Cambridge E-Learning Institute

EOF 'All In the Mind' Online Course

   EOF has partnered with Cambridge E-Learning Institute (CEI) with their courses on 'Critical Thinking' and 'Leaving Religion Support Network'.

   CEI courses build on the expertise of their collaborators, i.e., mainly researchers teaching at several UK and international Universities and specialists
   with a successful track record in their fields of expertise. Their online campus is held on Moodle. CEI provides courses, workshops, and distance
   learning, either online or face-to-face. Many of their online courses are also adapted to delivery-on-demand at universities and other institutions
   tailored to their needs. CEI runs its own social network where students, tutors, collaborators, and friends keep in touch. CEI is also open to
   those with an interest in the subjects discussed in their courses.

   Critical thinking helps to evaluate arguments, their consistency, veracity, and plausibility. In an age of information overload, it is important to identify
   which information to trust and what to discard. Many believe what others tell them, without questioning the source or asking for proof. Learning how
   to think critically is a cross-disciplinary skill, useful not only for those working in science but also for people interested in ethical reasoning and decision-
   making, information management, and even daily routines. Critical thinking assesses media sources, government, and what advertisers are telling us is
   acceptable, as well as additional information biases. Critical thinking, helping us to identify flawed reasoning and badly constructed arguments, protects
   us from being manipulated.
   It is a crucial skill to have in modern times. To answer these needs, CEI created an Online Certificate in Critical Thinking where each new course builds
   on the previous one. More information and course layout on the CEI Critical Thinking Course and Leaving Religion Course .
Cambridge E- Learning 'ALL IN THE MIND' EOF COURSE (LEVEL 1)
- Available Oct 1st 2016 c ertification available on completion of course. 
 - Enroll Now -

   Some people see 'thinking outside the box' as a sign of a personality quirk. However, it's important to realize that a serious study of thinking about the
   way we think is a rare quality that leads to a fresh, viable psychological life. It's useful to make a distinction between perceptivity and thought.  
   If you focus your attention for a moment on the role thinking plays in your life, with some reflection, you'll realize everything you do, want,          
   or feel is influenced by your thinking. It's surprising to find that humans, as a whole, show little interest in thinking. It's regrettable that we start out so    
   open to possibilities before our neural networks wire and set our cognitive view of the world and as a result, we, mired in our own sense of normality, 
   end up the product of a bunch of conditioned responses. There is nothing more practical than sound thinking. No matter what your circumstances or
   goals, no matter where you are, or what problems you face, you are better off if your thinking is skilled. 

   This course gives people the tools to highlight personal biases, fallacies, and unproductive thinking. Be prepared to be offended. Then acknowledge
    that the sense of offense is not a personal attack--you are probably just personalizing a situation influenced by structural dynamics not fully understood.
   Major scientific studies recently opened us to new ways of understanding human thinking, specifically the works of Richard Dawkins (‘The Selfish        
   Gene’, 1976), David Dunning and Justin Kruger (‘The Dunning-Kruger Effect: On being Ignorant of One’s Own Ignorance’, 2011) and Susan Blackmore      (‘The Meme Machine’, 2000). Both Dawkins and Blackmore analyze memetics from a cultural and neurobiological perspective. Religious thinking,
   faiths with no evidence and aggregations of unquestioned beliefs are analogous to memes that replicate themselves in order survive, just like a
   virus. Dunning, Kruger and Blackmore’s analyses approach the problem of (non-clinical) dysfunctional thinking through the understanding of our
   ignorance. They reveal how easy it is to fall into psychological traps that drive our gamble with the psyche.

   Our course combines and uses this data as a foundation to investigate our faulty cognitions so often driven by our unconscious social and cultural          
   conditionings. We are all more or less biased, cognitively, psychologically therefore behaviorally. Our thinking skills have been conditioned by many
   factors such as our culture, our geographical location, and societal standards.  We often ignore that our thinking is highly conditioned, thus arbitrary
   and biased. We are in a fragmented world where everyone is living in different realities rooted (often stubbornly) in their own world views. 
   The understanding of how each of these realities forms and often clash with one another necessitates a move to improve and refine our thinking skills.
   Knowing how to think, not what to think, is important no matter who you are, in every realm and situation of your life, good thinking pays off. 
   Poor thinking, on the contrary, inevitably causes problems and results in exploitation.To become an effective critic of our thinking, we have to make              learning and understanding about our thinking a priority. 
   Ask yourself these questions:

   -What have you learned about how you think?
   -Have you ever studied your thinking?
   -What do you know about how the mind processes information?
   -What do you really know about how to analyze, evaluate or reconstruct your thinking?
   -Where does your thinking come from?
   -How much of it is of “good” quality?
   -How much of it is of “poor” quality?
   -How much of your thinking is vague, muddled, inconsistent, inaccurate, illogical or superficial?
   -Are you, in any real sense, in ‘control’ of your thinking?
   -Do you know how to test it?
   -Do you have any conscious standards for determining when you are thinking well and when you are thinking poorly?
   -Have you ever discovered a significant problem in your thinking and then changed it by a conscious act of will? (Not changed by using another belief)

   If you are like most, the only honest answers to these questions run along these lines:
   “I really don’t know much about my thinking or about thinking in general. I have more or less taken my thinking for granted. I don’t really know how it
   works. I have never really studied it. I don’t know how I test it, or even if I do test it. It just happens in my mind automatically.“

   To make progress in the quality of your thinking you will have to engage in a kind of work that most humans find unpleasant, if not painful, intellectual          work. Yet once this thinking is done and we move our thinking to a higher level of quality, it is not hard to keep our thinking at that level. Still one doesn’t      become a skillful critic of thinking overnight, any more than one becomes a skillful basketball player or musician overnight. To become better at thinking,
   you must be willing to put the work into thinking that skilled improvement always requires.This means you must be willing to practice special “acts” of          thinking that are initially at least uncomfortable, and sometimes challenging and difficult. You have to learn to do with your mind what accomplished
   athletes learn to do (through practice and feedback) with their bodies. Improvement in thinking, in other words, is similar to improvement in other
   domains of performance where progress is a product of sound theory, commitment, hard work, and precise practices.
   More About the 'All In the Mind' Course (Level 1)

   It is easy to notice how our thoughts repeat themselves. Maybe even
   to notice how we can think things that we do not agree with but still
   act as though we did. How many contradictions do we live with in our   
   mind, and what can we do about them, so as to cultivate
   psychological peace?

   How do thoughts that run on automatic get translated in the mind?
   This course examines how we adopt thoughts, allowing them to run  
   without an expiration date. Without self-observation or 
   self-assessment, thoughts run automatically, allowing mindsets to
   think for us rather than a fresh mind. While patterns are running, how   
   can a mind decipher rational from irrational thoughts?

   When we're not attentive, thoughts based on our familiarity  
   become our psychological ‘family’, in turn justifying our search for  
   cognitive security, or a ‘comforting thought’, if you will. Instead of
   ‘not knowing’ what to think, we fill the gap with a known thought.
   The longer the script runs, the more psychological weight we carry, 
   the more we falsely attribute certain causes to certain effects, until we
   formulate a mindset.

   Is thought, with all its network of conflicting influences, sacred? Is the
   idea of sacredness a construct? Can something that isn't sacred
   create ‘sacredness’, ‘holiness’, and the whole edifice of authority?
   Then thought worships an idea of 'sacredness', from which the bias 
   originally stemmed. When the magician tricks us, we're actually just
   as culpable -we know the magic trick is just a trick on some level!

   What if we acknowledged that we're tricking ourselves just as much
   with our concepts of sacredness and then worshiping the trick?  
   Memories and intellect are surely treasures of the mind, but can
   render other valuable facets of the mind subordinate. Memories and 
   Intellect are simply tools to support our living, not who we are. If we
   allow these tools to rule our mind, how can we ever think clearly?
   This course is not just another academic blah, blah, blah -this is
   your life! We can't just focus on the good things in life without 
   understanding how problems and psychological trauma functions.
   There has been a wave of self-help and positive thinking littering
   our cultural landscape. This is not in and of itself a problem, but can      
   easily create a distraction that often leads to a type of
   cognitive dissonance.
   The sort of trauma we are talking about gets exposed when we remove
   the walls between our conscious and unconscious mind that carries the
   subtle dramas and pressures running on autopilot in the background

   that we always try to cover up. Trauma leads us to adopt whatever
   comes to our mind at the time, whether if it works or not.
   This surreptitious decision then contributes to a false sense of progress,
   so the actual problem has not been addressed so the problem
   progresses on.

   The EOF challenges the notion of 'common sense' by dismantling the
   network of underlying assumptions inherent in our daily practices.

   Critical thinking is the disciplined art of ensuring that you use the best        thinking you are capable of in any set of circumstances. The general          goal of thinking is to “figure out the lay of the land” in any situation we        are in. We all have multiple choices to make. We need the best                  information to make the best choices. To maximize the quality of our          thinking, we must learn how to become an effective "critic" of our                thinking.

   For more information about this course or the combo package
   consisting of both the coaching and the All In The Mind course, please
   contact us at


  Consists of 6 Parts, 9 Lessons
  (approx time course: 3/months)
  Each lesson is supported by a discussion forum with a tutor.

  Lesson 1: Introduction
  Lesson 2: Reality of cognitive bias
  Lesson 3: Structure of the biased thinking
  Lesson 4: Different ways of thinking (''the good, the bad, the ugly'')
  Lesson 5: Link between biased thinking and the need for psychological

  Lesson 6: All mind's fallacies
  Lesson 7: Understanding how cognitive confusion works
  Lesson 8: Differences between thinking and thought
  Lesson 9: All In The Mind

  Lesson 10: Introduction to the definition of psychological security
  Lesson 11: Existential beliefs versus intelligence
  Lesson 12: Structure of beliefs and illusions
  Lesson 13: Language, rituals, and symbols
  Lesson 14: Inattentiveness and emotionality

  Lesson 15: Introduction to the cognition of love and its
                     relationship with conflicts
  Lesson 16: Love, historically speaking
  Lesson 17: Love, geographically speaking
  Lesson 18: Biased love
  Lesson 19: Love and belief
  Lesson 20: Love versus intelligence

  Lesson 21: Cleverness versus intelligence
  Lesson 22: Distractions and confusion
  Lesson 23: Faith, spirituality, new-age thinking, irrational
                     escapism and illusions
  Lesson 24: Analysis of distracted cognition
  Lesson 25: Analysis of indisputable facts
  Lesson 26: Broken logic

  Lesson 27: Definition of logic / factual logic
  Lesson 28: Factual logicality
  Lesson 29: Understanding logical thinking
  Lesson 30: Application of logical thinking
  Lesson 31: Preservation of logical thinking

  Lesson 32: Introduction to automatic logical intelligence
  Lesson 33: Analysis of the mindset
  Lesson 34: Recognition of the mindset
  Lesson 35: Reproducibility of logical reasoning and its preservation
  Lesson 36: Logical thinking applied to technical and 

   Each Lesson Contains:
Sub-lessons, documents, academic material, videos, powerpoints,
   analyses, quizzes, interactive quizzes and tests, data and experiments,
   pictures-presentations and assessments, eventual intersection with
   EOF sessions/package and forums. Certification available on
   completion of course. 

   Prices - €400.00