The Difference Between "Bloom's Taxonomies" And Traditional Education.
"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
"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
"The heart is deceitful above all things [thinking pleasure, i.e., lust is the standard for "good" instead of doing the father's/Father's will], and desperately wicked [hating anyone preventing, i.e., inhibiting or blocking it from enjoying the carnal pleasures of the 'moment' it lusts after]: who can know it?" Jeremiah 17:9 It can not see its hatred toward the father's/Father's authority as being evil, i.e., "wicked," i.e., "desperately wicked" because it's lust for pleasure is standing in the way, 'justifying' the hate. (Mark 7:21-23)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right') In other words "Lust, i.e., enjoying the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, over and therefore against the father/Father's authority that gets in the way reconciles us to the world." "Self is actualized in lust and the world that stimulates it."
Traditional education is based upon the father's/Father's authority system, with the students having to humble, deny, die to, control, discipline, capitulate their self in order to do right and not wrong according to established commands, rules, facts, and truth, i.e., in order to do the father's/Father's will, which engenders a guilty conscience in them when they do wrong, disobey, sin, i.e., when they lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating instead. "Bloom's Taxonomies," i.e., Marxist curriculum, by which all "educators" are certified and schools accredited today are based upon the students' carnal nature, i.e., their affective domain, 'justifying' their natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, thereby 'justifying' their dissatisfaction with, resentment or hatred toward the father's/Father's authority for getting in their way, so they can do wrong, disobey, sin, i.e., can lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, as well question, challenge, defy, disregard, attack the father's/Father's authority for getting in their way without having a guilty conscience, with one another's approval, i.e., affirmation.
"I had not known sin, but by the law: for I had not known lust, except the law had said, Thou shalt not covet." Romans 7:7
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
Traditional education is structured (patterned) after the father's/Father's authority system, i.e., the Patriarchal paradigm, where the father/Father sets the standards for right and wrong behavior, holding those under his/His authority accountable for their thoughts (if expressed) and actions (in God, the Heavenly Father's case for their thoughts, unspoken as well) having the final say on all matters; "Never the less," "Because I said so," "It is written."
"Rejoice, O young man, in thy youth; and let thy heart cheer thee in the days of thy youth, and walk in the ways of thine heart, and in the sight of thine eyes: but know thou, that for all these things God will bring thee into judgment." Ecclesiastes 11:9
"[E]very one of us shall give account of himself to God." Romans 14:12
"... it is not in man that walketh to direct his steps." Jeremiah 10:23
"I can of mine own self do nothing: as I hear, I judge: and my judgment is just; because 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. And I know that his commandment is life everlasting: whatsoever I speak therefore, even as the Father said unto me, so I speak." John 5:30; 12:47-50
"And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth. If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not? But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons. Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence: shall we not much rather be in subjection unto the Father of spirits, and live? For they verily for a few days chastened us after their own pleasure; but he for our profit, that we might be partakers of his holiness. Now no chastening for the present seemeth to be joyous, but grievous: nevertheless afterward it yieldeth the peaceable fruit of righteousness unto them which are exercised thereby." Hebrews 12:5-11
"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
"Protestantism was the strongest force in the extension of cold rational individualism." (Max Horkheimer, Vernunft and Selbsterhaltung; english: Reasoning and Self-Preservation)
The "priesthood of all believers," "Doing your best as unto the Lord," i.e., the teachings of the Protestant reformation 'liberated' the individual from dependents upon "the group," i.e., upon the "mass-es," and even upon the father, placing his focus upon the Lord, i.e., the Word of God instead, resulting in the Father directing his steps instead of a man or the many, engendering individualism, under God.
"Miserable Christians, whose words and faith still depend on the interpretations of men and who expect clarification from them! This is frivolous and ungodly. The Scriptures are common to all, and are clear enough in respect to what is necessary for salvation and are also obscure enough for inquiring minds ... let us reject the word of man." (Luther's Works: Vol. 32, Career of the Reformer: II, p.217)
1) preaches commands and rules to be obeyed, as given
|2) rewards and/or blesses those students who do right and obey, in order to
encourage them to continue to do right and obey,
|3) corrects and/or chastens those students who do wrong and/or disobey, in
order for them to learn to humble, deny, die to, control, discipline their
"self" and do right and/or obey, and
|4) casts out (expels) any student who questions, challenges, defies,
disregards, attacks his or her authority, in order to maintain order.
While the earthly father, i.e., your dad is not perfect, he may be (or may have been) a down right tyrant (or MIA/AWL)—as a child lusting after the carnal pleasure of the 'moment' that the world is stimulating, without restraint—his office of authority is perfect, having been given to him by God (the "Heavenly Father") who is perfect, in which to do His will. In the same way, traditional education is not perfect but it teaches the children right from wrong behavior according to established commands, rules, facts, and truth, engendering a guilty conscience, i.e., a sense of accountability in them when they do wrong.
"If the 'restoring of life' of the world is to be conceived in terms of the Christian revelation, then Marx must collapse into a bottomless abyss." (Jürgen Habermas, Theory and Practice)
While Traditional education recognizes the father's/Father's authority system, requiring the student to humble, deny, die to, control, discipline, capitulate his or her self in order to do right and now wrong according to established commands, rules, facts, and truth, being held account when they do wrong, Transformational education, based upon Karl Marx's and Sigmund Freud's (the socialist's and psychotherapist's) recognition of the student's natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating, 'justifies' his or her rejection of the father's/Father's authority system.
"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)
"... 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)
Sigmund Freud's history of the prodigal son is not of the son coming to his senses, humbling his self, returning home, submitting his self to his father's authority, learning his inheritance was not his father's money but his father's love for him, but of the son joining with his "friends," returning home, killing the father, taking all that was his (the father's), using it to satisfy their carnal desires, i.e., their lusts of the 'moment' that the world stimulates, killing all the fathers in the land so all the children could be the same, i.e., like them, thereby affirming them, i.e., their control over them.
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." "According to Freud, the ultimate essence of our being is erotic." "Eros is fundamentally a desire for union with objects in the world." "Eros is the foundation of morality." "Our repressed desires are the desires we had unrepressed, in childhood; and they are sexual desires." "Parental discipline, religious denunciation of bodily pleasure, . . . have all left man overly docile, but secretly in his unconscious [in his urges and impulses of the 'moment' which are being stimulated by the world] unconvinced, and therefore neurotic [caught between his desire for parental approval and his lust for the carnal pleasures of the 'moment' that the world is stimulation, having a guilty conscience for thinking about or doing the latter]." "The foundation on which the man of the future will be built is already there, in the repressed unconscious; the foundation has to be recovered ['liberated' from the father's/Father's authority, negating the guilty conscience in the process]." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"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." (Abraham Maslow,, The Journals Of Abraham Maslow)
"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)
All Karl Marx did was redefine "the lust of the flesh," "the lust of the eyes," and "the pride of life," i.e., only that which is "of the world," as "sensuous need," "sense perception," and "sense experience," i.e., only that which is "of Nature" (reflected in Abraham Maslow's Hierarchy of 'felt' needs), making the child's carnal nature, i.e., lust, i.e., that which is stimulated by "the world" the only means to knowing the 'truth,' i.e., to knowing what is "actual," i.e., to knowing what is right and what is wrong behavior, with pleasure, i.e., lust (and hatred toward restraint, i.e., toward the father's/Father's authority) being right and the father's/Father's authority, i.e., that which gets in the way of lust being wrong—turning good, i.e., humbling, denying, dying to your self (not yielding to your lusts) in order to do the father's/Father's will into evil, and evil, i.e., 'justifying' your (and "the groups") lusts, hating the father's/Father's authority for getting in the way into good.
"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)
"The ideas of the Enlightenment taught man that he could trust his own reason [his own "feelings," i.e., his "sensuous needs" and "sense perception," i.e., his "sense experience," i.e., his lust for pleasure and hatred toward restraint] as a guide to establishing valid ethical norms and that he could rely on himself, needing neither revelation [the Word of God, i.e., the father's/Father's commands, rules, facts, and truth] nor that authority of the church [the Son of God, Jesus Christ] in order to know good and evil." (Stephen Eric Bronner, Of Critical Theory and its Theorists)
"To experience Freud is to partake a second time of the forbidden fruit; and this book [Eros And Civilization] cannot without sinning communicate that experience to the reader." (Brown)
"... the '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)
By the student negating the father's/Father's authority in his thoughts, when it comes to right and wrong behavior, Karl Marx rules in his heart, 'justifying' his lusting after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating and his removing (negating) of anyone who gets in his way (including the unborn, the elderly, the innocent, the righteous).
"In the dialogic relation of recognizing oneself [one's lusts] 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)
Dialogue is different than discussion. In discussion the father/Father retains his authority, i.e., has the final say on the matter. In dialogue all become equal, i.e., "of the world" only. How we communicate with one another directly effects relationship/fellowship. Relationship is based upon feelings, i.e., common self interest, i.e., lusts. Fellowship is around established commands, rules, facts, and truth, i.e., a position both parties agree upon. Relationship is based upon dialogue. Fellowship via discussion.
"In an ordinary discussion people usually hold relatively fixed positions and argue in favour of their views as they try to convince others to change." (Bohm and Peat, Science, Order, and Creativity)
Discussion divides upon being right and not wrong, i.e., KNOWING, which is formal, i.e., judgmental, i.e., the father/Father retains his authority in discussion, i.e., has the final say, i.e., "Because I said so," "Never the less," "It is written." Majority vote retains the father's/Father's authority system although the father might lose out on the particular issue at hand.
"A dialogue is essentially a conversation between equals." "The spirit of dialogue, is in short, the ability to hold many points of view in suspension, along with a primary interest in the creation of common meaning." (Bohm and Peat, Science, Order, and Creativity)
Dialogue unites upon "feelings," i.e., "I feel" and/or "I think," i.e., an opinion, which is informal, i.e., non-judgmental, i.e., the child/student retains his carnal nature in dialogue, having the final say (against authority, i.e., absolutes, i.e., the father's/Father's authority). There is no father's/Father's authority in dialogue, or in an opinion, or in the consensus process. There is only the child's/student's natural inclination to lust after pleasure and hate restraint being 'justified.' Dialogue moves opinions to a consensus, negating the father's/Father's authority and the guilty conscience it engenders in the process. When, in the garden in Eden, the master facilitator of 'change' seduced the woman into dialogue, i.e., into sharing her lust, he "owned" her. By creating a non-hostile, i.e., a "positive" environment, i.e., a "Ye shalt not surely die" environment where she could share her lust to "touch" the "Thou shalt surely die" tree she was 'liberated' (in her mind) to be her self, i.e., self actualized, replacing the "Father's" authority with her lust(s) of the 'moment' that the world stimulated. In discussion you can only eat fruit from the trees in the garden which you have been given permission to eat, since in discussion there is right and wrong. In dialogue you can eat fruit from all the trees in the garden, since in dialogue all trees are equal, i.e., there is no right and wrong. This is why, when it comes to right and wrong behavior (which you have been told) you go to dialogue (with your self and with others) so you can do what you "feel" like doing without having a guilty conscience, i.e., without feeling guilty, i.e., without feeling bad for doing wrong—everybody is doing it which makes it right. It is in the student 'discovering,' through dialogue his commonality with others, i.e., with "the group" that "human relationship based upon self interest," i.e., upon lust for pleasure and hate toward restraint replaces (negates) his sense of accountability to the father/Father, i.e., accountability to doing right and not wrong according to established commands, rules, facts, and truth, i.e., "rule of law." This is where "Bloom's Taxonomies" and the "group grade" classroom comes into play.
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (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." "… 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." "The student must feel free to say he disliked _____ and not have to worry about being punished for his reaction." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain and Book 1: Cognitive Domain and David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"To create effectively a new set of attitudes and values, the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in many ways is separated from the previous environment in which he was developed.... 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." "The effectiveness of this new set of environmental conditions is probably related to the extent to which the students are 'isolated' from the home during this period of time." "… objectives can best be attained where the individual is separated from earlier environmental conditions and when he is in association with a group of peers who are changing in much the same direction and who thus tend to reinforce each other."* (Book 2: Affective Domain)
*See the issues on Kurt Lewin, Unfreezing, Moving or Changing, Refreezing People, Force Field Analysis, and Group Dynamics; "Unfreezing. This term, also adopted from Lewinian change theory, refers to the process of disconfirming an individual's former belief system." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy) "A successful change includes, therefore, three aspects: unfreezing the present level, moving to the new level, and freezing group life on the new level." (Kurt Lewin) "In brief, unfreezing is the breaking down of the mores, customs and traditions of an individual – the old ways of doing things – so that he is ready to accept new alternatives." (Edger Schein and Warren Bennis, Personal and Organizational Change Through Group Methods: The Laboratory Approach) "Unfreezing" engenders confusion i.e., cognitive dissonance—"The lack of harmony between what one does and what one believes." "The pressure to change either one’s behavior or ones belief" (Ernest R. Hilgard, Introduction to Psychology) It is the desire for group approval (affirmation) that belief is sacrificed at the alter of self, i.e., lust preservation.
The following section is from a book explaining how the Communist Chinese brainwash their victims through the use of "Lewinian change theory," which is being used in the "group grade," facilitated, "Bloom's Taxonomy" classroom.
"The manner in which the prisoner came to be influenced to accept the Communist's definition of his guilt can best be described by distinguishing two broad phases—(1) a process of 'unfreezing,' in which the prisoner's physical resistance, social and emotional supports, self-image and sense of integrity, and basic values and personality were undermined, thereby creating a state of 'readiness' to be influence; and (2) a process of 'change,' in which the prisoner discovered how the adoption of 'the people's standpoint' and a reevaluation of himself from this perspective would provide him with a solution to the problems created by the prison pressure."
"Most were put into a cell containing several who were further along in reforming themselves and who saw it as their primary duty to 'help' their most backward member to see the truth about himself in order that the whole cell might advance. Each such cell had a leader who was in close contact with the authorities for purposes of reporting on the cell's progress and getting advice on how to handle the Western member . . . the environment undermined the (clients) self-image."
". . . Once this process of self of self re-evaluation began, the (client) received all kinds of help and support from the cell mates and once again was able to enter into meaningful emotional relationships with others." (Interpersonal Dynamics: Essays in Readings on Human Interaction, ed. Warren G. Bennis, Edgar H. Schein, David E. Berlew, and Fred I. Steele)
Group therapy, i.e., the "group grade," facilitated classroom applies the same method, i.e., procedure.
"In the group not only must the individual strive for autonomy but the leader must be willing to allow him to do so. … an individual's behavior cannot be fully understood without an appreciation of his environmental press. …one member's behavior is not understandable out of context of the entire group. …there is no more important issue than the interrelationship of the group members. … few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity; and the individual rejects critical feelings toward the group at this time to avoid a state of cognitive dissonance. To question the value or activities of the group, would be to thrust himself into a state of dissonance. Long cherished but self-defeating beliefs and attitudes may waver and decompose in the face of a dissenting majority. One of the most difficult patients for me to work with in groups is the individual who employs fundamentalist religious views in the service of denial. The ‘third force' in psychology … which emphasized a holistic, humanistic concept of the person, provided impetus and form to the encounter group … The therapist assists the patient to clarify the nature of the imagined danger and then … to detoxify, to disconfirm the reality of this danger. By shifting the group's attention from ‘then-and-there' [parental authority] to ‘here-and-now' [their feelings of the 'moment'] material, he performs a service to the group … focusing the group upon itself. Members must develop a feeling of mutual trust and respect and must come to value the group as an important means of meeting their personal needs. Once a member realizes that others accept him and are trying to understand him, then he finds it less necessary to hold rigidly to his own beliefs; and he may be willing to explore previously denied aspects of himself. Patients should be encouraged to take risks in the group; such behavior change results in positive feedback and reinforcement and encourages further risk-taking. Members learn about the impact of their behavior on the feelings of other members. …a patient might, with further change, outgrow … his spouse … unless concomitant changes occur in the spouse." (Yalom)
Liberate the child's "affective domain," i.e., lust out from under the father's/Father's authority, i.e., restraint and the nation is 'changed.'
"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world (including "the group") stimulates and hate restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." "The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" full of evils, which once opened, can not be closed—once the father's/Father's authority, i.e., fear of judgment, i.e., "the lid" is removed it is difficult if not impossible to put it back on again].' 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 ['liberating' the child's/student's carnal thoughts from the father's/Father's authority] through challenging the student's fixed beliefs [challenging the father's/Father's commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through their carnal desires, i.e., their "lusts," i.e., their "self interests" of the 'moment']." (Book 2: Affective Domain)
The classroom has changed from the teacher teaching facts and truth to the students to where the "teacher," as a facilitator of 'change' 'liberates' the students carnal nature from the father's/Father's authority system, making the classroom an environment of therapy.
"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?'" (Rogers)
"Without exception, [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 with their parents telling them what they can and can not do]." "What better way to help [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 [the facilitator of 'change]? The [facilitator of 'change'] is the living personification of all parental images [takes the place of the parent]. Group [facilitators] 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 from established commands, rules, facts, and truth], they urge the group [the students] to explore and to employ its own resources [to dialogue their "feelings," i.e., their desires and dissatisfactions of the 'moment' in the "light" of the current situation, i.e., their desire for "the groups" approval (affirmation)]. The group [students] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the student] reenacts early family scripts in the group and, if therapy [brainwashing—washing respect for and fear of the father's/Father's authority from the child's 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 student] changes the past by reconstituting it ['creating' a "new" world order from his "ought," i.e., a world "lusting" after the carnal pleasures of the 'moment' that the current situation and/or people are stimulating, i.e., a world void of the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning, i.e., for "lusting" after pleasure in disobedience]." (Yalom)
The "educator" (the 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, i.e., "lust" over and therefore against their parent's authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parent's 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 parent's 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" people's "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. The same outcome applies to all adults, in any profession who participate in the process. Once you are 'labeled,' you are 'labeled' for life. In the soviet union, once you were 'labeled' "psychological," no matter how important you were in the past, your life was over, your career was done.
In recap: (see the issues "I Am Doing An Experiment." (pdf), College Students Beware! (pdf), Mao's Long March Across America. (pdf), What We All Have In Common. (pdf), Communism, The State, And The "Church." (pdf) for more detailed information.)
Transformational education is structured after the child's carnal nature, i.e., the child's natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating. It is the duty of the "teacher," i.e., the "educator," i.e., the facilitator of 'change' to create a "positive" environment, i.e., a "safe zone/space/place" where students can, through dialogue with one another share their "feelings" and "thoughts" regarding the father's/Father's authority system without fear of being judged, put down, condemned, punished, or cast out. Following the pattern of thesis, antithesis, and synthesis, i.e., dialectic 'reasoning' the father's/Father's authority system is negated in the students thoughts, directly effecting their actions.
You must make the antithesis (the child's carnal nature) the thesis, thus making the thesis (the father's/Father's authority) the antithesis in order for synthesis (the children united as one according to their carnal nature) to become reality.
If the father/Father remains in authority he is the thesis, making the child's carnal nature (lust) the antithesis, preventing the child from 'discovering' his identity in the other children (establishing their self, i.e., their lusts over and therefore against the father's/Father's authority), i.e., preventing the children from becoming at-one-with one another, i.e., preventing synthesis. By making the child the thesis the father's/Father's authority becomes the antithesis, requiring the negation of the father's/Father's authority in order for all children to come together as one in synthesis. By removing the father/Father (thesis) from the classroom, replacing him/Him with a facilitator of 'change,' the classroom environment is established upon the child's carnal nature, making lust the thesis. Then any child who demonstrates, i.e., holds onto the father's/Father's authority, i.e., who gets in the way of lust becomes the antithesis, i.e., the object to be converted, silenced, censored, or removed (negated, i.e., martyred) in order for the children to become as one (synthesis), with the facilitator of 'change' ruling over them all (who, along with all the children following after him, has no guilty conscience for removing anyone who get in his way, i.e., in the way of pleasure, i.e., in the way of lust, including the unborn, the elderly, the innocent, the righteous, since lust, i.e., pleasure is the agenda). Synthesis makes the antithesis the thesis thereby negating the thesis.
". . . any intervention between parent and child tend to produce familial democracy [replacing discussion, which retains the father's/Father's authority with dialogue, which 'justifies' the child's carnal nature 'liberates' the child from the parent's authority, i.e., from having to do right and not wrong according to the parent's (the father's/Father's) established commands, rules, facts, and truth] regardless of its intent." "The consequences of family democratization take a long time to make themselves felt—but it would be difficult to reverse the process once begun. … once the parent can in any way imagine his own orientation to be a possible liability to the child in the world approaching." "… Once uncertainty is created in the parent how best to prepare the child for the future, the authoritarian family is moribund [the father's/Father's authority is negated in the child's thoughts, directly effecting his or her actions—questioning, challenging, defying, disregarding, attacking the father's/Father's authority for getting in the way, doing so without having a guilty conscience], regardless of whatever countermeasures may be taken." "The state, by its very interference in the life of its citizens, must necessarily undermine a parental authority which it attempts to restore." "For however much the state or community may wish to inculcate obedience and submission in the child, its intervention betrays a lack of confidence in the only objects from whom a small child can learn authoritarian submission." (Warren Bennis, The Temporary Society)
By placing a child in a synthesis environment, i.e., in an open-ended, non-directed, facilitated, "group grade," "Bloom's Taxonomy" classroom he is instantly graded upon his tolerance or intolerance of lust. His future depends upon his tolerance. This is antithetical to traditional education where doing right and not wrong according to established commands, rules, facts, and truth, i.e., doing the father's/Father's will is the agenda. It is faulty to start with Bloom's definition of terms, i.e., with "human nature," 'justifying' lust, i.e., the "affective domain" over and therefore against the father's/Father's authority. Whoever defines terms for you controls your life. Not until you define the traditional classroom from the father's/Father's perspective, distinguishing it from Bloom's definition can you truly see what is going on, i.e., Bloom's agenda.
Knowing, Comprehending, Applying, Analyzing, Synthesizing, Evaluating. ("Bloom's Taxonomy")
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
While traditional education makes "knowing," the students having been told, "comprehending," the students' understanding that they will be held accountable for being wrong or disobeying (thesis), "applying," if they do what they want instead of obeying (antithesis), i.e., if they do wrong and not right, "analyzing," as "dad" is taking them to the "woodshed" for being or doing wrong they now "KNOW" how important doing what they are told, i.e., doing right and not wrong according to established commands, rules, facts, and truth is, Transformational education, i.e., "Bloom's Taxonomies" adds "synthesizing," where the students must set aside any established command, rule, fact, or truth, i.e., negate doing the father's/Father's will that gets in the way of their building relationship with one another, based upon what they have in common, i.e., their natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating and their hate of restraint (synthesis), then "evaluating" their method of 'reasoning, i.e., "did they do the process of compromise, i.e., of 'change' right," not letting the father's/Father's authority get in the way or "did they do the father's/Father's will instead," i.e., inhibiting or blocking the building of relationship upon "human nature," i.e., upon lust, i.e., upon what they have in common.
"Thinking through the process it is dialectically faulty to start with the negative, with anxiety. The problem is to name the dynamic factor provoking anxiety to emerge. Anxiety is a function of spontaneity. Spontaneity can be defined as the adequate response to a new situation, or the novel response to an old situation. With decrease of spontaneity anxiety increases. With entire lose of spontaneity anxiety reaches its maximum, the point of panic." (J. L. Moreno, Who Shall Survive)
If you start with Bloom's definition of "knowing," i.e., based upon the child's "sense experience," i.e., the child's lust for pleasure and hate of restraint, knowing by being told , i.e., the father's/Father's authority is negated from then on—any student who resists, i.e., who refuses to sell his or her soul to the process will be pressured to convert, i.e., to join in or be silenced, censored, and/or removed, i.e., rejected by "the group," i.e., martyred (with "the group" punished them for their "bad" behavior, i.e., for their being intolerant of those doing wrong, disobeying, sinning). The "life raft moral dilemma," for example, where the student must kill someone on the raft or their self in order to save everyone else on the raft requires the student to commit murder, i.e., to damn his or her souls in order to save "the group." Just answering the question has that outcome. The answers are in the questions. Whoever develops the questions, controls the answers, i.e., the outcome.
"The dialectical method was overthrown—the parts [the students] were prevented from finding their definition [their identity] within the whole [within "the group," i.e., within society (through dialogue)]." (Lukács)
In traditional education, where the father's/Father's authority is the thesis, making the child's carnal nature the antithesis, synthesis (which is based upon the child's carnal nature) is prevented from becoming reality, i.e., the meaning of life. That is why traditional teachers had to be re-trained to apply "Bloom's Taxonomies" in the classroom or be pressured out of teaching.
"The child, contrary to appearance, is the absolute, the rationality of the relationship; he is what is enduring and everlasting, the totality which produces itself once again as such [once he is 'liberated' from the father'/Father's authority to become as he was before the father's/Father's first command, rule, fact, or truth came into his life (separating him from his "self" and the world), "of and for self" and the world only]." (Georg Hegel, System of Ethical Life)
Only by starting with the child's carnal nature, i.e., with lust, making it the thesis, thus making the father's/Father's authority the antithesis, can synthesis become actualized—where all students become united as one based upon their carnal nature, i.e., their natural inclination to lust after the carnal pleasures of the 'moment' that the world, i.e., that the current situation and/or people are stimulating.
"Bypassing the traditional channels of top-down decision making [the father's/Father's authority] 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)
The "power" of "the group." Traditional education focused upon the individual. Transformational education focuses upon "the group." There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process. There is only the lusts of the 'moment' that the current situation and/or people are stimulating being 'justified.'
"It is not individualism [the child, humbling, denying, dying to, controlling, disciplining, capitulating 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 pleasure without having a guilty conscience] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)
"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 Benne, Human Relations in Curriculum Change)
"The individual is emancipated [liberated rom the father's/Father's authority] in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt [the guilty conscience which is engendered by the father's/Father's authority] be assuaged." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
"Concerning the changing of circumstances by men, the educator must himself be educated." (Karl Marx, Thesis on Feuerbach # 3)
"A change in the curriculum is a change in the people concerned—in teachers, in students, in parents ....." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." "... people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new." "Re-education aims to change the system of values and beliefs [paradigm] of an individual or a group." (Benne)
"Change in methods of leadership is probably the quickest way to bring about a change in the cultural atmosphere of a group." "Any real change of the culture of a group is, therefore, interwoven with the changes of the power constellation within the group." (Barker, Dembo, & Lewin, "frustration and regression: an experiment with young children" in Child Behavior and Development) Replacing the traditional teacher with the facilitator of 'change' 'changes the students.
"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)
"There is no more important issue than the interrelationship of the group members." "To question the value or activities of the group, would be to thrust himself into a state of dissonance." "Few individuals, as Asch has shown, can maintain their objectivity in the face of apparent group unanimity." (Yalom)
"Group members must be able to synthesize individual 'felt' needs [lusts] with common group 'felt' needs [lusts]." (Bennis)
"Only when the immediate interests [lusts, i.e., self interests] are integrated into a total view and related to the final goal of the process do they become revolutionary [overthrowing the father's/Father's authority]." (Lukács)
"In short, philosophy as theory ["Reasoning" from an opinion, i.e., from "feelings," i.e., from lust] finds the 'ought' [lust, i.e., the child's carnal nature] implied within the 'is' [within the one in authority], and as praxis [setting aside the father's/Father's authority] seeks to make the two coincide [making the child's carnal nature, i.e., lust the source for authority]." (Comments by Joseph O'Malley Ed. of Karl Marx, Critique of Hegel's 'Philosophy of Right')
"The philosophy of praxis is the absolute secularization of thought, an absolute humanism of history [where all thought and action is void of the father's/Father's authority]." (Antonio Gramsci, Selections from the Prison Notebooks) The name for the national test for teachers is Praxis.
"Children, obey your parents in the Lord: for this is right. Honour thy father and mother; which is the first commandment with promise; That it may be well with thee, and thou mayest live long on the earth." Ephesians 6:1-3
"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," "open ended, non-directed," 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, i.e., no established aka absolute command, rule, facts, or truth to be accepted as is, by faith and obeyed), 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)—as predators, charlatans, pimps, pedophiles, 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., can "lust" after the carnal pleasures of the 'moment' that the world stimulates, 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 2022