Marx, and Sigmund Freud had in mind.
"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24
"For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9
"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 heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing right and not wrong according the Father's commands, rules, facts, and truth, i.e., having to set aside pleasure, i.e., having to humble, deny, die to "self" in order to do God the Father's will], and desperately wicked [hating God the Father and His authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' which the world stimulates]: who can know it?" Jeremiah 17:9 Those of dialectic 'reasoning,' as children of disobedience, 'justifying' their "self," can not see their hatred toward God the Father as being evil because their love of "self," i.e., their love of pleasure—which the world stimulates—is "in the way," blinding them to the truth, i.e., to the deceitfulness and wickedness of their heart.
"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
"Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4
"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
"This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, Without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, Traitors, heady, highminded, lovers of pleasures more than lovers of God;" 2 Timothy 3:1-4
"For this cause [because they "did not like to retain God in their knowledge"] God gave them up unto vile affections [let them have what they wanted, i.e., the carnal pleasures of the 'moment' they "lusted" after, to their own demise]:" Romans 1:21, 25
"And for this cause [because men, as "children of disobedience," 'justify' themselves, i.e., their love of "self" and the world, i.e., their love of the pleasures of the 'moment' 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
"For this cause God gave them up unto vile affections: for even their women did change the natural use into that which is against nature: And likewise also the men, leaving the natural use of the woman, burned in their lust one toward another; men with men working that which is unseemly, and receiving in themselves that recompense of their error which was meet." "And even as they did not like to retain God in [their] knowledge, God gave them over to a reprobate mind, to do those things which are not convenient; Being filled with all unrighteousness, fornication, wickedness, covetousness, maliciousness; full of envy, murder, debate, deceit, malignity; whisperers, Backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, Without understanding, covenantbreakers, without natural affection, implacable, unmerciful: Who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them." Romans 1:26-32.
"Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." Ephesians 2:2,3
"For the wrath of God is revealed from heaven against all ungodliness and unrighteousness of men, who hold the truth in unrighteousness;" Romans 1:18
"Let no man deceive you with vain words: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:6, 7
"Thus saith the LORD; Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5
"And through covetousness shall they with feigned words make merchandise of you: whose judgment now of a long time lingereth not, and their damnation slumbereth not." 2 Peter 2:3
"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished. By mercy and truth iniquity is purged: and by the fear of the LORD men depart from evil." Proverbs 16:5-6
"So then every one of us shall give account of himself to God." Romans 14:12
"Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate affection, evil concupiscence, and covetousness, which is idolatry: For which things' sake the wrath of God cometh on the children of disobedience: In the which ye also walked some time, when ye lived in them." Colossians 3:5-7
"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths. Be not wise in thine own eyes: fear the LORD, and depart from evil." Proverbs 3:5-7
"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
© Institution for Authority Research, Dean Gotcher 2019