The Karl Marx In Your Child:
How Public-Private Schools, Colleges, and Universities Are 'Liberating' The Karl Marx In Your Child,
Negating Your Authority As A Parent.
"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)
"The heart is deceitful above all things [thinking pleasure is the standard for "good" instead of doing the father's/Father's will, i.e., having to set aside pleasure, i.e., having to humble, deny, die to, control, discipline "self" in order (as in "old" world order) to do the father's/Father's will, i.e., in order to do right and not wrong according the father's/Father's commands, rules, facts, and truth], and desperately wicked [hating the father's/Father's authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks it from enjoying the carnal pleasures of the 'moment'—which the world stimulates]: who can know it?" Jeremiah 17:9 You can not see your hate of restraint, i.e., hatred toward the father's/Father's authority as being evil since your love of pleasure, i.e., love of "self," i.e., "lust" stands in the way. If you do not take care of (chasten) the Karl Marx in your child, when he gains power, he will take care of (negate) you if and when you get in his way and/or do not take care of (support) him.
All "educators" are certified and public-private schools, colleges, and universities accredited today based upon their use of "Bloom's Taxonomies" (Marxist training manuals) in the classroom, 'liberating' children from their parents authority. Contemporary education is antithetical to the parent's authority, i.e., to the father's/Father's authority. By replacing the 1) preaching of established commands and rules to be obeyed as given, teaching of facts and truth to be accepted as is (by faith), and the discussing of any questions those under authority might have regarding the established commands, rules, facts, and truth (at the one in authorities discretion—providing they have time, those under authority can understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) rewarding or blessing those who do right and obey, 3) chastening or correcting those who disobey and/or do things wrong, that they might learn to humble, deny, die to, control, discipline their "self" and do right and/or obey instead, and 4) casting out or expelling any who question, challenge, defy, disregard, attack authority, in order (as in "old" world order) to keep order, with the dialoguing of opinions to a consensus (affirmation), the child's way of thinking (called paradigm) is 'changed' from respecting and obeying authority to esteeming their "self," i.e., questioning, challenging, defying, disregarding, attacking authority instead—making the child's carnal nature of loving pleasure and hating restraint (the Karl Marx in your child) the 'drive' and the 'purpose' of life instead of doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will. As the first (and master) facilitator of 'change' came between two "children" in the garden in Eden, through dialogue 'liberating' them from the Father's (God's) authority, so to today, facilitates of 'change' (disguised as "educators") come between parent's and their children, through dialogue 'liberating' their children from their, i.e., the father's authority.
"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
"The philosophy of praxis [dialogue, i.e., "self" 'justification'] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks) In the praxis of dialogue, all that is external to the child's carnal nature, preventing, i.e., inhibiting or blocking him from becoming his "self" is irrational and therefore irrelevant, i.e., of no worth or value. In the praxis of dialogue only that which is of the world, which stimulates pleasure, has true meaning, i.e., is "actual."
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Once the earthly family [with the children 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 humble and deny their "self" in order to do His Heavenly Father's will], the former [the earthly father's authority, requiring children to trust in and obey him] must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the children's personal thoughts and social actions—no longer fellowshipping with others based upon their father's/Father's commands, rules, facts, and truth (customs, traditions, doctrine) but, through dialogue, "building relationship" upon common "'self interests'" (their carnal desires of the 'moment') instead]." (Karl Marx, Feuerbach Thesis #4)
"Authoritarian submission was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." (Theodor Adorno, The Authoritarian Personality)
"It is not individualism [the child subject to the father's/Father's authority, having to humble, deny, die to, control, discipline his "self" in order to do right and not wrong according to the father's/Father's established commands, rules, facts, and truth, even if he has to stand alone] that fulfills the individual, on the contrary it destroys him [makes him "neurotic"—caught between doing the father's/Father's will or doing his will that are in conflict with one another]. Society ["human relationship based upon self interest," i.e., building relationship with others based upon the child's carnal desires, i.e., finding one's identity, i.e., "self" in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [to be "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"In the dialogic relation of recognizing oneself [love of pleasure and hate of restraint] in the other, they experience the common ground of their existence [they come to a consensus, i.e., to a "feeling" of "oneness" based upon their carnal nature, what they have in common, i.e., "human nature," i.e., their "lust" for the carnal pleasures of the 'moment' which the world stimulates (including the pleasure which comes with being accepted, i.e., affirmed by "the group," i.e., the "pride of life")]." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)
"The child takes on the characteristic behavior of the group in which he is placed. . . . he reflects the behavior patterns which are set by the adult leader of the group." (Kurt Lewin in Wilbur Brookover, A Sociology of Education) Whoever controls the classroom or policy making environment controls the outcome, how the next generation is to think and act, either thinking and acting according to established commands, rules, facts, and truth, desiring to do or be right and not wrong or thinking and acting according to their carnal desires of the 'moment' which are being stimulated by the world, which is being manipulated by those in control.
"Few individuals, as Asch has shown, can maintain their objectivity [their belief, ] in the face of apparent group unanimity ." (Irvin D. Yalom, Theory and Practice and Group Psychotherapy) A consensus of three is more powerful in the mind (perception) of the child than a majority of nine to one.
"Change in organization [change in paradigm, i.e., change in your way of thinking and acting, relating with your"self," others, and the world, and responding to authority] can be derived from the overlapping between play and barrier behavior [bringing "play behavior," i.e., dialogue into a situation which requires "barrier behavior," i.e., discussion in order to arrive at the truth—doing right and not wrong according to established commands, rules, facts, and truth]. To be governed by two strong goals [being your "self," i.e., doing what you want to do, when you want (as well as being affirmed and not rejected by "the group") and doing right and not wrong according to established commands, rules, facts, and truth] is equivalent to the existence of two conflicting controlling heads within the organism. This [bringing dialogue, i.e., "feelings," i.e., desires ("self interests") into a situation which requires discussion in order to arrive at the truth, i.e., in order to do (or be) right and not wrong] should lead to a decrease in degree of hierarchical organization [doing right and not wrong according to established commands, rules, facts, and truth is weakened, "self interest" begins to rise up into focus, taking control of the persons "feelings" and "thoughts"]. Also, a certain disorganization [cognitive dissonance] should result from the fact that the cognitive-motor system [habit of reasoning from established commands, rules, facts, and truth based upon doing right and not wrong] loses to some degree its character of a good medium because of these conflicting heads [desiring approval from (affirmation by) others vs. desiring doing right and not wrong according to established commands, rules, facts, and truth]. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective [the person (refusing to join in/resisting dialogue) must be willing to stand alone (be willing to be rejected by others) in order to hold onto the truth or (joining in the dialogue) be willing to compromise the truth in order to initiate or sustain relationship with others—establishing "human(ist) relationship" over and therefore against the father's/Father's authority]." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression)
"It is usually easier to change individuals formed into a group than to change any one of them separately." "The individual accepts the new system of values and beliefs by accepting belongingness to the group." (Kurt Lewin in Kenneth Bennie, Human Relations in Curriculum Change)
"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)
"Without exception, patients [children/students] enter group therapy [the "group grade" classroom] with the history of a highly unsatisfactory experience in their first and most important group—their primary family [the traditional home where children are subject to their father's/Father's authority]." "What better way to help the patient [the child/the student] recapture the past than to allow him to re-experience and reenact ancient feelings [resentment, hostility] toward parents in his current relationship to the therapist [to the psychologist, i.e., the group psychotherapist, i.e., the facilitator of 'change', i.e., the Transformational Marxist (all being the same in method or formula, i.e., paradigm, i.e., way of thinking and acting)]? The therapist is the living personification of all parental images [takes the place of the parent]. Group therapists refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions [teach right from wrong according to established commands, rules, facts, and truth], they urge the group [the children/the students] to explore and to employ its own resources [dialogue their "feelings,'" i.e., their desires and dissatisfactions of the 'moment' in the "light" of the situation, i.e., their desire for affirmation and fear of being rejected by "the group"]. The group [the children/the students must] feel free to confront the therapist [the "parental image"], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child/the student] reenacts early family scripts in the group and, if therapy [washing respect for the father's/Father's authority from the child's/students brain (thoughts)] is successful, is able to experiment with new behavior, to break free from the locked family role [submitting to the father's/Father's authority, i.e., doing the father's/Father's will] he once occupied. … the patient [the child/the student] changes the past by reconstituting it." (Irvin Yalom, Theory and Practice and Group Psychotherapy) This is only possible through dialogue—why "therapists," i.e., "human resource" personnel use it to gain control over "the people," for their own pleasure and gain, i.e., for their "self."
"By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes [the persons "feelings"]. The curious thing is that in that case the question of freedom never arises." "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." "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." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"Bypassing the traditional channels of top-down decision making [using dialogue instead of discussion], 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)
It is the father's/Father's authority that engenders the guilty conscience in us when we do wrong, disobey, sin. It is the child's carnal nature to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates, wanting everyone to serve and protect them in their "self interest," 'justifying' their "self," hating restraint, i.e., hating the father's/Father's authority (which engenders the guilty conscience in them when they do wrong, disobey, sin) for getting in the way. It is the role (duty) of psychologists, i.e., "behavioral scientists," i.e., group psychotherapists, i.e., facilitators of 'change', i.e., Transformational Marxists (all using the same method or formula) to seduce, deceive, and manipulate everyone who comes before them into dialoguing their opinions (their "feelings") to a consensus (affirmation)—there is no father's/Father's authority, nor guilty conscience in dialogue—turning them into chickens, rats, and dogs, i.e., into "human resource," negating the father's/Father's authority and the guilty conscience which it engenders (called "the negation of negation"—since the father's/Father's authority, i.e., the guilty conscience is negative to the child's carnal nature) in their group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the child's thoughts and actions; "theory and practice"), "Bloom's Taxonomy," affective domain, classroom/meetings. Home schooling material, co-ops, conferences are joining in the same praxis, fulfilling Immanuel Kant's, 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 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, negating having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And he said unto them, Ye are they which justify yourselves before men; but God knoweth your hearts: for that which is highly esteemed among men is abomination in the sight of God." Luke 16:15
"And for this cause [because men 'justify' themselves, i.e., their love of "self" and the world, i.e., their love of pleasure (dopamine emancipation) more than God] 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 world]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2019