The aim of study is the search for more accurate knowledge. A questioning attitude is essential for those who wish to understand critically rather than by rote. Much experimental work in psychology has confirmed that people tend to ignore evidence that is contrary to their own preconceptions. The most strongly held idea holds sway against overwhelming evidence. For example, the driver who objects to safety belts because of the odd case where a life is saved through not wearing a belt, is ignoring the thousands of contrary cases which justify the wearing of safety belts. Similarly, nationalistic attitudes are reinforced by concentrating on the undesirable behavior of a few and attributing this both to their being foreign and also to everyone else of the same nationality.

In study it is essential to examine all the available evidence in order to sum it up and reach useful conclusions. In addition to looking for evidence which supports an argument you also need to consider evidence that is contrary or that is apparently contrary to the argument. Unless you can show that you considered all the evidence and explain why you rejected opposing evidence, your own argument will be unconvincing and open to the charge of bias.

Truly logical thought, starting from true premises, must lead to a true conclusion. Irrational thought, whether or not it starts from true premises, can only reach the truth by accident. The moral is that if you want to understand and master the world, learn to think clearly and start now.

1. The causative fallacy
   The mistake here is to assume that because A and B occur together, that A therefore is causally connected to B. Or that because B follows A, that A is the cause of B. Proof that A causes B is much harder to arrive at than merely finding A and B occurring together or one after the other. A wage demand may precede a strike but that doesn’t mean it is the cause of it.

2. Selecting convenient examples
   One naturally looks for evidence to support an argument, since without supporting evidence your argument would be pretty worthless. But equally, unless you look for and consider contrary examples, your argument may be considered uninformed. For example, you may know someone who took a university degree and remains unemployed, but that doesn’t mean that studying is a waste of time.

3. Tautology
   A tautology is basically saying the same thing twice whilst giving the appearance of an argument. “People who are clever get high marks in intelligence tests,” is simply stating the obvious. Quite often though, the two parts of a tautology are widely separated and difficult to spot.

4. Exceeding the evidence
   Evidence leads us to set up an hypothesis, which we then go on to test. At the end of this testing stage we hope to uphold or refute our hypothesis. We may, however, on the basis of slim evidence, go on to make some wonderful theory that has not actually been tested. For example, somebody we may see a friend driving a big, expensive car and assume he has come into a fortune, maybe won the lottery. But we have deduced too much from a single fact. He may have borrowed or even stolen the fancy car.

5. Bowing to authority
   The arguments of an ‘expert’ must be tested just as severely as anyone else’s. The value of what is stated should be solely based on the supporting evidence provided. Consider whether examples given hold up in the light of your own life experience, and whether alternative evidence is available.

6. A biased view
   Quite often we consider a view from one point of view only. Residents in the line of a motorway are only likely to see it as something that destroys the value of their property. But for clear thinking, each question must be viewed from all possible angles so as to avoid the bias of viewing from one position.

"Before doing any Mind Development courses I had a measured IQ of 101 and a reading speed of 180 words per minute, and a digit span of 6. In other words, I was average and as a result, not accomplishing anything of note in my life. The common wisdom is that IQ is a static inherited trait and one simply has to make the best of whatever one is blessed with. My experience differs dramatically...

At the end of several Basic Courses my IQ had increased to 109, with a reading speed of 315 words per minute and my digit span had increased to seven. It might not sound a lot but in practice, this opened up whole new avenues for me. I went on to study Reiki, Rolfing and some other healing methods and passed the exams with flying colors. Before I could never have spoken well in public - I did not have the confidence, because I knew I didn't have the necessary mental skills. After my Mind Development training, however, all this had changed for the better and I was able to give public talks on Reiki and Rolfing.

After further Mind Development training on the Intermediate Courses [not yet available online], my IQ increased still further to 124, my reading speed to 550 words per minute and my digit span to eight. I enrolled in the Open University and took a degree in Sociology. My life was now totally transformed and I have never looked back!" --Roland Alston

I would like to thank Gregory and Peter for your research and hard work. The groundbreaking information contained in the Mind Development courses is more valuable than anything I have learned in a classroom. The MD courses have helped me perform better in the classroom (I am a college student) and also help me in day to day activities, such as conversations and constructive arguments. I appreciate everything MD has done for me. I truly believe that these lessons need to be taught to everybody and hope that they will eventually make their way into traditional classrooms. --Nicholas Calarco

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Copyright © 2004 Gregory Mitchell - Published by Trans4mind