Back To The Future

Dean Gotcher

Human Relations in Curriculum Change

A training manual published in the 50's, Human Relations in Curriculum Change, by Kenneth Benne (referred to as "a cookbook on humans" by Phil Ring) explains how to change the home, the community, the nation, and the world through the use of education. What is published in it is as relevant today as it was the day it went to press. It is what is going in in the classroom. It is based upon how to use the adolescent to 'change' society. And it is working.

"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)

By simply adding to the classroom curriculum the children's "feelings," i.e., their "affective domain," i.e., their desire for the carnal pleasures of the 'moment' which the world stimulates and their dissatisfaction with authority (which prevents them from having and enjoying what they want), children are 'changing' in how they think and act. By simply removing from the classroom curriculum the preaching of commands and rules to be obeyed as given and the teaching of facts and truth to be accepted as is, by faith, with discussion of any questions being at the teachers discretion, and replacing it with the teacher "encouraging" (pressuring) the students to dialogue their opinions to a consensus instead, the next generation of citizens are easily 'changed' into socialists-globalists.

"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." (James Coleman, The Adolescent Society)

Starting on page 233 of Human Relations in Curriculum Change (Chapter 14, ), entitled "What is Role Playing?" the training manual explains how the child can overcome the father's authority in the home with the help of the mother, making the child's "feelings" of the 'moment,' stimulated by the world, the 'driving' force and the building of "human relationship" (socialism) the 'purpose' for life instead of "doing right and not wrong" according to the father's will. This is the same pattern being used to 'change' society today, changing the classroom, the workplace, government, and even the "church." What is amazing is that it simply deals with a young girl who wants to wear makeup to school in order to be accepted by her peers, with her father objecting (which according to socialists "represses" her, i.e., keeps her from being herself and "alienates" her, i.e., keeps her locked in the past, out of touch with her peers and the 'changing' times in which she and they live). With her mother siding with her the father's mind is 'changed,' negating his authority to restrain her in the process. What is lost in all of this, i.e., in the "feelings" of the 'moment' is that civil society, i.e., a free people, is based upon "self" restraint, not upon the dictates of socialists-globalists, who initiate and sustain their control over "the people," in the name of "the people" through chaos and disorder, which requires the negation of the traditional home.

"Once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching … once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian [traditional] family is moribund, regardless of whatever countermeasures may be taken." (Warren Bennis, The Temporary Society)

"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)

This is the same pattern being used in the "group grade" classroom ("Bloom's Taxonomies"), with "teachers," as facilitators of 'change,' i.e., "group psychotherapists" "encouraging" students to be "positive," i.e., to dialogue their opinions to a consensus, and not "negative," i.e., preaching and teaching their parent's commands, rules, facts, and truth to be accepted as is, by faith, resulting in traditional minded students, out of fear of being rejected by their peers, being pressured into abdicating the father's/Father's authority in order to be themselves (of the world only) and become a part of "the group," i.e., society, making themselves socialists (Marxists), becoming what Georg Hegel, Karl Marx, and Sigmund Freud hoped they would be, of and for the world only. Having 'justified' their desire for the carnal pleasures of the 'moment,' including affirmation, which the world and "the group" stimulates, and their resentment or hatred toward authority they no longer have a guilty conscience for doing wrong, disobeying, sinning. We find this same pattern being "role-played" in a garden called Eden, with two "children" being facilitated to set aside, suspend, as on a cross (Genesis 3:1-6), the Father's authority (Hebrews 12:5-11) in order to be their "self," i.e., to become at-one-with the world around them, having no guilty conscience for doing wrong, disobeying, sinning (Romans 7:14-25), like 'liberal's' blaming someone else when things go wrong.

"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9

"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

"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

"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

© Institution for Authority Research, Dean Gotcher 2018