'reasoning' engenders "self-esteem" in the child. Dialectic'reasoning' 'liberates' ('justifies'), in the mind of the child, his "self-interest" (thinking about his "self," i.e. what he can get out of the situation for his "self," depending upon the approval, i.e. validation of "the group" to get it) from the father's/Father's authority (individualism under the father/Father, i.e. under God) so that he can find his identity within his "self," i.e. within his carnal nature and society (the carnal nature of "the group"), building "relationship" upon "human nature" and the common-ist "interest" of "the group" (the "community"), i.e. augmenting pleasure and attenuation pain, i.e. that which is of the world Only. Instead of the child suspending his carnal desires of the'moment,' in order to fulfill his father's/Father's will (the "old" world order), he "suspends" his father's/Father's commands, rules, facts, and truth, in order to fulfill his (and allow others to fulfill their) carnal desires of the'moment' (the "new" world order), i.e. 'actualizing' his and their "self interests," i.e. known as "self-actualization." The key to dialectic success is not to force the outcome, outwardly negate the father's/Father's authority, which would only reinforce the father's/Father's authority system, but to create the right environment (an "open ended," "non-directive," i.e. "We can talk about anything," i.e. therefore perversity (deviancy) must be given voice and "I'm not going to tell you what is right or wrong," i.e. right and wrong will be determined by everyone's "self interest" of the'moment,' knowing when to step back and let nature, i.e. "the peoples" (the children's) \"self interest" take its course, negating the father's/Father's authority in the process. Like cattle, if you can get them lined up following one another, i.e. their sense of securing (their "self interest" of the'moment') being found in their relationship with one another, you can drive them into the slater house, i.e. to their death.
There is "I," "me," and "myself" and "you" and "yourself." While you can talking to me, you can not talk to my "self," i.e. dialogue with my "self." Only I can talk to (dialogue with) my "self" (either reproving, correcting, or rebuking my "self," i.e. preaching to my "self," teaching my "self" to do what is right and not wrong, or attempting to exalt, i.e. 'justify' and "esteem" my "self," talking to my "self," i.e. dialoguing with my "self" about my desires of the'moment' and my dissatisfaction with the father's/Father's authority, i.e. his/His "Can not," "Thou shalt not," "Because I said so," "It is written...," etc., i.e. which restrains me—both conditions encapsulated in the word "ought," as in "Well, I 'ought' to be able to...," with me voicing my opinion internally to my "self" in response to the father's/Father's "Can not," "Thou shalt not," "Because I said so," "It is written...," etc. (You/I can not have an "ought" without a "can not" and you/I can not have a "can not" with an "ought"). Only I can humble, deny, control, discipline my "self." You can not. You can only humble, deny, control, discipline (chasten) me, "encouraging" me to humble, deny, control, discipline my "self."
Since "self's" interest is to approach pleasure and avoid pain, whenever authority prevents us from having our way it is our nature to talk to our "self" 'justifying' our desire to have whatever it is that we want. When we want the object of pleasure of the'moment,' it is for the 'purpose' of dopamine 'emancipation' or 'liberation.' Dopamine is a chemical (called a neurotransmitter) our nerve endings (posterior ends) naturally produce and release into a gap (called a synaptic gap) conveying information onward to the next nerve endings (anterior ends) on the way to or within the brain, making us aware that we have come into contact with something that is gratifying to our flesh. By nature we look into the environment to locate what it is that stimulated pleasure, i.e. dopamine 'emancipation' within us. Once located, we use physical action to apprehend and control it for the 'purpose' of more dopamine 'emancipation' or 'liberation.' Dopamine 'liberation' or 'emancipation' (the pleasures of the'moment') thereon becomes not only the child's 'drive' but also the 'purpose' of life as well. While it might appear that the child is in love with the toy, in truth he is in love with the dopamine 'emancipation,' i.e. the pleasure of the'moment' the toy stimulates. Eventually growing tired of the toy, which no longer provides gratification, i.e. when dopamine 'liberation' is satiated, he begins looking for "new" toys to play with. This is true for all men, i.e. called the "lust" of the flesh. It is here, in dopamine 'emancipation,' i.e. in pleasure, i.e. in enjoyment, i.e. in the lust of the'moment' that "self" and the world find oneness.
When the child is prevented from having access to the object of gratification, i.e. preventing dopamine 'liberation,' he can imagine, with his minds eye, having relationship with the object of gratification, stimulating dopamine emancipation again. Called daydreaming, he can satisfy his "lust" for pleasure, overcoming the barrier to pleasure for the moment. But when caught, i.e. not doing his homework, he is forced (by threat of pain) to abandon his hearts desire (dopamine 'emancipation') and do his homework instead. It is here, in his "ought," as in "I ought to be able to (for the purpose of dopamine 'emancipation') be able to do what it is I want." Like being on a drug (all drugs of pleasure are associated with dopamine, i.e. stimulating its release, imitating it, or preventing its re-uptake, leaving it in the synaptic gap longer), as a drug addict he will use any means to attain access to the object of gratification, using violate force if necessary (if he perceives he can get away with it) perceiving the restrainer as being unreasonable, irrational, uncaring, unloving, hateful, etc. 'justifying' his "habit" and his actions taken to continue it instead. It is in his dialogue, i.e. his relationship with his "self" that he is able to initiate and sustain his "lust" for pleasure, using his imagination (entertaining his "self") in order to continue dopamine 'emancipation,' transcending the restraints of authority. It is here, in the child's "ought," his continued association with his carnal desires, in defiance to authority, that dialectic'reasoning' finds it 'drive' for 'change.' Thus with the emphasis upon "imagination" (innovation, 'change,' etc.) today in education, not only can the child be'motivated' to 'liberate' himself, i.e. his "self" from parental authority, he can learn how to facilitate 'change' in others, "helping" them 'emancipate' their "self" from parental restraint as well ('liberating themselves from self discipline and self control under parental authority), eventually, through dialectic'reasoning,' 'liberating' society from Godly restraint, ('liberating' man from having to humble and deny himself before God), being 'justified' in his own eyes, i.e. with dopamine 'emancipation' or 'liberation' (pleasure, enjoyment, lust) becoming not only the 'drive' but also the 'purpose' of life.
It is the 'purpose' of Common Core, with its use of "Bloom's (Marzano's, Webb's*) Taxonomies" in the classroom, i.e. the use of dialectic'reasoning' (the dialoguing of opinions, concerning "self-interest" and the father's/Father's authority which restrains it, i.e. 'liberating' "self interest" by negating the father's/Father's authority), to turn the classroom into a "Training Laboratory," 'changing' how the children feel about, what they think about, and how they act toward parental authority, i.e. turning their hearts away from the father's authority ('liberating' them, in their thoughts and actions, from the father's restraint), negating the "guilty conscience" for disobedience, i.e. for doing wrong (for turning away from