"Self" And "Self Interest"
"What carnal pleasure(s) can I get out of this situation/person for my 'self.'"
"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 16:5
"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
"Self interest": "Building relationship upon self interest" is the hallmark of Marxism.
"Self interest" ties you to the world and the carnal pleasure(s) (dopamine emancipation), i.e., to the "lust(s)" that the world (the situation and/or the person) stimulates. The child is not in love with the toy. He is in love with the pleasure (dopamine emancipation) the toy stimulates, tossing it away when it no longer stimulates pleasure (dopamine emancipation) in him—replacing it with another toy (or looking for another toy), taking its place, stimulating pleasure (dopamine emancipation) in him instead.
"And through covetousness shall they with feigned words make merchandise of you." 2 Peter 2:3
Through dialogue, gaining access to your (or your children's) "self interest," i.e., to what you "covet," i.e., to what you are "lusting" after in the 'moment' (that the world, i.e., the situation or the person is stimulating), others, using "plastic words" (what "feigned words" means in the Greek)., i.e., using 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, can turn you into "human resource" to be used by them for their own carnal pleasure(s) and gain, i.e., dopamine emancipation, i.e., "lusts"—turning the children against their parent's authority, the citizens, including the "church," against Godly restraint so they can be bought and sold in the open market place of man's carnal desires.
"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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
When someone, through dialogue gains access to you (or your children's) "self interest," i.e., to what you are "coveting," i.e., to what you are "lusting" after in the 'moment' they can "own" you, i.e., seduce, deceive, and manipulate you (or your children), using you (or them) for their own "self interest," i.e., for their own carnal pleasure(s) and gain (dopamine emancipation).
"The heart is deceitful above all things [thinking pleasure (dopamine emancipation), i.e., thinking "lusting" after the carnal pleasures of the 'moment' that the world stimulates is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside your carnal desires of the 'moment,' i.e., having to humble, deny, die to, control, discipline your "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 established commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority that "gets in the way," i.e. that prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' that the world stimulates]: who can know it?" Jeremiah 17:9
You can not see your hate of restraint as being evil, i.e., "wicked" ("desperately wicked") because your love of pleasure ("self interest," i.e., dopamine emancipation), getting in the way, blinds you to it. Like a drug, pleasure (dopamine emancipation), i.e., "self interest," i.e., "the lust of the flesh, the lust of the eyes, and the pride of life," which the world stimulates blinds you to your hatred toward restraint, i.e., blinds you to your "wickedness" which is being expressed toward those who are preventing (or trying to prevent) you from having access to the drug, i.e., to pleasure (dopamine emancipation) when you are doing wrong, disobeying, sinning—making you not just wicked but "desperately wicked" in your effort to attain it, keep it, or get it back.
No one knows what you are talking to your "self" about except God. When you leave God out of your conversation with your "self" you become 'God.' When you share with others (through dialogue) what you are talking to your "self" about and others share with you (through dialogue) what they are talking to their "self" about, with them affirming (approving, 'justifying') your "self" and you affirming (approving, 'justifying') their "self," you and they become 'God'—in this case becoming 'creators' of a world "of and for self," i.e., of and for your and their carnal nature. The dialoguing of opinions to a consensus makes mankind 'God,' worshiping at the alter of "self," i.e., pleasure, i.e., "lust," praising the facilitator of 'change' who "helped" them 'liberate' their "self" from God. If you are still talking to (dialoguing with) your "self," i.e., 'justifying' your "self" after the father's/Father's chastening, you have not repented of your "self" being God—with you, in your mind, 'creating' a world of your own 'liking,' i.e., a world made in your image, i.e., a world without God, i.e., the father's/Father's authority getting in the way.
There are two of you and two of me. No I am not talking about identical twins. I am simply saying there is "You" and there is your "Self" and there is "Me" and there is my "Self." While I can talk to you, I can not talk to your "self," and while you can talking to me, you can not talk to my "self." Only you can talk to your "self" and only I can talk to my "self," i.e., only we can talk to, i.e. preach to, teach, discuss (what is the right thing to do and what is wrong thing to do according to established commands, rules, facts, or truth we have learned (been taught, i.e., we KNOW) or dialogue (our desires and dissatisfactions) with our "self," privately. Only we can talk to our "self"—either humbling, denying, disciplining, reproving, correcting, or rebuking, i.e., chastening our "self," preaching to our "self," teaching our "self," or discussing with our "self" in order (as in "old" world order) to do what is right and not wrong according to established commands, rules, facts, and truth we have learned (been taught, i.e., we KNOW), or dialogue with our "self" in order (as in "new" world order) to 'justify' our "self," i.e., 'justify' our desire to enjoy the carnal pleasure(s) of the 'moment' which the world is stimulating thereby 'justifying' our dissatisfaction with restraint, i.e., with the father's/Father's authority, i.e., with his/His "Can not," "Thou shalt not," "Because I said so," "It is written ...," etc., which prevent us from "enjoying" our "self," i.e., "enjoying" the carnal pleasures of the 'moment' we desire (which "self" wants). The latter condition is encapsulated in the word "ought," as in "Well, I 'ought' to be able to ...," with us voicing our opinion (dissatisfaction) internally to our "self" in response to the father's/Father's "Can not," "Thou shalt not," "Because I said so," "It is written ...," etc. In that case, instead of dying to our "self" in order (as in "old' world order) to do the father's/Father's will, we dialogue with our "self," at least in private in order (as in "new" world order) to preserve our "self."
You can not have an "ought" without a "not" inhibiting or blocking you from what it is you desire. It is the "ought" you dialogue with your "self" about ('creating,' in you mind a world of your own liking, i.e., a world in harmony with your carnal nature and the world stimulating it—satisfying your carnal desires), attempting to overcome the "is," i.e., the world of "I Am, that I Am," i.e., the world of authority (restraint) which prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment' which your heart desires. It is in the "ought" that 'change' is initiated and sustained. Your "ought," i.e., your dialoguing with your "self" about your desires and dissatisfactions of the 'moment,' is the world of your own 'creation. It is what the facilitator of 'change' is interested in gaining access to, in order to create a "new" world order based upon 'change,' i.e., a world which is "of and for self" only. "We have to study the conditions which maximize ought-["self interest"] perceptiveness." "Oughtiness is itself a fact to be perceived." (Abraham Maslow, The Farther Reaches of Human Nature)
"Humble yourselves [your "self"] therefore under the mighty hand of God, that he may exalt you in due time:" 1 Peter 5:6 "And he [Jesus] said to them all, If any man will come after me, let him deny himself, and take up his cross daily, and follow me." Luke 9:23
We can only humble, deny, control, discipline our "self" personally, i.e., privately. You can not humble, deny, control, discipline my "self." Neither can I humble, deny, control, discipline your "self." If I were an authority figure over you, I can only chasten or threaten to chasten you, i.e., "persuade" you to humble, deny, control, discipline your "self," resulting in you doing my will, making my will your will, or if you were an authority figure over me, you can only chasten or threaten to chasten me, i.e., "persuade" me to humble, deny, control, discipline my "self," resulting in me doing your will, making your will my will. This is the same paradigm (Patriarchal paradigm) given to us by the Son of God, Jesus Christ, humbling his "self," doing God, the Father's will instead of his own—His will then being the Father's will and the Father's will being His will. "I and my Father are one." "He that hath seen me hath seen the Father;" John 10:30; 14:9
"Verily, verily, I say unto you, The Son can do nothing of himself, but what he seeth the Father do," "I can of mine own self do nothing: ... I seek not mine own will, but the will of the Father which hath sent me." "For I have not spoken of myself; but the Father which sent me, he gave me a commandment, what I should say, and what I should speak." "[W]hatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:19, 30; 12:47-50 "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 He has required the same of us. "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
We are made in the image of God, in our ability to evaluate, either evaluating our "self," the world around us, and God's Word itself in the light of God's Word or evaluating (aufheben) our "self," the world around us, and God's Word in the "light" of our "self" (and its love of the world). The latter is what took place in the garden in Eden with the woman evaluating her "self," the world around her, and God's Word from her own "sensuous needs" and "sense perception" of the 'moment,' i.e., from her own "self interest," making all that is of the world, i.e., her "feelings," i.e., her carnal desires of the 'moment' her guiding "light.". (Karl Marx, MEGA I/3)
"Take heed therefore that the light which is in thee be not darkness." Luke 11:35
"Self," in and of it "self," i.e., when left to it "self," sees no wrong or evil in your carnal nature, i.e., ties you to the world around you, i.e., has eyes only upon you and the world, "lusting" after the carnal pleasures which the world stimulates. "Self" "illuminates" the world around you, focusing you upon the carnal pleasures of the 'moment' it stimulates, making you subject to the world around you and anyone manipulating it. Loving the carnal pleasure of the 'moment' which the world stimulates, hating that which restrains it, i.e., prevents, i.e., inhibits or blocks it, "self," left to it "self," is "of and for human nature only." "Self" is always right in its own eyes, 'lighting' the path which leads to destruction.
"Enter ye in at the strait gate: for wide is the gate, and broad is the way, that leadeth to destruction, and many there be which go in thereat: Because strait is the gate, and narrow is the way, which leadeth unto life, and few there be that find it." Matthew 7:13, 14 "Cursed be the man that trusteth in man, and maketh flesh his arm, and whose heart departeth from the LORD." Jeremiah 17:5
Since "self's" interest is to approach pleasure and avoid pain, whenever authority prevents us from having our way it is our nature to talk to our "self," 'justifying' our desire to have whatever it is that we want in the 'moment.' When we want the object of pleasure of the 'moment,' it is for the 'purpose' of dopamine 'liberation' or 'emancipation' Dopamine is a chemical (called a neurotransmitter) our nerve endings (posterior ends) naturally produce and release into a gap (called a synaptic gap) conveying information onward to the next nerve endings (their anterior end) on the way to or within the brain, making us aware that we have come into contact with something that is gratifying to our flesh. By nature we look into the environment to locate what it is that stimulates pleasure, i.e. dopamine 'emancipation' within us. Once located, we use physical action to apprehend and control it for the 'purpose' of more dopamine 'emancipation' or 'liberation.' Dopamine 'liberation' or 'emancipation' (the pleasures of the 'moment') thereon becomes not only the child's 'drive' but also the 'purpose' of life. While it might appear that the child is in love with the toy, in truth he is in love with the dopamine 'emancipation,' i.e. the pleasure of the 'moment' the toy stimulates. Eventually growing tired of the toy, which no longer provides gratification, i.e. when dopamine 'liberation' is satiated, he begins looking for "new" toys to play with. This is true for all men, i.e. called the "lust" of the flesh. It is here, in dopamine 'emancipation,' i.e. in pleasure, i.e. in enjoyment, i.e. in the lust of the 'moment' that "self" and the world find oneness.
When the child is prevented from having access to the object of gratification, i.e. preventing dopamine 'liberation' or 'emancipation,' he can imagine, with his minds eye, having relationship with the object of gratification he desires, stimulating dopamine emancipation within him again. Called daydreaming, he can satisfy his "lust" for pleasure, overcoming the barrier to pleasure for the moment. But when caught, i.e. not doing his homework, he is forced (by threat of pain) to abandon his hearts desire (dopamine 'emancipation') and do his homework instead. It is here, in his "ought," as in "I ought to be able to (for the purpose of dopamine 'emancipation') do what it is I want to do." Like being on a drug (all drugs of pleasure are associated with dopamine, i.e. stimulating its release, imitating it, or preventing its re-uptake, leaving it in the synaptic gap longer), as a drug addict he will use any means to attain access to the object of gratification, using violate force if necessary (if he perceives he can get away with it) perceiving the restrainer as being unreasonable, irrational, uncaring, unloving, hateful, etc. 'justifying' his "habit" (and his actions taken to continue it). It is in his dialogue, i.e. his relationship with his "self" that he is able to initiate and sustain his "lust" for pleasure, using his imagination (entertaining his "self") in order to continue dopamine 'emancipation,' transcending the restraints of authority. It is here, in the child's "ought," his continued association with his carnal desires (in defiance to authority) that dialectic 'reasoning' finds it 'drive' for 'change.' Thus with the emphasis upon "imagination" (innovation, 'change,' etc.) today in education, not only can the child be 'motivated' to 'liberate' himself, i.e. his "self" from parental authority, he can learn how to facilitate 'change' in others, "helping" them 'emancipate' their "self" from parental restraint as well ('liberating themselves from self discipline and self control under parental authority), eventually, through dialectic 'reasoning,' 'liberating' society from Godly restraint, ('liberating' man from having to humble and deny himself before God), 'justified' his "self" in his own eyes, i.e. with dopamine 'emancipation' or 'liberation' (pleasure, enjoyment, lust) becoming not only the 'drive' of life but the 'purpose' of life as well.
If you make "self," i.e. "self-consciousness" the standard for life (viability), i.e. defining the soul as your ability to talk to your "self," with "self-awareness," "self-interest," and "self-actualization," i.e. the 'liberation' of "self" from the Father's authority becoming the 'purpose' of life, then consciousness or even unconsciousness is no longer defended as a right of life, justifying the taking of the life of the unborn, the child who has not yet become conscious of his "self," the elderly, the weak, and even those who humble themselves before God, refusing to become, inhibit or prevent, or fight against "self-actualization," i.e. those who put into praxis the "purifying" of society, "purging" it of the "unfit," having no "guilty conscience" while doing so. By 'discovering' a persons "self-interest" ("helping" them to 'discover' it for themselves in order to build relationship with others upon "self") those of dialectic 'reasoning' start their victims down the road of 'change,' while they, thinking to "themselves" that what they are doing (or are going to do) is "good" for not only themselves but the rest of mankind, participate in the praxis of destruction and death. Good or pleasure to "self" is always "good" in the eyes which "are never satisfied." "
"Hell and destruction are never full; so the eyes of man are never satisfied." Proverbs 27:20
"The individual may have ‘secret' thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for here may lie the individual's potential." (Theodor Adorno, The Authoritarian Personality)
By gaining access to the child's desires of the 'moment,' i.e. what his "self interest" is, i.e. what he is dialoguing with himself about in the 'moment,' I can guarantee his attending to what I am doing, seducing him into participation. By gaining his trust, i.e. his perception that if he participates in what I am doing he can attain what it is that he is desiring as well, i.e. dopamine 'emancipation,' I can thereby deceive him into believing that it is his "interest" that I am interested in, when in fact it is my interest to use him as a resource to satisfy my interest, like natural resource, manipulating him into sustaining my interest, i.e. dopamine 'emancipate' within me, not only through gaining his approval for what I am doing, which 'emancipates' dopamine within me, but supporting me (through volunteerism, donations, etc. to "our" common cause) while I pursue my desire to 'liberating' not only him but others from the father's restraint of dopamine 'emancipation,' so that I can use the father's children and money (via tax dollars) to support my "interests," 'liberating' children from the father's authority to support my carnal "habits." All facilitator's of 'change' have this in common, the 'liberation' of children from the father's authority so that they can use the children and the father's property for their own gain, i.e. for their carnal pleasures. After all Immanuel Kant taught that hope is found in happiness, and happiness is found in pleasure, and pleasure is found in the mind (now we know of dopamine), therefore hope is found in the flesh and the world becoming "one," when in truth our hope is to be found in the Lord God and the Lord Jesus Christ (the Father and His obedient Son), who give us everlasting Joy, Peace, and Love as fruits of the Holy Spirit, rather than the never satisfying pleasures, conflict and tensions, and carnal desires of the flesh, which the world, which is passing away, stimulates.
Only through the dialoguing of our opinions (sharing our 'ought's' with one another, i.e. you and I openly sharing with, i.e. dialoguing with one another what we are talking to, i.e. dialoguing with our "self" about) is it possible for me to know your "self" and you to know my "self," i.e. our "self interest" (what "depth of knowledge" is all about). What we have in common in the dialoguing of our opinions (our sharing with one another regarding what we are talking to our "self" about, i.e. how we are "feeling" and what we are "thinking" about in the 'moment') is our desires (love, pleasures, enjoyments, "lusts," "self-interests") of the carnal 'moment' and our dissatisfaction toward (hate of) the father's/Father's authority which prevents us from enjoying its pleasures. "Self" loves pleasure, i.e. "all that is of the world," and hates anything or anyone who stands in the way of it, preventing pleasure from having its way. It is in this condition of love and hate, i.e. love of pleasure and hate of the father's/Father's authority that 'change' is initiated and sustained. It is within the child's "group grade" experience in the classroom (being placed under the pressure of 'compromising' for the sake of "group approval") that his degree of love of pleasure vs. hate of the father's/Father's authority (or love of the father's/Father's authority and hate of the "lust" of pleasure, i.e., "self") is revealed and graded, "helping" the facilitator of 'change,' i.e., "group psychotherapist" know what next steps are necessary (what classroom environment he needs to create next, i.e. what issues as well as what "appropriate information" is needed to be brought up in the classroom in order to increase "group approval" (affirmation of the child's carnal nature, i.e., "human nature") in the mind of the child and what "inappropriate information" is needed to be excluded in the classroom in order to negate the child's need for the father's/Fathers' approval) in order to continue the child's propensity to 'change,' i.e. to grow in the things of the world, 'liberating' himself (his "self") and others from the restraints of the father's/Father's authority. The "group grade" being: where along the spectrum or continuum of 'change' in the 'moment' (in time and space) does the child's love of the world and hate the father's/Father's authority, i.e. his "play behavior," i.e. being "positive," i.e. being a part of "the group," i.e. embracing and promoting 'change'' vs. love of the father's/Father's authority and hate of the world, i.e. his "barrier behavior," i.e. being "negative," i.e. alienating himself from "the group," i.e. resisting and fighting against 'change' reside? This can only be done (the grading of the child's embracing of the 'change' process can only be accomplished) through the child dialoguing his opinion with other students, to a consensus, 'compromising' his father's/Father's authority for the sake of "the group," i.e. for the sake of "relationship," i.e. for the sake of apprehending the pleasures of the world ("self interest"), not only putting his newly 'liberated' feelings and thoughts into action (into praxis) in "the group" (through the "group task"), i.e. in the present, i.e. in the 'moment' but in the home (when he gets home in the future) as well.
Being labeled as being "in denial" is simply another way of saying you are denying your "self" (your carnal desires) in favor of the father's/Father's authority. As Carl Rogers explained the 'change' process, i.e. the dialectic process: "Prior to therapy [before the child learns to evaluate his "self" in the "light" of his own "human nature" and the world, i.e. through the eyes of the "group" learning to "esteem" his "self"] the person [the child] is prone to ask himself 'What would my parents want me to do ?' [evaluating his "self" in the light of the father's/Father's commands, rules, facts, and truth, i.e. learning to discipline, control, deny, humble his "self"] During the process of therapy [during the "group grade" experience] the individual [the child] comes to ask himself 'What does it mean to me ["How do I 'feel' about it?" and "What do I 'think' about it?" i.e. learning to validate his "self," i.e. his "feelings" and "thoughts" of the 'moment,' i.e. his "opinion" in the "light" of the current situation over and against the father's/Father's authority]?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"The ideas of the Enlightenment taught man that he could trust his own reason as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation [the father/Father telling him how to live his life, i.e. "It is written ...," "My Father says ..."] nor that authority of the church [His obedient Son leading the way] in order to know good and evil." (Stephen Eric Bronner, Of Critical Theory and its Theorists)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words, according to Karl Marx (and those intoxicated with, addicted to, and possessed by "self interest," i.e., the carnal pleasures of the 'moment' that the world stimulates) "Lust 'reconciles' us to the world."
"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) Human behavior can only be evaluated according to the carnal nature of man, making all mankind subject to the carnal pleasures of the 'moment' which the world stimulates.
"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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
Critical Theory (in Stephen Eric Bronner's book, Of Critical Theory and its Theorists) means "to liberate human beings [to 'liberate' the child] from the circumstances that enslave them [from the father's/Father's authority]." (Max Horkheimer, i.e. Jürgen Habermas, Knowledge and Human Interests, i.e. Immanuel Kant's Critique of Pure Reason)
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"Education as yet is unable and unwilling to bring all estates and distinctions into its circle. Only Christianity and morality are able to found universal kingdoms on earth." (Karl Marx, The Holy Family)
By bringing dialogue, i.e., the child's "self interest," i.e., the child's carnal desires of the 'moment' that the world (the classroom environment) is stimulating, into the curriculum, i.e., into the teacher/student teaching/learning environment, "Bloom's Taxonomy," " "a psychological classification system," which is 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," the "educator" was able to "change" the "circumstances" of men, i.e., children, i.e., the next generation of voting citizens. All "educators" are certified and schools accredited today based upon their use of "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology (Marxism), i.e., the students carnal desires ("self interests") of the 'moment' that the world, i.e., the situation, i.e., the classroom environment (the students desire for "group" approval and fear of "group" rejection—their "group grade" depends upon it, i.e., "group" approval) generates, making the children's "self interest" right and their parent's authority wrong, making wrong right and right wrong. If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the students carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates their parent's authority in their thoughts and their actions, making "right" and "wrong" subject to their carnal desires ("self interest") of the 'moment,' which includes "the groups" approval (affirmation), negating right and wrong being determined by their parents, i.e., by established commands, rules, facts, and truth (which requires "self" restraint).
"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." "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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
By bringing dialogue, i.e., "self interest" into the classroom, making it part of the curriculum, the children's carnal desires ("lusts") of the 'moment' became the outcome—'liberating' the children from their parent's authority being the objective.
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 2: Affective Domain)
"It is in this 'box' [the child's/student's "self interest," i.e., "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]."
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.
"'Now that we know how positive reinforcement works [dialoguing opinions to a consensus, i.e., dialoguing our feelings (our carnal desires of the 'moment') to a feeling of oneness ('discovering' through dialogue the common carnal desires that we can all agree on, thereby affirming ourselves, and working together, as one, in fulfilling them, we establish our carnal desires of the 'moment,' i.e., our "self" over and therefore against the father's/Father's authority, i.e., his/His restraints)], and why negative doesn't' [the father's/Father's authority to 1) give us commands and rules which go counter to and therefore restrain our carnal desires of the 'moment,' 2) reward us or bless us when we do what is right and obey, 3) chasten us when we do wrong and disobey, and 4) cast out those who disrespect i.e. who question and/or challenge his/His authority, i.e., who reject his/His restraints]... 'we can be more deliberate and hence more successful in our cultural design. We can achieve a sort of control under which the controlled [the manipulated] though they are following a code much more scrupulously [more government regulations and oversight (sight based management)] 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. That's the source of the tremendous power of positive reinforcement—there's no restrain and no revolt. 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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
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.
Karl Marx wrote: "Not feeling at home in the sinful world [in a world where he is told he is a sinner], Critical Criticism [the child, in private questioning, challenging, defying, disregarding, attacking authority, by nature being antithetical to authority] must set up a sinful world in its own home [where the child, dialoguing with his "self," 'justifies' his "self," i.e., 'justifies' his carnal desires ("lusts") of the 'moment,' 'justifies' his resentment toward restraint, hating the father's/Father's authority when it gets in his way, i.e., when it will not, i.e., refuses to dialogue with him, 'justifying' (affirming) him (his carnal nature), allowing him to be or become his "self"]." "Critical Criticism [the child, "lusting" after the carnal pleasures of the 'moment' which the world stimulates, hating restraint, dialoguing with his "self," 'justifying' his "self" over and therefore against the father's/Father's authority] is a spiritualistic lord, pure spontaneity, actus purus, intolerant of any influence from without." (Karl Marx, The Holy Family)
Since the child 'liberates' his "self" from the father's/Father's authority in his dialogue with his "self," dialogue (dialectic 'reasoning,' i.e., 'reasoning' from/through "feelings") is the only pathway to 'liberating' the child's carnal nature, i.e., "human nature" from the father's/Father's authority in society. Whoever resists dialogue, i.e., the child's carnal nature must therefore be silenced, i.e., negated., since they are already silenced, i.e., negated in the child's "Critical Criticism," i.e., in his praxis of 'justifying' his "self," i.e., 'justifying' his carnal desires ("lusts") of the 'moment' that the world stimulates—in his dialoguing with his "self."
Critical Theory is where "emergence" is not only the child but all of mankind 'liberating' himself from the father's/Father's condition of "domination," i.e. from feeling, thinking, and acting according to the father's/Father's established rules, commands, facts, and truth instead of feeling, thinking, and acting according to his own and everyone's "felt" needs, i.e., "lusts," i.e., carnal desires, i.e., "self interests" of the 'moment,' with man placing his hope in pleasure (dopamine emancipation) instead of in the Lord, i.e. the hope of glory, with man no longer establishing commands, rules, facts, and truth which restrains his "self" but instead making rules, commands, facts, and truth always subject to the "light" of the 'moment,' i.e. always being "adaptable to 'change,'" "tolerant of deviancy," i.e. ever 'changing.' When man depends upon his "human reasoning" (dialoguing his opinion not only with his "self" but with others of like opinion, feeling, thinking, and acting according to his and their "self interest") he 'justifies' "human nature," i.e., his "lusting" after the carnal pleasures (dopamine emancipation) that the world (the situation or the person) is stimulating, i.e., his "self interests" of the 'moment' over and against the father's/Father's authority.
"Prevent[ing] someone who KNOWS from filling the empty space" (Wilfred Bion, A Memoir of the Future)
"Ever learning, and never able to come to the knowledge of the truth." 2 Timothy 3:7
This is the heart and soul of the so called "new" world order, 'liberating' the child's "self" from the father's/Father's authority so that all children can come to know their "self" as they are, i.e. carnal, i.e. of the world Only (loving the pleasures of the world and hating the father's/Father's authority). The Objective of using dialectic 'reasoning' ("human 'reasoning'") to 'liberate' the child's "self" (and the facilitator of 'change') from the father's/Father's authority is to "help" all children come to know their "self" as "one," i.e. as "team players," working together as "one" in the praxis (social action) of negating the father's/Father's authority, 'creating' a "new" world order based upon the nature of the child, i.e. "human relationship" Only, i.e. augmenting pleasure and attenuating pain, i.e. negating the father's/Father's authority (in its many applications, i.e. in the workplace, in the classroom, etc.) which comes between the child (the worker, the student, etc.) and the pleasures, enjoyments, "lusts" (Eros), of the 'moment,' with the child (the worker, the student) 'justifying' ("serving" and "protecting") unrighteousness and abomination ("human nature") in the process.
"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
"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 1997-2020