Cognitive Dissonance - Avoidance, Denial, & Rationalization
Denial and avoidance are among the most important psychological concepts to the Truth Movement.
Mentally, what allows people to block out clear signs that our modern way of life is corrupt and unsustainable? What keeps people from caring?
How are people able to go on with their lives as normal when they hear that 50% of all species will be extinct by 2100 or that at least 7 of the alleged 9/11 hijackers could still be alive? Why don’t such facts disturb people and make them curious enough to start looking into the details for themselves?
Cognitive dissonance relates to the concept of being exposed to information or having experiences that conflict with our existing base of “what we know.” The theory holds that our minds are not always flexible or rational when it comes to evaluating uncomfortable information or questioning our own beliefs.
The theory holds that “dissonant cognitions” will cause us to dismiss or alter conflicting information or add justification to one side or the other—not necessarily rationally—in order to regain psychological balance. It’s an important concept to consider in terms of the way people block things out or justify things to themselves.
If there is a lot of built up psychological stake in a certain position or attitude and a piece of solid evidence comes in which conflicts with that position, it may be easier, psychologically, to dismiss the new information than alter the existing structure.
You can imagine how ingrained psychological structures can be when a human being is raised within a certain country, system, or reality. Growing up in the US, you will absorb an overwhelming number of messages about what is true, what is possible, and what is important.
Many of of these messages are absorbed subconsciously and become part of the basic structure of our reality. It becomes very difficult to question the fundamentals when opposing messages only come in small doses from the “fringe.
Consider these two examples:
* Believing that your friend is trustworthy (having built up that attitude over years of experience) is a cognition that would be dissonant with the sudden discovery of your friend stealing money from you. As a result, you might seek to dismiss or minimize the importance of this new information—maybe telling yourself it was a freak thing, a joke, or an accident, or that he was broke or desperate or on drugs. You might even try to forget that you saw it.
* In presenting new, contradictory (dissonant) evidence concerning 9/11, it is frustrating how many people immediately begin to bring up rationalizations and excuses in order to dismiss the significance of the information. You can often witness cognitive dissonance in action as these skeptics try to avoid the psychological turmoil of facing the very disturbing implications of 9/11 Truth. The collapse of WTC 7 is an interesting example. Skeptics are likely to quickly dismiss this piece of evidence rather than acknowledge the suspicious fact that the destruction of a third skyscraper was essentially blacked-out of the official story of 9/11 by the government and media.
“Conspiracy theories” seem to be the quintessentially cognitive dissonant concepts of our culture. For many people, the idea that JFK was killed by the government or “9/11 was an inside job” threatens the entire fabric of their consciousness. These things simply cannot be true and people will bend over backwards and resort to irrationality and ridicule to avoid considering them.
Cognitive dissonance can work both ways. It is extremely difficult to maintain a vigilantly open mind. Whatever your dominant perspective or worldview happens to be, it is inevitable that you will sometimes use rationalizations in order to save the time or mental stress of dealing with conflicting information. Cognitive dissonance is actually a necessary and natural mental function, but it is also a phenomenon that we should be aware of, in ourselves and others, as it is a process that does not always serve us well in the quest for objectivity and truth.
http://www. truthmove. org/content/cognitive-dissonance/
Cognitive dissonance is a psychological phenomenon which refers to the discomfort felt at a discrepancy between what you already know or believe, and new information or interpretation. It therefore occurs when there is a need to accommodate new ideas, and it may be necessary for it to develop so that we become "open" to them. Neighbour (1992) makes the generation of appropriate dissonance into a major feature of tutorial (and other) teaching: he shows how to drive this kind of intellectual wedge between learners' current beliefs and "reality".
Beyond this benign if uncomfortable aspect, however, dissonance can go "over the top", leading to two interesting side-effects for learning:
* if someone is called upon to learn something which contradicts what they already think they know — particularly if they are committed to that prior knowledge — they are likely to resist the new learning. Even Carl Rogers recognized this. Accommodation is more difficult than Assimilation, in Piaget's terms.
* and—counter-intuitively, perhaps—if learning something has been difficult, uncomfortable, or even humiliating enough, people are less likely to concede that the content of what has been learned is useless, pointless or valueless. To do so would be to admit that one has been "had", or "conned".
Cognitive dissonance was first investigated by Leon Festinger and associates, arising out of a participant observation study of a cult which believed that the earth was going to be destroyed by a flood, and what happened to its members — particularly the really committed ones who had given up their homes and jobs to work for the cult — when the flood did not happen. While fringe members were more inclined to recognize that they had made fools of themselves and to "put it down to experience", committed members were more likely to re-interpret the evidence to show that they were right all along (the earth was not destroyed because of the faithfulness of the cult members).
http://www. learningandteaching. info/learning/dissonance. htm
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