LOGIC. THE NEED TO EDUCATE, AND MAKE IT THE ENEMY OF IRRATIONAL, SELF-CENTERED, AND PSEUDO-SCIENTIFIC THOUGHT. PT 1.

I Know its Entertaining to Watch TV SHOWS that use Plot Devices that Make CERTAIN FICTIONAL CHARACTERS SEEM TO BE DEEP AND PROFOUND THINKERS, WHO ENJOY EXPOSING THE INTELLECTUAL WEAKNESSES OF OTHERS. THIS IS OFTEN DONE BY SHOWING HOW THEY ARE VIOLATING THE RULES OF LOGIC AND CRITICAL THINKING.

While I Applaud any Effort to Introduce RATIONAL THINKING SKILLS TO ANY PART OF THE HUMAN EXPERIENCE, (EVEN ENTERTAINMENT), THE UNFORTUNATE TRUTH IS THAT IT IS NOT ALWAYS CARRIED OVER INTO REAL LIFE SITUATIONS.  

THIS IS ESPECIALLY TRUE, WHEN WE EXAMINE ISSUES DEALING WITH POLITICS, SCIENCE, AND RELIGION.

Yes, These can be Extremely Volatile and Deeply Personal Subjects, and often Elicit Purely Emotional Responses to any perceived Criticism.  However, it is These Episodes that POINT FOR THE NEED TO INTRODUCE THE DISCIPLINE OF LOGIC, AS AN EDUCATIONAL NECESSITY, AT AN EARLY AGE.

When We Compare the Three, IT IS EASY TO SEE THAT THE RULES OF LOGIC, AND CRITICAL THINKING SKILLS, ARE NOT FOUND, DEVELOPED OR USED IN THE SAME WAY WHEN PEOPLE ENGAGE IN ACTIVITIES ASSOCIATED WITH EACH.

That, in itself, is not NECESSARILY A PROBLEM, OR UNDESIRABLE. EACH EXISTS FOR SPECIFIC REASONS, AND WHAT SETS THEM APART IS THE FUNCTION OR NECESSITY EACH FILLS WITHIN THE LIVES OF EVERY INDIVIDUAL, AND SOCIETY AS A WHOLE.

However, Problems arise when Individuals and Groups decide to take the Beliefs and Essentials that are found in One, and Attempt to Apply them to one of the others. This is a Process that is Doomed to Failure, and does a DISSERVICE TO THE ROLE EACH PLAYS IN SOCIETY.

SEE PART 2.