The Constitution, The Bill Of Rights, The Father's Authority, And Marxism.
"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
Few Americans know that the Constitution and the Bill of Rights were based off of the father's/Father's authority. The father, in their case being not the King and/or the "church," ruling over "the people" but the father in the home ruling over his family (as a King). In its structure the father is the citizen (the constituent) sending his child, i.e., the representative to the store, i.e., to the capital to re-present him, buying his goods according to his shopping list, i.e., his principles. If the child, i.e., the representative spends the father's, i.e., the constituent's money on his self and/or his "friends" self interest he is no longer sent to the store, i.e., to the capital. There is no representation in self interest. There is only the persons self interest being presented. In this way, i.e., in representative government majority vote is used to resolve differences between the fathers, i.e., the citizens while maintaining the father's authority in the home, i.e., private convictions, private property, and private business. The Bill of Rights was added to protect the father's right of life, liberty, and property. Rule of Law is therefore established in order to protect the father not only from his neighbors, i.e., the other father's infringing upon his unalienable, i.e., God given rights of private conviction, private property, private business but also to protect his neighbors, i.e., the other fathers from his infringing upon their unalienable, i.e., God given rights of private conviction, private property, private business, as well as the government's, i.e., the children's infringement upon his and the other fathers unalienable rights of private conviction, private property, and private business. The American Dream resulted from this arrangement. Usurp Rule of Law, which begins with the father's/Father's authority in the home and you negate the American Dream.
"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
When the self interest of the children infringe upon, i.e., circumvent, i.e., usurp Rule of Law, i.e., the father's authority in the home the father, i.e., the citizen, i.e., the constituent is oppressed—with the children (of disobedience) taxing the fathers, i.e., the citizens, i.e., the constituents in order to support their self interests, i.e., their carnal desires (lusts) of the 'moment' that the world, i.e., the current situation and/or people are stimulating without restraint, i.e., without the father's/Father's authority, i.e., with the guilty conscience for doing wrong, disobeying, sinning (which the father's/Father's authority engenders) getting in the way. In the dialoguing of opinions to a consensus (affirmation) process, i.e., in Marxism (which has now replaced representative government) the father's/Father's authority is negated in the thoughts of the children, resulting in the children negating anyone who gets in their way, including the unborn, the elderly, the innocent, the rights without having a guilty conscience.
"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)
"Our aim is not merely to describe prejudice (the father's/Father's authority) but to explain it in order to help in its eradication. Eradication means re-education." "Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] 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 [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism (in error equated to Fascism) so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires of the 'moment' and those 'justifying' them]." (Theodor Adorno, The Authoritarian Personality) Negate the father's authority in the home and the Father's authority in the individual and you negate the nation.
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own [freedom to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without the father's/Father's authority, i.e., the guilty conscience getting in the way] become identical." (Erick Fromm, Escape from Freedom)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
According to Karl Marx, et al. it is "lust" that "reconciles" the individual to "the world." Therefore the father's/Father's authority, that gets in the way of "lust" must be negated, i.e., must no longer be a part of the individuals thoughts or actions.
"It is not individualism [the child, humbling, denying, dying to his "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society [the child's desire for approval from others, requiring him to compromise in order to "get along," i.e., in order to "build relationship"] is the necessary framework through which freedom and individuality ["freedom" from the father's/Father's authority and "freedom" to "lust" after the carnal pleasures of the 'moment' that the world stimulates without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"Once the earthly family is discovered to be the secret of the Holy family, the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice." (Karl Marx, Feuerbach Thesis #4)
Psychology is based upon the same ideology as Marxism, the negation of the father's/Father's authority in the individual.
"... the hatred against patriarchal suppression—a 'barrier to incest,' ... the desire (for the sons) to return to the mother culminates in the rebellion of the exiled sons, the collective killing and devouring of the father." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
"'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority in his home or in his business]." (Sigmund Freud in Marcuse)
"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
"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." (Rogers)
"To experience Freud is to partake a second time of the forbidden fruit;" (Brown)
"[T]he 'original sin' must be committed again: 'We must again eat from the tree of knowledge in order to fall back into the state of innocence.'" (Marcuse)
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)
"Bypassing the traditional channels of top-down decision making our objective centers upon transforming 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) Ervin Laszlo is the father of "climate change."
"... the central problem is to change reality.… reality with its 'obedience to laws.'" "Only when the immediate interests (the self interest of the children) are integrated into a total view and related to the final goal of the process (the negation of the father's/Father's authority) do they become revolutionary," (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
Replace the father's/Father's authority in the classroom with the children's self interest and you 'change' the nation.
"In the dialogic relation of recognizing oneself in the other, 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)
"Group members must be able to synthesize individual 'felt' needs with common group 'felt' needs." (Warren Bennis, The Temporary Society)
"The justice of state constitutions is to be decided not on the basis of Christianity, not from the nature of Christian society [the father's/Father's authority] but from the nature of human society [the child's carnal nature]." (Karl Marx's Critique of Hegel's 'Philosophy of Right')
"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." 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." (Rogers)
"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
"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
"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9
Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust" is the 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart as being wicked because your "lust" for pleasure (your "lust" for "lust") is standing in the way. Karl Marx is in your heart, waiting for you to 'justify' him, i.e., your "self" over and therefore against having to humble, deny, die to, control, discipline your "self" in order (as in the "old" world order) to do the father's/Father's will, so you can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., so you can become like him, i.e., become "self actualized." "Lust" blinds you to the consequence (cost) of "lusting" after pleasure.
"Despotism ... predominates in the human heart." "If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates. But let there be no change by usurpation; for, though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed." (George Washington, Farewell Address)
If you do not address the "human heart" and the father's/Father's authority in the home you have not addressed government. It is the father's authority in the home and the Father's authority in the individual where the guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world stimulates is engendered, engendering the need for limited, representative government in order to preserve it. Negate the father's authority in the home and you negate the nation.
"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." (Brown)
"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)
"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)
"Blooms' Taxonomies" are "a psychological classification system" 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." "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 [true science is "observable and repeatable," i.e., objective, i.e., constant not "observable and describable," i.e., subject to an opinion, i.e., subject to 'change']." "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." (Benjamin Bloom, Taxonomy of Educational Objectives Book 1, Cognitive Domain)
All "educators" are certified and schools accredited today based upon their use of what are called "Blooms' Taxonomies" in the classroom, incorporating through dialogue "the deviant student's" ideology, i.e., the student's carnal desires of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., the classroom environment (the student's desire for "group" approval and fear of "group" rejection—his "group grade" depends upon it, i.e., "group" approval) generates into the classroom curriculum, in the name of "tolerance." If you tolerate wrong, wrong becomes right, i.e., the "norm," making right wrong. "Relationships" based upon common "self interests," i.e., the student's carnal desires (likes/dislikes) of the 'moment,' which the classroom environment is stimulating negates his parent's authority in his thoughts and his actions, making "right" and "wrong" subject to his carnal desires of the 'moment,' which includes "the group's" approval (affirmation), negating right and wrong being determined by his parents, i.e., by established commands, rules, facts, and truth. Benjamin Bloom's "weltanschauung," i.e., world view (paradigm) was that of two "Transformational" Marxists (Theodor Adorno and Erich Fromm) who merged Marxism and psychology—making it easy to bring Marxism, i.e., hate of the father's/Father's authority into the classroom. One million of "Bloom's Taxonomies" were printed for the Communist Chinese education system back in 1971. (Benjamin Bloom, Forty Year Evaluation) Any teacher questioning/challenging/removing their use in American schools today (public, private, "Christian" schools; pre-school, grade school, high school, college/University, vocational, etc., school) would put their job, i.e., their employment in jeopardy. Benjamin Bloom admitted, forty years after the publication of his first "Taxonomy," Taxonomy of Educational Objectives, Book 1, Cognitive Domain, "Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation) In the second "Taxonomy," Taxonomy of Educational Objectives, Book 2, Affective Domain Benjamin Bloom wrote: "Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." After all it was about putting "theory," i.e., the children's opinions ("feelings") into "practice," negating any command, rule, fact, or truth, i.e., the father's/Father's authority that got in the way.
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950 [two Marxist's who were members of the "Frankfurt School" who came to the states, fleeing Fascist Germany, in the early 30's—who entering our universities and "assisted" our government in making policies]." "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." "… ordering and relating the different kinds of affective behavior." "… we need to provide the range of emotion from neutrality through mild to strong emotion, probably of a positive, but possibly also of a negative, kind." "… organized into value systems and philosophies of life …" "...many of these changes are produced by association with peers who have less authoritarian points of view, as well as through the impact of a great many courses of study in which the authoritarian pattern is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized."
(Book 1: Cognitive Domain and Book 2: Affective Domain)
The "educator" (facilitator of 'change') 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. 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.
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed].' It is in this 'box' 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 through challenging the student's fixed beliefs and getting them to discuss issues." (Book 2: Affective Domain)
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 2021