The Earthly Father.
(The Earthly Family.)
"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11
"Children, obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; That it may be well with thee, and thou mayest live long on the earth." Ephesians 6:1-3
"Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6
While the earthly father is not perfect, he may be a down right tyrant (using his God given office of authority for his own carnal pleasures, i.e., "lusts"), the office itself is perfect, having been given to him by God in which to do His will. Negate the office and you negate the guilty conscience which the office engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating. While the Lord, Jesus Christ came to establish His Heavenly Father's authority over all he did not negate the earthly father's authority over his children. He only established His Heavenly Fathers' authority over the earthly father's authority, making all (the earthly father and his children) subject to His Heavenly Father's authority. See the Heavenly Father.
"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)
The following is mostly about how the father's authority is being negated in the children's thoughts in the classroom—with facilitators of 'change' ("educators") 'liberating' the children from the father's/Father's authority system in the classroom so they can do wrong, disobey, sin, i.e., so they 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. It is why the traditional method of education, i.e., of 1) preaching established commands and rules to be obeyed as given, teaching established facts and truth to be accepted as is, by faith, and discussing any question(s) the children might have regarding the commands, rules, facts, and truth being taught, at the one in authority's discretion, i.e., providing he deems it necessary, has 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, that he might learn to humble, deny, die to, control, discipline (capitulate) his "self" 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/Fathers' will, and 4) casting out or expelling any child who questions, challenges, defies, disregards, attacks authority has been replaced with the students being "encouraged" (by the "educator," i.e., the facilitator of 'change' and "the group," i.e., the fear of being rejected by the other children for not going along or resisting, i.e., getting in the way) to dialogue their opinions, i.e., their "feelings" (their "affective domain"), i.e., their love of pleasure ("lusts") and resentment toward restraint (toward the father's authority which causes them to miss out on pleasure) to a consensus (to a "feeling" of "oneness"), where 'loyalty' to "the group" and the facilitator of 'change' replaces 'loyalty' to the father and his authority in the children's thoughts. It is a method that has been around for a long time—beginning in a garden in Eden where two "children" were "helped" (by a master facilitator of 'change') in 'liberating' their "self," i.e., their "lusts" from "the Father's authority system" so they could decide for their "self," i.e., from their carnal nature, i.e., according to their "lusts" of the 'moment' (that the world, i.e., the current situation and/or people were stimulating) what was right/good behavior and what was wrong/bad/evil behavior. Genesis 3:1-6 As already pointed out, not that the father is perfect (he is not), if you negate the "top-down" office of authority (accountability to "a higher authority" than their carnal nature) in the children's thoughts, i.e., the father's/Father's authority system itself, the Heavenly Father's authority is negated in their thoughts as well, directly effecting ('justifying') their carnal actions.
"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
"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
"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. God looks at the heart of the people to determine what to do to a nation, whether to raise it up or to bring it down, i.e., to turn it over to its own demise. He is looking at your heart. Is this nation worth saving? The "building relationship with others on 'self interest,'" i.e., "What can I get out of this person and/or situation for my 'self?'" is deceitful, leading to "What is going to happen to me if they reject me?" i.e., the fear of man, i.e., the willingness to do "whatever it takes" to maintain the relationship which can only be resolved by 1) denying your "self," i.e., your "lusts," 2) enduring the rejection from others for not affirming their "lusts," and 3) following Jesus, doing the Father's will.
"Thy word have I hid in mine heart, that I might not sin against thee." Psalms 119:11
"I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7
"Seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6
You do not have to tell the children to disobey the father (the father might find out and come after you). All you have to do is 'liberate' them from his authority (the system itself) in their thoughts, i.e., 'justify' their carnal nature, i.e., their "lusts" and they will do that automatically (if they were not doing that already).
"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)
"The life which he has given to the object sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3, pp. 83-84) According to Karl Marx, et al. when children humble, deny, die to, control, discipline (capitulate) their "self" in order to do the father's will (instead of theirs) they 'create' the father's authority, i.e., "an alien and hostile force" that is antithetical to their carnal nature.
"'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 children in his home, letting his children be their "self," i.e., think and act according to their carnal nature ("lusts") instead]." "... 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." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud) Sigmund Freud's history is of "sons"—having been cast out by the father for their acts of "incest"—coming together in consensus, returning home, joining with the other children, not only "killing" the father but "devouring" him as well (so there is no trace of his way of thinking in the future). Sigmund Freud's prodigal son does not come to his senses, humble his "self," return home, submitting to his father's authority—discovering his inheritance was not his father's money but his father's love for him—but instead returns home with his "friends," kills and devours the father, taking all that was his father's, using it for their "self" to satisfy their carnal desires ("lusts").
The "earthly family" and the "Holy family" have this one thing in common: the children/the Son (and those following Him) having to humble, deny, die to, control, discipline (capitulate) their/His "self" 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. The sole purpose (and drive) of socialism and psychology is to negate the earthly father's authority in the home—making the child's carnal nature, i.e., the "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., "human nature" the foundation from which to know right from wrong, with pleasure, i.e., "lust," i.e., your carnal nature being right and having to humble, deny, die to, control, discipline, capitulate your "self" in order to do right and not wrong according to the father's/Father's established commands, rule, facts and truth being wrong.
"Marxian theory needs Freudian-type instinct theory 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 [an environment void of the father's/Father's authority where children can "actualize" their "self" ("lust") without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline (capitulate) their "self" in order to do the father's/Father's aka their parent'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." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, Journals of Abraham Maslow)
"The foundation on which the man of the future will be built is already there, in the repressed unconscious [i.e., in the child's carnal nature, i.e., in the child's impulses and urges which are being "repressed" by the father's/Father's authority]; the foundation has to be recovered [i.e., the child's carnal nature must be 'liberated' from the father's/Father's authority if the child is to become his "self" again]." "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle ["lust," "enjoyment," dopamine emancipation]." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination [the father's/Father's authority]." "Freud, Hegel, ... are, like Marx, compelled to postulate external domination and its assertion by force in order to explain repression." "The individual is emancipated in the social group." "I wagered my intellectual life on the idea of finding in Freud what was missing in Marx." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"It is not individualism [the child having to humble, deny, die to, discipline, control (capitulate) his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's carnal desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." (Erich Fromm, Escape from Freedom)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, according to Karl Marx, et al., "It is 'lust' that reconciles man to the world."
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown)
"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)
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"Lawfulness without law," (Immanuel Kant, Critique of Judgment) Where the law of the flesh, i.e., "lust" rules without the father's/Father's authority getting in the way.
"Authoritarian submission [having to humble, deny, die to, control, discipline (capitulate) 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." "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." "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) emphasis added.
"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:" (Brown)
"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)
"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 other words: negate the father's/Father's authority (fear of judgment, i.e., "the field of force of an adult" for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating) in the environment where right and wrong behavior is being decided and the guilty conscience ("the negative valence") for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating is negated. While Karl Marx killed the fathers in society, Sigmund Freud killed the father's authority, i.e., the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating in the children.
The "problem," according to the socialist-psychologist is the father's/Father's authority not only getting in the way of "human nature" but also engendering a guilty conscience (neurosis) in the individual when he, "lusting" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, is simply trying to be his "self," i.e., to be "human." For 'change' to be initiated and sustained the father's/Father's authority must be called into question and negated.
"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11) Inscribed on Karl Marx's tomb.
All children are "philosophers," 1) dissatisfied with how the world "Is," where they, having to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to established commands, rules, facts, and truth are subject to their parent's authority, not being able to do what they want when they want, i.e., missing out on pleasure (the opportunities of the 'moment'), 2) thinking (dialoguing with their "self") how the world "Ought" to be, where they can do what they want, when the want, and 3) imagining how it "Can" be once they grow up and are on their own, "doing what they want then they want." The "problem," according to Karl Marx, et, al, is that once children grow up and become parents themselves, i.e., have children of their own they tell (force) their children to do right and not wrong according to their established commands, rules, facts, and truth, telling them what they can and can not do, getting in their way, i.e., preventing them from "lusting" after the carnal pleasures of the 'moment' which the world stimulates, i.e., preventing them from being (becoming) their "self," i.e., preventing 'change.' The same behavior appears when they own property or run a business, "forcing" those working for them to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to their established commands, rules, facts, and truth, firing those who do wrong, disobey, sin. To overcome this feature of the traditional home the traditional family structure itself must be negated in the classroom and society.
"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)
"The family is one of these social forms which ... cannot be changed without change in the total social framework." (Max Horkheimer, Kritische Theori)
"Our aim is not merely to describe prejudice [having to obey established commands and rules as given and accept established facts and truth as given, by faith] but to explain it ["prejudice" is a product of the children honoring the father's authority, i.e., obeying the father's commands and rules as given and accepting his facts and truth, by faith in the home] in order to help in its eradication. Eradication means re-education [using the classroom to 'liberate' the children from their parent's authority since the parent's will no do it themselves]." (Adorno)
The "problem" the "educator," i.e., the facilitator of 'change' faces is a classroom full of students, coming from different home with different standards, holding to their parent's standards, preventing 'change.' Without (through the use of dialogue) gaining access to their dissatisfaction with authority, i.e., their "lust" for pleasure which the parents restrain the student's will not 'change' their way of thinking, dividing from one another based upon their parent's standards instead of uniting as one based upon what they have in common, i.e., their "lust" for pleasure and their dissatisfaction with or resentment toward being restrained (missing out on pleasure), i.e., their hatred toward the father's/Father's authority. While discussion retains the father's/Father's authority, i.e., the father/Father has the final say ("Because I said so." "It is written") dialogue (as with an opinion and the consensus process) manifests (reveals) the child's carnal nature, i.e., the child's carnal desires ("lusts") of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"The individual may have 'secret' thoughts ["lusts"] which he will under no circumstances reveal to anyone else if he can help it [out of fear of being judged, rejected, and/or punished]. To gain access [through getting him or her to dialogue, i.e., to share his or her "feelings," i.e., carnal desires and dissatisfactions of the 'moment' (that he is internally, i.e., privately struggling with) 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]." (Adorno)
"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)
"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, i.e., the father 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]." "Freud noted that patricide and incest are part of man's deepest nature." "By shifting the group's attention from 'then-and-there' [the consequence of doing or being wrong and not right, i.e., for doing wrong, disobeying, sinning—against established commands, rules, facts, and truth] to 'here-and-now' [to their "feelings," i.e., their carnal desires ("lusts") of the 'moment'] material, he [the facilitator of 'change'] performs a service to the group … focusing the group upon itself." "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 [their parent's standards/the father's authority] in the face of apparent group unanimity." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"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." (Rogers)
"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." (James Coleman, The Adolescent Society)
All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" (Marxist curriculum) in the classroom, 'liberating' the children from their parent's authority in the classroom thereby 'liberating' them from their parent's authority in the home. By 'changing' the child's classroom experience from that which reflects the father's/Father's authority (shown below) to where children are able to dialogue their opinions to a consensus (regarding right and wrong behavior) on a group project (the "group grade") the child's behavior toward authority is 'changed.' There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process (in the "open ended" "non-directed," i.e., "Be positive, Not negative" classroom), there is only the children'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. By making the "affective domain," i.e., "lust" a part of the classroom curriculum the children (the next generation of citizens) are 'changed.' The "Objective" of education, i.e., of "educators," i.e., of facilitator's of 'change' is not to directly attack the fathers themselves but to 'liberate' the children from the father's authority system in the classroom and let the children attack their father and his authority when they get home from school instead, supporting ('justifying'/affirming) them in their acts of 'liberation.'
"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world stimulates and his natural inclination 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, i.e., once the father's/Father's authority, i.e., fear of judgment is removed from the child's thoughts, 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 ("lust") 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 from/through their carnal desires, i.e., their "lusts," i.e., their "self interests" of the 'moment' instead of from/through their parent's standards]." ibid.
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs of an individual or a group." (Kenneth Benne, Human Relations in Curriculum Change
"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." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Benne)
"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 which is engendered by the father's/Father's authority] be assuaged." (Brown)
"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)
"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)
"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)
"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)
"(T)he group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)
"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)
"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, Human Nature)
"In a democratic society a patriarchal culture should make us depressed instead of glad; it is an argument against the higher possibilities of human nature, of self actualization." (Abraham Maslow, Maslow on Management)
Mao's long march across America began in earnest in the 50's and 60's with the introduction of Marxist curriculum ("Bloom's Taxonomies") in the school systems all across America (and around the world). (Benjamin Bloom, Bloom's Taxonomy: A Forty Year Retrospect) Their "Objective" is to negate the father's authority in the home so all the citizens (especially the socialist-psychologist) can "lust" after the 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.
"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." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other."
"The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time [a key component of the brainwashing (re-education) process]." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other." "Coleman (1961) demonstrates very clearly that during the adolescent periods, under some conditions, the peer group has a greater effect on the students than do teachers and, perhaps, parents." (Book 2: Affective Domain)
"Bloom's 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." "… 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." "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 Objective, Book 1: Cognitive Domain and 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." (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 (without giving him credit, for obvious reason).
"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." (Book 2: Affective Domain) Erich Fromm and T. W. Adorno were 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.
"... the superego 'unites in itself the influences of the present and of the past.'" (Brown) The "super-ego" is engendered from the child's carnal nature, which includes is desire for inclusion with others with the same carnal desires, negating the guilty conscience, which is engendered from the father's/Father's authority.
"Superego development is conceived as the incorporation of the moral standards of society. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (Book 2: Affective Domain)
The father's/Father's authority system is reflected in traditional education:
|1.||preaching||commands and rules to be obeyed as given,|
|teaching||facts and truth to be accepted as is, by faith,|
|discussing||any questions those under authority have,
at the discretion of the one in authority:
|those who are doing right or obeying, to encourage them
to continue doing right and obeying,
|those who are doing wrong or disobeying, to encourage them
to humble, deny, die to, control, discipline (capitulate)
their "self" and do right and obey,
|those who are questioning, challenging, defying,
disregarding, attacking authority in order to maintain order.
By adding the students "affective domain," i.e., the students "lust" for pleasure and resentment toward restraint (toward missing out on pleasure) to the curriculum "knowing" (knowledge) was change from what they were told (taught in the past) to how they "feel" in any given moment in any given situation, engendering perpetual 'change,' making them subject to whoever is manipulating the current situation (stimulus-response). "And through covetousness [your lusts] shall they with feigned [ambiguous] words make merchandise of you [turn you into "human resource" to be used by them for their own pleasure and gain]." 2 Peter 2:3 All information (knowing) from then on is evaluated from and through the student's "feelings," synthesizing them with one another (not from what they were taught in the past, i.e., from established commands, rules, facts, and truth) making what they have in common with the other students ("lust" and hate) the platform from which to derive meaning to life, i.e., to determine how to act in any given situation.
"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Rogers)
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
"Experience ["lust"] 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." (Rogers)
" Sense experience ["lust" for pleasure and hatred toward restraint, i.e., the child's carnal nature, i.e., "the pride of (the carnal) life"] 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 ["lust of the eyes"] and sensuous need ["lust of the flesh], that is, only when it proceeds from Nature ["is of the world]." (Karl Marx, MEGA I/3)
The contemporary "educator" (facilitator of 'change') does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority (the father's/Father'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, i.e., "lust" 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. The same outcome applies to all adults, in any profession who participate in the process. Once you are 'labeled,' you are 'labeled' for life. In the soviet union, once you were 'labeled' "psychological," no matter how important you were in the past, your life was over, your career was done.
"Bypassing the traditional channels of top-down decision making [the father's/Father's authority system, i.e., 'limited' government—so fathers could raise their children according to their standards] 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)
"I have found whenever I ran across authoritarian students 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." (Maslow, Management) What has been taking place, for decades, in the classroom (in college/University classes) is now taking place in the nation, with any traditional minded person/parent believing in individualism, under God being 'labeled' as being socially unfit, i.e., "psychological."
"In our democratic society, any enterprise—any individual—has its obligations to the whole." (Abraham Maslow, Maslow on Management)
Before hatred toward authority could be poured out onto the streets it had to be poured out against the traditional minded students in the classroom. Marxism is a religion of hate (hatred toward the father's/Father's authority), manifesting Karl Marx's love of "self," i.e., "lust," i.e., "I am nothing and I should be everything" (Karl Marx, Critique of Hegel's 'Philosophy of Right') and hate of restraint, i.e., hatred toward the restrainer, i.e., "Not feeling at home in the sinful world. Critical Criticism must set up a sinful world in its own home." "Critical Criticism is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family), with hate, i.e., "Critical Criticism," i.e., dialogue being his pathway to "freedom" from the father's/Father's authority. See the issue "The Wicked Side Of Dialogue." Question the use of "Blooms' Taxonomies" (psychology, i.e., Marxism, i.e., the "group grade," i.e., the use of dialogue) in the classroom today and you will be quickly attacked by most educators (who, intoxicated with, addicted to, and possessed by it, i.e., "lust" will defend it to the death 'labeling' you as being "the problem").
"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)
"... 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.'" (Marcuse)
Hiding Marxism in psychology, both of which attack the father's/Father's authority system, Marxism was able to become the core of education, 'liberating' the children from their parent's, i.e., the father's/Father's authority system, 'changing' the nation.
"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
"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
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