Disillusionment

Disdelusionment ANTI-delusionment key-term brainstorm brainwashing indoctrination delusion conversion therapy exit-counseling disillusionment

1) Recognize delusion

2) Understand what critical thinking is

Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It also generally requires ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one's patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life.

The ability to think critically calls for a higher-order thinking than simply the ability to recall information. It includes an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions. ...critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference.

It also includes: An analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought") Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards") Improvement of thinking by using what you have learned ("the Intellectual Traits")

-- https://louisville.edu/ideastoaction/about/criticalthinking/what

Critical thinking can be seen as having two components: -- a set of information and belief generating and processing skills (concepts and principles that enable us to analyze, assess, and improve thinking which are grounded in fairmindedness and intellectual integrity), and -- the habit, based on intellectual commitment, of using those skills to guide behavior.

It is thus to be contrasted with: -- the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; -- the mere possession of a set of skills, because it involves the continual use of them; and -- the mere use of those skills ("as an exercise") without acceptance of their results.

-- https://www.criticalthinking.org/pages/defining-critical-thinking/766

Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences.[1] The goal of critical thinking is to form a judgment through the application of rational, skeptical, and unbiased analyses and evaluation.[2] In modern times, the use of the phrase critical thinking can be traced to John Dewey, who used the phrase reflective thinking,[3] which depends on the knowledge base of an individual; the excellence of critical thinking in which an individual can engage varies according to it.[4] According to philosopher Richard W. Paul, critical thinking and analysis are competencies that can be learned or trained.[5] The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind,[6] as critical thinking is not a natural process; it must be induced, and ownership of the process must be taken for successful questioning and reasoning.[4] Critical thinking presupposes a rigorous commitment to overcome egocentrism and sociocentrism,[7] that leads to a mindful command of effective communication and problem solving.

History

In the West, critical reasoning originated from the teachings of the Greek philosopher Socrates (470–399 BC). In the classical period (5th c.–4th c. BC) of Ancient Greece, the philosopher Plato (428–347 BC) indicated that the teachings of Socrates (470–399 BC) are the earliest records of what today is called critical thinking. In an early dialogue by Plato,[citation needed] the philosopher Socrates debates several speakers about the ethical matter of the rightness or wrongness of Socrates escaping from prison.[8] Upon consideration, Plato concluded that to escape prison would violate everything he believes to be greater than himself: the laws of Athens and the guiding voice that Socrates claims to hear.[8]

Socrates established the unreliability of Authority and of authority figures to possess knowledge and consequent insight; that for an individual man or woman to lead a good life that is worth living, that person must ask critical questions and possess an interrogative soul,[9] which seeks evidence and then closely examines the available facts, and then follows the implications of the statement under analysis, thereby tracing the implications of thought and action.[10]

As a form of co-operative argumentation, Socratic questioning requires the comparative judgment of facts, which answers then would reveal the person's irrational thinking and lack of verifiable knowledge. Socrates also demonstrated that Authority does not ensure accurate, verifiable knowledge; thus, Socratic questioning analyses beliefs, assumptions, and presumptions, by relying upon evidence and a sound rationale.[11]

In modern times, the phrase critical thinking was coined by Pragmatist philosopher John Dewey in his book How We Think.[12] As a type of intellectualism, the development of critical thinking[13] is a means of critical analysis that applies rationality to develop a critique of the subject matter.[14] According to the Foundation for Critical Thinking,[15] in 1987 the U.S. National Council for Excellence in Critical Thinking defined critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."[16]

Etymology and origin of critical thinking In the term critical thinking, the word critical, (Grk. κριτικός = kritikos = "critic") derives from the word critic and implies a critique; it identifies the intellectual capacity and the means "of judging", "of judgement", "for judging", and of being "able to discern".[17] The intellectual roots of critical[18] thinking are as ancient as its etymology, traceable, ultimately, to the critical reasoning of the Presocractic philosophers,[19] as well as the teaching practice and vision of Socrates[20] 2,500 years ago who discovered by a method of probing questioning that people could not rationally justify their confident claims to knowledge.

According to the Oxford English Dictionary, the exact term “critical thinking” first appeared in 1815, in the British literary journal The Critical Review, referring to critical analysis in the literary context. The meaning of "critical thinking" gradually evolved and expanded to mean a desirable general thinking skill by the end of the 19th century and early 20th century.[19]

Definitions Traditionally, critical thinking has been variously defined as follows:

"The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."[21] "Disciplined thinking that is clear, rational, open-minded, and informed by evidence"[22] "Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based"[23] "Includes a commitment to using reason in the formulation of our beliefs"[24] The skill and propensity to engage in an activity with reflective scepticism (McPeck, 1981)[25] Thinking about one's thinking in a manner designed to organize and clarify, raise the efficiency of, and recognize errors and biases in one's own thinking. Critical thinking is not 'hard' thinking nor is it directed at solving problems (other than 'improving' one's own thinking). Critical thinking is inward-directed with the intent of maximizing the rationality of the thinker. One does not use critical thinking to solve problems—one uses critical thinking to improve one's process of thinking.[26] "An appraisal based on careful analytical evaluation"[27] "Critical thinking is a type of thinking pattern that requires people to be reflective, and pay attention to decision-making which guides their beliefs and actions. Critical thinking allows people to deduct with more logic, to process sophisticated information and look at various sides of an issue so they can produce more solid conclusions."[28] Critical thinking has seven critical features: being inquisitive and curious, being open-minded to different sides, being able to think systematically, being analytical, being persistent to truth, being confident about critical thinking itself, and lastly, being mature.[29] Although critical thinking could be defined in several different ways, there is a general agreement in its key component—the desire to reach for a satisfactory result, and this should be achieved by rational thinking and result-driven manner. Halpern thinks that critical thinking firstly involves learned abilities such as problem-solving, calculation and successful probability application. It also includes a tendency to engage the thinking process. In recent times, Stanovich believed that modern IQ testing could hardly measure the ability of critical thinking.[30] "Critical thinking is essentially a questioning, challenging approach to knowledge and perceived wisdom. It involves ideas and information from an objective position and then questioning this information in the light of our own values, attitudes and personal philosophy."[31] Contemporary critical thinking scholars have expanded these traditional definitions to include qualities, concepts, and processes such as creativity, imagination, discovery, reflection, empathy, connecting knowing, feminist theory, subjectivity, ambiguity, and inconclusiveness. Some definitions of critical thinking exclude these subjective practices.[32][21]

According to Ennis, "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."[33] This definition Ennis provided is highly agreed by Harvey Siegel,[34] Peter Facione,[29] and Deanna Kuhn.[35] According to Ennis' definition, critical thinking requires a lot of attention and brain function. When a critical thinking approach is applied to education, it helps the student's brain function better and understand texts differently. Different fields of study may require different types of critical thinking. Critical thinking provides more angles and perspectives upon the same material.

-- https://en.wikipedia.org/wiki/Critical_thinking

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Understand and practice principles of de-programming (self-awareness, philosophy, healthy skepticism)

What Programming Looks Like: Isolation Coercion (control of socializing, sleep, food, sex, temporal orientation, and thinking) Psychological Pressure ()

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Start with one of the most basic and important delusions and reason it out: time's unreality.

The reason that people think time isn't real is that they are:

1) mistaking to what the term "time" relates, and focus on measuring devices; -- they see clocks, watches, and realize their arbitrary elements -- they see days and seasons, and understand their cyclic return or 2) they are ignoring small incremental changes and paying attention only to cycles which repeat. -- they ignore growth of hair and fingernails -- they ignore growth of weeds and deciduous trees -- they ignore dwindling consumables -- they ignore degradation of abilities and solvency, aging: ENTROPY

Second delusion which is most basic to reason out: identity's dual-character.

The reason that people think identity is dual-natured (body/soul) is that they are:

1) mistaking perceptual diffraction for ontological difference; -- they see limbs (body) and feel their own limbs (soul) -- they see torsos/heads (body) and feel their heart (feelings) and head (thoughts, mind, identity) or 2) frightened and disturbed by the cessation of life and experience -- they ignore the fragile preciousness of life and make extensive plans -- they identify with something transcendental, avoiding demise of experience ideation

Third delusion which is most basic to reason out: origins and control of reality by divinity.

The reason that people think divinities originated and control reality is due to mythic narrative.

1) mythic narrative is emphasized as authoritative in connection to reality's origin and direction -- they provide reassurance in the face of paucity of information and evidence -- they give the impression that reality is designed and owned to help and serve us or 2) one's role with respect to the showcased divinity gives one authority, privilege, and license -- they rely upon this authority to support their teachings and accuracy of perception -- they cite their privilege and license to justify inequity in their exploitative actions

Fourth delusion which is most basic to reason out: knowledge about what's real might come from anywhere.

The reason that people think knowledge arrives mysteriously is that they ignore reliability of methods.

1) their means of acquiring knowledge comes without an accompanying description of its obtainment -- they place equal weight to all claims and then select what claims fit with their other knowledge -- they are unfamiliar with evidentiary support systems and assessments of reliability of claims or 2) their utility for knowledge is in its solace and not its application or tested endurance -- they ignore the support brought by the application of knowledge, such as in technology -- they accept it for its explanatory satisfaction rather than repeatedly challenging it with doubt

emotional, social, financial, and economic consequences of cult involvement, where "cult" can refer to a religious or to a secular group.

a cult is deceptive, defective, dangerous, or opposes basic values of one's society. their danger lies in deception, mindless devotion, and failure to deliver on the recruiting promises. they exhibit social psychological principles of compliance, conformity, persuasion, dissonance, reactance, framing, emotional manipulation, and others that are used on all of us daily to entice us: to buy, to try, to donate, to vote, to join, to change, to believe, to love, to hate the enemy.

for cult-deprogramming: individual autonomy is the manifest goal – ("anti-cult" groups which are secular conceive that this is achieved by getting people out of groups that use mind control and deceptive proselytization.)

mind control is "the process by which individual or collective freedom of choice and action is compromised by agents or agencies that modify or distort perception, motivation, affect, cognition and/or behavioral outcomes" (PZimbardo)

deceptive proselytization - counter-dogma rhetoric and catechisms which run contrary to what is deemed authoritative and accurate