Being your "self" without fear of judgment (the consequences).
"And the serpent said unto the woman, Ye shall not surely die:" Genesis 3:4
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25 "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 "Love not the world, neither the things that are in the world. If any man love the world, the love of the Father is not in him. 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. And the world passeth away, and the lust thereof: but he that doeth the will of God abideth for ever." 1 John 2:15-17 "Know ye not, that to whom ye yield yourselves servants to obey, his servants ye are to whom ye obey; whether of sin [yielding your "self" to the carnal pleasures of the 'moment' and the world which stimulates them] unto death, or of obedience [yielding your "self" to the Father] unto righteousness?" Romans 6:16 "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
The "unsafe zone."
In a "safe zone," "safe place," "safe space" where the emphasis is upon being "positive," anyone holding to "right-wrong" thinking, i.e., absolutes (as in two plus two is four and can not be any other number), sovereignty, unalienable rights, limited government, private property, private business, i.e., "Mine. Not Yours" (as in "My children. Not yours," "My property. Not yours." "My business, Not yours."), heritage, posterity, inheritance, i.e., the father's/Father's authority, i.e., "top-down" thinking, private convictions, a guilty conscience for doing wrong, disobeying, sinning, i.e., those attributes which are "negative" (to the "positive") are under attack. The "safe zone," "safe place," "safe space" guarantees that those who are "negative," i.e., those who adhere to and support the father's/Father's authority (and therefore have a guilty conscience for doing wrong, disobeying, sinning, preaching, teaching, and trying to discuss the father's/Father's commands, rules, facts, and truth with others, making others "feel" guilty, i.e., creating a guilty conscience in them as well) will be labeled divisive, hateful, maladjusted, lower-order-thinkers, phobic, psychological, neurotic, "in denial," intolerant, prejudiced, racist, Fascist, bullies, potential terrorist, etc., pressuring them to either conform to the "positive" environment (abdicate their respect for and honoring of the father/Father and his/His authority, i.e., accepting and obeying the father's/Father's commands, rules, facts, and truth as given, by faith), be silent (suspend, as on the cross, any command, rules, fact or truth that upsets the "positive," i.e., that makes them "feel bad," i.e., guilty for doing wrong, disobeying, sinning, tolerating their rebellious, i.e., defiance toward authority instead), or leave (or be removed by force), guaranteeing that any policy being made in the "safe zone," "safe place," "safe space," i.e., in the facilitated, dialoguing opinions to a consensus ("positive") environment will be detrimental to (hostile toward) those who adhere to and promote the father's/Father's authority, i.e., those who are "negative," i.e., those who are hurting peoples "feelings"—making them feel bad (guilty) for doing wrong, disobeying, sinning—so that everyone, including the facilitator of 'change,' 'liberated' from the father's/Father's authority (and the guilty conscience which it engenders) can do wrong, disobey, sin with impunity.
By identifying the attributes of the father's/Father's authority, such as his "right-wrong," "top-down" way of thinking, labeling them as being prejudiced and dictatorial, then by generalizing them, making anyone demonstrating or insisting upon a "right-wrong," "top-down" way of thinking and acting synonymous to Hitler's way of thinking and acting, anyone adhering to the father's/Father's authority can be labeled as a Fascist or a potential Fascist, i.e., guilty of a "hate crime"—since Hitler was prejudiced against a race, demanding that everyone adhere to his way of thinking and acting. What is missing in this generalization is the father's/Father's attribute of benevolence, discussing with those under his/His authority (at his discretion) any questions they might have in order to make sure facts, truth, mercy, grace, and love are present in the decision (in the outcome), something socialist, whether "Nationalist" (Fascist) or Globalist (Communist) can not do or condone since they must negate the father's/Father's authority (including his benevolence) and the guilty conscience for doing wrong, disobeying, sinning in order to initiate and sustain control (power) over the children/"the people," in the name of "the children"/"the people." To those intoxicated with, addicted to , and possessed by the "safe zone," "safe place," "safe space" mentality, while there is "theory X," i.e., the father's/Father's authority and "theory Y," i.e., the child's/man's natural desire for the carnal pleasures of the 'moment' which the world stimulates and his natural dissatisfaction with, resentment, hatred toward restraint, i.e., toward the father's/Father's authority, since "theory Y" is the desired outcome, "theory X" is not discussed—other than how to negate it. Those of the "safe zone," "safe place," "safe space," "theory Y" mentality can not respond to facts based question (which would expose and destroy their "logic," i.e., their dialectic [dialogue, i.e., "self" 'justifying'] 'reasoning') since their "feelings" of the 'moment'—being dissatisfied with, resenting, hating any fact or truth that gets in the way, i.e., that makes them "feel bad," i.e., that makes them guilty for their deceitful thoughts and wicked actions—are their only pathway to thought, 'justifying' their actions.
All teachers are certified and schools accredited today based upon their application of the Marxist, Theodor Adorno's ideology (the "Weltanschauung" of "Bloom's Taxonomies") in the classroom. Adorno wrote: "Authoritarian submission [the child having to humble, deny, die to his "self" in order to the father's/Father's will, tantamount to nationalism, under God aka Fascism in the 'liberal's' mind] 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 had naturally to take these attitudes into account [disregarding the benevolent father/Father, i.e., throwing him/Him in with Hitler]." "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." (Theodor Adorno, The Authoritarian Personality) Contemporary education, following after Theodor Adorno's (Benjamin Bloom's) ideology, propagate the ideology of Karl Marx in the classroom. Marx wrote:"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 (behavior)]." (Karl Marx, Feuerbach Thesis #4) Karl Marx believed that it was the child's obedience, i.e., his submitting his will to his parent's authority that engendered the father's/Father's authority, i.e., capitalism, i.e., nationalism. "The life [authority] which he [the child] has given to the object [to the parent, to the teacher, to the boss, to the ruler, or to God—when the child humbles, denies, dies to, disciplines, controls his "self" in order to do their will, thus "empowering" them] sets itself against him as an alien and hostile force." (Karl Marx, MEGA I/3) It was, and still is essential (for those advancing the "safe zone" ideology) that the child be "helped" (facilitated) in 'liberating' his "self" from the father's/Father's authority, i.e., from the "unsafe zone" in order for him to become his "self," i.e., of and for the world only.
Why the "safe zone?"
According to this ideology, only by allowing the child the opportunity (in a "safe zone") to discover for himself what is right and what is wrong—according to and in agreement with his carnal nature—can the child become himself, i.e., "normal," i.e., of the world only, as he was before the father's/Father's first command, rule, fact, or truth came into his life, making him in the father's/Father's image, repressing him, i.e., alienating him from his carnal nature. Psychotherapists , i.e., facilitators of 'change,'' as Marxists, establish the child's carnal nature, i.e. the child's "sense experience," i.e., the child's "sensuous needs" and "sense perception" of the 'moment' (the "eternal present"), and the world that stimulates it over and therefore against the father's/Father's commands, rules, facts, and truth, i.e., the father's/Father's authority. (Karl Marx, MEGA I/3) Thus, it is only in the child's carnal nature ("the lust of the flesh, and the lust of the eyes, and the pride of life") that mankind can find common ground. Georg Hegel wrote: "The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father's/Father's authority so that he can be his "self," i.e., as he was before the father's/Father's first command, rule, fact, or truth came into his life, i.e., carnal, i.e., of the world only]." (Georg Hegel, System of Ethical Life) It is therefore imperative, according to Marxist-psychologists, i.e., "group psychotherapists," i.e., facilitators of 'change' that the child experience a "safe zone," i.e., café where he can share, i.e., dialogue, along with other children, his feelings and his thoughts (his opinion) regarding personal-social issues—which are antithetical to the father's/Father's authority—without fear of reprimand, i.e., being judged, put down, condemned, punished, restrained, etc.,. It is only through dialogue (circumventing or bypassing the father's/Father's "right-wrong," "top-down" way of thinking and acting) that he and other children can 'discover' common ground aka common-ism with one another and, uniting as one, in consensus, work to negate the father's/Father's authority which inhibits or blocks it. "The dialectical method was overthrown [the father's/Father's authority, i.e., the father's/Father's "Because I said so"/"It is written" prevented dialogue, i.e., prevented 'change']—the parts [the children] were prevented from finding their definition within the whole [within "the group," i.e., within society; which is only 'discoverable' through dialogue, i.e., through the "dialectic method"]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?) "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) "In the dialogic relation of recognizing oneself in the other [the children recognizing their common dissatisfaction with restraint, i.e., authority which inhibits or blocks, i.e., "stands in the way" of having or enjoying the things desired in the 'moment'], 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 by bringing out the child's own ideas [desires and dissatisfactions] in the dialogical and dialectic [dialogue] settings can the child begin to reconstruct and progressively transcend [the teacher's, their parents, etc.] concepts [belief in the father's/Father's authority and his commands, rules, facts, and truth, accepting them as is, by faith—in dialectic (dialogue) 'reasoning' belief is treated as an opinion or theory making all things relative, i.e., situational, engendering situation ethics]." (Richard Paul, Critical Thinking: What Every Person Needs To Survive In A Rapidly Changing World) By merging Marxism, i.e., society, i.e., "the group" with psychology, i.e., the individual, i.e., the student's "feelings" of the 'moment,' i.e., their desire for affirmation (group approval), "group psychotherapists" are able to silence the father's/Father's authority in the children, i.e., negate the "guilty conscience" for doing wrong, disobeying, sinning, so they can 'discover' themselves, i.e., their identity in each other's carnal nature instead, so they can do wrong, disobey, sin ("experiment") with impunity (as long as everyone is consenting, i.e., doing the same in thought and action, at least regarding the process).
In order to initiate and sustain 'change,' i.e., deviancy, i.e., 'liberalism' the "safe zone" is essential. It is the "safe zone" that gets the "guilty conscience" (the effect of the father's/Father's authority upon the child) out of the way of the child, replacing it with the so called super-ego, which is based upon the child's "feelings" of the 'moment,' in agreement with his "feelings" of the past, so the child can participate in, 'justify,' embrace, and advance the process of 'change,' i.e., become a 'liberal.'
"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves: the superego 'unites in itself the influences of the present and of the past.'" (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz The meaning of "Community" in Community Policing)
"The school must make room for the deviant student." "This person will be able to discriminate among values and to deviate from the moral status quo." "How such persons can be discovered, and, above all, how such persons can be produced in greater number is the major problem for research in character formation." (Robert Havighurst and Hilda Taba, Adolescent Character and Personality)
"We must develop persons who see non-influencability of private convictions [those holding to their parent's, teacher's, constituent's, or God's commands, rules, facts, and truth, refusing to compromise, i.e., those having a guilty conscience for doing wrong, disobey, sinning] in joint deliberations [in a consensus meeting] as a vice rather than a virtue." (Kenneth Benne, Human Relations in Curriculum)
"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; one of two books referred to as "Bloom's Taxonomies"—which are based upon the "Weltanschauung," i.e., world view or ideology of two Marxists, "Erich Fromm, T. W. Adorno"—which are foundational for teacher certification and school accreditation around the world today, including private, voucher, and "Christian" schools, and increasingly in home schooling material as well.)
As Kurt Lewin explained it (in typical social-psychological language—to be explained below): "The negative valence of a forbidden object which in itself attracts the child thus usually derives from an induced field of force of an adult." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears." (Kurt Lewin, A Dynamic Theory of Personality: Selected Papers) In other words, since it is the father's/Father's authority (threat of being chastened for doing wrong, disobeying, sinning or fear of being cast out for questioning, challenging, disregarding, defying, attacking authority) that engenders a guilty conscience in the child when he is thinking about doing, is doing, or has done what he wants against the father's commands and rules, by placing the child in an environment (a "safe zone") where he, along with other children, can share his opinion, i.e., i.e., his "feelings," i.e., his desire for the carnal pleasures of the 'moment' which the world stimulates and his dissatisfactions, resentment, hatred toward restraint, i.e., toward the father/Father and his/His authority, without fear of judgment and condemnation, i.e., being chastened or cast out, the guilty conscience for doing wrong, disobeying, sinning is negated (referred to as "negation of negation"), allowing him—along with the rest of the children, in consensus affirming (being "positive" toward) each other's carnal nature over and therefore against the father's/Father's authority (that which is "negative")—to do wrong, disobey, sin with impunity, resulting in them questioning, challenging, defying, disregarding, attacking their parent's authority when they get home, negating the father's authority in the home (as Benjamin Bloom explained above).
By creating a "safe zone" for anarchy, i.e., 'liberating' the carnal nature of the child (which all children have in common—the basis of common-ism aka socialism-globalism) from the father's/Father's authority in the classroom, anarchy (international law aka borderless society, i.e., "lawfulness without law") becomes the law of the land, resulting in anyone who resists, i.e., inhibits or blocks 'change' being called hateful, bigoted, the cause of controversy, unrest, and war, i.e., a fascist, needing to be silenced and/or removed for recognizing, respecting (honoring), supporting, and defending the father's/Father's authority (local control aka individualism, under God, aka nationalism, aka fascism). How the child is raised up (educated) directly affects how he or she will think and act. Curriculum engenders paradigm. The "group grade" classroom, with its "safe zone" for anarchy, i.e., "group psychotherapy" is Marxism being put into praxis. (individual-social action). The "safe zone" is the praxis of Genesis 3:1-6, i.e., the 'justification' of the child's carnal nature over and therefore against the father's/Father's authority, negating Hebrews 12:5-11, i.e., negating the father's/Father's authority in the child's feelings, thoughts, and action as well as in his relationship with his "self," others, and the world, effecting how he responds toward authority, negating Romans 7:14-25 , i.e., negating the guilty conscience in the child for doing wrong, disobeying, sinning so he can do wrong, disobey, sin with impunity, i.e., be a 'liberal' in thought and action (in "theory and practice") with no guilty conscience, his "feelings" and thoughts (which are subject to his "feelings," i.e., his desires and dissatisfactions of the 'moment') being right in his own eyes. As Karl Marx explained it: "The philosophers [those thinking about how the world "is," still subject to the father's/Father's authority, how it "ought" to be, where they can do what they want when they want, and how it "can" be once authority is in their control] have only interpreted the world in different ways [created a world subject to their personal desires, with everyone having to submit to their authority], the objective however, is change [where everyone, through dialogue, is able to identify their commonality with one another, according to their "feelings," i.e., their "self interests," i.e., their carnal desires and dissatisfaction of the 'moment,' and in consensus, i.e., affirming one another's carnal nature, put it into social action (affirmative action)—called praxis—negating the father's/Father's authority in everyone's feelings, thoughts, and actions, removing the father's/Father's authority from the face of the earth]." (Karl Marx, Feuerbach Thesis #11)
It is this "safe zone," in the child's "group grade" classroom, where the child's opinion can be dialoguing to a consensus with other children (finding Liberté in sharing his or her opinion, along with other children, without fear of condemnation, 'discovering,' through dialogue, Égalité with the other children—in his and their common desire for the carnal pleasures of the 'moment' which the world stimulates along with his and their common dissatisfaction with, i.e., hatred toward authority which restrains—thus find Fraternité, i.e., consensus in affirming their carnal nature as they affirm his carnal nature over and therefore against the father's/Father's authority, thereby 'justifying'' their praxis of negating the father's/Father's authority from the face of the earth) that provides him the "opportunity" to become a Marxist. After all, he could not become a Marxist if Karl Marx—with his hatred toward authority—was not already in him, waiting to be 'liberated' from the father's/Father's authority (with the "help" of a facilitator of 'change,' since, according to the training manuals, the consensus process does not happen naturally—children tending to divide themselves against one another according to their differing desires, reinstating the father's/Father's "Mine. Not yours" way of thinking and acting).
The "safe zone" is not safe for children (students) who hold to commands, rules, facts, and truth they have learned from their parent's, teachers, minister, etc.,. Instead, they will be accused of not being "team players," i.e., of being "resisters of 'change,'" lower order thinkers, haters, etc., with the group, the class, and the school blaming them for the bad grade they receive—for their refusal to become a part of "the group," i.e., the "global community." As Abraham Maslow explained how he dealt with students holding onto and advocating their father's/Father's authority ("authoritarians"): "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, The Journals of Abraham Maslow) Welcome to your child's "group grade," relationship building classroom. This is the environment our children are exposed to in the classroom today, learning to bow to "group think," and their carnal nature instead of learning to do right and not wrong according to the commands, rules, facts, and truth they have been taught by adults. "Few individuals, as Asch has shown, can maintain their objectivity [their faith in authority, be it in their parent's, their teacher's, their boss's, their leader(s), or God's authority] in the face of apparent group unanimity." (Irvin Yalom, Theory and Practice and Group Psychotherapy) "The individual accepts the new system of values and beliefs ['liberation' from the father's/Father's authority, i.e., 'liberated' to be his "self" again, i.e., carnal, i.e., of the world only, as he was before the father's/Father's first command, rule, fact, or truth came into his life] by accepting belongingness to the group." (Kurt Lewin in Kenneth Benne, Human Relations in Curriculum Change) Without the "safe zone," where the preaching, teaching, and discussing of commands, rules, facts, and truth (advancing the father's/Father's authority) are replaced with the dialoguing of opinions to a consensus (advancing not only the child's "feelings" but also the "feelings"—desire for the carnal pleasure of the 'moment' which the world stimulates and hate of restraint, i.e., hate of the father's/Father's authority—of the "group psychotherapist," i.e., the facilitator of 'change,' i.e., the Marxist "educator") this could not take place.
Although a man might have, in this life, "no fear of God before his eyes," he will "give account of himself to God" on the day of judgment. Psalms 36:1; Romans 14:12 On that day his opinion, i.e., "I can do what I want, when I want, because it is natural (common) to all men, women, and children and therefore my 'right,'" will not count. While God is patient, desiring that all come to know Him and inherit eternal life, he is not tolerant, 'justifying' man's carnal nature, i.e., 'justifying' his sins. "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 [thinking pleasure is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating whoever prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment' it desires]: who can know it?" Jeremiah 17:9 Those loving ("lusting" after) the things of the world (including the affirmation of men)—hating the father's/Father's authority which gets in their way, i.e., blinded by their carnal nature, i.e., their dialectic (dialogue) praxis of "self" 'justification' (guaranteeing that all who follow after them will die in their sins, along with them)—can not see their praxis (of 'liberating' men, women, and children from the father's/Father's authority and inheritance/eternal life) as being a praxis of hate.
"And the serpent said unto the woman, Ye shall not surely die:" Genesis 3:4 The first (and master) "psychotherapist," i.e., facilitator of 'change' 'created' a "safe zone" for two "children" in a garden called Eden. See where it got them (and us today).
"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
"Because that, when they knew God, they glorified him not as God, neither were thankful; but became vain ["of and for self"] in their imaginations, and their foolish heart was darkened. Professing themselves to be wise, they became fools." "And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient;" "Who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them." Romans 1:21, 22, 28, 32
"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' 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
"Let no man deceive you with vain words ["self" 'justifying' words, i.e., words which you want to hear, i.e., words which make you "feel" "good," 'justifying' your "lusting" after the carnal pleasures of the 'moment,' including the affirmation of men, and your resentment/hatred toward restraint/the restrainer]: for because of these things cometh the wrath of God upon the children of disobedience. Be not ye therefore partakers with them." Ephesians 5:5-7
"And through covetousness [your "self interests," i.e., your desire for the carnal pleasures of the 'moment' which the world stimulates] shall they with feigned words [plastic words, Gr., i.e., doublespeak, i.e., saying one thing while meaning another, i.e., giving you what you want to hear in order to gain their trust thereby being able to move you down their pathway of 'change'] make merchandise of you [turn you into "human resource" to be used for their own pleasure and gain—so you can be bought and sold in the market place of man's carnal desires]." 2 Peter 2:3
"Wherein in time past ye walked according to the course of this world, according to the prince of the power of the air, the spirit that now worketh in the children of disobedience: Among whom also we all had our conversation in times past in the lusts of our flesh, fulfilling the desires of the flesh and of the mind; and were by nature the children of wrath, even as others." Ephesians 2:2,3
Regarding "the course of this world" see Hegel's Formula and God's warning and solution.
© Institution for Authority Research, Dean Gotcher 2018, 2019