Critical Race Theory. by Dean Gotcher

"Critical Race Theory."
see also "Systemic Racism."
(Personal note.)

by
Dean Gotcher

"Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home."
(Karl Marx, The Holy Family)

"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

"Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)

"Critical Criticism" resides in you, i.e., in your dialogue with your "self"—where you can, without fear of judgment, condemnation, or being cast out "set up a sinful world in (y)our own home," i.e., be "intolerant of any influence from without." In a world that judges sin, in dialogue with your "self" you can praxis sin without judgment, condemnation, or fear of being cast out. By joining with others in dialogue, love of pleasure, i.e., "lust" becomes manifest and 'justified,' manifesting and 'justifying' hatred toward anyone who gets in the way. Therefore, anyone judging, condemning, or casting out those who praxis dialogue are racists, i.e., "prejudiced" against, i.e., oppressors of "human nature," i.e., "lust."

If A = P and B = P then A = B.

In the praxis of generalization, i.e., if A is being persecuted (P), i.e., is not able to do what it wants when it wants and B is being persecuted (P), i.e., is not able to do what it wants when it wants, then A is B. If A is children in the home and B is a particular race in a nation, then what must be done for A must be done for B, i.e., both must be 'liberated' from the father's/Father's authority (the source of P), i.e., from accountability to a higher authority other than human nature, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., that which all men, women, and children have in common (the basis of common-ism), not only in the home but also in society. The absence of the father's authority in the home and the Father's authority in the fellowship directly correlates to the praxis of "Critical Criticism" or "Critical Race Theory," establishing "the lust of the flesh," "the lust of the eyes," and "the pride of life" over and therefore against the father's/Father's authority—for the sake of the individual and society. Notice the absence of the father, i.e., the father's/Father's authority in the "home" and in society today. There is a reason (an ideology, which we, unfortunately have embraced that has led us to this condition).

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

In other words "lust 'reconciles you to' the world." If "lust," according to Karl Marx, is the 'drive' and the 'purpose' of life than, in order (as in "new" world order) for everyone to "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, everyone who stands in the way of "lust" must be negated.

"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline (capitulate) your "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's established commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint, as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure ("self interest"), getting in the way, blinds you to it, i.e., 'justifies' it. Like a drug, pleasure (dopamine emancipation) blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back. The heart makes pleasure right and the absence of pleasure wrong, making "feelings," i.e., the child's carnal nature, i.e., the child's "self interest" of the 'moment' that the world, i.e., the current situation and/or people are stimulating the foundation from which to determine right and wrong instead of the father's/Father's established commands, rules, facts, and truth.

"Once the earthly family [with children having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the father's will] is discovered to be the secret of the holy family [with the Son humbling, denying, dying to, controlling, disciplining (capitulate) his "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the Father's will], the former [the traditional family with children having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according established commands, rules, facts, and truth, i.e., in order to do the father's will] must itself be annihilated [vernichtet; annihilated, i.e., negated] theoretically and practically [in the children's thoughts , i.e., in their relationship with his "self" and in their actions, i.e., in their relationship with the other children of the world]." (Karl Marx, Theses On Feuerbach #4)

"The revolt at home against home seems largely impulsive." Quoting Sigmund Freud, "... 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." "Today the fight for life, the fight for Eros ["the lust of the flesh, and the lust of the eyes, and the pride of life"], is the political fight." (Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)

"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)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining (capitulating) "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." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." ibid.

In other words, according to Theodor Adorno, et al., traditional minded parents, requiring their children to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right an not wrong according to established commands, rules, facts, and truth are "Fascists," i.e., racists. In truth all socialist governments, i.e., local, national, global require the negation of the father's/Father's authority in order to initiate and sustain their control over "the people." Instead of the globalist basing their ideology only on race, they base it upon paradigm, i.e., how people feel, think, and act toward their "self," others, and the world and how they response to authority. What is missing in all their ideologies is discussion, an act the benevolent father does in order for his children, who have faith in him, to better understand the commands, rules, facts, and truth he has embraced and is expecting them to embrace, making him and them both accountable to an authority above him and them, i.e., above his and their carnal nature, restraining him and them, i.e., requiring him and them to deny his and their impulses and urges ("lusts") of the 'moment' in order to do right and not wrong according His authority—engendering individualism, under God.

"I am nothing and I should be everything" (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"Critical Race Theory" is "critical" in that the "theory," i.e., the opinion, i.e., the "feelings" of the 'moment,' i.e., the child's hate of restraint is being put into immediate action (praxis), removing (negating) whoever is standing in the way of the carnal pleasures ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Anyone standing in the way of the carnal pleasures ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating is an "oppressor." Anyone not being able to enjoy the carnal pleasures ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating is the "oppressed." Hate and violence then becomes a feeling and an act of pleasure since it is being expressed and carried out for the sake of the "oppressed," i.e., the children. Race (skin color) is not the issue. It is only the platform from which "Critical Theory" or "Critical Criticism" works in order to cause division amongst the "oppressors," making all issues about "feelings," i.e., the "oppressed," i.e., the children, i.e., etc., 'justifying' the "oppressed," i.e., the children negating the "oppressor," i.e., their parents, 'justifying' their use of violence (verbal and physical) against authority in order to have their way, i.e., become their "self," i.e., become "self actualized," i.e., "of the world" only.

"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)

"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

Unless the children can come together and dialogue their opinions (their "feelings," i.e., their carnal desires, i.e., their "lusts" and resentments of the 'moment') with one another (without fear of being judged, condemned, and/or cast out), coming to a consensus they will remain forever subject to the father's/Father's authority system. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the child's carnal desires, i.e., "self interests," i.e., "lusts" of the 'moment' that the world, i.e., the current situation and/or people are stimulating. Traditional education: 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to accepted as is, by faith, and discussing of any command, rule, fact, and truth the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing they deem it necessary, have time, the children are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority, 2) rewarding the children who do right and obey, 3) correcting and/or chastening the child who does wrong and/or disobeys, and 4) casting out any child who questions, challenges, defies, disregards, attacks authority sustains the father's/Father's authority in the home, preventing the children from becoming their "self," united as "one" based upon their carnal nature, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world stimulates and their resentment, i.e., hatred toward authority that gets in the way.

"The dialectical method was overthrown—the parts [the children] were prevented from finding their definition within the whole [within "the group"]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

A class of twenty students, each from different families with different commands, rules, facts, and truth (more or less) is a room full of children divided against one another. Only by making their "feelings," i.e., their love of pleasure and hate of restraint, i.e., what they all have in common their classroom curriculum can they transcend (overcome) their parent's authority, i.e., division and become one, united against their parent's authority in order to become their "self," i.e., "self actualized," i.e., of the world only.

"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)

It is all or nothing. There is nothing in between. The "feelings" of the 'moment' 'justify' the embrace or the violence. Anyone augmenting "lust" is embraced. Anyone standing in the way of "lust" is to be converted, censored, or negated. Having to humble, deny, die to, control, discipline (capitulate) your "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating is not an option. Therefore anyone forcing you to humble, deny, die to, control, discipline (capitulate) your "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will must be negated, i.e., removed without any reservation. NOW! In this scenario the prodigal son does not come to his senses, humble himself, return home, submitting himself to his father's authority, discovering his inheritance was not his father's money but his father's love for him but instead he returns home with his "friends," kills the father and takes all that was his father's, spending it on himself and his friends.

"History, almost universally, has dichotomized this higher & lower, but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & postpotency." (Abraham Maslow, The Journals of Abraham Maslow) By making "feelings," i.e., the "affective domain," i.e., the child's carnal nature the bases (determinate) of right and wrong, with pleasure ("lust") being right and restraint being wrong, the "right-wrong" of authority, based upon established commands, rules, facts, and truth, preventing 'change' is replaced with the ever 'changing' feelings of the 'moment' which are being stimulated by the world, i.e., the current situation and/or people of the 'moment.'

The "middle-class," i.e., traditional family, insisting children humble, deny, die to, control, discipline (capitulate) their "self," i.e., your "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will, i.e., in order to "get ahead" engenders a guilty conscience in the children when they do wrong, disobey, sin, i.e., when they "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, preventing them from becoming their "self," i.e. of the world only. It is therefore the "middle-class," i.e., the traditional family and traditional business that must be negated in the praxis of "Critical Race Theory," so children can become their "self," i.e., "self actualized," "lusting" 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., with impunity.

"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (Lukács) Only when the individual 'discovers' his "self" in others and others 'discover' their "self" in him (via dialogue), putting their "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life" into praxis "do they become revolutionary," united as one in overthrowing the father's/Father's authority, not only in their "self" (in their thoughts) but also in society (in the thoughts of others—the basis for "thought police")

"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)

"The revolution that must occur is the reaction of suppressed life, which will visit the causality of fate upon the rulers." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory) In other words, not only must children 'liberate' their "self" from the father's/Father's authority, they must 'liberate' society, i.e., the rest of the children in the world from the father's/Father's authority as well, "ruling" over the other children of the world, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating with their approval (affirmation), having made their "self" the personification of "the people," negating all who get in "the peoples" way, i.e., their way, without having a guilty conscience.

"'The ideological history of the bourgeoisie [the parents] was nothing but a desperate resistance to every insight into the true nature of the society it had created [their children's "felt needs" to become their "self," thinking and acting according to their carnal nature] and thus to a real understanding of its class situation [its "creation" of a "top-down," "Do what I say or else" authority system over their children, "repressing" their children, "alienating" them from one another and the world]." "The Communist Manifesto makes the point that the bourgeoisie [the traditional family structure] produces its own grave-diggers [children who hate their parent's authority].'" (Lukács)

By bringing dialogue, i.e., the children's love of pleasure and hate of restraint into the classroom, making their "affective domain" the basis of communication, i.e., the curriculum, race, i.e., class warfare became the objective with the children's "feelings," their love of pleasure and hate of restraint becoming the driving force for 'change,' pitting the children, i.e., the "oppressed" against their parent's authority, i.e., the "oppressors."

"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)

All "educators" are certified and school accredited based upon their use of "Bloom's Taxonomies" as their curriculum, i.e., Marxist indoctrination in the classroom. Question their use in the classroom and the "educator" will become disturbed and defensive. Try to stop their use in the classroom and the "educators" will come after you. "Educators" are not only intoxicated with "Bloom's Taxonomies," they are addictive to and possessive by them as well—for they 'justify' their defense, i.e., 'liberation' of your children's "feelings," i.e., the "oppressed" from your authority as their parent, i.e., the "oppressor."

"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." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin 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) "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." (Book 1: Cognitive Domain)

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung¹." "¹Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950 [two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany, in the early 30's—who entering our universities and "assisted" our government in making policies]." "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 …" "...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."
(Book 1: Cognitive Domain and Book 2: Affective Domain)

"My attitudes toward God, home and family are private concerns." "The public-private status of cognitive vs. affective behaviors is deeply rooted in the Judeo-Christian religion and is a value highly cherished in the democratic traditions of the Western world." "… the Taxonomy will provide a bridge ... between teachers and evaluators, ... psychologists, ... behavioral scientists." "'Folklure' …can be replaces by ... affective behaviors." (Book 2: Affective Domain)

"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?'" (Rogers, on becoming a person) In this way, i.e. through therapy "self" is 'liberated' from the father's/Father's authority (system).

The "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. All "sensitivity" training is grounded upon this formula, i.e., this objective—'liberating' the "oppressed," i.e., the children, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life" from the "oppressor," i.e., from the father's/Father's authority. It is the 'drive' and the 'purpose' of Marxism, i.e., "Bloom's Taxonomies," i.e., "Critical Race Theory." Do not ask from where the violence comes from. It comes from the Karl Marx in your children's heart, i.e., their "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating and their resentment, i.e., hatred toward restraint. It comes from your heart as well, unless you have humbled, denied, died to your self, accepted the rejection of men, and following the Lord, are doing the Father's will. It is not a race issue. It is a sin issue which only the Lord Jesus Christ, and His Heavenly Father can resolve. Race is not an issue with God (despite what some might think). Your heart is. God is not a respecter of persons. All are—no matter the race—either lost or saved based upon their faith in Him or not.

"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

"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11

"For whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50

"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

"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