"New World Order" or Transformational Education.
"New world order" or transformational education is based upon students, through dialogue 'discovering' their common identity, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates, and their hate of restraint (which they all have in common), "building relationships upon their common self interests." It is the praxis of psychologists, group psychotherapists, Transformational Marxists, who through the "group grade," i.e., "safe zone/space/place," i.e., "positive," i.e., dialoguing opinions to a consensus, i.e., soviet, i.e., brainwashing classroom, facilitate 'change,' creating a "new" world order where traditional and transitional minded students are transformed, i.e., seduced, deceived, and manipulated, i.e., turned into 'liberal's' and socialists, working in consensus to negate the father's/Father's authority in their thoughts and actions ("theory and practice") so they, as children of disobedience—having 'liberated' their carnal nature from the father's/Father's authority—can do wrong, disobey, sin without having a guilty conscience, i.e., so they can do wrong, disobey, sin with impunity. "Bloom's Taxonomies," which all teachers are certified and schools accredited by have been at the heart of this 'change,' making the affective domain the focus of attention in the classroom.
"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)
"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)
© Institution for Authority Research, Dean Gotcher 2019