Common Core is based upon Blooms Taxonomies which are based upon Marx's teachings.

I have been asked "How can you say that Bloom was a Marxist?"  He admitted it in his writing, stating that his "Weltanschauung" or his world view is that of two Marxists, "Theodor Adorno and Erick Fromm."  (Krathwohl and Bloom, Taxonomy of Educational Objectives Book II: Affective Domain.  p. 166)   If alignment of theory and practice, i.e., of classroom "experience" and student behavior is the objective of education ("What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel [not just what they know] as the result of participating in some unit of instruction."  Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain), then, based upon Bloom's world view, i.e., upon his "Weltanschauung," Marxism must be the outcome for student behavior (practice) because on page 166 of his Affective Domain Book 2 he lists two Marxist's (Theodor Adorno and Erick Fromm) as the basis of his theory, i.e., as the foundation for his curriculum.  Bloom's Taxonomies were updated by Marzano's for Goals 2000, No Child Left Behind, etc., and by Webb for Common Core.  They all sustain the same agenda as Marx, the negation of the parent's authority over their children and God's authority over man.  As Bloom admitted, "There are many stories of the conflict and tension that these new practices are producing between parents and children."  "A large part of what we call "good teaching" is the teacher's ability to attain affective objectives [is the teacher's ability to get the student to divulge his feelings of the 'moment,' i.e., his desires of the 'moment' and his resentment toward authority which restrains him from attaining them] through challenging the student's fixed beliefs [who gave the student his "fixed beliefs" and who gave teachers the right to challenge them?] and getting them to discuss issues." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)  Karl Marx wrote 11 thesis on Feedback.  In #4 he wrote: "Once the earthly family is discovered to be the secret of the holy family, the former must itself be annihilated [vernichtet] theoretically and practically."  (Karl Marx, Theses On Feuerbach #4)   Common Core is grounded upon this thesis.  It is Mao's cultural revolution (purging society from the parent's and God's authority), 'liberating' not only the grade school and high school students from parental authority, but the trade schools, colleges and universities, i.e., the workers and the professionals of the world from God's authority, uniting them all as one in the praxis of negating the father's/Father's (God's) authority from the face of the earth.

The same message of Marx and Bloom was expressed by Sigmund Freud.  Freud wrote: "'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." (Sigmund Freud as quoted in Herbart Marcuse, Eros and Civilization: A philosophical inquiry into Freud)  Freud's story of history is summed up in this way: "... the hatred against patriarchal suppression—a ‘barrier to incest,' ... the desire (for the sons) to return to the mother [claiming her for their sexual pleasures, not just for their father's]—culminates in the rebellion of the exiled sons, the collective killing and devouring of the father, and the establishment of the brother clan," (Sigmund Freud as quoted in Herbart Marcuse, Eros and Civilization: A philosophical inquiry into FreudNegate the earthly father's authority system, the preaching and teaching of commands and rules to be obeyed and facts and truth to be accepted as is (by faith) through the dialoguing of opinions (how you are "feeling" in the 'moment,' and what you are "thinking" in the 'moment,' which is subject to your "feelings" of the 'moment') to a consensus (to a "feeling" of "oneness" with others of the same desire for the pleasures of the 'moment' and dissatisfaction with parental authority which inhibits or blocks them) and 'change' can be initiated and sustained.  The key to 'change' is to replace the parent's authority with the child's nature, i.e., replacing doing right and not wrong, according to the parent's standards, with the child's carnal desires of the 'moment,' i.e., with his nature of approaching pleasure and avoiding pain, making right and wrong subject to his "feelings" of the 'moment,' not to established standards outside of and/or above and beyond his carnal urges and impulses, understanding, and control.  Behavior science must therefore conclude that only that behavior which is natural to the child, i.e. which is measurable, is of 'reality.'  Therefore any behavior which is not natural to the child, i.e., is not of and for his nature is 'illusionary.'

Psychotherapy and psychoanalysis are the crowning achievements of Marxism, hiding its agenda, the 'liberation' of the child out from under his parent's authority and man out from under God's authority, under the cover of its so called counseling.   Have you ever been asked "How did that make you 'feel?'" or "How do you 'feel?,'" and "What did you think?'" or "What do you think?'" in a counseling session?  It is done to elicit the "Why?" the child asks his father when he says "You can not ____ (go out)," with the father saying "Because I said so," in order to retain his authority, refusing to go into dialogue with the child, refusing to set aside the right-wrong paradigm of the father's authority, refusing to abdicate it to the pleasure-pain spectrum of the child's nature, negating his authority in the process.  It is not that parent's do not dialogue with their children. They do.  It is that, when the parent is right, knowing the facts and truth (knowing right from wrong) and the child is wrong, following after his "feelings" of the 'moment,' i.e., taken captive to his carnal desires of the 'moment,' for the parent to deny his office of authority (to direct the paths of the child), i.e., to restrain him from his own carnal desires of the 'moment' is to betray the child to his own carnal impulses and urges, turning him over to the world.  "O LORD, I know that the way of man is not in himself: it is not in man that walketh to direct his steps."  Jeremiah 10:23b

As George Hegel wrote: "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 his feelings, thoughts, and actions and relationship with others is 'liberated' from the father's/Father's authority (the parent's and God's authority 'system']."  (George Hegel, System of Ethical Life)  By making "human nature," i.e., the child's carnal nature (as it was before the father's first command, rule, fact, or truth) the standard of life, with the augmentation of pleasure, including the approval of men, and the attenuation of pain, including the pain of rejection by men (for doing wrong) the foundation from which "right" and "wrong" are to be based, the father's authority (and God's authority) is negated.  Hegel wrote: "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 one of the casual notes preserved at Widener)  According to Hegel peace is man in harmony with his own carnal nature and affirmation is when he is in harmony with the world and the world is in harmony with him, both being unrestrained by parental and/or Godly restraint.

It is in this context (the negation of the father's authority over the child and God's authority over man) that Hegel, Marx, Freud, Bloom, and Common Core find common ground.  As Hegel, sounding more like Karl Marx than Marx himself, wrote: "On account of the absolute and natural oneness of the husband, the wife, and the child [all are the same according to "human nature," i.e., the approaching of pleasure and the avoiding of pain] where there is no antithesis of person to person [no discrimination between people where some are saved, right, better, privileged, etc., and others are not] or of subject to object [no father's authority over his children, no husband's authority over his wife, and no God's authority over man], the surplus is not the property of one of them [there is no private, as in private property or business, i.e., no "My children." "Not yours," "My wife, Not yours," "My property. Not yours," "My business. Not yours," making "surplus capital," that which was the child's inheritance, now the property of all], since their indifference is not a formal or a legal one."  In this way the objective of Common Core is to indoctrinate the next generation of child and adults, laborers and professionals that your children, your spouse, your property, your business, your home, and even your very own life belongs to everyone and not just you.

Thus, the freedom of the conscience (individuality under God), which this nation was founded upon, is replaced with freedom from the conscience (the outcome of socialism), i.e., with "equality" of man's carnal nature (abomination) becoming the way of life.  As Bloom wrote: "The affective domain is, in retrospect, a virtual ‘Pandora's Box,'" i.e., a box full of evil, which once opened can not be closed.  (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)  This is the manifestation of  Marx, Bloom, and Common Core, i.e. the heart of man and the way of the world becoming united as one ("The heart is deceitful above all things, and desperately wicked: who can know it?"  Jeremiah 17:9 and "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), becoming the law of the land, 'liberating' the children from their parents commands, rules, facts, and truth and man from the law of God (negating his need for salvation from God's judgment upon him for "lusting" after his "human nature" and the world,  i.e., needing salvation from an authority above and beyond his nature and the world instead).

Government can be summed up with one word, FORCE.  When government is built upon the principles of Common Core, where "relationship is built upon self interest" (the carnal nature of the child) and not upon facts and truth, which require faith, the citizens (as individuals under God) are oppressed, having to do what is common to all mankind, tolerating and supporting his wicked ways (abominations), without recourse.  While believers do not seek to establish a nation for God on this earth, as Jesus said, "My Kingdom is not of this world" (although there are those, claiming to be Christian, who have tried to create God's kingdom here on earth, using the force of government to do horrendous things) all other religions, which are all subject to the flesh and the opinions of men, do, using government (force) to accomplish their aim, creating a world for their own gain.  There is no such thing as a Christian nation, only a nation with Christians, affecting the way government functions, i.e., with Godly restraint.  Our government was deliberately limited in order to allow the father to train up his children according to his belief, for the believer, allowing his children to have no other God's before them (from where we get "freedom of the conscience"), serving Him in Love, ministering his word (the gospel) to all men, letting God be the judge of all things on the day of reckoning.

When religion, including the religion of humanism, uses Government to accomplish its aim, then Force is used to silent all opposition, not only in action but in thought, negating the freedom of conscience, the right of the individual to stand (alone if necessary) in the public arena, proclaiming the truth of the gospel without out fear of lose of life, liberty, and the pursuit of happiness (i.e., of property, with the most sacred property being the clear conscience), the right to preach and teach the truth to a world walking according to its own carnal nature.  The Christian faith is not a faith of violence, that is left up to God to do on the day of judgment (vengeance is His).  It is a faith of proclamation, proclaiming the truth to a world walking in darkness.  When you silence the preaching and teaching of man's condition, i.e., the exposing of man's heart of deceitfulness and wickedness (now considered as being good or potentially becoming good with proper education—the blank tablet theory), "human nature" (unrighteousness and abomination) becomes the way of life.  For the sake of initiating and sustaining relationship, i.e., for the sake of creating "worldly peace and socialist harmony," "making the world safe for democracy," believers are being pressured (through the consensus process) to choose between the approval of men and the approval of God, i.e., to set aside the correcting, reproving, and rebuking of those who are doing wrong, thereby making unrighteousness and abomination the way of life.  To be silent in the midst of unrighteousness is to 'justify' unrighteousness.  Your silence makes unrighteousness and deviancy (abomination) the "norm."  To do so for the sake of initiating and sustaining relationship with others is to make yourself a socialist, a humanist, choosing the approval of men over and against the approval of God, establishing "human nature" and men's opinions over and against God and His Word.  That is what the goal of Common Core is all about, a goal which is grounded upon the ideology of Karl Marx, which was to gain control of government in order to use the force of government to silence the believer once and for all, preventing him from preaching and teaching the gospel (the Son's obedience to His Heavenly Father, calling us to do the same, calling no man on earth our Father, but having only one Father which is in Heaven) in the public arena (and private arena as well), including in the classroom, preventing the engendering of a "guilty conscience" in those who are worshiping and serving a God of their own making, i.e., a God made in their own image, thinking and acting according to their own carnal nature, i.e., according to the law of the flesh, living in sin.

Hegel, Marx, Freud, and Bloom (the Core of Common Core) all set out to not only negate the earthly father's authority but the Heavenly Father authority as well, by making the earthly father and the Heavenly Father one and the same, a product of the child submitting his carnal nature to an alien and hostile force.  Their hope was, that by making the augmentation of pleasure and the attenuating of pain the 'drive' and 'purpose' of life, making right the augmentation of the child's nature (that man may find salvation in himself, boasting in his works) and wrong being anyone advocating the nature of God (holiness, purity, and righteousness), which is only attainable through faith in His Son, Jesus Christ, a "new" world order can be 'created,' with man, as God, righteous in and of himself, feeling, thinking, and acting according to "human nature" only, dying in his sin.  "There is a way which seemeth right unto a man, but the end thereof are the ways of death."  Proverbs 14:12    "For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast." Ephesians 2:8, 9  "Neither is there salvation in any other: for there is none other name under heaven given among men, whereby we must be saved." Acts 4:12  "Jesus saith unto him, I am the way, the truth, and the life: no man cometh unto the Father, but by me." John 14:6  "Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my father which is in heaven." Matthew 7:21  It is no wonder that Hegel, Marx, Freud, Bloom, and those who believe in and promote Common Core focused upon the father's/Father's authority, attempting to negate it in the feelings, thoughts, and actions of the child/man.    

© Institution for Authority Research, Dean Gotcher 2015