Why Sight-Based Management?
"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
"The guilty conscience is formed in childhood by the incorporation of the parents and the wish to be father of oneself." "What we call 'conscience' perpetuates inside of us our bondage to past objects now part of ourselves:'" (Brown)
"The personal conscience is the key element in ensuring self-control, refraining from deviant behavior even when it can be easily perpetrated." "The family, the next most important unit affecting social control, is obviously instrumental in the initial formation of the conscience and in the continued reinforcement of the values that encourage law abiding behavior." (Dr. Robert Trojanowicz, The meaning of "Community" in Community Policing)
"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." "'It is not really a decisive matter whether one has killed one's father or abstained from the deed,' if the function of the conflict and its consequences are the same [the father no longer exercises his authority in his home or in his business]." (Sigmund Freud in Herbert Marcuse, Eros and Civilization: a psychological inquiry into Freud)
"To enjoy the present reconciles us to the actual." (Karl Marx, Critique of Hegel's 'Philosophy of Right')
"Self-perfection of the human individual is fulfilled in union with the world in pleasure." (Norman O. Brown, Life Against Death: The Psychoanalytical Meaning of History)
According to Karl Marx, et al. since lust "reconciles" man to the world the father's/Father's authority must be negated in order for mankind (Karl Marx, et al.) to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience—which the father's/Father's authority engenders for lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating.
"The negative valence of a forbidden object which in itself attracts the child [the guilty conscience for lusting after the things of the world] thus usually derives from an induced field of force of an adult [the father's/Father's authority]." "If this field of force loses its psychological existence for the child (e.g., if the adult goes away or loses his authority) the negative valence also disappears [if you negate the father's/Father's authority in the children's thoughts, the guilty conscience for lusting after the carnal pleasures of the 'moment' that the world stimulates is negated]." (Kurt Lewin; A Dynamic Theory of Personality)
"The peasantry [the traditional family] constantly regenerates the bourgeoisie [the father's/Father's authority system]—in positively every sphere of activity and life." "We must learn how to eradicate all bourgeois habits, customs, and traditions everywhere." (Vladimir Lenin, Left-Wing Communism: an Infantile Disorder An Essential Condition of the Bolsheviks' Success May 12, 1920)
If the father's/Father's authority engenders a guilty conscience for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating then in order (as in "new" world order) for everyone (the facilitator of 'change') to do wrong, disobey, sin, i.e., to lust after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating (without having a guilty conscience) all "the people" must be kept in sight in order to identify (label) and negate those who propagate the father's/Father's authority in the home, in the classroom, in the workplace, in the media, in entertainment, in the neighborhood, in the city, in the county, in the state, in the nation, and even in the "church."
"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. The father/Father retains his authority, i.e., has the final say in a discussion.
"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. The father's/Father's authority is negated in dialogue.
If your intended objective is to create socialists then dialogue, when it comes to right and wrong behavior is your means of communication. If your intended objective is to create capitalists then discussion, when it comes to right and wrong behavior is your means of communication.
"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)
In order for the Marxist, i.e., for you to do wrong, disobey, sin, i.e., to lust after the carnal pleasures of the 'moment' (dopamine emancipation) that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, i.e., in order for self to be actualized, i.e., to become the law of the land (where all that is actual is "of and for self") then all must participate in the dialoguing of opinions to a consensus (affirmation) process. There is no father's/Father's authority in dialogue, in an opinion, or in the consensus process, there is only your carnal desires, i.e., your self interests, i.e., your lusts of the 'moment' being 'justified' by others.
"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
"Bypassing the traditional channels of top-down decision making [the father's/Father's authority, thus negating the guilty conscience for lusting after the things of the world] our objective centers upon transforming public opinion [group think] 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)
"As the Frankfurt School wrestled with how to 'reinvigorate Marx', they 'found the missing link in Freud.'" (Martin Jay, The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research, 1923-1950)
"Marxian theory needs Freudian-type instinct theory to round it out. And of course, vice versa." "Third-Force psychology is also epi-Marxian in these senses, i.e., including the most basic scheme as true-good social conditions ['liberation' of "self" from the father's/Father's authority] are necessary for personal growth, bad social conditions [submission of "self" to the father's/Father's authority] stunt human nature,... This is to say, one could reinterpret Marx into a self-actualization-fostering Third- and Fourth-Force psychology-philosophy. And my impression is anyway that this is the direction in which they are going now." "The whole discussion becomes species-wide, One World." "This is a realistic combination of the Marxian version & the Humanistic. (Better add to definition of "humanistic" that it also means one species, One World.)" (Abraham Maslow, The Journals of Abraham Maslow)
"In a democratic society a patriarchal culture should make us depressed instead of glad; it [a patriarchal culture] is an argument against the higher possibilities of human nature, of self actualization." "In our democratic society, any enterprise―any individual―has its obligations to the whole." "I have found whenever I ran across authoritarian students 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, Maslow on Management)
"Self-actualizing people have to a large extent transcended the values of their culture [their parent's/God's authority aka the father's/Father's authority]. 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)
In the dialoguing of opinions to a consensus process faith-based management (trusting you will do the work right according to established commands, rules, facts, and truth—since you have a guilty conscience for doing things wrong, resulting in you insisting upon others doing the work right as well, according to established commands, rules, facts, and truth i.e., prejudice which you have accepted as "is") is replaced with sight-based management (tracking everyone's feelings—since the guilty conscience for doing things wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating is negated, replaced with the "super-ego," i.e., with "What can I get out of this situation and/or people for my self?").
"The superego 'unites in itself the influences of the present and of the past.'" (Brown) The "super-ego" is engendered from the child's carnal nature, which includes is desire for inclusion with (affirmation by) others with the same carnal desires, i.e., lusts, negating the guilty conscience, which is engendered from the father's/Father's authority.
"Superego development is conceived as the incorporation of the moral standards of society [what all mankind has in common—"the lust of the flesh, and the lust of the eyes, and the pride of life"]. Therefore the levels of the Taxonomy should describe successive levels of goal setting appropriate to superego development." (David Krathwohl, Benjamin S. Bloom, Taxonomy of Educational Objectives Book 2: Affective Domain)
"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)
"Without exception, [children] 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 parents telling them what they can and can not do]." "What better way to help [the child] 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 children] 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 group" approval (affirmation)]. The group [children] must feel free to confront the [the facilitator of 'change'], who must not only permit, but encourage, such confrontation [rebellion and anarchy]. He [the child] 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 child] 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 the carnal pleasures of the 'moment' that the current situation and/or people are stimulating]." (Irvin D. Yalom, The Theory and Practice of Group Psychotherapy)
"If we have the power or authority to establish the necessary conditions, the predicted behaviors [our potential ability to influence or control the behavior of groups] will follow." "We can choose to use our growing knowledge to enslave people in ways never dreamed of before, depersonalizing them, controlling them by means so carefully selected that they will perhaps never be aware of their loss of personhood." "We know how to change the opinions of an individual in a selected direction, without his ever becoming aware of the stimuli which changed his opinion." "We know how to influence the ... behavior of individuals by setting up conditions which provide satisfaction for needs of which they are unconscious, but which we have been able to determine." We can achieve a sort of control under which the controlled though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do." "By a careful design, we control not the final behavior, but the inclination to behavior—the motives, the desires, the wishes. The curious thing is that in that case the question of freedom never arises." (Rogers)
"By shifting the group's attention from 'then-and-there' [the consequence of doing or being wrong and not right] to 'here-and-now' [their feelings of the 'moment'] material, he [the facilitator of 'change'] performs a service to the group … focusing the group upon itself." "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." "One of the most fascinating aspects of group therapy is that everyone is born again, born together in the group." (Yalom)
"The heart is deceitful above all things, and desperately wicked: who can know it?" Jeremiah 17:9
Your heart is "deceitful ("deceitful above all things") thinking pleasure, i.e., "lust" is the 'purpose' of life instead of doing the father's/Father's will, making you wicked ("desperately wicked") in your effort to negate the father's/Father's authority that gets in your way. You can not see your heart as being wicked because your "lust" for pleasure (your "lust" for "lust") is standing in the way. Karl Marx is in your heart, waiting for you to 'justify' him, i.e., your "self," i.e., your lusts over and therefore against having to humble, deny, die to, control, discipline, capitulate your "self" in order (as in the "old" world order) to do the father's/Father's will, so you can do wrong, disobey, sin, i.e., can "lust" after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating without having a guilty conscience, in order (as in "new" world order) for you to be like him, i.e., to become "self actualized." "Lust" blinds you to the consequence (cost) of "lusting" after pleasure. God looks at the heart of the people to determine what to do to a nation, whether to raise it up or to bring it down, i.e., to turn it over to its own demise. He is looking at your heart. Is this nation worth saving? The "building relationship with others on 'self interest,'" i.e., "What can I get out of this person and/or situation for my 'self?'" is deceitful leading to "What is going to happen to me if they reject me?" i.e., the fear of man, i.e., the willingness to do "whatever it takes" to maintain the relationship in order to lust without having a guilty conscience. This is the cost to your soul in the praxis of sight-based management.
"For what is a man profited, if he shall gain the whole world, and lose his own soul? or what shall a man give in exchange for his soul?" Matthew 16:26
The following section is from Marxist curriculum, called "Bloom's Taxonomies."
"There are many stories of the conflict and tension that these new practices are producing between parents and children." (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)
The following section is from a book explaining how the Communist Chinese brainwash their victims.
"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) See the report: COMMUNIST ATTEMPTS TO ELICIT FALSE CONFESSIONS FROM AIR FORCE PRISONERS OF WAR (especially pages 619 and 624) in order to better understand Carl Rogers explanation below. Brainwashing is washing the conscience of any sense of guilt for doing wrong, disobeying, sinning, i.e., for lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating, i.e., washing the father's/Father's authority from the brain. See also: Total Quality Management, General System Theory, and Marxist Theory and Praxis by Judy McLemore (1948—2014); "Probably the finest piece of research and writing ever done on the subject." (Charlotte Iserbyt)
"Black is black and white is white. Neither torture, maltreatment nor intimidation can change a fact. To argue the point… serves no useful purpose." P.O.W. Major David F. MacGhee responding to brainwashing attempts by the North Korean, January 19th, 1953.
"Prevent someone who KNOWS from filling the empty space." (Wilfred Bion, A Memoir of the Future)
"The group to which an individual belongs is the ground for his perceptions, his feelings, and his actions" (Kurt Lewin, Resolving social conflicts: Selected papers on group dynamics)
Four steps to produce a consensus outcome: 1. The individuals in the group first attempt to establish a patriarchal paradigm based upon who KNOWS how to solve the problem at hand: "In the first phase various members of the group quickly attempt to establish their customary places in the leadership hierarchy." 2. The facilitator circumvents the patriarchal paradigm by frustrating those who attempt to establish it, i.e. those attempting to "gain control" of the meeting in their concern of solve the problem according to established commands, rules, facts, and truth. The facilitator achieves frustration by "recognizing" but no responding favorably to "knowing" (authoritative) answers while responding with interest to "feeling" and "thinking" ("I feel" and "I think") responses. This effectively moves the meeting onto a "shifting" foundation of opinions, away from a solid foundation of facts. In this way facts are treated with indifference, i.e., as if they were opinions and opinions are treated with respect, as if they were facts. The role of the facilitator is to re-focus the people in the group from simply solving the problem the "old fashioned way" to resolving it only through group cohesiveness, in consensus ("with feelings"). "Next comes a period of frustration and conflict brought about by the leader's steadfast rejection of the concept of peck order and the authoritarian atmosphere ["I am right and you are wrong"] in which the concept of peck order is rooted." 3. The group begins to focus on itself in the "Here-and-Now." Through the facilitator's ability to manipulate the environment, through the use of group dynamics & cognitive dissonance, time (perceived as being wasted by "knowing" people, i.e., by the patriarch's) presses the participants into focusing on the problem which needs to be solved by "the group." The group now begins to mock the patriarchs, the authoritarians, who "insist" on their way and are "interfering" with "the group" solving the problem at hand. "The third phase sees the development of cohesiveness among the members of the group, accompanied by a certain amount of complacency and smugness." 4. The group learns the group task roles and group building and maintenance roles which are necessary to accomplish the project at hand, and the group also learns to identify and reject individual roles which interfere with group cohesiveness and are perceived as jeopardizing the project. "In the fourth phase the members retain the group-centeredness and sensitivities which characterized the third phase, but they develop also a sense of purpose and urgency which makes the group potentially an effective social instrument." (Kenneth Benne, Human Relations in Curriculum Change)
"History, almost universally, has dichotomized this higher & lower [the father/Father in authority with the children/man under authority], but it is now clear that they are on the same continuum, in a hierarchical-integration of prepotency & pospotency [the progressive 'liberation' of "lust," i.e., self from the father's/Father's authority to where there is no father's'/Father's authority, i.e., there is only "lust" and "the pride of life," i.e., "sense experience," i.e., there is only "self" actualized]." (Abraham Maslow, The Journals of Abraham Maslow)
"Individuals move not from a fixity through change to a new fixity, though such a process is indeed possible [where the child accepts and obeys established commands, rules, facts, and truth, with doing right and not wrong according to established standards controlling his thoughts and actions]. But [through a] continuum from fixity to changingness, from rigid structure to flow, from stasis to process [from doing right and not wrong according to established commands, rules, facts, and truth to doing what "seems" 'right,' i.e., satisfies his carnal desires of the 'moment']." "At one end of the continuum the individual avoids close relationships, which are perceived as being dangerous [doing or being right and not wrong according to established commands, rules, facts, and truth being his concern]. At the other end he lives openly and freely in relation to the therapist and to others [the "educator" and "the group"], guiding his behavior on the basis of his immediate experiencing [being able to do what he wants, when he wants, in the "light" of the current situation, i.e., what he can get out of it for his "self," with group approval (affirmation)] – he has become an integrated process of changingness." (Rogers)
"In the more traditional society a philosophy of life, a mode of conduct, is spelled out for its members at an early stage in their lives." "A major function of education in such a society is to achieve the internalization of this philosophy." "This is not to suggest that education in an open society does not attempt to develop personal and social values." "It does indeed." "But more than in traditional societies it allows the individual a greater amount of freedom in which to achieve a Weltanschauung1." "1Cf. Erich Fromm, 1941; T. W. Adorno et al., 1950." (Book 2: Affective Domain) Theodor Adorno and Erich Fromm were members of "The Frankfurt School," i.e., Transformational Marxists (who merged Marx and Freud, i.e., Marxism and Psychology engendering psychotherapy).
"We are proud that in his conduct of life man has become free from external authorities, which tell him what to do and what not to do." "All that matters is that the opportunity for genuine activity be restored to the individual; that the purposes of society and of his own become identical." "... to give up 'God' and to establish a concept of man as a being ... who can feel at home in it [the world] if he achieves union with his fellow man and with nature." (Erich Fromm, Escape from Freedom)
"Authoritarian submission [humbling, denying, dying to, controlling, disciplining "self" in order to do the father's/Father's will] was conceived of as a very general attitude that would be evoked in relation to a variety of authority figures—parents, older people, leaders, supernatural power, and so forth." "God is conceived more directly after a parental image and thus as a source of support and as a guiding and sometimes punishing authority." "Submission to authority, desire for a strong leader, subservience of the individual to the state [parental authority, local control, Nationalism], and so forth, have so frequently and, as it seems to us, correctly, been set forth as important aspects of the Nazi creed that a search for correlates of prejudice had naturally to take these attitudes into account." "The power-relationship between the parents, the domination of the subject's family by the father or by the mother, and their relative dominance in specific areas of life also seemed of importance for our problem [how to 'liberate' children from parental authority, man from God's authority, mankind from Nationalism aka Fascism, etc., so they can be their "self," i.e., "actualize" their "self," no longer seeing their "self" as being subject to a higher authority other then to their carnal desires (lusts) of the 'moment' and those of the world 'justifying' them (The error in Adorno's 'logic' is that all forms of socialism, from the local commune to the globalist, including the Fascist must negate the father's/Father's authority in order to rule over "the people")]." (Adorno)
All "educators" are certified and schools accredited today based upon their use of what are called "Bloom's Taxonomies" in the classroom, curriculum which is designed to 'change' the students way of feeling, thinking, and acting toward their "self," others, the world, and authority. In short, what divides students between one another is the father's/Father's authority system, i.e., having to do right and not wrong according to established commands, rules, facts, and truth (standards which differ amongst the students since they come from different homes with different standards). What unites student's is what they have in common, i.e., their lusting after the carnal pleasures of the 'moment' that the world, i.e., the current situation and/or people are stimulating—which is the basis of common-ism.
"Members of the taxonomy group spent considerable time in attempting to find a psychological theory [Transformational Marxism] which would provide a sound basis for ordering the categories of the taxonomy." (Benjamin Bloom, Taxonomy of Educational Objective, Book 1: Cognitive 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." (Book 1: Cognitive Domain and Book 2: Affective Domain)
"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 Bloom, Taxonomy of Educational Objective, Book 1: Cognitive Domain)
"In the eyes of the dialectic philosophy, nothing is established for all times, nothing is absolute or sacred." (Karl Marx)
"The philosophy of praxis [where all that "is" is human nature, i.e., the child's lust to become at-one-with the world in pleasure is the 'drive' and 'purpose' of life] is the absolute secularization of thought, an absolute humanism of history." (Antonio Gramsci, Selections from the Prison Notebooks)
"The affective domain [the student's natural inclination to "lust" after the carnal pleasures of the 'moment' that the world 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 carnal nature 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)
Mao's long march across America began in earnest the 50's and 60's with the introduction of Marxist curriculum into the school systems across America (and around the world—Benjamin Bloom, Bloom's Taxonomy: A Forty Year Retrospect). See the issue: BSTEP - It Is All Planned. (A Federal Grant for Education—from which all grants for education are based—explaining how to profile and track all educators and students, 1970. Everyone must be tracked in order to keep order. The information for the book 1984 came from this Grant).
"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." "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 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 organization can be derived from the overlapping between play and barrier behavior. To be governed by two strong goals is equivalent to the existence of two conflicting controlling heads within the organism. This should lead to a decrease in degree of hierarchical organization. Also, a certain disorganization should result from the fact that the cognitive-motor system loses to some degree its character of a good medium because of these conflicting heads. It ceases to be in a state of near equilibrium; the forces under the control of one head have to counteract the forces of the other before they are effective." (Kurt Lewin in Child Behavior and Development Chapter XXVI Frustration and Regression) In other words if you bring dialogue (which is informal; "play behavior") into an environment dealing with behavior, discussion (which is formal; "barrier behavior") is negated (unless it prevents dialogue from taking over control of the outcome).
"For the most part the students who were able to resist the effects of this basic theme ... were not in effective communication with the larger environment." (Book 2: Affective Domain)
Discussion (which sustains the father's/Father's authority—the father/Father having the final say) divides between those students who are right and those who are wrong—according to established commands, rules, facts, and truth. Dialogue (which makes all students the same, i.e., "equal"—everyone is entitled to their own opinion) unites them upon their natural inclination to "lust" after the carnal pleasures of the 'moment' (dopamine emancipation) that the world stimulates and their natural inclination to hate restraint. Replace discussion, i.e., the father's/Father's authority, which is formal with dialogue, i.e., the students carnal desires and dissatisfactions of the 'moment,' which is informal in an environment establishing right and wrong behavior and the students paradigm is 'change.' 'Justified' in what they have in common (common-ism), i.e., 'justified' in their "lusting" after the carnal pleasures of the 'moment' that the world stimulates they are, in their mind 'liberated' from the father's/Father's authority, with the class's, i.e., "the group's" affirmation they are 'justified' in their 'rejection' of the father's/Father's authority in their actions (praxis).
"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)
What kind of student comes from the classroom reveals the type of curriculum you are using as an educator. By making the child's "self interest," i.e., the child's "lusts" of the 'moment' (the affective domain) the core of his classroom experience the "educator" is able to 'change' his way of thinking and acting without his full knowledge of where the "educator" is taking him, he will naturally follow the "educator" wherever he is leading. The "educator" (facilitator of 'change') does not have to tell the students to question, challenge, defy, disregard, attack their parent's authority when they get home from school, if they were not doing that already (telling them would be "old school," maintaining the "old" world order of being told even if it was done for the 'purpose' of 'change,' i.e., for the 'purpose' of creating a "new" world order), all they have to do is use a curriculum in the classroom that "encourages," i.e., pressures the students to participate in the process of 'change,' i.e., into dialoguing their opinions to a consensus, 'justifying' their carnal nature, i.e., "lust" over and therefore against their parents authority. Being told to be "positive" (supportive of the other students carnal nature) and not "negative" (judging them by their parents standards) pressures students to 'justify' their and the other students love of pleasure and hate of restrain, doing so in order to be approved, i.e., affirmed by "the group," resulting in "the group" labeling those students who, holding onto their parents standards, i.e., refusing to participate in the process of 'change' or fighting against it as being "negative," divisive, hateful, intolerant, maladjusted, unadaptable to 'change,' resisters of 'change,' not "team players," lower order thinkers, in denial, phobic, prejudiced, judgmental, racist, fascist, dictators, anti-social, etc., i.e., "hurting" peoples "feelings" resulting in "the group" rejecting them—the student's natural desire for approval and fear of rejection forces him to participate. The 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. All feelings must be tracked in order to keep order, i.e., in order to get the work done.
"For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears; And they shall turn away their ears from the truth, and shall be turned unto fables." 2 Timothy 4:3, 4
"The transgression of the wicked saith within my heart, that there is no fear of God before his eyes. For he flattereth himself in his own eyes, until his iniquity be found to be hateful. The words of his mouth are iniquity and deceit: he hath left off to be wise, and to do good. He deviseth mischief upon his bed; he setteth himself in a way that is not good; he abhorreth not evil." Psalms 36:1-4
Facilitators of 'change,' i.e., psychologists, i.e., behavioral "scientists," i.e., "group psychotherapists," i.e., Marxists (Transformational Marxists)—all being the same in method or formula—are using the dialoguing of opinions to a consensus (affirmation) process, i.e., dialectic 'reasoning' ('reasoning' from/through the students "feelings" of the 'moment,' i.e., from/through their "lust" for pleasure and their hate of restraint, in the "light" of their desire for group approval, i.e., affirmation and fear of group rejection) in the "group grade," "safe zone/space/place," "Don't be negative, be positive," soviet style, brainwashing (washing the father's/Father's authority from the children's thoughts and actions, i.e., "theory and practice," negating their having a guilty conscience, which the father's/father's authority engenders, for doing wrong, disobeying, sinning in the process—called "the negation of negation" since the father's/Father's authority and the guilty conscience, being negative to the child's carnal nature, is negated in dialogue—in dialogue, opinion, and the consensus process there is no father's/Father's authority), inductive 'reasoning' ('reasoning' from/through the students "feelings," i.e., their natural inclination to "lust" after the carnal pleasures of the 'moment'—dopamine emancipation—which the world stimulates, i.e., their "self interest," i.e., their "sense experience," selecting "appropriate information"—excluding, ignoring, or resisting, i.e., rejecting any "inappropriate" information, i.e., established command, rule, fact, or truth that gets in the way of their desired outcome, i.e., pleasure—in determining right from wrong behavior), "Bloom's Taxonomy," "affective domain," French Revolution (Liberté, Égalité, Fraternité) classroom "environment" in order (as in "new" world order) to 'liberate' children from parental authority, i.e., from the father's/Father's authority system (the Patriarchal Paradigm)—seducing, deceiving, and manipulating them as chickens, rats, and dogs, i.e., treating them as natural resource ("human resource") in order to convert them into 'liberals,' socialists, globalists, so they, 'justifying' their "self" before one another, can do wrong, disobey, sin, i.e., "lust" with impunity.
"Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Also I set watchmen over you, saying, Hearken to the sound of the trumpet. But they said, We will not hearken." Jeremiah 6:16, 17
Home schooling material, co-ops, conferences, etc., are joining in the same praxis, fulfilling Immanuel Kant's as well as Georg Hegel's, Karl Marx's, and Sigmund Freud's agenda of using the pattern or method of Genesis 3:1-6, i.e., "self" 'justification,' i.e., dialectic (dialogue) 'reasoning," i.e., 'reasoning' from/through your "feelings," i.e., your carnal desires of the 'moment' which are being stimulated by the world (including your desire for approval from others, with them affirming your carnal nature) in order to negate Hebrews 12:5-11, i.e., the father's/Father's authority, i.e., having to humble, deny, die to, control, discipline your "self" in order to do the father's/Father's will, negating Romans 7:14-25, i.e., your having a guilty conscience when you do wrong, disobey, sin, thereby negating your having to repent before the father/Father for your doing wrong, disobedience, sins—which is the real agenda.
"And for this cause [because men, as "children of disobedience," 'justify' their "self," i.e., 'justify' their love of "self" and the world, i.e., their love of the carnal pleasures of the 'moment' (dopamine emancipation) which the world stimulates over and therefore against the Father's authority] God shall send them strong delusion, that they should believe a lie [that pleasure is the standard for "good" instead of doing the Father's will]: That they all might be damned who believed not the truth [in the Father and in His Son, Jesus Christ], but had pleasure in unrighteousness [in their "self" and the pleasures of the 'moment,' which the world stimulates]." 2 Thessalonians 2:11, 12
© Institution for Authority Research, Dean Gotcher 2021