History vs. Social(ist) Studies.
"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
"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)
"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)
In the study of history, the objective is to learn the lessons (mistakes) of the past in order (as in "old" world order) not to do them again. Education is objective, based upon established commands, rules, facts, and truth being preached, taught, and discussed. In social(ist) studies the students "feelings," i.e., "sense experience," i.e., opinions, i.e., desires and dissatisfactions of the present and the past guide them in determine what is good and what is bad (evil) in society, i.e., what needs to be 'changed.' In social(ist) studies the father's/Father's authority, and the guilty conscience which it engenders is negating by the child's carnal nature, i.e., by the child's desire ("lust") for the carnal pleasures of the 'moment,' i.e., dopamine emancipation and the world (classroom environment) that stimulates it, making the child's love of pleasure and hate of restraint the standard from which to evaluate the past and the present from, 'justifying' his "self," "building relationship" with others with the same "self interests," i.e., carnal nature ("lusts").
It is the role of the psychologist, i.e., the "behavior scientist," i.e., the group psychotherapist, i.e., the facilitator of 'change', i.e., the Transformational Marxist, using the dialoguing of opinions ("feelings") to a consensus (affirmation), i.e., dialectic (dialogue) process (method or formula) to seduce, deceive, and manipulating everyone in the room, turning them into chickens, rats, and dogs in order to "help" them create a "New" World Order where they can do wrong, disobey, sin ("lust") with impunity. It is in the group grade," "safe zone/space/place," "Don't be negative," be "positive," soviet style, brainwashing ("Bloom's Taxonomy"), affective domain classroom that the negation of negation, i.e., the negation of the father's/Father's authority (and the guilty conscience which it engenders—which is negative to the child's carnal nature) is accomplished. 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 already doing that), they will do that automatically after participating in their French Revolution, i.e., "Liberté, Égalité, Fraternité" classroom. Instead of studying history, students are re-creating' history, making it subject to their imagination, i.e., to their carnal desires and dissatisfactions (dreams) of the 'moment,' negating history (the lessons of the past) in the process. They are doing what Immanuel Kant, along with Georg Hegel, Karl Marx, and Sigmund Freud wanted them to do—praxis (put into personal-social action) Genesis 3:1-6, negating Hebrews 12:5-11, negating Romans 7:14-25 in the process. Their main objective was to create a "New" World Order where they could do wrong, disobey, sin without having a guilty conscience. Even home schooling is being brought into the process—"What about your child's social life?"
Social(ist) studies (common-ism) is grounded upon "all that is in the world, the lust of the flesh, and the lust of the eyes, and the pride of life," 'justifying' the child's carnal nature, negating the Father's authority and the guilty conscience which it engenders in the process.
Other issues on social(ist) studies, i.e., common-ism: The Common In Common-ism, Common-ism, Turning Your Child Into A Common-ist, The Common-ism of Communism, None Dare Call it Common-ism.
© Institution for Authority Research, Dean Gotcher 2019