The Father's Authority Structure In The Home:
how it has been negated (removed) and why.
When the father's/Father's authority, i.e., the Patriarchal paradigm, where 1) commands and rules are preached, to be obeyed as given, facts and truth are taught to be accepted as is, by faith, and any question(s) those under authority have regarding the commands, rules, facts, and truth are discussed at the one in authority's discretion (providing they deem it necessary, have time, those under authority are able to understand, and are not questioning, challenging, defying, disregarding, attacking authority), 2) those obeying authority and doing things right are rewarded, 3) those disobeying authority and/or doing things wrong are corrected, reproved, and/or chastened, in order for them to learn to humble, deny, die to, control, discipline their "self" and do right and not wrong, i.e., obey established commands, rules, facts, and truth, 4) and any who question, challenge, defy, disregard, attack authority are cast out (expelled) is replaced with the child's carnal nature, i.e., the child's love of ("lusting" after) the carnal pleasures of the 'moment' (dopamine emancipation, i.e., the affective domain) which the world stimulates and hate of restraint, i.e., the Heresiarchal paradigm of 'change,' where opinions are dialogued to a consensus, traditional world view (facts and truth, i.e., objective truth) is negated, replaced with a transformational world view ("feelings," i.e., subjective "truth"), producing a "new" world order where psychologists, psychotherapists, facilitators of 'change,' Transformational Marxists, and all who fall victim to their praxis of seduction, deception, and manipulation can do wrong, disobey, sin without having a guilty conscience, i.e., can do wrong, disobey, sin with impunity (with affirmation).
"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."
While dad and mom are not perfect, they may be (or may have been) down right tyrants—acting as children, using the office of authority they occupy (occupied) for their own "selfish" purpose—the office they occupy (occupied) is perfect, having been given to them by God, who is perfect, in which to serve Him. A father, in the true sense of the word, loves his children, hating their doing wrong, disobeying, sinning, holding them accountable for their actions—chastening them when they do wrong, disobey, sin that they might learn to humble, deny, die to, control, discipline their "self" and do right instead, according to established commands, rules, facts, and truth, casting out those who reject his authority (in order to maintain his authority)—but not wanting to kill them as the child does the father (and anyone else) when he can not have his way, i.e., get what he way.
"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
Dialogue ties us to the world, i.e., reveals our 'likes' and 'dislikes,' i.e., our carnal nature ("lust") which is stimulated by the world (imagined or real). When applied to right and wrong, dialogue 'liberates' the children, i.e., their love of pleasure and hate of restraint from the father's/Father's authority, i.e., from the "fear of God," negating the guilty conscience (which the father's/Father's authority engenders) when they do wrong, disobey, sin in the process. Dialogue is the child, 'justifying' his "self," i.e., his carnal nature before others. Dialogue is fine until it crosses over into the realm of right and wrong (doing right and not wrong according to established commands, rules, facts, and truth) where all it can do is question, challenge, defy, disregard, attack authority, i.e., question, challenge, defy, disregard, attack established commands, rules, facts, and truth that get in the way of pleasure, i.e., the children's "self interest" ("lusts") of the 'moment.' When educators incorporated dialogue, i.e., the "affective domain," i.e., the child's carnal nature into the classroom curriculum, the father's/Father's authority and the guilty conscience which the father's/Father's authority engenders for doing wrong, disobeying, sinning is negated. There is no father's/Father's authority, i.e., absolute or established commands, rules, facts, and truth in dialogue, as well in an opinion or in the consensus process. There is only the children's carnal desires, i.e., "self interests" ("lusts") of the 'moment' which the world (the situation) is stimulating.
"[W]e recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and places." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain)
"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 "educator" does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature over and therefore against their parents authority. 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.
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2020