The Immorality Of Psychology.
(Personal note.)

Dean Gotcher

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

"And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually." Genesis 6:5

"... the imagination of man's heart is evil from his youth;" Genesis 8:21

"Flee also youthful lusts:" 2 Timothy 2:22

"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

"And the woman said, The serpent beguiled me, and I did eat." Genesis 3:13

As a child with a broomstick pretending it is a horse so is a psychologist having sex with his wife (or her husband) pretending she is one of his clients, as a predator, charlatan, pimp, pedophile seeking ("beguiling," i.e., seducing, deceiving, and manipulating) more clients in which to have sex with (at least vicariously) while getting paid, i.e., with them paying him. Freud's history is not of children obeying the father/Father but of them "killing and devouring" him instead so they can have sex with one another and with their mother without having a guilty conscience. This is the heart and soul of psychology no matter what label you put on, before it, or after it, i.e., "Christian." There is no such thing as a "Christian psychiatrist." That is only a title giving to (and by) the predator, charlatan, pimp, pedophile in order to deceive ("beguile") the innocent—in which to have sex (sensuous pleasure) with (at least vicariously). The master psychiatrist made his first appearance in a garden in Eden, "beguiling" the woman into satisfying her lust instead of doing "the Father's" will. All psychiatrist, following after the master psychologist do the same thing, 'justifying' their self, i.e., their lusts before one another (in private, out of the public's eye) in order to continue their trade (their profession—after all they are getting paid) without having a guilty conscience. Psychology is based upon Sigmund Freud's history of man 'justifying' his self, i.e., his lusts, 'liberating' his self from Godly restraint, i.e., the children (of disobedience) killing (and devouring) the father so they can live in sin without having a guilty conscience.

"... 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 of the prodigal son is not of the son coming to his senses, humbling his self, returning home, submitting his self to his father's authority, learning his inheritance was not his father's money but his father's love for him, but of the son joining with his "friends," returning home, killing the father, taking all that was his (the father's), using it to satisfy their carnal desires, i.e., their lusts (sexual desires) of the 'moment' that the world stimulates, killing all the fathers in the land so all the children could be the same, i.e., like them, i.e., "mentally healthy."

"Freud noted that patricide and incest are part of man's deepest nature." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

"According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Infants know no guide except the pleasure-principle." "While adult sexuality serves the socially useful purpose of breeding children, it is for the individual in some sense an end in itself as a source of pleasure – according to Freud, the highest pleasure." "Adult sexuality, restricted by rules, to maintain family and society, . . . leads to neurosis ["neurosis," i.e., doing the father's/Father's will in opposition to your carnal desires of the 'moment']." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious unconvinced, and therefore neurotic." "The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the child's carnal nature, i.e., in his desire for the pleasures of the 'moment' which the world stimulates and his dissatisfaction with restraint, i.e., the father's/Father's authority]; the foundation has to be recovered [through dialogue, i.e., by putting the child's carnal nature into practice, i.e., into social action (praxis)]." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

This is the same ideology as Karl Marx.

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

"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Brown)

In other words: according to Karl Marx, Sigmund Freud, et al. "Lust reconciles you to the world." If "lust" is the pathway to "healthy" human behavior then the father's/Father's authority, i.e., doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will that gets in the way must be negated.

"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)

"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)

"If the guilt accumulated in the civilized domination of man by man can ever be redeemed by freedom, then 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)

"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)

"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)

"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)

"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 pleasure in disobedience]." (Yalom)

Mao's long march across America began in earnest in the fifties and sixties with the introduction of Marxist (Transformational Marxism which merges Marx and Freud, i.e., socialism and psychology, i.e., the group and the individual) curriculum in the classroom—called "Bloom's Taxonomies." We are seeing its effect in America today. All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies" i.e., Marxist curriculum in the classroom. By 1971 over one million of Bloom's "taxonomies" were published for the Communist Chinese education system. (Benjamin Bloom, Forty Year Evaluation) Ask any teacher today if they have ever heard of "Bloom's Taxonomies" and they will probably smile, thinking you are a fellow comrade ready to inform them on some new way of applying it in the classroom. Any teacher questioning and/or challenging their use in the classroom will be looking for another job, if they can find one—having been labeled "unfit" to teach.

"Blooms' Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." "Ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" "organized into value systems and philosophies of life." "It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals, observable and describable therefore classifiable [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "Only those educational programs which can be specified in terms of intended student behaviors can be classified." "What we are classifying is the intended behavior of students—the ways in which individuals are to act, think, or feel as the result of participating in some unit of instruction." "… 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)

"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." (Book 2: Affective Domain)

The following is from a book explaining how the Communist Chinese brainwash their victims.

"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,' [see the issues on Kurt Lewin, Unfreezing, Moving or Changing, Refreezing People, Force Field Analysis, and Group Dynamics; "Unfreezing. This term, also adopted from Lewinian change theory, refers to the process of disconfirming an individual's former belief system." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy) "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." (Kurt Lewin) "In brief, unfreezing is the breaking down of the mores, customs and traditions of an individual – the old ways of doing things – so that he is ready to accept new alternatives." (Edger Schein and Warren Bennis, Personal and Organizational Change Through Group Methods: The Laboratory Approach) ] 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)

"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world (including "the group") stimulates and 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—once the father's/Father's authority, i.e., fear of judgment, 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 thoughts 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 through their carnal desires, i.e., their "lusts," i.e., their "self interests" of the 'moment']." (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)

Erick Fromm and Theodor Adorno, who Benjamin Bloom built his "Weltanschauung" (world view) on were Marxists, i.e., members of the "Frankfurt School."

"Fromm gave the humanitarian, idealist, and romantic proponents of the New Left a Marx they could love." (Stephen Eric Bronner, Of Critical Theory and its Theorists)

"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 ["the group"] and of his own become identical." "... to give up 'God' and to establish a concept of man as a being ... who can feel at home in it [the world] if he achieves union with his fellow man and with nature." (Erick Fromm, Escape from Freedom)

"Authoritarian submission [humbling, denying, dying to, controlling, disciplining, capitulate "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)

Adorno's error in connecting the father's/Father's authority to Hitler is that Hilter, as with all socialist (Local, National, and Global), had to destroy 'loyalty' to the father's authority in the home/the Father authority over all men, replacing it with 'loyalty' to "the group," i.e., to society, with him in control over it, in order to rule over "the people." As Kurt Lewin explained it: "For larger groups, this means that a hierarchy of leaders has to be trained which reaches out into all essential subparts of the group. Hitler himself has obviously followed very carefully such a procedure. The democratic reversal of this procedure, although different in many respects, will have to be as thorough and as solidly based on group organization." (Benne)

"Our aim is not merely to describe prejudice [established commands, rules, facts, and truth that get in the way of lust, i.e., "human nature"] but to explain it in order to help in its eradication. Eradication means re-education." "Using social-environmental forces to change the parent's behavior toward the child." (Adorno)

This was the same agenda of Vladimir Lenin of the Russian Revolution.

"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) Millions (hundreds of millions) died violent deaths (were "eradicated" and continue to be "eradicated") as a result of this ideology. The road to Utopia is paved with the bodies of those who got in the way, including the unborn, the elderly, the innocent, the righteous.

"The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality [Theodor Adorno's book] 'revolutionary' had changed to the 'democratic.'" (Martin Jay The Dialectical Imagination: The History of the Frankfurt School and the Institute of Social Research 1923-1950) This is why President Ronald Reagan stated, "I did not leave the democratic party. The democratic party left me [became Marxist]."

". . . any intervention between parent and child tend to produce familial democracy [replacing discussion, which retains the father's/Father's authority with dialogue, which 'justifies' the child's carnal nature 'liberates' the child from the parent's authority, i.e., from having to do right and not wrong according to the parent's (the father's/Father's) established commands, rules, facts, and truth] 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 [the father's/Father's authority is negated in the child's thoughts, directly effecting his or her actions—questioning, challenging, defying, disregarding, attacking the father's/Father's authority for getting in the way, doing so without having a guilty conscience], regardless of whatever countermeasures may be taken." "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." (Warren Bennis, The Temporary Society)

To "focus on the family" is to circumvent the father's/Father's authority, making "human relationship" the agenda, negating the father's/Father's authority in the children's mind, negating the guilty conscience for doing wrong, disobeying, sinning in the process.

"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 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) A definition of the guilty conscience from a Marxist's perspective.

Kurt Lewin explained (in two sentences) how the guilty conscience (the "negative valence") is 'created,' preventing 'change,' i.e., lust and how it could be negate, emancipating 'change,' i.e., lust.

"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 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, the "negative valence," i.e. the guilty conscience (which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting") is negated when the father's/Father's authority is negated in the child's thoughts, thus 'justifying' his carnal actions, i.e., lust—with "the group's" support, i.e., affirmation. This requires his participation in "the group."

"... the superego 'unites in itself the influences [impulses and urges, i.e., lusts and hates] 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)

"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3

The facilitator of 'change,' through the use of dialogue is able to 'discover' what you covet, i.e., what you lust after, i.e., your self interest. He is then able to gain your trust, i.e., he has your best interest, i.e., your self interest in mind. Having gained your trust he "owns" you, i.e., he is able to use you (as "human resource") to satisfy his lusts, i.e., his self interest with your affirmation, casting you aside when you no longer satisfy his lusts, i.e., his self interest or you get in his way, doing to you what you did to the father/Father for getting in your way—it is the "game" you decided to play when you turned to him for direction (advice) instead of to the father/Father. He is dependent upon you, i.e., your affirmation in order to gain and retain power, getting rid of you when you get in his way (hurt his "feelings," which he will not forget). The father/Father is not dependent upon you, showing mercy and grace to you, forgiving you when you repent and obey, i.e., when you do what is right according to his/His established commands, rules, facts, and truth.

"[We] must develop persons who see non-influencability of private convictions [see those people adhering to the father's/Father's authority] in joint deliberations as a vice rather than a virtue." (Benne) 'Shifting' communication in a meeting or classroom from discussion to dialogue (when it comes to establishing right and wrong behavior) and the agenda is accomplished.

"It is not individualism [the child, humbling, denying, dying to ,,, 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 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 pleasure without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"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 Bennie)

Replacing the father's/Father's authority with "the people's," i.e., "the group's" opinion (likes-dislikes) of the 'moment' 'changes' the individual, i.e., 'changes' the world.

"The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or disapprove, the statement of the other person, or the other group." (Rogers)

"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)

The soul KNOWS from being told. The flesh by "sense experience." When God created Adam (man) he made him, unlike any other living thing in the creation, "a living soul."

"And the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul." Genesis 2:7

He then told ("commanded") him what he could and could not do, i.e., He told him what was right and what was wrong behavior, i.e., which trees he could eat the fruit of and which one he was not (lest he die).

"And the LORD God commanded the man, saying, Of every tree of the garden thou mayest freely eat: But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die." Genesis 2:16, 17

No animal, being subject only to stimulus-response (approach pleasure - avoid pain) and impulses and urges (instincts) can read or write a book, i.e., can be told or tell others what is right and what is wrong behavior, i.e., what they can and can not do. To apply science, i.e., "behavioral science" to man is to make him an animal, subject to stimulus-response and impulses and urges (which can only be known from "sense experience," i.e., pleasure-pain engendering lust and hate), negating (damning) his soul (which can only KNOW from being told, i.e., by the Word of God).

"But he answered and said, It is written, Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." Matthew 4:4

"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 5:30; 12:47-50

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

"Not every one that saith unto me, Lord, Lord, shall enter into the kingdom of heaven; but he that doeth the will of my father which is in heaven." Matthew 7:21

"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 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

While dad (the "earthly father") is not perfect, he may be (or may have been) a down right tyrant (or MIA/AWL)—as a child lusting pleasure without restraint—his office of authority is perfect, having been given to him by God (the "Heavenly Father") who is perfect, in which to do His will.

"Train up a child in the way he should go: and when he is old, he will not depart from it." Proverbs 22:6

"And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and admonition of the Lord." Ephesians 6:4

"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

"Likewise, ye younger, submit yourselves unto the elder. Yea, all of you be subject one to another, and be clothed with humility: for God resisteth the proud, and giveth grace to the humble. Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time: Casting all your care upon him; for he careth for you." 1 Peter 5:5-7

"And he said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me. For whosoever will save his life shall lose it: but whosoever will lose his life for my sake, the same shall save it. For what is a man advantaged, if he gain the whole world, and lose himself, or be cast away? For whosoever shall be ashamed of me and of my words, of him shall the Son of man be ashamed, when he shall come in his own glory, and in his Father's, and of the holy angels." Luke 9:23-26 1) deny your lusts, 2) endure the rejection of others for not affirming their lusts, and 3) follow the Lord, doing the Father's will.

"Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 1 John 2:15

"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9 All men, women, and children are accountable to God, the Heavenly Father—even the earthly father. We are to put no one (or thing) between us and our Heavenly Father.

"He is antichrist, that denieth the Father and the Son." 1 John 2:22

"Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ;" 2 Corinthians 10:5

"and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 3:1

"For what shall it profit a man, if he shall gain the whole world, and lose his own soul? Or what shall a man give in exchange for his soul?" Mark 8:36, 37

The dialectic process of 'change,' i.e., psychotherapy began in the garden in Eden, not with God, who KNOWS right from wrong but with the master facilitator of 'change' who "helped" two "children" establish right and wrong behavior upon their own carnal nature, establishing their self, i.e., their lusts , i.e., "human nature" over and therefore against the "Father's," i.e., God's authority. It is here that the master facilitator of 'change' first came between the "father/Father" and his "children," "helping" them 'justify' their self, i.e., their lusts of the 'moment' that the world stimulated over and therefore against the father's/Father's authority. It is through his use of neurolinguistics ("Yea, hath God said, Ye shall not eat of every tree of the garden?")—an embedded statement in a question (the most powerful form of hypnosis, used to destabilize and then sensitize a person to their subconscious carnal desires, i.e., their impulses and urges, i.e., their lusts of the 'moment')—that the master facilitator of 'change' was able seduce, deceive, and manipulate the woman into dialoguing her opinion, i.e., into sharing her self interest, i.e., her lust of the 'moment,' i.e., her desire to "touch" the "Ye shalt surely die" tree, 'creating' a safe zone/place/space, i.e., a "Thou shalt not surely die" environment, 'liberating' her to "think" for her self (apart from the Word of God, i.e., apart from the "Father's" authority), becoming "rational," "reasonable," "practical" (in her own eyes) according to her "understanding," doing her will instead of the "Father's," i.e., God's.

"Woe unto them that call evil [lust] good, and good [the father's/Father's authority] evil; that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter! Woe unto them that are wise in their own eyes, and prudent in their own sight!" Isaiah 5:20, 21

"Do not err, my beloved brethren. Every good gift and every perfect gift is from above, and cometh down from the Father of lights, with whom is no variableness, neither shadow of turning." James 1:16, 17

"The ideas of the Enlightenment taught man that he could trust his own reason [his own "feelings," i.e., his "sensuous needs" and "sense perception," i.e., his "sense experience," i.e., his lust for pleasure and hatred toward restraint] as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation [the Word of God, i.e., the father's/Father's commands, rules, facts, and truth] nor that authority of the church [the Son of God, Jesus Christ] in order to know good and evil." (Stephen Eric Bronner Of Critical Theory and Its Theorists)

"Take heed therefore that the light which is in thee be not darkness." Luke 11:35 13

"Enlightenment is man's release from his self-incurred tutelage. Tutelage is man's inability to make use of his understanding without direction from another. Self-incurred is this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. Sapere Aude! Dare to know! 'Have courage to use your own reason!'- that is the motto of enlightenment." (Immanuel Kant, Konigsberg in Prussia, 30 September 1784)

"We must ultimately assume at the highest theoretical levels of enlightenment ... a preference or a tendency ... to identify with more and more of the world, moving toward the ultimate of mysticism, a fusion with the world, or peak experience, cosmic consciousness, etc." "Enlightened economics must assume as a prerequisite synergic institutions set up in such a way that what benefits one benefits all." "Enlightenment management and humanistic supervision can be a brotherhood situation." "The more enlightened the religious institutions get, that is to say, the more liberal they get, the greater will be the advantage for an enterprise run in an enlightened way [according to man's carnal nature]." (Abraham Maslow, Maslow on Management)

"And no marvel; for Satan himself is transformed into an angel of light. Therefore it is no great thing if his ministers also be transformed as the ministers of righteousness; whose end shall be according to their works." 2 Corinthians 11:14, 15

"When we learn to silence the inner voice that judges yourself and others, there is no limit to what we can accomplish, individually and as part of a team. Absence of judgment makes you more receptive to innovative ideas ['change']." (Michael Ray in Maslow, Maslow on Management)

"The individual is emancipated [liberated from the father's/Father's authority] 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)

"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)

"In the dialogic relation of recognizing oneself [one's lusts] 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)

When you bring dialogue into an environment establishing right and wrong behavior, the child's carnal nature, i.e., lust negates having to humble, deny, die to, control, discipline, capitulate yours self in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., negates your having to do the father's/Father's will. This is why psychologists move communication away from discussion, which retains the father's/Father's authority to dialogue, so they can "own" the child, using them to satisfy their own pleasure (lusts), imagined or real.

"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, i.e., the father/Father retains his authority in discussion, i.e., has the final say, i.e., "Because I said so," "Never the less," "It is written." Majority vote retains the father's/Father's authority system although the father might lose out on the particular issue at hand.

"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, i.e., the child retains his carnal nature in dialogue, having the final say (against authority, i.e., absolutes, i.e., the father's/Father's authority). There is no father's/Father's authority in dialogue, or in an opinion, or in the consensus process. There is only the child's natural inclination to lust after pleasure and hate restraint being 'justified.' Dialogue moves opinions to a consensus, negating the father's/Father's authority and the guilty conscience it engenders in the process.

Karl Marx understood the importance of dialogue, where the father's/Father's authority is missing, i.e., is rejected, i.e., is denied entry, i.e., not tolerated.

"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) In other words: being condemned, rejected, and cast out for being a sinner (because of the father's/Father's authority) in a "sinful world"—having rejected the Heavenly Father's authority, who is perfect, recognizing only the early father, who like the children lusts after pleasure and hates restraint, he is 'justified' in his mind in making lust (what both the father and the children have in common) the basis of "dialogue," negating the father's authority in the outcome. "Critical Criticism," i.e., dialogue pushed to its pure state, i.e., hatred toward restraint, i.e., toward the father's/Father's authority for getting in the way of lust, i.e., for cutting off dialogue (lust) with his "Because I said so," "It is written," dialogue restored (regarding right and wrong behavior), i.e., "pure spontaneity, actus purus, intolerant of any influence from without" must "set up a sinful world in its own home," i.e., must remove the father's/Father's authority from the world around it—without the dialogue, i.e., hate and negation (violence) toward the father's/Father's authority there can be no 'justice,' i.e., no equity. This is the foundation of thought for "Critical Race Theory." It has nothing to do with race (that is only a cover, i.e., to get you in the room). It is all about lust, i.e., removing (negating) anyone (by any means) who gets in its way. Dialogue in its pure state, 'justifying' the "human heart," i.e., the child's lust for pleasure and hatred toward restraint can only lead to that outcome.

"(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)

"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)

"Group members must be able to synthesize individual 'felt' needs [lusts] with common group 'felt' needs [lusts]." (Bennis)

"Only when the immediate interests [lusts, i.e., self interests] are integrated into a total view and related to the final goal of the process do they become revolutionary [overthrowing the father's/Father's authority]." (Lukács)

"Bypassing the traditional channels of top-down decision making [the father's/Father's authority] 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 "educator" (the facilitator of 'change,' i.e., psychotherapist) 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, i.e., "lust" 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 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 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" people's "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.

"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

"And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient;" "Who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them." Romans 1:28, 32

"This know also, that in the last days perilous times shall come. For men shall be lovers of their own selves, covetous, boasters, proud, blasphemers, disobedient to parents, unthankful, unholy, without natural affection, trucebreakers, false accusers, incontinent, fierce, despisers of those that are good, traitors, heady, highminded, lovers of pleasure more than lovers of God; having a form of godliness, but denying the power thereof: from such turn away." 2 Timothy 3:1-5

"For the wicked boasteth of his heart's desire, and blesseth the covetous, whom the LORD abhorreth. The wicked, through the pride of his countenance, will not seek after God: God is not in all his thoughts." Psalms 10:3, 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," "open ended, non-directed," 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)—as predators, charlatans, pimps, pedophiles, 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