What is Critical Thinking?
Critical thinking is an objective, consciously structured process for observing, scrutinizing, assessing, and integrating data that validates or invalidates our beliefs, relationships, and actions — and our essential method for recognizing and resolving conflict. It is obligatory for exposing our bias conditioning and the veracity of our assumptions
The critical thinking method will be demonstrated in this series of articles, analyzing currently popular “spiritual” methods and the Inner Works construct. For this discussion, inner work includes observations, emotions, presence and sitting meditation, and the experience of consciousness expansion. If you’re new to Inner Works, it will be beneficial to first read the following articles (registration is free and includes access to my work):
Rob Taylor
Rob Taylor
Ask the Questions
It is not uncommon that the decision to engage consciousness inner work, spiritual, or religious systems is emotionally driven. Before an individual pursues any method for “spiritual advancement,” they should undertake an effort to objectively analyze and estimate their motivations, knowledge and expectations specific to the system. Otherwise, there is a risk of low-value bias-conditioned decision making around participation in the method. The Dunning–Kruger effect is useful here for objective self-examination:
· What do I know about the verified claims of the method?
· Is there documented evidence, or are any of the claims provable?
· Do I believe the root of the method is factual, without question?
· Do I blindly accept the premise of the method?
· Do my emotions substitute for hard evidence or critical thought?
The Socratic questioning method involves the use of pointed, open-ended questions to reveal and challenge conflicting or ambiguous messages within the teachings or method:
· How does the teacher (“teacher” includes gurus, preachers, coaches, etc.) resolve inconsistencies in the teaching or method?
· Is there a logical or rational basis for what the teacher or method claims to be attainable?
· What is the history behind the method and teaching?
Critically think through the relationship that teachers have with their method. Is it for-profit or power-control based? A desire for exposure or recognition? Each individual must explore their own relationship to the system and the teachers.
· Is the draw to the system or teacher emotional or based on factual investigation?
· What is my financial commitment to the program?
These Socratic-based questions provide a practical interrogatory before investing money and effort into a system or teacher.
Do Your Research
The $376 billion (annually) inner growth-wellness marketplace is saturated with religious, spiritual, consciousness, or mindfulness methods and influencers. To be clear, the for-profit teachers who represent these methods are simply brand-driven influencers who market through an established monetization model. The promotion of these influencers and their branding methods targets an array of potential seekers through social platforms and print media.
One of the essential functions of inner work critical thinking is to identify gaps in rationality —to comprehend the difference between gaslighting and truth in the structure of offerings implied by the teacher and method. In this commentary, gaslighting is characterized as when one or more of these conditions apply; (1) the manipulation of people into believing the method produces specific outcomes; (2) causing people to second-guess themselves if they begin to doubt the method, and (3) the success of the practitioner is determined by the teacher or rules of the system. Those same elements are characteristic of cults. Gaslighting is in play when any method or teacher:
· asserts the existence of subconscious or mind as factual
· claims to exclusively receive channelings or teachings from alleged “higher beings”
· promotes Akashic or similar source records as valid doctrines
· is based on dimensions of consciousness
· does not encourage critical thought
· presents spiritual alchemy as a fact-based practice
· uses instruments or devices to measure an individual’s “spiritual” or consciousness capacity
· credits the pineal gland with higher consciousness or “spiritual” experiences
· suggests moral authority over other elements of society
· invokes dogmatic dress codes or grooming practices
· appropriates scientific vocabulary or terminology to imply credibility of the teachings
· alleges breathing induced altered brain function is a higher or expanded consciousness experience
Critical Thinking and the Four Qualities
The value in applying critical thinking to spiritual disciplines and teachers is the neutrality of the exercise. The critical thinking process applies equally to the claims of any teacher or method. In their Critical Thinking | Concepts and Tools, Dr. Richard Paul and Dr. Linda Elder laid out eight definitive elements for critical thinking:
· Intellectual Humility
· Confidence in Reason
· Intellectual Perseverance
· Fair-mindedness
· Intellectual Courage
· Intellectual Empathy
· Intellectual Autonomy
· Intellectual Integrity
The eight elements are a reminder that critical thinking is most effective when performed within the construct of the four qualities: humility, gratitude, compassion and harmony.
Part 2 of this series will critically examine the lineage and credibility of several trendy spiritual-consciousness methods.
What we perceive as reality reflects
how our observations are influenced
through numerous bias-conditioned
filters—political, cultural, personal,
and so on.
Humility provides the opening for us to
apply critical thought to our perception
of the observations, activating our
curiosity to challenge the validity of our
own thinking.
Just so.
Frequently Asked Questions
How does bias-conditioning impact decisions around choosing a spiritual practice?
Bias-conditioning alters our perspective. The teacher or system being considered is a form of observation. When we consider the teacher or method; we listen, we read or watch and those observations trigger emotions. The structure of those emotions, the specificity of the emotion energy, is determined thru our bias-conditioning. If emotion drives our decision to follow the teacher or method, we are at risk of an undesirable outcome.
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Reference Material
Dr Paul McCarthy
Atil Chaudhari
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