Why Transformational Marxists (in government, in education, and in the media) hate it.
The Transformational Marxist Theodor Adorno (who merged Freud and Marx, i.e. psychology and sociology, i.e. social-psychologists, i.e. a "Frankfurt School" Marxist), in his book The Authoritarian Personality (a book which is foundational to UN thought and action, to Bloom's Taxonomies, which contemporary education, i.e. Common Core, as well as contemporary society including the "church" is based on) wrote: ". . . should fascism become a powerful force in this country [in the United States], it would parade under the banners of traditional American democracy. . . 'rugged individualism'" ["traditional American democracy" is limited democracy, still retaining the right of the individual, the family, and the nation as being sovereign entities, whereas transformational democracy, i.e. facilitated by Transformational Marxists, what we have today, is based upon the agenda of making the world "safe for democracy," i.e. for globalism where the individual's worth or value is based upon his social (socialist) participation] " . . . a 'cure' of one manifestation [of 'rugged individualism'] is likely to be followed by a breaking out in some other way. . . . so great is the over-all fascist potential [explained below] that any front might make it even more difficult . . ." "What The Authoritarian Personality was really studying was the character type of a totalitarian rather than an authoritarian society ─ fostered by a familial crisis in which traditional parental authority was under fire." The paranoia of the Transformational Marxist (of the socialist-environmentalist minded leadership, educators, and media today) is that the traditional father, believing in his inalienable right to train up his children in his own image, his right of private business and right of private land ownership (as a result of limited, representative form of Government) would turn to a National figurehead (a Hitler) to stop the Transformational Marxist (the social-psychologists, i.e. the facilitators of 'change') from taking over government, using the powers of government to then negate his right to rule over his family, business, and land. Almost all of Washington DC, the educational establishment, and the media reflect this paranoia, correlating and labeling any and all who believe in sovereignty as a misguided extremist, i.e. a "potential fascist." They simply are reflecting their educational upbringing, i.e. their indoctrination in Marxist ideology, as a result of the use of Bloom's Taxonomies in the classroom (since the 50's and 60's). Bloom admitting that his weltanschauung, i.e. his world view or paradigm, was that of the Transformational Marxists Theodor Adorno and Erick Fromm, Taxonomy of Educational Objectives Book 2: Affective Domain: pg. 166.
Adorno wrote (in the same work): "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." "The conception of the ideal family situation for the child: uncritical obedience to the father and elders, pressures directed unilaterally from above to below, inhibition of spontaneity and emphasis on conformity to externally imposed values." "Submission to authority, desire for a strong leader, subservience of the individual to the state, 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." "It would then be more understandable why the German family, with its long history of authoritarian, threatening father figures, could become susceptible to a fascist ideology." This is why those in the entertainment business, as well as in government, in education, and in the media make fun of the large family, the large family tending to be supportive of a strong but limited government, one which recognizes and defends their inalienable rights, i.e. God given right of sovereignty ("My children, Not yours. My property, Not yours. My business. Not yours." etc.)
"Rugged individualism" is engendered from the Father's chastening of the individual child, i.e. because of the child's disobedience to his Father's authority, i.e. the Father revealing to his children their responsible for their own actions, creating in the children the understanding of individualism, i.e. the child's personal accountability to do what is right and not wrong according to the Father's standards. This way of thinking and acting in America (the way of the "past") is the result of the protestant "priesthood of all believers" way of thinking and acting which shaped this nation at its inception, not that the individual is freed from the Father's authority, but that he is accountable to it, as an individual, even when he stands alone in the midst of socialist 'change,' i.e. in the face of totalitarianism, i.e. before the so called "new" world order (as "new" as Genesis 3:1-6). It is the Father's authority 1) to give commands to His children, to be obeyed without questioning His right to do so (while the command itself might be questioned, to a point, the Father's authority to give it is not), 2) to chasten the child who disobeys (not punishing "the group" for the one child's actions, i.e. because the child refused to participate in compromising his position for the sake of the group, preventing the group from coming to a consensus, i.e. preventing the group from getting a good grade, as is done in the classroom today, i.e. the hallmark of socialism, i.e. common-ism AKA communism), and 3) to cast out any who refuse to recognize and respect His authority (Hebrews 12:5-11), i.e. to expel the deviant, which engenders within the next generation a "guilty conscience" for doing wrong (Romans 7:14-25), which inhibits 'change,' i.e. why the "guilty conscience," i.e. for doing wrong, before God and/or the Father, is the behavior in the person which all socialists and psychologists must negate if they are to attain "equality" and world dominance. You can not have totalitarian government (globalism, i.e. the so called "new" world order) with people (with individuals) in government having a "guilty conscience" while the government is usurping the citizens inalienable rights. As the Transformational Marxist Max Horkheimer (director of the Frankfurt School for a time) put it: "Protestantism was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung) sovereignty inhibits 'change.' Therefore is must be negated in the thoughts and actions of the citizens if the so called "new" world order is to become a reality.
Only Marxist (totalitarian) minded government leaders, educators, and media see sovereignty (individualism) as a problem. Karl Marx wrote" "It is not individualism that fulfills the individual, on the contrary it destroys him. Society [the group grade, i.e. the "community," i.e. "human relationship," i.e. democratization, communitization, conscietization] is the necessary framework through which freedom and individuality are made realities." (Karl Marx) Freedom being the individual's carnal nature 'liberated' from his (or her) Father's (Godly) restraint upon it, i.e. freedom from Godly restraint and freedom to be carnal, with no "guilty conscience." "The essence of man is not an abstraction inherent in each particular individual [i.e. having an eternal soul, being therefore accountable to God for his thoughts and actions]." "The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach # 6) "... once you can identify a community [where "the individual and the family" is willing to compromise, i.e. look the other way, i.e. not openly judge others (tolerate of deviant behavior) in order to attaining or retain its "felt needs"], you have discovered the primary unity of society above the individual and the family that can be mobilized ... to bring about positive social change [positive socialist 'change']." (Dr. Robert Trojanowicz, Community Policing [Communist policing]: The meaning of "Community" in Community Policing)
In the consensus process, the "group norm" becomes that level to which the group is willing to "tolerate" deviant behavior, i.e. the deviant behavior therefore becomes the norm because all are willing to "serving and protecting" it to 'justify' their own act of compromise in the process of 'change.' While they might not personally participate in the deviant behavior they now "tolerate" it, defending it to defend their own participation in the praxis of compromise, requiring compromise in all they build relationship with, rejecting all who refuse to compromise as "socialist" misfits (being blinded by the process of compromise, i.e. of 'change,' they are not able to comprehend what they are doing). "During the period of innovation ['change' from right-wrong to "how do you feel and what do you think"], an environment is invisible. The present is always invisible because the whole field of attention is so saturated with it [the person is getting or has the potential of getting what he secretly always wanted but could not have because of his father's, i.e. Godly restraints]. It becomes visible only when is has been superseded by a new environment [when the person has lost his inalienable rights in the process]." (Federal Education Grant, Dec. 1969 Behavior Science in Teacher Education Program p. 237, the benchmark grant from which all grants are based, establishing feasibility studies on where this nation would be, regarding the takeover of the 'change,' i.e. consensus process, by the years 1984, 2000, and 2100, i.e. Agenda 21)
Our framing father's limited the power of government (recognizing the inalienable rights of the individual citizen, the sovereignty of the family, of the states, and the nation, under God). Today we have totalitarian government negating the sovereignty of the individual citizen, negating the authority of the Father over his home, business, and land, under God (forcing him to pay taxes, supporting "human rights," the banner of communism, negating the right's of the individual citizen for the sake of the collective and the earth—what the "group grade" experience in the classroom is all about). "Under God," is the operative phrase which is really being negated by the socialist (Transformational Marxist, i.e. the facilitators of 'change,' the leaders, educators, and media of the so called "new" world order) negate the right of the individual citizen, i.e. negate his right of sovereignty, under God, throughout the land.
"The community needs, therefore, to be explored and, if necessary, purged from undesirable cultural conserves .... The community must be 'deconserved' from the pathological excesses of its own culture, or at least, they must be put under control." (J. L. Moreno, Who Shall Survive)
"Bypassing [circumventing] the traditional channels of top-down decision making, our objective centers upon .... transform 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)
"We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do. . . . By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy) (underlined emphasis in the original, bolded emphasis added)
© Institution for Authority Research, Dean Gotcher 2013-2015