Objective (Outcome) Based Education.
(Personal note.)

Dean Gotcher

As the captain asks those wanting to board his ship: "What are your intentions?" i.e., What is your objective?:
Obedience, i.e., doing the father's/Father's will, i.e., faith based education or
"feelings," i.e., 'justifying' the child's carnal nature, i.e., "sense experience" based education.

"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

"And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:16

"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

"No servant 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." Luke 16:13

When discussion is used to know the truth, in order (as in "old" world order) to do right and not wrong according to established commands, rules, facts, and truth, truth is the objective, i.e., the desired/intended outcome. When dialogue is used to 'discover' the "truth," "lust" is the objective, i.e., the desired/intended outcome, making 'truth' subjective, i.e., subject to the person's carnal desires ("lusts") of the 'moment,' in order (as in "new" world order) for mankind to "lust" without having a guilty conscience, i.e., "lust" with impunity, i.e., with everyone's approval (affirmation). By bringing dialogue, i.e., "lust," i.e., "self interest" into an environment of discussion, i.e., an environment seeking after facts and truth, confusion (cognitive dissonance) ensues, resulting in "lust," i.e., "self interest" overcoming (negating) discussion, i.e., facts, and truth, making "facts" and "truth" subject to "lust," i.e.,  to the person's and/or "the groups" "self interest," i.e., "lusts" of the 'moment,' making "lust" the objective, i.e., the desired/intended outcome. The objective of usurping discussion, i.e., established commands, rules, facts, and truth, i.e., "I know" with dialogue, i.e., opinions, i.e., "I feel" and "I think" is to "prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)  The "empty space" is where we dialogue with our "self," 'justifying' our "lusts" of the 'moment' that the world (the current situation) is stimulating. It is the "safe place/space/zone," those "lusting" after the carnal pleasures of the 'moment' that the world is stimulating, want to keep clear of the truth."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

Whoever determines the objective of education either determines what is "appropriate" ("positive") and what is "inappropriate" ("negative") information/behavior (which is associated with transformational, i.e., "self" 'justifying,' i.e., "self esteem," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., "sensuous needs," "sense perception," and "sense experience" [Karl Marx, MEGA I/3], i.e., "human nature" based education, "positive" or "appropriate" information/behavior being that which initiates and sustains, i.e., 'justifies' the child's/student's carnal nature, i.e., his being or becoming his "self," "negative" or "inappropriate" information/behavior being that which inhibits or blocks, i.e., prevents the child/student from sharing/expressing his carnal nature, i.e., from being or becoming his "self") or what is the right and what is the wrong answer/behavior (which is associated with traditional, i.e., humble, deny, die to, control, discipline your "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 based education, right being doing or being right and not wrong according to established commands, rules, facts, and truth, obeying authority, not sinning, i.e., "lusting," wrong being doing or being wrong and not right according to established commands, rules, facts, and truth, disobeying authority, sinning, i.e., "lusting"). Since the law of the father/Father does not come from the child's carnal nature—the child only wanting the power but not the restraint (accountability)—using the "scientific method" (which is used on nature only, which has "limits and measures") in education (called "behavior science") can only 'justify' the carnal nature of the child, i.e., 'justify' the child's "lust of the flesh," "lust of the eyes," and "pride of life," i.e., the child's "sensuous needs," "sense perception," and "sense experience," i.e., "human nature," establishing it over and therefore against the father's/Father's authority, 'liberating' the child from the father's/Father's authority. As a friend of mine puts it, "No matter how you toss this thing up, 365 days of the year it always lands on all four feet." (Steve Rea)

"Trust in the Lord with all thine heart, and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths." Proverb. 3: 5-6

"Thus saith the LORD; Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." "Blessed is the man that trusteth in the LORD, and whose hope the LORD is." Jeremiah 17:5, 7

Therefore whoever develops the test questions determines the objective, i.e., the intended outcome of education—as the answers are in the questions, i.e., whoever develops the test questions, i.e., what the questions are asking you for ("feelings" or opinion or facts and truth) determines the "appropriate" or right answers (how you are to think or 'reason' and respond, i.e., from your "feelings" of the 'moment' which are being stimulated by the current situation or from established commands, rules, facts, and truth that you have been told in the "past"). If the questions are command, rule, fact, and truth based then the answer will be right and wrong based according to established commands, rules, facts, and truth. If the questions are "feelings," i.e., opinion, i.e., "self," i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" based then the answers will be 'like' and 'dislike' (and anywhere in between), i.e., "I feel" and "I think" based—according to the child's/student's carnal desires and dissatisfactions of the 'moment' and the world, i.e., the situation, i.e., the classroom environment stimulating them (and anyone manipulating the environment, thereby manipulating the child's/student's "feelings," thereby manipulating him).

"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns [paradigm] which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education)

"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 [paradigm] 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)

Moving the classroom communication, i.e., learning environment away from the father's/Father's authority system, i.e., from 1) preaching established commands and rules to be obeyed as given, teaching facts and truth to be accepted as is (by faith), and discussing any questions those under authority might have regarding the established commands, rules, facts, and truth being taught (at the one in authorities discretion—providing they deem discussion necessary, have time, those under authority are able understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those who do right and obey, 3) chastening or correcting those who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey instead of doing wrong and/or disobeying, and 4) casting out or expelling any who question, challenge, defy, disregard, attack authority, in order (as in "old" world order) to keep order to where the students can dialogue their opinions, i.e., their carnal desires, i.e., their "self interests," i.e., their 'likes' and 'dislikes,' i.e., their "lusts" and hates (without fear of being judged, condemned, rejected, and/or cast out) in order (as in "new" world order) to come to a consensus (in order to affirm their "lust of the flesh," their "lust" of the eyes," and their "pride of life," what all children/mankind have in common—the basis of common-ism) makes the intended objective socialist.

"[W]e 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, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)

"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)

"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words: "Lust 'reconciles' us to the world." If "lust," i.e., the child's natural tendency to "lust" after the carnal pleasures of the 'moment' which the world stimulates is right, i.e., is "in" then the father's/Father's authority (and the guilty conscience which the father's/Father's authority engenders for "lusting") is "out," i.e., is wrong, i.e., must be negated (from the classroom) if the child is to become "normal," i.e., "of and for self," i.e., "only" "of (and for) the world."

All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism), i.e., the student's carnal desires of the 'moment' that the world, i.e., the situation, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection, i.e., his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and their actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "group" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth.

"The affective domain [the child's/student's carnal desires of the 'moment' which the world, i.e., the situation, i.e., the classroom environment stimulates] is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].'" (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

"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 is in this 'box' [the child's/student's affective domain] 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 [to 'liberate' the child's/student's carnal nature from their parent's restraints] through challenging the student's fixed beliefs [their parent's standards] and getting them to discuss issues [to share their "feelings," i.e., their resentment toward restraint, i.e., toward their parent's authority—associated with individualism, under God aka Nationalism, under God in system or structure]." One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system (Communist "educators") back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools (public, charter, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) today would put their job, i.e., their employment in jeopardy.

"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)

"Educational procedures are intended to develop the more desirable rather than the more customary types of behavior." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1: Cognitive Domain)

Who determines what is "desirable behavior?" The parents? The local citizens? or The "educator?" By the "educator" removing the father's/Father's authority from the classroom environment, allowing ("encouraging") the children/students to share their carnal desires of the 'moment' (their "affective domain," which the world, i.e., classroom environment, i.e., the "educator" is stimulating-manipulating—out of the child's/student's desire for "the groups" approval and fear of "the group" rejection), doing so without fear of being judged, condemned, or cast out, the preaching, teaching, discussing, rewarding, chastening, expelling (according to established commands, rules, facts, and truth) is replaced with the child's/student's "feelings," i.e., carnal desires, i.e., "self interest," i.e., "lusts" of the 'moment' which the "educator" (in control of the classroom environment) is stimulating (manipulating). This is called "therapy," i.e., "behavior 'science'" which makes all "behavior" subject to the child's carnal nature, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life."

"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?'" (Rogers, on becoming a person)

"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, on becoming a person)

"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)

"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)

Only by the children 'discovering' (through dialogue, i.e., therapy) what they have in common with one another, i.e., "the lust of the flesh," "the lust of the eyes," and "the pride of life" can they overcome (negate) the father's/Father's authority in their thoughts and in their actions.

"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)

"Without exception, [children/students] 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/the student] 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 "educator," i.e., the facilitator of 'change]? The ["educator," i.e., 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], they urge the group [the children/the students] 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 situation, i.e., their desire for group approval (affirmation)]. The group [the children/the students must] feel free to confront the ["educator," i.e., the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing from the child's/student's brain (thoughts) respect for and fear of the father's/Father's authority] 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/the student] changes the past by reconstituting it [called role-playing]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)

    "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." "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 can be more deliberate and hence more successful in our cultural design. 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, on becoming a person) emphasis added.

'Change' the curriculum, i.e., the instruction-learning environment and you 'change' the world. Replace the father's/Father's authority system (preaching, teaching, discussing, rewarding, chastening, casting out based upon established commands, rules, facts, and truth) in the classroom with the child's carnal nature (the dialoguing of opinions to a consensus based upon the child's carnal desires, i.e., "self interest" of the 'moment,' i.e., the child's "lust of the flesh"/"sensuous needs," "the lust of the eyes"/"sense perception" and "the pride of life"/"sense experience") and the child's paradigm, i.e., the way the child feels, thinks, and acts toward his "self," others, and the world, as well as how he responds to authority will be 'changed.'

"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 [paradigm] must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs [paradigm] of an individual or a group." (Kenneth D. Benne, Human Relations in Curriculum Change)

"To create effectively a new set of attitudes and values [paradigm], 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." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)

When the objective of education is social, i.e., socialist ("social capital") the student's desire for approval from "the group," affirming his carnal desires, i.e., his likes and dislikes negates his desire for approval from his parent's, i.e., doing the father's/Father's will which gets in the way of his carnal desires of the 'moment' which the world, i.e., the situation, i.e., the classroom environment is stimulating. The classroom environment 'creates' the next generation of citizens. Whoever develops the curriculum, the test questions, and the classroom environment develops how the next generation of citizens will think and act, i.e., respond to authority.

"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 defines laws as "observable and repeatable," not "observable and describable"]." "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." "Obedience and compliance are hardly ideal goals." (Book 1, Cognitive 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 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

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