In the dialectic process, "Reasoning" is from a persons own "sense experience," i.e., from their own "sensuous needs" of the 'moment' and their "sense perception" of the situation' (Karl Marx, MEGA I/3), making them subject to their "feelings," i.e., to their carnal desires ("self interest") of the 'moment,' their fear of missing out on their desires, as well as their fear of rejection, and their dissatisfaction with or resentment toward restraint and the restrainer, as well as the current situation which is stimulating their "feelings" of the 'moment'(including anyone manipulating the situation). Their evaluation (aufheben) of the situation and anyone or anything within it which produces (engenders) pleasure or pain (physical, mental, and social pleasure or pain) determines its and/or their worth or value, whether it or they are "good" or "evil," "good" or "bad," with anything or anyone engendering and affirming pleasure being "good" or "right" (which is "positive") and anything or anyone engendering pain, including the pain of missing out on pleasure being "bad" or "evil" (which is "negative").
Dialectic 'reasoning' is 'reasoning' from "feelings," i.e., from the affective domain, i.e., from the child's carnal nature, i.e., from the child's desires of the 'moment' (love of pleasure, i.e., dopamine emancipation) which the world stimulates and dissatisfactions (hate of restraint). It is antithetical to didactic reasoning, i.e., reasoning from established commands, rules, facts, and truth, i.e., from the father's/Father's authority, with the child having to humble, deny, die to, control, discipline his (or her) "self" (his or her "feelings") in order to do right and not wrong, i.e., in order to do the father's/Father's will.
Dialectic 'reasoning' is based upon dialogue. Didactic reasoning is based upon discussion. Merging the two, i.e., dialectic 'reasoning' and didactic reasoning simply makes didactic reasoning (deductive reasoning) subject to dialectic 'reasoning' (inductive reasoning), seducing the didactic reasoning (traditional minded) person into participation, deceiving him that he is still in control of his reasoning abilities, thereby manipulating him, making him subject to the seducer, deceiver, and manipulator of the situation, i.e., to the "psychotherapist," i.e., the facilitator of 'change,' i.e., the Transformational Marxist (all three—merging psychology and sociology, i.e., the individual and society—being the same).
You persuade with facts and truth. You manipulate with "feelings," i.e., dialectic 'reasoning,' i.e., through the use of dialogue—especially when dialogue is used in order to arrive at a consensus, i.e., at a "feeling" of "oneness," i.e., affirmation.
Changing how we communicate with one another, from commands, rules, facts, and truth, i.e., doing right and not wrong according to established standards to "feelings," changes us and the world we live in. While in a discussion, where doing or being right and not wrong is the issue, the guilty conscience plays an essential part of the outcome, in dialogue it is negated, i.e., replaced with the so called "super-ego," which is dependent upon the persons "feelings" of the 'moment.' This is why 'liberal's' refuse to (can not) participate in a true discussion, always moving the "conversation" or "communication" to dialogue, so they can control the outcome, thereby rescuing themselves from being subject to commands, rules, facts, and truth and a guilty conscience for doing wrong, disobeying, sinning, which gets in the way of pleasure. If they can get you into dialogue—when it comes to established commands, rules, facts, and truth—they win the day, making you subject to them and their way of thinking, i.e., using dialectic 'reasoning,' i.e., "feelings" to 'discover' (know aka gnosis) the 'truth,' 'justifying' themselves (with your affirmation), so they can do wrong, disobey, sin with impunity. We either reason from commands, rules, facts, and truth, dependent upon the father's/Father's authority (Hebrews 12:5-11) or we 'reason' from our carnal desires of the 'moment' (Genesis 3:1-6), negating the guilty conscience in the process (Romans 7:14-25), so we can do wrong, disobey, sin with impunity—until judgment day.
In the dialectic process of dialoging opinions to a consensus (with opinions engendering liberty from the father's/Father's authority, i.e., Liberté, dialogue making all equal, i.e., Égalité, and consensus making all one, i.e., Fraternité) children's thoughts are washed of the father's/Father's authority, making them readily adaptable to 'change,' i.e., no longer loyal to local control, sovereignty, inalienable rights, nationalism under God. This method of 'reasoning' is based upon Georg Hegel's formula, which has became the method of "doing business" and "building relationships" through the use of the soviet system, i.e., the consensus process today—not only in education but in the workplace, government, and even in the "church." Karl Marx and Sigmund Freud built their ideology upon it, i.e., the praxis of dialoguing opinions to a consensus, thereby 'liberating' the child's carnal nature from the father's/Father's authority, negating the father's/Father's authority and the guilty conscience for doing wrong, disobeying, sinning in the process.
It is the same method of 'reasoning' being used in the "group grade" classroom today (using "Bloom's Taxonomies" as its curriculum—all teachers are certified and schools accredited, including private and "Christian" schools, colleges, and universities, based upon their use of "Bloom's Taxonomies" in the classroom), turning the children against their parent's authority, i.e., the next generation of citizens against local control and nationalism, preparing them to think and act in accordance to globalism (transcending borders). "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)
"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25
"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
"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 pleasures of the 'moment' 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
"[E]very one of us shall give account of himself to God." Romans 14:12
© Institution for Authority Research, Dean Gotcher 2018