"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." "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)
"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)
Reasoning from established commands, rules, facts, and truth or 'reasoning' from your "feelings" of the 'moment'—which are being stimulated by the current situation, i.e., the world—reveals your political system (your paradigm, how you feel, think, and act, i.e., respond toward your "self," others, the world, and authority). How you communicate (what language you use) with your "self" and with others reveals your political system, i.e., your paradigm. "I know," i.e., having a position which is established, humbling, denying, dying to, controlling, disciplining your "self," i.e., holding your "self" accountable to doing right and not wrong according to established commands, rules, facts, and truth is different than "I feeling" and "I thinking," i.e., having an opinion which is ever subject to 'change,' 'justifying' your "self," questioning, challenging, defying, disregarding, attacking any established commands, rules, facts, or truth that gets in your way, so you can do wrong, disobey, sin with impunity, i.e., without accountability. Discussion (doing right and not wrong according to established commands, rules, facts, and truth) is different than dialogue (making right and wrong subject to your carnal desires and dissatisfaction, i.e., your 'likes' and dis-'likes' of the 'moment,' 'justifying' your "self," i.e., your carnal desires, i.e., your "self interest" of the 'moment' before men).
"The philosophers have only interpreted the world in different ways, the objective however, is change." (Karl Marx, Feuerbach Thesis #11)
Evaluating current events from the lessons of history (from the events of the "past") requires discussion while evaluating current events from your own carnal desires of the 'moment,' i.e., your "self interests," requires dialogue. Philosophy, at first, requires dialogue, first with your "self" and then with others, thinking about 1) how the world "is," subject to authority, preventing, i.e., inhibiting or blocking you from doing what you want, when you want, 2) how it "ought" to be, where you can do what you want, when you want, and 3) how it "can" be, once you are in a position of authority, doing what you want, when you want. Karl Marx understood the dilemma of philosophy, that once a child grows up he takes on the father's/Father's authority himself (what he hated as a child), using it over his own children for his own pleasure, requiring them to discuss issues with him (if discussion is allowed at all), maintaining his position of authority over them, instead of dialoguing with them, becoming "equal" with them in "feelings" and thought. There is no father's/Father's authority, i.e., "Thou shalt not," "Because I said so" in dialogue, only the child's carnal desires of the 'moment,' i.e., continuous 'change'—making right and wrong (morals and ethics) subject to the situation, i.e., to the child's "sensuous needs" and "sense perception," i.e., "self interest" of the 'moment,' making the child subject to whoever is manipulating the situation (to whoever is making the situation subject to dialogue, i.e., to the child's "sense experience" instead of subject to discussion, i.e., to the father's/Father's authority, i.e., to the lessons of the "past," making the child(ren) who responds subject to whoever is in control of communication, i.e., in control of the language instead). Whoever controls the means of communication, i.e., the language controls the outcome—this is where being "positive" and not "negative" comes into play.
"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 pleasure, i.e., having to humble, deny, die to, control, discipline "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 commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment'—which the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint, i.e., hatred toward the father's/Father's authority as being evil since your love of pleasure, i.e., love of "self," i.e., "lust," including your "lust" for the approval of men stands in the way.
"Despotism ....that love of power, and proneness to abuse it, ... predominates in the human heart." (George Washington, Farewell Address)
If man could become "good," i.e., God through dialogue ('reasoning' from his "feelings," i.e., from his "sense experience") then Karl Marx would be right. But the heart, "deceitful" (deceitful "above all things") and "wicked" ("desperately" wicked) in and of itself, always engenders "despotism"—ruling over others without restraint. "If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation [where children/men are subject to the father's/Father's authority, i.e., subject to doing right and not wrong according to established commands, rules, facts, and truth, i.e., subject to doing the father's/Father's will—by faith], then Marx [children/men, through dialogue 'justifying' their "self" before other children/men] must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)
"My people are destroyed for lack of knowledge: because thou hast rejected knowledge, I will also reject thee, that thou shalt be no priest to me: seeing thou hast forgotten the law of thy God, I will also forget thy children." Hosea 4:6
"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
"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
Whoever defines terms for you, i.e., your parents, God, others (the world) controls your life. Whichever "force" defines words for you (who you "yield" your "self" to obey) has direct bearing upon the political system you serve (who you are a servant of). You are a servant, either to authority, having to humble, deny, die to, control, decupling your "self" in order to do the father's/Father's will or to the world, 'justifying' your "self" before men, i.e., being "esteemed" by men.
"Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin unto death, or of obedience unto righteousness?" Romans 6:16
"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
"For do I now persuade men, or God? or do I seek to please men? for if I yet pleased men, I should not be the servant of Christ." Galatians 1:10
How the father responds to (communicates with) his "self," his family, the world, and authority, which includes God, reveals his political system. How a child responds to (communicates with) his "self," others, the world, and his parents, i.e., authority, which includes God, reveals his political system. While fathers can have a child's political system (thinking only about themselves) and children can have a father's political system (doing right and not wrong not matter what it cost them), believers in Christ must have a father's/Father's political system (doing right and not wrong according to the Father's will, no matter what it cost them in this life). Dialogue, when it comes to doing the Father's will, makes the believer (and the Word of God) subject to the opinions of men, negating faith, i.e., the Father's authority, i.e., KNOWING right from wrong.
Karl Marx: "Once the earthly family [with the children having to submit to their father's authority, i.e., having to humble and deny their "self" in order to do their father's will] is discovered to be the secret of the holy family [with the Son, and all following Him having to submit to His Heavenly Father's authority, i.e., having to humble and deny their "self" in order to do His will], the former [the earthly father's authority system, with children having to trust in and obey the father] must then itself be destroyed [vernichtet, i.e., annihilated] in theory and in practice [in the children's personal thoughts and social actions—no longer, through preaching, teaching, and discussion having "fellowship" with others based upon the father's/Father's established commands, rules, facts, and truth, but, through dialogue, "building relationship" with others based upon common "'self interests'" (common carnal desires of the 'moment')]." (Karl Marx, Feuerbach Thesis #4)
Sigmund Freud: "'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 [there is no longer a father's/Father's authority in the family or society]." "... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother—[which] 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 philosophical inquiry into Freud)
Those who hate the father's/Father's authority have identified (defined) it in order to negate it in their (and every one else's) thoughts and actions, 'liberating' their "self" from having a guilty conscience for doing wrong, disobeying, sinning in the process. Dialogue, i.e., determining right and wrong through everyone's "feelings" of the 'moment'—especially in a group setting—does the deed, negating the father's/Father's authority ("prejudice") in the children's thoughts and actions, 'liberating' them to do unconscionable (abominable) things.
"Authoritarian submission 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 [commands, rules, facts, and truth established by authority] 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." "In pointing toward the importance of the parent-child relationship [the home environment] in the establishment of prejudice or tolerance we have moved one st—ep in the direction of an explanation [of why children continue to resist or readily embrace 'change']." "We must use social-environmental forces to 'change' the parents behavior toward their children." "Few parents can be expected to persist for long in educating their children for a society that does not exist [that no longer supports parental authority], or even in orienting themselves toward goals which they share only with a minority [with children being subject to their authority, obeying their established commands, rules, facts, and truth, i.e., "prejudices"]." (Theodor Adorno, The Authoritarian Personality)
"I have found whenever I ran across authoritarian students that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, Maslow on Management)
In dialogue prejudice is not negated. It is simply 'changed,' i.e., redefined. The children are no longer prejudiced against those who do not do their father's/Father's will but are now prejudiced against the father's/Father's authority itself, i.e., against the patriarchal paradigm, i.e., against any command, rule, fact, or truth that gets in the way of dialogue, i.e., that gets in the way of their carnal desires of the 'moment,' i.e., that gets in the way of "human nature." The objective in dialogue is to insist upon dialogue (in determining right from wrong), "preventing someone who KNOWS from filling the empty space," i.e., from ending the dialogue. (Wilfred Bion, A Memoir of the Future)
"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." "The dialectical method was overthrown—the parts were prevented from finding their definition within the whole." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) As long as the father's/Father's authority, i.e., "rule of law" remains in place, preventing, i.e., inhibiting or blocking dialogue, the children can not become united as one—they can not 'liberate' their "self" from the father's/Father's authority (through the praxis of dialogue, i.e., "self" 'justification') so they can be "of and for" their "self" and the world only instead.
Communication through discussion is a political system. Communication through dialogue is a different political system. They are antithetical to one another. One "force" (means of communication) is external to your "self," requiring you to humble, deny, die to, control, discipline your "self" in order to hear and receive the truth, i.e., in order (as in "old" world order) to do right and not wrong according to established commands, rules, facts, and truth, resulting in you respecting, honoring, and obeying the father's/Father's authority, i.e., doing the father's/Father's will, engendering a guilty conscience in you when you do wrong, disobey, sin. The other "force" (means of communication) is "of and for self," making "truth" (right and wrong) subject to your carnal desires of the 'moment' ("dopamine emancipation) which the world stimulates, i.e., making you subject to the child's carnal nature in you, resulting in you "esteeming," i.e., 'justifying' your "self" "before men" in order (as in "new" world order) for you to do wrong, disobey, sin with impunity ("lust" after the things of the world without having a guilty conscience). These are two political systems at odds with one anther, with you, i.e., your "self" in the middle. Which political system you yield your "self" to reveals your paradigm, i.e., your way of feeling, thinking, acting, relating with your "self," others, and the world, and responding to authority. While discussion holds you accountable to the father's/Father's authority, i.e., to doing right and not wrong according to established commands, rules, facts, and truth, dialogue 'liberates' you from them. You must suspend the truth, as upon a cross, in order to initiate and sustain dialogue, negating the father's/Father's authority (in your thoughts and actions) in the process.
"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)
By using "Bloom's Taxonomies" as the curriculum in the classroom (by which all teachers are certified and schools are accredited today), i.e., by making dialogue, i.e., the students "feelings" (their "affective domain") the curriculum in the classroom, the student's political systems (paradigm) is 'changed.' 'Liberated' from their parents authority system in the classroom, i.e., by being allowed (encouraged) to dialogue their "feelings" of the 'moment,' regarding issues of right and wrong, making right and wrong subject to their carnal desires of the 'moment'—which includes their desire for "the groups" approval (affirmation), i.e., fear of rejection—the father's/Father's authority (political system) is called into question. If the dialogue process (dialectic 'reasoning,' i.e., 'reasoning' from/through "feelings") is successful then the child's political system is 'change,' i.e. the father's/Father's authority (political system) is negated in the students thoughts and actions, negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—from then on following after, serving, protecting, praising, and worshiping anyone who makes them "feel" good, i.e., like god, hating anyone who gets in their way.
"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 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)
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 student's "feelings" of the 'moment,' i.e., their love pleasures and their hate of restraint, in the "light" of their desire for group approval 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 child's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience for doing wrong, disobeying, sinning in the process—called "the negation of negation," since the father's/Father's authority, and the guilty conscience which it engenders, is negative to the child's carnal nature), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their "lusting" 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 information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome—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-ist resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" can do wrong, disobey, sin with impunity.
"Bypassing the traditional channels of top-down decision making, 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)
Instead of killing the fathers outright, as in Traditional Marxism, the object is to use psychology, i.e., dialogue in a group setting (merging Marx and Freud, i.e., "the group" and the individual in the classroom), "bypassing" the father's authority in the classroom (meeting), negating the father's authority in the children's thoughts and actions (engendering what is called "civil disobedience," "affirmative action," "self actualization," "democratization" "conscietization," etc.,), creating a "new" world order with 'liberal's,' socialists, globalists, Facilitators of 'change,' psychologists, behavioral "scientists," "group psychotherapists," Transformational Marxists, i.e., "children of disobedience" ruling the world, controlling the language, i.e., controlling the peoples thoughts.
"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 desires) 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' themselves, i.e., 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
"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
"And call no man your father upon the earth: for one is your Father, which is in heaven." Matthew 23:9
"and truly our fellowship is with the Father, and with his Son Jesus Christ." 1 John 1:3
"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
While Christ has a Father's authority in His life (calling all to die to their "self," pick up their cross, i.e., be willing to stand alone in the truth, enduring the rejection of men and follow him, doing His Father's will), another "Christ," i.e., the "Christ" of the world does not (requiring all, through dialogue to become "equal" with him, i.e., to become 'like' him—who will, 'liberated' from the Father's authority, serve, praise, and worship him as god instead).
© Institution for Authority Research, Dean Gotcher 2019