How You Can Tell If A Teacher, Manager, Legislator, Minister, etc., Is Marxist.
"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11)
"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
Anyone who, as a facilitator of 'change' "encourages" (pressures) people to dialogue their opinions to a consensus, i.e., to a "feeling" of "oneness," i.e., to be "positive" and not "negative"—establishing their "self," i.e., their "lusting" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating, i.e., establishing that which is "positive" along with their hatred toward restraint over and therefore against the father's/Father's authority, i.e., over and therefore against that which is "negative," i.e., over and therefore against having to humble, deny, die to, control, discipline (capitulate) their "self" in order to do right and not wrong according to established commands, rules, facts, and truth—is a Marxist. In the opening quotation, by Karl Marx, which is inscribed on his Tomb, Marx is stating that children (as philosophers—dissatisfied with how the world "is," subject to their parent's authority, thinking about how it "ought" to be, where they can do what they want, when they want, and how it "can" be once they grow up, being able to do what they want when they want), when they are under their parents authority, having to be like their parents, i.e., having do their parents will, are not able to be their "self," i.e., to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, which the father's/Father's authority engenders for doing wrong, disobeying, sinning. 'Change' is antithetical to the father's/Father's authority system—which engenders a guilty conscience (accountability aka judgment) for "lusting" after the carnal pleasures of the 'moment' that the world stimulates, i.e., which inhibits or blocks 'change.'
"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
"Then answered Jesus and said unto them, Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise." "I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50
The father's/Father's authority system, i.e., "rule of law" is structured upon ...
... 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 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) grounding or casting out (expelling) any child who questions, challenges, defies, disregards, attacks authority.
Unlike other nations of the world, with a King ruling over "the people," America made the father a King over his family property, and business, sending a representative to office, as a child sent to the store, to re-present him, buying his goods, no longer sending him back if he spent his money on his "self" or on his "friends." This required breaking government up into diverse branches to prevent usurpation by the children over the father's, i.e., the King's rule over his family, property, and business. "Despotism ... predominates in the human heart [in the child's heart]." "If, in the opinion of the people [the father], the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates. But let there be no change by usurpation [by those in one branch of government over another, i.e., by the children]; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed." (George Washington, Farewell Address)
"Persons will not come into full partnership in the process until they register dissatisfaction." ("dissatisfaction" with authority) "Dissatisfaction with existing conditions seems to be a prerequisite for intentional change." (impulses and urges engender desire for 'change') "In utilizing dissatisfaction as a factor in producing change the student of society must learn to deal with these two types of conservatism, the conservatism of those with a stake in present arrangements and the conservatism of those who do not wish to be bothered with change." (Benne)
Therefore the problem, according to Marx, is when children grow up, having children of their own, they, like their parents force their children to do their will, preventing them from being their "self," i.e., from becoming "self actualized," preventing 'change.' This is made manifest in language, where the child's "Why?" in response to the father's/Father's command (in the child's effort to draw the father/Father into dialogue) is cut off with the father's/Father's insistence upon discussion (where the father has the final say) which results in "Because I said so"/"It is written" (if the child persists in dialogue), preventing 'change.' Discussion inhibits or blocks 'change.' Dialogue initiates and sustains change. Unlike a discussion, which retains the parent's authority, i.e., the father/Father has the final say, dialogue makes all participants "equal," 'liberating' children from their parents authority, i.e., from the father's/Father's authority system. Dialectic 'reasoning' is simply dialogue , i.e., "I feel" and "I think," i.e., opinion being put into praxis as a fact or truth, negating (neutralizing) any fact or truth that gets in the way. Consensus (which means "with feeling") is simply a room full of "children" making their opinion the law of the land, negating the father's/Father's authority in the process. In the dialoguing of opinions to a consensus process the child's carnal nature rules over and therefore against the father's/Father's authority, initiating and sustaining 'change,' i.e., Marxism. By siding with dialogue, i.e., the child and his carnal nature the father and his authority, i.e., preaching, teaching, and discussing is negated, guaranteeing 'change.' "Classless society" is simply children ruling without the father's/Father's restraints getting in the way. The dialoguing of opinions to a consensus process simply establishes "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., the child's carnal nature over and therefore against the father's/Father's authority, i.e., the father's/Father's established commands, rules, facts, and truth, negating the guilty conscience for doing wrong, disobeying, sinning, i.e., for "lusting" in the process. 'Change' is initiated and sustained in the child's carnal nature. Not in the father's/Father's authority.
"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)
Immanuel Kant wrote of a time where "lawfulness without law" would be the law of the land, where dialogue, i.e., the child's carnal desires ("feelings") would rule without law, i.e., discussion, i.e., the father's/Father's authority (established commands, rules, facts, and truth) getting in the way. (Immanuel Kant, Critique of Judgment) In the dialectic process truth does not lie in the father/Father and his commands, rules, facts, and truth but in the child, responding (in the 'moment') to the world that stimulates pleasure and pain in him—pain being missing out on pleasure because of the father's/Father's authority getting in the way.
"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity)
Discussion divides upon being right and not wrong, i.e., knowing, which is formal, i.e., judgmental. Discussion is "negative" to the child's carnal nature, requiring the child 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/Father's will, requiring the child to suspend, as upon a cross, his carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating, preventing the child from becoming his "self,"
"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity)
Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental. Dialogue requires all parties to suspend, as upon a cross any command, rule, fact, or truth that inhibits or blocks dialogue, making dialogue is "positive" to the child's carnal nature, allowing the child to share his carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating as well as his dissatisfaction with, resentment toward, hatred of the father's/Father's authority (for getting in the way of pleasure) without fear of being judged, condemned, or punished, so he can be his "self," i.e., do wrong, disobey, sin (against the father's/Father's authority) without having a guilty conscience, i.e., with impunity. "Positive forces" are those forces which draws the person to the world, i.e., "the lust of the flesh, and the lust of the eyes, and the pride of life," i.e., the child's carnal nature, i.e., those forces that all men have in common, i.e., that makes all men "equal." "Negative forces" are those forces, i.e., the father's/"Father's" authority that restraints human nature, that divides mankind against one another based upon established commands, rules, facts, and truth that conflict with the child's "lust" for the carnal pleasures of the 'moment' that the world stimulates. Preaching, teaching, and discussing established commands, rules, facts, and truth maintains the father's/Father's authority in deciding right from wrong behavior, requiring all to humble, deny, die to, control, discipline their "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, preventing 'change.' Dialogue on the other hand 'liberates' the child from the father's/Father's authority, initiating and sustaining 'change.'
"The negative valence of a forbidden object which in itself attracts the child [the guilty conscience] thus usually derives from an induced field of force of an adult." "If this field of force [the father's/Father's authority] 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)
"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:'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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)
"For we know that the law is spiritual: but I am carnal, sold under sin. For that which I do I allow not: for what I would, that do I not; but what I hate, that do I. If then I do that which I would not, I consent unto the law that it is good. Now then it is no more I that do it, but sin that dwelleth in me.
For I know that in me (that is, in my flesh,) dwelleth no good thing: for to will is present with me; but how to perform that which is good I find not. For the good that I would I do not: but the evil which I would not, that I do. Now if I do that I would not, it is no more I that do it, but sin that dwelleth in me. I find then a law, that, when I would do good, evil is present with me. For I delight in the law of God after the inward man: But I see another law in my members, warring against the law of my mind, and bringing me into captivity to the law of sin which is in my members.
O wretched man that I am! who shall deliver me from the body of this death? I thank God through Jesus Christ our Lord. So then with the mind I myself serve the law of God; but with the flesh the law of sin." Romans 7:14-25
The father's/Father's authority engenders a guilty conscience for doing wrong, disobeying, sinning. Negate the father's/Father's authority in an environment establishing right and wrong behavior and the guilty conscience for doing wrong, disobeying, sinning is negated. Simply put if the father's/Father's authority creates the guilty conscience by negating the father's/Father's authority in the child's mind the guilty conscience is negated.
"The life which he [the child] has given to the object [to the parents, i.e., to the father/Father—when the child humbles, denies, dies to, disciplines, controls his "self" in order to do the father's/Father's will] sets itself against him as an alien and hostile force [which gets in the way of his "lusting" after the carnal pleasures of the 'moment' that the world stimulates]." (Karl Marx, MEGA I/3)
In actuality the child replaces the father's/Father's authority and the guilty conscience it engenders with the facilitator of 'change' and the "super-ego," i.e., "self" 'justification.' The child simply replaces 'loyalty' to the father/Father and his/His authority, which engenders a guilty conscience, which condemns his "lusting" after the carnal pleasures of the 'moment' that the world stimulates with 'loyalty' to the facilitator of 'change,' which engenders the "super-ego" which 'justifies' his "lusting" after the carnal pleasures of the 'moment' that the world stimulates.
"... the superego 'unites in itself the influences [the child's "feelings," i.e., "lusts"] of the present and of the past.'" (Brown)
"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 conflict in "self" takes place between discussion and dialogue, with equilibrium, i.e., homeostasis taking place in the child's mind when dialogue (the child's carnal desires of the ''moment,' i.e., "lust") does not transcend discussion (doing right and not wrong according to established commands, rules, facts, and truth), creating a guilty conscience for doing (or in this case thinking about doing) wrong, disobeying, sinning, cutting off dialogue. By 'creating' an environment of dialogue, where threat of the father's/Father's authority is absent, the child, in mind is 'liberated' to express his "self," i.e., his carnal desires of the 'moment,' finding common identity with other children experiencing the same 'liberty.' "Negative force fields," i.e., having to accept and obey established commands, rules, facts, and truth, fearing judgment, condemnation, rejection, etc., for doing wrong, disobeying, sinning is overcome in a "positive environment," where threat of judgment, condemnation, rejection, i.e., the father's/Father's authority is negated, negating the guilty conscience for doing wrong, disobeying, sinning in the process. Identifying the force fields in the classroom, properly mapping them, i.e., their strengths and weakness in the children allows the facilitator of 'change' the advantage of 'changing' the children's way of thinking (paradigm) without using force (which would initiate and sustaining the father's/Father's authority system, i.e., the "negative force field" in the classroom, preventing 'change'). Initiating and sustaining an environment of dialogue in the classroom 'liberates' the "positive force field" in the children, 'liberating' them to 'liberate' their "self" from the "negative force field" in their "self" (without being forced), negating the father's/Father's authority system in the child, negating the guilty conscience for doing wrong, disobeying, sinning in the process.
"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)
"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)
"It is usually easier to change individuals formed into a group than to change any one of them separately." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change)
"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]." (Theodor Adorno, The Authoritarian Personality)
"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)
"Growth in socialization will have occurred as self-interest became more identified with group interest." (Benne)
"By shifting the group's attention from 'then-and-there' [from the consequence of doing or being wrong and not right] to 'here-and-now' [to their feelings of the 'moment'] material, he [the facilitator of 'change'] performs a service to the group … focusing the group upon itself. (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Yalom)
"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-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)
"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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." ". . . any intervention between parent and child tend to produce familial democracy regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund, regardless of whatever countermeasures may be taken." "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission, an overweening interest in the future development of the child—in other words, a child centered orientation." (Warren Bennis, The Temporary Society)
"A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." "Social action no less than physical action is steered by perception." "... the new system of values and beliefs dominates the individual's perception." (Benne)
"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to "help" their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)
"Driving forces are those forces or factors affecting a situation which are 'pushing' in a particular direction; they tend to initiate a change and keep it going." "Restraining forces may be likened to walls or barriers. They only prevent or retard movement toward them.... the first step may be to determine what forces, if any, must be dealt with before a change can occur." (Kurt Lewin in Benne)
"Feelings of not belonging can be forestalled by making everyone feel welcome and wanted from the very beginning." "It is probable that the individual who does not belong will act in ways not conducive to good group action." "The best approach is to help him feel that he does belong and that he is wanted, whether or not his ideas are similar to those of the group." "Give him a 'we' feeling if possible, and avoid any 'you vs. us' attitude by word or gesture." "For re-education seems to be increased whenever a strong we-feeling is created." (Kurt Lewin in Benne)
"The objective sought will not be reached so long as the new set of values is not experienced by the individual as something freely chosen." "An outright enforcement of the new set of values and beliefs is simply the introduction of a new god who has to fight with the old god, now regarded as a devil." "Re-education must be clever enough in manipulating the subjects to have them think that they are running the show." (Principles of Re-education Kurt Lewin and Paul Grabbe "Conduct, Knowledge, and Acceptance of New Values" The Journal of Social Issues)
"... the new set of values he is expected to accept does not assume in him the position of super-ego, and his re-education therefore remains unrealized." (Kurt Lewin in Benne)
"The re-educative process has to fulfill a task which is essentially equivalent to a change in culture." (Kurt Lewin in Benne)
"Change in organization can be derived from the overlapping between play and barrier behavior ["play behavior" tied to dialogue, "barrier behavior" tied to discussion, bringing dialogue into an environment determining right and wrong behavior, the child will naturally go with "play behavior," i.e., dialogue, rather than "barrier behavior," i.e., discussion, especially if "the group" is going in that direction]. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)
"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." (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 telling them what they can and can not do]." "What better way to help [the child] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong from established commands, rules, facts, and truth], they urge the group [the children] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's brain (thoughts) ] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Yalom)
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy [dialogue] the individual comes to ask himself, 'What does it mean to me?'" (Rogers)
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)
It is in 'shifting' communication from discussion to dialogue, i.e., to the dialectic process, i.e., to the dialoguing of opinions to a consensus process that the father's/Father's authority is negated, i.e., that 'change,' i.e., 'liberation' from the father's/Father's authority is initiated and sustained. When people are more concerned about the children's relationship with one another, i.e., "What about your children's social life" than where they will spend eternity you are witnessing the spirit of Marxism.
"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." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain)
"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." Sigmund Freud believed the same thing.
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is the foundation of morality." (Brown)
Without 'justification' of "self," i.e., "lust" before others, 'change' can be initiated or sustained.
"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
"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)
In other words, according to Karl Marx, et al., "It is your building relationship with others based upon common 'self interests,' i.e., "lusts" that make you complete, i.e., a healthy person." The error of dialectic 'reasoning,' i.e., 'reasoning' from "human nature," i.e., from and through "lust," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., from and through "sense experience" is all forms of socialism, including Fascism must negate the father's/Father's authority (individualism, under the parent's/God's authority) in order to rule over, i.e., control "the people." The "classless society" is only made possible with the negation of the father's/Father's authority, with "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., "sense experience," i.e., the child's carnal nature becoming the only means to determining right from wrong behavior, with "lust," i.e., "human nature" being right and the father's/Father's authority being wrong, with any environment inhibiting or blocking "lust" needing to be negated for the sake of the individual and society.
"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, i.e., hatred toward the father's/Father's authority as being wicked because your "lust" for pleasure (your "lust" for "lust," i.e., dopamine emancipation) is standing in the way. In your effort to "preserve" your "self," i.e., your "lusts" you will do "whatever it takes."
"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)
According to Karl Marx, since the guilty conscience—which is engendered by the father's/Father's authority, i.e., when we do wrong, disobey, sin against the father's/Father's established commands, rules, facts, and truth—gets in the way of our carnal desires of the 'moment' which the world stimulates we dialogue with our "self," setting up "a sinful world in" our own "home."
"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 "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. 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 nature, i.e., your "lust" for the carnal pleasure of the 'moment' that the world, i.e., the current situation and/or people are stimulating along with your hatred toward restraint, i.e., your hatred toward missing out on pleasure.
"... 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." "'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 in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
As Karl Marx saw the father's/Father's authority as a nemesis to society, Sigmund Freud saw it as a nemesis to the individual.
"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called:" 1 Timothy 6:20
" Sense experience must be the basis of all science." "Science is only genuine science when it proceeds from sense experience, in the two forms of sense perception and sensuous need, that is, only when it proceeds from Nature." (Karl Marx, MEGA I/3)
"Sense experience," i.e., "the pride of life," which includes the individuals "sensuous needs," i.e., "lust of the flesh" and "sense perception," i.e., "lust of the eyes," according to Karl Marx is all man needs in order to know right from wrong behavior.
"Experience 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)
Sigmund Freud, et al. believed the same thing.
"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
"Laws must not fetter human life; but yield to it; they must change as the needs and capacities of the people change [making law subjective, i.e., subject to the "felt needs," i.e., carnal desires, i.e., "lusts" and perception of those in power, i.e., "If I feel this way, i.e., love pleasure and hate restraint, everyone else should feel this way as well"]." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
According to Karl Marx, for the laws of the flesh to reign, i.e., for man to be "normal" the laws of God, i.e., the father's/Father's authority must be negated.
"Infants have a richer sexual life than adults." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." (Brown)
Sigmund Freud, et al. believed the same thing.
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
According to Karl Marx, all things being equal, the father's/Father's authority must be negated.
"... the proletariat [the "child of disobedience"] thus has the same right as has the German king when he calls, the people his people and a horse his horse." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
Georg Hegel, sounding more like Karl Marx than Karl Marx himself (who was not yet born), wrote: "On account of the absolute and natural oneness of the husband, the wife, and the child [there being no "top-down" authority structure in the home with the husband/father as the head], where there is no antithesis of person to person or of subject to object, the surplus is not the property of one of them, since their indifference is not a formal or a legal one." (George Hegel, System of Ethical Life)
Sigmund Freud, et al. believed the same thing, making all men, women, and children subject to his seduction, deception, and manipulation. By 'discovering' your "self interest," i.e., what you "lust" after facilitators of 'change' are able to "own" you, i.e., buy and sell your soul.
"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)
"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." (Benne)
Mao's long march across America began in earnest in the fifties and sixties with the introduction of Marxist curriculum into the school systems across America (and around the world—Benjamin Bloom, Bloom's Taxonomy: A Forty Year Retrospect). All "educators" are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom, curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. In short, what divides students between one another is the father's/Father's authority system, i.e., having to do right and not wrong according to established commands, rules, facts, and truth (standards which differ amongst the students since they come from different homes with different standards). What unites students is what they have in common with one another, "the lust of the flesh, and the lust of the eyes, and the pride of life"—which is the basis of common-ism. Moving communication in the classroom from discussion, i.e., from the father's/Father's authority to dialogue, i.e., to the students "feelings," when it comes to right and wrong behavior 'liberates' the students from their parent's authority, i.e., the father's/Father's authority system.
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
By 'shifting' the classroom environment from KNOWING by being told to "knowing" by "sense experience," i.e., by stimulus-response, "lust" replaces doing right and not wrong according to established commands, rules, facts, and truth. Animals can not read or write books, i.e., be told how to do things or tell others how to do them. Only man is able to KNOW by being told. It was God who told Adam how to behave in the garden. It was the master facilitator of 'change' who seduced, deceived, and manipulated the woman into disobeying, with Adam following. The soul KNOWS by being told. The flesh knows by "sense experience."
"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." (Book 1: Cognitive Domain and Book 2: Affective 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." (Book 2: Affective Domain)
"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." (Erick Fromm, Escape from Freedom)
"Our aim is not merely to describe prejudice but to explain it in order to help in its eradication. Eradication means re-education." "... to talk freely ... by indicating, for example, that critical remarks about parents were perfectly in place, thus reducing defenses as well as feelings of guilt and anxiety." (Adorno)
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' 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 through challenging the student's fixed beliefs and getting them to discuss issues." (Book 2: Affective Domain)
"We are not entirely sure that opening our 'box' is necessarily a good thing; we are certain that it is not likely to be a source of peace and harmony among the members of a school staff." (Book 2: Affective Domain)
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 parent's authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parent's standards) pressures students to 'justify' their and the other students love of pleasure and hate of restraint, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parent's 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.
"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation)
In the first "Taxonomy" Benjamin Bloom wrote: "It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences." In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain he wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." Benjamin Bloom dedicated his first "Taxonomy" to his mentor, Ralph Tyler. Thomas Kuhn, who was also mentored by Ralph Tyler "admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry and biology." (Thomas Kuhn, The Structure of Scientific Revolutions) "Climate 'change," which is based upon the same "science," makes science subject to the desired outcome of Marxists, rejecting any facts that get in the way, calling any scientists who advocates them and/or holds onto them unscientific.
"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
Establishing his "self" above the father's/Father's authority, Karl Marx 'justified' his "lusts" and "pride of life."
"I am nothing and I should be everything." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
Marxism and psychology are one and the same, one dealing with society, the other the individual, both going down the same path.
"Freud's individual psychology is in its very essence social psychology." "Freud's theory is in its very substance 'sociological.'" (Marcuse)
"Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience for disobeying the father/Father] be assuaged." (Brown)
"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" without fear of judgment or condemnation] are necessary for personal growth, bad social conditions [where children have to humble, deny, die to, control, discipline their "self" in order to do the father's/Father's aka their parents 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, The Journals of Abraham Maslow)
"Bypassing the traditional channels of top-down decision making 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)
"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)
"Lie not one to another, seeing that ye have put off the old man with his deeds [Greek, praxis];" Colossians 3:9 The lie being you will not be held accountable for your carnal thoughts and actions. "[E]very one of us shall give account of himself to God." Romans 14:12
"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)
"Every one that is proud in heart is an abomination to the LORD: though hand join in hand, he shall not be unpunished." Proverbs 16:5
In the facilitated, dialoguing of opinions to a consensus meeting the father's/Father's authority is negated, 'liberating' all participants to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience, with impunity.
"He is antichrist, that denieth the Father and the Son." 1 John 2:22
"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 whosoever shall do the will of my Father which is in heaven, the same is my brother, and sister, and mother." Matthew 12:50
"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
"... and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3
"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24
"Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16
"... seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6
"... it is not in man that walketh to direct his steps." Jeremiah 10:23
"In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 6
"Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. But whosoever shall deny me before men, him will I also deny before my Father which is in heaven." Matthew 10:32, 33
Welcome To The New "Democratic" America. (pdf)
Communism, The State, And The "Church." (pdf)
Do not worry about us becoming a Communist Nation.
We are. Here is how it was done.
Violence In The Classroom.
Using "Education" To Destroy The Traditional, "Middle-Class" Family.
(Why and how it is being done.)
Making Your Child A Marxist.
Creating Anarchists In The Classroom.
Marxism In The Classroom.
Vladimir Lenin 1920 - American Politics 2020.
The Marxist Bait And Hook.
How the youth are turned into Marxists.
Marxism. A Religion Of Hate.
Marxism And Psychology Are In The Scriptures.
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2020, 2021