Philosophy is for Thinkers; Ideology is for Stinkers

There are very fundamental differences between philosophy and ideology. Ideology refers to a set of beliefs, doctrines that back a certain social institution or a particular organization. Philosophy refers to looking at life in a pragmatic manner and attempting to understand why life is as it is and the principles governing behind it.

...philosophy and ideology, if measured on a scale, would occupy two extreme ends of the scale. The purpose of any philosopher is to seek knowledge for the sake of wisdom and truth whereas an ideologue’s sole aim is to advocate and enforce his or her ideology wherever he can. _Differences Between.net

It was once the purpose of universities to teach students how to reason, by teaching the great thinkers and great ideas in all their variations -- from the earliest to more recent.

Now universities are more the province of ideologues, whose purpose is to indoctrinate young minds into "proper" and "politically correct" modes of thought and action.

Popper’s famous distinction between science and pseudo-science (or ideology) depends on his equally famous principle of falsification. Quite simply, he argues that if a theory is in principle open to being disproved or ‘falsified’ by the facts of the world, then it is scientific. If it is not open to being falsified by the facts of the world, then it is pseudo-science, ideology. For example, the claim “Nothing can travel faster than the speed of light”, on which the Special Theory of Relativity crucially depends, can in principle be falsified by observing something in the actual world that does travel faster than the speed of light. But the statement “God’s in His Heaven” cannot be scientific, because it’s unclear what sort of evidence in the world would count as falsifying it. Therefore it must be pseudo-science or ideology. _Philosophy Now

Similarly, theories of anthropogenic climate catastrophe are being put to the test by real world data which show a divergence between steadily rising atmospheric CO2 levels, and global temperatures which have plateaued. The alarmist branch of climate science is flirting dangerously close to pseudo-science in its over-dependence on computer modeling and its willingness to avoid possible falsification of its hypotheses.

Very few people today have learned to think on the basis of first principles, which is why classical philosophy is not a very popular subject, at least not as popular as it was during the 40s, the 50s, and the 60s. Ideological thinking has more appeal to some because it involves less work. One does not have to spend years reading the great works of the great thinkers. All one has to do is buy the ideological package and one has something by which to make sense out of the world. It is quick and easy, like instant Oatmeal or a McDonald's Drive Thru....

...An ideological construct comes as a package that contains all sorts of things, such as starting points, assumptions, premises, conclusions, prejudices, etc., and it is through this package that the world can be interpreted. The problem, however, is that if one does not know how to think on the basis of primary principles (principled thinking), one will be unable to critically evaluate the ideological superstructure through which one interprets data. Rather, one will be critical of things on the basis of the ideological package, and thus feel as if one is a free and critical thinker, but one isn't quite sure whether the ideological package contains some rotten items that should be discarded. _Ideology vs Philosophy

The willingness of modern universities to discard classical philosophy and classical reasoning in favour of politically correct ideological indoctrination, constitutes a dark omen for the future. When even the educated elite can no longer interpret data from the real world in a valid manner, society will be drifting more rudderless and out of control than it is at present -- which is more than bad enough as it is.

In conclusion, here is a summary of differences between philosophy and ideology.
1.Philosophy refers to a pragmatic approach of looking and analyzing life. Ideology refers to a set of beliefs and rules belonging to a particular group or set of people
2.Philosophy aims at understand the world as it exists whereas ideology is born out of a vision for the future and aims at changing the current state to that particular vision
3.Philosophy is objective whereas ideology is dogmatic and refuses to participate in any discussion that does not agree with that ideology
4.Philosophy does not have as much impact as an ideology would have on the world ‘“ for ideology aims at spreading the beliefs and imposing them on the rest of the society irrespective of its relevance
5.All ideologies have some underlying philosophy but it is not vice versa. _Philosophy vs Ideology

Religions are ideologies, as are political "isms," most mass movements, and almost all "advocacy" groups and movements. Almost all "non-profit" organisations are actually ideologically driven, as are most tax-exempt foundations.

Ideologies may sometimes have a "good" impact -- as in immediate post-disaster relief, for example. But any ideology that aims to institute forced redistribution, is no better than a criminal organisation. If you see such an ideologue on the road, kill him. [Apologies to the zen koan: "If you meet the Buddha on the road, kill him."]

Philosophy encourages participation in discussions in order to strengthen their theories and explanations. On the other hand, ideology does not encourage discussions of any sort that do not agree with their beliefs. _Difference Between Philosophy and Ideology

It is clear that a world that is driven by ideology is an impoverished world in terms of innovation, exploration, and discovery.

Which points out the growing importance of training children -- and yourselves -- to be truly dangerous. Dangerous children are slaves to no one and to no idea.

The Mind of the Survivor

The material quoted below comes from an article by William C. Prentice, published in Survival Blog. Prentice describes the mindset, attitude, and basic psychology of "a survivor." He is not talking about "survivalists," but rather he is describing people who are more likely to survive a trying situation, regardless of its nature.

I know that no matter what happens, I can cut it. I have a number of skills developed over the years, but that is not what I am talking about. I am talking about that most important of all attributes: the survivor’s mind. This is what enables a person to apply skills to the resources at hand to overcome whatever is thrown at them, and turn those circumstances to their advantage such that surviving looks more like thriving.

A man or woman cannot overcome a substantial survival situation without a conditioned mind. You could parachute all of the necessary supplies right on top of a stranded person and they will fold up and die if not properly conditioned mentally. You could parachute a properly conditioned man or woman into the middle of nowhere with nothing but a knife and a piece of rope and they will come out okay, or at least make a hell of a good show of it.

The key elements of this capability seem easy to identify. Above all it consists of a consistent determination to be self reliant. When something happens, you are not likely to sit around waiting for someone to tell you what to do or take care of the problem for you. I suspect that anyone who is a regular on SurvivalBlog.Com has a good start on this one. Another key attribute is the ability to adapt and overcome changing circumstances, without an initial emotional breakdown...Thirdly, you must be able to instantly size up a strategic situation, evaluate its potential lethality, and recognize a true survival matter when it arises. Part of this is recognizing threats when they arise, which requires awareness of your environment and how it can interact with you. Some people go through their entire life in Condition White, never knowing that they were at risk until they have already become a casualty. A fourth key element is just “guts” – the refusal to give up and accept defeat.

...Where do the mental attributes of a survivor come from? How can you become hardy in a nation that is going through an era that history will probably call the Age of the Wimp?

... My father structured my education and training, and that of my older brother, to stress not only survival skills, but to promote the development of what he called the combat mindset. The training included horsemanship, woodsmanship, hunting, climbing, martial arts, wilderness travel, wilderness medicine, and general problem solving. In an act that would probably result in his being jailed if it happened today, both my brother and I spent a week on our own in the Mojave Desert when in our early teens, followed by several repeat performances in the Eastern Sierra and Mojave throughout our teen years.

We were encouraged to participate in sports, but my father demanded that we understand the limitations of team sports as a foundation for developing individual self-reliance. My father coached my brother’s little league and pony league teams, but he was never happier than when we were with him in the mountains or the desert hunting, climbing, or working through some survival situation that he had concocted.

I don’t think that it is necessary to be a survival expert to properly nurture a youngster so that they will be able to handle whatever is thrown at them. As described below, the training and experience for skill development is available for anyone to acquire if the desire is there. The minimum required of a parent is to teach the philosophy of personal responsibility and self-reliance, refrain from coddling the little darlings into becoming wimps, and support the acquisition of skill and knowledge as a lifelong endeavor. _Survivorblog

Much more at the link above.

In The Dangerous Child movement, we emphasise the development of a wide range of skills and competencies. We believe that as a child experiences the mastery of a number of skills through planning, hard work and smart, determined practise, his level of confidence will grow.

Confident children who have already solved a wide range of problems on their own, are more likely to be able to solve a wide range of problems in the future.

Chance favours the prepared mind. That is true for invention and innovation, as well as for survival.

To develop a child's mind into "the mind of the survivor," parents, mentors, and teachers must begin early in development. Problem-solving and skills mastery come naturally to young humans, if given the chance. Early problem-solving such as learning to walk, talk, manage bowel and bladder control, climbing, etc. will merge seamlessly into the learning of more advanced skills -- if the child is given the chance.

Such skills training and valid confidence building is a much neglected part of child rearing and education in modern societies. But it is far more important than most of the things which parents do to "take care of the child."

It is never too late to have a dangerous childhood. But if you want your children to make the most of their own lives, it is better to start sooner rather than later.

Steps to Personal Development and Autonomy

Here is a quick look at Arthur Chickering's Seven Vectors approach to personal development in children and youth. It is a useful taking-off point for designing approaches to early life curricula for Dangerous Children.

Chickering's theory was based upon personal development during the college years, but if you want to raise a Dangerous Child, you had better not wait that long.

1. Developing competence. Three kinds of competence develop in college–intellectual competence, physical and manual skills, and interpersonal competence. Intellectual competence is skill in using one’s mind. It involves mastering content, gaining intellectual and aesthetic sophistication, and, most important, building a repertoire of skills to comprehend, analyze, and synthesize. It also entails developing new frames of reference that integrate more points of view and serve as “more adequate” structures for making sense out of our observations and experiences. Physical and manual competence can involve athletic and artistic achievement , designing and making tangible products, and gaining strength, fitness, and self-discipline. Competition and creation bring emotions to the surface since our performance and our projects are on display for others’ approval or criticism. Leisure activities can become lifelong pursuits and therefore part of identity...

Students’ overall sense of competence increases as they learn to trust their abilities, receive accurate feedback from others, and integrate their skills into a stable self-assurance.

2. Managing emotions. Whether new to college or returning after time away, few students escape anger, fear, hurt, longing, boredom, and tension. Anxiety, anger, depression, desire, guilt, and shame have the power to derail the educational process when they become excessive or overwhelming. Like unruly employees, these emotions need good management. The first task along this vector is not to eliminate them but to allow them into awareness and acknowledge them as signals, much like the oil light on the dashboard.

Development proceeds when students learn appropriate channels for releasing irritations before they explode, dealing with fears before they immobilize, and healing emotional wounds before they infect other relationships. It may be hard to accept that some amount of boredom and tension is normal, that some anxiety helps performance, and that impulse gratification must sometimes be squelched....

3. Moving through autonomy toward interdependence. A key developmental step for students is learning to function with relative self-sufficiency, to take responsibility for pursuing self-chosen goals, and to be less bound by others’ opinions. Movement requires both emotional and instrumental independence, and later recognition and acceptance of interdependence.

Emotional independence means freedom from continual and pressing needs for reassurance, affection, or approval. It begins with separation from parents and proceeds through reliance on peers, nonparental adults, and occupational or institutional reference groups. It culminates in diminishing need for such supports and increased willingness to risk loss of friends or status in order to pursue strong interests or stand on convictions....

4. Developing mature interpersonal relationships. Developing mature relationships involves (1) tolerance and appreciation of differences (2) capacity for intimacy. Tolerance can be seen in both an intercultural and an interpersonal context. At its heart is the ability to respond to people in their own right rather than as stereotypes or transference objects calling for particular conventions. Respecting differences in close friends can generalize to acquaintances from other continents and cultures. Awareness, breadth of experience, openness, curiosity, and objectivity help students refine first impressions, reduce bias and ethnocentrism, increase empathy an altruism, and enjoy diversity....

5. Establishing identity. Identity formation depends in part on the other vectors already mentioned: competence, emotional maturity, autonomy, and positive relationships. Developing identity is like assembling a jigsaw puzzle, remodeling a house, or seeking one’s “human rhythms,” a term that Murphy (1958) illustrated by photic driving. A person watching an instrument that emits flashes at precise intervals eventually hits a breaking point–the point at which the rhythm induces a convulsion. If, for example, the number is sixteen, the observer may rapidly lose consciousness as this number is presented in the standard time interval. Seventeen and fifteen, however ,are safe numbers. It is not until thirty-two or some other multiple of sixteen is reached that a breakdown recurs. Like the piano wire that hums or like the glass that shatters, we all have our critical frequencies in a variety of areas. Development of identity is the process of discovering with what kinds of experience, at what levels of intensity and frequency, we resonate in satisfying, in safe, or in self-destructive fashion.

Development of identity involves: (1) comfort with body and appearance, (2) comfort with gender and sexual orientation, (3) sense of self in a social, historical, and cultural context, (4) clarification of self-concept through roles and life-style , (5) sense of self in response to feedback from valued others, (6) self-acceptance and self-esteem, an d (7) personal stability and integration. A solid sense of self emerges, and it becomes more apparent that there is an I who coordinates the facets of personality, who “owns” the house of self and is comfortable in all of its rooms....

6. Developing purpose. Many college students are all dressed up and do not know where they want to go. They have energy but no destination. While they may have clarified who they are and where they came from, they have only the vaguest notion of who they want to be. For large numbers of college students, the purpose of college is to qualify them for a good job, not to help them build skills applicable in the widest variety of life experiences; it is to ensure a comfortable life-style, not to broaden their knowledge base, find a philosophy of life, or become a lifelong learner.

Developing purpose entails an increasing ability to be intentional, to assess interests and options, to clarify goals, to make plans, and to persist despite obstacles. It requires formulating plans for action and a set of priorities that integrate three major elements: (1) vocational plans and aspirations, (2) personal interests, and (3) interpersonal and family commitments. It also involves a growing ability to unify one’s many different goals within the scope of a larger, more meaningful purpose, and to exercise intentionality on a daily basis....

7. Developing Integrity. Developing integrity is closely related to establishing identity and clarifying purposes. Our core values and beliefs provide the foundation for interpreting experience, guiding behavior, and maintaining self-respect. Developing integrity involves three sequential but overlapping stages: (1) humanizing values-shifting away from automatic application of uncompromising beliefs and using principled thinking in balancing one’s own self-interest with the interests of one’s fellow human beings, (2) personalizing values-consciously affirming core values and beliefs while respecting other points of view, and (3) developing congruence-matching personal values with socially responsible behavior. _Chickering's Seven Vectors

The ideas have to be adjusted as appropriate for different ages and stages of development, of course.

One of the most important strengths adolescents should develop -- as part of developing identity, purpose, and integrity -- is to build a healthy resistance to propaganda and ideology.

In modern life, schoolchildren are immersed in propaganda and ideology -- as is anyone who is in contact with popular or news media. If one cannot separate his own identity, goals, and purpose from the prevalent propaganda and ideology in which he happens to be immersed, he cannot develop an autonomous self.

What are some differences between ideology and philosophy?

1.Philosophy refers to a pragmatic approach of looking and analyzing life. Ideology refers to a set of beliefs and rules belonging to a particular group or set of people
2.Philosophy aims at understand the world as it exists whereas ideology is born out of a vision for the future and aims at changing the current state to that particular vision
3.Philosophy is objective whereas ideology is dogmatic and refuses to participate in any discussion that does not agree with that ideology
4.Philosophy does not have as much impact as an ideology would have on the world ‘“ for ideology aims at spreading the beliefs and imposing them on the rest of the society irrespective of its relevance
5.All ideologies have some underlying philosophy but it is not vice versa. _Difference Between

A broader look at differences between ideology and philosophy
(Note: The link above goes to a chapter in an online book on philosophy. The link to this chapter is not an unconditional endorsement of the entire online book. But several of the book's chapters are useful as general introductions to various topics in philosophy.)

PDF slideshow looking at different modern political ideologies

Dangerous children will learn to avoid propaganda and ideology, as a general rule. But they need to be exposed to the phenomena in order to recognise and become relatively impervious to them.

The above is in the way of background information, to prepare the way for a discussion of an important societal transition which is underway. This transition will serve as the springboard for a more important transition -- of which The Dangerous Child movement is but a part.

We Are Marching to Utopia! A Holiday Encore

...optimists and idealists -- with their ignorance about the truths of human nature and human society, and their naive hopes about what can be changed -- have wrought havoc for centuries....instead of utopian efforts to reform human society or human nature, we [should] focus on the only reform that we can truly master -- the improvement of ourselves through the cultivation of our better instincts. _OUP Review of "Uses of Pessimism"

Sure as I know anything, I know this - they will try again. Maybe on another world, maybe on this very ground swept clean. A year from now, ten? They'll swing back to the belief that they can make people... better. And I do not hold to that. _Captain Malcolm Reynolds

There is something deep in human nature which has resisted change -- despite the best efforts of crusaders, utopians, religionists, and wishful thinkers -- for many [tens of?] thousands of years. After countless failures to reform the human spirit, most utopians are unfazed. If they can only grab enough power and control over how resources are distributed, they are sure that they can bring perfection to the land, under their own benevolent leadership. "The land will heal, the sea levels will begin to subside, and every man will say to every other man, you are my brother." And so on.

Philosopher Roger Scruton -- author of The Uses of Pessimism -- takes a somewhat more reluctant view:

The belief that humanity makes moral progress depends upon a wilful ignorance of history. It also depends upon a wilful ignorance of oneself – a refusal to recognise the extent to which selfishness and calculation reside in the heart even of our most generous emotions, awaiting their chance. Those who invest their hopes in the moral improvement of humankind are therefore in a precarious position: at any moment the veil of illusion might be swept away, revealing the bare truth of the human condition. Either they defend themselves against this possibility with artful intellectual ploys, or they give way, in the moment of truth, to a paroxysm of disappointment and misanthropy. Both of these do violence to our nature. The first condemns us to the life of unreason; the second to the life of contempt.

...In order to see human beings as they are, therefore, and to school oneself in the art of loving them, it is necessary to apply a dose of pessimism to all one’s plans and aspirations. _GloomMerchant

In another piece, Scruton presents a paradoxical recommendation for how to teach children to think for themselves, logically and clearly:

...children are drawn to magic...they spontaneously animate their world with spirits and spells...they find relief and excitement in stories in which the heroes can summon supernatural forces to their aid and vanquish untold enemies – these facts reflect layers of deep settlement in the human psyche. But they also remind us that, in the life of the child, belief and imagination are not to be clearly distinguished, and that both serve other functions than the pursuit of truth.

...humanists should wake up to this point, and be careful when they seek to deprive their children of enchantment, or to replace their spontaneous fantasies with the cold hard facts of empirical science. It could well be that religion is a better discipline than pop science, when it comes to shaping the rational intellect, and that [we can offer our] children more in the way of a solid foundation, by anchoring their imagination in sacred stories and religious doctrines, than they are likely to be offered by those “Darwinian fairy tales’” as David Stove has called them, which have gained such currency in the wake of Dawkins and Hitchens.

In response to a child’s metaphysical curiosity grown-ups can say that everything has a scientific explanation. But they will know that this is a lie. The proposition that everything has a scientific explanation does not have a scientific explanation – it describes an amazing fact about our universe, a point where reasoning falls silent. There are many such points, as anyone who has children knows: why is there anything? Why should I be good? What existed before the Big Bang? What is consciousness? You can wrestle with these questions through philosophy, but science won’t answer them.

Children have an inkling of this. They also recognise that behind these questions lies a huge void – an emptiness which must be filled with love and reassurance, if their existence is not to seem like an accident. _Art_of_Certainty

Utopians try so hard to purge their children's minds of falsehood and "error", to create the perfect children of rational thought, capable of seeing through all the corrupt fables of the past. Except...children will be who they will be. You cannot make boys into girls or girls into boys without destroying who they are. And you cannot make humans into angels without ruining the essence of what they are. And still the utopians continue to try -- until they finally throw their hands up in complete exasperation at and condemnation of the utter evil of those who do not think along the same lines as themselves, the utopians.

The disgusted dismissal of homo rapiens and all his works that we find spelled out by John Gray in Straw Dogs is not a form of pessimism. It is an attempt to dismiss humanity entirely, as a kind of plague on the face of the earth. That kind of misanthropic nihilism is of no use to us. It removes the ground from all our values, and puts nothing in their place. _GloomMerchant

At that point, they often begin to plot and fantasize the great dieoff, to cleanse the otherwise pristine Earth of the incorrigible human demons who infest the lands and oceans. Fortunately, utopians are as incompetent in planning the great dieoff as they are in most other aspects of their lives.

The point is not to resist all change or improvement of humans. But any lasting change for the better is likely to happen from the bottom up, not from the top down.

Nothing illustrates the different approaches to a better world than the contrast between the French and American revolutions of the late 19th century.

The primary difference in causes that led to the American Revolution and the French Revolution was based in the world view of the innate goodness or innate evil of man. _Hyperhistory

Not all utopians believe in the innate goodness of men -- sometimes they only believe in the innate perfectibility of men. But utopias born of such ideas all come to a bitter end.

Every child has to learn to think for himself, from the beginning. But he must have a beginning from which to start.

The need for foundations is quite clearly an adaptation, and these foundations must provide the promise of protection and love, if they are to fit the new organism for its brief time in the world. If that is so, you are not going to eliminate the need for faith: the best you can do is to withhold all objects of faith, so that a child goes hungry into the life to which he or she is destined. More often than not, a humanist education will leave a child exposed to massive and mind-clogging superstitions of the Harry Potter and Star Wars kind. But these superstitions contain far less in the way of insight than is contained in the first chapter of Genesis.

Religious stories are also the result of natural selection – though selection at another level: they have come down to us because they have fulfilled a moral need. They have survived refutation because they contain, beneath their superficial falsehood, the moral truths that people need, when they must order their lives by good examples. _The Art of Certainty

This is true not only of religious stories, but of all the mythology and lasting moral fables from antiquity. Children must have some kind of foundation that transcends deductive logic, because that is how minds begin. Then, later, when they choose to either reshape or reaffirm their beliefs, they will have a sense of having decided for themselves, and feel stronger for it.

Yes, humans can make choices that make them better. Improved nutrition of mother and child can make humans stronger, smarter, taller, and sometimes capable of clearer thought. But a power structure that attempts to legislate morality, to engineer the moral and ideological purity of the human souls of its citizens -- that power structure is morally bankrupt, and deserves to die quickly. If it is allowed to continue, its leaders will eventually decide that the recalcitrant citizens do not deserve the benefit of the leaders' great wisdom. Then, beware.

This question has been acquiring an ever greater urgency over the past century -- even longer. It is now coming to a head in the demographic and economic crises of many of the world's most advanced nations. A culture that has rested on its own laurels, that has comforted itself with mental images of its own progressive improvement, is soon to be reawakened to a coarse and unruly history.

Originally published at Al Fin blog. Subsequently posted here at Al Fin the Next Level on 16 July 2010, it is being re-published here in honour of the coming 2011 - 2012 holiday season in the hopes that readers will face the future with an optimism built upon a solid foundation of gritty realism and competent preparation.

Mind the Enchantment

The human mind is subject to various forms of enchantment. Not a magical enchantment, but more like a trance, sometimes pleasant, sometimes not.

Because our minds are "self organised", they are subject to falling into distinctly different states, at particular "bifurcations."An illustration of this phenomenan is the "bistability" of particular images. Following the series of images above, can you say exactly where the transition occurs? What if you saw only that one image?

But the deeper you dive into the mechanisms of consciousness, the larger the number of possible mind states, so that bistability becomes tristability and so on. Just the single topic of synaptic plasticity quickly acquires a complexity to confound most scientists.

Hypnosis takes advantage of the inherent ambiguity of consciousness, and "adjusts the weighting" of various competing states of mind. Since mind is inherently a self-organizing, ongoing trance-like process, it is often likened to "riding the wave," or staying on the "bucking bronco." From the moment of waking to the release of sleep, that "blinking cursor" of consciousness compels us to provide answers and solutions, even to unknown or nonexistent problems.

For anyone who is curious about some of the underlying neurophilosophy of consciousness, I suggests looking over this article by Edelman and Tononi--two prolific and respected students of consciousness. Or look over this overview of Models of Consciousness from Scholarpedia.

Understanding human consciousness is difficult enough. But a lot of people wish to create intelligence in machines. This dream goes back hundreds, if not thousands, of years. But since the computer age beginning in the 1940s, multiple generations of ingenious scientists of mind and computation have dashed their skulls against the wall of computational complexity (not to mention a lack of understanding of the complexity of human cognition or intentionality).

Each person experiences a consciousness of an enchanted mind. Not a mind of equations and computations. Rather a mind of metaphor and narrative. An entranced mind where real world expediencies intrude on waking dreams. Complex trances of strange attractors and slippery bistable conscious surfaces.

There would be no point in trying to emulate all of that in a machine. Not unless that is the only way we can find to create a conscious machine. Perhaps it is better to settle for machines that only seem conscious or intelligent, as viewed by a simple Turing test. After all, we are only looking for help in making better decisions and devising a better world for smarter, healthier, longer-lived people.

We may be entranced, but why burden our machines with all of that? It is our trance that we wish to enjoy far into the future, not the trance of a machine.

Originally posted at Al Fin