(World View)

Dean Gotcher

"For, whatever else it may include, a change in the curriculum is a change in the people concerned—in teachers, in students, in parents and other laymen,. in administrators. This means change in their knowledge, change in their values, changes in their skills—changes in the relations of people." (Kenneth D. Benne, Human Relations in Curriculum Change)

"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)

"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)

"It is usually easier to change individuals formed into a group than to change any one of them separately [their desire for group approval, i.e., affirmation drawing them into participation]." "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)

"One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Irvine D. Yalom, Theory and Practice and Group Psychotherapy)

'Change' the curriculum in the classroom and you 'change' the next generations weltanschauung. When you 'change' the classroom "environment," i.e., the classroom curriculum, i.e., how children are being taught, you 'change' their paradigm, i.e., you 'change' their weltanschauung, i.e., how they see and respond to the world, i.e., how they feel, think, act, relate with their "self" and with others, and how they respond toward authority. Curriculum engenders paradigm, i.e., weltanschauung (world view). By 'changing' education from the preaching, teaching, and discussing of commands, rules, facts, and truth to be learned, accepted as is, and obeyed, rewarding the students who do good work and obey, correcting or chastening the students who do bad work or disobey, and casting out (expelling) any student who disrespects authority (resulting in students viewing the world from their parent's or God's position, i.e., objective truth) to the dialoguing of the students "feelings," i.e., their opinions in order to arrive at a consensus (viewing the world from their own "feelings," i.e., according to their "self interests" of the 'moment,' i.e., subjective "truth") the students weltanschauung, i.e., paradigm is 'change'—resulting in them challenging their parent's authority when they get home.

"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)

You discuss commands, rules, facts, and truth, with an emphasis upon doing right and not wrong—which is formal (objective). You dialogue "feelings," i.e., opinions, with an emphasis upon "self" 'justification—which is informal (subjective). The two are antithetical to one another. This is why children—in order to get their parents into dialogue—ask their parent's "Why?" as in "Why can't I do what I want to do?" when given a command or rule that gets in the way of their carnal desires of the 'moment.' Dialogue, i.e., "I feel" or "I think"which makes the child and the parents "equal"—circumvents discussion—which keeps the parents authority over the child in place. When the child persists in "Why?-ning" the parents cut off dialogue with "Because I said so," i.e., "It is written" in order to retain their authority. It is not that we do not dialogue. We do. But when it comes to doing right and not wrong according to established commands, rules, facts, and truth we have to set aside "preference," i.e., "feelings" and stick to the facts or truth. When dialogue, i.e., "feelings," i.e., the students carnal desires of the 'moment,' and their resentment toward authority, i.e., "therapy" became a part of the classroom curriculum in the 50's, the students paradigm, i.e., weltanschauung was 'changed'—turning their 'loyalty' to parental authority, i.e., to sovereignty into hostility toward parental authority, i.e., against sovereignty instead. That 'change' is still taking place in their dialoguing of opinions to a consensus, "group grade," "safe zone/space/place," "positive," "snowflake creating," brainwashing, soviet, classroom experience today.

"Prior to therapy the person is prone to ask himself, 'What would my parents want me to do?' During the process of therapy the individual come to ask himself, 'What does it mean to me?'" (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

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 questions those under authority have regarding them are discussed at the one in authority's discretion (providing they 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, 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 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 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. "Bloom's Taxonomies," which all educators are certified and schools accredited by, have been at the heart of curriculum 'change,' i.e., paradigm 'change' in the classroom, changing the student's weltanschauung, not only in America but around the world—'changing' the world we live in.

"The dialectical method was overthrown [the parent's remained in authority over their children's education]—the parts [the children] were prevented from finding their definition within the whole [within their "self" and "the group," i.e., society]." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"It is not individualism [the child subject to the father's/Father's authority, i.e., obeying the father/Father, i.e., humbling, denying, dying to, disciplining, controlling his or her "self" in order to do the father's/Father's will] that fulfills the individual, on the contrary it destroys him. Society ["human relationship based upon self interest," i.e., finding one's identity in "the group," i.e., in society] is the necessary framework through which freedom [from the father's/Father's authority] and individuality [being "of and for self" and the world only] are made realities." (Karl Marx, in John Lewis, The Life and Teachings of Karl Marx)

"The real nature of man is the totality of social relations." (Karl Marx, Thesis on Feuerbach #6)

When the father's/Father's authority, i.e., "rule of law," i.e., traditional education ("old school")—and the guilty conscience for doing wrong, disobeying, sinning which the father's'/Father's authority engenders—remains in place in the classroom, in the workplace, etc., holding everyone personally accountable to doing the job right and not wrong according to established commands, rules, facts, and truth, the "new" world order, i.e., globalism, i.e., the dialectic process ("the dialectic method") can not be initiated or sustained. The dialectic formula or method 'creates,' in the mind of those who participate, a weltanschauung of "lawfulness without law," where the child's carnal nature, i.e., "human nature" reigns without the father's/Father's authority, i.e., parental/Godly restraints getting in the way. (Immanuel Kant, Critique of Judgment) It is the weltanschauung that Georg Hegel, Karl Marx, and Sigmund Freud had in mind

"For the dialectical method the central problem is to change reality.… reality with its 'obedience to laws'." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

"Concerning the changing of circumstances by men, the educator must himself be educated." "The coincidence of the changing of circumstances and of human activity can be conceived and rationally understood only as revolutionizing practice [an overthrow of traditional society, i.e., education with its "obedience to laws" and respect toward authority]." (Karl Marx Thesis on Feuerbach # 3)

'Liberals,' socialists have acquired positions of "authority" in education, requiring all students to submit to their weltanschauung, paying, serving, 'justifying,' supporting, protecting, following, praising, worshiping them in order (as in "new' world order) to get a good grade, i.e., in order to "get ahead."

"I have found whenever I ran across authoritarian students [students who believe in absolutes, i.e., in the father's/Father's authority] that the best thing for me to do was to break their backs immediately." "The correct thing to do with authoritarians is to take them realistically for the bastards they are and then behave toward them as if they were bastards." (Abraham Maslow, The Journals of Abraham Maslow)

"Part of the dialectics of the process of winning independence from parental authority lies in using the extrafamilial peer group as a foil to parental authority, particularly in the period of adolescence." (Bradford, Gibb, Benne, T-Group Theory and Laboratory Method: Innovation in Re-education)

In the dialogic relation of recognizing oneself in the other, they experience the common ground of their existence." (Jürgen Habermas, Knowledge & Human Interest, Chapter Three: The Idea of the Theory of Knowledge as Social Theory)

"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 is the standard for "good" instead of doing the Father's will, i.e., having to set aside pleasure, i.e., having to humble, deny, die to "self" in order to do God the Father's will, i.e., in order to do right and not wrong according the Father's commands, rules, facts, and truth], and desperately wicked [hating God the Father and His authority which "gets in the way," i.e. which prevents, i.e., inhibits or blocks you from enjoying the carnal pleasures of the 'moment'—which the world stimulates]: who can know it?" Jeremiah 17:9 Those of dialectic 'reasoning,' as a child of disobedience ('justifying' their "self") can not see their hatred toward God the Father as being evil because their love of "self," i.e., their love of pleasure—which the world stimulates—is "in the way," blinding them to the truth of the deceitfulness and wickedness of their heart.

"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')

"Self-actualizing people have to a large extent transcended the values of their culture. They are not so much merely Americans as they are world citizens, members of the human species first and foremost." (Abraham Maslow, The Farther Reaches of Human Nature)

"Nakedness is absolutely right. So is the attack on antieroticism, the Christian & Jewish foundations." (Abraham Maslow, The Journals of Abraham Maslow)

"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)

"[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)

"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)

"By educational objectives, we mean explicit formulations of the ways in which students are expected to be changed by the educative process . . . change in their thinking, their feelings, and their actions [change in their paradigm]." "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." "Educational procedures are intended to develop the more desirable [according to the child's "self interest," i.e., carnal desires of the 'moment' which are stimulated by the world] rather than the more customary [subject to the parent's authority, doing right and not wrong according to their commands, rules, facts, and truth, having a guilty conscience for doing wrong, disobeying, sinning] types of behavior." (Benjamin Bloom, et al., Taxonomy of Educational Objectives, Book 1, Cognitive Domain)

"To create effectively a new set of attitudes and values [antithetical to the father's/Father's authority], the individual must undergo great reorganization of his personal beliefs and attitudes and he must be involved in an environment which in may 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 [the father's/Father's authority] is in some ways brought into question while more rational and nonauthoritarian behaviors are emphasized." (David Krathwohl, Benjamin Bloom et al. Taxonomy of Educational Objectives Book 2: Affective Domain)

"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom [rebellion against, i.e., questioning, challenging, defying, disregarding, attacking authority] in which to achieve a Weltanschauung1" Weltanschauung1" - "1Cf. Erich Fromm, T. W. Adorno" (David Krathwohl, Benjamin Bloom, Book II Affective Domain)

Erick Fromm wrote: "Personal relations between men have this character of alienation. Hegel and Marx have laid the foundations for the understanding of the problem of alienation." "We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "Both the sadistic and the masochistic trends are caused by the inability of the isolated individual to stand alone and his need for a symbiotic relationship [some external authority over him] to overcome this aloneness." [Fromm believed that man could] "not take the last logical step, to give up 'God' and to establish a concept of man as a being who is alone in the world, but who can feel at home in it if he achieves union with his fellow man and with nature." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." (Erick Fromm, Escape from Freedom)

"In the process of history man gives birth to himself. He becomes what he potentially is, and he attains what the serpent—the symbol of wisdom and rebellion—promised, and what the patriarchal, jealous God of Adam did not wish: that man would become like God himself." (Erick Fromm, You shall be as gods: A radical interpretation of the old testament and its tradition)

"In Escape from Freedom, Fromm offered the sado-masochistic character as the core of the authoritarian personality." "The antithesis of the 'authoritarian' type was called 'revolutionary.'" "By The Authoritarian Personality 'revolutionary' had changed to the 'democratic.'" (Martin Jay, The Dialectical Imagination)

Theodor Adorno wrote: God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Family relationships are characterized by fearful subservience to the demands of the parents and by an early suppression of impulses not acceptable to them." "An attitude of complete submissiveness toward 'supernatural forces' and a readiness to accept the essential incomprehensibility of 'many important things' strongly suggest the persistence in the individual of infantile attitudes toward the parents, that is to say, of authoritarian submission in a very pure form." "Authoritarian submission was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem." "The individual may have 'secret' thoughts which he will under no circumstances reveal to anyone else if he can help it. To gain access is particularly important, for precisely here may lie the individual's potential for democratic thought and action." (Theodor Adorno, The Authoritarian Personality)

"Parental discipline, religious denunciation of bodily pleasure [Hebrews 12:5-11], . . . have all left man overly docile [obedient to authority], but secretly in his unconscious unconvinced, and therefore neurotic [believing one thing while feeling and/or acting contrary—called belief-action dichotomy, i.e., desiring to obey God/parent yet sinning/disobeying, feeling guilty (Romans 7:14-25)]." "Neurotic symptoms, with their fixations on perversions and obscenities ["lusting" after the carnal pleasures of the 'moment' which the world stimulates, which goes contrary to the father's/Father's commands, rules, facts, and truth], demonstrate the refusal of the unconscious essence of our being [our "human nature" "lusting" after the pleasures of the 'moment' which the world stimulates] to acquiesce in the dualism of flesh and spirit, higher and lower [to submit to the father's/Father's authority]." "The repression of normal adult sexuality is required only by cultures which are based on patriarchal domination." "The foundation on which the man of the future will be built is already there, in the repressed unconscious [in the child's carnal nature]; the foundation has to be recovered." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"[We] must develop persons who see non-influencability of private convictions [those holding onto their belief despite their carnal desires, i.e., privately judging their thoughts in order to keep their behavior "under wraps," in order to do right and not wrong, holding others accountable to doing the same] in joint deliberations [in the consensus process] as a vice [as being negative, divisive, hateful, hurtful, etc.,] rather than a virtue [as being helpful to the cause—in dialogue you have to suspend the truth, as upon a cross in order to sustain dialogue, i.e., "worldly peace and socialist harmony," i.e., "peace and affirmation")]." (Kenneth D. Benne, Human Relations in Curriculum Change)

"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "The individual is emancipated in the social group." "Freud commented that only through the solidarity of all the participants could the sense of guilt be assuaged." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)

"Re-education aims to change the system of values and beliefs of an individual or a group." "Curriculum change means that the group involved must shift its approval from the old to some new set of reciprocal behavior patterns." (Kenneth Benne, Human Relations in Curriculum Change)

Dialogue is made manifest in the "Why?" the child asks of the father'/Father when the father tells him to do something that he does not want to do— that gets in the way of his carnal desires of the 'moment.' In this act (praxis), if the father abandons preaching, teaching, discussing, rewarding, chastening, and casting out, which initiates and sustains his authority over the child and goes into dialogue with the child instead, he and the child become "equal"—there is no father's/Father's authority in dialogue. In order to retain his authority, with the child refusing to go into discussion—which maintains the father's authority—the father cuts off the dialogue with "Because I said so," i.e., "It is written..." If the child continues "Why?-ning" the father is then forced to either chasten the child or, if the child refuses to recognize the father's authority, cast him out. Fearful of being chastened or worse yet cast out the child obeys, yet continues to dialogue with his "self," 'justifying' his carnal nature over and therefore against the father's/Father's authority.

"For to accept that solution [where all citizens, including parents, must dialogue, i.e., set aside, i.e., suspend, as upon a cross their established commands, rules, facts, and truth in order to "get along," i.e., continue dialogue, i.e., the dialoguing of opinions to a consensus process], even in theory, would be tantamount to observing society from a class standpoint [from the child's perspective, from the child's carnal nature] other than that of the bourgeoisie [from the parent's authority]. And no class can do that-unless it is willing to abdicate its power freely." (György Lukács, History & Class Consciousness: What is Orthodox Marxism?)

It is the aim of "curriculum change" to make dialogue, i.e., the students desires for the carnal pleasures of the 'moment,' which are stimulated by the world, which includes their desire for "the groups" approval (affirmation) and their dissatisfaction, i.e., their hate of restraint a part of the curriculum, 'changing' the students paradigm, i.e., their weltanschauung.

"Persons will not come into full partnership in the process until they register dissatisfaction [toward authority]." (Kenneth Benne, Human Relations in Curriculum Change)

"What better way to help the patient [the student, your child] recapture the past than to allow him to reexperience and reenact ancient feelings [resentment] toward parents in his current relationship to the therapist [to the facilitator of 'change']? The therapist is the living personification of all parental images. Group therapists [facilitators of 'change'] refuse to fill the traditional authority role: they do not lead in the ordinary manner, they do not provide answers and solutions, they urge the group to explore and to employ its own resources. The group [must] feel free to confront the therapist, who must not only permit, but encourage, such confrontation. He [the student, your child] reenacts early family scripts in the group and, if therapy [if his classroom experience] is successful, is able to experiment with new behavior, to break free from the locked family role he once occupied. … the patient [the student, your child] changes the past by reconstituting it." (Irvin Yalom, Theory and Practice and Group Psychotherapy)

"In order to effect rapid change, . . . [one] must mount a vigorous attack on the family lest the traditions of present generations be preserved. It is necessary, in other words, artificially to create an experiential chasm between parents and children—to insulate the children in order that they can more easily be indoctrinated with new ideas." "If one wishes to mold children in order to achieve some future goal, one must begin to view them as superior. One must teach them not to respect their tradition-bound elders, who are tied to the past and know only what is irrelevant." ". . . any intervention between parent and child tend to produce familial democracy 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 the authoritarian family is moribund, 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." "Any non-family-based collectivity that intervenes between parent and child and attempts to regulate and modify the parent-child relationship will have a democratizing impact on that relationship." "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, an overweening interest in the future development of the child—in other words, a child ["feelings" of the 'moment'] centered orientation." (Warren Bennis, The Temporary Society)

"For, whatever else it may include, a change in the curriculum is a change in the people concerned—in teachers, in students, in parents and other laymen,. in administrators. The people concerned must come to understand and accept the different pattern of schooling. This means change in their knowledge pertinent to the school and its programs and purposes. Typically, people involved who were loyal to the older pattern must be helped to transfer their allegiance to the new. This means change in their values with respect to education. Moreover, the people concerned must do some things differently from the way in which they did them before the change. This means changes in their skills. And, most difficult to predict and control, are changes in the relationships among personnel which changes in the program typically require. A changed way of working for the teacher in the classroom, for example, means changed expectations on the part of the teacher with respect to the students and their behavior as well as changed expectations on the part of the students with respect to the teacher and his behavior. If the change is a sizable one, new reciprocal relations between teachers and parents, students and parents, teachers and supervisors will also have to be worked out. This means changes in the relations of people." (Kenneth D. Benne, Human Relations in Curriculum Change)

"By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." "If we have the power or authority to establish the necessary conditions, the predicted behaviors will follow." "'Now that we know how positive reinforcement works, and why negative doesn't' … 'we can be more deliberate and hence more successful in our cultural design.' "We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do. That's the source of the tremendous power of positive reinforcement—there's no restraint and no revolt." "In psychology, Freud and his followers have presented convincing arguments that the id, man's basic and unconscious nature, is primarily made up of instincts which would, if permitted expression, result in incest, murder, and other crimes." "The whole problem of therapy, as seen by this group, is how to hold these untamed forces in check in a wholesome and constructive manner, rather than in the costly fashion of the neurotic." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." (Carl Rogers, on becoming a person: A Therapist View of Psychotherapy)

"Marxian theory needs Freudian-type instinct theory [Freud considered all children sexually active] to round it out. And of course, vice versa." ". . . I've decided to get into the World Federalists, become pro-UN, & the like." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' from the father's/Father's authority] are necessary for personal growth, bad social conditions [obedience to the father's/Father's authority, doing the father's/Father's will] 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." "Only a world government with world-shared values could be trusted or permitted to take such powers. If only for such a reason a world government is necessary. It too would have to evolve. I suppose it would be weak or lousy or even corrupt at first―it certainly doesn't amount to much now & won't until sovereignty is given up little by little by 'nations.'" "The whole discussion becomes species-wide, One World, at least so far as the guiding goal is concerned. To get to that goal is politics & is in time and space & will take a long time & cost much blood." ". . . A caretaker government could immediately start training for democracy & self-government & give it little by little, as deserved." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.) (Abraham Maslow, The Journals of Abraham Maslow)

"No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other. Ye cannot serve God and mammon." Matthew 6:24

"For my thoughts are not your thoughts, neither are your ways my ways, saith the LORD. For as the heavens are higher than the earth, so are my ways higher than your ways, and my thoughts than your thoughts." Isaiah 55:8, 9

"Ye adulterers and adulteresses, know ye not that the friendship of the world is enmity with God? whosoever therefore will be a friend of the world is the enemy of God." James 4:4

"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4

© Institution for Authority Research, Dean Gotcher 2019