Part 2

Section 9

"Changing a group atmosphere from autocracy [respect towards and obedience to authority] toward democracy [questioning and challenging authority] through a democratic leadership [facilitator of 'change'] means that the autocratic followers [obedient children] must shift toward a genuine acceptance of the role of democratic followers [children of disobedience]." "It is of utmost importance that the trainer of democratic leaders establish and hold his position of leadership." "In a democratic process deviation [unrighteousness and abomination] is welcomed as a possible source of improvement in common ways of thinking and acting." (Kenneth Benne, Human Relations in Curriculum Change)

*"Rather than bringing the father back to play with his son, this strategy would recognize that society has changed, and attempt to improve those institutions designed to educate the adolescent toward adulthood." "Equality of Opportunity becomes ever greater with the weakening of family power. " "One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates, and to consider itself no longer subject to the demands of parents and teachers." (James Coleman, The Adolescent Society) [The "Adolescent Society" is a time in the children's life of rebellion against authority becoming the law of the land, why Coleman's' work, "Equality of Opportunity," was used by the Supreme Court in making ('justifying') their landmark education decisions, resulting in laws being passed which were and still are dedicated to the "weakening of family power."]

"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)

"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)

© Institution for Authority Research, Dean Gotcher 2016