Making Your Child A Marxist.
How it is done.
"Lust." That is what Marxism is all about. If I were a Marxist all I have to do (through dialogue) is find out what your child "lusts" after, i.e., his or her "self interest" of the 'moment, affirm, i.e., 'justify' it and, "building relationship with your child upon your child's 'self interest,' i.e., 'lusts' of the 'moment,'" I "own" your child.
"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
"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 and his followers it is "lust" that "reconciles you to" "the world," i.e., to what is "actual." This requires the negation of the father's/Father's authority in order for "self," i.e., "lust," i.e., your "self interest" to become "actual," i.e., for you to become "self-actualized." See the issue "Chasing Dopamine."
"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 dialogue, sharing his "feelings," i.e., his desires and dissatisfactions of the 'moment' with others] is particularly important, for here may lie the individual's potential [for 'change,' i.e., to become of and for his "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)
"Only when the immediate interests are integrated into a total view and related to the final goal of the process do they become revolutionary," (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)
"(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)
"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." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"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)
"One of the consequence of the increasing social liberation of adolescents is the increasing inability of parents to enforce norms, a greater and greater tendency for the adolescent community to disregard adult dictates." (James Coleman, The Adolescent Society)
"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15
"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9
Your heart thinks 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, 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. You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure ("self interest"), i.e., your love of "lust," 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 through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
Facilitators of 'change' through the use of dialogue, gaining access to your child's "self interest," i.e., your child's carnal desires, i.e., your child's "feelings," i.e., your child's "lusts" of the 'moment,' i.e., what your child "covets" using "feigned words," i.e., plastic words (πλαστός, i.e., plastos; Greek) giving your child what he or she wants to hear ("Trust me/us." "I am/We are here to help you." "We are in this together." "We working for Us." etc.,) in order to gain your child's trust ("building relationship with your child based upon your child's and their common self interest") thereby being able to move your child down their pathway, they are able to turn your child into "human resource," i.e., "merchandise" so they can use your child (fearful of what they might do to him if does not please them or if he gets in their way*) for their own pleasure and gain, buying and selling your child's soul on the open market of trade, with your child's approval. Once your child is hooked he can not get off, i.e., he has nothing wherewith to pay them off—they own it all (your child gave it to them when they seduced him with his carnal desires, i.e., his "lusts" of the 'moment,' then hooking him with his carnal desire, i.e., "lust" for their approval, i.e., the approval of men, affirming his "lusts").
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"The Communist Manifesto makes the point that the bourgeoisie [the traditional, "middle-class" family, respecting authority] produces its own grave-diggers [children who hating authority, 'justifying' their "self" before one another, turn on their parents].'" (Lukács)
All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom (which consists of two books—book one, Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain and book two, David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain) These two books have had more to do with the 'changing' of this nation than any other books published for education. They are Mao's long march across America, begun in the late 50's and 60's in earnest (by 1971 over one million of "Bloom's Taxonomies" were printed for the Communist Chinese education system; Benjamin Bloom, Forty Year Evaluation). Curriculum is key to how the teacher "educates" the students in the classroom. Change the curriculum and you 'change' the teacher's method of educating. 'Change' the teacher's method of educating and you 'change' the students way of thinking. 'Change' the students way of thinking and you 'change' the home environment. 'Change' the home environment and you 'change' the parents response toward the children. 'Change' the parents response toward the children and you 'change' the nation, i.e., how the next generation of citizens will think and act, i.e., vote.
"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) "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." (Book 1: Cognitive Domain) "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (Book 2: Affective Domain) Thomas Kuhn "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)
"Bloom's Taxonomies" are "a psychological classification system" used "to develop attitudes and values ... which are not shaped by the parents." They are concerned with "ordering" "different kinds of affective behavior," i.e., "the range of emotion(s)" which are "organized into value systems and philosophies of life." "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." "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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." "Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain) emphasis added
"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." (Book 2: Affective Domain)
"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." "The affective domain is, in retrospect, a virtual 'Pandora's Box.'' "Pandora's Box" is 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." "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." "Teachers and other adults in the home or school sometimes blithely assume that they are the significant figures in the environment…. becomes less true as the individual frees himself from the domination or control of the adult." (Book 2: Affective Domain)
Today, any teacher questioning, challenging, or removing the use of "Bloom's Taxonomies" in the classroom would put their employment in jeopardy (whether he or she is teaching in a public, a private, or a "Christian" school, from the pre-school to the College, University, vocational, etc. level of education and beyond—today even many home school co-ops, organizations, and homeschooling magazines-textbooks are using it as their curriculum).
"In the more traditional [capitalist] society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives [teaching them to obey their parents, i.e., to capitulate to authority]." "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 [socialist] society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual [the child] a greater amount of freedom in which to achieve a Weltanschauung1 [a way of thinking, in Bloom's case where the child's "feelings," i.e., "lusts" of the 'moment' guide his behavior instead of his parents standards]." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain)
Erich Fromm and T. W. Adorno were Marxists, i.e., Transformational Marxist who merged Marxism and Psychology creating group psychotherapy (the "group grade"). Both Marxism and psychology have this one thing in common, the negation of the father's/Father's authority in the children's thoughts and actions. Focusing on the family, i.e., "human relationship" negates the father's/Father's authority in the children's thoughts and actions.
"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" "Through the sudden popularity of Herbert Marcuse in the America of the late 1960's, the Frankfurt School's Critical Theory (Kritische Theorie) has also had a significant influence on the New Left in this country." "Eros and Civilization went far beyond the earlier efforts of Critical Theory to merge Freud and Marx." (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)
"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority over the family]." "... 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)
"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] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions [an environment void of the father's/Father's authority where children can "actualize" their "self" 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)
"To experience Freud is to partake a second time of the forbidden fruit;" "According to Freud, the ultimate essence of our being is erotic, and demands activity according to the pleasure-principle." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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)
"Members of the taxonomy group spent considerable time in attempting to find a psychological theory which would provide a sound basis for ordering the categories of the taxonomy." (Book 1, Cognitive Domain)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "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, individualism under God], 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 [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment' and the world, i.e., the situation and/or the people stimulating them]." (Adorno)
"(T)he function possessed by so-called rational institutions such as the family ... is in reality irrational." "(T)he survival of irrational 'moments' of society" "can only survive through irrational institutions like the family." "(T)he irrational conditions of society can only be maintained through the survival of these irrational functions" i.e., "the family." (Theodor Adorno, Introduction to Sociology)
"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." (Erick Fromm, Escape from Freedom)
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"Without exception, [children] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home with parents 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)
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 parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate.
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
* The child can not separate pleasure ("lust") from life and the missing out on pleasure (the missing out on "lust") from death. It is from the father's/Father's chastening that the child learns he is still alive after being detached from pleasure ("lust"), learning 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/Father's will, finding pleasure in doing right and not wrong, i.e., in doing the father's/Father's will instead of in the carnal pleasures ("lusts") of the 'moment' that the world stimulates. Through dialogue, re-attaching the child to his natural inclination to "lust" after pleasure, the father's/Father's authority is negated in the child's thoughts and actions resulting in the child questioning, challenging, defying, disregarding, attacking the father's/father's authority instead of honoring it, negating anyone including the unborn, the elderly, the innocent, the righteous who get in his way to "lust"—without having a guilty conscience (what the father's/Father's authority engenders). He has to negate (kill) the father/Father and those who follow and obey him/Him in order to have "life," i.e., in order to save his "self." The road to "Utopia" is paved with the bodies of all who get in the way. Fear of disobeying the father/Father with his commands, rules, facts, and truth that get in the way of "lust" is therefore replaced with being rejected by "the group," that 'justifies' "lust." The only difference being, the father/Father, who loves you, chastens you for not doing his/His will that you might repent, "the group," "lusting" after the carnal pleasures of the 'moment' that the world stimulates will kill you if you get in the way of its "lusts," without having a guilt conscience. You choose. You are choosing with your next breath (which is given to you by God, that you might choose Him, i.e., life). After your last breath you have no choice, you have already chosen where you will spend eternity—with the Father, and his Son Jesus Christ and all who believe in and follow him, with your sins covered by his blood spending eternity with Him in all His Holiness or with the master facilitator of 'change' and all his followers in the lake of fire which is never quenched, where the words fun, pleasure, etc., do not exist. John 3:16
© Institution for Authority Research, Dean Gotcher 2020