(And you thought it was about the weather.)
"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
"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called:" 1 Timothy 6:20
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25
"A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die [or are censored], and a new generation grows up that is familiar with it." Thomas Kuhn quoting Max Planck's famous dictum. (Thomas Kuhn, The Structure of Scientific Revolution)
It was Thomas Kuhn's work under Ralph Tyler—during Tyler's development of the Delphi method of arriving at a near consensus with a minority report (which was/is therefore perceived as being irrelevant)—where his idea of "revolution" in science was developed (overthrowing of the "old" world order of accepting established commands, rules, facts, and truth, i.e., limits and measures, i.e., "rule of law" as is—replacing it with "the group's" interpretation, i.e., carnal desires, i.e., self interest, i.e., opinion of the 'moment' instead). In this way, generalization (what "seems to be," i.e., men's opinions, i.e., "ought," i.e., man's carnal desires, i.e., lusts, i.e., self interests of the 'moment') would control (occupy) the thoughts and actions of "the people," making them readily adaptable to 'change,' i.e., Marxists. Marxists, i.e., facilitators of 'change' had by then accepted the merging of Karl Marx (society) and Sigmund Freud (the individual) as being one and the same, both united upon lust, and the world that stimulates it, negating God, i.e., the father's/Father's authority, i.e., established commands, rules, facts, and truth, i.e., "rule of law" that is/are outside of man's carnal nature, standing in the way of 'change,' inhibiting or blocking him from satisfying/actualizing his self, i.e., his lusts, i.e., his carnal desires, i.e., his self interests of the 'moment' that are being stimulated by the world, i.e., by the current situation and/or people present (imagined or real). The idea being, by 'changing' how scientists communicate with one another, from discussion, which retains established commands, rules, facts, and truth, i.e., "rule of law," to dialogue, i.e., which "tolerates" everyone's opinion, i.e., "feelings" and "thoughts" of the 'moment' which are being influenced by the current situation and/or people present, science and the scientist can be readily manipulated by the facilitator of 'change,' i.e., the Marxist leader, thereby making it possible for him to use "science" and the "scientist" to fulfill his desired outcome, ruling over "the people," using them to satisfy his carnal desires, i.e., his self interests, i.e., his lusts. of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Children (in adult bodies), perceiving their opinion as being the truth (putting theory into practice) have now replaced the scientist of "old," who did not apply their opinion (theory) upon "the people" until it was proven to be true, i.e., to be an established command, rule, fact, or truth (established by God).
"Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler, where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." "Scientific knowledge, like language, is intrinsically the common property of a group or else nothing at all. To understand it we shall need to know the special characteristics of the groups that create and use it." "Kuhn states 'If a paradigm is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments can be produced and multiplied . . . (which eventuates in) an increasing shift in the distribution of professional allegiances (where upon) the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." ibid.
"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change [making law, i.e., laws of nature subjective, i.e., subject to the "felt needs," i.e., carnal desires and perception of those in power, i.e., "If I feel this way, i.e., love pleasure and hate restraint, everyone one else should feel this way as well"]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"The words 'seem to' are significant; it is the perception which functions in guiding behavior." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
" Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." (Karl Marx, MEGA I/3) Science, therefore, according to Karl Marx is situational, i.e., subjective, i.e., subject to a persons "sensuous needs," i.e., lusts, i.e., self interest, i.e., "felt needs" of the 'moment' (Abraham Maslow's hierarchy of "felt needs) and his "perception," i.e., opinion, that what "seems to be" true, i.e., what will benefit him, i.e., what will satisfy his lusts in the 'moment' is true. Anything outside of "sense experience," i.e., lust, i.e., self interest (which is stimulated by the world, i.e., by the current situation and/or people present) is therefore not actual, i.e., has no value other than the "intellectual" ("rational") and physical exercise (experience, i.e., pleasure) of negating it.
"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?)
"To enjoy the present reconciles us to the actual." (Marx, Critique)
In other words, according to Karl Marx, et al. it is lust that "reconciles" man to the world, i.e., to all there is. Tying the laws of nature (which are established for all times and place, i.e., established by God) to human nature, i.e., to man's lust for the carnal pleasures of the 'moment that the world stimulates makes laws of nature subject to the carnal desires, i.e., lusts of man, i.e., subjective. Education has followed down this same pathway. "Bloom's Taxonomies," by which all "educators" are certified and school accredited today (sighting two Marxists, "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950" as representing its "Weltanschauung1") were dedicated to Ralph Tyler. (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"We 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 Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain)
"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)
Benjamin Bloom simply paraphrased Karl Marx, making Marxism his form of education, i.e., making "science" subject to the carnal desires, i.e., lusts of man—voiding any reference to God.
"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation)
"It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." "We are not interested in whether the problem is solved accurately or with elegance." "Obedience and compliance are hardly ideal goals." (Book 1: Cognitive Domain)
"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (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 to 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']." ibid.
Using "What can I get out of this situation and/or person for my self?" i.e., lust and "What will happen to me if I don't go along, i.e., if they leave me behind, i.e., if they reject or turn on me?" i.e., fear (of rejection, i.e., of being left out on your own) in a group setting, "group think," i.e., "herd mentality" ends up controlling the masses. Having rejected the father's/Father's authority, i.e., established commands, rules, facts, and truth, i.e., individualism, under God, i.e., "rule of law" in order to actualize (satisfy) your carnal nature, i.e., your carnal desires, i.e., your lusts, i.e., you self interest of the 'moment,' which is/are being 'justified, i.e., affirmed by "the group," when you see the group going in the wrong direction you are forced to compromise, i.e., to go along or to be silent, fear of facing "the groups" rejection, i.e., "the groups" wrath leaves you all alone—having rejected God.
"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 in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"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 …" "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 many 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." ibid.
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
By moving communication away from discussion, where established commands, rules, facts, and truth, i.e., "rule of law" has the final say toward dialogue, where the person's carnal desires, i.e., lusts, i.e., self interests determine (influence) the outcome, whoever controls the environment, i.e., the means of communication, i.e., the facilitator of 'change' controls the outcome, i.e., controls "the people." Thereby he is able to seduce, deceive, and manipulate them into serving his desired outcome, i.e., 'justifying' (and satisfying) his lusts. When the facilitator of 'change' says he is doing it for "the people," he is not. Perceiving his self as being the personification of "the people," ("the people" lust as he lusts) he is doing it for his self, i.e., to satisfy, i.e., 'justify,' i.e., actualize his lusts. When he tells you, when you question his motives, "It is not about you." he is right. It is all about him, i.e., his lusts, with you 'justifying' (joining/following) him, i.e., affirming his (and your) lusts.
"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
"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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
Freedom from lust, and therefore from the seduction, deception, and manipulation of the facilitator of 'change' is negated in the dialoguing of opinions to a consensus process. There is no father's/Father's authority, i.e., established commands, rules, facts, and truth, i.e., "rule of law" in dialogue, in an opinion, or in the consensus process. There is only the carnal desires, i.e., lusts, i.e., self interests of those participating, making them vulnerable to the seduction, deception, and manipulation of the facilitator of 'change.'
"Bypassing the traditional channels of top-down decision making [where right and wrong are based upon established commands, rules, facts, and truth], 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)
It is all about "change," i.e., lust, i.e., "the people's" self interest of the 'moment' which is being stimulated by the world, i.e., by the current situation and/or people present which/who are being manipulated by the facilitator of 'change.'
"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11)
"Language, like consciousness, only arises from the need, the necessity, of intercourse with other men." (Karl Marx, MEGA I/5)
"It is not individualism that fulfills the individual, on the contrary it destroys him. Society is the necessary framework through which freedom and individuality are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
By replacing discussion (doing right and not wrong according to established commands, rule, facts, and truth) with dialogue (the person's carnal desires, i.e., lusts, i.e., self interests of the 'moment' that the world, i.e., the current situation and/or people are stimulating)—regarding right and wrong behavior—'change' (revolution) is initiated and sustained.
"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity) Discussion divides upon being right and not wrong, i.e., knowing, which is formal, i.e., judgmental, engendering individualism, under God. Discussion retains the father's/Father's authority, i.e., the father/Father has the final say.
"A dialogue is essentially a conversation between equals." "The spirit of dialogue, 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) Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental, engendering social(ism) where self, i.e., self interest, i.e., common self interest 'justifies' 'change,' i.e., negating the "old" world order of having to do right and not wrong according to established commands, rules, facts, and truth. Dialogue negates the father's/Father's authority, i.e., there is no father's/Father's authority in dialogue., there is only the child's carnal desires, i.e., lusts, i.e., self interests of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"Marx sees … consciousness as 'practical critical activity' with the task of 'changing the world' [negating the father's/Father's authority so the child's carnal nature, i.e., the facilitator of 'change' can rule the world]." (György Lukács, History & Class Consciousness, What is Orthodox Marxism?)
"Once the earthly family [with the father in authority, having the final say] is discovered to be the secret of the Holy family [with the Father in authority, having the final say], the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's personal thoughts and social actions]." (Karl Marx, Feuerbach Thesis #4)
"The goal of revolutionary activity was understood as the unifying of theory and praxis [putting theory, i.e., opinion into practice, i.e., into social action]." (Martin Jay, The Dialectical Imagination)
"... theory becomes a material force when it grips the masses." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (György Lukács, History & Class Consciousness Class Consciousness What is Orthodox Marxism?)
"In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence [lust, i.e., the child's carnal nature (which we all have in common) is the pathway to freedom from the father's/Father's authority, i.e., from "rule of law," i.e., from having to do right and not wrong according to established commands, rules, facts, and truth]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
"Man consciously transforms his environment in response to his needs." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"In order to progress from these 'facts' [established commands, rules, facts, and truth] to facts in the true meaning of the word [the child's "feelings"] it is necessary to perceive their historical conditioning as such and to abandon the point of view that would see them as immediately given: they must themselves be subjected to a historical and dialectical examination [examined from (in the "light" of) the child's carnal nature, i.e., carnal desires, i.e., lusts of the past and the present]." (György Lukács, History & Class Consciousness Class Consciousness What is Orthodox Marxism?)
"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)
"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, i.e., their desire for "the group" 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., doing 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 "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the 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)
"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." (Karl Marx, Critique of Hegel's Philosophy of Right)
"No class of civil society can play this role [emancipators of society] unless it arouses in itself and in the masses a moment of enthusiasm, a moment in which it associates, fuses, and identifies itself with society in general, and is felt and recognized to be society's general representative, a moment in which its demands and rights are truly those of society itself, of which it is the social head and heart." (Karl Marx, Critique of Hegel's Philosophy of Right)
"Not feeling at home in the sinful world [where God's judgment comes up regarding human nature, i.e., lust] Critical Criticism [dialoguing, i.e., 'justifying' one's lust for pleasure and hatred toward restraint] must set up a sinful world in its own home." "Critical Criticism [dialogue] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)
"Criticism [dialogue] is now simply a means. Indignation [hatred toward the father's/Father's authority] is its essential pathos, denunciation [of the father's/Father's authority] its principle task. Criticism is criticism in hand-to-hand combat. Criticism proceeds on to praxis [social (physical) negation (removal/exclusion/censorship) of the father's/Father's authority from science, culture, etc.,]." "Philosophy as theory . . . establishes the basis of its reality as praxis." (Karl Marx, Critique of Hegel's Philosophy of Right)
"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)
"Theoretical praxis enters public life through the newspaper and journal of social criticism." (Joseph O'Malley Ed., Karl Marx, Critique of Hegel's 'Philosophy of Right' )
All reference to God is negated in praxis. In the praxis of "climate 'change' all there is is man, and the world that stimulates lust (and fear) in him (stimulus-response). Anyone holding onto the "old" scientific way of thinking (established commands, rules, facts, and truth, i.e., getting all the facts before putting it into action) is thereby 'labeled' as being unfit, i.e., as spreading "disinformation," needing to be converted, censored, or removed (negated) for the "good" (lusts) of "the people," i.e., for the "good" (lusts) of the facilitator' of 'change' (the Marxist leader). When you bring dialogue into an environment of true science (which requires discussion), making science subject to theory, i.e., to men's opinions it becomes "so called science," i.e., subject to the carnal desires (the sensuous needs, i.e., lusts, i.e., self interest and sense perception, i.e., opinions) of the participants, making the participants (and "the people") subject to the seduction, deception, and manipulation of the facilitator of 'change,' making them ever subject to 'change,' i.e., to the facilitator of 'change.'
"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. Karl Marx is in your heart, waiting for you to 'justify' him, i.e., your "self" over and therefore against having to humble, deny, die to, control, discipline your "self" in order (as in the "old" world order) to do the father's/Father's will, so you can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., so you can become like him, i.e., become "self actualized." "Lust" blinds you to the consequence (cost) of "lusting" after pleasure.
"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