The "Science" of Dialogue-Of Change.
"We 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)
"In the eyes of the dialectic philosophy [using dialogue, i.e., "feelings" to come to the "truth," making "truth" subject to men's opinions, i.e., carnal desires, i.e., lusts of the 'moment' instead of established commands, rules, facts, and truth, i.e., limits and measures, i.e., the father's/Father's authority], nothing is established for all times, nothing is absolute or sacred." (Karl Marx's ideology, as explained by Friedrich Engels) Benjamin Bloom simply paraphrased Karl Marx's ideology (without giving him credit, for obvious reason).
"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."
"Once the earthly family [where children learn to humble, deny, die to, control, discipline, capitulate their self in order to do the father's will] is discovered to be the secret of the Holy family [where the Son of God and those who follow him humble, deny, die to, control, discipline, capitulate their self in order to do the Father's will], the former must then itself be destroyed [vernichtet, i.e., annihilated, i.e., negated] in theory and in practice [in the persons personal thoughts and in his social actions]." (Karl Marx, Feuerbach Thesis #4)
"'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 husband/father no longer exercises his authority in the family, over his wife/children]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
"... 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 Marcuse) 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 (Luke 15:11-24), 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 "incest," 'justifying' and supporting their control over them.
What does psychology have in common with Marxism? Both are based upon the same ideology, i.e., the liberation of the flesh, i.e., lust, i.e., the children/"the people" from the father's/Father's authority. While one used outright violence against the father's/Father's authority in society the other, 'justifying' the individual's lust for pleasure (DE), 'liberates' the individual's feelings and thoughts from the father's/Father's authority, 'justifying' (in his mind) his questioning, challenging, defying, disregarding, attacking the father's/Father's authority for getting in the way. While education touts it is teaching science it is making "so called science," i.e., revolution its true agenda. Benjamin Bloom dedicated his first "Taxonomy" to Ralph Tyler, who's student Thomas Kuhn (quoting Max Planck) wrote:
"A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it." (Thomas Kuhn, The Structure of Scientific Revolution)
The revolution was to make opinion, i.e., theory, i.e., what "ought" to be, i.e., dialogue science, not facts or truth, i.e., true discussion that gets in the way of 'change.'
"If a paradigm [a 'change' in culture, from Patriarch to Heresiarch] is ever to triumph it must gain some first supporters, men who will develop it to the point where hardheaded arguments [not facts or truth] can be produced and multiplied" which eventuates "an increasing shift in the distribution of professional allegiances" whereupon "the man who continues to resist after his whole profession has been converted is ipso facto ceased to be a scientist." (Kuhn)
In other words if the "scientist" does not readily flow in the language of opinion, i.e., of theory, i.e., of "ought to be," i.e., of 'change,' i.e., of dialogue but insists upon facts and truth, i.e., upon discussion , i.e., upon established commands, rules, facts, and truth he ceases to be a scientist. When the scientist insists upon discussion in a room full of dialogue he automatically appears to be argumentative, i.e., unreasonable.
"Thomas S Kuhn spent the year 1958-1959 at the Center for Advanced Studies in the Behavior Sciences, directed by Ralph Tyler, where he finalized his 'paradigm shift' concept of 'Pre- and Post-paradigm periods.'" "Kuhn admitted problems with the schemata of his socio-psychological theory yet continued to urge its application into the scientific fields of astronomy, physics, chemistry, and biology [which found its way into the classroom]." (Kuhn)
Bloom admitted, in his own words this is the same path his taxonomy took for education.
"Certainly the Taxonomy was unproved at the time it was developed and may well be 'unprovable.'" (Benjamin Bloom, Forty Year Evaluation)
"Whether or not the classification scheme presented in Handbook I: Cognitive Domain is a true taxonomy is still far from clear." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"It has been pointed out that we are attempting to classify phenomena which could not be observed or manipulated in the same concrete form as the phenomena of such fields as the physical and biological sciences. It was the view of the group that educational objectives stated in the behavior form have their counterparts in the behavior of individuals ... observe(able) and discrib(able) therefore classifi(able) [true science is observable and repeatable]." (Book 1: Cognitive Domain)
All "educators" are certified and schools accredited today based upon their use of "Bloom's Taxonomies," i.e., Marxist curriculum in the classroom. Marxism, as is psychology is based upon the negation of the father's/Father's authority in the individuals thoughts, directly effecting his actions, i.e., 'justifying' his lust for the carnal pleasures of the 'moment' that the world stimulates, establishing lust, i.e., the child's carnal nature over and therefore against doing the father's/Father's will.
"Bloom's 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 [opinion] 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 [subject to stimulus-response] 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 David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
Establishing the children's "feelings," i.e., their "affective domain" over and therefore against established commands, rules, facts, and truth, i.e., over and therefore against the father's/Father's authority is the revolution.
"The affective domain is, in retrospect, a virtual 'Pandora's Box' [a "box" (jar) full of evils, which once opened, can not be closed—once parental authority, i.e., 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 student's "feelings" from his or her parent's authority, i.e., the father's/Father's authority system] through challenging the student's fixed beliefs [pressuring the student (out of fear of group rejection) to publically, i.e., in "the group" (for the sake of group approval) question, challenging, disregard, defy, attack, etc., his parents commands, rules, facts, and truth] and getting them to discuss issues [evaluating the world through his carnal desires, i.e., his "lusts," i.e., his "self interests" of the 'moment,' that which he has in common with "the group"]." "... allows the individual [the student] a greater amount of freedom in which to achieve a Weltanschauung [World View]1" (Bloom's "Weltanschauung," as he noted, was that of two Marxists, i.e., "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950.") "The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' (DE) that the world (including "the group") stimulates and hatred toward restraint] contains the forces that determine the nature of an individual's life and ultimately the life of an entire people." (Benjamin S. Bloom, Taxonomy of Educational Objectives Book 1: Cognitive Domain; David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
Liberate the child's "affective domain," i.e., his lust for pleasure out from under the father's/Father's authority, i.e., out from under restraint, i.e., out from under accountability for one's thoughts and actions, i.e., replace the student's/man's loyalty to the father/Father with 'loyalty' to "the group"/"the people" and the nation is 'changed.' By 1971 over one million of Bloom's "taxonomies" were published for the Communist Chinese education system. (Benjamin Bloom, Forty Year Evaluation) It is not that Marxism was not already here, i.e., "Has authority been banished in these later days? Has the world reached a point where it will condone the formation of pupil soviets?" (noted by Will C. Woods, Superintendent of Public Instruction of the State of California, March 1921, in the California "Blue Book" for education, 1958) "The institutions in socialist society which act as the facilitators between the public and private realms [society and the individual] are the Soviets." (Norman Levine, in prefect to György Lukács, Process of Democratization)
"Bypassing the traditional channels of top-down decision making [bypassing 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 dialoguing of opinions to a consensus is the Soviet system, removing, i.e., negating the father's/Father's authority in establishing policy, i.e., in establishing right and wrong behavior). Marxism (Maoism—Mao's Long March Across America. pdf) has become the foundation for education, i.e., for all teachers across the nation (and around the world). Ask any teacher today if they have ever heard of "Bloom's Taxonomies" and they will probably smile, thinking you are a fellow "comrade" ready to inform them on some new way of applying it in the classroom. Any teacher questioning and/or challenging their use in the classroom will be looking for another job, if they can find one—having been labeled "unfit" to teach.
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (Book 1: Cognitive Domain)
It is in dialogue that 'change' is initiated and sustained, not in discussion, since discussion recognizes established commands, rules, facts, and truth, weighing man's observations from them/it, inhibiting or blocking 'change,' i.e., at least rapid 'change.'
"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." There is a guilty conscience in discussion, i.e., in not doing right but wrong according to established commands, rules, facts, and truth.
"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 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 guilty conscience in doing wrong, according to established commands, rules, facts, and truth since there are no established commands, rules, facts, and truth to be wrong to in dialogue, i.e., in dialogue everything is an opinion, i.e., subject to 'change.'
Instead of starting with the father's/Father's authority, requiring students to accept and obey established commands, rules, facts, and truth, i.e., making the father's/Father's authority the thesis, thus making the students carnal nature the antithesis, thus preventing synthesis which has to be built upon the students carnal nature, Bloom begins with the students carnal nature, i.e., the affective domain, which automatically makes the father's/Father's authority system the enemy, i.e., the antithesis, thus making it easier for the student's to achieve synthesis, based upon their carnal nature.
With the father's/Father's authority as the thesis the sequence of events (knowing, comprehending, applying, analyzing, synthesizing, evaluating) would look like this.
|thesis||knowing||the students have been told right from wrong behavior
|comprehending||the students understanding that they will be held accountable for being wrong or disobeying
|antithesis||applying||if they do what they want instead of obeying, 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.|
There is no synthesis, i.e., synthesizing and evaluating (consensus and aufheben, based upon the students carnal nature, i.e., their affective domain) in traditional education. The father's/Father's authority (doing right and not wrong according to established commands, rules, facts, and truth) is retained in the students thoughts and actions.
"The dialectical method was overthrown—the parts [the students] were prevented from finding their definition [their identity] within the whole [within the other students, i.e., within "the group," i.e., within society]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
By bringing dialogue, i.e., opinions into an environment establishing right and wrong behavior the revolution, i.e., so called science is initiated and sustained. Making discussion, i.e., established commands, rules, facts, and truth subject to dialogue, i.e., subject to man's carnal nature, i.e., his lusts for pleasure that the world stimulates (and his hate that authority, i.e., restraint stimulates), makes commands, rules, facts, and truth subject to 'change,' i.e., subject to the situation and/or the people present in the 'moment,' turning those present against anyone holding them accountable to established commands, rules, facts, and truth that get in their way. The objective of life then becomes the praxis of revolution, overthrowing (negating) the father's/Father's authority in men's thoughts and actions.
"prevent[ing] someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
"... the central problem is to change reality.… reality with its 'obedience to laws.'" (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)
"Laws must not fetter human life [inhibit or block lust]; but yield to it; they must change as the needs [the lusts] and capacities [interests/attractions of lust] of the people change." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"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)
"Group members must be able to synthesize individual 'felt' needs [lusts] with common group 'felt' needs [lusts—turning on those who remain loyal to the father's/Father's authority]." (Warren Bennis, The Temporary Society)
"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 in the individual, in "the group," and in society]." "The whole system of Marxism stands and falls with the principle that revolution [negation of the father's/Father's authority in setting policy] is the product of a point of view in which the category of totality ["group think," what all children have in common, i.e., lust for DE and fear of losing it] is dominant." (Lukács)
"Revolutionary violence [overthrow of the father/Father and his/His authority] reconciles the disunited parties [the children/"the people"] by abolishing the alienation of class antagonism [the father's/Father's authority over the children/"the people"] that set in with the repression of initial morality [lust]. … the revolution that must occur is the reaction of suppressed life [hatred toward restraint, i.e., toward authority], which will visit the causality of fate upon the rulers [the parents, the property owner, the business owner, etc., i.e., the father]. It is those who establish such domination and defend positions of power of this sort who set in motion the causality of fate [hate and violence toward them], divide society into social classes [parents over children, owners over workers, God over man, etc.,], suppress justified interests [lusts], call forth the reactions of suppressed life [hate and violence], and finally experience their just fate in revolution [violence against and overthrow of their right of person (individuality, under God), right of conviction (speech and religion), property, and business]." (Habermas) Jürgen Habermas, a Marxist amongst Marxists has established the language of the World Court.
The "educator," i.e., the facilitator of 'change,' i.e., the group psychotherapist 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 student's 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.
"There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25
"The words 'seem to' are significant; it is the perception which functions in guiding behavior." "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." "In this process the individual becomes more open to his experience. It is the opposite of defensiveness or rigidity. His beliefs are not rigid, he can tolerate ambiguity." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)
This is the praxis of "so called science," i.e., i.e., of men's opinions, i.e., of the science that "seems to be" but is not. From evolution to "climate 'change'" it is all the same, establishing men's opinions, i.e., lust over and therefore against established commands, rules, facts, and truth, i.e., over and therefore against the father's/Father's authority. The moment "I feel" and "I think" comes into the study of God's Word, making God's Word subject to men's opinions the "church" becomes apostate.
"O Timothy, keep that which is committed to thy trust, avoiding profane and vain babblings, and oppositions of science falsely so called: which some professing have erred concerning the faith. Grace be with thee. Amen." 1 Timothy 6:20-21
"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